ALVERNO COLLEGE

TEACHER CANDIDATES SELF-ASSESSMENT

Candidate: Madalynn Smith

Check One: 1st Observation ___

Supervisor: Jane Peschel

Date 4/21/15

Cooperating Teacher: Terry Lieske

Number of Students: 6

School: Whitnall Middle School

Disability Categories Represented: Autism, Cognitively Delayed

Grade:
2 6th graders
3 7th graders
1 8th grader

Planning and Preparation (AEA: Conceptualization/Diagnosis

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

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2nd Observation ___

Subject(s): Money- coin identification

Evidence (Candidate)

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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

____Proficient

__x__Distinctive

Respond to:
How did this lesson fit into the curriculum? I used both the Common
Core standards and the Essential Elements to develop my lesson. The
lesson and materials were adapted to help students maintain focus
How did you determine the appropriate standards and objectives? I
used students IEP goals and standards on money for my lesson.
What specific academic language would you use?

apply, background, categorize, observe, significance

Why did you choose the materials? How effective were they? I require
my students to use their Ipads for their individualized math program at the
beginning of class. This reinforces their use of technology while being
respectful, and mindful of appropriate use. This also teaches independence
with following directions, and forces them to advocate for themselves if
something does not go right. I use paper and pencil to have students follow
along and reinforce different skills.
How did you plan to engage the learners? I have engaged my students
throughout the school year by developing a relationship with them. I know
what will be motivating, and when to push them for more. I use consistency
and routine to avoid anxiety, which also eliminates negative behaviors
throughout class.
Within the class I have the same student visual that they students use on
their Ipads up on the Smartboard so they can follow along.

Classroom Environment (AEA: Coordination/Integrative Interaction

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

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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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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.

____Inadequate

____Emerging

__x__Proficient

____Distinctive

Respond to:
How did you create a positive learning environment? I have created a
positive learning environment by setting very clear expectations. I am
consistent with each student, and use school wide PBIS rules as the basis
for my class. If a behavior arises, I deal with it right then and there, while
attempting to not disrupt the flow of the class. I use visuals to remind
students to keep their behavior in check, which often eliminates verbal
arguments. When I see behaviors that follow the PBIS expectations I use
blue slips to show students that I notice their positive behavior.
How do you feel students felt during the lesson? What is your
evidence? I think my students feel comfortable in my class. They know
what to expect, and can go through the basic schedule fairly independently.
This makes them feel in control of themselves in a positive manner. I know
they feel a sense of responsibility when they have to complete their
assigned job for the day, and a sense of accomplishment when they are
finished with their class workl.
I have realized that with my students feeling comfortable with the routine, I
am able to pull more out of them in the way of academics. I can use
language with them that is grade level and above.
How did you demonstrate respect for, and rapport with the learners?
During the class session, I am respectful of the time they need to get their
work done. I verbally reinforce positive behavior, and give PBIS blue slips
when expectations are met, or exceeded. I respect my students by letting
them know in as much advance as I can to schedule changes, or new
things happening.
How did you actively engage students? Who responded? Who did
not? Why? I keep my students engaged by setting expectations of what I
want done before they get their breaks at the end of class. I give each
student an intake schedule- which is listed out on a dry erase board before
they come to class. This is important because this way they can prepare for
their class, and can feel a decrease in any sort of anxiety. When I discuss
new concepts I expect all students to answer questions, whether it be a
guess or recall from previous knowledge. When my students understand
what is expected of them I can get them all to respond. I definitely get more
recall and spontaneous answers from my students who are more verbal,
but I give time for those who use different modes of communication to
answer questions as well.
What kinds of responses did you give to learners responses? I use
positive reinforcement, eye contact and PBIS blue slips to positively
reinforce my students responses. If my students give an incorrect, or
inappropriate answer I decide whether to use it as a teaching moment, or
gently ignore.

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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 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

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

Emerging

____Proficient

__x__Distinctive

Respond to:
How well did your strategies support meeting the lesson
objectives/learning targets? I believe my strategies and objectives have
allowed students to be immersed in academic language they would
otherwise not be subjected to. They have now been able to generalize and
show they are capable of higher level thinking. Looking at the basic lesson
plan, someone might think it is relatively simple, but I set very high
expectations for my students that allow for more advanced thought
processes.
What went well? What would you change? Why? I would like to work
on differentiation in my lessons.
How effective were the leveled questions you used? I believe my
questions are high leveled, and make my students develop their own
thoughts and opinions.
How did you use the academic language? How well do you think the
learners know and understand the academic language? ELL? SPE?
Cite evidence. I use a wide variety of academic language with my
students. I preface some unfamiliar vocabulary with this is a middle school
word and then use both the word that they understand and the academic
word interchangeably. This gives them exposure to the new word enough,
all the while still hearing the word they do understand.

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

DISP: Collaboration, Communication CEC: 1, 5, 8, 9, 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 and Student)

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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

____Emerging

_x___Proficient

____Distinctive

Respond to:
How well did your assessment measure learners meeting the
objectives? This class is less about formal assessment and more about
active participation and communication. I plan exit tickets at the end of each
class, and use different data tracking for formative data.
What were your assessment results during and/or after the lesson? I
take data using a class rubric to keep track of students progress with each
class.
How does this inform you of next learning steps? I am still working with
my students on counting coins, using the dollar up strategy and shopping
scenarios.
What would you change about your teaching and/or assessment to
better support or extend learners performance? I would like to bring
more data collection into the class session.

Professional Responsibilities (AEA: Communication/Integrative

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

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

Evidence (Candidate)

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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

____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?) My cooperating teacher and I have spent a lot of time
putting together this class. She has put together the expectations for the
class, but let me execute them. We decided the order of the routine, and
the important concepts we want to cover. She has shared IEP goals with
me so we can hit specific benchmarks and goals.
How did you present yourself as a professional to the learners?I
present myself as a professional by carrying myself as an authority figure
in the classroom. I discuss my role in the classroom, my expectations for
teaching,as well as let the students know their expectations. The students
refer to me as Ms. Smith, and they know that I am there as a teacher. I
show respect to my students and in return they give it to me. .
.

Overall Performance: ____Inadequate

____Emerging

__x__Proficient

____Distinctive

See below.

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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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 demonstrated two of the Wisconsin Teacher Standards for Licensure and
Development; (name the standards and provide evidence of your actions)
c. (SPE only) how in the design or implementation of the lesson you demonstrated 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 demonstrated 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 (e.g. Bloom, Vygotsky,
Gardner)
I designed this lesson at the beginning of my money unit. I implemented the lesson by using different technology and understanding how must
students learn. I respect that my students have different learning strengths and I use Howard Garnders Different Learning Styles to incorporate into
each lesson. I differentiate throughout each lesson to allow independence and a feeling of success. The differentiation is driven by their IEP goals.

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

 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

 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

 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

 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

 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

 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