ALVERNO COLLEGE

TEACHER CANDIDATES SELF-ASSESSMENT

Candidate: Katrina Roxas
Supervisor: Carol Dixon
Cooperating Teacher: Lois Fletcher
School: Darrell Lynn Hines Academy
Disability Categories Represented: N/A

Check One: 1st Observation ___

2nd Observation _X_
Date: November 16, 2015
Number of Students: 12
Grade: 8th
Subject(s): Physical Science
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

__X__Emerging

____Proficient

____Distinctive

Respond to:
How did you determine the appropriate standards and objectives?
When I first started teaching, I was given a Scope and Sequence with each
of the standards listed for each Unit. I used that to help guide my lesson
plan.
How did this lesson fit into the curriculum?
The lesson was in regards to polymers and how they are used in life. The
lesson plan had the students reading the lesson from the book and taking
notes along the way.
Why did you choose the materials? How effective were they?
I chose the worksheets on the basis that the students would be able to
better understand what was going on in the reading.

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

__X__Emerging

____Proficient

____Distinctive

Respond to:
How did you create a positive learning environment?
How do you feel students felt during the lesson? What is your
evidence?
How did you demonstrate respect for, and rapport with the learners?
How did you actively engage students? Who responded? Who did
not? Why?
What kinds of responses did you give to students responses?

I created a positive learning environment by circulating around the

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

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

room to make sure everyone knew what the expectations were. The
students in class were happy to be there and to be doing the
activity. If they had questions, I would happily answer them. If I did
not have an answer, I would direct them towards their best
resource. I show them respect by listening to their requests and
problems. I engaged them by having them work in partners. About
75% of the class responded well to the activity. The other 25%
refused to work on the activity, with one of my students suffering
from a toothache. The others were having bad days and were not
engaged in the activity. They were instructed to finish the activity
another day (later on). I always try to give positive responses to my
students because I want them to continue asking questions.

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?
What went well? What would you change? Why?
How effective were the leveled questions you used?
How did you use the academic language? How well do you think the
students know and understand the academic language? ELL?SPE?
Cite evidence.
My strategies allowed the class to meet the class objectives for the day.
The week prior to this class, the students had been doing labs in Science
class. Having the students read about what they did in lab allows the
concept to be solidified in their minds. Things that went well were that 75%
of the students were on task, students listened to redirection, and the
students met their daily objective. If I could change anything, I would
tighten my classroom strategies so that 100% of my students were on task
and could maybe finish their homework in class. The questions asked were

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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)

at the level of understanding that it needed to be at to meet the objective.

They werent easy, but they werent impossible to answer. The students
had the resources in order to complete them. The objective was that the
students needed to understand 3 certain words: polymer, monomer, and
cross-linked polymer. They understand needing to know these words in
order to be successful in the course. I believe the students understood the
vocabulary. I followed up the following day and the students were able to
recall what they learned, which included the vocabulary.

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 students meeting the
objectives?
What were your assessment results during and/or after the lesson?
How does this inform you of next learning steps?
What would you change about your teaching and/or assessment to
better support or extend students performance?
The assessment was the homework they were to complete after reading
the section. I was able to gauge whether they understood the information
or if they did not. I have not been able to look over their homework
assignment at this time. Something I would change would be including a
closer at the end of the class. This is a quick way to see how the scholars
felt about the material.

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?)
How did you present yourself as a professional to the students?

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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I was not able to have this lesson plan looked over by my CT. I presented myself
as a professional with how I held myself and how I acted around them. My
students know I can be goofy and fun at times, however when they are
supposed to be working, I will be serious and let them know that it is not the
time to fool around.

Overall Performance: ____Inadequate

__X__Emerging

____Proficient

____Distinctive

See below.

SUMMARY REFLECTION: Rationale

DESCRIBE AND PROVIDE EVIDENCE FOR EACH OF THE FOLLOWING in a short narrative:

a.

b.
c.
d.
e.
f.
g.

background information about the lesson, (e.g. urban, 3rd grade, social studies lesson on )
how in the design or implementation of the lesson you demonstrate two of the Wisconsin Teacher Standards for Licensure and
Development;
(SPE only) how in the design or implementation of the lesson you demonstrate two of the Council for Exceptional Children Initial
Content Standards and Knowledge and Skill Sets;
how in the design or implementation of the lesson you demonstrate two of the Alverno Graduate Advanced Education Abilities;
how the lesson demonstrates the Common Core Standards or academic standards;
(SPE only) how did you accommodate students IEP goals?
at least one educational framework that is reflected in the design and/or implementation of the lesson plan.

The 8th graders are learning about the Chemistry of Materials. They are learning about the periodic table and how
everything is constructed from atoms, molecules, and compounds. The school I teach at is an urban school on the
Northside of Milwaukee, right on the corner of 86th St and Good Hope Rd. The two standards that I met were: Teachers
communicate well and Teachers are able to evaluate themselves. I know that I am not perfect and that is why I
know how to evaluate my actions. On this particular, 8th grade was rowdier than usual and I was not adapting to that.
My classroom management skills could have been stronger. I also know that I am able to communicate well in my
environment. When a scholar left the classroom without permission, I use my walkie talkie to ask the other staff
members to help and send that student back to the Science room. DLH Academy uses the Next Generation Science
Standards and the standard we are working on currently is this: PS1-5: Develop and use a model to describe how the
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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total number of atoms does not change in a chemical reaction and thus mass is conserved. This standard states that
the child is able to create a model to describe how the number of atoms doesnt change in a chemical reaction.
Though this is not what we specifically worked on in class, our activity was designed to help support this standard.
The two educational frameworks that were reflected were the same ones from my first observation: Coordination
and Integrative interaction. The class started with a Do Now activity and transitioned into the activity for the day.
The interaction during the activity was interactive with the students. They did not sit alone with me sitting at my desk.
They were engaged in the activity. The framework that is reflected is Blooms Taxonomy once again. I used the prior
knowledge that the students had from the previous week and put them into a reading format.

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
0210 ED