ALVERNO COLLEGE

SUPERVISORS OBSERVATION
OF LTM/SPE 612 Field Student
Candidate: Emily Milachi

Check One: 1st Observation _ X__

Supervisor: Nancy Jelen

Date: 10/17/14

Cooperating Teacher:

Number of Students: 24

School: Hmong Peace Academy

Grade 6

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

Science

Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)

Subject(s):

2nd Observation _ __

The lesson had a clearly defined structure around which activities were
organized.
The standards matched the objectives.
The identified academic language was used appropriately and modified
when necessary. Did you note the Lau level of any of your students? If so,
did/would that have an impact on their understanding?
All of the materials and resources were suitable to students, supported
the instructional outcomes, and engaged students in meaningful learning.
You utilized school-grade level curriculum materials and used other
teacher-made materials that supported the content focus.
The lesson was designed with a range of engaging activities.
The Do Now activity had an implied connection with the lesson.
The outcomes were clear.
You displayed an awareness of resources to enhance content and
pedagogical knowledge available through the school and some familiarity
with resources external to the school.

____Distinctive

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Classroom Environment (AEA: Coordination/Integrative Interaction

WTS: 2,3,5DISP: 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

Evidence (Candidate and Student)

Student interactions were generally polite and respectful.
You conveyed genuine enthusiasm and students demonstrated
commitment to its value.
Teacher-student interactions were appropriate.
Small group work was well organized, and all students were productively
engaged in learning while unsupervised. You effectively had them identify
roles before starting the project.
Routines for handling materials occurred smoothly with little loss of
instructional time.
Standards of conduct appeared to have been established and were clear
to all students.
You maintained eye contact and used your voice effectively through proper
volume, pitch, speed and pacing. There were a few times a little louder
voice would have been appropriate. You seemed to gain confidence and
voice as the lesson went on.

____Distinctive

Instruction (AEA: Communication, Coordination, Diagnosis,

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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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.

You explained the instructional purpose.

Activities and assignments were appropriate to all students.
Your questions were a combination of low and high quality. Adequate time
was provided for student responses.
You made some attempts to engage students in genuine discussion rather
than recitation.
You consistently used the academic language and modified its explanation
when necessary. All students responded appropriately when you used the
academic language.
While I did not notice any language issues, did you feel you needed to
modify the language for any ELL/SPE by oral/written explanations or
writing the vocabulary word on the board?
The directions and procedures were clear.
Your explanation of the content was appropriate and connected with
students knowledge and experience.
Your spoken and written language was clear and correct/legible.
The vocabulary was appropriate to students ages and interests.
Instructional materials and resources were suitable to the instructional
purposes.
The lesson had a clearly defined structure around which the activities were
organized. Pacing of the lesson was appropriate.
Your feedback to the students was timely and consistent.
You accepted responsibility for the success of all students.
You related the subject matter to that of previous classes.

____Inadequate ____Emerging __X __Proficient ____Distinctive

Assessment (AEA: Diagnosis/Integrative Interaction WTS: 8,9
DISP: Collaboration, Communication)

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

Evidence (Candidate and Student)

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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

__X__Proficient

You reflected an accurate impression of the lessons effectiveness and to

the extent to which instructional outcomes were met.
You made general suggestions/a few specific suggestions of what could
be tried another time.
Most of this lesson focused on formative assessment. Because it was a
group project, its harder to tell who understood or not. One way, if you had
the time, would be to identify one person from each group to explain the
wind principle to others within the group. Their journals and unit
assessment probably would be the summative assessment. Another
avenue would be to create questions (1-2) that each would have to
respond/explain in relation to the wind principles.

____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 displayed a high standard of honesty and integrity.

You welcomed feedback from other professionals. Your professional
stance reflected competence and organization.

____Distinctive

Summary Statement: Emily, you articulated an accurate representation of your demonstration of the WTS, the AEA, and a theoretical
framework.

Overall Performance: ____Inadequate

____Emerging

__X__Proficient

____Distinctive

SUMMARY REFLECTION: Rationale

DESCRIBE AND PROVIDE EVIDENCE FOR EACH OF THE FOLLOWING in a short narrative:
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a. background information about the lesson, (e.g. urban, 3rd grade, social studies lesson on )

b. how in the design or implementation of the lesson you demonstrated two of the Wisconsin Teacher Standards for Licensure and
Development; (name the standards and provide evidence of your actions)
c. (SPE only) how in the design or implementation of the lesson you demonstrated two of the Council for Exceptional Children Initial
Content Standards and Knowledge and Skill Sets;
d. how in the design or implementation of the lesson you demonstrated two of the Alverno Graduate Advanced Education Abilities;
e. how the lesson demonstrates the Common Core Standards and/or academic standards;
f. (SPE only) how did you accommodate students IEP goals?
g. at least one educational framework that is reflected in the design and/or implementation of the lesson plan (e.g. Bloom, Vygotsky,
Gardner)

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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