ALVERNO COLLEGE

SUPERVISORS OBSERVATION
OF LTM/SPE 612 Field Student
Candidate: Maddy Smith

Check One: 1st Observation __

Supervisor: Nancy Jelen

Date: 11/13/2014

Cooperating Teacher:

Number of Students: 4

School:

Grade 6-8

Whitnall Middle School

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)

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

2nd Observation X__

Subject(s): Calendar/Life Skills/Compare/contrast

Evidence (Candidate)

ED FORM 711
0210 ED

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.

The lesson has a clearly defined structure around which activities are
organized.
You appropriately identified the Essential Elements standards for speaking/
listening and the Common Core for literacy at the 6-8 levels. The standards
match the objectives.
The identified academic language was used appropriately, and modified
when necessary. The academic language was not identified/used/ and
modified.
All of the materials and resources were suitable to students, supported the
instructional outcomes, and engaged students in meaningful learning.
You utilized school-grade level curriculum materials for special education
and used other outside resource materials that supported the content
focus.
The lesson was designed with a range of engaging activities that followed
the daily routine.
Be sure to include in your lesson plan in the accommodation area how
support personnel will be used and with whom.
Some outcomes consist of a combination of outcomes and activities.
You displayed an awareness of resources (SMARTBoard, CNN news,
Channel One news, and iPads) to enhance content and pedagogical
knowledge available through the school and some/no/limited familiarity with
resources external to the school and on the Internet.
Your rationale for asking the students to use their iPads instead of paper
responses serves multiple objectives in their development.

____Inadequate

____Emerging

_Proficient

_X___Distinctive

Classroom Environment (AEA: Coordination/Integrative Interaction

WTS: 2,3,5DISP: Respect, Responsibility )

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.

Evidence (Candidate and Student)

ED FORM 711
0210 ED

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.

Student interactions were generally polite and respectful.

You conveyed genuine enthusiasm for the work and students demonstrated
commitment to its value with the support of the aides or your
encouragement.
Teacher-student interactions were appropriate and individualized per their
specific needs. You used mild holding of the hand, touching the back and
reinforcement.
Most work was individualized responses but on the same topic. Students
were productively engaged in learning with the aides and your support.
Routines for handling materials occurred smoothly with little loss of
instructional time.
Standards of conduct appeared to have been established and followed for
each student.
Your response to off task behavior was appropriate and successful and
respected the students dignity.
You maintained eye contact and used voice effectively through proper
volume, pitch, speed and pacing.
Your use of break cards and PBIS tokens along with yoga create
individualized and calming elements for a positive environment.

____Inadequate

____Emerging

___ Proficient

__X__Distinctive

Instruction (AEA: Communication, Coordination, Diagnosis,

Integrative Interaction WTS 4,6,7DISP: Respect, Responsibility,
Communication)

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.

Evidence (Candidate and Student)

ED FORM 711
0210 ED

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

__ __Proficient

The activities and assignments were appropriate to each student with

supportive individual strategies
Adequate time was provided for student responses.
You used simple/short sentences in giving directions or support which was
appropriate for their functioning levels.
You consistently used the academic language and modified its explanation
when necessary.
All students responded appropriately with the support of their aide or you
when you used the academic language.
Your explanation of the content/expectations was appropriate and
connected with students knowledge and experience.
Your spoken and written language was clear and correct/legible.
Vocabulary was appropriate to students ages and interests and disability
manifestations.
Instructional materials and resources were suitable to the instructional
purposes.
The lesson had a clearly defined structure around which the activities were
organized. Pacing of the lesson was appropriate.
Your feedback to the students was timely and consistent.
You accepted responsibility for the success of all students and utilized a
range of instructional strategies.

__X__Distinctive

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

DISP: Collaboration, Communication)

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.

Evidence (Candidate and Student)

ED FORM 711
0210 ED

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 have a generally accurate impression of the lessons effectiveness and

to the extent to which instructional outcomes were met.
I like how you are planning to use technology inputs for data collection
based on their responses.
Did you notice anything different from individual norms during this lesson?

____Distinctive

Evidence (Candidate)

Professional Responsibilities (AEA: Communication/Integrative

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

Proficient

You display a natural proclivity to understanding and implementing

appropriate learning segments based on what your cooperating teacher
also uses.

_X___Distinctive

Summary Statement: Maddy, you demonstrated a solid understanding of the use of objectives and the CEC standards. In addition,
you need to add how you represented the WTS, the AEA and an educational framework.

Overall Performance: ____Inadequate

____Emerging

____Proficient

__X__Distinctive

SUMMARY REFLECTION: Rationale

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

DESCRIBE AND PROVIDE EVIDENCE FOR EACH OF THE FOLLOWING in a short narrative:

a. background information about the lesson, (e.g. urban, 3rd grade, social studies lesson on )
b. how in the design or implementation of the lesson you demonstrated two of the Wisconsin Teacher Standards for Licensure and
Development; (name the standards and provide evidence of your actions)
c. (SPE only) how in the design or implementation of the lesson you demonstrated two of the Council for Exceptional Children Initial
Content Standards and Knowledge and Skill Sets;
d. how in the design or implementation of the lesson you demonstrated two of the Alverno Graduate Advanced Education Abilities;
e. how the lesson demonstrates the Common Core Standards and/or academic standards;
f. (SPE only) how did you accommodate students IEP goals?
g. at least one educational framework that is reflected in the design and/or implementation of the lesson plan (e.g. Bloom, Vygotsky,
Gardner)

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