ALVERNO COLLEGE

SUPERVISORs Feedback
OF ED 315 Field Student
Candidate Cassandra Wroblewski

Check One: 1st Observation _x_

Supervisor: D. Habanek

Date: 10.16.14

Cooperating Teacher: L. Boyd

Number of Students: 25

School: Milwaukee College Prep

Grade: 5

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.

____Inadequate

__x__Emerging

____Proficient

Subject(s): ELA Writing

Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)

2nd Observation ___

You planned a lesson that focused on grammar.

You did not have a standard. Where is it?
You planned interactive activities that involved students working with
partners to cut apart and re-assemble simple sentences into compound
sentences.

____Distinctive

Classroom Environment (AEA: Coordination/Integrative Interaction

WTS: 2,3,5DISP: Respect, Responsibility )

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.

Evidence (Candidate and Student)

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Evidence (Candidate)

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 .

____Inadequate

____Emerging

__x__Proficient

Consider the use of you guys

You have a very effective teacher voice.
How do you decide to call on kids? When is it a good idea to wait for many
hands rather than calling on the first of a few kids who offer a response?
Your movement around the room served 2 positive purposes: it brought
your voice from different areas and it allowed proximity control.
Nice use of track and sound level prompts. Be sure before you go on that
everyone is really doing it.

____Distinctive

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.

Evidence (Candidate and Student)

You directed kids to find a certain page in the book. Were they all there
when you started? How do you know?
Timing for the subject finding activity was strange. They obviously know
how to find partners.
You noticed that one student left his partners so you engaged him in the
partner discussion. This ensures that no one is left out despite personal
issues. This also means that your vigilance level is high always good.
Think about how you form your questions. Avoid those which will elicit only
yes/no responses.
Be sure to model correct speech at all times. You said Theres 3
subjects and Me and Xavier are gonna wait. Be precise so students
hear standard English consistently.
It would have helped to use the document camera to show your sentence
example. Or write them on the board. It seemed like many students were
lost at times during your directions.
Always have a student repeat the directions. Make sure they know what to
do when they form their groups. Dont leave group membership to chance.

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
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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)

Letting kids form their own groups often inspires chaos and leaves out
some kids. If time is short, form the groups quickly yourself.
As soon as groups are formed, zoom around the room to make sure all
kids are included and have what they need. The second round can be
slower so you can listen to their discussions.
Is 5 in a group a good number? They needed specific directions about how
to get the work done. Who does the first sentence? Who cuts? Who glues?
Should they read the sentences out loud first? Should they agree on how
to combine the sentences to make one compound sentence? Who decides
on the conjunction and who writes it?

____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 to observe student participation and skill development as the

lesson progressed. What did you record? Group work provides great
opportunity to hear individuals.
Find out what the formal assessment will be. Effective lessons focus on
what students will do on assessments to show their acquisition of the skills
and knowledge.

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
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____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.

____Inadequate

____Emerging

__X__Proficient

You behave professionally.

____Distinctive

Summary Statement: Keep working on engagement and management. Details in lesson planning, like matching to standards is critical.

Overall Performance: ____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