Alison Wilcox 2019

Alison Wilcox​- Greeley West High School, Greeley - Julie Hagemeister

January 7th - Initial Meeting
It was a PD day for the school. Alison is one student teacher with 4 art teachers for the school.

January 28 12:35-1:30
10th, 11th 12th Grade - Ceramics

Formal Observation
Lesson plan - ​Coil Vessels

Room is shared between two classes. Ceramics 1 and Ceramics 2. About 30 students
in room. Several students trickle in after bell rings and many are bring their lunch. Seems like a
class norm. Most students are engaged to Alison even though there's so much going on.

Alison is really comfortable with the students as they walk in. Good customer service of her
class by greeting and connecting with students as they arrive.

Alison started the class with a intro of what the objectives were for today's class period. (today
is a planning day and an intro) Students use sketchbooks to take notes. They number their
pages and have a table of contents that keeps all students on same page in sketchbook for
information.

A video of how to score and slip with coil pots was shown.

Observation notes
● Students generally seemed engaged even though there was a lot going on, with the
other class and eating lunch and chatting
● Had really interesting examples to show students for inspiration
● Students were actively listening and asking questions
● Alison clearly stated the the expectations of the project requirements.
● Instructed students to grab clay or start with sketch
● Students have tool kits to use, that they have already gone through a test to get kit (I
wonder what the test looked like)
● A demo of score and slip is done on the side for some students that needed it
● Students are independently working on sketches or with clay
● Alison continually walks around checking in with students and helping them problem
solve their ideas.
● A demo how to use the pug was done to show a few students that did not know where to
get the clay
 Alison Wilcox 2019

Lesson Observation Form

Teacher Candidate: ​ Alison Wilcox​ Evaluator: ​Teresa Lantz ​ UNC Supervisor
School, district: ​Weld RE 6​ ​ ​Subject/Grade: ​ Ceramics 1 ​Lesson topic and summary: ​Coil Vessels
C RITE RI A DEVELOPING PRO FIC IE N T TARGET
P​EDAGOGY Aligned to the​ ​Colorado Quality Teacher Standards​ ​Rubric
http://www.cde.state.co.us/educatoreffectiveness/smes-teacher​ and the UNC Program Completer Survey
PLANNING / Instruction lacks focus and/or Instruction is adequate​, ​aligned to CAS, Instruction is confident​, ​uses CAS based
CONTENT
KNOWLEDGE
response to student needs. and employs appropriate technology. lesson plan and appropriate technology;
Methods, content, and/or Lesson plan reflects diversity and is flexible and differentiated​, ​focuses on
technologies may not be specific to individual students’ needs. appropriate learning objectives. Advanced
developmentally appropriate. Student learning is evident in most. student learning is evident.
Student learning is evident in
few.

L​EARNING Behavior problems in
ENVIRONMENT classroom negatively
affect learning. Little
control over classroom.
Has difficulties relating to
students. Management
may be developmentally
inappropriate.
Manages most behavioral
problems and maintains control of
the classroom. Intentionally
creates a healthy classroom
community where students are
treated with sensitivity and
respect.
Discipline problems are prevented
through engaging instruction and
building a safe, respectful, and tolerant
classroom community. Appropriate
intervention strategies are evident.
Effective use of time and classroom
structures apparent.

INSTRUCTION/ No evidence of assessment​, ​or Periodically assesses student performance Consistently assesses student performance
A​SSESSMENT no connection between including formal and informal methods; both formally and informally; assessment
assessment and instruction. minor adjustments of instruction. drives instruction and is directly linked to
Objectives and assessment align. age and content appropriate objectives.

