11 Dec 2017 Page 1 of 7

Intern Name: Vanessa Matusin

Internship: 2017FA-LTM-621-01

Submitted: Nov 3, 2017 Supervisor(s): Pamela Lucas, Linda Wandtke

Course/Term: LTM-621 - 01 : Lit in Early Adolescence/Adole ( 2017FA Mentor(s): Marissa Maciejewski
)
Assessor: Marissa Maciejewski (Mentor) Site: Carmen High School Southeast, 2500 W. Oklahoma Avenue, Milwaukee
WI 53215
Comments: Subject(s): English
Grade(s): 9th

Directions

Please note students strengths or areas in which s/he can improve in each category below. When possible, please provide specific examples or comments to
support your view.

Planning (conceptualization/diagnosis/coordination)

Inadequate Emerging (1.000 pts) Proficient (2.000 pts) Distinctive (3.000 pts) N/A
1. Engages in
pre-
assessment
1/7 (14%)

Comments:
2.
Demonstrates
content
knowledge
(1.4) and
content area
learning
strategies.
1/7 (14%)

Comments:
3. Designs
instruction
based on
assessment of
student
strengths,
needs,
learning styles,
and learning
differences
(3.1, 4.1)
1/7 (14%)

Comments:
4. Coordinates
resources to
design
effective
instruction
(9.4) consults
with
cooperating
teacher uses
print, audio-
visual, and
computer
technology
1/7 (14%)

Comments:
11 Dec 2017 Page 2 of 7
5. Plans
motivational
instruction by
relating
lessons to
student
interests,
humor,
provides
student
choice,
questioning,
and
investigation
(1.1, 5.2)
1/7 (14%)

Comments:
6. Plans for
differentiation
Plans
stimulating,
varied input
(brain
compatibility)
Use talents
and students
interest Vary
input
strategies
Uses posters,
ads, photos,
multi-media
Provide for the
use of
manipulatives
Be alert to
students styles
and
intelligences
Cooperative
grouping
Marzanos Six
Steps for
vocabulary
instruction
Plans for a
variety of
questions
Quality of
Lesson Plan
Alignment of
assessment,
standards,
learning
activities,
objectives
Procedures o
Pre, during ,
post Pre-
assessment
Context/setting
described
1/7 (14%)

Comments:
Final
Comments -
Suggestions
for Students
1/7 (14%)

The activities in this lesson focused heavily on using annotation and questioning as a strategy for comprehension. The objective for the day
Comments: was citing textual evidence. If finding textual evidence is the goal, I would expect to see activities in which students identify specific parts from
the text to justify their thinking.
15.000 pts | 83.33 %

Inviting (communication/integrative interaction)

11 Dec 2017 Page 3 of 7
Inadequate Emerging (1.000 pts) Proficient (2.000 pts) Distinctive (3.000 pts) N/A
1. Contributes
to a welcoming
learning
community
(learns student
names, talks
with students
before and
after the
lesson) (3.8) 2.
Creates a
safe, non-
threatening
environment
(brain
compatibility)
Empower
learner with
technology
Alert to
student
learning styles
Builds trust
Provide an
advocate for
every student
Provide an
atmosphere of
curiosity
Spark natural
curiosity Use
unique
student talents
. . . 3.
Demonstrates
enthusiasm for
teaching and
learning (1.3)
4. Recognizes
the importance
of verbal and
nonverbal
communication
in projecting a
pleasant,
professionally
engaging
demeanor
while
interacting with
the
cooperating
teacher and
students
(effective use
of inflection,
volume, eye
contact,
gestures,
facial
expression,
body
positioning,
movement in
the classroom)
(6.4)
1/5 (20%)

Comments:
11 Dec 2017 Page 4 of 7
2. Creates a
safe, non-
threatening
environment
(brain
compatibility)
Empower
learner with
technology
Alert to
student
learning styles
Builds trust
Provide an
advocate for
every student
Provide an
atmosphere of
curiosity
Spark natural
curiosity Use
unique
student talents
...
1/5 (20%)

