ALVERNO COLLEGE

SUPERVISORS OBSERVATION
OF ED 215 Field Student
Candidate: Amanda Dlugi
Assessor: Darlene Habanek

Date: 4.19.12

Cooperating Teacher: Mr. C. Sover

Observation # __1__

Number of Students: 16

School:

Grade: 9-10

Subject(s): Biology

Planning and Preparation (AEA:Conceptualization/Diagnosis WTS

Evidence (Candidate)

1,2,3,4,5,7, DISP: Respect)

Plans instruction appropriate to students stages of development

and learning style.
Plan includes a motivating opening.
Activities and materials are well chosen.
Plan reflects use of an effective reading strategy for the content of
the class.
Plan encourages student progress and engagement.
Plan includes adaptations for students with specific needs and
learning styles.
Questions are planned in advance.
A meaningful closure concludes planning process.

You planned a lesson that focused on energy transfer between levels in food
webs. Your objectives 2 and 4 were appropriately worded with direct
observable student behavior that points to assessment. Objectives 1 and 3
need to be more specific. Trade the terms understand and learn for action
verbs like explain for both. That allows you to consider how you will assess
in oral or written format.
Be sure to include higher level questions in your plan. When teaching it is
difficult to think of strong questions that move kids into deeper thinking. Plan
for these explicitly.
Your enthusiasm is infectious. You convey such strong energy and interest in
your content.

____No Evidence

____Minimal Evidence

__X__Sufficient Evidence

____Extensive Evidence

Classroom Environment (AEA: Coordination/Integrative Interaction WTS

1, 2, 3, 4, 5, 6, DISP: Respect, Responsibility, Collaboration, Communication)

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and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law .

Evidence (Candidate and Student)

FORM NO. 714

1008 ED

School:
Grade: 9-10
Subject(s): Biology
Offers explicit praise to students.
You offered praise and recognition continuously and genuinely. You
Teachers and students connect to one another by smiling, sharing
and helping.
complimented their concentration on the DNA assignment and during
Respects each child as an individual.
discussion. You gave serious props to kids who volunteered answers. It
Supports students as they work independently and collaboratively.
was obvious by their facial expressions that they were proud to have their
work recognized. This is a powerful tool for teachers to encourage kids to
Manages transitions efficiently.
get and stay engaged. You do it so naturally!
Effectively uses resources and curriculum materials to develop the
ideas being taught.
Manages student attention by engaging them productively in learning Be careful about using the term Hon when you address students. Replace
experiences.
it with something a bit less familiar.
Cleary communicates expectations and procedures for behavior and
assignments.
Watch your grammar and word usage. You said you guyses, for example.

Teacher must model standard English. Rethink how many times you say
you guys. Find something more respectful and inclusive.

____No Evidence

____Minimal Evidence

__X__Sufficient Evidence

____Extensive Evidence

Instruction (AEA: Communication, Coordination, Diagnosis,

Evidence (Candidate and Student)

Integrative Interaction WTS 1, 2, 3, 4, 5, 6, 7, DISP: Respect, Communication)

Demonstrates knowledge of content throughout delivery.

Presents content in developmentally appropriate ways.
Consistently demonstrates enthusiasm.
Models and supports active listening, discussion and thoughtful
responses in reading, writing & speaking.
Challenges and supports student thinking by using:
o different types of explanations
o various levels of questioning and discussion techniquesBlooms Taxonomy
o techniques that repeat and/or extend student responses
o a variety of modalities (visual, auditory, kinesthetic)
Focuses student attention on lesson objectives.
Actively engages students in meaningful learning and keeps them on
task.
Adapts plans as needed.
Varies role in instructional process (instructor, facilitator, coach,
audience) in relation to content, purposes of instruction and needs of
learners.

