ALVERNO COLLEGE

SUPERVISORs Feedback
OF ED 315 Field Student
Candidate: Lauren Checker

Check One: 1st Observation _x_

Supervisor: Nancy Athanasiou

Date: 10/14/15

Cooperating Teacher: Maya Richards

Number of Students: 10 (entire group of 3rd graders in a 3rd/4th split)

School: Manitoba

Grade: 3

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)
Uses teaching resources and curriculum materials that are appropriate in
representing the ideas and concepts.
Plans instruction appropriate to students stages of development and
learning styles.
Links new ideas to familiar ideas and makes connections to students
experiences.
Provides opportunities for active engagement, manipulation and testing of
ideas and materials.
Knows how to enhance learning through the use of a variety of materials.
Values flexibility in the teaching process by monitoring and adjusting plans
and adapting instruction when necessary and appropriate.
Chooses appropriate teaching strategies, learning experiences, and
materials to achieve different instructional purposes and to meet student
needs.
Varies his or her role in the instructional process in relation to the content
and purposes of instruction.
Plans motivational instruction by relating lessons to students personal
interest.

Seeks to find ways to meet the needs of diverse learners.

____Inadequate

____Emerging

__x__Proficient

2nd Observation ___

Subject(s): Math
Evidence (Candidate)

You begin with familiar concepts and then build on them. You help
students break down the word problems to figure out what information is
important. You involve the students by letting them come to the
smartboard to demonstrate their process. You also use students to act out
the story problems. This is a great strategy though this group gets
discouraged easily when not called on, what can you do to help them stay
engaged even when they are not the focus of attention? You modify your
plans based on observation of student needs, which is important. Lessons
wont always go as planned, but its how you readjust that is most
important. With this group, and their need to feel included, you might
consider using their names in the story problems to help them feel
connected.

____Distinctive

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

ED FORM 711
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Classroom Environment (AEA: Coordination/Integrative Interaction

WTS: 2,3,5DISP: Respect, Responsibility )
Shows respect for the diverse talents of all learners.
Uses knowledge about human motivation and behavior to develop
strategies for organizing and supporting individual and group work.
Is committed to the expression and use of democratic values in the
classroom.
Organizes, allocates, and manages the resources of time, space, activities
and attention to engage students in productive tasks.
Knows how to help students work productively and cooperatively with
each other.
Uses strategies of effective classroom management to promote positive
relationships, cooperation, and purposeful learning in the classroom.

Respects students as individuals with differing personal and family

background and various skills, talents and interests.
____Inadequate

____Emerging

__x__Proficient

Evidence (Candidate and Student)

What are some of the behaviors we use when were working in front of the
smartboard? Refers to the group as boys and girls or friends this is
respectful and encourages a positive environment. Two of the girls are
having difficulty, you do a nice job of addressing the issue and moving one
of the girls this solves the problem. You remind them of appropriate
behaviors as needed (e.g. raise your hand, eyes on me, etc.). You are very
patient with the group, even during difficult times, which isnt always easy,
but is so important. Your interactions with the group are very respectful
you pay close attention to how you address the children and you
consistently encourage positive behaviors.

____Distinctive

Instruction (AEA: Communication, Coordination, Diagnosis,

Integrative Interaction WTS 4,6,7DISP: Respect, Responsibility,
Communication)
Uses different representations and explanations of concepts when
necessary to accommodate students who approach learning from different
conceptual frameworks.
Uses teaching approaches that address different learning styles and
performance modes.
Uses instructional strategies that promote student learning for a range of
student abilities.
Encourages discussion.
Elicits samples of student thinking orally and in writing.
Values the development of students critical thinking, independent
problem-solving, and performance capabilities by using varied teaching
and learning strategies to engage students in active learning.
Modifies explanations when necessary to assist students understanding.
Organizes, prepares students for, and monitors independent and group
work.
Recognizes the importance of verbal and nonverbal communication.
Is a thoughtful and responsive listener.
Communicates in ways that demonstrate a sensitivity to cultural and
gender differences.
Models appropriate communication strategies in conveying ideas and
information.
Supports learner expression in speaking and writing, and other media.

