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

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. * one video segment must be from ED 315

Inadequate

Proficient Distinctive Brief description of nature and location of evidence

When I was planning my portfolio, I wanted to make sure that I had evidence from each course that I have taken here at Alverno in to my standard rationales. I also made sure to not limit myself to using just unit plans or lesson plans. I did add a couple group projects and presentations to my rationales. I also made sure to not focus on one core subject when providing evidence. I included three videos to give my assessors a few examples of my interaction with students. There were only a few rationales that have my examples of assessments, but in my plans I did mention how I would assess my students.

2. Classroom Environment

Inadequate

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

Proficient Distinctive Brief description of nature and location of evidence

For most of my rationales, I did mention that my lesson plans were based off assessing the students I worked with. When planning a lesson or unit plan, I try to make it appropriate for all the different styles in the classroom. My lesson plan for dental in the kindergarten classroom is a great example of diverse learners. I had a little boy in that class who had an IEP. There was also another boy who was at the top of the class. I had to create a lesson that hit both ends of the spectrum.

3. Instruction and Assessment

Inadequate

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

Proficient Distinctive Brief description of nature and location of evidence

I did not provide examples of students work or a type of assessment. I did provide feedback from my professors and cooperative teachers in my field placements. I also provided my own self assessments on those field placements. I provided videos from two of the field placements that demonstrate my interaction with the students.

4. Professional Responsibilities and Reflection

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 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

Inadequate

Proficient Distinctive Brief description of nature and location of evidence

In each rationale, I was able to mention one or more theorists that I saw in my evidence I provided. In my letter to a future LTM student, I explained in my own words what each Alverno Education Ability meant to me. I also mentioned why the Wisconsin Teaching Standards are important for each teacher to focus on in his or her classroom. For each of my rationales and field placements, I provided evidence that showed a Wisconsin Teaching Standard and two or more Alverno Education Abilities. I will have to admit that it was hard to pick which piece of evidence fit with which standard. A lot of my pieces of evidence were able to show more than just one standard.

5. Oral and written communication

Inadequate Criteria

Emerging

Proficient 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 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 have been told that I can prolong stories. When I was writing my rationales, I tried to make them short and to the point so that I did not confuse the reader. I did the same with my letter to a future LTM student. I also made sure to put the abilities and standards in my own words. I tried to explain why they are important for teachers as well.

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 Lesson Plan on Fossils Unit on Civil War Education Ability Conceptualization Diagnosis WTS # 1 8 Section Tab 1 or other label Tab 5 or other label

YOUR COPY
Artifact/Evidence Dental Lesson Plan Literacy Plan: Role of the teacher Constellation Lesson Plan Math/Theater Lesson Plan Weekly Reader/Magnet Words Lesson Plan Read Aloud Lesson Plan Sweet 16 Circle Stories Unit Plan Montesorri Presentation Autism project Dental Lesson: video Education Ability Diagnosis, coordination, communication Diagnosis, communication, integrative interaction Coordination, communication Coordination, communication, conceptualization Diagnosis, integrative interaction, coordination Communication, integrative interaction, coordination Communication, integrative interaction, conceptualization Communication, coordination Diagnosis, conceptualization, coordination Communication, diagnosis, coordination Conceptualization, integrative interaction Diagnosis, communication WTS # 1 2 3 4 5 Section Standard 1 rationale Standard 2 rationale Standard 3 rationale Standard 4 rationale Standard 5 rationale

6 7 8 9 10 3 6

Standard 6 rationale Standard 7 rationale Standard 8 rationale Standard 9 rationale Standard 10 rationale Field Placements Field Placements

Plant Lesson: video

Vocab Lesson: video

Conceptualization, integrative interaction

Field Placements