19 Mar 2019 Page 1 of 5

Intern Name: Carmen Williams

Internship: 2018SP-ED-321-01

Submitted: Apr 2, 2018 Supervisor(s): Desiree Pointer-Mace, Christine Bukowski

Course/Term: ED-321 - 01-XList : Middle School Tchg & Field ( Mentor(s): Jessica Cattarozzle
2018SP )
Assessor: Christine Bukowski (Supervisor) Site: Frank Lloyd Wright Intermediate School, 9501 W Cleveland Ave, West Allis
WI 53227
Comments: Subject(s): Science
Grade(s): 6th, 7th, 8th

Planning and Preparation (AEA: Conceptualization/Diagnosis – WTS: 1, 2, 3, 4, 7,

Inadequate (1.000 pts) Emerging (2.000 pts) Proficient (3.000 pts) Distinctive (4.000 pts) N/A

Planning: • Objectives are consistent

Objectives with domains. • Objectives
1/6 (16%) use active verbs that
WI-TEACH.7, clearly describe what
WI-TEACH.1 students are to do.
Comments: Goals in the lesson plans used the following action verbs: define, evaluate, analyze and develop
• Assessment was
appropriate for children at
this level of development. •
Planning: Plan provides for
Assessment simplification and
1/6 (16%) extension to meet full
WI-TEACH.2, range of abilities of this
WI-TEACH.3, group. • Assessment was
WI-TEACH.8 appropriate for this lesson
content. • Assessment
relates directly to
objectives.
Using a checklist for taking notes allows for all students to be able to follow along with the video. Students could also extend their learning in
Comments:
the space for more notes.
Planning: • Questions are planned
Essential ahead. • Questions are
Questions framed in student-friendly
1/6 (16%) language.
WI-TEACH.2,
WI-TEACH.3,
WI-TEACH.4,
WI-TEACH.6,
WI-TEACH.7,
WI-TEACH.1,
WI-TEACH.5,
WI-TEACH.10

Much of the plan itself uses the work "tell" multiple times - but the student lab notebooks have the questions which Carmen effectively
Comments:
integrated into the lesson.
Lesson demonstrates
understanding of principles
Planning: of developmentally
Developmental appropriate practice.
Appropriateness • Plan is attuned to
and Learner- students' developmental
Centeredness level, and is culturally
1/6 (16%) relevant, individually
WI-TEACH.2,
appropriate and based on
WI-TEACH.3,
WI-TEACH.8, prior experiences. • Plan
WI-TEACH.1, takes into account
WI-TEACH.10 children’s developmental
abilities and levels of
knowledge and skill.
Comments:
19 Mar 2019 Page 2 of 5
• Content was accurate
and clearly specified in
Planning: terms suitable for this age
Content and level. New vocabulary
Understanding was introduced
1/6 (16%) meaningfully. • Content
WI-TEACH.2, was clearly delivered
WI-TEACH.3,
through the planned
WI-TEACH.6,
WI-TEACH.7, procedures, verbally or
WI-TEACH.1, nonverbally. When
WI-TEACH.9 needed, content was
explained in more than
one way.
From her lesson plan: This video segment allows students the opportunity to see these methods and standards in practice outside of their
Comments:
science classroom.
Lesson procedures match
objectives. • Provides
opportunities for active
engagement, manipulation
Planning:
Engagement and testing of ideas and
1/6 (16%) materials. • Related
WI-TEACH.4, Materials (book, worksheet,
WI-TEACH.6, chart, music,) represent
WI-TEACH.7, content meaningfully for
WI-TEACH.5
this age group. •
Meaningful technology
integration when
appropriate
The Mythbuster video: Will my toast land butter side up? was an excellent way to engage students to show the engineering process as a
Comments:
way to compare with the scientific method - without them actually having to build anything themselves.
18.000 pts | 75 %

Learning Environment (AEA: Coordination/Integrative Interaction – WTS: 1, 2, 3,

Inadequate (1.000 pts) Emerging (2.000 pts) Proficient (3.000 pts) Distinctive (4.000 pts) N/A
Learning • Treated children with
Environment: respect, caring, warmth. •
Positive Created a positive learning
Relationships climate for children by
1/5 (20%) giving appropriate verbal
WI-TEACH.2, and nonverbal invitations
WI-TEACH.3,
to children.
WI-TEACH.4,
WI-TEACH.6,
WI-TEACH.7,
WI-TEACH.5,
WI-TEACH.10

