27 Mar 2018 Page 1 of 5

Intern Name: Quanesha Hamilton

Internship: 2018SP-ED-338-01

Submitted: Mar 16, 2018 Supervisor(s):

Desiree Pointer-
Mace, Linda
Wandtke
Course/Term: ED-338 - 01-XList : Erly Chldhd Curriculum & Field ( 2018SP ) Mentor(s): Calia Ney
Assessor: Linda Wandtke (Supervisor) Site: HOPE
Christian:Semper,
3040 W Capital
Drive, Milwaukee
Wi 53216
Comments: The pacing of the math lesson was good. You projected a positive attitude about math and encouraged students as they Subject(s):
worked through the math tasks. Using the SmartBoard to highlight important information in the math problem was effective. You made Elementary-Early
sure the students understood the math vocabulary and used it throughout the lesson. The students working on Zuern had difficulty Childhood
staying focused while you were working with the other math group.
Grade(s): 1st

Planning and Preparation (AEA: Conceptualization/Diagnosis – WTS: 1, 2, 3, 4, 7,

Inadequate (1.000 pts) Emerging (2.000 pts) Proficient (3.000 pts) Distinctive (4.000 pts) N/A

Planning: • Objectives are consistent

Objectives with domains. • Objectives
1/6 (16%) use active verbs that
WI-TEACH.7, clearly describe what
WI-TEACH.1 students are to do.
Comments: The lesson you followed was prepared by Eureka math.
• Assessment was
appropriate for children at
this level of development. •
Planning: Plan provides for
Assessment simplification and
1/6 (16%) extension to meet full
WI-TEACH.2, range of abilities of this
WI-TEACH.3, group. • Assessment was
WI-TEACH.8 appropriate for this lesson
content. • Assessment
relates directly to
objectives.
Comments: You provided an exit ticket to assess the student's work.
Planning: • Questions are planned
Essential ahead. • Questions are
Questions framed in student-friendly
1/6 (16%) language.
WI-TEACH.2,
WI-TEACH.3,
WI-TEACH.4,
WI-TEACH.6,
WI-TEACH.7,
WI-TEACH.1,
WI-TEACH.5,
WI-TEACH.10

Comments: Questions were designed to give you insight into the student's thinking about math.
Lesson demonstrates
understanding of principles
Planning: of developmentally
Developmental appropriate practice.
Appropriateness • Plan is attuned to
and Learner- students' developmental
Centeredness level, and is culturally
1/6 (16%) relevant, individually
WI-TEACH.2,
appropriate and based on
WI-TEACH.3,
WI-TEACH.8, prior experiences. • Plan
WI-TEACH.1, takes into account
WI-TEACH.10 children’s developmental
abilities and levels of
knowledge and skill.
Comments:
27 Mar 2018 Page 2 of 5
• Content was accurate
and clearly specified in
Planning: terms suitable for this age
Content and level. New vocabulary
Understanding was introduced
1/6 (16%) meaningfully. • Content
WI-TEACH.2, was clearly delivered
WI-TEACH.3,
through the planned
WI-TEACH.6,
WI-TEACH.7, procedures, verbally or
WI-TEACH.1, nonverbally. When
WI-TEACH.9 needed, content was
explained in more than
one way.
Comments: You are very intentional when introducing math vocabulary.
Lesson procedures match
objectives. • Provides
opportunities for active
engagement, manipulation
Planning:
and testing of ideas and
Engagement
1/6 (16%) materials. • Related
WI-TEACH.4, Materials (book, worksheet,
WI-TEACH.6, chart, music,) represent
WI-TEACH.7, content meaningfully for
WI-TEACH.5
this age group. •
Meaningful technology
integration when
appropriate
Comments: Students were highly engaged in the telling time lesson. The children working on the computers with Zuern were less focused.
24.000 pts | 100 %

Learning Environment (AEA: Coordination/Integrative Interaction – WTS: 1, 2, 3,

Inadequate (1.000 pts) Emerging (2.000 pts) Proficient (3.000 pts) Distinctive (4.000 pts) N/A
Learning • Treated children with
Environment: respect, caring, warmth. •
Positive Created a positive learning
Relationships climate for children by
1/5 (20%) giving appropriate verbal
WI-TEACH.2, and nonverbal invitations
WI-TEACH.3,
WI-TEACH.4,
to children.
WI-TEACH.6,
WI-TEACH.7,
WI-TEACH.5,
WI-TEACH.10

Comments: You respond to the students in a calm and friendly manner.

