Spe 634 Mixtackirobs1supervising Teacher Form-1

ALVERNO COLLEGE
SUPERVISORS OBSERVATION
OF SPE 634 (A, B, C) Field Student
Candidate: Rachel Mixtacki
Supervisor: Charlyn Pozza
Cooperating Teacher: Lisa Larson
School:
Parkview Elementary School
Disability Categories Represented: Autism, Significant Developmental
Delay (SDD), and Other Health Impaired (OHI).
Check One: 1st Observation _X_

2nd Observation ___
Date: October 7, 2015
Number of Students: Seven
Grade: K4 and
Subject(s): Literacy
K5
Diverse Student Needs Represented: Yes, the students
in this Early Childhood Cross-Categorical Classroom
represent a unique group of learners who have their
unique learning styles and special needs.
Evidence (Candidate)
Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)
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.
It was quite evident that Ms. Mixtacki came well-prepared to

teach her lesson to her students. The target goal for her
lesson was to name and identify body parts found on their
bodies and relate them to how their five senses work. In
working with her young students, she utilized a variety of
motor-kinesthetic activities so that they could move around.
She also used a visual tool which was a big book by an Eric
Carle entitled From Head to Toe. She also allowed each of
her students to participate in each learning activity to get them
to know their body parts.
When this observer first met Ms. Mixtacki several weeks ago,
she was very hesitant about working with this young
population of four and five year olds. Since that time, she
appears to have adjusted to her students age level. It appears
that through her visitations to this Early Childhood classroom,
her discussions with her cooperating teacher, and her ability to
get to know her students she seems to be adjusting to this
grade level and feeling more confident to teach her students.
This observer also noted that this was only the third time Ms.
Mixtacki had been out to her school field observation
placement to work with her students. Keeping that in mind she
did a very good job of preparing and demonstrating the lesson
she wrote up for this observation.
It seems as though Ms. Mixtacki has been discussing with her
cooperating teacher, Ms. Larson, the developmental levels of
the students that she is working with and she is trying to see
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how her lesson might fit into the curriculum that the Special
Education Teacher is utilizing in her Early Childhood
classroom. Ms. Mixtacki also indicated that she tried to look
at some other Early Childhood resources that might be able to
help plan my lesson.
It was evident that Ms. Mixtackis preparation paid off. She
incorporated several teaching activities, such as, a literacy big
book that she read to her students; butcher block paper to
trace one students body; crayons to have students find parts
of the body and draw and color the various body parts, and a
wrap up song Head, Shoulders, Knees and Toes. In using all
these various teaching tools, Ms. Mixtacki wanted to make
sure that her students received several opportunities to show
her if they were able to grasp the concepts of naming and
identifying body parts and associating their body parts with
their five senses.
When asked by this observer: What steps did you take to
prepare your lesson? Ms. Mixtacki stated: I spoke to the
classroom teacher and tried to fit my lesson to the curriculum
she is using with her students. I discussed several ideas with
her and she showed me several resources of activities that I
could get ideas from for my lesson plan. She encouraged me
to find activities that would keep them focused and engaged. I
was able to look at these resources and plan out my lesson.
Ms. Mixtacki was able to use these resources and develop a
well thought out lesson that was successful with her students.
Overall, for this only being her third time working with her
students, Ms. Mixtacki was able to create a lesson that kept
these little ones engaged, focused and wanting to participate
in showing her what they knew and what they need help with
in identifying various body parts. She used a variety of
activities that kept them engaged.
A suggestion that this observer would give to Ms. Mixtacki is to
make sure that she has an initial introduction to her lesson, a
review in the middle, and summarize at the end of her lesson
what the students have learned, in order, to make sure that
what she is teaching to her students is actually being learned.
She may also want to consider writing her target goal on a
white board in the classroom and to write what objectives she
is looking for as to the learning outcomes that her students
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take from her lesson. She may also want to reinforce the
behavior system that is being utilized in Ms. Larsons
classroom so that all the students stay fully engaged. Overall,
her students did a great job for her 30 minute lesson that
turned into a 45 minute lesson.
____Inadequate
____Emerging
X Proficient
____Distinctive
Classroom Environment (AEA: Coordination/Integrative Interaction WTS: 2,

3, 5 - DISP: Respect, Responsibility CEC: 2, 3, 5)
Evidence (Candidate and Student)
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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.
Ms. Mixtacki demonstrated good use of this Early Childhood

