ALVERNO COLLEGE

TEACHER CANDIDATES SELF-ASSESSMENT

Candidate: Ashlee Prudhomme
Supervisor: Pat Luebke
Cooperating Teacher: Jackie Lewicki
School: Fratt Elementary
Disability Categories Represented: CD, OHI, SP

Check One: 1st Observation ___

2nd Observation _x__
Date: 4-29-15
Number of Students: 2
Grade: 2
Subject(s): Addition Diverse Student Needs
Represented: Hispanic
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

___x_Emerging

____Proficient

____Distinctive

Respond to:
How did this lesson fit into the curriculum?
This lesson fit into the curriculum and meets the IEP goals of these
students by practicing addition without regrouping strategies.
How did you determine the appropriate standards and objectives?
I determined the appropriate standards and objectives by looking at the 2 nd
Grade Common Core standards for addition to base my lesson off of. I
then looked at the math IEP goal for each student to determine what
aspect of addition we should focus on.

What specific academic language would you use?

I used academic language such as addition, numbers, counting, accurate,
solving, adding.
Why did you choose the materials? How effective were they?
I chose the materials of the Dr. Seuss flash cards, addition mat and the
manipulative cubes because I knew that the students would be engaged
by using their hands and tactile senses.
How did you plan to engage the learners?
I planned to engage the learners by using manipulatives and involving
them in the activities. I chose to have the students create their own
addition problems using flashcards instead of giving them a worksheet of
problems.

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)
Classroom Environment (AEA: Coordination/Integrative Interaction
WTS: 2, 3, 5 - DISP: Respect, Responsibility CEC: 2, 3, 5)

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.

Evidence (Candidate and Student)

____Inadequate

____Emerging

__x__Proficient

____Distinctive

Respond to:
How did you create a positive learning environment?
I created a positive learning environment by incorporating the students in
the lesson. I let them give their input and answer questions in any manner
they wished, whether it was in English or Spanish, whatever way they
wanted to answer.
How do you feel students felt during the lesson? What is your
evidence?
I felt that the students were comfortable and relaxed during the lesson. My
evidence for this is that the students actively interacted with me, they
participated fully into what was being asked and talked openly with me.
How did you demonstrate respect for, and rapport with the learners?
I demonstrated respect for my learners by always acknowledging their
answers and participation with enthusiasm. I demonstrated a rapport with
my learners by calling them by their names, accepting any answer they
were willing to give me and getting to know them every day.

How did you actively engage students? Who responded? Who did
not? Why?
I actively engaged the students by including them in the activities and
discussion throughout the lesson. I also planned the lesson where they
would be activity engaged by making the addition problems using
flashcards and then working through the addition with the manipulative
cubes. I knew that these particular students love using the cubes in this
way so it got their attention and focus right away. Both students responded
throughout the lesson. I believe this was because they were engaged in
the addition using the flashcards to make the problems and manipulatives.
What kinds of responses did you give to learners responses?
I gave encouraging and praise for every response my learners gave me,
whether they were correct or wrong. If the answer was correct, I praised
them for answering correctly. If the answer was incorrect, I would praise
them for trying and encourage them to check again because the answers
between my two students were different and that cannot be.

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.

ED FORM 711
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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

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

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)

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.

Distinctive = Exemplary

Evidence (Candidate and Student)

____Inadequate x Emerging

____Proficient

____Distinctive

Respond to:
How well did your strategies support meeting the lesson
objectives/learning targets?
My strategies supported my lesson objectives well because they
encouraged discussion and engaged my learners in the addition topic we
were working on.
What went well? What would you change? Why?
My addition activity went very well. We created addition problems with
numbers flash cards and then worked on the problems we created using
manipulative cubes. My students enjoyed picking out cards and this
engaged them even more in the lesson. I dont feel that I would change
anything because the lesson was very effective in engaging the students
about addition.
How effective were the leveled questions you used?
The leveled questions I used were effective. They demonstrated that the
information I was attempting to convey during the lesson was being
received by my learners.

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 used the academic language throughout the lesson. I introduced the
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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)

academic language and explained it in the beginning of the lesson, then

used it consistently throughout the lesson and repeated the definition as I
used it. I believe the learners know and understand the academic language
because when asked they were able to tell me what the term meant. My
ELL/SPE students were able to tell me in Spanish or English what the term
addition meant.

Evidence (Candidate and Student)

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

DISP: Collaboration, Communication CEC: 1, 5, 8, 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

__x__Emerging

____Proficient

____Distinctive

Respond to:
How well did your assessment measure learners meeting the
objectives?
My assessment measure met the objectives well because they allowed the
learners to demonstrate their knowledge of addition and if they had done it
correctly.
What were your assessment results during and/or after the lesson?
My assessment results showed that the learners had grasped the concept
of addition and were able to apply their knowledge. There were few errors
in adding the numbers together, and it may have been errors of incorrect
counting.
How does this inform you of next learning steps?
This assessment informs me that we need to keep practicing learning and
practicing our one-to-one counting so that we are counting correctly in
order to add up sums between 1 and 20 correctly.

What would you change about your teaching and/or assessment to

better support or extend learners performance?
I would have left more time to check our answers with one another at the
end of the lesson. This way, we could have extended our knowledge or
practice some more difficult problems.

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.

ED FORM 711
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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

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

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.

