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WSTDL & KSD Alignment Chart

Casey Olson
Within the chart below select at least one ESA from your Content-specific Methods and one component
of the Mini-edTPA from Pre-student Teaching courses that provide evidence of your understanding
about the standard. Please indicate which of the KSDs you have linked under each of the WSTDL.
Briefly describe how the course ESA and components of the Mini-edTPA
portfolio helped you gain a deeper understanding of the WSTDL and the UWWSTDL and UWPlatteville KSDs
Platteville KSDs you selected. (all 22 KSDs need to be mentioned within one
of the ten WSTDL alignments)
WSTDL 1
I believe that all the assignments that I have completed in my upper level years
Content Pedagogy
at UW-Platteville will be able to show my competency and excellence in
content pedagogy. A few examples that I will use to demonstrate competence
in standard one will be my Praxis II scores for Physical Education and Health
Education, and also my disability presentation that I completed in my Adapted
Practicum class. I believe that my Praxis II scores show that I have the ability
to comprehend and understand the content that I have been learning over the
course of my time at UW-Platteville. It will help me be able to teach my
students the central ideas involving physical education and health education.
It also shows that I am competent with the knowledge that I need to start my
student teaching and move one to become a physical education and health
education future educator. For my Adapted Practicum class we were told to
make a presentation on a disability. I chose Down Syndrome. I had to include
cognitive, psychomotor and affective factors with the disability. I also gave
different websites and media resources for people looking up information
about Down Syndrome. This show that I am able to use resources and
demonstrate the knowledge that I collect on different disabilities. It is
important to understand that student with disabilities many have a wide range
of disabilities. Being able to effectively go on and research these different
aspects associated with Down Syndrome shows that I have the power and
information to help aid my future students with special need to learn the best
way possible.
UW-Platteville KSD
I believe that I show proficiency with KSD 1.a, which states demonstrates
Alignments:
knowledge of content and pedagogy. I believe that I was successful in the
1.a, 1.c., 1.e
demonstration of my knowledge in physical and health education by receiving
3.c
passing scores on both of the Praxis II tests. I will continue to use the
knowledge that I have accumulated over the years attending UW-Platteville. I
will be able to implement it into my own classroom and be effective in my
future teachings. I also believe I will be able to use the resources that I did to
create my disability presentation in my future classroom as well. I showed
that I could create a site of information on a specific disability. I believe that it
shows that I understand my content when dealing with adapted physical
education students.
WSTDL 2
I believe that I was able to show competency with standard two with the
Developmental Levels
creation of several different lesson presentations during my student teaching
experience. I created a unit on the Skeletal System and taught it to my 6 th
grade students. I developed lesson presentations that contained a sequential
order which allowed students to learn, grow, and develop. I was able to
deliver the content to the students and they were able to follow and
understand. Each lesson presentation built off of the previous lesson taking
Using the notes or reflections you have already made to help you recall the assignment, write a paragraph
about how your understanding of the standard and the UW-Platteville KSDs are supported by the
completion of ESAs and the Mini-edTPA.

