Field instructors feedback on an intern's performance on one day Section A: Observation and evidence Date: 9-25-13; 11:20-40 Sec.

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TO (intern): Lauren Brown FROM: Sarah Kim
Saw: Mr. Price was supporting her by preparing the class before she started teaching (e.g.: checking if students are seated, making sure that their hands are free.) Suggestion: Next time, I would like to see her preparing the class before teaching.

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Said: "Okay, I am going to do ..." Suggestion: It would be good to grab students' attention and have a short opening statement before introducing the game. For example, she could say We have been learning and today we are going to play a ne w spelling game. Said: Thanks ___ (for being quiet). Suggestion: While giving instruction, looking at students would help her to check their understanding and whether they are paying attention. Saw: Students seemed to be encouraged to pay attention after they found out it was a card game. What could we do to have them pay attention from the beginning? (maybe explain to them in the beginning that it's a game and they need to pay attention to understand how to play.) Shine: After she gave a verbal direction, she allowed the students to ask questions before playing. Said: Guys, C has a question (saying to be quiet) Shine: Letting each group know who is going go first was a good idea to increase on-task time. Suggestion: Before students play the game, it wouldve been good if she called a student to come to front and help her to demonstrate how to play the game. Since it is their first time playing, they can have a better idea about what they are supposed to do. Shine: Having a written direction on the screen provides a visual aid for them to look at. Also, it can save her voice! Suggestion: Explain that bam and swipe card should be left out after it is drawn before the game started. Saw: Children were a bit loud but it is expected and it's okay as far as they are talking to play the game. However, the voice level increased as it went on. Suggestion: Before the game begins, communicate with the students that you want them to keep their voices low (e.g. voice level 1? 2?). Saw: The students were actively engaged in game but got distracted and louder towards the end. Suggestion: Reduce length of the game to prevent the students from being distracted and losing interest in playing the game. During the last 5 minutes or so, students can share which word was hard or easy to spell out. Also, it would be good to have a small group discussion sharing strategies that student use to memorize spelling of words. Shine: Giving a one minute warning helps the students to pace themselves. Saw: Turning off the classroom light & alarm in order to notice the game is ended. Suggestion: During the last minute, each group can stop playing the game and choose the winner.

Field instructors feedback on an intern's performance on one day Section A: Observation and evidence Date:10-9-13 Sec. B
TO (intern):Lauren Brown FROM:Sarah Kim

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Time 8:45-9:00 Activity: Morning routine Setting: Kids were doing their morning work (=bell work) (1 math problem, 2 vocab problems) / writing down their assignment on a planner/ lunch choice/ lining up for gym class Did: Walked around and checked the kids whether they have the materials they need to have on their desks. Saw: The students were a bit loud socializing to each other. Suggestion: (Also mentioned during debriefing) Since they just came into the classroom, they do want to talk but it is important to increase on-task time. Lauren's input: She also pointed out this is something she would like to work on. ("keeping them quieter and encourage them to start working right away) Connection: In seminar task4, we talked about class time and different ways to increase or even maximize engaged time. Said: If you need gym shoes, I would put them on now. Shine: I really liked how you communicated with your students. Instead of telling them to go and put their gym shoes on, saying something like "If I were you, I would ... " or "It would be easier later if you ____ now" can be more effective. The approach was also age appropriate. Said: Ian, let's go. Said: (context: a student didn't bring a planner.) Lauren: What should you do with your planner? S: ___(something like write it on a piece of paper instead.) Lauren: Good idea. Shine: encouraging them to think about their own solution. It's crucial for them to take ownership on their learning. It would be endless and detrimental to children if you baby feed them. Saw: Ask them to sharpen their pencils. -- Like you said, I hope this kind of thing will become more natural to the children so that you don't have to mention this. Shine: Monitored students work and answered students' question by asking them questions in a different way to help them thinking instead of giving them a clue. Suggestion: When you monitor, try to watch yourself what you are seeing. Are what you are seeing give you a better understanding on childrens progress or areas that they need to go back and review? Are you gaining any useful information about their learning? Shine: Started by saying "Let's do lunch" right after the morning announcement. Like you said, you are not giving them to start socializing with each other by doing the lunch choice right away. Result: Lunch menu selection - took the minimum time so that they could go back to their morning work. Said: keep working on your morning work (=bell work) and we will check later. Saw: Students were being respected and listened well. Grapefruit A kid haven't seen it or don't know what it is- another child helped him by describing a grapefruit. Said: Start lining up for gym, quiet please. Laurent's input: area to work on: keeping them quieter in the beginning of the bell work.

Field instructors feedback on an intern's performance on one day Section A: Observation and evidence Sec. B
TO (intern): Lauren Brown
Writing lesson 1:25-1:55 I observed mostly one-on-one interaction with the students. Said: Went on and gave a direction about writing lesson. Suggestion: Gaining students attention first. Said: Are we clear what is going to happen? Suggestion: Ask a student to reword what you said. Said: We are working on our OWN writing. Everybody needs to be quiet. Saw: A boy was resisting using the pen you gave because he wanted to get up and get his own. You were firm with using the pen you gave him. Saw: Helping a child, You got a good start Giving guidance on how to continue writing after the good opening. Question: Was there a consequence if they dont finish their work within the allotted time? Comment: Staying on task of writing is challenging and needs practice. There are several who stayed on task but many children werent as focused. Shine: Good job asking a child questions to help her/him to fix mistakes during the feedback time.

