ALVERNO COLLEGE

TEACHER CANDIDATES SELF-ASSESSMENT

Candidate: Shawna Hendrix
Supervisor: Suzann Gardner
Cooperating Teacher: Robert Vite
School: Whitman Middle School
Disability Categories Represented: N/A

Check One: 1st Observation ____

2nd Observation _X__
Date: December 3, 2015
Number of Students: 18
Grade: 7
Subject(s): Math
Diverse Student Needs Represented: N/A
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

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.

_X__Proficient

____Distinctive

Respond to:
How did you determine the appropriate standards and objectives?
This lesson was already planned per the 7th grade Math curriculum at
Whitman Middle School. The objective from the lesson was for students to
be able to demonstrate a greater understanding of unit rates and
proportions that are used in everyday life.
How did this lesson fit into the curriculum?
This lesson fit into the Connected Mathematics curriculum that the 7 th
grade Math team follows.
Why did you choose the materials? How effective were they?
The SmartBoard presentation and lab sheet were already prepared from
the 7th grade Math teachers. I believe the they were both effective in
getting students to understand real-world applications of proportions and
unit rates.

Classroom Environment (AEA: Coordination/Integrative Interaction

WTS: 2, 3, 5 - DISP: Respect, Responsibility CEC: 2, 3, 5)

____Emerging

Evidence (Candidate and Student)

____Inadequate

___Emerging

____Proficient

__X__Distinctive

Respond to:
How did you create a positive learning environment?
The environment in Mr. Vites classroom is already a positive one. He
encourages students to participate and behaves as a positive role model
for the students. Therefore, the classroom already operates on a system
of mutual respect. I created a positive environment by encouraging
questions during the lesson as well as encouraging students to work with
each other and help each other out.
How do you feel students felt during the lesson? What is your
evidence?

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

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

I felt that they did well during the lesson. Most students willingly
participated and those who did not, I called on them to participate anyway.
When asking questions, most hands were raised, which was reassuring.
After the lesson, I walked around while the students worked on their lab
sheets and was able to tell which students fully understood the lesson and
which students still struggled. The students who seemed to struggle
seemed to get tripped up by the word problems, which I was able to work
with them on.
How did you demonstrate respect for, and rapport with the learners?
The students have always been respectful of myself as another one of the
teachers in their classroom. I have gotten to know the students individually
throughout the past month of my employment at Whitman Middle School
and have worked to create a reciprocally respectful relationship with them
all. They know that I am an authoritative figure, but I also take the time to
get to know them personally.
How did you actively engage students? Who responded? Who did
not? Why?
I tried to engage them by asking a lot of questions. Instead of going
through each problem and giving them the answer, I asked the students to
explain how they would solve the problem and what they got as the
answer. I called on different students throughout the class, even those
who did not raise their hand.
What kinds of responses did you give to students responses?
If an answer was correct, I would say things like great! or awesome! but
I would also persuade them to explain how they reached that answer. If
someone had the answer wrong, I would ask the class what they thought
and would have another student try to help the student who was wrong. I
tried to create a community of learners.

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)

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

Distinctive = Exemplary

Evidence (Candidate and Student)

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

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

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.

____Inadequate

____Emerging

___Proficient

__X__Distinctive

Respond to:
How well did your strategies support meeting the lesson
objectives/learning targets?
I think that overall, the lesson met the objectives and learning targets I
centered on. The students were required to learn how to set up and solve
proportions that arise in everyday applications. They were required to be
able to use ratios and scale up or down to find the missing value in a
proportion. The examples in the SmartBoard presentation were realistic
examples. After the lesson, the students had to complete a lab sheet,
completing problems similar to the ones we discussed as a class.
What went well? What would you change? Why?
I think overall the lesson went really well. The majority of the class
seemed to understand my lesson and were eager to participate. I was
surprised to see that the students who seemed like they were uninterested
were actually engaging and were able to answer the question that I asked
when I called on them. Something that I need to continue to work on is my
pace. Sometimes I tend to go too fast out of nervousness. However, I
think I did well overall.
How effective were the leveled questions you used?
I believe the questions that I used were effective. Knowing how to find a
unit price was a key element to the lesson, which I touched on at several
different points. Instead of asking students to merely give me the answer
to a question, I asked that they explain how they solved the equation to
find the answer.
How did you use the academic language? How well do you think the
students know and understand the academic language? ELL?SPE?
Cite evidence.
Unit rate or unit price and scale factor were the main vocabulary
terms that I used. They are terms the students were already familiar with,
so I did not have to go into extensive detail about what the term means, but
rather how we find them.

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

DISP: Collaboration, Communication CEC: 1, 5, 8, 9, 10)

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

Evidence (Candidate and Student)

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

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

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.