REFLECTION ON Ineffectively links student Periodically reflects on professional Evidence of reflection and analysis of
PRACTICE
learning to own practice. Does practice and the impact on student student learning with links to goals for
not establish professional goals learning. Able to respond to a complex, teacher professional practice. Thrives in
through reflection. Discomfort dynamic environment. the complex, dynamic environment of a
in school climate. school.
P​ROFESSIONALISM/C Lacks evidence of consistent Reliable​, ​punctual​, ​and collaborative. Consistently reliable​, ​punctual​, ​willing
OMMUNICATION reliability, collegiality, and Willing to learn from criticism. Adheres and able to collaborate. Actively seeks
communication. Does not to standards of professional practice. critical feedback. Exceptionally adheres
always adhere to Communicates professionally. to standards of professional practice and
professionalism standards. communication.
S​PECIFIC CONTENT Instructional Planning and Implementation (with individual students, small groups, or entire class) demonstrates an
KNOWLEDGE ability to guide students’ processes of artmaking and art interpretation at an age appropriate level defined by the
Colorado Academic Standards, National Core Arts Standards, ​and the​ CDE Rules for Art Licensure​.
Highlight ​D​ (Developing), ​P​ (Proficient), or ​T​(Target) content knowledge and level of ability to assess student
learning and guide instruction.
1. Observe and Instructional Planning and Implementation demonstrates a working knowledge of a student’s ability to observe and use
Learn to background knowledge to make art and interpret art. This includes knowledge of compositional principles, functions of
Comprehend the visual arts in a society or culture, identification of subject matter, expressive content and meanings of works of art.
Introduction of terms and facts Instruction adequately engages students in Instruction synthesizes students
without contextual applications. application of lesson concepts as defined understanding visual arts compositions,
above. meanings, & functions with reflection,
creation & transfer.
 Alison Wilcox 2019

2. Envision and Instruction guides students in to generating artistic ideas and work. Students demonstrate ability to define criteria
Critique to Reflect and make reasoned judgments about the significance of their art and the art of others works. Students are guided
into making connections between visual arts and other disciplines (math, literacy, social sciences, and history etc.)
Instruction minimally offers Students are able to define criteria and Instruction guides students’
students to conceptualize or connect among other disciplines. reflection-based observation,
evaluate artistic ideas. creation & transfer among
disciplines.
3. Invent and Demonstrates knowledge of art teaching methods, age appropriate delivery of art instruction. Uses knowledge of media,
Discover to Create tools, techniques and processes design to help students solve specific visual arts problems. Assists students as they
organize, develop, complete artistic ideas including consideration of meaning and function. Final works are refined for
presentation.
Instructor’s ability to convey Students are adequately guided in Students show independence with art
knowledge of art teaching artmaking processes but may have minimal making along with demonstrated
methods, art media or processes at opportunity for age appropriate knowledge of content and skill.
an age appropriate level is self-discovery or personal creation. Opportunity for student agency is
inadequate. apparent.
4. Relate and Instruction demonstrates a knowledge and respect for art forms that reflect diversity including various functions
Connect to Transfer and meanings of art works within diverse groups. Students are able to synthesize and relate knowledge and
personal experiences to make art and to apply societal, cultural and historical context to deepen understanding.
Instructor and students demonstrate awareness of the need for continuing study, reflection, and professional growth
in the field of art education.
Connections are not made to Connections are made to​ diverse  Connections are respectfully made
other ideas and diverse culture groups and contexts.  that reflect diverse culture groups
experiences or are Opportunities for reflection and the  and contexts. Students connect
stereotypical and extension of learning are present. artmaking to personal experience.
rudimentary. There is evidence of continuing
There is little evidence of growth.
desire for future growth.

Lesson Observation Form K-12 PTEP, UNC

Focus on student
achievement​:
What learning
objective(s) did you
target? Did your students
master the objective(s)?
How do you know?
Lesson Objective: ​LP has three different objectives.
Lesson purpose:Students will be introduced to this hand building technique, shown examples of
work and be allowed to practice, explore, plan and research what they would like their coil vessel
to look like.
Daily objectives:
1.The artist will experiment with creating different types of coils which could be utilized in this
project.
2.The artist will do individual research and plan for the creation of their coil vessel keeping in mind
the 6 inch requirement.

Student progress toward objective:

Focus on the artistic
process:
How did students
evidence behaviors
described by more than
one of the CAS in the
process of art making?
Students got started right away after instructions were given. Many of the spent more time on the
sketch. Some immediately got clay and went back to their sketchbooks to form idea.
How standards are aligned and evidenced:
High School, Standard 3, Invent and Discover to Create
a. GLE Established a practice of planning and experimentation to advance concepts and
technical skills
i. EO c, Practice techniques and improve skills by testing media to consider
constraints and potential of materials.

Students were sketching and planning their idea. Then after receiving clay they had time to
manipulate and experiment. There were standards met that were not listed on LP.
1.3-Use artmaking processes as forms of inquiry to increase independent reasoning and
 Alison Wilcox 2019

perception skills to increase knowledge. (students used a selection of materials shown in slide
show, that informed expression of ideas and aesthetic experience)

Areas of strength: Teacher Candidate: Observer:

What are your areas of Being able to multitask and jump around to Alison did a great job with the management of the
strength? individualize the help for students. classroom. STudents were greeted and a
connection was made at the beginning of the
class. She was very efficient at walking around
and touching base with each student as their
worked.

