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Student: Alyssa Toetz


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

1. Planning and Preparation



Brief description of nature and location of evidence

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.

In my field 2-second grade strategy lesson tab I display my ability

to connect to district standards. During my time at Canterbury
Elementary I planned and facilitated lessons from the Lucy
Calkins workshop model. This workshop model aligns their
instruction with the Common Core.

I connect all of my lesson plans to the Common Core Standards.

The standards are displayed within my lesson plans under the field
placements they were taught in.

Through my evidence of my literacy plan I demonstrate

knowledge and use of many different instructional strategies under
the instructional portion of the plan. In my Field 3- 7th grade

English tab I planned a lesson that allowed for small and large
group collaboration among peers in order to met the learning
objectives. In this lesson I also model and scaffold for students the
expectations and thinking need to met lesson objectives. In my
Field 4- 8th grade reading tab I also model my thinking for
students, encourage participation, and allow for practice in small
groups during my reading lesson.

I show my ability to address each content in

-Mathematics found in Field 1 4th grade tab
-Language Arts Reading found in Field 1- 4th grade, Field 2second grade, Field 3- 7th grade, and Field 4-8th grade
-Social Studies found in Field 4-8th grade history lesson tab
-I am currently in my science methods course, we are working on
developing our first lesson plan now and I have not had the
opportunity to teach a science lesson in my fields. The past three
have been focused in literacy or English Language Arts

I show my use of appropriate resources in all field areas. In Field

1- 4th grade I show my use of an anchor chart. In my field 2 I
again make use of anchor charts, and book bins. In field 3 I make
use of the newsela website and the smart board. In field four I
make use classroom provided picture books to base my lesson in.
In all of my lessons you will notice my use of material, time, and
cooperating teacher suggestions.

* one video segment must be from ED 315

2. Classroom Environment

I also include provisions for students who have diverse learning

needs. One example is in my lesson for Field 2-second grade I
discuss how I led a strategy group lesson focused with students
who were struggling with this concept. In field 3-7th grade English
allow students multiple opportunities to demonstrate their
learning, visually, orally, and through the arts.

I also implement informal and formal assessment in my portfolio.

I informally assess on each lesson. One example is in my field 2second grade video lesson I make use of an anecdotal notes sheets
and formally through students completing a I wonder I learned
chart individually to assess if they are meeting objectives.

In my field 4- 8th grade lesson I demonstrate my ability to create

an interactive lesson even through the school lacks technology. I
allow for student to collaborate in small groups and share out in a
large group. As well as have students to create visuals to represent


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

Brief description of nature and location of evidence

In my field 3 lessons I show my ability to meets the needs of

diverse readers through my use of leveled reading article from
newsela. I also meet the need of the characteristics of my middle
school students by allowing them to interact with their learning
socially. In my field 2 I also meet the needs of learners by
allowing them to practice skills using their books from their book
bins as well as respond to their need to orally express their
learning through turn and talks, small group instruction, and
partner work.

Through out my portfolio you will see the gradual increase in

responsibility. As I continue through my field placements with
more opportunities to teach and take more leadership roles in the
classroom I have improved my instructional skills. All of
placements have had different developmental stages of students. In
each lesson I demonstrate how I based my planning off of the
needs of my learners and used what I knew about them to guide
my thinking. This is apparent in the Field 2 strategy group lesson
where I put together a small group of focused instruction based on
their need for further support. I display how I meet the needs of
varied readers for both elementary and middle school students and
how I make adjustments according to student needs. I display this
when circulating the classroom and provided support when needed
also when redirecting off task behaviors.

For each field I have to make different decisions based on the

classroom of students. My second field at Canterbury followed the
workshop mode, which is much different, then my 8th grade field
now at Milwaukee College Prep, where instruction is teacher
centered. I have to plan according to classroom routines.

3. Instruction and Assessment


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

Brief description of nature and location of evidence

In my field 2 second grade I have students provide me with

oral feedback as I assess learning with an anecdotal notes. I
was able to look back on which students understood and
reached my objectives. On my field 3 video lesson I have
students create visuals to assess their learning.
After my first three observed lessons I provide my selfassessment, which allow me to reflect on my teaching.
In my last three fields I also provide the feedback from my
cooperating teacher. I also include additional feedback from
Alverno instructors and overall feedback of my performance
from cooperating teachers as well.

4. Professional Responsibilities and Reflection



Brief description of nature and location of evidence

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

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
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

My educational frameworks have grown through my time

spent in the classroom. In my lessons you will observe how
I believe students learn best. My belief stems from a
student-centered classroom, which is evident in all my
lessons. My lessons are also developed based on theory.
Specifically I reference theory in my self-assessment in my
Field 2 lessons and rationales. I also display my use and
belief in theory in my comprehensive literacy plan. I focus
on sociolinguistics and information processing. My lessons
also include Holdaway and Cambourne.
I have also included self-assessments in my portfolio. For
my field two self-assessment I reflect on what I could have
improved on to benefit student learning.
All of my field placements have had diverse learners. I
experienced the most diversity in my current field
placement. I have tried to create engaging lessons to
motivate students. In my field 4 lesson I use building prior
knowledge, collaboration, sharing, and creating visuals.
This impacted student learning through sustaining
engagement. I also modeled my thinking for students and


I also wrote a letter to a beginning education student under

the second tab of my portfolio. I describe how I have grown
in my education journey. I also explained the Alverno
Education Abilities and the Wisconsin Teaching Standards
and how they have influenced my practice and will
influence hers.
I also made connected to the 10 Wisconsin Teaching
Standards and the 5 Alverno Education Abilites. I have
included additional rationales for two of the abilities as well.
I organized my portfolio based on my field placements. For
each field I describe the setting and provide an analysis of
the lesson I taught to illustrate the purpose. I also provide
the feedback from my Alverno instructor who observed the
lesson as well as my cooperating teacher feedback. With in
these artifacts you will find my connections with WTS and
AEA. I list my connections and rationales first with artifacts
below. I also include pictures of student work to further
provide evidence of the student learning from my lesson

5. Oral and written communication



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

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

I organized my portfolio according to what would make logical

sense to the viewing assessor. I put time into my format layout
and visuals I included to make the information inviting and
When I created my portfolio I developed an organization that I
felt would best demonstrate my growth through the Alverno
Education program. I chose artifacts that supported my
rationales in relation to the WTS and Education abilities.
I proved the standards and abilities in my own words and my
rationale is below. I created my rationales with the intent to be
direct and provide clear information.


Overall Performance
Final Comments:





For your own planning and organization, you should develop a chart like the following to ensure that you have provided adequate (but not excessive)
evidence for each of the Wisconsin Standards for Teacher Development and Licensure and each of the Alverno Education Abilities.
Lesson Plan on Fossils
Unit on Civil War

Education Ability


Tab 1 or other label
Tab 5 or other label

Strategy group lesson/ Field 2

Education Ability

1, 7

Field 2 strategy lesson tab

Figurative language lesson/ Field 3

Integrative interaction

2, 5

Field 3 Figurative language video tab

Field 3 lesson

Communication coordination


Field 3 7th grade English tab

Field 4 lesson


4, 8

Field 4 8th grade Reading tab

Comprehensive lit plan


Comp lit plan tab

Unit plan


Unit plan tab

Field 2 lesson self assessment

Strategy group lesson tab

Strategy group video

Strategy group lesson tab

Figurative language visuals video

8th grade reading video

Integrative interaction

Figurative language lesson tab



8th grade reading tab