Supervising Teacher Feedback Form Observation # __1__

Lesson Plan and Observation ED 201

Student Name: Sarah Fadness
Supervising Teacher: Scott Lawrence
Cooperating Teacher: Maya Richards

Date: 11/5/14
School: Manitoba
Number of Students: 4

Grade/Subject: Grade 4/ Mathematics

The statements below are drawn from the Wisconsin Standards for Teacher Development and Licensure and the Alverno Advanced
Abilities for Education. This feedback is intended to support you as you reflect on this teaching experience and refine your practice for
future lessons.
PLANNING AND PREPARATION
Wisconsin Teaching Standards 1,7 (Conceptualization, Diagnosis)

Teacher Knowledge, Skills, Dispositions Observed

Evidence (Candidate)

<INPUT TYPE=\You used teaching resources and curriculum materials and made A well organized and prepared lesson! Your resources and
some evaluations about their usefulness.
activities engaged students in their learning and related to

their previous learning. Your learning experiences were well

sequenced, appropriate and relevant to your students needs.
You understand the importance of connecting instruction to students
experiences.
Your plan provided for modeled examples and practice
You believe that plans must always be open to adjustment and revision based opportunities for students. You developed important
on student needs.
academic language (trade-first and partial-difference
methods). While you considered learning accommodations for
<INPUT TYPE=\You value the importance of planning as an integral part of
teaching.
students, how could you have challenged them more in regard
<INPUT TYPE=\You selected and created learning experiences that were
to the learning objective?
<INPUT TYPE=\You engaged students in learning.

appropriate and relevant to learners.

____ Inadequate

____Emerging

__x__ Proficient +

____Distinctive

Copyright 2009. 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.

FORM NO. 713

1008 ED

CLASSROOM ENVIRONMENT
Wisconsin Teaching Standards 2, 3, 5 (Coordination, Integrative Interaction)

Teacher Knowledge, Skills, Dispositions Observed

Evidence (Candidate and Student)

<INPUT TYPE=\You encouraged discussion, listened and responded to group

interaction.
You elicited samples of student thinking orally and in writing.
<INPUT TYPE=\You respected students as diverse individuals.
<INPUT TYPE=\You were sensitive to community and cultural norms.
<INPUT TYPE=\You recognized opportunities to demonstrate multiple
perspectives.
<INPUT TYPE=\You monitored independent and group work in field settings.

____Inadequate

____Emerging

__x__ Proficient

This was a strong component of your lesson! You were positive and
encouraging in your interactions! The ice breaker set a
comfortable climate for learning and sharing! You reinforced
student actions and responses with verbal praise and high fives.
You were confident and poised in front of the group! As a result,
students were productively involved in their learning and willingly
shared their ideas with you and one another. Their active
involvement in their learning minimized behavioral concerns and you
effectively monitored and supported them in independent and
group tasks. As we discussed, consider other strategies that will
promote more multiple perspectives during discussions through
student-to-student sharing!

__x__ Distinctive

INSTRUCTION
Wisconsin Teaching Standards 4, 6, 7 (Communication, Coordination, Diagnosis, Integrative Interaction)

Teacher Knowledge, Skills, Dispositions Observed

Evidence (Candidate and Student)

You used varied strategies during the lesson that actively engaged
students in their learning (i.e., Smart Board slides, dry erase
boards, popsicle sticks activity, math journal problems). The
<INPUT TYPE=\You used some teaching and learning strategies to engage
popsicle sticks activity was especially creative and engaging for
students in active learning opportunities.
students. Consider some of the ideas we discussed for creating
<INPUT TYPE=\You presented concepts clearly and accurately.
differentiation by setting up the sticks by level of difficulty for
<INPUT TYPE=\You were a thoughtful and responsive listener.
the problems. Concepts were presented clearly and modeled
<INPUT TYPE=\You modeled appropriate communication strategies in conveying appropriately in your demonstrations (particularly with the white
ideas and information and in asking questions.
board). I was particularly impressed by the way you noted key
characteristics about the subtraction problems. It enhanced
<INPUT TYPE=\You communicated in ways that demonstrated sensitivity to
cultural and gender differences.
student understanding of the central learning focus. Your
questions stimulated student thinking by encouraging them to
<INPUT TYPE=\You connected instruction to students experiences.
explain their problem-solving methods. For future improvement,
<INPUT TYPE=\You adjusted and revised the lesson plan based on student
consider lesson pacing in terms of demonstration vs. practice time.
needs.
You spent a great deal of time on modeled examples which left a
shorter amount of time for students to work independently. This
would allow you more time to work with struggling students while
letting advanced students to move ahead.
<INPUT TYPE=\You evaluated learning goals and considered alternative
strategies and materials to meet student needs.

Copyright 2009. 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.

FORM NO. 713

1008 ED

____Inadequate

____Emerging

__x__ Proficient

____Distinctive

ASSESSMENT
Wisconsin Teaching Standards 8,9 (Diagnosis, Integrative Interaction)

Teacher Knowledge, Skills, Dispositions Observed

Evidence (Candidate and Student)

You had both informal (Discussion, white board problems,

popsicle stick activity) and formal (written math journal
knowledge of
learners and modify your teaching and learning strategies.
problems) ways to assess student performance. These
<INPUT TYPE=\You evaluated the effect of class activities, collecting information strategies provided you with clear criteria for observing
through observation of classroom interactions and questioning.
students. Your closure provided with further information to
<INPUT TYPE=\You show a commitment to reflection, assessment, and learning assess students understanding. You are very reflective
as an
about your teaching and open to the feedback of others to
ongoing process.
improve your instructional skills. I was impressed how you
<INPUT TYPE=\You were willing to give and receive help.
applied ideas for growth to this lesson (sitting down to be at
<INPUT TYPE=\You used classroom observation from the field to reflect on and
their eye level; creating a more comfortable learning
revise
environment). That is what a reflective practitioner does!
your practice.

<INPUT TYPE=\You used some assessment techniques to enhance your

____Inadequate

____Emerging

__x__ Proficient +

____Distinctive

PROFESSIONAL RESPONSIBILITIES
Wisconsin Teaching Standard 10 (Communication, Integrative Interaction)

Teacher Knowledge, Skills, Dispositions Observed

<INPUT TYPE=\You related professionally and effectively with the
cooperating teacher
and faculty.
<INPUT TYPE=\You dressed professionally and consistently portrayed a
professional
demeanor.
___ Inadequate

____Emerging

__x__ Proficient

Evidence (Candidate and Student)

You dressed and acted in a very professional manner! You
have established very positive and productive relationships
with students and your CT! Excellent communication with
your CT about the lesson!

__x__ Distinctive

Summary Statement and Areas to Concentrate on Improving: A very fine beginning lesson, Sarah! Your lesson was well planned and prepared;
provided students with a positive and productive learning environment; and had highly engaging learning experiences and resources! You are a very
reflective practitioner and conduct yourself in a very professional fashion with children and adults! See my suggestions above for improvement,
especially those ideas dealing with differentiation and pacing of your instruction.

Copyright 2009. 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.

FORM NO. 713

1008 ED

Overall Performance:

____Inadequate

____Emerging

__x__ Proficient +

____Distinctive

Copyright 2009. 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.

FORM NO. 713

1008 ED