ALVERNO COLLEGE

SUPERVISORS OBSERVATION
OF ED 215 Field Student
Candidate: Noor Kheirieh
Assessor: D. Habanek

Date: 4.10.14

Cooperating Teacher: J. Then

Observation # _2___

Number of Students: 12

School: Salam H.S.

Grade: 9

Subject(s): ELA

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.

____No Evidence

____Minimal Evidence

_x___Sufficient Evidence

You planned a lesson that matched a Common Core Standard for ELA.
Your lesson plan involved the analysis of a poem by Maya Angelo.
Be very clear about your objectives. You wanted them to be able to identify
the elements and then also to be able to use them in an original story. The
group aspect is not the objective.

____Extensive Evidence

Classroom Environment (AEA: Coordination/Integrative Interaction WTS

Evidence (Candidate and Student)

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

Offers explicit praise to students.

Teachers and students connect to one another by smiling, sharing
and helping.
Respects each child as an individual.
Supports students as they work independently and collaboratively.
Manages transitions efficiently.
Effectively uses resources and curriculum materials to develop the
ideas being taught.
Manages student attention by engaging them productively in learning
experiences.
Cleary communicates expectations and procedures for behavior and
assignments.

The students were compliant. You got a volunteer to read the poem right
away.
PLEASE: Replace you guys with something else. Its easy to ignore.
They are really good at working in groups. They get to work quickly, keep
their voice volume under control, and keep working.

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: Salam H.S.

____No Evidence ____Minimal Evidence

__x__Sufficient Evidence

Grade: 9
Subject(s): ELA
____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.
Is respectful of cultural and gender differences.
Relates learning to students previous learning and/or to students
personal experiences.

You spoke very quickly today and ran through your questions fast. Plan the
exact wording of questions Avoid the who wants to or does anyone
forms. Write high level questions and expect to wait for most students to
have their hands up before you call on anyone.
Be sure you know the correct information about an author before offering
any. Maya Angelou is still alive so couldnt have been a slave. She was
treated poorly but what does that mean?
Make sure your directions about group work are complete and detailed. It
often helps to post directions so students have something to refer to when
they get finished with one step and cant remember what to do next.
As you monitor group discussions, maintain a posture of observer, not
group member. Only intervene if they are really stuck. Otherwise, turn any
question back to the group before you answer. You should take notes about
what you hear students saying in groups so you can tell them the things you
thought were most helpful to getting the task accomplished.
Each group was assigned a poetic element to analyze from the Angelou
poem. Insist that groups listen while others are presenting instead of
planning what they will say when their turn comes.
The personification group had some trouble. For example, they said that her
shoulders were given human characteristics. That doesnt make sense.
Think about how you will correct students misspeaks. It is imperative that
they hear the correct information and its the teachers job to ensure that.
The issue about metaphors and similes was a teachable moment. Dont let
these go by. Another group had similes so it got confusing when they
presented. This level needs to sort out these things dont gloss them over
as all comparisons when its expected that they will know and recognize the
difference.
Always give a time target for group activities. You want them to continue 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: Salam H.S.

Grade: 9

Subject(s): ELA

realize that they only have a limited time frame within which to complete
their work. Also give time warnings 5 minutes and one minute should
suffice. (You gave the 5 minute warning right after I wrote this!) But they
needed the one minute to get done before group began to recite their work.
You like games. Be sure that they have enough value to warrant to time.
Consider asking why they think a statement is an element also.
____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 circulated to check on students and eaves drop on their conversations.

This would be a great opportunity to note some details about specific
students and the gems you heard.
You knew that the practice with elements would be part of a test students
would take later.

____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 are developing teacher behaviors and your own style. In your next field,
think about how you project as the teacher. Assume that you are the only
adult in the room. Command respect and authority.

____Extensive Evidence

Additional Comments:
You have gained confidence through this field experience. Continue to plan and rehearse your lessons carefully.

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