WSTDL & KSD Alignment Chart


Casey Olson
Within the chart below select at least one ESA from your Content-specific Methods and one component
of the Mini-edTPA from Pre-student Teaching courses that provide evidence of your understanding
about the standard. Please indicate which of the KSDs you have linked under each of the WSTDL.
the students understanding and learning from general to specific. By using
these sequential lesson presentations all learners were targeted and were given
a successful learning experience.
UW-Platteville KSD
I believe that I showed proficiency with KSD 1.b, which states demonstrates
Alignments:
knowledge of students. I also believe that I showed proficiency with KSD 4.f,
1b. 1.f
which states show professionalism. With student development in mind, I
3.b 3.e
created a Skeletal System lesson presentation. I successfully targeted the
*4.b, 4.e, 4.f
interests and learning styles of the students within the specific content.
Throughout the lesson presentation, students did not only learn about the
content of bones, they were also able to break bones down into the specific
locations within the body, and were able to name all the bones within each
location. I showed professionalism when teaching the Skeletal System Unit by
creating lessons and activities based on my knowledge and the ability to break
down the lessons to meet the needs of the students. By the end of the unit the
student were able to understand the content and create a Skeleton Diagram and
label all the bones that they successfully learned about.
WSTDL 3
I believe that I was able to show competency with standard three with the
Diverse Learners
different lesson plans that I create for different students with special needs in
my adapted aquatics class. When in class I had one primary student that I
wrote lesson plans for. I was able to assess the students needs and build off
each lesson plan to be able to see that she was making progress. I also was
able to make a condensed version on the lesson plan for other students that I
had when I was not with my primary student. I was able to make lessons for a
student with Down Syndrome, and students with different levels of Intellectual
disabilities. I believe by creating these lesson plans it shows that I was able to
effectively assess and understand how different students with different
disabilities or with the same disability but have varying levels can learn best. I
was able to seek out information and affectively teach lesson to all of the
students that I had during class.
UW-Platteville KSD
I believe that I show proficiency with KSD 2.b, which states establishes a
Alignments:
culture for learning. I also believe that I show proficiency with KSD 3.c,
1.b
which states engages student in learning. I also believe that I show proficiency
2.a 2.d
with KSD 4.c, which states communicates with families. With the completion
3. b - 3d.
of lesson plans for the students that I had that have special needs I was able to
*4.b
establish a positive learning environment for each individual student. I was
able to gather information on each students disabilities and write
accommodations and modification into my lesson plans. These were specific
to each individual student and it benefitted students learning needs. For
example, the student I had with Down Syndrome had a hard time staying on
task. Creating lesson plans that allowed my student to have small breaks
where she would be allowed to engage in activities that she found enjoyable
were placed in between the skill development activities that I planned for her.
This created a positive learning environment for her to learn and she was able
to stay on task and complete the skill development that I had planned to help
Using the notes or reflections you have already made to help you recall the assignment, write a paragraph
about how your understanding of the standard and the UW-Platteville KSDs are supported by the
completion of ESAs and the Mini-edTPA.

WSTDL & KSD Alignment Chart


Casey Olson
Within the chart below select at least one ESA from your Content-specific Methods and one component
of the Mini-edTPA from Pre-student Teaching courses that provide evidence of your understanding
about the standard. Please indicate which of the KSDs you have linked under each of the WSTDL.
her skills progress. For my student with Down Syndrome creating activities
that she enjoyed along with skill developments gave her the opportunity to
learn because it created a positive learning environment that helped her stay on
task and learn to the best of her abilities. At the completion of the semester we
were able to write out goals and suggestions for her and send them home to the
families.
WSTDL 4
Instructional
Strategies

UW-Platteville KSD
Alignments:
1.b, 1.d, 1.e
2e.
3a.- 3.e

WSTDL 5
Classroom
Management

I believe that I show competency with standard five by using two different
instructional strategies, one was an Above the Influence Project, while the other
was a presentation on Second Hand Smoke. While doing both the project and the
presentation I was able to use technology to deliver the information to the
students. The project was assigned to give the students the opportunity to
explore self-discovery. Time was planned out so the students could research and
gather information. After researching and gathering information, the students
were required to create a newspaper with their findings. When they completed
their newspapers they were required to present their findings to the rest of the
class. This gave the students the opportunity to seek out the information and
deliver it. When introducing the Second Hand Smoke presentation, I the
educator, delivered the information to the students. I was lecturing while
students were completing notes. Using the project and the presentation together
provided the students with variety and allowed me the opportunity to differentiate
the delivery of my material.
I believe that I show proficiency with KSD 1.e, which states designs coherent
instruction. I also believe that I show proficiency with KSD 3.e, which states
demonstrates flexibility and responsiveness. I exposed students to two different
instructional strategies which increased coherency on the content that was being
covered. Using two different strategies shows that I am able to be flexible with
the delivery methods I use in the classroom. Using multiple strategies to target
the different learning styles in my students increased coherency in the classroom.
Being responsive to my students different learning styles increased each
students understanding of the content. A mixture of strategies helped to promote
and encourage my students to have success.
I believe that I show competency with standard five by making two different
classroom management plans. I created a classroom management plan for the
elementary physical education classroom and I also made one for a high school
health education classroom. In both of my classroom management plans I
discuss the importance of how I create a safe and comfortable learning
environment for my students. I discuss that if my students do not feel safe they
will not learn. They both include different learning styles that I will use within
my classroom. They both talk about rules and the expectations that I have for all
of my classes. I believe that by completing these classroom management plans it
will allow me to use them in the classroom when I student teach and be able to
adjust them to fit the need of my future students.

