ALVERNO COLLEGE

SUPERVISORs Feedback
OF ED 315 Field Student
Candidate Amanda Dlugi

Check One: 1st Observation __

Supervisor: D. Habanek

Date: 5.1.13

Cooperating Teacher: B. Coffey

Number of Students: 14

School: Audubon High School

Grade: 10-12

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

____Emerging

__X__Proficient

Subject(s): Astronomy
Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)

2nd Observation _X__

You planned a lesson that focused on specific structures n the universe.

Your objectives were matched to standards. You include a lot of the how-to
in the objectives. Work for succinct statements that describe what students
will know and be able to do. Like : explain the Kuiper Belt and its presence
in the solar system.
You prepared SmartBoard, an opening activity, a learning game and a n
exit ticket.

____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 .

Try not to break in to their work by giving all the directions at one time. If
you must, use a signal. Try to avoid just speaking out and/or saying
multiple things while they are concentrating.
You often call on the first kid who raises a hand. Consider waiting for more.
Youll encourage kids to keep thinking. You did move to using cards for
cold-calling. Good! Later you called on eth same few kids repeatedly.
You always remember to show your appreciation for a students who offers
an answer.
Stay vigilant make sure every kid is paying attention. Move around the
room more as you teach.
Consider a count down clock when you give a time target for an activity.
Okay you did that too!
What strategies do you know to energize the group when youve planned
long reading and question answering time? Could you ask them to stand
and stretch after the reading? Maybe tell their neighbor something they
learned? Then sit back down and work on the questions.
Repeat what a student says so that everyone hears and has time to check
their own answers.
You had moments of nervousness when you repeated go ahead and
and ladies and gentlemen over and over. Also, when you say very, very
good over and over, kids will ignore it. Think of other ways to compliment
them

____Inadequate

____Emerging

__x__Proficient

____Distinctive

Instruction (AEA: Communication, Coordination, Diagnosis,

Integrative Interaction WTS 4,6,7DISP: Respect, Responsibility,
Communication)

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)

ED FORM 711
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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)

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.

____Inadequate

____Emerging

_X__Proficient

You showed a lot of enthusiasm for teaching as well as the content today.
You cajoled students into sharing their work. It took some work but one
student agreed to have his drawing shown on the projector. You handled
their additions and corrections well. You could have drafted someone to
share in addition to Irving by walking around more to see who had a
finished one.
You encouraged participation, reinforced engagement as well as asked for
their thinking. It is always a good idea for kids to explain why they
answered the way they did. It clarifies the concept and extends their
understanding
You addressed some academic language: composition, comet. Its always
important to address the vocabulary directly so all students will build
understanding.
When and how is it absolutely necessary to interrupt their reading? Do you
know that every kid can independently read the article? Did they? I couldnt
see every ipad to know who was on task. Could you? You did begin to walk
around after a couple of minutes. I didnt see anyone scrambling to change
their screens as you approached. Good!

____Distinctive

Assessment (AEA: Diagnosis/Integrative Interaction WTS: 8,9

DISP: Collaboration, Communication)

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)

ED FORM 711
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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)

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.

____Inadequate

____Emerging

__x__Proficient

You planned to keep track of student participation by charting behaviors

related to participation.
You knew how and when they would be held accountable for their learning
and kept in in mind when planning and teaching.
You ended the class with an exit ticket good informal information.

____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 look, sound and act like a professional. Its obvious that your
confidence has grown and your teaching personality is emerging. No one
who walked into the room would know that you are not the regular teacher.

____Distinctive

Summary Statement: Good lesson. Keep working on demanding and encouraging engagement.

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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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