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Teacher Candidate: Lisa Mchenry Mentor: Teri Trent Grade Level/Subject Area: M/M Intermediate Pullout Date: 2/24/11

MU Standard 1: Appreciates, understands, and values diversity in individuals and school communities. MU Standard 2: Creates and organizational climate that supports students in their physical, cognitive, and emotional growth. 1. 5. 5. 5. 5. Expects that all students will achieve to their full potential Treats all students fairly and establishes an environment that is respectful, supportive, and caring.

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107 views3 pages

Teacher Candidate: Lisa Mchenry Mentor: Teri Trent Grade Level/Subject Area: M/M Intermediate Pullout Date: 2/24/11

MU Standard 1: Appreciates, understands, and values diversity in individuals and school communities. MU Standard 2: Creates and organizational climate that supports students in their physical, cognitive, and emotional growth. 1. 5. 5. 5. 5. Expects that all students will achieve to their full potential Treats all students fairly and establishes an environment that is respectful, supportive, and caring.

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Teacher Candidate: Lisa McHenry Mentor: Teri Trent Grade Level/Subject Area: M/M Intermediate pullout Date: 2/24/11

Evidence MU Standard 1: Appreciates, understands, and values diversity in individuals and school communities.
1.4 1.5 Models respect for students diverse cultures, language skills, and experiences Recognizes characteristics of gifted students, students with disabilities, and at-risk students in order to assist in appropriate identification, instruction, and intervention

MU Standard 2: Creates and organizational climate that supports students in their physical, cognitive, and emotional growth.
1.3 5.1 5.2 5.3 5.4 5.5 Expects that all students will achieve to their full potential Treats all students fairly and establishes an environment that is respectful, supportive, and caring Creates an environment that is physically and emotionally safe Motivates students to work productively and assumes responsibility for their own learning Creates learning situations in which students work independently, collaboratively, and/or as a whole class Maintains an environment that is conducive to learning for all students Displays knowledge of how students learn and of the developmental characteristics of age groups Understands what students know and is able to use this knowledge to meet the needs of all students Knows the content and uses specific concepts, assumptions, and skills to plan instruction Understands school and district curriculum priorities and the Ohio academic content standards Understands the relationship of knowledge within the content to other content areas Knows about assessment types, their purposes, and the data they generate Aligns instructional goals and activities with school and district priorities and the Ohio academic content standards Communicates clearly and effectively

5.5 Difficult to work with a pair of students where one is very verbal and one is more reticent. I heard you ask her to wait one time and he did participate well. 5.3 When you checked her speed sort, it became apparent to her that all the ones you were asking her about were wrong and she began automatically putting them on the other sheet. You did then begin to ask about all of them so she had to think about it. Another way to make her more responsible for her own choices is to tell her how many are incorrect then ask her to go through them again herself and try to correct. 1.1 Moved from review of short e and short a sound to reading a book featuring the short e sound, to pictures with the short a and short e, to a word sort with the pictures. Skills and concept of short a/e were scaffolded to help students grasp and apply the knowledge. I would have ordered the lesson a little differently so all the short a/e activities were together, then move on to letting them discover categories for the word sort. Sometimes having the discovery word sort in the middle would be distracting. 1.2 When you came across pictures that they couldnt figure out the associated word, you could give them a situation where the object is used to help them visualize and discover the word.

MU Standard 3: Well-grounded in liberal education and professional knowledge.


1.1 1.2 2.1 2.3 2.4 3.1 4.1 6.1

MU Standard 4: Demonstrates skill in planning, implementation, and evaluation


2.2 Understands and uses content-specific instructional strategies to effectively teach the central concepts and skills of the discipline Connects content to relevant life experiences and career opportunities Selects, develops, and uses a variety of diagnostic, formative, and summative assessments Analyzes data to monitor student progress and learning and to plan, differentiate, and modify instruction

2.5 3.2 3.3

2.2 When working with him to differentiate between the ending b and d sounds (sled and web), it is helpful to point out how your mouth moves differently to make the sound even having him place his fingers on his lips to feel the difference. There is a program that trains students this way which is especially helpful for students with an auditory weakness that make it difficult for them to hear the differences. 2.5 Nice intro to the book that helped grab interest and connect it to their own lives. 3.3 You do a good job of analyzing student performance after the lesson to formulate future lessons.

Evidence
4.3 4.4 4.7 Communicates clear learning goals and explicitly links learning activities to those defined goals Applies knowledge of how students think and learn to instructional design and delivery Uses resources effectively, including technology, to enhance student learning

4.3 I didnt look at your lesson plan before you started what were the learning goals for the lesson? Practicing the short e/a sounds was an obvious goal that worked into the activity well. What was your goal for the word sort? It is a critical thinking skill to be able to discover categories, you also worked on the concept of rhyming and beginning sounds. These were all beneficial. It might have been more clear for the students if you had one of them identify a rule to sort by and have both of them sort according to that rule, then ask for another rule and sort, etc. It would have been easier to lead a discussion and reinforce the skill. Obviously your speed sort at the end was again linking to the goal of short e/a sounds.

MU Standard 5: Demonstrates personal, ethical, and professional growth


7.1 7.2 7.3 Understands, upholds, and follows professional ethics, policies, and legal codes of professional conduct Takes responsibility for engaging in continuous, purposeful professional development Becomes an agent of change who seeks opportunities to positively impact teaching quality, school improvements, and student achievement

MU Standard 6: Navigates the organizational climate and uses professional knowledge to positively impact learning environments. 3.4 Collaborates and communicates student progress with 3.4 Participated in preparing for and holding parent students, parents, and colleagues conferences. 3.5 Involves learners in self-assessment and goal setting to
4.2 address gaps between performance and potential Uses information about students learning and performance to plan and deliver instruction that will close the achievement gap Differentiates instruction to support the learning needs of all students, including students identified as gifted, students with disabilities, and at-risk students Creates and selects activities that are designed to help students develop as independent learners and complex problem-solvers Shares responsibility with parents and caregivers to support student learning, emotional and physical development, and mental health Collaborates effectively with other teachers, administrators, and school and district staff Collaborates effectively with the local community and community agencies, when and where appropriate, to promote a positive environment for student learning

4.5

4.6

6.2

6.3 6.4

COMMENTS: Next Visit: Tuesday, March 8th , 12:45. Please have talked together about the midterm checklist before I come in then Ill look it over.

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