C Skenandore 2 SP 13 Ed 315 Supervision

ALVERNO COLLEGE
SUPERVISORs Feedback OF ED 315 Field Student

Candidate Charlotte Skenandore Supervisor: D. Habanek Cooperating Teacher: D. Jackson School: Milwaukee College Prep 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.
Check One: 1st Observation __ Date: 4.18.13 Number of Students: Grade: 5 Subject(s): Math
2nd Observation __X_
Evidence (Candidate)
You planned a lesson that focused on unit of measure. Your objectives were correctly worded and matched the Common Core Standards for math. You planned a warm-up activity, mental math and to introduce a new concept involving two systems of measurement. You also planned the materials which included measuring devices for students to use. You scripted the lesson generally, including questions that you wanted to ask throughout the lesson. This preparation gives you the mental rehearsal needed to present a smooth lesson.
____Inadequate
____Emerging
__X__Proficient
____Distinctive
Classroom Environment (AEA: Coordination/Integrative Interaction WTS: 2,3,5DISP: Respect, Responsibility )
Evidence (Candidate and Student)
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ED FORM 711 0210 ED
Planning and Preparation (AEA: Conceptualization/Diagnosis WTS: 1, 7DISP: 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 .
Lots going on with kids coming and going. Its hard to stay focused on the lesson content but you managed it well! You are skilled at reinforcing kids willingness to take a chance. You calm demeanor and delivery encourages the kids to take risks and stay engaged.
____Inadequate
____Emerging
__X__Proficient
____Distinctive Evidence (Candidate and Student) Mental math questions involved various concepts. Nice review. You handled the probability question smoothly. Its hard to think that students would not be familiar with a deck of cards, suits and how the cards are numbered. You actually said there are 12 cards in each suite which would make a 48 card deck. There are actually 13. But there are 52. So a minor mistake because you taught how to figure probability but thats the kind of thing that is hard to catch when thinking on ones feet. You used the math book, having students read a section on page 479 It was a multiple step problem. The warm up and mental math got their brains in gear, This problem then asked them to think it through and arrive at a solution that they could explain. It was interesting to hear their thinking. There was an irrelevant piece of information in the problem, the time element. Its a good idea to point that out or ask them to identify it. You shifted quickly to the relationships between different measurements. You referred to a chart in the book. It may have helped to have every kid point to the right place on the chart to you have a visual of who is with you and can direct them. There were some frustrated kids when you were reading from the book. Might they want to figure things out and speak about their thoughts?
ED FORM 711 0210 ED
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.
Planning and Preparation (AEA: Conceptualization/Diagnosis WTS: 1, 7DISP: Respect, Responsibility)
You switched up the problem solving section by having them vote on an answer by following your directions to stand or sit, raise hand or turn backward. Do you think they actually indicated their responses or went with others?
____Inadequate
____Emerging
__x_Proficient
____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 planned informal assessment data collection. You also planned how you could use the data to make decisions about student understanding. Its good to know how students will be held accountable for learning. Try to find out what kind of formal assessment there will be so you can have it in mind when planning lessons and collecting data. When its your classroom your unit plans will include the assessments and when they will be given so youll already know this.
ED FORM 711 0210 ED
____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.
You act, sound and behave professionally.
____Inadequate
____Emerging
_X___Proficient
____Distinctive
Summary Statement: You are demonstrating strong teaching and teacher behaviors. Keep working on how assessment is integrated into teaching.
Overall Performance: ____Inadequate
____Emerging
_x__Proficient
____Distinctive
ED FORM 711 0210 ED

C Skenandore 2 SP 13 Ed 315 Supervision

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C Skenandore 2 SP 13 Ed 315 Supervision

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ALVERNO COLLEGE

SUPERVISORs Feedback OF ED 315 Field Student

2nd Observation __X_

Classroom Environment (AEA: Coordination/Integrative Interaction WTS: 2,3,5DISP: Respect, Responsibility )

Evidence (Candidate and Student)

ED FORM 711 0210 ED

Planning and Preparation (AEA: Conceptualization/Diagnosis WTS: 1, 7DISP: Respect, Responsibility)

Planning and Preparation (AEA: Conceptualization/Diagnosis WTS: 1, 7DISP: Respect, Responsibility)

____Distinctive Evidence (Candidate and Student)

Assessment (AEA: Diagnosis/Integrative Interaction WTS: 8,9 DISP: Collaboration, Communication)

ED FORM 711 0210 ED

____Distinctive Evidence (Candidate)

You act, sound and behave professionally.

Overall Performance: ____Inadequate

ED FORM 711 0210 ED

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