ALVERNO COLLEGE SUPERVISORS OBSERVATION OF ED 215 Field Student

Candidate: Melissa Mills +ssessor: @. %abane$ Cooperating Teacher: K. Nettesheim Observation !!"!! School: #ran$lin %igh School &rade: '' @ate: ''.''.'' Number of Students: 23 Sub(ect)s*: +merican ,nglish

Planning and Preparation (AEA:Con eptuali!ation"Diagno#i# $ %&S

1'2'(')'5'*' D+SP: Re#pe t,

E-iden e (Candidate,

-lans instruction appropriate to students. stages of development and learning st/le. -lan includes a motivating opening. +ctivities and materials are 0ell chosen. -lan reflects use of an effective reading strateg/ for the content of the class. -lan encourages student progress and engagement. -lan includes adaptations for students 0ith specific needs and learning st/les. 1uestions are planned in advance. + meaningful closure concludes planning process.

2ou planned a lesson as$ed students to engage in interpretation of poetr/ and the identification of metaphors. 2our t0o ob(ectives are actuall/ 3 anal/4e the metaphorical meaning in the poems5 and 3dra0 inferences on 0hat poems mean5. Separating them sho0s that these are t0o different behaviors and 0ill be assessed separatel/. The second one on the plan is 0orded correctl/. #or the 6th one7 separate the t0o parts. 8s annotating an ob(ective or a s$ill /ou e9pect them to (ust do 0hile the/ are inferring so the/ can describe: 8f /ou don.t teach them ho0 to annotate in this lesson7 it.s not an ob(ective7 but an activit/. 2ou need much more detail in /our Steps for 8nstruction about ho0 the groups 0ill 0or$. %o0 man/ in a group for ma9imum engagement: ;ho decides 0ho 0ill 0or$ 0ith 0hom: ;hat behaviors do /ou e9pect that 0ill tell /ou that ever/ student is 0or$ing 0ith her group:

!!!!No ,vidence

!!"!!Minimal ,vidence

!!!!Sufficient ,vidence

!!!!,9tensive ,vidence

Cla##roo. En-iron.ent (AEA: Coordination"+ntegrati-e +ntera tion $ %&S

1' 2' (' )' 5' /' D+SP: Re#pe t' Re#pon#i0ilit1' Colla0oration' Co..uni ation,

E-iden e (Candidate and Student,

Copyright 2009. Alverno College, Milwaukee, Wisconsin. All rights reserved under U. ., !nternational and Universal Copyright Conventions. "eproduction in part or whole #y any $ethod is prohi#ited #y law .

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School: #ran$lin %igh School &rade: '' Sub(ect)s*: +merican ,nglish Offers e9plicit praise to students. Thin$ about ho0 /our voice 0or$s to establish /ou as the teacher. There.s a Teachers and students connect to one another b/ smiling7 sharing and helping. Aualit/ that is not related to volume. Tr/ it out. 8n this environment 0ith <espects each child as an individual. ambient noise and $id voices and movement7 /our voice doesn.t carr/ 0ith Supports students as the/ 0or$ independentl/ and collaborativel/. authorit/. Manages transitions efficientl/. @evelop more signals in addition to sa/ing 3e9cuse me5. ;hen /ou 0or$ ,ffectivel/ uses resources and curriculum materials to develop the 0ith a group more than a couple of times7 the $ids 0ill become accustomed ideas being taught. Manages student attention b/ engaging them productivel/ in learning to responding to /our signals and shift attention to /ou to hear 0hat /ou e9periences. have to sa/. This 0ill become easier as /ou 0or$ 0ith 0hole classes. Mr. Clear/ communicates e9pectations and procedures for behavior and Nettesheim.s students respond immediatel/ to him because he has that assignments. vice and because he has established an environment 0here $ids