Carmen was able to call on the students by name. Later it was observed she used a seating chart, but this was a useful tool to be able to use
Comments:
student names as much as possible to build rapport.
Learning • Identified appropriate
Environment: expectations for children’s
Expectations performance and behavior,
and Support making adaptations when
1/5 (20%) necessary. • Demonstrated
WI-TEACH.2, sensitivity to needs of
WI-TEACH.3,
WI-TEACH.4,
individual children by
WI-TEACH.1, adjusting expectations or
WI-TEACH.5 modifying lesson.
Carmen did an excellent job of framing a purpose for viewing the Mythbusters video. She broke it down into segments which helped manage
Comments:
student engagement and attention.
Learning • Saw potential problems
Environment: and responded. •
Redirecting/ Responded in an effective
Reframing and timely manner when
Behavior problems occurred.
1/5 (20%)
WI-TEACH.2,
WI-TEACH.3,
WI-TEACH.4,
WI-TEACH.6,
WI-TEACH.5,
WI-TEACH.10

Not exactly a problem, but Carmen noticed that a students had left to use the bathroom during directions, and upon his return, she updated
Comments: him on the missed directions. Also noticed a group of three girls who did not seem to be focused on the assignment and walked over to their
group to check on their progress to get them back on track.
19 Mar 2019 Page 3 of 5
Learning • Allowed students to have
Environment: choices in their learning, as
Managing appropriate. • Organized,
Choice and allocated, and managed
Access to the resources of time,
Learning space, materials and
Materials children’s attention to
1/5 (20%) engage students.
WI-TEACH.2,
WI-TEACH.3,
WI-TEACH.4,
WI-TEACH.7,
WI-TEACH.5

Used a timer for "turn and talks" and partner work with alarm for times up. Told the students exactly how much time they had to complete the
Comments:
talk or work.
Learning • Materials were organized
Environment: before lesson was taught. •
Resources Used media to enrich
and Materials learning opportunities.
for Learning
1/5 (20%)
WI-TEACH.4,
WI-TEACH.6,
WI-TEACH.7,
WI-TEACH.5

Lab notebooks had been previously created and provided to students for each of the science units. Making sure videos show closed
Comments:
captioning also helps with student engagement when all students may not be able to hear what is being said, or miss something.
15.000 pts | 75 %

Instruction and Learner Engagement

Inadequate (1.000 pts) Emerging (2.000 pts) Proficient (3.000 pts) Distinctive (4.000 pts) N/A
Instruction: • Showed awareness of
Connection to students' attention span. •
Students’ Linked new ideas to
Development, familiar ideas and makes
Content connections to students’
Understandings, life experiences. •
and Promoted student
Experiences participation and social
1/6 (16%) interaction.
WI-TEACH.2,
WI-TEACH.3,
WI-TEACH.4,
WI-TEACH.6,
WI-TEACH.7,
WI-TEACH.1,
WI-TEACH.5,
WI-TEACH.10

Carmen did an excellent job of framing a purpose for viewing the "Mythbusters" video. She broke it down into manageable segments which
Comments:
helped manage student engagement and attention.
• Brought multiple
perspectives to the
discussion of subject
Instruction:
matter. • Extended
Effective
learning and encouraged
Questioning
discussion through the
and Learner
effective use of questions
Engagement
1/6 (16%)
• Asked questions
WI-TEACH.2, representing varied levels
WI-TEACH.3, of Depth of Knowledge
WI-TEACH.6, /Bloom’s Taxonomy
WI-TEACH.1, including follow-up on
WI-TEACH.5
students’ initial responses
with questions that engage
critical thinking.
Carmen reviewed and referred to previous labs - pendulum and humdinger - to help students connect and apply this lesson to prior
Comments:
knowledge and lab experience.
19 Mar 2019 Page 4 of 5
Instruction: • Spoke with interest about
Clear topic of lesson. • Gave
Communication clear directions and cues.
1/6 (16%) • Communicated clearly
WI-TEACH.2, and accurately in verbal
WI-TEACH.3,
WI-TEACH.4,
and non-verbal modes •
WI-TEACH.6, Modeled throughout
WI-TEACH.7, lesson
WI-TEACH.1,
WI-TEACH.5,
WI-TEACH.10,
WI-TEACH.9

Comments: Carmen appeared very natural and relaxed during the lesson which showed she was well prepared and knew what she was talking about.
Instruction: • Used independent work
Supporting time to interact with
Individual children 1:1 in a positive
Learners way. • Used positive
1/6 (16%) encouragement effectively.
WI-TEACH.2,
• Offered individual support
WI-TEACH.4,
WI-TEACH.6,
and help.
WI-TEACH.8,
WI-TEACH.5,
WI-TEACH.10,
WI-TEACH.9

