ALVERNO COLLEGE

TEACHER CANDIDATES SELF-ASSESSMENT

Candidate: Rachel Mixtacki
Supervisor: Pat Luebke
Cooperating Teacher: Casey Hein
School: Canterbury Elementary
Disability Categories Represented: SLD, EBD, OHI

Check One: 1st Observation ___

2nd Observation _X__
Date 2/17/15
Number of Students: 2
Grade: 3/4
Subject(s): Reading Intervention
Diverse Student Needs Represented: Focusing,
behavioral, ADHD
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.
Provides opportunities for active engagement, manipulation and
testing of ideas and materials.
Chooses appropriate teaching strategies, learning experiences, and
materials to achieve different instructional purposes and to meet student
needs.
Plans motivational instruction by relating lessons to students
personal interest.

____Inadequate

____Emerging

____Proficient

_X__Distinctive

Respond to:
How did this lesson fit into the curriculum?
This is the intervention piece that these students need to be able to
understand all other curriculum. This is the basics that they have not
learned fully yet, this is the extra time that they get almost daily to help
them understand the basics.
How did you determine the appropriate standards and objectives?
I looked at the guide for the Common Core standards; it was a little hard
to find the standards that fit exactly. Since these students are not reading
at grade level the standards dont exactly match the ability that my
students are at. I have found the standards that match the lesson as best
as possible.
What specific academic language would you use?
The academic language that I will use is short vowel, long vowel, fluency.
They have been introduced to these words before but the added exposer
to these words will help them stick in their minds.
Why did you choose the materials? How effective were they?
This is the material that they are trying out this year for students who
really need reading intervention to get them to a higher reading level.
How did you plan to engage the learners?
There are many activities that need to be completed in a short time, this
switch in activities will help engage them in the material as well

Classroom Environment (AEA: Coordination/Integrative Interaction

WTS: 2, 3, 5 - DISP: Respect, Responsibility CEC: 2, 3, 5)

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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)

Shows respect for the diverse talents of all learners.

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.
Respects students as individuals with differing personal and family
background and various skills, talents and interests.

____Inadequate

____Emerging

____Proficient

__X__Distinctive

Respond to:
How did you create a positive learning environment?
I welcomed the students to my group and told them why I was teaching
the lesson today. We went to an area that wasnt going to be a distraction
to them; they were able to find some quiet time to just focus on what
needed to get done. By staying organized myself I was able to create a
positive learning environment.
How do you feel students felt during the lesson? What is your
evidence?
I think the students felt that they had all the same expectations during this
intervention time as they do every other day during interventions. They did
a great job staying focused (for the most part) while it was there turn to
respond.
How did you demonstrate respect for, and rapport with the learners?
I asked them both personal questions and gave positive feedback when
appropriate. If a student didnt answer correctly I had them try it again
instead of creating a scene that they got the answer incorrect.
How did you actively engage students? Who responded? Who did
not? Why?
Because activities changed so frequently I was able to engage the
students pretty well. There was a little break in between (just when the
other student was working with me) that they were able to listen and follow
along but also they were out of the spotlight. The students responded well
because they have low attention spans the quick changes helps keep them
feeling like something new is always happening. There was even a ball
throwing part which kept them engaged.
What kinds of responses did you give to learners responses?
When students answered correctly or were able to say both the long and
short vowel sounds I gave them positive feedback. They worked really hard
throughout the whole lesson. If they answered incorrectly I was able to
have them try again and helped them through the tough spot they were
having at the time. I also gave them tools to use to help them when they
needed it like check your bed for the bs and ds to be written correctly.

Evidence Code Definitions:

Inadequate = Unsatisfactory

Emerging = Needs Improvement

Proficient = Satisfactory

Instruction (AEA: Communication, Coordination, Diagnosis,

Integrative Interaction WTS 4, 6, 7 - DISP: Respect, Responsibility,
Copyright 2014. 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.

Distinctive = Exemplary

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)
Communication CEC: 4, 6, 7, 8, 9)

Encourages discussion.
Modifies explanations when necessary to assist students
understanding.
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.

____Inadequate

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.

__X__Proficient

____Distinctive

Respond to:
How well did your strategies support meeting the lesson
objectives/learning targets?
My strategies followed in line of the lesson in creating a consistent lesson
with other days of intervention. I followed the tools that my CT had put in
place already with these students.
What went well? What would you change? Why?
I would add more in the lesson about comprehending and making
students know what they are reading so that they understand all of the 3 to
4 letter words they are working on. This curriculum has a lot of really good
ideas but it is lacking in that area. I got a feeling as I was going on with my
lesson that they werent quite getting what all of the words meant. Since
they have been repeating this lesson for several days it would be important
to add this aspect in.
How effective were the leveled questions you used?
It was hard to incorporate too many different level questions into this
scripted lesson. The questions that I used worked well with the lesson and
opened their thinking to the different part of the word structure.
How did you use the academic language? How well do you think the
learners know and understand the academic language? ELL? SPE?
Cite evidence.
They have been working on these lessons for a long time. In the program
students start with the basics where they learn letter sounds, this includes
the long and short sounds of the vowels. Because I did not introduce
anything new

