Revised May 2013

University of Wisconsin-Stevens Point

College of Professional Studies
School of Education
Office of Field Experiences

University Supervisor Formative Assessment
Teacher Candidate Melissa Mehre Coop Teacher Matt Lindsey Supervisor Krista Slemmons
Subject/Grade Science/Secondary School/City Wausau Engineering and Global Leadership Academy
Date 3/11/14 Start Time 2:00 pm End Time 3:00 pm
InTASC Standard Observations
The Learner and Learning
1. Learner
Development
The teacher understands how learners grow and
develop, recognizing that patters of learning and
development vary individually within and across the
cognitive, linguistic, social emotional, and physical
areas, and designs and implements developmentally
appropriate and challenging learning experiences.
Melissa showed a deep competency for how students develop, learn and grow. She
understands how learners grow socially by having students interact with group
members during a month long workshop involving group work, laboratory activities
and group discussion. Melissa allows students to complete assignments
electronically or on paper. Melissa extended predetermined discussion questions
based on the students comments and questions. Students are given time at the
end of class to start on the next days reading and discussion questions.

2. Learning
Differences
The teacher uses understanding of individual
differences and diverse cultures and communities to
ensure inclusive learning environments that enable
each learner to meet high standards.
Ms. Mehre class activities were designed appropriately to accommodate the variety
of learning differences among her students. Students with reading challenges
were provided with 30 minutes of silent sustained reading each day to focus on the
nightly reading assignment and discussion questions. Much of Ms. Mehres lesson
was student directed involving student and teacher designed questions and
discussion. Melissa encourages students to have ownership over their learning and
to think at a high level of comprehension using logic to solve problems.
Students sat in a circular discussion group to talk about the discussion topics. She
gave all student responses respect and acknowledgement. When students were
struggling with a particular concept or term (e.g. antigens and antibodies) she was
flexible with her lesson plan to take the time to address their misunderstandings.
3. Learning
Environment
The teacher works with others to create environments
that support individual and collaborative learning, and
that encourage positive social interaction, active
engagement in learning, and self-motivation.
Melissa created a supportive and collaborative environment that was not
intimidating and engaging. Students were activity engaged and excited about the
content. Students seemed fully engaged in not only the reading material but also
the content. Students were overheard discussing the reading and content prior to
the class starting. Ms. Mehre was respectful to all student comments and
questions and commonly repeated positive phrases such as Good question! Nice
Job! She used humor and positive reinforcement to encourage each student. She
redirected off-task students in a positive manner.
Content
4. Content
Knowledge
The teacher understands the central concepts, tools
of inquiry, and structures of the discipline(s) he/she
teachers and creates learning experiences that make
the discipline accessible and meaningful for learners
to assure mastery of the content.
Melissa demonstrated mastery of the content and addressed the standards
B.12.4 Shows how basic research, C.12.6 Present the results of
investigationsF.12.7 Investigate how organisms both cooperate Melissas
lesson was fashioned in a way that transformed abstract biological concepts into
concrete representatives that were meaningful to the students. She
accomplished this by using a variety of teaching strategies (relevant reading,
demonstrations, group discussion, discussion questions, hands on activity, etc.)
over a month long lesson.
5. Application
of Content
The teacher understands how to connect concepts
and use differing perspectives to engage learners in
critical thinking, creativity, and collaborative problem
solving related to authentic local and global issues.
Students interacted with their peers in an activity to demonstrate the transmission
of disease. Students had to problem solve to determine not only the source and
transmission route of the disease. The class discussion involved scientific content
related to the book as well as completing discussion questions. Melissas lesson
emphasized the importance and relevance topics involving epidemiology, viral
structure, disease transmission, etc. Connections were drawn between the lab
activity and the novel with relevant analogies made to the content. Melissas
workshop not only involved scientific content but also incorporated math and
probabilities, literature, history and ethics. Melissa used a variety of analogies
throughout the discussion portion of the lesson and made connections to
experiences in the students everyday life.
Instructional Practice
6. Assessment
The teacher understands and uses multiple methods
of assessment to engage learners in their own growth,
to monitor learner progress, and to guide the
teachers and learners decision making.
Students were informally assessed through class discussion and a graphic
organizer following the class activity. Students were formally assessed through
completion of reading, reading and vocabulary guides, worksheets, and a 2-3 paper
relating biological topics and The Hot Zone and a portfolio.
Character sheet graphic organizer showing who is related to whom. Government
hierarchy this is an ongoing activity that Ms. Mehr checks periodically.
7. Planning for
Instruction
The teacher plans instruction that supports every
student in meeting rigorous learning goals by drawing
upon knowledge of content areas, curriculum, cross-
disciplinary skills, and pedagogy, as well as
knowledge of learners and the community context.
Explained what they would be doing throughout the workshop. She had students
turn in an exit slip before they could leave the classroom. Melissa provided
Students were reminded of expectations throughout the class and she emphasized
how credit is earned each day of the workshop. Melissa used a graphic organizers
to determine the source of the infection.
8. Instructional
Strategies
The teacher understands and uses a variety of
instructional strategies to encourage learners to
develop deep understanding of content areas and
Students are participating in a workshop entitled The Hot Zone where students are
reading the book Hot Zone. Incorporated with this reading are discussions
regarding virus characteristics and replication, DNA/RNA, disease transmission and


