ALVERNO COLLEGE

SUPERVISORS OBSERVATION
OF SPE 615 Field Student
Check One: 1st Observation ____
2nd Observation _X__
Date: 3/10915
Number of Students: 2 1HM;1HF
Grade: 3
Subject(s): Mathematics
Diverse Student Needs Represented: ELL (both
students)

Candidate: Ashlee Prudhomme

Supervisor: Pat Luebke
Cooperating Teacher:
School: Fratt Elementary - Racine
Disability Categories Represented: CD/SpL/OHI

Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

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

__X__Emerging

____Proficient

You correctly utilized the SPE lesson plan format as you planned your
lesson. Strengths of you planning included your use of CCSS and
connecting your lesson to the standards, students needs and accompanying
accommodations/modifications, your identification and use of academic
language and your detailed description of your instructional procedures.
You included a timeframe for all activities that accounted for each minute
of the class session. This assisted the student in maintaining focus on the
activity.
Your essential question was broad and connected to the specific aim of the
lesson; try to expand the breadth of this even further.
One area that you need to strengthen for future lessons is the development
and detail in your assessment of the lesson. You assessed the students
progress as the lesson progressed, but your lesson plan did not reflect your
thinking or planning about the assessment of the lesson. This is critical in
the development of any lesson plan

____Distinctive

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)
Classroom Environment (AEA: Coordination/Integrative Interaction
WTS: 2, 3, 5 - DISP: Respect, Responsibility CEC: 2, 3, 5)

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)

The lesson took place at a table located in the speech pathologists

office in the school. Your interactions with the students (both in
Spanish and English) were respectful and enthusiastic, while you
maintained a keen focus on the lesson throughout the observation.
You utilized time effectively, with all time used for productive work
on the assignment. You were well prepared, had all materials
immediately on hand for the lesson and worked with the students
throughout the observed time.
The combination of a positive relationship with the students,
respecting their individual needs, both academic and languagebased, made for a positive and productive class session.

____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
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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

Instruction (AEA: Communication, Coordination, Diagnosis,

Integrative Interaction WTS 4, 6, 7 - DISP: Respect, Responsibility,
Communication CEC: 4, 6, 7, 8, 9)

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.

Evidence (Candidate and Student)

Your lesson was well-planned and well-executed. Your attention to the

details of instruction assisted the group in remaining on task and
completing the tasks of each station.
You were challenged with this group with addressing not only their
disability-based needs, but also with a language need. You seamlessly
moved between English and Spanish for instruction and conversation
throughout the lesson. This allowed students to focus on the mathematical
concepts they were learning instead of the translation of the instruction
from English to Spanish. In doing so you modeled appropriate
communication strategies for this group.
You consistently modified your language to meet the needs of the students,
modified explanations as needed for the students to clearly understand the
assignment.
As the lesson progressed, student attention began to wane and you
redirected both students to the task at hand in a firm yet positive manner.
When one of the students did not respond to your verbal direction to return
to her chair, you walked over to her and gently reminded her to return task
by asking her if she wanted to help you clean up, which she seemed happy
to do.
Your timing of the lesson presentation was quickly paced and appropriate
for the students with whom you were working. One half hour appeared to
be the right amount of time to maintain on-task behavior and focus on their
learning.
You continually challenged the students to work harder and challenge
themselves with more difficult problems

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
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Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

____Inadequate

____Emerging

__X__Proficient

Evidence (Candidate)

____Distinctive

Assessment (AEA: Diagnosis/Integrative Interaction WTS: 8, 9

DISP: Collaboration, Communication CEC: 1, 5, 8, 9, 10)

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, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

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.

____Inadequate

____Emerging

_X___Proficient

Assessment was present in several ways during this observation:

Your lesson contained specific activities designed to deepen

student understanding of the text.
You continually assessed the students progress and
understanding of both students as they worked through the
lesson and the problems they were working on. You asked
clarifying questions to the student in their understanding, and
checked the work they did.

____Distinctive
Evidence (Candidate)

Professional Responsibilities (AEA: Communication/Integrative

Interaction WTS: 10 DISP: Responsibility, Collaboration,
Communication CEC: 2, 5, 10)

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 present yourself professionally in demeanor and appearance.

You demonstrated enthusiasm for the work through your ongoing positive
interactions with your student.

____Distinctive

Summary Statement:
Ashlee

You are definitely on your way to becoming a fully certified special education teacher. Additional detail in your lesson planning will be of benefit to
you as you continue in the program fields and student teaching. I look forward to continue working with you as you progress in the program.

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

 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