Learning • Identified appropriate
Environment: expectations for children’s
Expectations performance and behavior,
and Support making adaptations when
1/5 (20%) necessary. • Demonstrated
WI-TEACH.2, sensitivity to needs of
WI-TEACH.3,
WI-TEACH.4,
individual children by
WI-TEACH.1, adjusting expectations or
WI-TEACH.5 modifying lesson.
You allowed a student to use the restroom after completing a few lessons on Zuern. It was obvious that he needed a break and you
Comments:
accommodated him while still making sure he was completing his lessons.
Learning • Saw potential problems
Environment: and responded. •
Redirecting/ Responded in an effective
Reframing and timely manner when
Behavior problems occurred.
1/5 (20%)
WI-TEACH.2,
WI-TEACH.3,
WI-TEACH.4,
WI-TEACH.6,
WI-TEACH.5,
WI-TEACH.10

You responded quickly with the group you were working with on the carpet. It was a bit more difficult for you to monitor the students working
on the computer. You did spread them out and that helped a great deal. There were still a few groups who sat very close to each other and
Comments:
started to poke at each other. You have enough room to spread them around. Consider numbering the chromebooks and assigning each
child a number. That may help the students settle down faster. The students respond well to structure.
27 Mar 2018 Page 3 of 5
Learning • Allowed students to have
Environment: choices in their learning, as
Managing appropriate. • Organized,
Choice and allocated, and managed
Access to the resources of time,
Learning space, materials and
Materials children’s attention to
1/5 (20%) engage students.
WI-TEACH.2,
WI-TEACH.3,
WI-TEACH.4,
WI-TEACH.7,
WI-TEACH.5

Comments: The students made their own clock and that kept them interested and engaged .
Learning • Materials were organized
Environment: before lesson was taught. •
Resources Used media to enrich
and Materials learning opportunities.
for Learning
1/5 (20%)
WI-TEACH.4,
WI-TEACH.6,
WI-TEACH.7,
WI-TEACH.5

Comments: You were well organized. You used the SmartBoard to enhance the lesson.
17.000 pts | 85 %

Instruction and Learner Engagement

Inadequate (1.000 pts) Emerging (2.000 pts) Proficient (3.000 pts) Distinctive (4.000 pts) N/A
Instruction: • Showed awareness of
Connection to students' attention span. •
Students’ Linked new ideas to
Development, familiar ideas and makes
Content connections to students’
Understandings, life experiences. •
and Promoted student
Experiences participation and social
1/6 (16%) interaction.
WI-TEACH.2,
WI-TEACH.3,
WI-TEACH.4,
WI-TEACH.6,
WI-TEACH.7,
WI-TEACH.1,
WI-TEACH.5,
WI-TEACH.10

The students working on the computer were unable to stay focused for the entire time. They may need to have another activity to do as well
Comments:
while you are working with the other group. Consider creating a chart to help them track their own lessons.
• Brought multiple
perspectives to the
discussion of subject
Instruction:
matter. • Extended
Effective
learning and encouraged
Questioning
discussion through the
and Learner
effective use of questions
Engagement
1/6 (16%)
• Asked questions
WI-TEACH.2, representing varied levels
WI-TEACH.3, of Depth of Knowledge
WI-TEACH.6, /Bloom’s Taxonomy
WI-TEACH.1,
including follow-up on
WI-TEACH.5
students’ initial responses
with questions that engage
critical thinking.
Comments: Students were asked to explain how they arrived at a solution to the problem. This gave you valuable insight into their thinking about math.
Instruction: • Spoke with interest about
Clear topic of lesson. • Gave
Communication clear directions and cues.
1/6 (16%) • Communicated clearly
WI-TEACH.2, and accurately in verbal
WI-TEACH.3,
and non-verbal modes •
WI-TEACH.4,
WI-TEACH.6, Modeled throughout
WI-TEACH.7, lesson
WI-TEACH.1,
WI-TEACH.5,
WI-TEACH.10,
WI-TEACH.9
27 Mar 2018 Page 4 of 5
Comments: You modeled throughout the lesson. Directions were clear and broken into small, manageable steps.
Instruction: • Used independent work
Supporting time to interact with
Individual children 1:1 in a positive
Learners way. • Used positive
1/6 (16%) encouragement effectively.
WI-TEACH.2, • Offered individual support
WI-TEACH.4,
and help.
WI-TEACH.6,
WI-TEACH.8,
WI-TEACH.5,
WI-TEACH.10,
WI-TEACH.9

