ALVERNO COLLEGE

TEACHER CANDIDATES SELF-ASSESSMENT

Candidate: Ashlee Prudhomme
Supervisor: Jane Peschel
Cooperating Teacher: Jackie Poulsen
School:
Fratt
Disability Categories Represented: LD

Check One: 1st Observation __x_

2nd Observation ___
Date: 11/4/15
Number of Students: 3
Grade: 4
Subject(s): Diverse Student Needs Represented:
Hispanic, SLD
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?
This lesson fit into the curriculum by following the 4th Grade Common Core
standards that the class was working on.
How did you determine the appropriate standards and objectives?
I talked with the General Ed. Teacher whose class I have students in, to
check on what standards she was working on. After I chose a book that fit
the standard she was working on and the activities that went with it, I
decided what other standards and objectives could be worked into the
lesson.
What specific academic language would you use?
The academic specific language that I used in the lesson was details,
main idea, describe, Da de los muertos, traditions.
Why did you choose the materials? How effective were they?
I chose a leveled reader about Da de los muertos because the holiday
had just passed and it was culturally relevant to my learners because they
are Spanish speaking and are either from or have their family from Mexico.
They were effective in engaging the learners in the book because it was
personally relatable to them.
How did you plan to engage the learners?
I planned to engage the learners by choosing a topic culturally relevant to
them and making the lesson interesting so that they would connect their
personal lives to the material.

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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 allowing students to express
their thoughts and feelings throughout the lesson. I included ample
opportunity to discuss the book and to include every student in the
conversation.
How do you feel students felt during the lesson? What is your
evidence?
I believe students felt comfortable and at ease during the lesson. This was
evident by the fact that the students felt comfortable to offer related
opinions about the book. For example, the book stated for the loved ones
who died and a student said he doesnt agree with saying that they died,
he said he would say who passed away is better because it is less harsh.
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

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)

between my two students were different and that cannot be.

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

Emerging

__x__Proficient

____Distinctive

Respond to:
How well did your strategies support meeting the lesson
objectives/learning targets?
My strategies supported meeting the lesson objectives and learning
targets by visually engaging the student to find the main idea and details of
a text using a graphic organizer.
What went well? What would you change? Why?
Overall I would say that my lesson went well. The students appeared to be
comfortable discussing the topic and offering their opinion with me. They
were able to fill in their KWL charts
How effective were the leveled questions you used?
The leveled questions were effective
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 frequently throughout the lesson, but first
explained what the main idea and details was before continuing to use the
language. I also explained the main idea and details in multiple ways so
that I knew the students truly understood what the vocabulary meant. For
example, I asked the students to tell me what the main idea of the story is
and they were able to tell me, Da de los muertos and then they were each
able to tell me a detail about the main idea and were able to cite their

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)
books.

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

____Emerging

_x___Proficient

____Distinctive

Respond to:
How well did your assessment measure learners meeting the
objectives?
My assessment measured the learners meeting the objectives well. I
gave a simple formative comprehension check about if
What were your assessment results during and/or after the lesson?
My assessment results concluded that the students understood what
the main idea and details of a story are and how/where you could find
them, along with being able to give me examples using the book that
we were using.

How does this inform you of next learning steps?

This informs me of my next

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

better support or extend learners performance?
I would change

Professional Responsibilities (AEA: Communication/Integrative

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)
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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

____Emerging

__x__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 met with my Cooperating teacher once after writing my lesson to get her
opinion about the content and the instructional methods.
How did you present yourself as a professional to the learners?
I presented myself as a professional to the learners by wearing
professional attire, using professional vocabulary and being
knowledgeable about the subject.

Overall Performance: ____Inadequate

____Emerging

__x__Proficient

____Distinctive

See below.

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)
This lesson was taught at Fratt Elementary school in Racine Unified School District. This school is in an urban setting with 85% of the population
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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being below the poverty line. This was taught in a small group setting with 3 students in a 4th Grade Dual Language program. It was a reading
lesson focusing on using graphic organizers to help decode the words and the comprehension strategy of identifying the main idea with support
details. The design and implementation of this lesson demonstrated the Wisconsin State Teacher Standards of teachers understand that students learn
differently and the teacher communicates well. I demonstrated knowing that different students learn differently by offering visual supports as a
graphic organizer to assist understanding main idea and supporting details. Since I knew that my students may need visuals to reinforce the lesson
and the verbal instructions, I planned to have visual supports integrated into my lesson. I also demonstrated the standard of communicating well by
using verbal and non-verbal instruction and cueing throughout my lesson. This design and implementation of my reading lesson also demonstrated
the 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. Since I knew that they do well with visual supports to reinforce verbal language directions, 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 4th Grade curriculum that expects vocabulary building and comprehension of main idea and details within
their reading. If I am working with 4th Grade learners, I am applying the 4th Grade curriculum to my lessons with the necessary accommodations and
modifications for the students to get the most out of the lesson and curriculum. I demonstrated the Alverno Graduate abilities of Conceptualization
and Coordination in this 4th grade small group reading lesson plan. I demonstrated Conceptualization, integrating disciplinary knowledge with
learning frameworks and a broad understanding of human development to plan and implement learning processes, within this 4th 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 Da de los muertos
and main idea and supporting details. I knew that my learners were visual learners, so I integrated pictures and visual supports of a graphic organizer
to target their learning styles. Coordination, Managingresourceseffectivelytosupportlearning,wasanothergraduateabilitythatIdemonstratedin
thislesson.IcoordinatedmyresourcesthatwereavailabletomethroughmyjobsuchReadingAZfortheleveledreaderandtheideaforthe
graphicorganizerthataccompaniedit.ThislessonfocusedontheCommonCoreStateStandardsofCCSS.ELA-LITERACY.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. And
CCSS.ELA-LITERACY.RI.4.2Determine the main idea of a text and explain how it is supported by key details; summarize the text. As I was
planning my lesson, I was focusing on these Common Core standards and how they intersected with student LZs IEP goals. It is
essential to comprehend what you are reading and this lesson assists how we can break down the information to comprehend what we
read. This connects to Student LZs IEP goals was to improve his literacy skills from a 1 st grade level to an early 3rd grade level with 80%
accuracy. 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 chose the culturally relevant topic of Da de los muertos, and
incorporated the graphic organizer into my lesson because the students already had background knowledge that they
could base their new knowledge on. I believe the design and implementation of this 4th grade reading lesson focused
on main idea and supporting details with visual supports was a success.

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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