ALVERNO COLLEGE

TEACHER CANDIDATES SELF-ASSESSMENT

Candidate: Melanie Facinger Check One: 1st Observation ___ 2nd Observation ___X
Supervisor: Darren Buckley Date: 11/18/2015
Cooperating Teacher: Jennifer Johnson Number of Students: 7
School: Southeastern Education Center Grade: 7th Subject(s): math ntervention
Disability Categories Represented: OHI, EBD Diverse Student Needs Represented:

Planning and Preparation (AEA: Conceptualization/Diagnosis Evidence (Candidate)

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 you determine the appropriate standards and objectives?
I reviewed the common core book standard for 7th grade, then adapted it to
fit the common core standard and make it understandable to my students.
How did this lesson fit into the curriculum?
It was an introduction to area, how to find area of an object. Then we
focused on 2 digit multiplication. Measured objects that would give us 2
digit numbers and used the area formula to find the area.
Why did you choose the materials? How effective were they?
I chose objects around the room that were big enough to give a student 2
digit numbers. I created my own work sheet supplied the students with
rulers, and notes if necessary. It was effective some students learned how
to measure with a ruler, some students learned how to find area, and
others focused on their math steps and getting the answer correct.

Classroom Environment (AEA: Coordination/Integrative Interaction

Evidence (Candidate and Student)
WTS: 2, 3, 5 - DISP: Respect, Responsibility CEC: 2, 3, 5)
Shows respect for the diverse talents of all learners. ____Inadequate ___X_Emerging ____Proficient ____Distinctive
Is committed to the expression and use of democratic values in the
classroom. Respond to:
Organizes, allocates, and manages the resources of time, space, How did you create a positive learning environment?
activities and attention to engage students in productive tasks. I try to engage all students and politely redirect students. When a student
Respects students as individuals with differing personal and family answered a question wrong I tried to correct the student without making
background and various skills, talents and interests. them feel bad.
How do you feel students felt during the lesson? What is your
evidence?
I think they enjoyed measuring the objects and some students felt
successful when they found the correct answers. I think some were bored
by the lesson, they got distracted by putting their ruler on their pencil and
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Planning and Preparation (AEA: Conceptualization/Diagnosis Evidence (Candidate)
WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)
spinning it. I redirected them and they got back to work.
How did you demonstrate respect for, and rapport with the learners?
I am able to guide and help students through their learning and help them
feel successful in the classroom. I know what students I need to check to
make sure they are completing their assignment correctly.
How did you actively engage students? Who responded? Who did
not? Why?
I walked around and interacted with every student. I either corrected a
mistake they were making or let the student know they were doing a good
job. The students responded they appreciated the guidance when they
were starting to go in the wrong direction.
What kinds of responses did you give to students responses?
I showed appreciation to all students who participated, but tried to
politely guide them to a correct answer when they were wrong. I
didnt want to discourage any students from participating and tried
to make all students feel comfortable in the classroom.

Evidence Code Definitions:

Inadequate = Unsatisfactory Emerging = Needs Improvement Proficient = Satisfactory Distinctive = Exemplary