understand his e9pectations. Move around the room. 8t.s a big space 0ith $ids spread out. Bse /our presence as reminder to $ids that the/ should be 0or$ing. Chec$ on the pace of their 0or$ so /ou can ad(ust the timing based on need. 2ou paid attention to student responses and as$ed that more students participate. ;hen /ou are in a situation 0here /ou are able to $no0 their names it 0ill be easier. Cut7 consider $eeping trac$ of 0ho spea$s and 0hen so /ou can invite more to offer ideas. 2our seating chart ma/ not be completel/ accurate but that can be corrected b/ finding out names 0hile the/ are 0or$ing7 either as$ or loo$ at the papers the/ are 0riting on. Ce sure to recogni4e 0hat the/ sa/. +n/ $ind of affirmation 0ill help $ids feel more positivel/ about spea$ing in class. ;hen the/ get no response7 the/ are less li$el/ to offer again. + small comment7 a smile or a nod 0or$s.

!!!!No ,vidence

!!!!Minimal ,vidence

!!"!!Sufficient ,vidence

!!!!,9tensive ,vidence

+n#tru tion (AEA: Co..uni ation' Coordination' Diagno#i#'

+ntegrati-e +ntera tion $ %&S 1' 2' (' )' 5' /' *' D+SP: Re#pe t' Co..uni ation,

E-iden e (Candidate and Student,

Copyright 2009. Alverno College, Milwaukee, Wisconsin. All rights reserved under U. ., !nternational and Universal Copyright Conventions. "eproduction in part or whole #y any $ethod is prohi#ited #y law .

#O<M NO. ='6 '>>? ,@

School: #ran$lin %igh School &rade: '' Sub(ect)s*: +merican ,nglish @emonstrates $no0ledge of content throughout deliver/. 2ou assigned a (ournal topic. 8 didn.t hear specific directions for conduct. -resents content in developmentall/ appropriate 0a/s. Most of the time7 it.s best to ma$e e9pectations clear H for tal$ing7 0riting7 Consistentl/ demonstrates enthusiasm. time limit7 etc. Models and supports active listening7 discussion and thoughtful responses in reading7 0riting D spea$ing. ;hen a student responded that she needed help7 /ou began to go over the Challenges and supports student thin$ing b/ using: o different t/pes of e9planations items. @id ever/one have the same problem: %o0 do /ou $no0: Consider o various levels of Auestioning and discussion techniAuesE setting a time limit for the 0or$7 0atch and listen as the/ 0or$7 then go over Cloom.s Ta9onom/ ever/thing at one time7 0hen /ou have ever/ student.s attention. o techniAues that repeat andFor e9tend student responses o a variet/ of modalities )visual7 auditor/7 $inesthetic* 2ou divided the class into three groups. 2ou assigned one of the three #ocuses student attention on lesson ob(ectives. poems to each group. Consider the si4e of effective groups. ? is too man/. +ctivel/ engages students in meaningful learning and $eeps them on 2ou could have had groups of 67 t0o groups for each poem. The idea is to tas$. $eep group si4e small enough that ever/one 0ill contribute. More students7 +dapts plans as needed. less engagement. ;hen /ou sat 0ith one group7 (ust three $ids contributed. Garies role in instructional process )instructor7 facilitator7 coach7 8n other groups7 (ust a fe0 $ids tal$ed7 some bro$e off into pairs and some audience* in relation to content7 purposes of instruction and needs of (ust sat. Smaller groups 0ith specific directions for 0hat and ho0 to learners. complete the tas$ 0ill help ever/one 8s respectful of cultural and gender differences. <elates learning to students. previous learning andFor to students. 2our guiding Auestions helped but did the/ need more revie0 of the personal e9periences. concept of metaphor 0ith e9amples before starting to 0or$:

