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ALVERNO COLLEGE

SUPERVISORS OBSERVATION
OF SPE 620 or SPE 634 Field Student
Candidate: Ashlee Prudhomme

Check One: 1st Observation ___

Supervisor: Jane Peschel

Date: 11/19/2015

Cooperating Teacher: Brian Babbits

Number of Students: 3

School: Fratt Elementary School - Racine, WI


Disability Categories Represented:

Grade: 4

Subject(s): Language Arts


Diverse Student Needs Represented:

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.

2nd Observation _X__

The students started out in the large group classroom


participating with all of the students. Then, they were pulled
aside to go over the same concept (cause and effect).
The lesson plan was clearly aligned to the large group lesson
and connected appropriately to standards.
Because there were only three students in the small group,
there was more than adequate time for each student to share
their understanding of the concepts.

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

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 .

____Inadequate

____Emerging

____Proficient

Evidence (Candidate and Student)

Small group lessons are perfect for focused attention on a


concept. The environment was respectful and organized.
Time was well used and students remained motivated
throughout.

__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

Students were encouraged to give examples of cause and effect


from their own experiences. They did this until Ashlee was
comfortable that all three students understood the concept.
They then moved on to a story that they had been reading. The task
was to provide a prediction. What do you predict the story might be
about based on the picture on the cover? Students then had to
write down their predictions. A model was given to one student who
struggled to write his sentence alone.
Sample ideas were given by each student orally prior to trying to
write it out as a sentence.
Good leading questions were asked to clarify the students thoughts.

__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.

____Inadequate

____Emerging

____Proficient

Formative assessment was elicited from each student orally for the
cause/effect and predictions, then again in writing.
Oral reading provided another formative assessment. The question
asked throughout connected once again to the Cause/Effect goal.
Summative assessment - Organizer sheet was used to help them
record information wanted. What was the cause and effect on page
4?

__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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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

Ashlee is careful to follow the overall lesson of the classroom


teacher to support student learning. She provided an appropriate
lesson plan the day before for me. It is clear that she enjoys her
job.

__X__Distinctive

Summary Statement: Great small group lesson. Great connection to the large group lesson. This was the perfect way to support
students, at their level, to stay connected with their grade level peers. Perfect.

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.

ED FORM 711
0210 ED