Knows how to ask questions and stimulate discussion in different ways.

____Inadequate ____Emerging _x__Proficient ____Distinctive

Evidence (Candidate and Student)

Begins by having students count by 5s as a warm up. Several are
distracted by their math notebooks, even with several reminders to set
them aside. Once the lesson gets started the students are eager to
participate. Has students turn and talk (not something they are used to, but
they do a nice job of answering the question of what is a story problem?).
Your lesson follows a logical flow and the problems are engaging (candy is
always a good topic ). The students appear to understand the concepts
quickly it might be good to stop the students and ask them to write their
own problem, this might re-focus their attention. You consistently model
appropriate communication skills speaking respectfully to all students
and encouraging them to follow directions. You ask for volunteers,
encouraging their participation throughout the lesson. They are quieter and
more focused when working on their individual sheets would it be good to
have them work independently and then share their thinking, rather than
the other way around?

Copyright 2010. 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.

ED FORM 711
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Assessment (AEA: Diagnosis/Integrative Interaction WTS: 8,9

Evidence (Candidate and Student)

DISP: Collaboration, Communication)

Knows how to select and construct assessment strategies and
instruments.
Uses appropriate assessment techniques to enhance his or her
knowledge of learners, evaluate students progress and performances,
and modify teaching and learning strategies.
Solicits and uses information about students experiences, learning
behavior, needs and progress from cooperating teachers and the students
themselves.
Evaluates the effect of class activities on both individuals and the class as
a whole, collecting information through observation of classroom
interactions, questioning, and analysis of student work.

Uses classroom observation and information about students as sources

for evaluating the outcomes of teaching and as a basis for reflecting on
and revising practice.
____Inadequate

____Emerging

__x__Proficient

You use questions to gauge understanding. As the lesson progresses, you

have students write in their notebooks and you observe their responses.
Having students come to the board to demonstrate their process is a good
idea. Youll want to be sure that the other students have something to do
while the one student is working, otherwise they get off task quickly. The
worksheet they have will also give you good information about individual
student learning.

____Distinctive

Professional Responsibilities (AEA: Communication/Integrative

Evidence (Candidate)

Interaction WTS: 10DISP: Responsibility, Collaboration,

Communication)
Relates professionally and effectively with the cooperating teacher and
faculty.
Dresses professionally and consistently portrays a professional demeanor.
Is enthusiastic about teaching.

Seeks out the cooperating teacher to support his/her development as a

learner and a teacher.
____Inadequate

____Emerging

__x__Proficient

You are dressed professionally and demonstrate enthusiasm when

working with this group. There are times when the group is off task, which
can be frustrating, but you work to keep them focused.

____Distinctive

Summary Statement: The space you have to work with is very small, but you make the best of it. Having the students sit in front of the board is a good
decision, though its clear they are not used to being in a different setting. You do a nice job of trying to get students to set the materials aside, some follow the
directions, others have difficulty. Would it be better to have them leave the materials at their desk until they need them? Watch your grammar, If I give 2 pieces of
candy to 3 students, how many pieces will I have gave away? Should be will I have given away. Many of the students could answer the questions very
quickly what does this tell you about their understanding? Its possible that some of the off-task behaviors were connected to the fact that they already knew the
material and didnt need to focus as much. One idea would be to have the students create and solve their own word problems they are eager to share with you,
this might have been a good way to focus their attention more on the concepts, and decrease the distractions. You did a great job of staying calm and working to
keep students engaged. The environment is tricky (a 3rd/4th split), not a lot of room, etc., but you make the best of it and consider ways to continue to engage
students in future lessons. Though challenging, you stay positive that says a lot about you as a teacher.

Overall Performance: ____Inadequate

____Emerging

_x__Proficient

____Distinctive

Copyright 2010. 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.

ED FORM 711
0210 ED