Supervising Teacher Feedback Form Observation # __1__

Lesson Plan and Observation ED 201

Student Name: Amanda Rake
Supervising Teacher: Scott Lawrence
Cooperating Teacher: Diane Wirth

Date: 4/10/14
School: Manitoba
Number of Students: 4

Grade/Subject: Mathematics/ Grade 4

The statements below are drawn from the Wisconsin Standards for Teacher Development and Licensure and the Alverno Advanced
Abilities for Education. This feedback is intended to support you as you reflect on this teaching experience and refine your practice for
future lessons.
PLANNING AND PREPARATION
Wisconsin Teaching Standards 1,7 (Conceptualization, Diagnosis)

Teacher Knowledge, Skills, Dispositions Observed

Evidence (Candidate)

A well planned, prepared and sequenced set of

learning experiences! The learning objective
was clear and specific and related to real life
<INPUT TYPE=\You engaged students in learning.
experiences. Your resources and activities
<INPUT TYPE=\You understand the importance of connecting instruction to students experiences. were very engaging and utilized varied learning
<INPUT TYPE=\You believe that plans must always be open to adjustment and revision based on modalities to enhance student understanding.
student
You anticipated strategies to use in meeting
needs.
the diverse learning needs of your students.
<INPUT TYPE=\You value the importance of planning as an integral part of teaching.
The variety of resources allowed you to make
<INPUT TYPE=\You selected and created learning experiences that were appropriate and relevant purposeful decisions related to their
to
usefulness for student learning during the
learners.
lesson. How could you have further developed
key academic language (area, perimeter, etc.)
related to your central learning focus during
the lesson?
<INPUT TYPE=\You used teaching resources and curriculum materials and made some
evaluations about
their usefulness.

____ Inadequate

____Emerging

_X+__ Proficient

____Distinctive

Copyright 2009. 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.

FORM NO. 713

1008 ED

 Copyright 2009. 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.

FORM NO. 713

1008 ED

CLASSROOM ENVIRONMENT
Wisconsin Teaching Standards 2,3,5 (Coordination, Integrative Interaction)

Teacher Knowledge, Skills, Dispositions Observed

<INPUT TYPE=\You encouraged discussion, listened and responded to group interaction.
You elicited
samples of student thinking orally and in writing.
<INPUT TYPE=\You respected students as diverse individuals.
<INPUT TYPE=\You were sensitive to community and cultural norms.
<INPUT TYPE=\You recognized opportunities to demonstrate multiple perspectives.
<INPUT TYPE=\You monitored independent and group work in field settings.

____ Inadequate

____ Emerging

__X__ Proficient

Evidence (Candidate and Student)

This was an area of real strength for you! You were
very enthusiastic and positive in your interactions
with students. Your joy of learning and can do
attitude motivated students to engage productively
in the learning tasks! Students were collaborative
and interested in sharing their ideas with one
another. You truly listened to them and supported
their thinking! You used may low profile strategies
(Like gently taking the pencil) to monitor student
behavior and maintain the flow of the lesson.
Continue to look for ways to foster more multiple
perspectives during discussion.

__X__ Distinctive

INSTRUCTION
Wisconsin Teaching Standards 4, 6, 7 (Communication, Coordination, Diagnosis, Integrative Interaction)

Teacher Knowledge, Skills, Dispositions Observed

Evidence (Candidate and Student)

Your introduction stated the learning objective, reviewed

<INPUT TYPE=\You evaluated learning goals and considered alternative strategies and materials
previous learning about area/perimeter and made real
to meet
life connections (carpeting, remodeling a house). The
student needs.
Cheese Its were a motivating resource to use to
<INPUT TYPE=\You used some teaching and learning strategies to engage students in active
provide students with a hands on way to understand
learning
area and perimeter. The grid worksheets provided a
opportunities.
sequenced approach for modeling the differences
<INPUT TYPE=\You presented concepts clearly and accurately.
between area and perimeter with varied geometric
shapes. Having the students explain their thinking
<INPUT TYPE=\You were a thoughtful and responsive listener.
deepened their understanding of how to use their
<INPUT TYPE=\You modeled appropriate communication strategies in conveying ideas and
mathematical reasoning to solve for area and perimeter.
information
Consider ways you could have students use the language
and in asking questions.
of the learning in their explanations. You did a wonderful
<INPUT TYPE=\You communicated in ways that demonstrated sensitivity to cultural and gender
job of pacing and releasing learning responsibility to the
differences.
students. It allowed them to take ownership of their
learning. As they worked independently, you were able to
<INPUT TYPE=\You connected instruction to students experiences.
support their individual needs through your questions and
<INPUT TYPE=\You adjusted and revised the lesson plan based on student needs.
comments. The use of tangrams would be another
effective resource to extend students understanding of
area and perimeter.
____ Inadequate

____ Emerging

__X+__ Proficient

____Distinctive

Copyright 2009. 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.

FORM NO. 713

1008 ED

ASSESSMENT
Wisconsin Teaching Standards 8,9 (Diagnosis, Integrative Interaction)

Teacher Knowledge, Skills, Dispositions Observed

Evidence (Candidate and Student)

<INPUT TYPE=\You used some assessment techniques to enhance your

knowledge of
learners and modify your teaching and learning strategies.
<INPUT TYPE=\You evaluated the effect of class activities, collecting

information
through observation of classroom interactions and questioning.
<INPUT TYPE=\You show a commitment to reflection, assessment, and

learning as an
ongoing process.

You had both formal and informal methods for

assessing student performance such as student
explanations of their reasoning and the figures they
developed on their grids. Make sure you include in
your plans, the key criteria you are using to guide
your observations of their performance. How would
you use this information to plan for future
instruction? You were very open to feedback for
improving your instructional abilities!

<INPUT TYPE=\You were willing to give and receive help.

<INPUT TYPE=\You used classroom observation from the field to reflect on

and revise
your practice.
____ Inadequate

____ Emerging

__X__ Proficient

____Distinctive

PROFESSIONAL RESPONSIBILITIES
Wisconsin Teaching Standard 10 (Communication, Integrative Interaction)

Teacher Knowledge, Skills, Dispositions Observed

Evidence (Candidate and Student)

<INPUT TYPE=\You related professionally and effectively with the

cooperating teacher
and faculty.
<INPUT TYPE=\You dressed professionally and consistently portrayed a

You developed a positive and professional rapport

with both your students and your cooperating
teacher. Its impact on your development was very
evident!

professional
demeanor.
____ Inadequate

____Emerging

__X__ Proficient

____Distinctive

Summary Statement and Areas to Concentrate on Improving: A very strong first lesson, Amanda! It was well prepared, had a well
sequenced set of instructional procedures and a clear learning focus. Your resources and activities related to students experiences and actively
engaged students in their learning! I was especially impressed by your ability to release responsibility of the learning to the students. It allowed them
Copyright 2009. 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.

FORM NO. 713

1008 ED

to take ownership of their learning and gave you the opportunity to better address individual pupil needs. The learning environment was positive and
productive! See my suggestions for instructional growth, especially related to the development of academic language. Well done!
Overall Performance ____ Inadequate
____ Emerging
__X+__ Proficient
____Distinctive

Copyright 2009. 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.

FORM NO. 713

1008 ED