Comments: As she was circulating during partner work, Carmen stopped to clarify instructions because of student questions.
Chose appropriate
teaching strategies,
learning experiences, and
Instruction: Use materials to achieve
of Effective instructional purposes and
Strategies to meet student needs •
1/6 (16%) Integrated a variety of
WI-TEACH.7,
approaches, including
WI-TEACH.8,
WI-TEACH.5,
Sensory Engagement,
WI-TEACH.10, Environmental Cues,
WI-TEACH.9 Scaffolding, Guided
Practice, Reflections,
Paraphrase, Modeling,
Questioning, etc.
Comments:
Instruction: • Connected effectively
Adaptations with learners who required
During Lesson greater rigor or greater
1/6 (16%) support during lesson •
WI-TEACH.2, Adapted plans as needed
WI-TEACH.3,
WI-TEACH.4,
based on behavior,
WI-TEACH.5, schedule, and level of
WI-TEACH.9 understanding.
Comments:
18.000 pts | 75 %

Assessment (AEA: Diagnosis/Integrative Interaction – WTS: 2,8,9,10 – DISP: Refle

Inadequate (1.000 pts) Emerging (2.000 pts) Proficient (3.000 pts) Distinctive (4.000 pts) N/A
Assessment: • Assessment related
Connection to directly to objectives. •
Objectives Assessment was well
1/4 (25%) chosen for lesson content.
WI-TEACH.8,
WI-TEACH.1

Comments: Graphic organizer and white board notes helped students compare the scientific method to engineering principals.
• Provides timely feedback
to learners (oral and/or
Assessment:
Student Use written). • Focused the
of Timely students’ attention on the
Feedback process of learning rather
1/4 (25%) than just getting the correct
WI-TEACH.2, answer or finishing an
WI-TEACH.3, activity. • Feedback
WI-TEACH.6, focused on student
WI-TEACH.8
strengths as well as areas
to develop
19 Mar 2019 Page 5 of 5
If a student response to a question was incorrect, Carmen kept calling on students until the correct answer was given - without calling out the
Comments:
student with the wrong answer.
Assessment: • Used assessment and
Student Self feedback strategies to
Assessment involve students in self-
1/4 (25%) assessment activities and
WI-TEACH.2, to help them become
WI-TEACH.3,
WI-TEACH.4,
aware of their strengths
WI-TEACH.6, and needs.
WI-TEACH.8

Comments:
Assessment: • Teacher used information
Teacher Use from lesson and
of Assessment assessment in planning of
1/4 (25%) future lessons. • Reflected
WI-TEACH.2, on own performance in
WI-TEACH.4,
WI-TEACH.8,
relation to student learning
WI-TEACH.10, and WI teacher standards.
WI-TEACH.9

Comments:
9.000 pts | 75 %

Professional Responsibilities

Inadequate (1.000 pts) Emerging (2.000 pts) Proficient (3.000 pts) Distinctive (4.000 pts) N/A
Professional • In rationale, reflected on
Responsibilities: choices related to
Describing objectives, instruction, and
Teaching and assessment.
Setting Context
1/4 (25%)
WI-TEACH.6,
WI-TEACH.9

Responded well to supervisor feedback on the lesson and added her own reflective ideas on what went well and what she would have done
Comments:
differently.
• Evaluated the effect of
class activities on both
Professional individuals and the class as
Responsibilities: a whole, collecting
Analyzing information through
Teaching observation of classroom
1/4 (25%) interactions, questioning,
WI-TEACH.8, and analysis of student
WI-TEACH.10 work and reflected on this
in self assessment and in
discussions.
Comments: Carmen showed she is a very self-aware practitioner with regard to what worked well and what she wanted to work on for the next lesson.
Professional • Used classroom
Responsibilities: observation and
Data-Informed information about students
Reflection and as sources for evaluating
Continuous the outcomes of teaching
Improvement and as a basis for
1/4 (25%) reflecting on and revising
WI-TEACH.2,
practice, in discussions and
WI-TEACH.3,
WI-TEACH.8,
self-assessment.
WI-TEACH.5

Carmen expressed a clear understanding of the various dynamics of the make up of the different sixth grade science classes: strengths,
Comments:
weaknesses, personalities and challenges.
Professional • Information from
Responsibilities: cooperating teacher was
Collaboration used as part of planning
and process. • Sought out the
Colleagueship cooperating teacher to
1/4 (25%) support his/her
WI-TEACH.7,
development as a learner
WI-TEACH.10,
WI-TEACH.9
and a teacher.

CT modeled the first lesson, Carmen practiced it with the next class period, preparing for the observed lesson with the supervisor. CT shared
Comments:
Carmen's strengths with supervisor.
12.000 pts | 75 %