ED 420

Students: For each category, provide a brief description of nature and location of evidence. Assessors: For each category, highlight the appropriate descriptor (i.e. inadequate, emerging, proficient, distinctive)
Sources of evidence include, but are not limited to,-video* of teaching at two different levels (ELC: kindergarten and elementary; ELM: elementary and middle; SED: middle and secondary), lesson plans, unit plans, feedback from cooperating teachers and Alverno supervisors, multimedia presentations, web quests and other interactive technologies

Electronic Portfolio: ed420portfolio.weebly.com 1. Planning and Preparation

Emerging Criteria The candidate applies subject matter knowledge to develop lessons/units that: relate to state and/or district standards use varied instructional strategies are for varied developmental levels that represent levels of licensure address varied content areas (for ELC/ELM: math, science, language arts & social studies; for SED: varied disciplinary fields) use appropriate teaching and resource materials include provisions for individual students with particular learning needs include both formal and informal assessments that provide information about student learning, e.g. rubrics, tests, checklists, opportunities for students to self assess The candidate demonstrates the ability to effectively produce multi-media communication tools and can support her decisions for their use in enhancing student learning. Inadequate Proficient Distinctive Brief description of nature and location of evidence

DVD of my teaching and supplementary Video Analysis Location: DVD in assessor folder and Video tab World Religions Lesson: This lesson was designed and taught during ED315 as an introduction to a unit on world religions. In this lesson, 10th grade world history students were to independently research one of the world religions and record their findings in a brochure. Students were to then share these brochures with classmates. However, after administering the lesson, it was clear that students would have benefitted from more time researching Location: NCSS Standards > Culture Slavery Unit: This unit was created in ED478, Teaching Social Studies in Middle/Secondary School. The unit focused on infusing technology with instruction, and many lessons engage students with online activities, most of which are provided by Scholastic. The unit is designed for 9th grade US history students and focuses on late American slavery. Location: NCSS Standards> Time, Continuity, & Change 1

East Asian Landforms Lesson: My lesson on East Asian landforms was created during ED201 for 6th grade students in a geography class. Students worked cooperatively in groups to teach each other about the selected chapter and concepts. As part of ED201, this lesson was one of my first teaching experiences. Location: NCSS Standards> People, Places, & Environments Brain Based Learning: This paper is a short response to the article, "How Julie's Brain Learns," which was read in ED201. This paper summarizes the ways in which students acquire knowledge and strengthen learning. The paper encourages teachers to use brain based learning within their classroom and details procedures for doing so and resulting benefits. Location: NCSS Standards> Individual Identity & Development ED321 Context Setting: This context setting chart was designed in ED321 after I first began my field work at Greenfield Middle School. The chart helped identify school, class, and student characteristics. My initial assessment of the student population helped set the tone for the future lessons I developed. Location: NCSS Standards> Individual, Identity, & Development Norms, Deviance, & Social Control Unit: My unit on norms, deviance, & social control was created in ED478, Teaching Social Studies in Middle/Secondary School. This unit was part of a cross-curricular unit. Together, two of my peers and I designed respective units in English, US history, and sociology for 10th grade students. All of our units were centered around an affective lesson, answering the question, "Why do humans persecute one another? In all cases, this question was examined from the lens of the Salem Witch Trials. Location: NCSS Standards> Individuals, Groups, & Institutions Economic Unit: This economics unit was created in ED478 and was designed around problem-based learning. Eight grade students used inquiry based learning to solve a problem. Students worked with other faculty members to create a business plan for the school's garden club. Locations: NCSS Standards> Production, Distribution, & Consumption 2

Creating a Balanced Budget Unit: Creating a Balanced Budget is a project based learning unit plan, developed in ED478, Teaching Social Studies in Middle/Secondary School. This unit was designed for 10th grade students taking government. Students learn about tensions between different branches of government and opposing liberal and conservative views as they construct budgets. Location: NCSS Standards> Power, Authority, & Governance Civil War Unit: The Civil War unit was created as a culminating final project for ED478. In my unit, I incorporated technology, games, cooperative learning, and project based learning. This series of lessons was designed for 8th grade students in a U.S. history and covers a span of 12 days. Location: NCSS Standards> Science, Technology, & Society The Holocaust: Standing up to Injustice Lesson: The Holocaust: Standing up to Injustice was created during ED315 for 10th grade students in world history. Students analyzed how personal choices affected Jewish peoples during the Holocaust. Students were able to relate this information to person experience and evaluate the impact that personal choices have within the world. Location: NCSS Standards> Civic Ideals & Practices Feedback from Alverno Supervisors and Evaluations from Cooperating Teachers Location: Evaluations > ED201/ED215/ED321/ED315