Guidance/Feedback for Teacher Candidate:

Melissa I really, really liked this workshop. I think this is a perfect example of how education should be done. Great job! Your lesson was not only
interdisciplinary but also made the scientific content real to the students. Students were really excited about the book and content even talking about it before
class. I doubt you heard why do I have to know this at all during this lesson. You have a great rapport with your students and use humor and respectful
interactions to build relationships with your students. Nice job.

You have really been assertive during your student teaching by designing cutting edge, interdisciplinary workshops and collaborating with not only your
cooperating teacher but also with teachers of other disciplines. You have reached outside of your comfort zone and field of expertise to create these
collaborative and real-world lessons.

Recommendations for Teacher Candidate Growth:
You may consider different methods of facilitating student discussions throughout the workshop (selecting a new discussion leader each day, passing around a
discussion stick, small group discussions followed by a debate, etc.).


The [teacher candidate] [cooperating teacher] [university supervisor] discussed the observation in a conference.
** Please underline conference participants**


Prepared by university supervisor: Date: 3/11/2014

The university supervisor will send an electronic version of this evaluation to the teacher candidate for inclusion in the ePortfolio.
their connections, and to build skills to apply
knowledge in meaningful ways.
epidemiology. Students began the day by participating in laboratory activity
demonstrating disease transmission. The activity also involved literary class
discussion and explanation of content. Ms. Mehre and a student demonstrated the
laboratory procedures. Ms. Mehre discussed and modeled laboratory safety
protocol.
Professional Responsibility
9. Professional
Learning &
Ethical
Practice
The teacher engages in ongoing professional learning
and uses evidence to continually evaluate his/her
practice, particularly the effects of choices and
actions on others, and adapts practice to meet the
needs of each learner.
Ms. Mehre weekly reflections are thoughtful, thorough and critical. She continues
to strive to improve her teaching strategies and has used these reflections to guide
her instruction and planning in the future. She focuses specifically on the InTASC
standards and how to fully address each of those standards. Melissa has
volunteered to co-teach a reading in the content course with the English teacher.
10.
Leadership &
Collaboration
The teacher seeks appropriate leadership roles and
opportunities to take responsibility for student
learning, to collaborate with learners, families,
colleagues, other school professionals, and
community members to ensure learner growth, and to
advance the profession.
Melisa has collaborated with the school EGLs principal and technology education
teacher in designing and implementing a workshop involving student design
projects to design and test common science related myths. Melissa has made great
efforts to connect with students both inside and outside the classroom. She has
collaborated with her cooperating teacher and teachers in other disciplines to
design new curriculum and co-teach. She has communicated her expectations with
parents. She conducts herself in a friendly, relaxed and professional manner. She
is well organized and thorough.