ALVERNO COLLEGE

SUPERVISORs Feedback OF ED 315 Field Student

Candidate Melissa Mills Supervisor: D. Habanek Cooperatin" #eacher: $. %a&ot School: Ha(ilton Hi"h School Planning and Preparation (AEA: Con eptuali!ation"Diagno#i# $ %&S: 1' ($D)SP: Re#pe t' Re#pon#i*ilit+,
/ses teachin" resources and curriculu( (aterials that are appropriate in representin" the ideas and concepts. %lans instruction appropriate to students0 sta"es o) develop(ent and learnin" st1les. .inks ne2 ideas to )a(iliar ideas and (akes connections to students0 e3periences. %rovides opportunities )or active en"a"e(ent4 (anipulation and testin" o) ideas and (aterials. 5no2s ho2 to enhance learnin" throu"h the use o) a variet1 o) (aterials. 6alues )le3ibilit1 in the teachin" process b1 (onitorin" and ad&ustin" plans and adaptin" instruction 2hen necessar1 and appropriate. Chooses appropriate teachin" strate"ies4 learnin" e3periences4 and (aterials to achieve di))erent instructional purposes and to (eet student needs. 6aries his or her role in the instructional process in relation to the content and purposes o) instruction. %lans (otivational instruction b1 relatin" lessons to students0 personal interest. Seeks to )ind 2a1s to (eet the needs o) diverse learners.

Check One: 1st Observation __ Date: 41 .1! 'u(ber o) Students: *rade: 12

2nd Observation _X__

Sub&ect+s,: -ritish .iterature

E-iden e (Candidate,

7ou planned a lesson that )ocused on literar1 anal1sis o) character. #he ob&ectives 2ere 2ell 2orded and (atched to standards4 #he lesson 1ou planned needed to be ad&usted on the spot. Man1 students appeared at class 2ithout (aterials or their ho(e2ork co(pleted. 7ou altered the lesson to acco((odate the( so the1 2ould "et (ore prepared )or the assess(ent the1 2ould be takin" the ne3t da1.

____8nade9uate

____:(er"in"

__X__%ro)icient

____Distinctive

Cla##roo. En-iron.ent (AEA: Coordination")ntegrati-e )ntera tion $ %&S: /'3'50D)SP: Re#pe t' Re#pon#i*ilit+ ,

E-iden e (Candidate and Student,

Copyright 2010. 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.

:D ;O<M 11 =21= :D

Planning and Preparation (AEA: Con eptuali!ation"Diagno#i# $ %&S: 1' ($D)SP: Re#pe t' Re#pon#i*ilit+,
Sho2s respect )or the diverse talents o) all learners. /ses kno2led"e about hu(an (otivation and behavior to develop strate"ies )or or"ani>in" and supportin" individual and "roup 2ork. 8s co((itted to the e3pression and use o) de(ocratic values in the classroo(. Or"ani>es4 allocates4 and (ana"es the resources o) ti(e4 space4 activities and attention to en"a"e students in productive tasks. 5no2s ho2 to help students 2ork productivel1 and cooperativel1 2ith each other. /ses strate"ies o) e))ective classroo( (ana"e(ent to pro(ote positive relationships4 cooperation4 and purpose)ul learnin" in the classroo(. <espects students as individuals 2ith di))erin" personal and )a(il1 back"round and various skills4 talents and interests .

E-iden e (Candidate,

7ou sho2 a lot o) patience. ?s ti(e and e3perience accu(ulate4 1ou0ll decide ho2 to act in 2a1s that establish the classroo( processes that 2ill lead students to be success)ul 2ithout so (uch e))ort and )rustration. 8t is (uch easier 2hen 1ou have "roups o) students to 2ork 2ith ever1 da1. #hink about 2a1s to rein)orce the e))orts o) those 2ho are prepared and on task. 8t see(s like so (uch e))ort "oes to those 2ho aren0t instead. @hat si"nals do 1ou useA ?void &ust speakin" out 2ithout "ettin" their attention )irst. #he 2hite kid had his head do2n (ost o) the ti(e. 7ou did not stop to talk to hi(. @h1 notA @hat (essa"e does it send to certain kids 2ho re(ain invisibleA 7ou asked hi( ho2 it 2as "oin" at 1:B2. 'o response4 no )ollo2 up. 'ot sure about the side conversation about cars. #his (a1 encoura"e o)) task behavior 2hich doesn0t (atch the ur"enc1 1ou 2ere tr1in" to conve1 about )inishin" the task. Don0t talk over kids. /se 1our si"nal. @ait )or co(pliance. -e (ore assertive.

____8nade9uate

____:(er"in"

__3__%ro)icient

____Distinctive E-iden e (Candidate and Student,

)n#tru tion (AEA: Co..uni ation' Coordination' Diagno#i#' )ntegrati-e )ntera tion $ %&S 1'2'(0D)SP: Re#pe t' Re#pon#i*ilit+' Co..uni ation,

Copyright 2010. 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.

