Exit Performance Descriptor

for
Adam Rohde
By Christina Berchini, MSU Field Instructor

Knows and Teaches English as a subject matter/

Works with students as individuals
It has been a pleasure working with Adam Rohde this academic year. Mr. Rohde’s growth in the
area of Knows and Teaches English as a Subject Matter is particularly profound. With increasing
skill and unfaltering effort, Mr. Rohde has worked tirelessly to tie English content (both classical
and current) and concepts to hands-on activities, in order to bridge connections between her
heterogeneously mixed students and the material. An example of one such effort includes a
reading of Shirley Jackson’s The Lottery. Mr. Rohde’s anticipatory-set involved a lottery-esque
mock simulation, wherein students were going to be given ‘certain’ grades at random, regardless
of the effort they put forth. I construct this effort as thought-provoking, and a clever way by
which to raise substantive discussions around the themes in the literature.

Another recent example of fostering connections between English content and students is one
which the students “dissected” contemporary music as a means by which to delve into
grammatical concepts. Not only is this an inventive way by which to teach historically difficult
(and dry) issues in grammar, but his students are clearly invested in, and appreciative of, such
activities. It is in examples such as these that evidence to me the extent to which Mr. Rohde
works tirelessly to teach English in ways that are purposeful and engaging.

Regardless of age, grade, and academic ability, Mr. Rohde seeks ways to connect to all of his
students. I am truly taken with the rapport he has built with his students, beginning as early as the
outset of the school year. His demeanor is warm, and his feedback, particularly in the area of
written work, is both instructive and supportive. I have witnessed many students receive
individualized attention from Mr. Rohde. Often, he takes such opportunities not just to inform
his lesson planning, but to show his students that he cares about their growth. Overall, his
genuine deportment is an asset to the classroom.

Assesses Student Learning

As mentioned, Mr. Rohde’s feedback, particularly in the area of written work, is both instructive
and supportive. I have personally viewed student work which Mr. Rohde has assessed, and can
confidently say that his comments evidence content over form, an issue I consistently stress with
my intern-teachers. Furthermore, his feedback goes a step further insomuch as you can “feel” the
degree to which he appreciates his students efforts; his students are not at a loss to know that
their efforts are not only valued by Mr. Rohde, but are important in a general sense. Mr. Rohde
also employs a number of “informal” means by which to assess student learning. To this end, his
efforts to incorporate substantive dialogue into his lessons have improved substantially since the
beginning of the school year.

Organizes a Class
Classroom organization is an element of teaching which Mr. Rohde confronts fairly consistently
in his current placement. Through no fault of his own, classroom organization, at times, poses a
challenge, due to the amount of students (in some cases, more than 35), and the very real issue of
varying student ability. These issues, though, present Mr. Rohde with multiple opportunities by
which to demonstrate (and build) his strengths. To this end, he truly believes that teaching
English is not a “one size fits all” matter, and works very hard to teach to the multiple
intelligences and skill levels students bring with them to his classroom. This is evident in the
lessons and activities summarized above, and also in our discussions wherein Mr. Rohde’s
teaching philosophies are made clear. His capacity to teach such large, heterogeneously mixed
groups of students will prove him an asset to any faculty.

Uses an Equipped School Room

As is the case in many classrooms in many districts, Mr. Rohde enjoys limited technological
access and support in his teaching context. Mr. Rohde has openly –and diplomatically- expressed
frustration with this, but it does not seem to impede his creativity, or his ability to teach
effectively. Mr. Rohde uses whatever resources he has at his disposal (e.g., class sets of novels,
television, VCR, etc.), and that which he does not have at his disposal is obtained from external
resources. To the extent that is possible, Mr. Rohde utilizes the school’s computer lab to
supplement his lessons and expose students to technology that they cannot (through no fault of
his own) access in the classroom.

As well, Mr. Rohde’s classroom maintains a safe and creative environment, with or without
technology. Mr. Rohde also uses technology regularly for his MSU coursework, curriculum
planning, self-assessments (e.g., digital video-recording, etc.), grading, and attendance. He
clearly has a repertoire of technological experience; it is my hope that he can implement his
knowledge of technology in his full-time placement, as his future students have much to gain
from it.

Joins a Faculty and School

Since September 2009, I have consistently been impressed with the degree to which Mr. Rohde
has asserted himself as a faculty member, despite his intern-teacher role. He attends to all school
policies, unfalteringly, and regularly participates in all school accountability practices (testing,
professional development, meetings), as they arise. I’ve no doubt that Mr. Rohde envisions these
tasks as synonymous with good teaching. Per the degree of professionalism with which Mr.
Rohde functions, faculty and students are likely to view Mr. Rohde as a full-time member of the
school community, rather than an intern.

Engages Guardians and Community

Mr. Rohde’s coursework requires that he substantively investigate the community in which he
teaches. To this end, he often submits case studies on specific students and their work, so as to
encourage him to reflect upon his knowledge and understanding of the community from which
his students come, and also the curriculum he designs for them. As well, Rohde unfailingly
guards students’ welfare, has been in attendance at all parent/teacher conferences thus far,
attends to academic modifications involving his students, and has maintained open and respectful
communication with students and parents beyond the confines of scheduled conferences, as
needed. Contact has also taken place via email. My interactions with Mr. Rohde evidence to me
that he understands the importance of reaching out to his students’ communities; even had this
not been emphasized in his graduate coursework, I am confident that Mr. Rohde views
engagement with his students’ guardians and communities as synonymous with responsible
teaching.

Teacher as Professional and Reflective Learner

I have only observed Mr. Rohde go above and beyond the call of duty as intern teacher; as well,
his patience knows no bounds. As a field instructor, I require weekly written reflections from my
interns during those weeks wherein an observation was not scheduled. This typically amounts to
a written reflection every other week. These reflections, coupled with what I know is the effort
Mr. Rohde puts forth in his classroom and coursework, I have every reason to believe that he is
always reflecting upon ways by
which to refine his practice. He is consistently critical of his practice, and also consistently
“open” to feedback and ideas from seasoned teachers: an important quality for any teacher,
regardless of their tenure in the field. Too often, teachers lose sight of the importance of self- and
professional- reflection; I believe, though, that Mr. Rohde is extremely committed, and will
always be thinking about, and seeking, ways by which to enhance his teaching.