ALVERNO COLLEGE

SUPERVISORs Feedback
OF ED 315 Field Student
Candidate Noor Kheirieh

Check One: 1st Observation _

Supervisor: D. Habanek

Date: 4.23.15

Cooperating Teacher: B. Koenig

Number of Students: 18

School: Hamilton 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

__x__Proficient

Subject(s): ELA
Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)

2nd Observation _X__

You planned a lesson about Act 2, scene 3 of the play Romeo and Juliet.
Your lesson was matched to Common Core standards for ELA.
You added information to your planning abut several students who may
require additional assistance. You also identified several vocabulary and a
language function.
Friar is another vocab word. Help kids see the spelling and try to analyze
what it may mean. The same is true for other new words. Its important o
review these terms before theyre encountered so when students see them
they will have an idea of what they mean.

____Distinctive

Classroom Environment (AEA: Coordination/Integrative Interaction

WTS: 2,3,5DISP: Respect, Responsibility )

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)

ED FORM 711
0210 ED

Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: 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 .

Use a signal each time you break in when students are working individually
or in groups. Also, pause a bit after your signal so that students can shift
their attention. It wont be automatic.
Try to add volume and intensity to your voice. This group got the message
today but when they are chatting and transitioning your voice will
poke through the din and less time will be wasted.
You moved close to each group and tried to make eye contact and speak
directly to individual students so that they were more likely to hear
you and comply. Good practice.
This classroom is set up in a way that makes it hard to keep everyone on
track at the same time. How would you change it if you had this
space?
You worked hard to get everyone to finish the task you assigned. You
showed a great deal of patience with students who had many
others things they would rather do. Youll always be competing with
the other interests of students. Think now about how to get and
keep their attention.

____Inadequate

___Emerging

__x__Proficient

____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)

ED FORM 711
0210 ED

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 a 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

__x__Emerging

_X__Proficient

You started class promptly, explaining the days activity and getting
materials for students.
You called on students to read. Consider having them stand to read. Would
they? Would it help?
Students were very attentive during the reading. Several answered
questions. Be sure to repeat responses to that those who stopped paying
attention are more likely to get what was said. This is necessary when
discussing the questions at the end. Its hard to hear voices in this room.
You used a chart that was familiar to students on the SmartBoard, asking
them to write their conclusions on the chart for everyone to see.
Always have someone repeat the directions. Students rarely hear and
remember the first time.
Find ways to focus the whole class so that what students say is heard by
all. Saying shhhh isnt effective here. Its also hard for you to take the lead
here. How will you take this experience into student teaching?
You didnt do any closure. Consider the importance of closing the lesson to
emphasize the learning you intended.

____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.

You planned to informally assess as students listened to the reading,

answered questions and work with their groups.
Will they have a test on this play? That is probably the formal assessment
you should be referring to as you plan. Even if you grade a worksheet that
they complete in class, it wont be the best assessment of individual
learning.

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.

ED FORM 711
0210 ED

___Inadequate

__x__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 seem to relate well to your cooperating teacher. You have many
professional teacher behaviors.
Its appreciated that you also look professional. I hope youll continue to
dress like one throughout your career despite what others do.

____Distinctive

Summary Statement: Your actual teaching is improving. I see that your planning is stronger and your vigilance is raised. Keep working on assessment
processes.

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.

ED FORM 711
0210 ED