____Inadequate

_x___Emerging

____Proficient

____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 decided that I would do a lesson on addition because that was what we were
working on in regular education. Addition is also part of these two students IEP
goals so it worked out perfectly. I wrote my lesson plan and then had my
cooperating teacher read it over and add any suggestions. I made the
modifications as she had suggested.
How did you present yourself as a professional to the learners?
I presented myself as a professional to the learners by being knowledgeable
about my task so I could answer any questions and I also dressed
professionally. I carried myself in a professional demeanor and used
professional language when conversing with them. I also used a firm yet happy
tone when redirecting the students.
.

Overall Performance: ____Inadequate

__x__Emerging

____Proficient

____Distinctive

See below.

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and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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SUMMARY REFLECTION: Rationale

DESCRIBE AND PROVIDE EVIDENCE FOR EACH OF THE FOLLOWING in a short narrative:
a. background information about the lesson, (e.g. urban, 3rd grade, social studies lesson on )
b. 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)
c. (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;
d. how in the design or implementation of the lesson you demonstrated two of the Alverno Graduate Advanced Education Abilities;
e. how the lesson demonstrates the Common Core Standards or academic standards;
f. (SPE only) how did you accommodate students IEP goals?
g. at least one educational framework that is reflected in the design and/or implementation of the lesson plan (e.g. Bloom, Vygotsky,
Gardner)
I taught a math lesson focused on addition of numbers with sums between 1 and 20. This lesson was taught to two 2nd grade students at an urban
setting at Fratt Elementary school in Racine, WI. The lesson was with two second grade students, one with cognitive disabilities and the other with
other health impairments that manifests as the same type of characteristics as cognitive disabilities. Both students are in the Dual Language program
and speak Spanish and English. In this lesson I demonstrate Wisconsin Teacher Standards for Licensure, Teachers are able to plan different kinds of
lessons; the teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum
goals. I demonstrate this through the planning and implementation of this lesson. My first observed lesson was a reading group and for this lesson I
planned a math lesson focused on addition. I planned this lesson systematically based on the Common Core standards for 2nd grade addition and
focused on IEP goals for my students. I also knew that these particular students would benefit from hands on learning with manipulatives so I
included that also. The second standard that I demonstrated in this lesson is Teachers know how to teach; the teacher understands and uses a variety
of instructional strategies, including the use of technology, to encourage children's development of critical thinking, problem solving, and
performance skills. I demonstrated knowing that different students learn differently by offering a variety of teaching strategies such as offering
manipulatives and visuals to assist the student with the addition skills and reinforcement of the main idea of addition. Since I knew that my student
may need visuals to reinforce the lesson and the verbal instructions, I planned to have visual supports integrated into my lesson. This design and
implementation of my math lesson also demonstrated the Council for Exceptional Children Initial Content Standards and Knowledge and Skill Sets
of Learner Development and Individual Learning Differences and Curricular Knowledge. When I was designing this lesson plan, I took into
consideration the needs and differences of my learners and how they learn best. I knew that my students learn math best when reinforced with
manipulatives and visuals to support the concept, which demonstrates the CEC standard of Learner Development and Individual Learning
Differences. I also demonstrated the CEC standard of Curricular Knowledge within this lesson plan by understanding that the 2nd Grade curriculum
that expects addition of sums between 1 and 20 and being able to count up to 1000. If I am working with 2nd Grade learners, I am applying the 2nd
Grade curriculum to my lessons with the necessary accommodations and modifications for the student to get the most out of the lesson and
curriculum. I demonstrated the Alverno Graduate abilities of Conceptualization and Coordination in this 2nd grade math lesson plan. I demonstrated
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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Conceptualization, integrating disciplinary knowledge with learning frameworks and a broad understanding of human development to plan and
implement learning processes, within this 2nd grade lesson plan by using my knowledge of different types of learners such as visual or auditory and
applying that knowledge to my lesson about addition with sums between 1 to 20. I knew that my learners were visual learners, so I integrated
pictures, visual supports and manipulatives to target their learning style. Coordination, Managingresourceseffectivelytosupportlearning,was
anothergraduateabilitythatIdemonstratedinthislesson.IcoordinatedmyresourcesthatwereavailabletomethroughtheEnvisionMathbooks
andalsoontheinternet.Iborrowedmanipulativesfromthe2ndgraderoomtouseinmylessonplanalso.IfoundtheflashcardsatTargetandthe
worksheetsfortheactivityonline.Icoordinatedallofthesedifferentresourcesfoundinverydifferentplacestogethertocreateaseamlessaddition
lesson.
ThislessonfocusedontheCommonCoreStateStandardsofCCSS.MATH.OA.2.2 Fluently add and subtract within 20 using mental strategies and
CCSS.MATH.NBT.2.2Count within 1000; skip-count by 5s, 10s and 100s and how they intersected with student DR and RCs IEP goals.
This lesson demonstrates those CC standards because we practiced one-to-one counting and addition with flashcards ranging from
numbers 1 to 20. This is in direct correlation with both of the Common Core standards that the lesson was aimed at. The use of the
manipulatives and visual supports directly tie into both students math IEP goals. Overall, this lesson plan was written with
keeping Piagets educational framework in mind that speaks to engaging the student with the material and have them
experience the topic within the lesson rather than be just told what to learn and how to learn it. This is why I
implemented the use of the manipulatives and number flashcards with pictures representing the numbers on the
back. Overall, I believe the design and implementation of this 2nd grade math lesson focused on addition and one to
one counting was a success.
alternate location, translated test instructions, extra time, frequent breaks, small group

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.

ED FORM 711
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