Areas of growth: Teacher Candidate: Observer:

What are your areas of Having the students follow through on Waiting for the students to settle before beginning
growth? directions. Phones and earbuds with to speak. Setting expectations for students when
students are a distraction. it comes to cell phones and materials.
Implementing wait time.

Goals: Goals:
What are goals to She was unsure. Later emailed me that she I asked her to reflect more on her practices and
improve your instruction was informed that she was too nice to be prepared to talk about what she needed from
and increase student students and needed to be firmer. She also me when I observe her next.
learning and artistic thought students were to talkative in class
development? and not working hard enough.

Evaluator signature: ​Teresa Lantz Date: 1-28-19

February 11 - 11:00am -
10th, 11th, 12th Grade - Painting

Formal Observations
Lesson plan - ​Gouache Techniques

Greeting some students and writing on board what the students filtered in.
Started class with a few reminders.
● Due dates
● Google classrooms updates
● Talkative issues
● Sketchbook
Alison Wilcox 2019

● Supplies

She started speaking before the bell rang. Students were not ready to listen. A large group of
students walked in after she was speaking and she had to stop and repeat. This seemed to
fluster her and she went quickly through her statements before students were ready. (Should
have waited until students were settled because several were not prepared to listen.)

Observation Notes
● Starts with 3 techniques Q & A - does a great job with engaging and questioning
students
○ Mid Tone- Start with mid tone and add shade and highlighting
○ Tiling- Mosaic pattern
○ Grisaille- start with shades of grey (value) paint color on top
○ Students did a great job responding to questions. Did not seem engaged but
several students answered and made it apparent they were listening.
● Plays video (repeat from Friday) and some students take notes
● Uses tiles to use as pallets for paint. Demonstrates the example to students how much
paint to get on their tile palette.
○ Students need test strip, tile, and 3 colors of their choice based off of photograph
of a pepper that their have
● Explains the mid highlight and shade colors. Students are practicing techniques with a
photo of a pepper.
○ Students use carbon paper to trace their paper on the paper
● Seems to repeat herself a lot with students. - Information may not have been clear with
students.
○ Possible directions on board, over head or on a handout for their sketchbooks?
● Students did not seem to have the photo of a pepper from last week.
○ Is there time to have students glue the photo into the sketch books right
away when they recieve it so prevent the loss of the photo and save the
time in the long run

● Does a great job checking in with each student and catching any errors before they are
happening
● Work on wait time or pacing with what the directions
● Attendance was not turned in until end. - might not be a big issue at this school, but
something to think about moving forward
○ Possible to take attendance while direction on board or students are gluing in
pepper photo,
● Students are waiting for paint to dry - Students finish early
○ Hair dryer or next steps?? - having the next day's lesson available to start when
students finish early
● Students need 5 minutes to clean up… Gave students 8 minutes.
○ Students only took 3 minutes to clean up
 Alison Wilcox 2019

○ Students sat and she recapped with a closure and repeated information. Only
took about 1 minute and students had 4 minutes to sit.
○ Students got antsy when the bell gets closer and she asks the students to stay
sitting down
● Lesson plan is still only listing 1 standard
○ What is the artwork they will produce after bootcamp? Will it be choice or have a
personal connection?

Lesson Observation Form

Teacher Candidate: ​ Alison Wilcox​ Evaluator: ​Teresa Lantz ​ UNC Supervisor
School, district:​WEld RE 6 ​Subject/Grade: ​Painting 1 ​Lesson topic and summary: ​Gouache Techniques
C RITE RI A DEVELOPING PRO FIC IE N T TARGET
P​EDAGOGY Aligned to the​ ​Colorado Quality Teacher Standards​ ​Rubric
http://www.cde.state.co.us/educatoreffectiveness/smes-teacher​ and the UNC Program Completer Survey
PLANNING / Instruction lacks focus and/or Instruction is adequate​, ​aligned to CAS, Instruction is confident​, ​uses CAS based
CONTENT
KNOWLEDGE
response to student needs. and employs appropriate technology. lesson plan and appropriate technology;
Methods, content, and/or Lesson plan reflects diversity and is flexible and differentiated​, ​focuses on
technologies may not be specific to individual students’ needs. appropriate learning objectives. Advanced
developmentally appropriate. Student learning is evident in most. student learning is evident.
Student learning is evident in
few.