Comments:
3.
Demonstrates
enthusiasm for
teaching and
learning (1.3)
1/5 (20%)

Comments:
4. Recognizes
the importance
of verbal and
nonverbal
communication
in projecting a
pleasant,
professionally
engaging
demeanor
while
interacting with
the
cooperating
teacher and
students
(effective use
of inflection,
volume, eye
contact,
gestures,
facial
expression,
body
positioning,
movement in
the classroom)
(6.4)
1/5 (20%)

Comments:
Final
Comments -
Suggestions
for Students
1/5 (20%)

Comments: You have a very warm and inviting demeanor. You value student responses and opinions and use them to engage others in learning.
12.000 pts | 100 %

Teaching (communication/diagnosis/integrative interaction)

Inadequate Emerging (1.000 pts) Proficient (2.000 pts) Distinctive (3.000 pts) N/A
11 Dec 2017 Page 5 of 7
1. Sets context
for the lesson
(5.1)
1/9 (11%)

Comments:
2. Lesson plan
implementation
Differentiation
Sensitivity to
learning style,
cultural
differences
1/9 (11%)

Comments:
3. Creates active
meaningful
learning (brain
compatibility)
Uses project
based learning
Uses community
learning Gives
students
responsibilities
Have students
create
products/services
Have students
work on teams,
tasks forces,
committees
Maintain high
expectations
Marzanos Six
Steps Engages
students in
critical
thinking/problem
solving
1/9 (11%)

Comments:
4. Models and
supports active
listening,
interactive
discussion, and
thoughtful
response in
reading, writing,
and other media
(2.3, 6.1, 6.2)
1/9 (11%)

Comments:
5. Uses different
types of
explanation,
levels of
questioning (text
explicit, text
implicit, script
implicit, literal,
inferential,
synthesis,
evaluation) and
discussion to
challenge and
support student
thinking (3.2,
6.3)
1/9 (11%)

Comments:
6. Uses literacy
strategies to
facilitate learning
1/9 (11%)
11 Dec 2017 Page 6 of 7
Comments:
7. Manages
resources of
time, space,
activities, and
attention to
engage students
productively (5.3)
1/9 (11%)

Comments:
8. Classroom
Management
1/9 (11%)

Comments:
Final Comments -
Suggestions for
Students
1/9 (11%)

You had a clear strategy for supporting student's understanding of the text. The space for reading intervention is certainly not ideal. I
Comments: wonder if there are some ways to include dry erase board or project a powerpoint in the future so that students have more visual
engagement.
17.000 pts | 70.83 %

Assessing (diagnosis/integrative interaction)

Inadequate Emerging (1.000 pts) Proficient (2.000 pts) Distinctive (3.000 pts) N/A
1. Uses
appropriate
informal and
formal
assessment
strategies that
link to lesson
objectives (8.1)
1/6 (16%)

Comments:
2. Provides
specific
feedback to
learners and
involves them
in self
assessment
(8.3)
1/6 (16%)

Comments:
3. Provides
accurate timely
feedback (brain
compatibility)
Students self-
assess their
work Promote
reality for
assessments
Make criteria of
assessing
explicit
Maintain/Create
portfolios
1/6 (16%)

Comments:
11 Dec 2017 Page 7 of 7
4. Reflects on
the impact of
the lesson on
student
learning,
modifying the
plan and
instruction
when
appropriate
(8.5)
1/6 (16%)

Comments:
5. Reflects on
own
performance in
relation to
Alverno
education
abilities and WI
Teacher
Standards (8.5,
9.2, 9.3)
1/6 (16%)

Comments:
Final
Comments -
Suggestions for
Students
1/6 (16%)

Reflection is often a part of learning that is neglected. I am really glad that you are providing space and time for students to make sense of
Comments:
their learning!
11.000 pts | 73.33 %