You used the SMARTBoard easily and appropriately. It allowed you to

provide detailed visuals to illustrate the concepts.
You take the time to be so explicit with the academic language, leading
students to breaking apart the terms so they get practice in figuring out
unfamiliar terms. This skill building embedded into the lesson helps students
get the most benefit from every lesson and provides the repetition
necessary.
Asking for questions is good and can be very effective. This group is
reticent to speak. They are unlikely to ask questions. But you recognize that
they will answer. Lead their understanding by asking questions. Also use
signals to assess understanding thumbs up, finger snaps, whatever will
work. You need a method by which you can assess informally throughout
the lesson to tell who is with you and who needs more direction.
You used the document camera to show the document they will be using to

Copyright 2009. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law .

FORM NO. 714

1008 ED

School:
Is respectful of cultural and gender differences.
Relates learning to students previous learning and/or to students
personal experiences.

Grade: 9-10

Subject(s): Biology

guide the project you designed for them. You also modeled the activity on
the projector to show them the details of how to do that.
Give them time checks. How much time did they have to work on their food
webs after the directions were given? They need reminders and warnings
so they use their time wisely and meet the objectives that you had in mind.

____No Evidence

____Minimal Evidence

__X__Sufficient Evidence

____Extensive Evidence

Assessment (AEA: Diagnosis/Integrative Interaction WTS 1, 2, 3, 7, 8, 9,

Evidence (Candidate and Student)

DISP: Reflection)

Provides feedback to learners (oral and/or written).

Focuses the students attention on the process of learning rather
than just getting the correct answer or finishing an activity.
Assessment relates directly to objectives.
Students self assess (oral and/or written).
Assessment was well chosen for lesson content.
Uses information from lesson and assessment in planning of future
lessons.
Reflects on own performance in relation to student learning and WI
teacher standards.

____No Evidence

____Minimal Evidence

_X___Sufficient Evidence

You designed a performance task and rubric for them to use in

demonstrating their understanding. The rubric was light on reference to the
learning outcomes. You had 4 criteria that described, completeness, spelling,
etc and only one for the learning outcome. What about accuracy, correct
order, etc? These are the criteria that create directly to the objectives. They
should be emphasized. The other characteristics may be important but
learning comes first and it will give you better evidence of student learning if
those criteria are first and make up the bulk of the list. As you have it,
accuracy is 30%, all the other criteria, which are all less important, account
for 70%.

____Extensive Evidence

Copyright 2009. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law .

FORM NO. 714

1008 ED

Professional Responsibilities (AEA: Communication/Integrative Interaction

Evidence (Candidate and Student)

WTS 6, 7, 9, 10, DISP: Respect, Responsibility, Reflection, Collaboration,

Communication)

Demonstrates professionalism through timely completion of work for

Classroom_____ Seminar_____
Demonstrates professionalism through regular attendance, arriving on
time. School_____
Seminar_____
Relates professionally and effectively with students, cooperating
teacher____, staff____, and supervisor____ (including initiating
conversation, and problem solving). (Social Interaction at Level 4)
Completes self assessments, reflecting on planning and implementing
of lessons.
Is willing to give and receive help.
Demonstrates Effective Citizenship by attending a school/parent event
and completing an accompanying log.
Actively participates in seminar by offering ideas, sharing materials and
supporting peers. (Social Interaction at Level 4)

____No Evidence

____Minimal Evidence

__X__Sufficient Evidence

You relate very well to students. Mr. Sover seems to be very comfortable with
your work in his classroom. You asked for a bit of assistance during your
lesson. This was exactly the right thing to do. As you become more familiar
with specific curriculum, you will rely on yourself more. Buthe ethic of
providing students woth correct information is more important at this point
and you showed that.

____Extensive Evidence

Additional Comments:

You already demonstrate some very strong teaching behaviors . Keep working on your use of language and assessments
procedures that are linked closely to your correctly formatted objectives.

Successful Performance: ____Yes ____No

Copyright 2009. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law .

FORM NO. 714

1008 ED

 Copyright 2009. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law .

FORM NO. 714

1008 ED