L​EARNING Behavior problems in
ENVIRONMENT classroom negatively
affect learning. Little
control over classroom.
Has difficulties relating to
students. Management
may be developmentally
inappropriate.
Manages most behavioral
problems and maintains control of
the classroom. Intentionally
creates a healthy classroom
community where students are
treated with sensitivity and
respect.
Discipline problems are prevented
through engaging instruction and
building a safe, respectful, and tolerant
classroom community. Appropriate
intervention strategies are evident.
Effective use of time and classroom
structures apparent.

INSTRUCTION/ No evidence of assessment​, ​or Periodically assesses student performance Consistently assesses student performance
A​SSESSMENT no connection between including formal and informal methods; both formally and informally; assessment
assessment and instruction. minor adjustments of instruction. drives instruction and is directly linked to
Objectives and assessment align. age and content appropriate objectives.

REFLECTION ON Ineffectively links student
PRACTICE
learning to own practice. Does
not establish professional goals
through reflection. Discomfort
in school climate.
P​ROFESSIONALISM/C Lacks evidence of consistent
OMMUNICATION reliability, collegiality, and
communication. Does not
always adhere to
professionalism standards.
Periodically reflects on professional
practice and the impact on student
learning. Able to respond to a complex,
dynamic environment.
Reliable​, ​punctual​, ​and collaborative.
Willing to learn from criticism. Adheres
to standards of professional practice.
Communicates professionally.
Evidence of reflection and analysis of
student learning with links to goals for
teacher professional practice. Thrives in
the complex, dynamic environment of a
school.
Consistently reliable​, ​punctual​, ​willing
and able to collaborate. Actively seeks
critical feedback. Exceptionally adheres
to standards of professional practice and
communication.
 Alison Wilcox 2019

S​PECIFIC CONTENT Instructional Planning and Implementation (with individual students, small groups, or entire class) demonstrates an
KNOWLEDGE ability to guide students’ processes of artmaking and art interpretation at an age appropriate level defined by the
Colorado Academic Standards, National Core Arts Standards, ​and the​ CDE Rules for Art Licensure​.
Highlight ​D​ (Developing), ​P​ (Proficient), or ​T​(Target) content knowledge and level of ability to assess student
learning and guide instruction.
1. Observe and Instructional Planning and Implementation demonstrates a working knowledge of a student’s ability to observe and use
Learn to background knowledge to make art and interpret art. This includes knowledge of compositional principles, functions of
Comprehend the visual arts in a society or culture, identification of subject matter, expressive content and meanings of works of art.
Introduction of terms and facts Instruction adequately engages students in Instruction synthesizes students
without contextual applications. application of lesson concepts as defined understanding visual arts compositions,
above. meanings, & functions with reflection,
creation & transfer.
2. Envision and Instruction guides students in to generating artistic ideas and work. Students demonstrate ability to define criteria
Critique to Reflect and make reasoned judgments about the significance of their art and the art of others works. Students are guided
into making connections between visual arts and other disciplines (math, literacy, social sciences, and history etc.)
Instruction minimally offers Students are able to define criteria and Instruction guides students’
students to conceptualize or connect among other disciplines. reflection-based observation,
evaluate artistic ideas. creation & transfer among
disciplines.
3. Invent and Demonstrates knowledge of art teaching methods, age appropriate delivery of art instruction. Uses knowledge of media,
Discover to Create tools, techniques and processes design to help students solve specific visual arts problems. Assists students as they
organize, develop, complete artistic ideas including consideration of meaning and function. Final works are refined for
presentation.
Instructor’s ability to convey Students are adequately guided in Students show independence with art
knowledge of art teaching artmaking processes but may have minimal making along with demonstrated
methods, art media or processes at opportunity for age appropriate knowledge of content and skill.
an age appropriate level is self-discovery or personal creation. Opportunity for student agency is
inadequate. apparent.
4. Relate and Instruction demonstrates a knowledge and respect for art forms that reflect diversity including various functions
Connect to Transfer and meanings of art works within diverse groups. Students are able to synthesize and relate knowledge and
personal experiences to make art and to apply societal, cultural and historical context to deepen understanding.
Instructor and students demonstrate awareness of the need for continuing study, reflection, and professional growth
in the field of art education.
Connections are not made to Connections are made to​ diverse  Connections are respectfully made
other ideas and diverse culture groups and contexts.  that reflect diverse culture groups
experiences or are Opportunities for reflection and the  and contexts. Students connect
stereotypical and extension of learning are present. artmaking to personal experience.
rudimentary. There is evidence of continuing
There is little evidence of growth.
desire for future growth.

