ALVERNO COLLEGE

SUPERVISORs Feedback
OF LTM 622 Field
Candidate: Shawna Hendrix

Check One: 1st Observation _X__

Supervisor: Carol Dixon

Date: February 29, 2016

Cooperating Teacher: Kelly Hetzel

Number of Students: 23

School: Wauwatosa West High School

Grade: 10

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

____ Proficient

Subject(s): English
Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)

2nd Observation ___

Your well-structured lesson on characterization captured the students

interest. To achieve your objectives, you used appropriate teaching
strategies, learning experiences, and instructional materials. First, you
hooked the tenth graders with a Geico commercial, Next, you asked the
students to write down three wishes. After telling partners what could go
wrong with one of the wishes, a few individuals shared their answers with
the class. Then, you introduced a character chart and told the students to
note quotes that would help indicate character traits as they popcorn read
as a class. After the story was completed, you gave them time to work on
their character charts. Your carefully designed lesson appealed to visual,
auditory, kinesthetic and social learners

__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.

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)
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

___ Proficient

Evidence (Candidate and Student)

You organized and managed your resources in a way that would engage
students in productive tasks. You involved the students in a variety of
activities such as imagining, reading, inferring, analyzing, and thinking
critically. As you moved around the room, you tried to share your attention
with as many students as possible. You used your time wisely with no loss
of instructional minutes.
You promoted positive relationships, cooperation, and purposeful
learning in the classroom in the following ways. You greeted the tenth
graders and introduced yourself and me. You structured the lesson in an
easy-to-follow manner with a PowerPoint and a chart to support learning.
Students were given an opportunity to partner with others to discuss how
wishes can go bad. Throughout the period, all but one of the tenth graders
behaved appropriately.

__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)

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)

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 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

__X_ Emerging

___Proficient

For the most part, you modeled appropriate communication strategies in

conveying ideas and information. Your attractive PowerPoint presentation
reinforced the learning target and the main objectives for the lesson.
However, you read it aloud quickly rather than spending a little time on
each point, elaborating with a sentence or two. Your directions were clear
and concise, Choose one of your wishes and chat briefly with a neighbor
about how your wish could go wrong. You used questions to promote
student thinking, If you had three wishes, what would you wish for if a
genie popped up right now?... How could that go wrong? You showed the
class two examples of how to analyze characters for the character chart.
To engage students in active learning, you incorporated the following
activities: a quick write, small group discussion, large class share out,
popcorn reading, and a character analysis chart. All students took turns
reading aloud. You paused only once to point out a quote that might help
analyze a characters trait. More frequent stops would have provided
additional guidance for the tenth graders in filling out their character charts.
You called on a variety of students to answer, but only a few participated.
Rather than pushing for more responses, you moved on. You called for
raised hands twice, but you could have used more whole group responding
to further engage the students.

____Distinctive
Evidence (Candidate and Student)

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

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.

You thought that your lesson on characterization was a success. With

the help of online sources, you designed a lesson that required the tenth
graders to think and analyze. You finished the popcorn reading earlier than
anticipated. Spending more time on developing some of the lesson
components more fully as well as extending class discussions would have
been more effective.
You informally evaluated students understanding of your lesson through
observation of their work. The tenth graders stayed focused, gave
appropriate responses, and made good progress in completing their
character charts. However, the few answers given during the share out
gave you limited assessment information. You are counting on
Wednesdays follow-up lesson to provide you with more complete evidence
regarding the depth of student understanding.

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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____Inadequate

____Emerging

__X_ Proficient

____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

__X_ Proficient

You showed confidence and poise as you taught. Your demeanor and
dress were both professional.
For the most part, your classroom hours have been spent observing
good teaching strategies. Your cooperating teacher is available for
questions and support. She helped flesh out your PowerPoint slides and
approved your lesson plan.

____Distinctive

Summary Statement: Shawna, it was a pleasure to observe how confidently you put your well-designed plan into action.

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
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