Evidence (Candidate and Student)

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

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

Emerging

____Inadequate

____Emerging

__X__Proficient

____Distinctive

Respond to:
How well did your assessment measure learners meeting the
objectives?
I was able to see in their notebooks as I was going along with the lesson
to make sure they were writing the correct sounds down on their papers.
They were getting most of their sounds down correctly. There were a few
times when I had them try again and finger spell it to get the beginning,
middle and end sounds of the word. By giving them the tools and them
slowing down they were able to meet the objectives that I had in place for

Copyright 2014. 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.

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

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

them during this lesson.

What were your assessment results during and/or after the lesson?
They are doing a great job in producing the correct sounds on paper and
in talking to them. Making sure they continue doing this and making
improvements will result in moving up to the next level.
How does this inform you of next learning steps?
They are doing a great job in producing the correct sounds in these words,
however, before I can pass them to the next level. They are getting there
but they need to continue working on fluency and using these skill in their
everyday reading and writing.
What would you change about your teaching and/or assessment to
better support or extend learners performance?
I would time students when they are reading the words to see how far
along they are with passing the lesson. I would make sure that they were
using their fingers to sound out the sounds until they got it really down.
Keeping an eye on these students progress would be what I would do next
time and I would add more on reading comprehension.
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.

Overall Performance: ____Inadequate

____Emerging

__X__Proficient

____Inadequate

____Emerging

____Proficient

__X__Distinctive

Respond to:
Describe your contact with the CT in planning this lesson. (e.g. How far
ahead did you contact her/him? Did you suggest a lesson or use one
already in place? If in place, did you discuss or make any modifications?)
I was able to meet with my CT on Monday and the lesson happened on
Tuesday. We were in contact via email all weekend trying to get a time just right
and deciding what type of lesson I should do and with what students. Once I
have the materials I needed I was able to create a lesson plan that followed the
outline of the teacher manual to make sure what all areas were being met and
that I was managing my time wisely for the half hour given to intervention.
How did you present yourself as a professional to the learners?
I was respectful, responsible and welcoming to the students I was working with.
I never put them down, I stayed positive and tried to engage them in the lesson
as much as I could.
____Distinctive

Copyright 2014. 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.

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See below.

SUMMARY REFLECTION: Rationale

DESCRIBE AND PROVIDE EVIDENCE FOR EACH OF THE FOLLOWING in a short narrative:
I completed a third/ fourth grade reading intervention lesson from The Sonday System in Greendale, WI at Canterbury Elementary School. At this
suburban public school I was placed in a special education setting where I taught a small group of two students with specific learning disabilities.
The Wisconsin Teacher Standards for Licensure and Development that were demonstrated in my lesson were; 10 Teachers are connected with other
teachers and the community and 6 teacher communicated well. I needed to plan with my CT, I also watched her teach a lesson to first grade from the
Sonday System to make sure that I understood how to teach this program. She needed to go through training to do this so I made sure I was aware of
what I needed to do. I also communicated well with my students through verbal and nonverbal instructions they were able to follow through with the
process. The Council for Exceptional Children Initial Content Standards and Knowledge and Skill Sets that I used were 1.2 Identify and use
evidence-based practices that are appropriate to their professional preparation and are most effective in meeting the individual needs of individuals
with exceptionalities. This standard was represented as I used a new system called the Sonday System that incorporates phonic awareness. I also
used CEC standard 1.8, support the use of positive behavior supports and conform to local policies relating to the application of disciplinary
methods and behavior change procedures, except when the policies require their participation in corporal punishment. I used positive responses to
help my students believe in their selves so that they were more likely to behave appropriately and continue working. The Alverno Graduate
Advanced Education Abilities that were used were Communication and Problem SolvingI needed to communicate to my students in many
different ways, verbal and nonverbal, I did a good job meeting my students needs getting my ideas across clearly to my students and I needed to
listen to what my students were doing closely to make sure that they were saying the sound of the letters correctly. I had social interaction with my
CT to make sure I was teaching correctly as well as with the students I worked with I needed to have appropriate interactions with them. The lesson
follows the Common Core Standards and these standards I found in the 3rd grade section in the reading and writing standards. The IEP goals that
were accommodated for were, giving students a separate place to work that was quieter. This was their intervention time so their extra one on one
support time in reading was being met. Vygotskys theory of Zone of Proximal Development was reflected in my lesson. Since this is an intervention
time that meets the needs of the students in this group the knowledge that they were learning today was dependent on previous learning. The group
will continue to learn new things when they are ready for the next level but it will depend on the information that they have already learned.

Copyright 2014. 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.

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