* one video segment must be from ED 315

2. Classroom Environment

Emerging Criterion The candidate demonstrates the ability to apply social and cultural understanding in interpersonal situations by: designing learning experiences that best relate to the characteristics of individuals and groups perceiving and responding to elements in interaction, e.g. roles, developmental levels, culture, language, etc. describing how characteristics of individuals and groups influence teaching decisions

Inadequate

Proficient Distinctive Brief description of nature and location of evidence

DVD of my teaching and supplementary Video Analysis Location: DVD in assessor folder and Video tab World Religions Lesson: This lesson was designed and taught during ED315 as an introduction to a unit on world religions. In this lesson, 10th grade world history students were to independently research one of the world religions and record their findings in a brochure. Students were to then share these brochures with classmates. However, after administering the lesson, it was clear that students would have benefitted from more time researching Location: NCSS Standards > Culture Slavery Unit: This unit was created in ED478, Teaching Social Studies in Middle/Secondary School. The unit focused on infusing technology with instruction, and many lessons engage students with online activities, most of which are provided by Scholastic. The unit is designed for 9th grade US history students and focuses on late American slavery. Location: NCSS Standards> Time, Continuity, & Change East Asian Landforms Lesson: My lesson on East Asian landforms was created during ED201 for 6th grade students in a geography class. Students worked cooperatively in groups to teach each other about the selected chapter and concepts. As part of ED201, this lesson was one of my first teaching experiences. Location: NCSS Standards> People, Places, & Environments Norms, Deviance, & Social Control Unit: My unit on norms, deviance, & social control was created in ED478, Teaching Social Studies in Middle/Secondary School. This unit was part of a cross-curricular unit. Together, two of my peers and I designed respective units in English, US history, and sociology for 10th grade students. All of our units were centered around an affective lesson, answering the question, "Why do humans persecute one another? In all cases, this question was examined from the lens of the Salem Witch Trials. Location: NCSS Standards> Individuals, Groups, & Institutions 4

Economic Unit: This economics unit was created in ED478 and was designed around problem-based learning. Eight grade students used inquiry based learning to solve a problem. Students worked with other faculty members to create a business plan for the school's garden club. Locations: NCSS Standards> Production, Distribution, & Consumption Creating a Balanced Budget Unit: Creating a Balanced Budget is a project based learning unit plan, developed in ED478, Teaching Social Studies in Middle/Secondary School. This unit was designed for 10th grade students taking government. Students learn about tensions between different branches of government and opposing liberal and conservative views as they construct budgets. Location: NCSS Standards> Power, Authority, & Governance Civil War Unit: The Civil War unit was created as a culminating final project for ED478. In my unit, I incorporated technology, games, cooperative learning, and project based learning. This series of lessons was designed for 8th grade students in a U.S. history and covers a span of 12 days. Location: NCSS Standards> Science, Technology, & Society The Holocaust: Standing up to Injustice Lesson: The Holocaust: Standing up to Injustice was created during ED315 for 10th grade students in world history. Students analyzed how personal choices affected Jewish peoples during the Holocaust. Students were able to relate this information to person experience and evaluate the impact that personal choices have within the world. Location: NCSS Standards> Civic Ideals & Practices Feedback from Alverno Supervisors and Evaluations from Cooperating Teachers Location: Evaluations > ED201/ED215/ED321/ED315

3. Instruction and Assessment 5

Emerging Criterion The candidate demonstrates the ability to accurately implement instruction and assess student learning by providing: samples of completed assessments in which the experiences used to assess student learning relate directly to the lesson/unit objective(s) self assessments that focus on student learning as a result of lessons taught in field placements feedback from cooperating teachers and Alverno supervisors

