ED 420

Students: For each category, provide a brief description of nature and location of evidence. Assessors: For each category, highlight the appropriate descriptor (i.e. inadequate, emerging, proficient, distinctive)
Sources of evidence include, but are not limited to,-video* of teaching at two different levels (ELC: kindergarten and elementary; ELM: elementary and middle; SED: middle and secondary), lesson plans, unit plans, feedback from cooperating teachers and Alverno supervisors, multimedia presentations, web quests and other interactive technologies

Electronic Portfolio: ed420portfolio.weebly.com 1. Planning and Preparation

Emerging Criteria The candidate applies subject matter knowledge to develop lessons/units that: relate to state and/or district standards use varied instructional strategies are for varied developmental levels that represent levels of licensure address varied content areas (for ELC/ELM: math, science, language arts & social studies; for SED: varied disciplinary fields) use appropriate teaching and resource materials include provisions for individual students with particular learning needs include both formal and informal assessments that provide information about student learning, e.g. rubrics, tests, checklists, opportunities for students to self assess The candidate demonstrates the ability to effectively produce multi-media communication tools and can support her decisions for their use in enhancing student learning. Inadequate Proficient Distinctive Brief description of nature and location of evidence

Plant Seeds Unit Lessons: I show different types of ways that students can be assessed and different types of ways that students can express what they learned with the proper materials that the students need. Location: Teaching Standards> Integrative Interaction Math Analysis Brief: I show at least two different methods to solve a particular math problem. Students learn differently which is why it is important to show students multiple ways to solve a problem or think about a problem. Location: Teaching Standards > Coordination ED 215R Lesson #3/ Video Lesson: Students were reading books that were at their own level, so not every student read the same book. Each student had different ideas depending on the book they read. Location: Teaching Standards> Coordination

 ED 315 Lesson # 3/ Video Lesson: Since there was no Smartboard in my 4th field classroom, I created a Jeopardy game on poster board. This was a type of informal assessment so I could see how students were doing. Location: Teaching Standards> Communication ED 315 Consecutive Lessons. : During the lessons I was informally assessing the students and I also gave them a formal assessment as well on the last day of the consecutive lessons. Location: Teaching Standards> Diagnosis ED 315 Lesson #5: This lesson was my opportunity to incorporate Social Studies and real life problems into math. Math and Reading/ Writing are the only other subjects that I have taught. Location: Teaching Standards> Conceptualization ED 345 Literacy Plan: This is a great resource for informal and formal assessment options for Reading/ Writing. There are instructional strategies that can be used for all or a few students. Location: Teaching Standards> Conceptualization.

* one video segment must be from ED 315

2. Classroom Environment
Emerging Criterion The candidate demonstrates the ability to apply social and cultural understanding in interpersonal situations by: designing learning experiences that best relate to the characteristics of individuals and groups perceiving and responding to elements in interaction, e.g. roles, developmental levels, culture, language, etc. describing how characteristics of individuals and groups influence teaching decisions Inadequate Proficient Distinctive Brief description of nature and location of evidence

Plant Seeds Unit Lessons: The students work in partners, groups, and individually throughout the lesson. Students are able to brainstorm and problem solve based on their own background knowledge. Location: Teaching Standards tab > Integrative Interaction ED 201 Lesson #2: Students are working in a small group discussing their personal experiences about roller coasters. They bounce and expand on their classmates ideas. Location: Teaching Standards> Integrative Interaction ED 215R Lesson Plan #3: Students are asked to discuss things they know from their personal backgrounds. What did people do long ago that we do or do not do today? What are some things you do as a kid that the girl in the book does? Questions like these bring up their prior background knowledge. Location: Teaching Standards> Coordination ED 321 Lesson Plan #3: Students worked in groups to complete a game of review Jeopardy. They worked together to answer questions about proportions, ratios, and similar figures. Location: Teaching Standards > Communication Book Celebration in 2nd Field: I heard students discuss books that they wrote that directly related to their personal lives. Some talked about traditions they had in their families, favorite sporting event, or anything in between. Location: Teaching Standards >Communication ED 315 Consecutive Lessons: The second lesson the students

played a review Jeopardy game. They worked in teams to solve GCF, LCM, and distributive property problems. Location: Teaching Standards> Diagnosis Professional Development Seminar: I learned about ELL/ESL students. These students are going to come in your classroom with different backgrounds and as a teacher you have to know what to do to help every student learn. Location: Teaching Standards > Diagnosis ED 345 Literacy Plan: The literacy plan gives examples of different types of activities that can be used for all types of learners and activities that can be adjusted for all students since all students do not learn the same. Location: Teaching Standards > Conceptualization Math Analysis Brief: Students are given multiple ways to solve math problems not just one discrete way. The students learn that there is not always one way to do a problem Location: Teaching Standards > Coordination

3. Instruction and Assessment

Emerging Criterion The candidate demonstrates the ability to accurately implement instruction and assess student learning by providing: samples of completed assessments in which the experiences used to assess student learning relate directly to the lesson/unit objective(s) self assessments that focus on student learning as a result of lessons taught in field placements feedback from cooperating teachers and Alverno supervisors Inadequate

Proficient Distinctive Brief description of nature and location of evidence

Plant Seeds Unit Lessons: The students have to choose the type of assessment they want to do. The students could draw the plant life cycle and explain what is happening during the stages, build a diagram of a flower and label the parts of the flower and its functions, or write a letter to your grandma who wants to start gardening and explain to her what resources she needs in order to keep her garden alive. This gives students an option to show me how they know the material.