Instruction (AEA: Communication, Coordination, Diagnosis,

Integrative Interaction WTS 4, 6, 7 - DISP: Respect, Responsibility, Evidence (Candidate and Student)
Communication CEC: 4, 6, 7, 8, 9)
Encourages discussion. ____Inadequate ___X_ Emerging ____Proficient ____Distinctive
Modifies explanations when necessary to assist students
understanding. Respond to:
Recognizes the importance of verbal and nonverbal communication. How well did your strategies support meeting the lesson
Is a thoughtful and responsive listener. objectives/learning targets?
Communicates in ways that demonstrate a sensitivity to cultural and My strategies seemed effective. Some students were very successful and
gender differences. found it easy, while others were struggling with the measuring. Giving the
Models appropriate communication strategies in conveying ideas students active time where they were up and moving I was able to walk
and information. around and assist or guide students in areas they were struggling.
What went well? What would you change? Why?
The explanation and the activity went well. If I were to change my lesson I
would have made it more fun. Some of my students seemed bored but
engaged, I would have like for them to show more interest in it.
How effective were the leveled questions you used?
My questions were thought provoking and got the students engaged. The
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and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.
Planning and Preparation (AEA: Conceptualization/Diagnosis
WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)
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.
Professional Responsibilities (AEA: Communication/Integrative
Interaction WTS: 10 DISP: Responsibility, Collaboration,
Communication CEC: 2, 5, 10)
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)
students gave a lot of wrong answers but it gave me the chance to correct
them and hopefully help the studens learn the correct 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.
I should have reinforced the academic language throughout the lesson as I
had planned. I didnt use the vocab words as often as I thought I would. It
would have been more effective It I used the vocab words throughout the
lesson.
Evidence (Candidate and Student)
____Inadequate __X__Emerging ____Proficient ____Distinctive
Respond to:
How well did your assessment measure students meeting the
objectives?
The assessment met the objectives and effectively kept the students
engaged. I would have reinforced the vocab better to create a better
understanding of what area and perimeter really means.
What were your assessment results during and/or after the lesson?
The result was students understood how to find area, and the meaning of
product, it gave the students extra practice with multiplying 2 digit numbers
and correctly finding answers.
How does this inform you of next learning steps?
I know I can take it up a step in the next lesson making the assignment a
little more difficult and teaching a more in-depth square inch method of
area, not just a brief description any more.
What would you change about your teaching and/or assessment to
better support or extend students performance?
I would have created more of an interesting lesson to really show them the
meaning of area, not just writing the vocab on the board. I would try to
reinforce the vocab words more throughout my lesson, using the words in
a sentence while I am talking to the students so they could get used to
hearing and using those words.
Evidence (Candidate)
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 Relates professionally and effectively with the cooperating teacher ____Inadequate ____Emerging ___X_Proficient ____Distinctive
and faculty.
Dresses professionally and consistently portrays a professional Respond to:
demeanor. Describe your contact with the CT in planning this lesson. (e.g. How far
Is enthusiastic about teaching. ahead did you contact her/him? Did you suggest a lesson or use one
Seeks out the cooperating teacher to support his/her development already in place? If in place, did you discuss or make any modifications?)
as a learner and a teacher. I work with my CT so I keep in contact on a daily basis. I took over the
intervention class so I teach it accordingly with advice and guidance from my
CT.
How did you present yourself as a professional to the students?
I try to look nice and speak politely using professional manner with the students.
They have to address me as Ms. And speak to me as an adult not as a peer.

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. 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 demonstrate two of the Wisconsin Teacher Standards for Licensure and
Development;
c. (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;
d. how in the design or implementation of the lesson you demonstrate 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.

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 Rational Statement
This lesson was a math intervention lesson for 7 th grade students in a behavioral reassignment school. These students ae below
their grade level and the purpose of intervention class is to strengthen their math skills and get them up to grade level. I introduced
area to the students to satisfy the common core standard. I demonstrated Wisconsin teacher standard #3 understanding all students
learn differently by providing students multiple examples and multiple different ways from lecture by showing the students how to find
area, doing while I do, walking the students through the steps while they complete it, and by doing their work independently to figure out
the answer. While each student was completing the steps I was able to help out individual students when they were getting confused. I
demonstrated Wisconsin state standard #6 by communicating with the students verbally and nonverbally. I spoke with the students in a
respectful way and was able to redirect students by either using nonverbal ques or politely asking them to correct their behavior. The
CEC special education standards I applied was the first stage learner development, understanding ow to interact with exceptional
learners and how to develop useful, challenging lessons. I applied this by making rounds around the classroom checking on the
students and making sure that every students was on task and completing the steps correctly. I started off demonstrating using easier
problems then the lesson progressed into a more complex lesson and problems they had to complete on their own. I also applied the
2nd stage, initial prep learning environment. I created an environment of mutual respect, where I respect the students and they respect
me. I created an environment where the students felt safe to express themselves and ask questions so optimal learning could take
place. Advanced Education Abilities I applied the strategies, diagnosis, and coordination. Diagnosis is relating the observation of
behavior and statistics in the education framework to foster learning. I monitored the students behavior making sure students were on
task and their behaviors were appropriate for the class. I also was able to learn different ways to interact with each student where they
respond in an appropriate manner. I fostered learning by creating an environment where students feel safe to ask questions and let e
know when they do not understand so they can explain the problem in a new way and they can be successful. I accommodated the
lesson by allowing certain students to use their multiplication notes, and their times table to make the multiplying easier and the
students could focus on the steps of finding area and the steps of multiplying. I used Deweys idea of active learning. I got the students
up and moving around the class so they could be engaged while they learned and applied the formula to the object they needed to
measure. Students enjoyed the lesson and being able to measure different objects around the room.

ED FORM 711
Copyright 2014. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International 0210 ED
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.