Inadequate

Proficient Distinctive Brief description of nature and location of evidence

4. Professional Responsibilities and Reflection

Inadequate Emerging Criteria The candidate articulates how she has applied educational frameworks (e.g. Bloom, Piaget, Erikson, Maslow, Montessori, Cambourne, Gardner, Holdaway, Purkey, etc) and their influence on her teaching by stating the major aspects of selected theories in her own words and identifying where she has applied these theories. The candidate represents herself as a reflective practitioner by: showing, in rationales and self assessments, where modifications of her teaching have or should have taken place analyzing and articulating ways in which elements of diversity have influenced her planning, teaching, and assessing describing, in a letter to an ED 201 or AE 222 student, her growth in understanding and using the Wisconsin Teacher Standards and the Alverno Education Abilities limiting her choices of appropriate artifacts that provide evidence of an ability to synthesize the Wisconsin Teacher Standards and the Proficient Distinctive Brief description of nature and location of evidence

DVD of my teaching and supplementary Video Analysis Location: DVD in assessor folder and Video tab World Religions Lesson: This lesson was designed and taught during ED315 as an introduction to a unit on world religions. In this lesson, 10th grade world history students were to independently research one of the world religions and record their findings in a brochure. Students were to then share these brochures with classmates. However, after administering the lesson, it was clear that students would have benefitted from more time researching Location: NCSS Standards > Culture East Asian Landforms Lesson: My lesson on East Asian landforms was created during ED201 for 6th grade students in a geography class. Students worked cooperatively in groups to teach each other about the 6

Alverno Education Abilities including artifacts that address all 10 Wisconsin Teacher Standards and all 5 Alverno Education Abilities

selected chapter and concepts. As part of ED201, this lesson was one of my first teaching experiences. Location: NCSS Standards> People, Places, & Environments The Holocaust: Standing up to Injustice Lesson: The Holocaust: Standing up to Injustice was created during ED315 for 10th grade students in world history. Students analyzed how personal choices affected Jewish peoples during the Holocaust. Students were able to relate this information to person experience and evaluate the impact that personal choices have within the world. Location: NCSS Standards> Civic Ideals & Practices Feedback from Alverno Supervisors and Evaluations from Cooperating Teachers Location: Evaluations > ED201/ED215/ED321/ED315 Reflective Piece: Letter to a Beginning Education Student Location: For Future Educators

Feedback:

5. Oral and written communication

Inadequate Criteria Emerging Distinctive Brief description of nature and location of evidence

Consistently engaging audiences by using appropriate conventions, coherent structures, and effective style Accurately analyzing ones own ideas in relation to disciplinary/professional contexts Articulating meaningful relationships between disciplinary/professional 7

Written rationales for each artifact Location: NCSS Standards

frameworks and the selection of artifacts by explaining the Wisconsin Teacher Standards and the Alverno Education Abilities in her own words Feedback: Overall Feedback: Overall Performance:
Inadequate Emerging Proficient Distinctive

Artifact/Evidence World Religions Lesson

Education Ability Conceptualization 2, 4, 9

WTS #

Website Tab NCSS Standards>Culture

1 World Religion Research Paper Slavery Unit Coordination 5, 7

NCSS Standards>Culture

NCSS Standards>Time, Continuity, & Change NCSS Standards>Time, Continuity, & Change NCSS Standards>People, Places, & Environments NCSS Standards>Individual Development & Identity NCSS Standards>Individual Development & Identity NCSS Standards>Individuals, Groups, & Institutions NCSS Standards>Individuals, Groups, & Institutions NCSS Standards>Power, Authority, & Governance NCSS Standards>Power, Authority, & Governance

The Captive Slave Analysis Integrative Interaction Communication Diagnosis

1, 9

East Asian Landforms Lesson

2, 3

Brain Based Learning

2, 3

Diagnosis ED321 Context Setting Norms, Deviance, & Social Control Unit Qualitative Research Paper Conceptualization Coordination

8, 10

Creating a Balanced Budget Unit Political Party Analysis

Coordination Economics Unit Integrative Interaction Civil War Unit The Holocaust: Standing up to Injustice Lesson Integrative Interaction

8, 10

NCSS Standards>Production, Distribution, & Consumption NCSS Standards>Science, Technology, & Society NCSS Standards>Civic Ideals & Practices

4, 5, 7

6, 9

10