ALVERNO COLLEGE

SUPERVISORS FEEDBACK
OF LTM 622 Field
Candidate: Benjamin Rogaczewski

Check One: 1st Observation ___

Supervisor: Carol Dixon

Date: April 6, 2016

Cooperating Teacher: Matt Wasmer

Number of Students: 15

School: Brookfield Academy

Grade: 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.

____Inadequate

____Emerging

__X_ Proficient

Subject(s): Social Studies

Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)

2nd Observation _X_

You used appropriate teaching strategies, learning experiences, and

instructional materials to achieve your objectives. After a brief preview, you
presented information about the election of 1896 on the SmartBoard. First,
you discussed the differences between William Jennings Bryan and
William McKinley while the students took notes. Next, you led the class in
analyzing two political cartoons. Then, you helped the eighth graders
interpret the numbers on an electoral map. You didnt include any real
closure in your instruction. Your lesson engaged the students and
addressed visual, auditory, and kinesthetic learning styles.

____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)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)
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

___Proficient

Evidence (Candidate and Student)

You promoted a positive classroom environment. The eighth graders
clapped and cheered when they realized that you would be teaching the
lesson. Your friendly, humorous approach made learning fun. You knew
most of the students names, and they felt comfortable responding to your
thought-provoking questions. When a girl said that she had forgotten her
answer, you kindly responded, It will come back to you. At the end of the
period, you gave the class the chance to ask you questions. You
pleasantly answered them and even described a near-death experience.
As the class was dismissed, one of the students said, Thank you, Mr. R.

__X_ Distinctive

Instruction (AEA: Communication, Coordination, Diagnosis,

Integrative Interaction WTS 4,6,7DISP: Respect, Responsibility,
Communication)

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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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)

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 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

You modeled appropriate communication strategies in conveying ideas

and information. Your well-designed SmartBoard presentation reinforced
the main objectives of your lesson. You skillfully manipulated the screen as
you moved back and forth between a comparison chart, two political
cartoons, and an electoral map. Your explanations were clear and concise,
Wisconsin has 12 electors. Its based on the number of congressman and
senators.
You stimulated discussion in various ways. You had the class all
together answer a number of knowledge-based questions, such as So
what party do you think this was portraying? Many times, you promoted
higher level thinking, Why does William Jennings Bryan lose?... What
would cause people to go for the gold standard? You also quickly
assessed student understanding by their response when you asked,
Solid? Throughout the lesson, you used effective strategies to keep the
eighth graders engaged.

__X_ 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.

Your lesson on the Election of 1896 was successful in a number of ways.

You felt more relaxed and let your personality show. You skillfully
incorporated SmartBoard technology in your presentation. Your plan was
well-structured and flowed smoothly from one part to the next. The only
thing missing was an appropriate closure.
You evaluated the students understanding of your lesson based on their
oral responses. The many answers chorused by the class were always
accurate. Whenever asked, the eighth graders indicated that they were
solid on whatever concept youd discussed. Individual students gave
high quality responses to questions requiring analysis or interpretation.
Upcoming test results will provide you with additional evidence regarding
the effectiveness of your lesson.

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

__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

Your cooperating teacher has been a good resource for you. Youve
been able to discuss instructional strategies with him and observe how he
adjusts his lesson depending on the student make-up in his back-to-back
classes. He helped shape your teaching plan by pointing out what would
be included on the test and suggesting how to reduce your content to fit
the time period.
You have a strong desire to share your love of history with high school
students. Your professionalism shows in the way that you speak, act, and
dress.

____Distinctive

Summary Statement: Congratulations, Ben! Your exemplary lesson showcased many of your effective instructional skills.

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