Location: Teaching Standards > Integrative Interaction

ED 215R Lesson Plan: This lesson directly relates to the Common Core Standards which says that students will be able to compare and contrasts events that happen in a story. Location: Teaching Standards > Coordination

CT Final Feedback and Instructor Feedback for First Field: For my first field my CT just suggested that she see the lessons beforehand. I never gave her a copy of the lessons. Location: Field Experiences > First Field Observations and Evaluations

CT Final Feedback and Instructor Feedback for Second Field: I used a clipboard and a check off list for the assessment part of this lesson. It worked very well so I was able to get to almost all of the students. Location: Field Experiences > Second Field Observations and Evaluations

CT Final Feedback and Instructor Feedback for Third Field: As the students were working on their practice problems I noticed that there were many students who were struggling, so I stopped the class and reviewed the part they were struggling on. Location: Field Experiences > Third Field Observations and

Evaluations

CT Final Feedback and Instructor Feedback for Fourth Field: My instructor noticed that I directly matched the standards and objectives while I was teaching. The students practice problems directly related to the objectives that were being taught. My CT has the objective for the day always listed on the board. Location: Field Experiences > Fourth Field Observations and Evaluations

4. Professional Responsibilities and Reflection

Inadequate Emerging Criteria The candidate articulates how she has applied educational frameworks (e.g. Bloom, Piaget, Erikson, Maslow, Montessori, Cambourne, Gardner, Holdaway, Purkey, etc) and their influence on her teaching by stating the major aspects of selected theories in her own words and identifying where she has applied these theories. The candidate represents herself as a reflective practitioner by: showing, in rationales and self assessments, where modifications of her teaching have or should have taken place analyzing and articulating ways in which elements of diversity have influenced her planning, teaching, and assessing Proficient Distinctive Brief description of nature and location of evidence

ED 215R Lesson #3: In this particular lesson I used the scaffolding method. I modeled what I wanted the students to do first, then eventually have the students working while I watch them. Location: Teaching Standards > Coordination ED 201 Lesson #2: As the students were answering questions about the book, I wish I would have gone more in depth with Blooms Taxonomy and answering questions

describing, in a letter to an ED 201 or AE 222 student, her growth in understanding and using the Wisconsin Teacher Standards and the Alverno Education Abilities limiting her choices of appropriate artifacts that provide evidence of an ability to synthesize the Wisconsin Teacher Standards and the Alverno Education Abilities including artifacts that address all 10 Wisconsin Teacher Standards and all 5 Alverno Education Abilities

that made the students analyze the book instead of just letting the students say one thing and moving on. Location: Teaching Standards > Communication ED 315 Consecutive Lessons: Throughout the series of lessons I used modeling for the students. The students watched first, had a chance to practice what they learned, and then I would watch the students practice. Location: Teaching Standards > Diagnosis ED 345 Literacy Plan: In the plan there are aspects of Cambournes 7 stages of learning language. It gives the options for students to at times read and write about what they want. It explains that literature is important not only for Reading, but for all the subjects. Location: Teaching Standards > Conceptualization Letter to ED 201 Students: I explained that when I was in ED 201 I was nervous and shocked about teaching two lessons and being in a classroom for 25 hours when first starting in the education program. Location: Home > Letter to ED 201 Students

Feedback:

5. Oral and written communication

Inadequate Criteria Emerging Distinctive Brief description of nature and location of evidence

Consistently engaging audiences by using appropriate conventions, coherent structures, and effective style Accurately analyzing ones own ideas in relation to disciplinary/professional contexts 7

Professional Development Seminar: I learned from other professionals experiences and related them to my own experiences. I will take what I learned at the PDS and incorporate it into my teaching.

Articulating meaningful relationships between disciplinary/professional frameworks and the selection of artifacts by explaining the Wisconsin Teacher Standards and the Alverno Education Abilities in her own words

Location: Teaching Standards > Diagnosis ED 315 Lesson #5: Students were engaged in the proportions lesson because I was using hands on things like maps and rulers where the students had to measure the distance between certain places, so I was not just telling the students the distances. Location: Teaching Standards > Conceptualization

Feedback: Overall Feedback: Overall Performance:

Inadequate Emerging

Proficient

Distinctive

Artifact/Evidence ED 215R Lesson #3 Plant Seeds Unit Lessons ED 201 Lesson #2 Professional Development Seminar ED 315 Consecutive Lessons ED 315 Lesson #5 ED 345 Literacy Plan Book Celebration in 2nd Field CT Final Feedback and Instructor Feedback for First Field CT Final Feedback and Instructor Feedback for Second Field CT Final Feedback and Instructor Feedback for Third Field CT Final Feedback and Instructor Feedback for Fourth Field

Education Ability Coordination Conceptualization Diagnosis Integrative Interaction Coordination Integrative Interaction Communication Diagnosis Diagnosis Conceptualization Coordination Conceptualization Diagnosis Conceptualization Diagnosis Integrative Interaction Communication Conceptualization Coordination Conceptualization Coordination Conceptualization Coordination Conceptualization Coordination Communication 2,3,5 4,7 2,5 8 4,8, 9 1,4,8 1,2,7 10 4,8

WTS #

Website Tab Teaching Standards > Coordination Teaching Standards > Integrative Interaction Teaching Standards > Integrative Interaction Teaching Standards > Diagnosis Teaching Standards > Diagnosis Teaching Standards > Conceptualization Teaching Standards > Conceptualization Teaching Standards >Communication Field Experiences > First Field Observations and Evaluations Field Experiences > Second Field Observations and Evaluations Field Experiences > Third Field Observations and Evaluations Field Experiences > Fourth Field Observations and Evaluations Home > Letter to ED 201

4,8

4,8

4,8 9 9