Due to the demands of overseeing two groups it was difficult for you to find time to give the students at the computers the encouragement
Comments:
and support they needed. This is something that you could talk over with your classroom aide.
Chose appropriate
teaching strategies,
learning experiences, and
Instruction: Use materials to achieve
of Effective instructional purposes and
Strategies to meet student needs •
1/6 (16%) Integrated a variety of
WI-TEACH.7,
approaches, including
WI-TEACH.8,
WI-TEACH.5, Sensory Engagement,
WI-TEACH.10, Environmental Cues,
WI-TEACH.9 Scaffolding, Guided
Practice, Reflections,
Paraphrase, Modeling,
Questioning, etc.
Comments: You integrated a variety of approaches into the lesson including questioning, modeling and guided practice.
Instruction: • Connected effectively
Adaptations with learners who required
During Lesson greater rigor or greater
1/6 (16%) support during lesson •
WI-TEACH.2,
Adapted plans as needed
WI-TEACH.3,
WI-TEACH.4,
based on behavior,
WI-TEACH.5, schedule, and level of
WI-TEACH.9 understanding.
Many students needed you and you tried to reach them all. Both groups needed you at times and it was difficult for you to respond to one
Comments:
group without losing the flow in the other group. What could you do to break up the Zuern lessons a bit?
21.000 pts | 87.5 %

Assessment (AEA: Diagnosis/Integrative Interaction – WTS: 2,8,9,10 – DISP: Refle

Inadequate (1.000 pts) Emerging (2.000 pts) Proficient (3.000 pts) Distinctive (4.000 pts) N/A
Assessment: • Assessment related
Connection to directly to objectives. •
Objectives Assessment was well
1/4 (25%) chosen for lesson content.
WI-TEACH.8,
WI-TEACH.1

Comments: Assessment was appropriate.

• Provides timely feedback
to learners (oral and/or
Assessment:
Student Use written). • Focused the
of Timely students’ attention on the
Feedback process of learning rather
1/4 (25%) than just getting the correct
WI-TEACH.2, answer or finishing an
WI-TEACH.3, activity. • Feedback
WI-TEACH.6, focused on student
WI-TEACH.8
strengths as well as areas
to develop
Comments: Feedback was timely.
Assessment: • Used assessment and
Student Self feedback strategies to
Assessment involve students in self-
1/4 (25%) assessment activities and
WI-TEACH.2,
to help them become
WI-TEACH.3,
WI-TEACH.4,
aware of their strengths
WI-TEACH.6, and needs.
WI-TEACH.8

Comments:
27 Mar 2018 Page 5 of 5
Assessment: • Teacher used information
Teacher Use from lesson and
of Assessment assessment in planning of
1/4 (25%) future lessons. • Reflected
WI-TEACH.2, on own performance in
WI-TEACH.4,
WI-TEACH.8,
relation to student learning
WI-TEACH.10, and WI teacher standards.
WI-TEACH.9

Comments:
11.000 pts | 91.67 %

Professional Responsibilities

Inadequate (1.000 pts) Emerging (2.000 pts) Proficient (3.000 pts) Distinctive (4.000 pts) N/A
Professional • In rationale, reflected on
Responsibilities: choices related to
Describing objectives, instruction, and
Teaching and assessment.
Setting Context
1/4 (25%)
WI-TEACH.6,
WI-TEACH.9

Comments:
• Evaluated the effect of
class activities on both
Professional individuals and the class as
Responsibilities: a whole, collecting
Analyzing information through
Teaching observation of classroom
1/4 (25%) interactions, questioning,
WI-TEACH.8, and analysis of student
WI-TEACH.10 work and reflected on this
in self assessment and in
discussions.
You were able to discuss the lesson and changes that you would make. You quickly realized that you needed to change your procedures
Comments:
for the lockdown drill.
Professional • Used classroom
Responsibilities: observation and
Data-Informed information about students
Reflection and as sources for evaluating
Continuous the outcomes of teaching
Improvement and as a basis for
1/4 (25%) reflecting on and revising
WI-TEACH.2,
practice, in discussions and
WI-TEACH.3,
WI-TEACH.8,
self-assessment.
WI-TEACH.5

Comments: You are able to accurately reflect on your lessons and instruction.
Professional • Information from
Responsibilities: cooperating teacher was
Collaboration used as part of planning
and process. • Sought out the
Colleagueship cooperating teacher to
1/4 (25%) support his/her
WI-TEACH.7, development as a learner
WI-TEACH.10,
WI-TEACH.9
and a teacher.

Comments:
11.000 pts | 91.67 %