ALVERNO COLLEGE

SUPERVISORs Feedback
OF LTM 622 Field
Candidate: Hannah Weinberg-Kinsey

Check One: 1st Observation _X__

Supervisor: Carol Dixon

Date: 2/19/16

Cooperating Teacher: Leah Tindall

Number of Students: 30

School: Franklin High School

Grade: 9

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

____Proficient

Subject(s): English
Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)

2nd Observation ___

You chose a variety of teaching strategies, learning experiences, and

materials to achieve your instructional objectives. First, you captured
student interest by giving them a Hip Hop Vs. Shakespeare Pop Quiz.
Next, you activated the ninth graders prior knowledge by using an
alphabetical wordstorming worksheet. Your character T-chart also served
as another pre-reading strategy which could continue to be a helpful
resource throughout their reading of the play. Then, you had the students
listen to a dramatic recording to better experience Romeo and Juliet as it
was originally presented. Last of all, as a post-reading strategy, you had
the students use a reasoning guide to support their opinions with evidence.

__X_ 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

___Proficient

Evidence (Candidate and Student)

You organized and managed the resources of time, activities, and
attention to engage students in productive tasks. On the board, you listed
target goals and the agenda with time limits. You used a variety of
materials and strategies to capture student interest and to enhance
learning. Your mix of activities addressed visual, auditory, social, and
kinesthetic learning styles. While the class worked, you checked a number
of student responses to make sure that they were on track.
You used strategies of effective classroom management to promote
positive relationships, cooperation, and purposeful learning. As students
arrived, you greeted them. Your outgoing personality and structured
approach provided the ninth graders with an organized, comfortable
environment. The ninth graders were well-behaved throughout the entire
period. Only twice did you need to remind them, Give your classmates
respect by listening. Ill wait for your attention.

__X_ 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.

____Inadequate

____Emerging

___Proficient

You modeled appropriate communication strategies in conveying ideas

and information. Your directions were clear and concise, Share one of
your wordstorming ideas with the people around you. Explain how it
connects with Romeo and Juliet. Then, each group will share one idea
with the class. You drew information from the ninth graders with skillful
questioning, What similarities do we see between Shakespeare and Hip
Hop?... Whats powerful love?... How young do you think they are? Before
calling on individuals, you provided good wait time. You supported learner
expression in both speaking and writing.
You encouraged discussion and class participation in a variety of ways.
You involved the ninth graders in independent, small group, and whole
class activities. With a show of hands, you had the ninth graders indicate
which of six quotes belonged to Shakespeare and which were from Hip
Hop. By having students share responses, you exposed them to other
viewpoints and higher level thinking. As you circulated around the room,
you prompted individuals and made sure that they stayed on task.

__X_ 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 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.

As you reflected on your introductory lesson to Romeo and Juliet, you

thought that it was very successful. The activities and strategies you
planned engaged the ninth graders and seemed to genuinely interest them.
You were also able to effectively incorporate before, during and after
reading strategies. When your Hip Hop Shakespeare video wouldnt play,
you showed poise as you smoothly moved on to wordstorming.
You used student responses (oral, written, and signaled) to assess their
understanding of your lesson objective. Based on these results, you
thought that the ninth graders had mostly met your expectations. You
noted that almost all students followed through on the wordstorming, Tcharting, and read along activities. You wished that you could have
continued with reasoning guide responses the next day since there wasnt
enough time to fully sample student thinking at the end of the period.

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

____ Proficient

Your cooperating teacher has been a good resource and support for
you. She has given you opportunities to observe her instruction and to
attend planning meetings. You have discussed teaching strategies
together and collaborated on finalizing your lesson plan.
Your enthusiasm for teaching is evident. You show your professionalism
in the way that you dress and interact with others. You have already nearly
completed all your field experience hours for this semester.

__X_ Distinctive

Summary Statement: Hannah, you have chosen a career that is a great fit for your many effective skills and natural abilities.

Overall Performance: ____Inadequate

____Emerging

___Proficient

__X_ 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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