Supervising Teacher Feedback Form Observation # __1__

Lesson Plan and Observation ED 201

Student Name: Alyssa Toetz
Supervising Teacher: Scott Lawrence
Cooperating Teacher: Gretchen Reckhouse

Date: 11/20/13
School: St. Anthonys
Number of Students: 6

Grade/Subject: 4th Grade/Language Arts

The statements below are drawn from the Wisconsin Standards for Teacher Development and Licensure and the Alverno Advanced
Abilities for Education. This feedback is intended to support you as you reflect on this teaching experience and refine your practice for
future lessons.
PLANNING AND PREPARATION
Wisconsin Teaching Standards 1,7 (Conceptualization, Diagnosis)

Teacher Knowledge, Skills, Dispositions Observed

Evidence (Candidate)

A detailed and well prepared plan! You had

clear objectives, learning procedures that
related to students experiences and very
<INPUT TYPE=\You engaged students in learning.
engaging resources and materials. The
<INPUT TYPE=\You understand the importance of connecting instruction to students experiences. synonym roll metaphor was a very creative
<INPUT TYPE=\You believe that plans must always be open to adjustment and revision based on way to have students focus on your learning
student
targets. The instructional procedures were
needs.
very well sequenced, and your plans provided
<INPUT TYPE=\You value the importance of planning as an integral part of teaching.
accommodations for individual needs. You knew
<INPUT TYPE=\You selected and created learning experiences that were appropriate and relevant your content, and all your activities were
to
developmentally appropriate to your learners
learners.
needs.
<INPUT TYPE=\You used teaching resources and curriculum materials and made some
evaluations about
their usefulness.

____ Inadequate

____Emerging

_x+__ Proficient

____Distinctive

Copyright 2009. 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.

FORM NO. 713

1008 ED

CLASSROOM ENVIRONMENT
Wisconsin Teaching Standards 2,3,5 (Coordination, Integrative Interaction)

Teacher Knowledge, Skills, Dispositions Observed

<INPUT TYPE=\You encouraged discussion, listened and responded to group interaction.
You elicited
samples of student thinking orally and in writing.
<INPUT TYPE=\You respected students as diverse individuals.
<INPUT TYPE=\You were sensitive to community and cultural norms.
<INPUT TYPE=\You recognized opportunities to demonstrate multiple perspectives.
<INPUT TYPE=\You monitored independent and group work in field settings.

____ Inadequate

____ Emerging

__x+__ Proficient

Evidence (Candidate and Student)

You had good eye contact with students, were personable
in your interactions and could laugh with students as they
shared their responses. Students were respectful with
you and each other and demonstrated their thinking in
oral responses, the worksheet and the synonym roll
project. As we discussed, what are strategies to use
when students are reluctant to share their ideas? Your
activities and encouraging manner with students
minimized distractive behaviors. Your positioning at the
table allowed you to easily monitor the group and be
available to their individual needs. You learned a valuable
cultural lesson when several students didnt know what a
cinnamon roll was.

____Distinctive

INSTRUCTION
Wisconsin Teaching Standards 4, 6, 7 (Communication, Coordination, Diagnosis, Integrative Interaction)

Teacher Knowledge, Skills, Dispositions Observed

Evidence (Candidate and Student)

You introduced your teaching metaphor and objective in

<INPUT TYPE=\You evaluated learning goals and considered alternative strategies and materials
the beginning of the lesson and made connections to
to meet
students prior knowledge about synonyms. The visual you
student needs.
created conveyed the key concepts clearly. You then
<INPUT TYPE=\You used some teaching and learning strategies to engage students in active
used the worksheet effectively to provide students
learning
guided practice with synonyms. Good job of only sharing a
opportunities.
few whole group examples and letting them individually
<INPUT TYPE=\You presented concepts clearly and accurately.
complete the rest of the sentences. It created more
engagement. When students share their work, make sure
<INPUT TYPE=\You were a thoughtful and responsive listener.
you have them explain why. You then went to the
<INPUT TYPE=\You modeled appropriate communication strategies in conveying ideas and
synonym activity which actively engaged students. You
information
clearly modeled procedures and communicated directions.
and in asking questions.
Each student was assigned a boring or overused word to
<INPUT TYPE=\You communicated in ways that demonstrated sensitivity to cultural and gender
develop related words for on their synonym roll. As they
differences.
added their words you were available to support their
efforts with your questions and comments. Students
<INPUT TYPE=\You connected instruction to students experiences.
then shared their completed synonym word rolls with the
<INPUT TYPE=\You adjusted and revised the lesson plan based on student needs.
group, turned in their completed rolls and were given real
cinnamon rolls! As we discussed, the use of a graphic
organizer would have helped them further structure
their understanding of synonyms.

Copyright 2009. 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.

FORM NO. 713

1008 ED

____ Inadequate

____ Emerging

__x+__ Proficient

____Distinctive

ASSESSMENT
Wisconsin Teaching Standards 8,9 (Diagnosis, Integrative Interaction)

Teacher Knowledge, Skills, Dispositions Observed

<INPUT TYPE=\You used some assessment techniques to enhance your
knowledge of
learners and modify your teaching and learning strategies.
<INPUT TYPE=\You evaluated the effect of class activities, collecting

information
through observation of classroom interactions and questioning.
<INPUT TYPE=\You show a commitment to reflection, assessment, and

learning as an
ongoing process.
<INPUT TYPE=\You were willing to give and receive help.

Evidence (Candidate and Student)

Students oral responses, the worksheet and
their completed synonym rolls provided informal
and formal methods to assess student
performance. Distinguishing words that had
similar meanings served as criteria for your
observations. The journal entries in your closure
allowed students to self-assess what they had
learned from the lesson. You were reflective
about your instruction and open to the feedback
of others to improve your teaching

<INPUT TYPE=\You used classroom observation from the field to reflect on

and revise
your practice.
____ Inadequate

____ Emerging

__x__ Proficient

____Distinctive

PROFESSIONAL RESPONSIBILITIES
Wisconsin Teaching Standard 10 (Communication, Integrative Interaction)

Teacher Knowledge, Skills, Dispositions Observed

<INPUT TYPE=\You related professionally and effectively with the
cooperating teacher
and faculty.
<INPUT TYPE=\You dressed professionally and consistently portrayed a

professional
demeanor.
____ Inadequate

____Emerging

__x__ Proficient

Evidence (Candidate and Student)

You acted and dressed in a very professional
manner for this lesson and established a positive
relationship with your cooperating teacher. You
followed through on your course responsibilities
in a conscientious and quality manner.

____Distinctive

Summary Statement and Areas to Concentrate on Improving: A very fine beginning lesson, Alyssa! It was well prepared and
implemented! You had clear objectives, connections to students experiences and a very engaging and active learning experience for students. The
Synonym Roll metaphor was a creative and relevant way to promote student understanding of your central learning focus! You created an
Copyright 2009. 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.

FORM NO. 713

1008 ED

encouraging and supportive environment for learning. You had formal and informal methods to assess student performance. See my suggestions
above for future growth, especially strategies that promote more student interaction when they are reluctant to share their ideas.
Overall Performance ____ Inadequate
____ Emerging
__x+__ Proficient
____Distinctive

Copyright 2009. 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.

FORM NO. 713

1008 ED