Teacher Candidates: 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, lesson plans, unit plans, major projects, feedback from cooperating teachers and Alverno
supervisors, presentations, evidence of assistive technology, 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 instructional strategies that meet the needs of
concentration area (Specific Learning Disabilities, Emotional
Behavioral Disabilities, Cognitive Disabilities)
use appropriate teaching and resource materials
include provisions for and evidence of culturally relevant teaching
practices
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 use assistive
technology and produce multi-media communication tools and can support
his or her decisions for their use in enhancing student learning.

Proficient
Distinctive
Brief description of nature and location of evidence
State and district standards are identified in each lesson presented
in the Field Experience Observations. Lessons are located in the
Field Experience Tabs 612/615/620/634. Standards are addressed
in the UBD Unit Plan located on WTS#4. Unit plan also
addresses different forms of assessments (formal & informal).
Each lesson outlines students disabilities and instructional
approaches.

2. Classroom Environment
Inadequate

Emerging

Proficient
Distinctive
Brief description of nature and location of evidence
Social and cultural understandings are located WTS#5 and the Ideal
Classroom. The Cross-Categorical grid (WTS #3 tab), field experience
grid (WTS #1), and culturally responsive classroom (WTS #9 tab) also
address the characteristics of individuals and how it affects the learning
experience.

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
designing learning experiences to meet the special needs of the
learners involved
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
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 needs of the
students and the lesson/unit objective(s)
self assessments that focus on student learning as a result of
meeting the students special needs and 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
Completed assessments are located in Student Intervention Plan for
Literacy Intervention (WTS #8 tab)
Self assessments are included in each field placement (SPE
612/615/620/634 & WTS# 7tab). Feedback from cooperating
teachers and Alverno supervisors also included in tabs.

4. Professional Responsibilities and Reflection

Inadequate

Emerging
Criteria
The candidate articulates how he or she has applied educational frameworks
(e.g. Bloom, Piaget, Erikson, Maslow, Montessori, Vygotsky, Gardner,
Bandura, Brofenbrenner, etc) and their influence on his or her teaching by
stating the major aspects of selected theories in his or her own words and
identifying where he or she has applied these theories.

Proficient
Distinctive
Brief description of nature and location of evidence
Take a Learner to Lunch, Ideal Classroom, Student Intervention Plan,
and Culturally Responsive Classroom directly address educational
frameworks and theorists (WTS #2,5,8 tabs).
Bernard Weiner, Bandura, Bloom, Vgotsky, and Howard Gardner

The candidate represents himself or herself as a reflective practitioner by:

showing, in rationales and self assessments, where
modifications of his or 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 philosophy of Special Education, his or her
growth in understanding and using the Wisconsin Teacher
Standards, Council for Exceptional Children Standards, and the
Alverno Graduate Education Abilities
limiting his or her choices of appropriate artifacts that provide
evidence of an ability to synthesize the Wisconsin Teacher
Standards, Council for Exceptional Children Standards, and the
Alverno Education Abilities
including artifacts that address all 10 Wisconsin Teacher
Standards, all 10 Council for Exceptional Children Standards,
and all 5 Alverno Graduate Education Abilities

Each artifact demonstrates at least one Wisconsin Teaching Standard,

CEC Standard, and Alverno Ability (See Organization Chart)
Special Education Philosophy located under reflection tab.

5. Oral and written communication

Inadequate

Emerging

Proficient
Distinctive
Brief description of nature and location of evidence

Criteria
Consistently engaging audiences by using appropriate conventions,
coherent structures, and effective style
Accurately analyzing ones own ideas in relation to
disciplinary/professional contexts

Located in each rationale statement for each artifact selected.

Articulating meaningful relationships between disciplinary/professional

frameworks and the selection of artifacts by explaining the Wisconsin
Teacher Standards, the Council for Exceptional Children Standards, and the
Alverno Graduate Education Abilities in his or her own words