ALVERNO COLLEGE

SUPERVISORS OBSERVATION
OF SPE 620 or SPE 634 Field Student
Candidate: Madalynn Smith

Check One: 1st Observation _X__

Supervisor: Jane Peschel

Date: Nov. 11, 2015

Cooperating Teacher: Terry Lieske

Number of Students:

School: Whitnall Middle School

Disability Categories Represented: Yes

Grade: 6-8

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.

Subject(s): Math
Diverse Student Needs Represented:

Yes

Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

2nd Observation ___

The lesson plan included very specific information about the

lesson and materials to adapt the lesson itself or to help
students maintain focus.
The concept was first introduced the day before.
The lesson included individualized activities as well as group,
use of technology (which students love) and video
presentations (again another highly motivating tool for todays
student). Students did a mix of orally responding to questions
and participating via their iPads. Assistance was given to any
child who needed it throughout the lesson to make sure they
continued to feel successful.
Maddy presented information when appropriate, ran the
technology like a pro, and moved around the classroom to help
each student as they worked independently.

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and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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____Inadequate

____Emerging

____Proficient

__X__Distinctive

Classroom Environment (AEA: Coordination/Integrative Interaction WTS: 2, 3,

5 - DISP: Respect, Responsibility CEC: 2, 3, 5)

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 .

X____Inadequate

____Emerging

____Proficient

Evidence (Candidate and Student)

The class was well organized. Students were welcomed into

the class but encouraged to get their iPad out and get right to
work. A visual timer was running with classical music. During
this time, students worked quietly on I-Pads with a Moby Max
(individualized math program).
There were two additional adults with this group of 4 students
(some were absent) This made the individualized time very
productive. and management of the students easy.
In the group activity, questions were asked of everyone.
Everyone could participate. Students were allowed to work on
their own, create visually, answer questions often. Great
lesson.

___X_Distinctive

Instruction (AEA: Communication, Coordination, Diagnosis,

Integrative Interaction WTS 4, 6, 7 - DISP: Respect, Responsibility,
Communication CEC: 4, 6, 7, 8, 9)

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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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.

____Inadequate

____Emerging

____Proficient

The Ipad was uploaded with an individualized program. From there

the students easily moved to another preloaded program called
Google Classroom to read the plan for the day. Students could
follow along on their iPad ore read the directions on a large screen
projected on the wall..
Directions for moving from google classroom to nearpod.com was
displayed on the board. The pin was displayed on the screen. Step
by step directions were easy for everyone to follow.
The representations of the presidents caused some humor - that
was just fun.
The program lead into a video for all to watch.
Students were prompted to do an activity on their touch pad. Then
each persons answers showed up on the big screen. While I would
hesitate to force students to show their work so publicly, this was a
close supportive group and sharing worked well for others to see
different ways to answer a question.
Closer for the day was to send the answer to the last prompt. and
then receive their homework.

__X__Distinctive
Evidence (Candidate and Student)

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.

Formative questions were asked throughout the lesson. Each child

was given a chance to answer.
The nearpod program provided opportunities for students to
represent their understanding to a prompt on the touch screen. As
soon as they were done, it was sent to the big screen. This
assessment appeared to be formative for some and summative for
others.
The math program used at the beginning of the lesson (Moby Max)
collects data on successful attempts at varied types of math
prompts. While Maddy indicated that the program is a little dry, she
keeps student time on it just long enough to maintain interest and
collect some data and not too long to become distracted.

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.

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____Inadequate

____Emerging

____Proficient

__X__Distinctive
Evidence (Candidate)

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

____Proficient

Several adults work in one classroom. Its a great professional

collaboration. Maddy is seen as the teacher of the group and
treated professionally. She interacts with the other adults in the
same way. Maddy was completely professional at all times.

__X__Distinctive

Summary Statement: This was a great lesson that brought a mixed group of 6-8th grade students together for math. While they
might have been actually working at a 2-4th grade level, the lesson was motivating and so appropriate for 6-8th grade students. All
students left feeling accomplished. Time flew by. Great job, Maddy.

Overall Performance: ____Inadequate

____Emerging

____Proficient

__X__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.

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