ALVERNO COLLEGE

SUPERVISORs Feedback OF ED 315 Field Student

Candidate: Sara Zavadsky Supervisor: D. Habanek Cooperating Teacher: E. Fuller School: Carmen High School of Science and Technology 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.

Check One: 1st Observation _X_ Date: 3. 29.11 Number of Students: 24 Grade: 10-11

2nd Observation ___

Subject(s): Chemistry
Evidence (Candidate)

You planned a multi-faceted lesson that focused on the atomic structure of molecules. Your introduction was planned to remind students of the idea that the shape of small molecules can be predicted by molecular formulas. You planned a lab, with students working in pairs to make models of molecules with toothpicks and gumdrops. Students were to indicate what color gumdrops they would use to indicate each atom so they could keep things straight while building molecules. You included a pre-lab activity that built upon the homework students were to have accomplished before class. You provided printed instructions for the lab. You also designed a performance assessment as a take-home activity. Your objectives were correctly worded student centered and assessable.

____Inadequate

____Emerging

__X__Proficient

____Distinctive

Classroom Environment (AEA: Coordination/Integrative Interaction WTS: 2,3,5DISP: Respect, Responsibility )

Evidence (Candidate and Student)

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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.

The teacher must be directive and clear. That is helpful for any group to get kids to work and keep them on task. In your nervousness you spoke quickly and moved through directions without any wait time for questions to form and then be asked. Consider having students either explain the directions or check with their tablemates to see who understood the task and who didnt. You listen well, giving the student speaker your full attention. You are personal and attentive always a plus when establishing and keeping a open and productive classroom environment. You are able to think on your feet in response to student questions. Increase your vigilance what were students doing while you were leading the discussion? This will help with pacing. You speak quickly. Paying attention to student reactions will help you slow down and consider how they are hearing what you are saying.

____Inadequate

____Emerging

__X__Proficient

____Distinctive

Instruction (AEA: Communication, Coordination, Diagnosis, Integrative Interaction WTS 4,6,7DISP: Respect, Responsibility, Communication)

Evidence (Candidate and Student)

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Uses different representations and explanations of concepts when necessary to accommodate students who approach learning from different conceptual You ask leading questions that bring your own problem solving out-loud while frameworks. inspiring student thinking. The bonding of the valence electrons is a complex Uses teaching approaches that address different learning styles and idea. You responded to a students question by having her work it through on performance modes. the projection while all listened and watched. This clarified the concept for Uses instructional strategies that promote student learning for a range of everyone. student abilities. Encourages discussion. You kind of zoomed through the directions. Was everyone with you? How do Elicits samples of student thinking orally and in writing. you know? Values the development of students critical thinking, independent problemsolving, and performance capabilities by using varied teaching and learning You stopped at #3 to clarify the idea of discerning how many atoms come off strategies to engage students in active learning. the central atom. Modifies explanations when necessary to assist students understanding. Organizes, prepares students for, and monitors independent and group work. The purpose of the lab and the performance assessment wasnt given until Recognizes the importance of verbal and nonverbal communication. you were talking about the assessment. Consider the benefit of mentioning it Is a thoughtful and responsive listener. sooner. Some kids need the big picture first so they can see where they are Communicates in ways that demonstrate a sensitivity to cultural and gender going Others do okay with things piece by piece until a coherent whole differences. becomes apparent. Honor both styles. Models appropriate communication strategies in conveying ideas and information. Consider the benefit of continuing the example of the HCN molecule. You Supports learner expression in speaking and writing, and other media. could have made the model, labeling it as you went and the showing Knows how to ask questions and stimulate discussion in different ways. students how the information would be used in the subsequent charts. The

way things went today will work with such a small group but if you replicate this with 20 or 30 kids, they will need to be able to continue without direct teacher assistance. You show a lot of patience. You are able to explain by several ways very carefully drawing the students into the thinking process.

____Inadequate

____Emerging

_X__Proficient

____Distinctive Evidence (Candidate and Student)

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 You developed a performance assessment that asked students to write an of learners, evaluate students progress and performances, and modify explanation of the molecule building lab as if they were tutoring peers. teaching and learning strategies. Solicits and uses information about students experiences, learning behavior, Consider giving the kids time to look over the guide and the scoring / needs and progress from cooperating teachers and the students themselves. feedback system. You talked a lot and kept saying Okay? without wait time. 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

____Emerging

__X__Proficient

____Distinctive
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Professional Responsibilities (AEA: Communication/Integrative Interaction WTS: 10DISP: Responsibility, Collaboration, Communication)

Evidence (Candidate)

Relates professionally and effectively with the cooperating teacher and faculty. You have a positive relationship with Ms. Fuller. She is supportive and help Dresses professionally and consistently portrays a professional demeanor. when you teach and seems to be comfortable with you sharing her Is enthusiastic about teaching. classroom. Seeks out the cooperating teacher to support his/her development as a learner and a teacher.

____Inadequate

____Emerging

__X__Proficient

____Distinctive

Summary Statement: You demonstrate strong teaching behaviors. Work on pacing and clarifying directions.

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.

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