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Student: Amanda Rake

Link to Portfolio: amandarake.weebly.com


Faculty: Pamela Lucas
External: Elizabeth Erenberger
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

1. Planning and Preparation


Inadequate

Emerging

Proficient
Distinctive
Brief description of nature and location of evidence

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.

- All of the lessons have lesson objectives which are tied to state standards
[Common Core or Next Generation Science] This is strongly shown in my
most previous fields 7th grade and 1st grade [current]
- Under each lesson plan gives specific instructional strategies. I provide
strategies for varying levels of development. Under the 7th grade Genetics
Lesson I had the students working together to create a monster family
In the 7th grade digestive system lesson students had to take their own
notes. I supported them and reinforced skills of note taking and
summarizing.
- I taught lessons at the 1st, 2nd, 4th, and 7th 8th grade levels.
- I have address all four content areas [math: under the current tab and 4th
1

grade, science: 7th and 8th grade levels and language arts: 2nd grade these
are under the field tabs and the social studies is under the other
experiences/forms tab]
- Each lesson has multiple materials included- hands on activities,
engaging power points etc. These can be found under the material
section of each lesson. One example would be under the 7th grade
Genetics lesson 1. The power point is very engaging and interesting. I
included pictures to help the students grasp the concept of Heredity.
- Under the assessment portions of each lesson I provide the way I
assessed or ways I could have assessed formally.
- I create a lot of my own power points, anchor charts [I draw and color
them], Google- Classroom is used to communicate back and forth.
- My lessons are built for my students. I take what I know about my
students and apply it to whole group lessons.
- I show enthusiasm when I teach because it gets the students pumped up
about learning. This is important in all grade levels.
Feedback:

* one video segment must be from ED 315 {yes-digestive system}

2. Classroom Environment

Inadequate

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

Proficient
Distinctive
Brief description of nature and location of evidence

- Students have opportunities to do individual work, group work or


partner work. In every lesson, I have the students either up and moving or
discussing because it wakes the brain up. In my 7th grade class I knew
they were more of a chatty group, so having them do their own work lead
them into a partnership where they worked on creating a family using
punnet squares and their parent genetic monsters. During my 2nd grade
field placement the students participated in the readers workshop model.
- In my current field I have a lot of ELL students, therefore I have
multiple ways of showing important key terms and many ways to have the
students work with the terms. For example under the Current Field 1st
grade I have the students using their feet as units of measurement. I have
the students write on the board to different prompts given to them about
ordering objects by length. I make sure to have the word next to the
picture so students can visualize, for example, the word crayon or pencil
AND so they feel comfortable coming up to the board and not worried
about the spelling of a word. Students in my current 1st grade have their
PB&J partner to work with. My CT for specific reasons paired these pairs.
- Before I teach I take in consideration what I know about my students. In
one scenario [7th grade: organization of life/ Cell tri-fold] I taught my
students on their first day back into the science classroom. This was a tad
tricky because I had no idea who I was about to teach other then they
were 7th graders. When I start off a lesson I like to add either a riddle/joke,
fact, or something to really hook my student into wanting to know more.

Feedback:

3. Instruction and Assessment

Inadequate

Emerging

Proficient
Distinctive
Brief description of nature and location of evidence

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

- I have student work throughout my portfolio. Student work is a


representation of the student and myself, so it is really important to
have examples. In my current field 1st grade I am taking anecdotal
notes on their growth and whether or not they can identify objects
that are greater than, the same and smaller than their traced feet. I
also have included their formal assessment for placing objects by
length.
- After each lesson I receive feedback from my CT. At least one of
the lessons from each of the fields includes an Alverno supervisor
feedback. The only field that does NOT include any feedback [currently] is
my current field 1st grade because it is not a requirement I am in a field. I
feel it is necessary to continue in the classroom. I have included multiple
self-assessments after each lesson.
- Under the tab Field> Field One, Field Two, Field Three, etc. there is an
overview of my field as well as my CT feedback pertaining to my overall
time spent in that particular classroom.

Feedback:

4. Professional Responsibilities and Reflection


4

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.

Proficient
Distinctive
Brief description of nature and location of evidence

- When reading through my literacy plans, you will find many of my


beliefs as a teacher, which is backed up by the theorists I believe in.
When I plan lessons and execute them I think about the theorists
unconsciouslyin other words, I know I am using multiple theorist but
typically do not write them in my lesson plan. With that being said, I
have included some different theories/theorists within my lesson
overviews throughout the entire portfolio.
- I have picked appropriate artifacts that provide evidence for all of the
Wisconsin Teacher Standards and Alverno Education Abilities. I have
wrote all of these out in my own words which can be found under the
Welcome Tab: Standards and Abilities
- To show my growth, I wrote a letter to an ED201 student and provided
my first Alverno College education course, ED201 paper, I Have What
it Takes located under the Field 1: 4th grade

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

Feedback:

5. Oral and written communication

Inadequate

Emerging

Proficient
Distinctive
Brief description of nature and location of evidence

Criteria

Consistently engaging audiences by using appropriate conventions,


coherent structures, and effective style

- The organization of my portfolio shows who I am. I am very


simple and like to have things organized clearly. I included work
samples and things that I have created because I have dedicated so
much time and effortwhy not show them off I enjoy being
creative and creating lesson plans that are engaging and meaningful.
- Artifacts shown are from my first lesson I have ever taught all the
way to my current unit on measurement.
- I have the abilities and standards in my own words both under the
welcome tab and in each of my lessons that portray the certain
standard or ability.

Accurately analyzing ones own ideas in relation to


disciplinary/professional contexts
Articulating meaningful relationships between disciplinary/professional
frameworks and the selection of artifacts by explaining the Wisconsin
Teacher Standards and the Alverno Education Abilities in her own words

Feedback:

Overall Performance
Inadequate
Final Comments:

Emerging

Proficient

Distinctive

Artifact/Evidence
7th grade Genetic Lesson

Education Ability
Communication and
Conceptualization
Integrative Interaction

WTS #
1, 5

Section
Field 4: 7th grade > Genetics

2, 6

Field 2: 2nd grade > Non-Fiction Read Aloud

Field 4: 7th grade > Organization of life/Cell Tri-fold

7, 9

Field 3: 7/8th grade > What is in the air?

10

Fields > Exceptional Learners

Diagnosis

4, 9

Fields > Current Field: 1st grade

Coordination

Field 1: 4th grade > Fractions

Coordination

Field 4: 7th grade > Digestive System

nd

2 grade Non-Fiction Read Aloud


7th grade Organization of life/Cell Tri-fold
th

7/8 grade What is in the Air?


Exceptional Learners
st

1 grade Measurement
th

4 grade Fraction Video


th

7 grade Digestive System Video


Literacy Plan

Conceptualization

Other Forms > Literacy Plan

Communication

Fields tab @ the bottom

Fields tab- Bottom [Overall]