Using the notes or reflections you have already made to help you recall the assignment, write a paragraph
about how your understanding of the standard and the UW-Platteville KSDs are supported by the
completion of ESAs and the Mini-edTPA.

WSTDL & KSD Alignment Chart


Casey Olson
Within the chart below select at least one ESA from your Content-specific Methods and one component
of the Mini-edTPA from Pre-student Teaching courses that provide evidence of your understanding
about the standard. Please indicate which of the KSDs you have linked under each of the WSTDL.
UW-Platteville KSD I believe that I show proficiency with KSD 2.a, which states creates an
Alignments:
environment of respect and rapport, also show proficiency with KSD 2.c, which
1.e
states manages classroom procedures, and last also show proficiency with KSD
2.a 2.e
2.d, which states manages student behavior. I also show proficiency with KSD
3.a, 3.c, 3.d
2.e, which states organizes physical space. I was able during my time at UWPlatteville to make different classroom management plans. I was able to created
different classroom management plans for different levels of students. I would
have the same ideas and concepts and was able to alter them to fit the age level of
students needs. I state in my classroom management plans the importance of
creating a safe, comfortable, and respectful environment for my students. This is
achieved by the sense of safety, comfort, and respect that I give my students, as
well as, my students giving those thing to me in return. It was also achieved by
stating in my plan how I would organize my classroom, as well as, my equipment
being used. An excellent example of how I achieve creating a safe, comfortable,
and respectful environment would be my zero tolerance for inappropriate
behavior. I state in my plans that I have a zero-tolerance for
disrespect/racism/put-downs/ bullying of any kind. I clearly state the
consequences of these behaviors at the beginning of the year. I will also have a
poster that is created and posted inside the classroom that has all the information
on it. There is strict consequence for these behaviors and it is important to be
consistent when enforcing these rules. Stating the expectations and
consequences ahead of time and having a poster to remind them gives student no
excuses to follow the rules of my classroom. By doing this I am able to manage
classroom procedures, while at the same time getting to manage student behavior.
With students knowing and understanding these different expectations and rules
that is what creates a safe, comfortable, and respectful learning environment. In
creating this environment it helps the student learn better, as well as, me as the
instructor teach better. Overall if students feel safe, comfortable, and respected
they are going to learn better.
WSTDL 6
I believe that I show competency in standard six by creating non-verbal and
Communication
verbal lessons for my students. I created physical fitness cards that were given to
my student during a fitness activity day. Along with giving verbal instructions,
students were given the fitness cards to complete the activity. The fitness cards
had pictures and words on them of each exercise so students could refer to the
card when completing each station. The fitness cards provided my students with a
strategy to independently if they needed clarification to complete the task which
also allowed the students to work at their own pace. The power point
presentation covering alcohol dependence illustrates my ability to use technology
while verbally communicating with my students. I was verbally able to deliver
the content to my class. Using both forms of communication increases the
chance of students learning.
UW-Platteville KSD I believe that I show proficiency with KSD 3.a, which states communicates
Alignments:
clearly and accurately, as well as showing proficiency with KSD 3.b, which
2.a, 2.c, 2.d
states uses questioning and discussion techniques. I created non-verbal and
Using the notes or reflections you have already made to help you recall the assignment, write a paragraph
about how your understanding of the standard and the UW-Platteville KSDs are supported by the
completion of ESAs and the Mini-edTPA.