Lesson Observation Form K-12 PTEP, UNC

 Alison Wilcox 2019

Focus on student Lesson Objective: ​Overall Lesson Objective- Students will be experimenting with mid-tones, tiling
achievement​: and grisaille techniques while also working on color matching to gain a deeper understanding of
What learning painting.
objective(s) did you Daily Lesson Objective-The artist will experiment with color mixing and applying paint in layers
target? Did your students using three different methods.
master the objective(s)?
How do you know? Student progress toward objective:
Students got started on supplies. At their seats most knew what to do and jumped in on the
practice of midtones. A few students needed more direction from peers and Alison. By the end of
class all students were color mixing and applying midtones and highlights.

How standards are aligned and evidenced:

Focus on the artistic Standard 3: Invent and Discover to Create
process: GLE 2: Ideate and build works of art and design to demonstrate growth and proficiency in
How did students traditional and new art media.
evidence behaviors EOb: Master skills in a variety of media and techniques to create personally meaningful
described by more than works of art.
one of the CAS in the
process of art making? Students were in day one of a mini techniques bootcamp. Students were practicing a technique
that will build into a larger project. Students were demonstrating their knowledge in the technique
learned.

Areas of strength: Teacher Candidate:​ Walking around the room Observer:​ Alison does a great job making her
What are your areas of and checking in with students round to each student. She checks in with their
strength? art and foresees issues to resolve.

Areas of growth: Teacher Candidate: Observer:

What are your areas of Assessments and lesson planning. Not
growth? understanding the difference between the
different assessments. Expressed that she is
not quite sure how to write her LP correctly.
LP were written with all major areas covered.
Only one standard was listed. Bigger unit was
not mentioned on LP and it left me questioning
where the students were going with their learned
skills.

Assessment was appropriate for LP. Cooperating

Goals: Goals: teacher will break down the different
What are goals to Still unsure about what goals she needed. assessments with her and help her learn them.
improve your instruction I directed her to learn the assessments and
and increase student include more information into her LP, like
learning and artistic more standards and the artwork they will be
development? making.
Thinking forward to the next part of a lesson.
Being prepared a few days out so that if
students finish early or technology doesn't
work you have a back up plan.

After more discussion, we decided that one of

Alison Wilcox 2019

her goals will be to have a voice. She needs

to be able to ask her cooperating teachers for
help and for additional information that she
needs to grow as an educator.

Evaluator signature: ​Teresa Lantz Date: ​2-11-19

After observation we had a small conversation about how the lesson went. Then Alison was
really emotional. (Not about the lesson) Her and I went into the office by ourselves to talk. I
wanted to see if I could help her somehow. We spent a long period of time conversing about
how her experience was going and why she felt upset. She was very nervous about talking to
me. And it took a long time to get informations out of her. She is very non confrontational and
did not want to have this conversation. She expressed that she doesn't feel comfortable talking
to anyone and has not shared with her cooperating teachers. I could tell that she was very
uncomfortable but we managed to get a few things worked out. Conversational points
● She has three cooperating teachers that are giving her different feed back and
she is trying to please them all. - She has 3 bosses
● She feels very overwhelmed on writing lesson plans
● She does not understand assessments or the difference
● She felt like she did not do a very good job the week before. Students were
talking, playing on their phones during her instruction, many students did not do a
good job completing a ceramic assignment
● One of the teachers had given her feedback on her lessons and she took it
personally
● During a lesson the cooperating teacher took over and she thought it was
because she was not doing a good job
● She seemed overwhelmed with the different parts/preps of teaching
● She felt like she was being pulled into different directions within the classroom
and had a hard time delegating in the classroom.
● She feels that she might look to young for students to see her as an authority
● She feels that the culture difference between teaching in Japan and teaching
here is too much for her to get use to

Halfway through Julie came in and I was able to mediate a conversation with the two of them.
Mainly because Alison felt uncomfortable with the confrontation. Julie seemed to know
something was weighing Alison down this last week but could not get information out of her to
assist.

We all agreed that one of her goals was to be able to have a stronger voice and communicate
her needs and feeling with Julie. Julie agreed to be the only cooperating teacher to give the
feedback to Alison to make things more clear.