ALVERNO COLLEGE

SUPERVISORS OBSERVATION
OF LTM 612 Field Student
Candidate: Shawna Hendrix

Check One: 1st Observation ___

Supervisor: Carol Dixon

Date: March 31, 2015

Cooperating Teacher: Rebecca Reagles

Number of Students: 42

School: Asa Clark Middle School

Grade: 8

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

Subject(s): Language Arts

Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)

2nd Observation _X__

Your choice of appropriate teaching strategies and materials helped

achieve your instructional purpose that the eighth graders would be able to
identify several types of figurative language and use at least three in their
own poetry. First, with a PowerPoint, you reviewed different kinds of
figurative language and examples. After a student read, Steam Shovel
by Charles Malan, you discussed metaphor and personification in the
poem. Then, you had the students write a poem incorporating three
different types of figurative language and put it on their blogs. A handout
you created gave them a helpful reference with definitions and examples.
Meanwhile, you followed the same criteria as you created an impromptu
poem and projected it so the students could observe the process. Then,
you circulated around the room supporting students as they wrote.

____Distinctive

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and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)
Classroom Environment (AEA: Coordination/Integrative Interaction
WTS: 2,3,5DISP: 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

Evidence (Candidate and Student)

You appropriately organized your learning activities and managed
the amount of attention given to individuals. You covered all the
information and accomplished all that you had planned for the lesson. You
allowed the students to see your attempts and hesitations as you created
your own poem from scratch. During their poetry writing, you touched
base with each of the eighth graders, encouraging and reassuring them.
Throughout the lesson, all 42 eighth graders were well-behaved. Your
smiling, approachable manner made the students feel comfortable. They
didnt hesitate to ask for your help.

____Distinctive

Instruction (AEA: Communication, Coordination, Diagnosis,

Integrative Interaction WTS 4,6,7DISP: Respect, Responsibility,
Communication)

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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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)

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 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 conveyed ideas and information to the eighth graders, using

appropriate communication strategies. You promoted analytical thinking
with questions such as, Are there any other clues that the poem isnt
about a dinosaur?... What other figurative language is being used? Your
instructions were clear and succinct, Write a poem using at least three
different kinds of figurative language. Your handout included examples to
clarify the definitions for all eight terms.
You tried to stimulate participation in the following ways. You had a
student read the poem aloud. You asked the eighth graders to pair up to
discuss what the poem was about. Unfortunately, when the class wasnt
responding quickly to your questions, you gave them the answers instead.
You needed to have spent more time on the instructional phase so that
information could have been primarily drawn from the students rather than
told to them.
While the students wrote, they could also see a projection of a poem as
you created it. In this way, they would be able to observe and learn from
your struggles and revisions. One of the refinements you modeled was,
My feet stuck like a fish trapped in a net changed to My feet stuck to the
floorboard like a fly glued to a trap.

____Inadequate __X_ Emerging _____Proficient ____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 collected information about the eighth graders understanding of
figurative language by listening to their answers and analyzing their poetry.
Individual responses to your questions were accurate, but only a few could
contribute. However, you were able to see that all students appropriately
incorporated three types of figurative language in their poems. Often it
was onomatopoeia, simile, and personification.
As you evaluated your lesson design and strategies, you were mostly
pleased. Overall, you followed your well-constructed plan quite closely
with good results. However, you wished that you had slowed down your
presentation and pulled more examples from the students instead of
providing them yourself.

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
Evidence (Candidate)

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

You remained composed despite your nervousness. Your enthusiasm for

teaching showed. You were professional in the way that you acted and in the
way that you dressed.
You have a good relationship with faculty members. Your cooperating
teacher has been a wonderful instructional resource and role model. She has
given you helpful suggestions for your teaching plans and constructive feedback
on your lessons. She makes herself available to discuss teaching strategies and
to answer your questions.

____Distinctive

Summary Statement: Shawna, kudos to you for taking the big step of teaching this lesson to a double class.

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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