Classroom that was obviously set up in various learning
centers. She utilized the carpet with objects on it where each
of her students had a designated area to sit. She
incorporated tactile and motor kinesthetic activities
throughout her lesson. She began the lesson by reading a big
book, Eric Carles book entitled From Head to Toe; then she
had a student lie down on butcher block paper to trace their
entire body to be used as the focus of her lesson to identify
and color with crayons the various parts of the body.
As they moved along in the lesson Ms. Mixtacki asked
essential questions of her students, like, What helps us to
walk? What do we have in our mouths? She used questions
like these to see if they could make the connection between
what body parts goes along with their five senses.
Ms. Mixtacki delivery of the lesson had at least 5 of the 7
students fully engaged and staying focused. It is important for
her to remember that she should utilize the behavior
management system that is in place in the classroom to
make sure that her students follow what they have been
taught and are used to following with their full time teacher.
Ms. Mixtacki was well organized for her lesson and it
proceeded smoothly. She allocated sufficient time and even
kept her students engaged and learning for 45 minutes
instead of the 30 minutes allocated which showed that she
had planned enough learning activities to engage her
students. Ms. Larson, her cooperating teacher, commented
and was quite pleased that she was able to do that in her
third time visiting the classroom.
Ms. Mixtacki appears to be learning the names of her
students. This would be an essential component as she
moves further into the semester, in order, to be able to praise
her students individually rather than just using a group praise
which was used by her when she stated: I like how my
friends are sitting on their spot. She may also want to utilize
the rules set up by the teacher which are posted so that the
students are reminded of what they need to do to be good
listeners and good participants. The students overall behaved
beautifully but there were two students that needed to be
more under control. Ms. Mixtacki was well aware of this and
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as her comfort level in working with this age level grows this
observer is sure that she will begin to put consequences in
place with her students when they are not doing what they
need to do to be good listeners.
It is suggested by this observer as Ms. Mixtacki becomes
more familiar with her students and learns more about them.
She may want to refer to their IEP goals and see if any of
them have behavior goals with behavioral intervention plans
(BIP) that should be implemented as she carries out her
lesson.
Ms. Mixtacki overall did a good job in utilizing various areas
of the classroom. Her use of manipulatives like coloring,
singing a song and listening to a story allowed her students to
work on the target goal of her lesson and to accomplish the
instructional objectives that she was teaching to her students.
____Inadequate
____Emerging
__X__Proficient
____Distinctive
Instruction (AEA: Communication, Coordination, Diagnosis,

Integrative Interaction WTS 4, 6, 7 - DISP: Respect, Responsibility,
Communication CEC: 4, 6, 7, 8, 9)
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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 problemsolving, 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.
Ms. Mixtacki accommodated her lesson to meet the diverse

learning styles of her students by using a variety of teaching
activities. She used various visual, auditory and tactile teaching
tools and strategies to make sure that all of her students were able
to participate and have an opportunity to show her what they were
learning and what they knew. She was aware that some of her
students needed more time to process her auditory information and
she gave verbal cues to help them answer her questions.
It was noted that she used verbal praise, like, awesome when
they did a good job or identified a body part correctly or named a
correct sense that went along with a body part. At first, this observer
was wondering why Ms. Mixtacki did not use individual students
names when praising the children but after finding out this was only
her third time visiting the classroom it was understood. It is
suggested as she begins to learn who they are that she will be able
to have a better handle on this in her next observation.
Ms. Mixacki was able to elicit information from her students when
they were discussing the five senses. It appeared that some
students had a good grasp of these concepts but there were some
students who would definitely need more work in this area.
Ms. Mixtacki as was stated previously started out with a big book by
Eric Carle which got the students attention right away. From there
she moved into identification of the body parts by using one student
to trace their body and then allowing students to identify various
parts of the body. She discussed and asked pertinent questions to
see if they could name what body parts went with the five senses.
She wrapped up her lesson by using the song Head, Shoulders,
Knees and Toes to see if the students could identify those parts of
the body. One suggestion she could do the next time would be to let
one or two of the students come up to the front of the classroom
and let them do the song. This would be another opportunity for
them to show her what they know and need help with.
Overall, Ms. Mixtacki presented a well laid out lesson that produced
active participation from her students and allowed her to assess
what they knew and what they need help on. It is suggested that
she incorporate the behavior management system set up by the
full-time teacher in the classroom and that she summarize the
lesson in the end to remind her students what they had learned that
day. As she stated in her lesson plan, the use of picking body parts
out of jar would have been a good way for her to see if her students
really did know their body parts and how each related to their
senses. This would be a good follow up activity the next time she
goes to visit her class.
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____Inadequate
____Emerging
__X__Proficient
____Distinctive
Assessment (AEA: Diagnosis/Integrative Interaction WTS: 8, 9

