Student: Kayla Clark

Link to Portfolio:
Faculty: Kathy Lake
External: Roxanne Reszel

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
Inadequate 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.
1
Proficient Distinctive
Brief description of nature and location of evidence
 Within all of my lesson plans throughout my portfolio I used Common
Core State Standards and WMELS standards to drive the creation of the
lesson plan. You will be able to find this in each tab labeled the
following: ED201, ED215R, ED396, ED338, and ED315.
 Each placement contained fieldwork with different levels of teaching (3rd
Grade: ED201, 2nd Grade: ED215R, 1st Grade ED396, 4th Grade: ED315,
and K4: ED338).
 Instructional strategies, including but not limited to: read aloud,
modeling, scaffolding, explicit and implicit instruction, etc., are included
in and stated in each lesson plan that I have developed.
 I have developed and/or taught lessons in all content areas: math
(ED201, and ED338), literacy (ED215R, ED396, and ED315), science
(ED338), and social studies (ED338).
 In each lesson plan I used resources given to me or created by me to
drive my instruction and the students understanding and engagement.
Each lesson plan either includes differentiation planning or a plan for
adjusting instruction for students who need help, as well as the reason I
am teaching the lesson.
  Each lesson developed also includes different forms of assessment
including formal and informal. Developed lessons can be found in the
following tabs: ED396, ED201, ED215R, ED338, and ED315.
 Evidence for INTASC standards can be found: Standard 1: Within
ED338 tab, In a People House Lesson Plan. Standard 2 and 3: Within
ED396 tab, ATPA Project. Standard 4: Within ED201 tab, Array Models
for Multiplication Lesson Plan. Standard 5: Within ED215R tab, Team
Lesson Plan 1. Standard 6: Within ED315 tab, Finding Textual Evidence
Lesson Plan. Standard 7 and 8: Within ED338 tab, Final Unit Plan.
Standard 9: Within ED220 tab, Goal Statements. Standard 10: Within
ED338 tab, Letter to Parents.
 Evidence for Alverno Education Abilities can be found:
Conceptualization: Within ED396 tab, ATPA Project. Integrative
Interaction: Within ED215R tab, Team Lesson Plan 1. Diagnosis:
Within ED338 tab, Final Unit Plan. Communication: Within ED315 tab,
Finding Textual Evidence Lesson Plan. Coordination: Within ED338
tab, Making Hypotheses and Predictions about Primary Color Mixing
and Creating AB Patterns with Sticky Tape.
Feedback:

* one video segment must be from ED 315

2. Classroom Environment

Inadequate Emerging Proficient Distinctive

Criterion Brief description of nature and location of evidence
The candidate demonstrates the ability to apply social and cultural understanding Evidence for these points of classroom environment can be found in my
in interpersonal situations by: lesson plans provided in each tab: ED201, ED215R, ED338, ED396, and
 designing learning experiences that best relate to the characteristics of ED315. Evidence can also be found in my rationales for many of the
individuals and groups artifacts that I have chosen and reflected on.
 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
Feedback:

2
 3. Instruction and Assessment

Inadequate Emerging Proficient Distinctive

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
Brief description of nature and location of evidence
Each aspect of assessment can be seen in each lesson plan that I have
developed. Assessment is a category within each of my lesson plans,
even though they may be in different styles. These lesson plans can be
found in the following tabs: ED201, ED215R, ED338, ED396, and
ED315. One explicit example of my self-reflection is provided in the
ED220 tab under the Goal Statements artifact. Within this artifact I have
set goals for myself and reflected on why they are proper goals to work
towards and how reaching them will benefit my teaching and my
students learning. Attached at the bottom of each field experience tab
(ED201, ED215R, ED338, and ED315) I have included feedback from
my cooperating teachers and supervisors.

Feedback:

4. Professional Responsibilities and Reflection

Inadequate Emerging Proficient Distinctive

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
3
Brief description of nature and location of evidence
I have provided artifacts that support my understanding and utilization
of Piaget’s schema theory as well as Vygotsky’s learning theory within
the Theory tab. I have provided a rationale that summarizes how I
demonstrate my understanding of these theories beneath the artifacts. I
selected theories in her own words and identifying where she has applied these have included elements of diversity and differentiation in the ED396
theories. tab, ATPA Project, as well as the ED215R tab, Team Lesson 1. I have
also provided proper artifacts for each of the standards and abilities
The candidate represents herself as a reflective practitioner by: under each tab, with rationales that state how I met each. These artifacts
 showing, in rationales and self assessments, where modifications of were appropriately chosen to provide evidence for these standards and
her teaching have or should have taken place abilities through reflection on my own teaching and experience. I also
 analyzing and articulating ways in which elements of diversity have included a letter on my home tab to a beginning student in the education
influenced her planning, teaching, and assessing program at Alverno that reflects on how the standards and abilities have
 describing, in a letter to an ED 201 or AE 222 student, her growth in been useful for me in my journey to becoming a teacher.
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

Feedback:

4
 5. Oral and written communication

Inadequate Emerging Proficient Distinctive

Criteria
Consistently engaging audiences by using appropriate conventions,
coherent structures, and effective style
Accurately analyzing one’s 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
Brief description of nature and location of evidence
In the rationales for each artifact I stated the standard or ability in my
own words and reflected on my experience and demonstration of that
standard or ability. I related these rationales to the professional
frameworks of education as well. I accurately reflected on my own ideas
in relation to the standards and abilities within my rationales and
performance analysis of my videos. My portfolio has a coherent
structure and an effective, easy to follow, style. In all aspects of my
portfolio I have carefully used proper and appropriate conventions as
well.

Feedback:

Overall Performance
Inadequate Emerging Proficient Distinctive
Final Comments:

5
 ORGANIZATIONAL CHART

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.

SAMPLE

Artifact/Evidence Education Ability WTS # Section

Lesson Plan on Fossils Conceptualization 1 Tab 1 or other label
Unit on Civil War Diagnosis 8 Tab 5 or other label

YOUR COPY

Artifact/Evidence Education Ability WTS # Section