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SUPERVISORS OBSERVATION
OF LTM/SPE 612 Field Student
Candidate: Hannah Weinberg-Kinsey
Supervisor: Rita
Date: 9/18/2015
Number of Students: 28
Grade: 8
____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
0210 ED
Evidence (Candidate)
____Inadequate
____Emerging
__X__Proficient
You greeted the students pleasantly and announced that Ms. Bilda
is not here today.
You project a pleasant demeanorso important because it tends to
relax students and accept you as teacher-in-charge.
At one point as the computer work begins, you call students
attention to the noise levelgood for you. Always have an
awareness of appropriate levels depending on the activity. Later you
also insisted on eyes on me when you were giving directions for
student individual work.
The incorporation of small and large group work alongside individual
work reflects an appreciation of one level of learning diversity. Do
you have any already outstanding writers in this class? How might
their learning have been challenged?
In your self assessment you noted how students asked to use the
bathroom. I didnt notice or hear this occurring, so you maintained
good class management.
____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
Evidence (Candidate)
Even though the cooperating teacher unexpectedly left the building, you
calmly assumed leadership for the class and told the students that the
class would begin with a game.
You clearly explained the word game that encourages creative word
choice. Important here are the roles students will play. Think about having
a student repeat the directions in his/her own words to reinforce
understanding. About how long should students plan to play the game? Do
the students need a reminder about noise level when focused on group
work? Most remained engaged for almost 25 minutes.
You initially circulated among the groups; I would encourage you to
continuously connect with students.
Do the students need a gentle reminder regarding the noise level when
moving chairs into a semi circle?
Effective use of picture metaphor to present the importance of word choice
in writing. The debriefing of the game went fairly smoothly and consumed
about 6 minutes, an appropriate amount of time.
Next, students work with Chromebooks for an online version of a
thesaurus. You wait for all students to log on. In your self assessment, you
considered that perhaps one computer per person was too cluttering for
the area. Students seemed to manage around the tight space. As we
discussed in the post conference, once you know you students you are
better positioned to make those judgment calls.
I appreciate your asking a student to offer an adjective that all will use as
an example online. Would allowing students a bit more time to investigate
the online thesaurus be more helpful to them (just thinking out loud)?
Students have enough time to transition to individual work and select an
object from their current writing; you allow five minutes.
For the most part, students engage in their own work, and you remind
them when 5 minutes remain for this portion of class.
To conclude the class, student share their work. Students will listen to
each other and guess the word being described. Would having 1-2
students model this final activity for the class reinforce the directions and
generate enthusiasm for the activity?
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
Evidence (Candidate)
____Inadequate
__X__Emerging
___X__Proficient
Student reinforcement includes words like right, does that make sense,
yes, perfect,
Generally, we avoid the expression--does that makes sense?because
students will usually nod their heads in agreement. Check for
understanding through a specific question.
You use questioning to gauge and monitor st learning: What is a
thesaurus? Who can give me an adjective? Did everyone choose an
object?
You provide questions for students to consider if they are temporarily
derailed in describing the chosen object, e.g., what is the object used for?
what is it made of? Such thinking on your part demonstrates ongoing
assessment of student progress and adjustments that encourage student
persistence.
As you continue to grow as an educator, think about incorporating some
peer assessment. When a student gives a response, you might ask
another student to comment and/or elaborate on that response. Also, when
would self assessment be appropriate. Self assessment can be informal as
in a rhetorical question.
____Distinctive
Evidence (Candidate)
____Inadequate
____Emerging
___X__Proficient
I did not have an opportunity to speak with the cooperating teacher because of
her family emergency..
You dress professionally and project a teacher stance.
You demonstrate enthusiasm for student learning, especially in explaining the
game format. You look comfortable as the teacher and appear to enjoy working
with studentsstudents can sense that confidence and it will work to establish
both your authority and build community.
____Distinctive
Summary Statement:
Hannah, you crafted a fine first lesson. You were also fortunate to have two other pre-service educators in the room to monitor individual student work.
Your self assessment is complete. Continue to reference specific examples when defending the use of abilities, standards, etc.
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
____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
0210 ED