ALVERNO COLLEGE

SUPERVISORs Feedback
OF ED 315 Field Student
Candidate Andrea Bowhall-Diaz

Check One: 1st Observation X_

Supervisor: D. Habanek

Date: 10.21.14

Cooperating Teacher: A. Plummer

Number of Students:

School: Luther Burbank Elementary

Grade: 4

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): Math
Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)

2nd Observation ___

You planned a lesson that matched Common Core math standards.

Your objectives are worded correctly, are student centered and assessable.
Your pre-panning information included statements about your
understanding of relevant content that students have been exposed to.
You did not describe any specific student characteristics that may be
important. You should have information that informs your attention to any
student who may require additional assistance.
You identified 4 academic vocabulary terms. Compass should be added.
You planned for a 45 minute lesson which included demonstration and
independent student practice.

____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)

ED FORM 711
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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

You are very direct about telling students that their answer is incorrect.
What ways do you know to reinforce all students who take risks to offer
answers? Every students response should be acknowledged in some way
a nod, a wink or a smile goes a long way.

____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 showed interesting examples of hexagons, expanding the
understanding kids have of where one can find that shape.
Formulate questions so that a yes, no answer is not possible. Does any
one know?may not get responses from as many kids as you would
want. Try raise your hand if you know what inscribe means?
When you ask students to show you, make sure each kid does. Develop
skill in making sure you see everyone and that each is participating. Eyes
up here should mean that you will wait until you see all eyes.
Move around more and faster to see what kids are doing in every part of
the room. Its nice to have help but always act as if you are the only one so
no kid gets missed.
Try to avoid giving directions when kids are talking and working until you
signal that you intend to interrupt with important information. Kids cant shift
their attention fast enough and many will miss what you said. Signal, wait a
beat, signal again and then speak.
Nice use of signals to indicate comfort level with drawing circles.
You explained why it was important for students to follow your directions.
Be sure to recognize those who are.

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

Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)

Consider telling them to check on their neighbor to see if theyre doing

things correctly. Sometimes kid to kid works better than teacher to kid.

____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 track student participation and work with partners as

informal assessment. Did you do it?
You knew that the students would be showing their new skills in and end of
unit assessment.

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

____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 look, sound and behave like a professional.

____Distinctive

Summary Statement: Although this lesson did not go as planned, you ralleyed and made it a valuable by shifting the focus to skills students needed in order
to move on. Rescuing a lesson is an important skill. Keep working on informal assessment.

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