ALVERNO COLLEGE

MENTOR'S FEEDBACK
FOR MONTESSORI TEACHERS
(Includes Observation of Teaching and Mentor/Teacher Conferences)
Teacher's Name: Lisa Uvena

Coachs Name: Christine Willkinson

Date: 11/17/14
School: Lloyd Barbee

Time: 12:30 1:15

Grade: 1,2,3

Planning and Preparation (Conceptualization/Diagnosis WTS 1, 2, 3, 4, 7, 8,

Evidence (Teacher)

10)

Demonstrates knowledge of content through fluid delivery.

Prepares for lessons.
Integrates state and district learning goals in lesson plans and
Classroom
Environment
(Coordination/Integrative Interaction WTS 1, 2,
learning
objectives.
3, 5) Plans instruction using Montessori Albums including extensions based on
Reflects
positive emotional
individualastudents
interests, connection
abilities andbetween
needs. teacher and students.
Offers
verbal,
nonverbal
and
organizational
cues to
to student
support needs
positive&
Creates short-ranged and long-term plans linked
behavior
and
academic
engagement
of
all
students.
abilities.
Students
connect
to onestudent
anotherprogress
by smiling,
and helping.
Adapts
plans
to support
andsharing
engagement.
Respects
eachstudents
child as families,
an individual.
Learns
about
culture & community to connect
instruction
Supports students
as experiences.
they work independently and collaboratively.
to student
Manages transitions
efficiently.
Maintains
a Montessori
Prepared Environment.
Monitors classroom and takes a proactive stance to behavior
management issues.
Organizes, allocates, and manages resources of time, media, technology
and space.
Manages student attention by engaging them productively in learning
experiences.
Maximizes amount of class time spent in learning by creating and
communicating clear expectations and procedures for behavior.

Teacher has posted names of lessons with times by them; golden

beads dynamic subtraction, angles, barosphere, addition bead
frame dynamic, sentence. There is also daily math story problem
Evidence
and new
Student)
on the board, with
a writing(Teacher
prompt, and
spelling words
( from sight words).
The
teacher
had children
place lesson
out silent
books
before
Teacher
presented
small group
onreading
sentence
analysis;
they
went
to
recess
and
lunch.
This
helped
them
in
their
finding the main parts of the sentence and recognizing adverbial
transition after
period.
extensions.
Thelunch
children
engaged in dissecting sentences using
Teacher
had asked
hermaterial.
assistantThey
to check
childrens
writing
the
sentence
analysis
then the
created
their own
journals.
This
was
a
good
follow-up
check
to
the
morning
writing
sentences and analyzed them.
prompt.
One child shared his angle book with me. He was explaining
each angle definition and its name. He also made a cover where
he remade all the angles and labeled them.

Instruction (Communication, Coordination, Diagnosis, Integrative Interaction

WTS 1,2, 3,4,5, 6,7,10)

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.

Evidence (Teacher and Student)

FORM NO. 703

1008 ED

Presents content in developmentally appropriate way by relating content to

previous lessons.
Consistently demonstrates enthusiasm and purposely creates meaningful
learning opportunities.
Models and supports active listening, interactive discussion and thoughtful
responses in reading, writing & other media.
Challenges and supports student thinking by using:
different types of explanations
o various levels of questioning and discussion techniques
o techniques that repeat and/or extend student responses
o a variety of modalities (visual, auditory, kinesthetic)

Focuses student attention on lesson objectives.

Actively engages students in meaningful learning.
Adjusts instruction to meet student needs, including special education and
ELL, and to address learning styles, in order to enhance learning.
Makes an intentional effort to promote oral language and encourages use
of advanced language.
Varies role in instructional process (instructor, facilitator, coach, audience)
in relation to content, purposes of instruction and needs of learners.
Communicates with sensitivity to cultural and gender differences.

Assessment (Diagnosis/Integrative Interaction WTS 2,8,9,10)

During the lesson the teacher first created her own sentence on
a strip of paper, then asked the children to first identify the action
of the sentence, This is the predicate, then who or what did the
action, This is the subject. She also introduced direct object and
adverbial extensions with more reasoning and questioning. When
the children wrote their own sentences, the teacher mixed them
up and picked one that they would analyze next.

Provides timely & specific feedback to learners.

Involves learners in self assessment.
Focuses the students attention on the process of learning rather than just
getting the correct answer or finishing an activity.
Makes appropriate use of information acquired from assessments,
colleagues, caregivers, and students themselves to identify and meet
learning needs.
Maintains accurate records of student performance and communicates
progress to students, parents & colleagues.
Monitors impact of teaching on student learning, modifying plans and
instruction accordingly.
Reflects on own performance in relation to student learning and WI teacher
standards.

Evidence (Teacher and Student)

The teacher noted that during the next few days, the teacher
would provide sentence examples and paper strips for their own
sentence writing to be analyzed and recorded by making their own
diagrams on paper.

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. 703

1008 ED

Professional Responsibilities (Communication/Integrative Interaction

WTS 7,9,10)

Demonstrates professionalism through timely completion of work for

Classroom_____ Seminar_____.
Demonstrates professionalism through regular attendance, arriving on
time: School________
Seminar _____ .
Relates professionally and effectively with mentor _____, staff _____,
and supervisor _____, (including initiating conversation, and problem
solving).
Consults professional literature, colleagues & other resources regarding
education and well-being of students.
Establishes respectful and productive relationship with caregivers, as
possible.
Attends all faculty, grade level meetings, in-service training, Open
House, Parent Teacher Conferences.
Actively participates in seminar by offering ideas, sharing materials and
supporting peers.
Engages in effective self-evaluation and reflection.
Integrates/follows through on Mentor/Supervisor recommendations as
evidenced in teaching practice.

Evidence (Teacher)
Teacher is working on her organization of needed supplies and
notebooks, as well as recordkeeping of student work and lessons
presented. She is in the process of maintaining an organized
space behind her lesson table so that albums and needed
materials are ready for her use.

Final Remarks: A few things to keep in mind:

Get lessons for morning and any experiment lessons ready each evening before. That way any last minute getting ready
can happen that next morning before the day begins. Keep coming back to your own organizing of supplies and needed
examples and materials.
Think about different groupings; skill groupings that move sequentially through concepts in both language and math,
multi-level groupings for chapters in geography, geometry, biology, history. You can rotate through these so that children
all explore. For example; one group studies sun and earth, another the three state of matter, and another the composition
of the earth.
We also discussed the issue of bullying. The children may need lessons on understanding what it is and how to help
when someone is the bully and when someone is being bullied.

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. 703

1008 ED