Ed315 First Observed Feedback

ALVERNO COLLEGE
SUPERVISORs Feedback
OF ED 315 Field Student
Candidate Cecilia Marrero
Check One: 1st Observation x_
Supervisor: D. Habanek
Date: 3.16.15
Cooperating Teacher: L. Sokup
Number of Students: 15
School: St. Gregory the Great Elementary
Grade: 7/8
Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)
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 ____Distinctive
2nd Observation __
Subject(s): English
Evidence (Candidate)
You planned a lesson that matched Common Core Standards for literacy.
Your objectives should be: Explain details that match the elements of a
story. Identify the theme of a story. Construct a graphic organizer.
Objectives should be more generalizable that yours are.
Your planning information shows detailed thinking about students and their
needs.
You added details about your lesson segments for the 40 minute time
period.
You prepared materials and a model of the thinking you wanted students to
engage in.
Classroom Environment (AEA: Coordination/Integrative Interaction

WTS: 2,3,5DISP: Respect, Responsibility )
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Evidence (Candidate and Student)
ED FORM 711
0210 ED

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.
You gave clear directions and a time target for the first activity.
Try not to talk after you get students to work. They cant think and write and
listen at the same time.
You explained how you needed students to work together and how to focus
their discussions as well as turn their attention back to you when you ask
them to.
You gave specific reminders of what turn and talks means.
Consider using a signal that indicates that you want students to bring their
attention back to you. This group was close in and is not very big but
signals always work no matter the size of the group.
Your attention to students as individuals shows them that you notice each
of them. This age group especially will relate to you for that.
____Inadequate
____Emerging
__x__Proficient
____Distinctive
Instruction (AEA: Communication, Coordination, Diagnosis,

Integrative Interaction WTS 4,6,7DISP: Respect, Responsibility,
Communication)
ED FORM 711
0210 ED

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 began by giving students your rationale abut summarizing. Then you
directed students to do a short activity to spark their thinking.
The summary activity at the beginning seems disjointed from this lesson.
You did explain the connection to a student but did everyone get that?
Some didnt know what to do with what they wrote.
Try not to ask yes/no questions unless you are polling the class. When you
say does anyone want to? or does anybody know? you wont get as
many responses than if you say Who will share..? or something like that.
You can also say Think about this In a minute Im going to call on
someone to respond.
You asked students to remember the elements of a story. Your obvious
enthusiasm for their identification of most of the elements was infectious.
Your voice and word choices as you talk to students are inviting.
You played a video of a song that both re-introduced and reinforced the 5
elements of a story.
Consider what you want your role to be when students talk to each other.
This is usually a great opportunity to listen. When the teacher injects her
opinion, many students will stop and listen, lessening their opportunity to
think for themselves. You should be listening and making notes. You will be
clarifying when you come back to whole group.
You asked to make sure that everyone knew what to do. Consider asking a
student to explain the task in his/her words. The repetition helps kids who
didnt get it all as well as helping you know what they heard of what you
said.
As soon as kids move to work independently, zoom around the room to
ensure that everyone has what is needed to get started. Then you can
focus on kids who need more assistance. Posting the visual that you made
allows students a reminder of what the task is. The zoom around helps you
see how to clarify directions if many students arent clear about how to
proceed.
The small group option in the center provides students the opportunity to
get specific help. Try giving them hints, then moving around to others.
Sitting in one place narrows your vigilance. Think about ways to keep track
of everyone even as you attend to the needs of idividuals.
____Inadequate
____Emerging
_X__Proficient
____Distinctive
ED FORM 711
0210 ED

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.
____Inadequate
__x__Emerging
__x__Proficient

I didnt see you making notes or tallies about students behavior. This is
necessary for each lesson. You corrected that with what you showed me
later.
Your activity seemed t not result in formal assessment. How would you
grade this? Are there other opportunities for them to show that they
understand story elements and writing summaries?
____Distinctive
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 ____Distinctive
You look and sound professional. It is evident that students relate to you.
Summary Statement: Good teaching! Keep working on assessment.
Overall Performance: ____Inadequate
____Emerging
_x__Proficient
____Distinctive
ED FORM 711
0210 ED

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ALVERNO COLLEGE

Check One: 1st Observation x_

Cooperating Teacher: L. Sokup

School: St. Gregory the Great Elementary

Planning and Preparation (AEA: Conceptualization/Diagnosis

Classroom Environment (AEA: Coordination/Integrative Interaction

Evidence (Candidate and Student)

Planning and Preparation (AEA: Conceptualization/Diagnosis

Instruction (AEA: Communication, Coordination, Diagnosis,

Evidence (Candidate and Student)

Planning and Preparation (AEA: Conceptualization/Diagnosis

Planning and Preparation (AEA: Conceptualization/Diagnosis

Assessment (AEA: Diagnosis/Integrative Interaction WTS: 8,9

Evidence (Candidate and Student)

Professional Responsibilities (AEA: Communication/Integrative

Summary Statement: Good teaching! Keep working on assessment.

Overall Performance: ____Inadequate

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