ALVERNO COLLEGE

SUPERVISORs Feedback
OF ED 315 Field Student
Candidate: Haley Williams

Check One: 1st Observation __

Supervisor: Nancy Athanasiou

Date: 11/6/15

Cooperating Teacher: Laurie Nicholson

Number of Students:

School: Rawson

Grade: 2

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 _x__

Subject(s): Math
Evidence (Candidate)

You have a game planned for the kids that will help them with addition.
You provide them with multiple opportunities to be engaged during the
introduction, and then through the activity itself. To make the most of the
instructional time, you call on students to read the direction (on the anchor
chart) while you pass out materials. Your directions are clear, and
repeating them multiple times (with examples) is good. You made last
minute adjustments before the lesson began based on CT input, but that
didnt change your overall goal in any way. You model expectations for the
students and then move around the room, checking in with each pair to be
sure they understand the steps.

____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

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)

Very nice job of setting clear expectations for the students before
beginning. They know whats coming and why it is so important for them to
follow directions. All students respond appropriately they are eager to
participate. You manage behaviors easily, using student names and/or
proximity to redirect while still instructing. Freeze with your hands on your
head is a good way to quiet the students and regroup everyone. Your
constant movement around the room helps to keep students focused on
the task, while allowing them to ask questions if needed. This lesson works
well for students at varied ability levels as they have tools to work with and
a partner to talk through their thinking with as well.

____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 ___Proficient __x__Distinctive

Evidence (Candidate and Student)

You began by modeling the math required for the activity. Youre building
on prior knowledge and getting students engaged in the process. Students
will be working with partners for the game you demonstrate what they will
be doing by making the whole class your partner to begin with. You talk
through your thinking, keeping track of the steps on the chalkboard, and
involving students in every step. You do this more than once before giving
students the materials to start the game. This should help avoid some
confusion, and save you time later. You do a great job of eliciting student
thinking through your questions. When a student is unsure, you help
him/her to get to the right answer. As students begin working in partners,
you move around the room, checking understanding. You understand the
need to repeat expectations and directions, and do so in a way that
promotes a positive environment. The number line is a great tool for
students and keeps them focused on the task. While you had to re-explain
directions to individuals/pairs at times, the majority seem to be able to work
independently.

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

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

____Proficient

You use questions throughout the lesson, in whole group and as you
monitor the groups, to gauge understanding. The recording sheets will give
you individual evidence of student understanding while they are working
in partners, they each have their own turn with their own set of numbers.
This is important, if they were each keeping track of the same numbers,
you wouldnt know for sure if every child understands or if they just wrote
down what their partner said/did. Conferencing with each group gives you
additional information, and note taking will give you something to refer to
after the lesson is complete. These are all great strategies to help you
determine if individual students have met the learning outcomes.

__x__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

____Proficient

You are dressed professionally and are clearly eager to teach this group of
kids! Your cooperating teacher supports your instruction, offering minor
suggestions as needed. You are confident, comfortable, and have built a
solid rapport with the class.

__x__Distinctive

Summary Statement: This is a great activity that clearly connects to your lesson objectives. You allow for partner work, which they clearly enjoy. Consider
how you would manage the groups if you were the only teacher in the room. Youll want to consider where you position yourself so that you can see the whole
group. This helps with both management and safety. Your thoughtful planning and attention to detail allow you to make quick decisions based on student needs.
You are confident and comfortable in front of the class and the students respond very positively to your instruction. Great job!

Overall Performance: ____Inadequate

____Emerging

___Proficient

__x__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