DISP: Collaboration, Communication CEC: 1, 5, 8, 9, 10)
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.
Ms. Mixtacki had sufficient opportunities during her lesson to see if

her students really did know their body parts. A few of her students
were quiet and were listening to her throughout her lesson. She did
pick on a few to make sure that they had a chance to show her
what they knew.
It was obvious that she used informal assessments throughout the
various learning activities, such as, the big book, the traced body,
and the song. Her idea of placing cut out body parts in a jar and
allowing her students to put them on the traced body would be an
excellent way for her to assess what body parts they may need help
with. It may have been a good idea for her to choose 5 body parts
to work on and to see if they knew all of those body parts rather
than choosing 10 body parts. Again as Ms. Mixtackis comfort level
with this age group increases she will be able to make those
decisions as to how best to approach her students.
Another suggestion this observer can make, is, if Ms. Larson has a
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paraprofessional in her room, Ms. Mixtacki may want to utilize that

person to help her students who may need more work on a certain
concept or to help and assist those students who are new to the
program.
With regards to the summative assessment area, Ms. Mixtacki did
use IwhI questions throughout her lesson to help her students
grasp the concepts of identifying and naming body parts and how
they relate to the five senses.
Overall, Ms. Mixtacki used informal observations, the use of IwhI
questioning, active learning strategies, and verbal praise to make
sure that her students were grasping the target goal and objectives
of her lesson on Body Parts.
____Inadequate
____Emerging
__X__Proficient
____Distinctive
Professional Responsibilities (AEA: Communication/Integrative Interaction

WTS: 10 DISP: Responsibility, Collaboration, Communication CEC: 2, 5, 10)
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
Ms. Mixtacki presented herself very professionally. She also appears to

be very reserved. Once she started the lesson on Body Parts her whole
demeanor changed and she showed great enthusiasm when presenting
the learning material that she had planned for her lesson. Her use of a
variety of teaching activities, her use of motor kinesthetic movements in
the song, and her ability to keep her students engaged for 45 minutes
minus some behavior issues with two students shows that she can be
very comfortable in new situations and adapt her teaching and skill level
to a new teaching experience.
Ms. Mixtacki praised her cooperating teacher Ms. Larson and said that
she has been a great help in helping her to understand the behaviors of
some of the students, giving her resources that she needs, and the
ability to just talk about what engages this age level of 4 and 5 year olds
to make them want to learn and actively participate in a learning
experience.
It seems that Ms. Mixtacki has been able to seek out the knowledge that
she needs about this age level. She also has found the appropriate
resources that she needs to make this field observation a worthwhile
learning experience for her.
____Distinctive
Summary Statement:
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Overall, Ms. Mixtacki came well-prepared for her lesson on Body Parts and the implementation of her lesson went very well. It appears that she is becoming
acclimated to working with these younger students although at first she appeared quite reluctant to work with these little people. She showed great enthusiasm
throughout her lesson and she planned various learning activities that kept her students highly engaged and focused. She used a gentle voice with directness to
make sure that her students were grasping the concepts of identifying and naming various body part and relating them to the five senses.
It is suggested that she attempt to learn her students names as she makes more field observation visits so that she can individually praise them when they do
good work for her. She should also learn the behavior management plan that her cooperating teacher has put into place so that she can emulate it as she delivers
her lesson plan.
It was a pleasure and a delight to watch Ms. Mixtacki in action with these four and five year old students. There is no doubt that as Ms. Mixtacki becomes more
familiar with the Early Childhood curriculum and her students that her propensity to show her good teaching techniques will allow her to enhance the learning
outcomes for any of her students that she may encounter throughout her career.
Overall Performance: ____Inadequate
____Emerging
__X__Proficient
____Distinctive
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ALVERNO COLLEGE

Check One: 1st Observation _X_

Planning and Preparation (AEA: Conceptualization/Diagnosis

Uses teaching resources and curriculum materials that are appropriate in

It was quite evident that Ms. Mixtacki came well-prepared to

Planning and Preparation (AEA: Conceptualization/Diagnosis

Planning and Preparation (AEA: Conceptualization/Diagnosis

Classroom Environment (AEA: Coordination/Integrative Interaction WTS: 2,

Evidence (Candidate and Student)

Planning and Preparation (AEA: Conceptualization/Diagnosis

Shows respect for the diverse talents of all learners.

Ms. Mixtacki demonstrated good use of this Early Childhood

Planning and Preparation (AEA: Conceptualization/Diagnosis

Instruction (AEA: Communication, Coordination, Diagnosis,

Evidence (Candidate and Student)

Planning and Preparation (AEA: Conceptualization/Diagnosis

Uses different representations and explanations of concepts when

Ms. Mixtacki accommodated her lesson to meet the diverse

Planning and Preparation (AEA: Conceptualization/Diagnosis

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

Knows how to select and construct assessment strategies and instruments.

Ms. Mixtacki had sufficient opportunities during her lesson to see if

Planning and Preparation (AEA: Conceptualization/Diagnosis

paraprofessional in her room, Ms. Mixtacki may want to utilize that

Professional Responsibilities (AEA: Communication/Integrative Interaction

Relates professionally and effectively with the cooperating teacher and

Ms. Mixtacki presented herself very professionally. She also appears to

Overall Performance: ____Inadequate

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