Date: 10-23-13
FROM: Sarah Kim

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Field instructors feedback on an intern's performance on one day Section A: Observation and evidence Sec. B
TO (intern): Laura Brown

Date: 11-13-13
FROM: Sarah Kim

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Overall, the math lesson was very smooth and clear to the students. Saw: Instead of asking what is the answer, asking the students to be ready to explain their thinking. Said: See if your explanation makes sense. Saw: Monitoring and checking whether everyone is done. A quick check! Good! Said: Why would you say cant tell? Saw: You rephrased or repeated what students shared helpful for those who didnt hear or understand what the students shared/ also for those who shared can hear someone else say it out loud. Saw: Using the screen, creating a number sentence using the word problem: Said: If a part is missingKids: cant tell. Saw: After define the word variable, you used the word right away. Students seemed to care whether it is going to be on a test or not (A kid asked, Is the word variable going to be on the test?) Saw: Clear rule for the white board activity as well as the consequence were explained before handing out the material. Saw: Distributed marker, eraser, and board to each student. Suggestion: Although it didnt take long to distribute the materials, but it would be better to divide the materials according to the number of people in each group in advance. Then, have a group leader to get the boards and distribute while you are giving out markers and erasers. Or other ideas? Saw: You wrote a number sentence with a variable and the students by themselves solved the problem and wrote down the answer. Some students didnt get the right answer. What can you do for those who didnt get it? Suggestion: You can go over the problems, or have someone with the correct answer come out and write out and explain how they got the answer. For the last question, you asked the students to share how they came up with the answer and you also explained although I feel low math performing students need more explicit help. What if you keep track of who is not getting the right answers, and go over those questions individually. Saw: Behavior strategy: 0 sign to ask them to have 0 voice before you give another question. After board activity, the students reviewed for the test keep using the white board. Q: What is a prime number, composite number? Give an example. One factor pair (a fun way to memorize it?) You gave enough time to work on the question.

Field instructors feedback on an intern's performance on one day Section A: Observation and evidence Date: 11-20-13 Sec. B
TO (intern): Lauren Brown FROM: Sarah Kim
Modeling (step by step/ main idea #1 and 2) how to write sentences using a writing plan. Focus: Engagement - Writing modeling can be challenging to engage everyone.

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Co-thinking: What can you do to increase their interest? (1. use Smartboard? (prewrite the sentences and then have them choose the right one drag the sentences and put them together to make a paragraph) (2.make intentional mistakes in sentences and format have them find it as a group)

Standard 1 Strength: She is clear when she gives direction to her students. Also, she seems to have no problem communicating with them one-on-one (e.g., writing activity one-on-one meeting, answering a students question.) (a) She expects students responsibility (and rights) to work hard for their learning. ( c ) Improve: She can work on offering global and international perspectives on topic, questions, and issues (f) Score 3 Standard 3 She gives attention to everyone by monitoring students while they are working at their desks. (a) She uses different types of assessments to measure students learning. (f) (Do you take time to look at their outcome to adjust plan and instruction?) As your guided-lead-teaching starts, I would like you to have a concrete measurable goal (outcome) for their learning for each lesson you teach. (b) How do you motivate and engage all students? (e.g., I have seen you checking their works and tell them to continue to work if they werent doing it. Do you consider their different characteristics when you do that?) (d) How are you accommodating specific students through differentiated instruction? (e) Mr.Price- monitoring and assessing / implementing other resources outside of school curriculum /own pace math worksheet Laura: small group / bell work- low at math giving him sheets / giving cool off time for a shut down kid / Repeat the direction have a lower performance to students to repeat /put them on task Score3

Standard 4 Both she and her students have a clear understanding and expectation about rules and routines. (a) She utilizes both individual and group works to engage students in meaningful learning. (b) (But, I wonder if she can expand and try other types of participation structures by designing an activity that requires students to move around the classroom or to meet other students outside of their own tables.) She listens to her students and asks questions to figure out how to help them. ( c) How do you assess class interaction and adjusts the organization to promote learning? (f) Laura: quick at setting a goal and expectation at the beginning of activities/ tries to allow the students to share and gives them an equal opportunity.

Mr. Price : Class structure and routine regularly and consistently/ Helps the ones who need help right away /-each group is being rotated every month. Score 4 Standard 8 I can assume that she exercises good judgment in using time because she turns things on time for her other courses and meets an expectation. She also draws on educational resources: MSU readings, curriculum guides, MT and FI as resources. (d) During debriefing, she pays attention to feedback I provide and tries to use the feedback to improve teaching (g). How are you reflecting your own teaching? Also, how are you utilizing your reflection when you plan and teach? (e) Mr. Price attended PD, school meetings, PTC, / dressed professionally,/ Laura: assessment yet/ look at quizzes, homework, and tests to point out where the students need help As my responsibility as intern, I attended conferences with parents. Larua: thinks automaticallywhat could I better next time? Score 3 Consensus form
Intern is making progress towards the achievement of the MSU Teacher Preparation Program standards? Yes No

The interns grade at this point is? pass /pass with concern/ No pass 1-3 33 4- 4 8- 3