ALVERNO COLLEGE

TEACHER CANDIDATES SELF-ASSESSMENT

Candidate: Tiffany Poritz
Supervisor: Nancy Jelen
Cooperating Teacher: Jean Caucutt
School: Phoenix Middle School
Disability Categories Represented:

Check One: 1st Observation __X_ 2nd Observation ___

Date: 9-30-14
Number of Students: whole group/ small group -- 6
Grade: 7
Subject(s):
Language Arts
Diverse Student Needs Represented:
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

__X__Proficient

____Distinctive

Respond to:
How did this lesson fit into the curriculum? I worked with a small group
of students in their Close Reader. The Close Reader is part of the school
districts curriculum materials. We were working on our second read.
How did you determine the appropriate standards and objectives?
I was working with a small group of Special Education students. The
students have varying needs. I made sure that we met the class objective
finding text evidence and also looking at theme. I also each individuals
needs and created specific objectives for each stood. For example, I let the
small group and modeled what we needed to do. I have one student that
has a difficult time staying focus. I keep in mind that if he can stay focused
and follow along he is meeting the objective.
What specific academic language would you use? Todays lesson was
in Language Arts. I used academic language that was appropriate for the
class. For example text evidence, citing the text evidence, & theme.
Why did you choose the materials? How effective were they? The
materials that I chose were part of the core curriculum. Prior to this close
read Arachne the class read another Greek myth, Flight of Icarus.
Students were looking for similar themes between the two sets of close
readers, as well as, using strategies in the second read to find text
evidence.
How did you plan to engage the learners? I made sure to use the
technology component in my lesson. I had the reading up on the
smartboard. I also made sure to call on each student to participate and
read. I also made sure to use connections from their world to the book.

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

__X__Proficient

____Distinctive

Respond to:
How did you create a positive learning environment? I make sure to
use positive praise with my students. I love acknowledging that they did a
great job. I also make sure to acknowledge every student in the room. I
also make it a point to encourage students to try their best. I encouraged
all students to take a turn reading. After they read I praised how well they
did.
How do you feel students felt during the lesson? What is your
evidence? I think the students feel comfortable working with me and look
forward to it. Prior to leaving the general education room, I had students
that were volunteering to come with the group and work with me. I also
believe the students feel comfortable in asking for help when they need.
The small group I was working with would raise their hands for clarification
and they also showed respect towards me by being assertive.
How did you demonstrate respect for, and rapport with the learners?
Patience and understanding. It has been my experience that if I am patient
and understanding towards my students needs, they know that I respect
them and it is reciprocated. I also like to use a sense of humor with my
students. If learning can be fun students are more interested in it.
How did you actively engage students? Who responded? Who did
not? Why? The material that we were covering in my small group was
above most of the students reading levels. It was difficult for the students.
However, I made sure to use inflection when I read to the students and
enthusiasm.
What kinds of responses did you give to learners responses?

The type of responses that I used with my learners included

Good Job, Excellent, That ties in beautifully with what we read
yesterday, Can you please explain more in detail?.

Evidence Code Definitions:

Inadequate = Unsatisfactory

Emerging = Needs Improvement

Proficient = Satisfactory

Instruction (AEA: Communication, Coordination, Diagnosis,

Integrative Interaction WTS 4, 6, 7 - DISP: Respect, Responsibility,
Communication CEC: 4, 6, 7, 8, 9)
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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)

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

____Emerging

__X__Proficient

____Distinctive

Respond to:
How well did your strategies support meeting the lesson
objectives/learning targets? I think my strategies worked well. If there
was not the time constraint I would have liked to be more creative. For
example, we did a second read of the Close Reader. There was a student
that recalled that we already read the material. I encouraged the student
with positive praise. We were underlining and circling text evidence. I
would have personally liked to use different activities to support for
example, listening to the recording of the reading.
What went well? What would you change? Why? Overall, I think the
lesson plan went well. I personally would have liked to be more engaging.
There was a student that felt the need to test, sleeping in class. The
Collections material is very demanding for the students. I would like to
modify some of the readings altogether. However, the curriculum instructor
wants all students to receive the full picture w/ the curriculum.
How effective were the leveled questions you used? I think the leveled
questions were effective. I had to modify some of the questions that were
asked they were above level for the students. However, I think it
challenged the students enough to really think and try to apply strategies.
How did you use the academic language? How well do you think the
learners know and understand the academic language? ELL? SPE?
Cite evidence. I think the students have a good foundational
understanding of the academic language. There is a real push for
introducing it to the students and having them understand it. The essential
questions are posted in the room. The academic language is also listed
under the essential questions. Today we were looking at citing text
evidence.

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

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

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.

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)

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.

____Inadequate

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

__X__Proficient

____Distinctive

Respond to:
How well did your assessment measure learners meeting the
objectives? Today I used the formative assessment of observation and
discussion. We didnt quite get to the part of the lesson where the students
would respond to the short answer response using the Yes Maam writing
technique.
What were your assessment results during and/or after the lesson? I
feel like the students have a basic understanding of how to look for and
use text evidence. This is the third Close Reader that the students were
required to read and do different prompts with. How does this inform you
of next learning steps? The group of students that I work with in small
group need a lot of guidance and support to become fully emerged in the
7th grade Common Core material.
What would you change about your teaching and/or assessment to
better support or extend learners performance?
Evidence (Candidate)

Professional Responsibilities (AEA: Communication/Integrative

Interaction WTS: 10 DISP: Responsibility, Collaboration,
Communication CEC: 2, 5, 10)

____Emerging

____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
am a full time employee at Phoenix Middle School. I working within my
scheduled assignment. I work with Jean Caucutt every day. I work very well her
and have a great relationship with both Jean and the rest of the staff at Phoenix
Middle School.
How did you present yourself as a professional to the learners? I make
sure to dress and act professionally within the school environment. My students
know that I am enthusiastic about teaching and care about each and every one
of them. My students also know that I like to have fun but there are definite
boundaries and rules that we need and must abide by in order for us to have
fun while learning.
____Distinctive

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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:

a.

b.
c.
d.
e.
f.
g.

background information about the lesson, (e.g. urban, 3rd grade, social studies lesson on )
how in the design or implementation of the lesson you demonstrated two of the Wisconsin Teacher Standards for Licensure and
Development; (name the standards and provide evidence of your actions)
(SPE only) how in the design or implementation of the lesson you demonstrated two of the Council for Exceptional Children Initial
Content Standards and Knowledge and Skill Sets;
how in the design or implementation of the lesson you demonstrated two of the Alverno Graduate Advanced Education Abilities;
how the lesson demonstrates the Common Core Standards or academic standards;
(SPE only) how did you accommodate students IEP goals?
at least one educational framework that is reflected in the design and/or implementation of the lesson plan (e.g. Bloom, Vygotsky,
Gardner)

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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Tuesdays observation took place at Phoenix Middle School. The class that I was observed in was my 7th grade Language Arts class
that I co-teach. The primary text we were teaching was from our

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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