Kids 0ere sitting in a0$0ard configurations. &roups 0or$ best 0hen all members can see and hear each other. ;hat should the/ do 0hen finished: @id the/ have a time limit for this 0or$: Iess time is better for high school. 2ou can al0a/s as$ if more is needed and add a minute or t0o for those 0ho need to finish. 2ou did as$ groups if the/ had found metaphors and discussed. ;ho ans0ered: ;as the response representative of the 0hole group: This is a problem that occurs 0ith large groups. Keep focused on the achievement of the individual student. 2ou directed the discussion and offered bac$ground information. Spea$ authoritativel/. ;ere the other $ids 0ho focused on different poems pa/ing attention and learning: ;ere the/ loo$ing at the poem being discussed: %o0 can /ou invite them into the discussion:
!!!!No ,vidence !!!!Minimal ,vidence !"!!!Sufficient ,vidence !!!!,9tensive ,vidence
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Copyright 2009. Alverno College, Milwaukee, Wisconsin. All rights reserved under U. ., !nternational and Universal Copyright Conventions. "eproduction in part or whole #y any $ethod is prohi#ited #y law .

A##e##.ent (AEA: Diagno#i#"+ntegrati-e +ntera tion $ %&S 1' 2' (' *' 2' 3'
D+SP: Re4le tion,

E-iden e (Candidate and Student,

-rovides feedbac$ to learners )oral andFor 0ritten*. #ocuses the students. attention on the process of learning rather than (ust getting the correct ans0er or finishing an activit/. +ssessment relates directl/ to ob(ectives. Students self assess )oral andFor 0ritten*. +ssessment 0as 0ell chosen for lesson content. Bses information from lesson and assessment in planning of future lessons. <eflects on o0n performance in relation to student learning and ;8 teacher standards. !!!!Minimal ,vidence !!"!!Sufficient ,vidence

2ou.ll be developing some strategies for both informal and formal assessment. @uring fields most of it 0ill be informal. Bse strategies that 0ill help /ou record and trac$ $ids. participation and ideas. 2ou.ll be happ/ to hav good information to at and reflect on.

!!!!No ,vidence

!!!!,9tensive ,vidence

Copyright 2009. Alverno College, Milwaukee, Wisconsin. All rights reserved under U. ., !nternational and Universal Copyright Conventions. "eproduction in part or whole #y any $ethod is prohi#ited #y law .

#O<M NO. ='6 '>>? ,@

Pro4e##ional Re#pon#i0ilitie# (AEA: Co..uni ation"+ntegrati-e +ntera tion $

%&S /' *' 3' 15' D+SP: Re#pe t' Re#pon#i0ilit1' Re4le tion' Colla0oration' Co..uni ation,

E-iden e (Candidate and Student,

@emonstrates professionalism through timel/ completion of 0or$ for Classroom!!!!! Seminar!!!!! @emonstrates professionalism through regular attendance7 arriving on time. School!!!!! Seminar!!!!! <elates professionall/ and effectivel/ 0ith students7 cooperating teacher!!!!7 staff!!!!7 and supervisor!!!! )including initiating conversation7 and problem solving*. )Social 8nteraction at Ievel 6* Completes self assessments7 reflecting on planning and implementing of lessons. 8s 0illing to give and receive help. @emonstrates ,ffective Citi4enship b/ attending a schoolFparent event and completing an accompan/ing log. +ctivel/ participates in seminar b/ offering ideas7 sharing materials and supporting peers. )Social 8nteraction at Ievel 6* !!!!Minimal ,vidence !"! Sufficient ,vidence

2ou accept the responsibilities of a teacher. 2ou act and react li$e a teacher.

!!!!No ,vidence

!!!!,9tensive ,vidence

Additional Co..ent#: 2ou have a subtle st/le 0hich 0ill resonate 0ith man/ $ids. Thin$ about ho0 to integrate the 3edge5 that teachers need into /our
repertoire so /ou can st/le in a 0a/ that 0ill help /ou manage ever/thing that can come up in a classroom. 2ou.re on /our 0a/J

Successful -erformance: !!9!!2es !!!!No

Copyright 2009. Alverno College, Milwaukee, Wisconsin. All rights reserved under U. ., !nternational and Universal Copyright Conventions. "eproduction in part or whole #y any $ethod is prohi#ited #y law .

#O<M NO. ='6 '>>? ,@