___Proficient

__X__Distinctive

Respond to:
How well did your assessment measure students meeting the
objectives?
I was able to assess student learning during my lesson by asking the
students questions and having them respond. While most students
willingly participated, I was able to get correct answers from students who
werent participating by calling on them to help out anyway. I also walked
around the room while the students worked in pairs on their lab sheets and
was able to tell which students found this lesson easy and which ones
struggled. Not only did I check on the work they were doing on their
sheets, but I also listened to their discussions and interfered if they were
going in the wrong direction. I also worked with the students who were
struggling individually to explain the concepts further. The majority of the
students were able to complete the lab sheet successfully before the end
of the class.
What were your assessment results during and/or after the lesson?
How does this inform you of next learning steps?
I felt that my assessment results were positive. Again, most students
participated in the class lesson and were able to reach a correct answer.
The majority of the students were able to quickly and successfully
complete the lab sheet. I would argue through my assessment that these
students are ready to move on to the next lesson and do not require
another extensive review.
What would you change about your teaching and/or assessment to
better support or extend students performance?
I would have slowed down more. A few times I tried to coach students into
reaching certain conclusions, when I would have been better off taking a
step back and letting them try to figure it out. Again, I felt that this was a
very successful lesson overall.
Evidence (Candidate)

Professional Responsibilities (AEA: Communication/Integrative

Interaction WTS: 10 DISP: Responsibility, Collaboration,
Communication CEC: 2, 5, 10)

____Emerging

____Inadequate

____Emerging

___Proficient

__X__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 work with my CT and another 7th grade Math teacher everyday. They already
had this lesson planned prior to me planning on teaching on this day. I did not

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make any modifications to their lesson.

How did you present yourself as a professional to the students?
The students know me as a professional from working with me throughout the
past month. Not only am I in their classes a few times a week, but I pull small
groups of students out everyday to work on improving their math skills. To
them, Ms. Hendrix is already a math teacher. They do not know that I am
actually an English major and that my math skills arent exactly up to par. I
always do my homework so that I am prepared to work with them and provide
them the tools they need to acquire the necessary math proficiencies. They
never worry about asking me questions or seeking me out for additional help.
They were excited to know that Ms. Hendrix would be teaching the whole class
today.
Overall Performance: ____Inadequate

____Emerging

____Proficient

__X__Distinctive

See below.

On December 3, 2015, I taught a 7th grade Math lesson on analyzing proportional relationships to solve real-world mathematical problems. I
demonstrated the following two of the Wisconsin Teacher Standards for Licensure and Development: Teachers know how to manage a classroom
and Teachers understand that children learn differently. I believe I demonstrated positive classroom management skills by understanding that the
students would be motivated more if they were allowed to work on their lab sheet in pairs. I created an environment that encourages positive social
interaction in this regard. I also created an environment that centered on an active engagement in the learning. I constantly asked questions
throughout the lesson and called on a variety of students (even those not raising their hand) to answer them. I allowed them time in class to work on
their lab sheet and required it to be homework if they did not complete it. This gave the students motivation to work hard to finish it in class. While
working on their lab sheets, I walked around the room and helped the students, and also encouraged the students to remain quiet and working. I
believe I hit the standard that teachers understand that children learn differently by letting the students think through the question that I was asking
before immediately calling upon a student who had his/her hand up within the first two seconds of me getting the last word of the question out.
Another instance that I utilized this standard was by realizing that a particular student, who had not participated yet in the class discussion, struggles
to willingly participate (and pay attention). I thought ahead of time how I would target this student in a comfortable manner. On the last slide, there
were four equations and the students needed to figure out what was the best purchase. I told this particular student ahead of time that he would be
giving me the answer to equation #3 so that he had time to think about how to solve it and come up with the answer before I called on him, thus
eliminating social anxiety. He got the question right and I gave him some extra praise as I walked around the room while the students worked.
Two of the Alverno Graduate Advanced Education Abilities that I demonstrated in my lesson are Diagnosis and Coordination. I was able
to demonstrate diagnosis by collecting information through observing the classroom interaction. By doing so, I was able to target which students
clearly understood throughout the lesson by those who raised their hands eagerly or were able to answer the question correctly when called on. I was
able to further assess student learning through the paired work they did with their lab sheets. I constantly asked questions in order to refine
information and assess student learning and progress. I was able to demonstrate the skills I have learned in terms of students with social anxiety by
giving the student who struggles to contribute to class discussions a heads up as to when I was going to call on him, so that he had time to prepare.
I demonstrated the ability of coordination by setting clear goals for the learning experience and learning outcomes. I had target learning goals set
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and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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prior to planning and instructing, and used resources (SmartBoard presentation and lab sheet) appropriate to meet those goals. I used class time
wisely, by devoting part of the class to the lesson, part to the partnered work on the lab sheet, part to the homework, and if they finished ALL of those
things, they were able to work on CatchUp Math, a program that they use in their classes. I monitored the progress of the students by walking
around the class and noting who clearly understood, who kind of understood, and who struggled. I worked with the students individually to further
extend the lesson to the students who still struggled to understand. I also demonstrated this ability by working closely with the two 7th grade math
teachers prior to teaching my lesson. Finally, I showed self-confidence in my teaching and enhanced by teaching abilities. Both Alverno Graduate
Advanced Education Abilities ask that I assess my performance and identify needs for ongoing professional development, as I have done through this
self-assessment.
My lesson addressed the Common Core State Standard for Math that requires that students be able to analyze proportional relationships and
use them to solve real-world mathematical problems. It also fit into Whitman Middle Schools 7th grade Connected Mathematics curriculum.

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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