ALVERNO COLLEGE

SUPERVISORs Feedback
OF ED 315 Field Student
Candidate: Cecilia Marrero

Check One: 1st Observation _

Supervisor: D. Habanek

Date: 5.11.15

Cooperating Teacher:

Number of Students: 16

School: St. Gregory

Grade: 7

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 _X__

Subject(s): ELA
Evidence (Candidate)

You planned a final lesson that wrapped up your writing unit. It focuses on
assessing ones own writing using a rubric.
Academic vocabulary: self-assessment, quality, quantity, final draft,
published

Classroom Environment (AEA: Coordination/Integrative Interaction

WTS: 2,3,5DISP: Respect, Responsibility )

Copyright 2010. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

Evidence (Candidate and Student)

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Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)
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.
____Inadequate ___Emerging __x__Proficient ____Distinctive
Instruction (AEA: Communication, Coordination, Diagnosis,
Integrative Interaction WTS 4,6,7DISP: Respect, Responsibility,
Communication)
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.

Evidence (Candidate)
You have a genial, accepting manner. You relate personally to students and
their work.
You manage the students and their movements and transitions with agility.

Evidence (Candidate and Student)

You began the lesson by sharing a summary of the story that you wrote.
You were modeling a process of self assessing ones on work. You were
careful to give examples that supported the use of evidence to make
decisions of how to rate the work according to the criteria in the rubric.
You remembered to have a student repeat the directions, calling on
someone who doesnt usually offer, seems shy and speaks softly. Your
gentle encouragement helped her speak louder.
Did you want students to start with the rubric or the questions?
If you forget to tell them something, or want to give an example, use a
signal to break in before just speaking. They are concentrating and cant
shift their brains to process what youre saying if you dont give them a
chance to refocus.
You made posters and other materials to support learning. The posters are
visible in the room.
Its evident that you have forged relationships with individual students. Your
conversations with them are persona and based on information you have
collected about their writing.

Copyright 2010. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

ED FORM 711
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Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)
Supports learner expression in speaking and writing, and other media.
Knows how to ask questions and stimulate discussion in different
ways.

____Inadequate

____Emerging

_X__Proficient

Evidence (Candidate)
Was there a time target for the self assessment activity? Setting a time limit
and telling students what it is will help keep your lessons on track and
ensure that the time is being used wisely. You can always add time if the
group needs it but many times you will see that moving on makes sense
because all are finished. What should they do when they finish early?
Remember to tell them so there is a seamless transition without a lot of
ned to remind them out loud.

____Distinctive

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.

Evidence (Candidate and Student)

You have practiced a process of writing notes about students each time
you teach so you have informal/formative assessment information to use
as you plan the lesson that follows.
You know that the rubric students have been using for self assessment will
be used to assess their final written piece.

Copyright 2010. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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____Inadequate

____Emerging

__x__Proficient

____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

Evidence (Candidate)

You seem to relate well to your cooperating teacher. She was very
complimentary of the relationship with students that you have been able to
develop this semester. You have many professional teacher behaviors.

Summary Statement: Your teaching has improved across the semester. You have a strong value for getting to know students and using what you know to plan
better and draw each kid into the learning process.

Overall Performance: ____Inadequate

___Emerging

__x_Proficient

____Distinctive

Copyright 2010. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

ED FORM 711
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