WSTDL & KSD Alignment Chart


Casey Olson
Within the chart below select at least one ESA from your Content-specific Methods and one component
of the Mini-edTPA from Pre-student Teaching courses that provide evidence of your understanding
about the standard. Please indicate which of the KSDs you have linked under each of the WSTDL.
3.a 3.c
verbal artifacts that were both successful in communicating information and
vocabulary to my students. I was able to stand in front of the classroom and
verbally communicate the Alcohol Dependence power point to my Health class.
In my Physical Education class I was able to give my student a pack of physical
fitness cards with vocabulary and diagrams on them which was a form of nonverbal communication. Both methods of communication were successful
because the students in both situations were able to complete the tasks that were
intended for them. During the presentation students were able to take notes and
hear the explanation to better understand the vocabulary in the unil, while the
students using the fitness cards were able to complete all exercises with the help
of the visual cues. During my Alcohol Dependence power point presentation, I
was able to use discussion to talk about the material successfully. Before I began
the presentation I asked my students what they already knew about alcohol
dependence. This turned into a great discussion about what alcohol dependence
was and how it has impacted their lives through experiences with friends or
family.
WSTDL 7
I believe that I show competency with standard seven by effectively planning out
Planning for
a health education unit plan on oral health for middle school aged students. I was
Instruction
able to effectively create bell ringers, worksheets, activities, and closure ideas
that I could give the students to have them learn the information and for me to
see what they are learning. I was able to create a pre-test for the student to be
able to understand what content information I needed to include in the unit that
the student were lacking in. I was able to build day to day lesson plans to meet
the overall ending goal I wanted for the students to reach at the end of the unit. I
was able to actually create one of the lessons, create a webquest for students to
complete, and an overall assessment plan of all the assessment throughout the
entire unit.
UW-Platteville KSD I believe that I show proficiency with KSD 1.c, which states selects instructional
Alignments:
goals, and also show proficiency with KSD 1.d, which states demonstrates
1.a, 1.c 1.e
knowledge of resources. Throughout the lesson that I have created I was able to
2.c
write different learning outcomes and goals for the students. Learning outcomes
3.c, 3.e
are important to have for each lesson and unit because it help students understand
what they should be getting out of the lesson or unit. It is a guide to help them
through their work and to help them achieve the learning outcomes and goals by
the end of the lesson or unit. In order to create good learning outcomes and goal
I was able to access valid information to get ideas and concepts for my lesson
and units to help increase students learning. I am able to access different sites
that I can use to aid me in my teachings. A huge resource that is creditable and
has helped me in my success of lesson planning over the course of my
undergraduate degree would have to be Pecentral. I am able to go to the website
and access all different kinds of ideas and concepts about different physical
education content. It is a great way to add to the lessons that I have created and
to hear what has worked in other lesson and units.
Using the notes or reflections you have already made to help you recall the assignment, write a paragraph
about how your understanding of the standard and the UW-Platteville KSDs are supported by the
completion of ESAs and the Mini-edTPA.

WSTDL & KSD Alignment Chart


Casey Olson
Within the chart below select at least one ESA from your Content-specific Methods and one component
of the Mini-edTPA from Pre-student Teaching courses that provide evidence of your understanding
about the standard. Please indicate which of the KSDs you have linked under each of the WSTDL.
WSTDL 8
I believe that I show competency in standard eight by creating a badminton
Assessment
skills assessment and a badminton quiz for my physical education students.
The skills development assessment was used to assess the different
badminton skills that were taught throughout the unit, while the quiz was to
assess students understanding of the game and rules of badminton. The
skills assessment was not only useful for the student, but was also useful
for me to be able to assess my teaching, as well as, my students skill level.
I was able to see what students were comfortable with and what students
needed to work on, not only individually, but also as a whole class. The
skills assessment also allowed me to utilize the student that marked high in
different skills as a peer assistant to demonstrate to the other students that
needed improvement. The badminton quiz made the students use their
critical thinking skills, as well as, their knowledge of badminton. The
students had to create a question for the test and answer their own
questions. The students had specific criteria to follow when creating their
quiz questions, making students think more in-depth about their question
selection. My students were assessed on their skills and their knowledge,
and I took the information from the assessment and will adapt future
lessons to fit the needs of my students.
UW-Platteville KSD
I believe that I showed proficiency with KSD 1.f, which states assesses
Alignments:
student learning, also KSD 3.d, which states provided feedback to students,
1.f 3.d 4.b
as well as, KSD 4.b, stating maintains accurate records. I was able to use
my badminton skills assessment and quiz to target goals that were created
and addressed at the beginning of the unit. The Badminton Quiz had
student expectations with directions on to how to complete the quiz at the
top of the document. The Badminton Skills assessment listed each skill
with cues below to make it clear to the student what they were being
assessed on. Both assessments clearly state what students are assessed on
and expected to do which eliminates the chance for mistakes and
misunderstandings. I was able to look over the skill assessment and
provide students with positive feedback on how they can improve each one
of their skills. I kept each students assessment inside their class folder to
avoid any chance to misplace them. I also made sure to correct the
assessment and update my gradebook in a timely manner so I could give
the students feedback. Using these two assessment styles showed that I am
able to create comprehensible assessment that target my goals from the
beginning of the unit, while providing feedback for student success.
WSTDL 9
I believe that I show competency with standard nine by effectively being
Reflection
able to reflect on the decisions that I am making when pre-student
teaching. I am able to effectively write reflection journals about what
happened that day I was pre-student teaching, what I actually did with the
students, what I learned about teaching, what I learned about myself, and
what were my thoughts about the overall experience. I am able to show
that there are many things that I am able to reflect on and learn from the
Using the notes or reflections you have already made to help you recall the assignment, write a paragraph
about how your understanding of the standard and the UW-Platteville KSDs are supported by the
completion of ESAs and the Mini-edTPA.

