Revised May 2013

University of Wisconsin-Stevens Point

College of Professional Studies
School of Education
Office of Field Experiences


Guidance/Feedback for Teacher Candidate:

University Supervisor Formative Assessment
Teacher Candidate Melissa Mehre Coop Teacher Matt Lindsey Supervisor Krista Slemmons
Subject/Grade Science/Secondary School/City Wausau Engineering and Global Leadership Academy
Date 2/11/14 Start Time 2:00 pm End Time 3:00 pm
InTASC Standard Observations
The Learner and Learning
1. Learner
Development
The teacher understands how learners grow and
develop, recognizing that patters of learning and
development vary individually within and across the
cognitive, linguistic, social emotional, and physical
areas, and designs and implements developmentally
appropriate and challenging learning experiences.
Melissa showed a deep competency for how students develop, learn and grow. She
understands how learners grow socially by having students interact with group
members during the 2-week dissection workshop. She explained the meaning
behind difficult scientific terminology by using everyday language and examples as
well as explaining the meaning of the Latin endings. Melissa not only emphasized
course content but provided students with lifelong language skills.


2. Learning
Differences
The teacher uses understanding of individual
differences and diverse cultures and communities to
ensure inclusive learning environments that enable
each learner to meet high standards.
Ms. Mehre class activities were designed appropriately to accommodate the variety
of learning differences among her students. Melissa had students try to define
common anatomical terminology and work with groups to figure out the definitions.
Melissa did not simply give student answers to these definition but had students
utilize critical thinking skills to formulate their own definitions thereby giving
students ownership over their learning.
3. Learning
Environment
The teacher works with others to create environments
that support individual and collaborative learning, and
that encourage positive social interaction, active
engagement in learning, and self-motivation.
Melissa created an open and collaborative environment by having students each
introduce themselves, explain why they were taking the workshop and describe
something interesting about themselves. She organized this workshop to emphasis
individual and group learning along with peer teaching. Students were encouraged
to assist others in their group/class if they mastered the concepts early. Ms.
Mehre was respectful to all student comments and questions and commonly
repeated positive phrases such as Awesome! Good Job! She used humor and
positive reinforcement to encourage each student.
Content
4. Content
Knowledge
The teacher understands the central concepts, tools
of inquiry, and structures of the discipline(s) he/she
teachers and creates learning experiences that make
the discipline accessible and meaningful for learners
to assure mastery of the content.
Melissa demonstrated mastery of the content and addressed the standards
F.8.1 Understand the structure and function of cells organisms and F.12.11
Investigate how the complexity and organization of organisms over a two week
workshop to address this standard.
5. Application
of Content
The teacher understands how to connect concepts
and use differing perspectives to engage learners in
critical thinking, creativity, and collaborative problem
solving related to authentic local and global issues.
Students worked collaboratively to define anatomical terminology. Melissa used a
variety of analogies throughout the discussion portion of the lesson and made
connections to experiences in the students everyday life.
Instructional Practice
6. Assessment
The teacher understands and uses multiple methods
of assessment to engage learners in their own growth,
to monitor learner progress, and to guide the
teachers and learners decision making.
Ms. Mehre described to students how they will be assessed. She emphasized
student engagement and preparedness and outlined her expectations (e.g. come to
class every day, reading, laptops every day, worksheets).

7. Planning for
Instruction
The teacher plans instruction that supports every
student in meeting rigorous learning goals by drawing
upon knowledge of content areas, curriculum, cross-
disciplinary skills, and pedagogy, as well as
knowledge of learners and the community context.
Melissa provided students with a calendar of due dates and activities outside of
class. She minimized behavior concerns by keeping students actively engaged in
their learning and circulated through the room during the group activity. Students
were reminded of expectations throughout the class and she emphasized how
credit is earned each day of the workshop.
8. Instructional
Strategies
The teacher understands and uses a variety of
instructional strategies to encourage learners to
develop deep understanding of content areas and
their connections, and to build skills to apply
knowledge in meaningful ways.
Students used peer teaching, group work, class discussion and demonstration to
understand basic science terminology and tools necessary for dissection.
Professional Responsibility
9. Professional
Learning &
Ethical
Practice
The teacher engages in ongoing professional learning
and uses evidence to continually evaluate his/her
practice, particularly the effects of choices and
actions on others, and adapts practice to meet the
needs of each learner.
Ms. Mehre weekly reflections are thoughtful, thorough and critical. She continues
to strive to improve her teaching strategies and has used these reflections to guide
her instruction and planning in the future.
10.
Leadership &
Collaboration
The teacher seeks appropriate leadership roles and
opportunities to take responsibility for student
learning, to collaborate with learners, families,
colleagues, other school professionals, and
community members to ensure learner growth, and to
advance the profession.
Melissa has made great efforts to connect with students both inside and outside
the classroom. She has collaborated with her cooperating teacher and teachers in
other disciplines to design new curriculum and co-teach. She has communicated
her expectations with parents. She conducts herself in a friendly, relaxed and
professional manner. She is well organized and thorough.
Melissa your lesson was very thorough, well organized and utilized a wide variety of teaching strategies to include all students. Your enthusiasm and positive
rapport with students was visible and you seemed to have already established a good working relationship with your students even though it was only the first
day of the workship. You seem to have a real connection with the students and they respond positively to you. Great job!

I really liked how you had students try to define unknown scientific words and work in groups first rather than just giving the students the definition. I think you
have embraced this nontraditional environment to its fullest and I am happy to see you designing curriculum with your cooperating teacher as well as teachers
in other disciplines. Your abilities to incorporate an interdisciplinary approach are notable and will serve you well in the future.


Recommendations for Teacher Candidate Growth:
You might consider including a diagram on the board demonstrating the anatomical terms and positions. You might also consider moving through the room
more and showing the various dissecting instruments.

During your dissection workshop, you might also have points throughout the lesson where you assess student learning. This might be a question they all need to
answer in their notebooks during lecture, a question that is posed at the beginning of class that they would record in a daily journal (this would get the students
engaged right when they enter the room) or points where they need to check in with you while doing the group work. Provide some means of assessing student
understanding as often as you can such as checking for understanding during both lecture and group activities. You might also consider awarding participation
points based on student engagement during the group work to ensure that students stay on task.


The [teacher candidate] [cooperating teacher] [university supervisor] discussed the observation in a conference.
** Please underline conference participants**


Prepared by university supervisor: Date: 2/11/2014

The university supervisor will send an electronic version of this evaluation to the teacher candidate for inclusion in the ePortfolio.