:D ;O<M 11 =21= :D

Planning and Preparation (AEA: Con eptuali!ation"Diagno#i# $ %&S: 1' ($D)SP: Re#pe t' Re#pon#i*ilit+,
/ses di))erent representations and e3planations o) concepts 2hen necessar1 to acco((odate students 2ho approach learnin" )ro( di))erent conceptual )ra(e2orks. /ses teachin" approaches that address di))erent learnin" st1les and per)or(ance (odes. /ses instructional strate"ies that pro(ote student learnin" )or a ran"e o) student abilities. :ncoura"es discussion. :licits sa(ples o) student thinkin" orall1 and in 2ritin". 6alues the develop(ent o) students0 critical thinkin"4 independent proble(Csolvin"4 and per)or(ance capabilities b1 usin" varied teachin" and learnin" strate"ies to en"a"e students in active learnin". Modi)ies e3planations 2hen necessar1 to assist students0 understandin". Or"ani>es4 prepares students )or4 and (onitors independent and "roup 2ork. <eco"ni>es the i(portance o) verbal and nonverbal co((unication. 8s a thou"ht)ul and responsive listener. Co((unicates in 2a1s that de(onstrate a sensitivit1 to cultural and "ender di))erences. Models appropriate co((unication strate"ies in conve1in" ideas and in)or(ation. Supports learner e3pression in speakin" and 2ritin"4 and other (edia. 5no2s ho2 to ask 9uestions and sti(ulate discussion in di))erent 2a1s.

E-iden e (Candidate,

7ou be"an b1 askin" 2ho brou"ht their 2orksheets and books. -e (ore speci)ic D Eraise 1our hand i)..F @ill help cut the chatter and con)usion. 8nterestin" that one student co(plained to the others 2ho didn0t do the readin". He 2as )rustrated that no one listens to 1ou and does the ho(e2ork. Don0t 1ou 2ish that attitude 2ould spreadA 7ou handed the (issin" books and undone ho(e2ork 2ell. 8s there the possibilit1 o) (eetin" kids at the door to re(ind the( to "et their booksA Consider this as a process to use 2ith 1our o2n students. 8t 2as unclear that the1 heard 1our direction to (ove to 2ork 2ith their assi"ned partners. 7ou tried to sort this out. Consider )or the kids 2ho didn0t choose a character4 that b1 a certain ti(e in the class period4 1ou "ive the( one to 2ork on so the1 "et so(ethin" done. 7ou re(inded the( that the ne3t da1 the1 2ould 2rite an essa1 describin" a character. Do the1 all kno2 2hat that (eansA 7ou tried to describe it to the( at the end. #he1 2ere inattentive or at least so(e ver1 vocal ones 2ere. #hink about ho2 to ti"hten up this lesson. %airs could be e3pected to report out at the end. #here 2as 2a1 too (uch ti(e that slipped a2a1.

____8nade9uate

____:(er"in"

_3__%ro)icient

____Distinctive E-iden e (Candidate and Student,

A##e##.ent (AEA: Diagno#i#")ntegrati-e )ntera tion $ %&S: 3'40 D)SP: Colla*oration' Co..uni ation,

Copyright 2010. 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.

:D ;O<M 11 =21= :D

Planning and Preparation (AEA: Con eptuali!ation"Diagno#i# $ %&S: 1' ($D)SP: Re#pe t' Re#pon#i*ilit+,
5no2s ho2 to select and construct assess(ent strate"ies and instru(ents. /ses appropriate assess(ent techni9ues to enhance his or her kno2led"e o) learners4 evaluate students0 pro"ress and per)or(ances4 and (odi)1 teachin" and learnin" strate"ies. Solicits and uses in)or(ation about students0 e3periences4 learnin" behavior4 needs and pro"ress )ro( cooperatin" teachers and the students the(selves. :valuates the e))ect o) class activities on both individuals and the class as a 2hole4 collectin" in)or(ation throu"h observation o) classroo( interactions4 9uestionin"4 and anal1sis o) student 2ork. /ses classroo( observation and in)or(ation about students as sources )or evaluatin" the outco(es o) teachin" and as a basis )or re)lectin" on and revisin" practice.

E-iden e (Candidate,

@hat data 2ere 1ou collectin"A #here 2ere kids 2ho 2ere not doin" an1thin" 2ho needed 1our attention. 5eepin" track o) 2ho 1ou talk to 2ill help 1ou "et to ever1one. 7ou su((ari>ed the data 1ou colleted.

____8nade9uate

____:(er"in"

__X__%ro)icient

____Distinctive E-iden e (Candidate,

Pro5e##ional Re#pon#i*ilitie# (AEA: Co..uni ation")ntegrati-e )ntera tion $ %&S: 16$D)SP: Re#pon#i*ilit+' Colla*oration' Co..uni ation,
<elates pro)essionall1 and e))ectivel1 2ith the cooperatin" teacher and )acult1. Dresses pro)essionall1 and consistentl1 portra1s a pro)essional de(eanor. 8s enthusiastic about teachin". Seeks out the cooperatin" teacher to support hisGher develop(ent as a learner and a teacher.

.. 7ou act and sound like a pro)essional.

____8nade9uate

____:(er"in"

__X__%ro)icient

____Distinctive

Su((ar1 State(ent: 7ou continue to have "reat ideas )or teachin". /se the ener"1 )ro( 1our )rustration to inspire ne2 ideas.

Copyright 2010. 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.

:D ;O<M 11 =21= :D

Overall %er)or(ance: ____8nade9uate

____:(er"in"

__X_%ro)icient

____Distinctive

Copyright 2010. 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.

:D ;O<M 11 =21= :D