WSTDL & KSD Alignment Chart


Casey Olson
Within the chart below select at least one ESA from your Content-specific Methods and one component
of the Mini-edTPA from Pre-student Teaching courses that provide evidence of your understanding
about the standard. Please indicate which of the KSDs you have linked under each of the WSTDL.
opportunities that I am getting in the school. I am able to think through
situations and learn how to effectively make changes the next time that I
am to teach the lessons. I am able to learn much about myself and my own
learning styles. When I was in seminar class I was able to complete a pre
assessment of myself and how I felt about the upcoming class and were my
knowledge was at. After the semester I was able to complete a post
assessment of what I thought of the class and where my knowledge was
after the completion of the course. I was able to express my concerns and
thoughts about the class in the pre assessment. It help me to realize how
much knowledge I was lacking before the class began. When I was
completed with the course I was able to reflect on the information that I
had learned and the projects that I was able to complete and write about
how I had grown as a student and future educator throughout the semester.
UW-Platteville KSD
I believe that I show proficiency with KSD 4.a, which states reflects on
Alignments:
teaching. I was able to complete a journal for pre-student teaching every
time that I was in the classroom. They were due for evaluation every two
weeks. I was also able to reflect on the knowledge that I already had
before starting my seminar class and then was able to see how much I had
learned over the course of a semester by reflection on everything that we
completed in class and what I learned as a result of the completion of the
class.
WSTDL 10
I believe that I show competency with standard ten by effectively being
Collaboration
able to collaborate with my cooperating teacher for pre-student teaching. I
was able to have contact and discuss all the lesson that I was to create for
class. My teach was able to give me ideas about what should be in my
lesson and suggestions about how to make the lessons go smoother. I was
able to have my cooperating teacher verify the amount of hours that I was
teaching the students each day that I went. I was able to collaborate and
have her sign an hours sheet showing that I was there and collaborated with
her in the classroom.
UW-Platteville KSD
I believe that I show proficiency with KSD 4.d, which states Contributes to
Alignments:
the School and District, and I also show proficiency with KSD 4.e, which
states grows and develops professionally. While pre-student teaching I was
able to collaborate with my cooperating teacher about the lessons that I was
teaching. She was able to give feedback about activity ideas and how
something may go smoother with tiny adjustments. I was able to correct
some of the ideas in my lessons to make the lesson overall more successful.
I was able to lead the class in front of my students, as well as, my
cooperating teacher. I was affectively able to be in charge of the student
for the class and share the lesson that I created with them. By collaborating
with my cooperating teacher and making the adjustments that I need I
believe that it benefited student learning. I believe that these suggestion are
widening my knowledge and with help me professionally grow into a
successful future educator.
Using the notes or reflections you have already made to help you recall the assignment, write a paragraph
about how your understanding of the standard and the UW-Platteville KSDs are supported by the
completion of ESAs and the Mini-edTPA.

WSTDL & KSD Alignment Chart


Casey Olson
Within the chart below select at least one ESA from your Content-specific Methods and one component
of the Mini-edTPA from Pre-student Teaching courses that provide evidence of your understanding
about the standard. Please indicate which of the KSDs you have linked under each of the WSTDL.
Resources:
www.introedtpaexplore.weebly.com
http://tepdl.dpi.wi.gov/resources/wisconsin-educator-standards
http://www.uwplatt.edu/files/education/SoE%20Knowledge%2C%20Skill%2C%20and%20Disposition
%20Statements.pdf

Using the notes or reflections you have already made to help you recall the assignment, write a paragraph
about how your understanding of the standard and the UW-Platteville KSDs are supported by the
completion of ESAs and the Mini-edTPA.