Student:

Link to Portfolio:
Faculty:
External:

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
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.
Proficient Distinctive
Brief description of nature and location of evidence
 I made clear connections and explained how each lesson
connected to one or more Wisconsin Teaching Standards.
 I included several different teaching strategies that I implemented
into my teaching that are displayed in my lesson plans
 Included in my portfolio are examples of lesson plans for grades:
1st, 3rd, 5th and 6th.
 Throughout my portfolio I included different content areas that I
created lesson/unit plans for throughout my time at Alverno.
These areas include: Math, Literacy and Science/Social Studies.
 I talked about how prior interactions with students helped guide
my lesson plans and objectives to help each student get the most
out of each lesson being taught
 Students were able to express their understanding orally (by
answering questions) as well as display their understanding of
material (complete written assessments).

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Feedback:

* one video segment must be from ED 315

2. Classroom Environment

Inadequate Emerging Proficient Distinctive

Criterion Brief description of nature and location of evidence
The candidate demonstrates the ability to apply social and cultural understanding  In several of my descriptions I talked about my prior work with
in interpersonal situations by: the students and how that impacted my decisions on what lessons
 designing learning experiences that best relate to the characteristics of to teach. In those lessons, I was able to connect with the students
individuals and groups about relatable topics to help make the learning object more
 perceiving and responding to elements in interaction, e.g. roles, relatable to the students by connecting it to things that interest
developmental levels, culture, language, etc. them (seen in ED 315 video).
 describing how characteristics of individuals and groups influence  In my video clips, I show that I can interact with the students in a
teaching decisions professional yet open and engaging manner. I involve the students
in conversations with descriptive language to help them learn the
material rather than dominate the conversation.
 As talked about throughout my portfolio I used a lot of prior
interactions with the students to determine the most beneficial
lessons plans that I could teach. My past experiences with my
students helped me learn their strengths, weakness, where they
struggled/succeeded and how they learned best. Through that
knowledge I was able to break down group work to focus on each
student’s individual needs and learned how I could best meet
them.
Feedback:

3. Instruction and Assessment

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 Inadequate 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
Feedback:
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
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Proficient Distinctive
Brief description of nature and location of evidence
 In ED 315 I included a couple images of works that the
students completed. I used those to assess the students
understanding of the structure of a paragraph.
 I included self-assessments for all the lessons in which I
taught. I also included feedback from my cooperating
teachers for most of my lessons as well as feedback from my
Alverno supervisors for all my lessons taught.
Proficient Distinctive
Brief description of nature and location of evidence
 In my self-assessments, I bring up aspects of my lessons
that went well and things that I needed to work on if I taught
the lesson again. Specifically in ED 315 I realized that I
wasn’t explaining what was expected out of the students in
enough detail and quickly needed to re-evaluate how to
explain the concept in a more meaningful way.
 Throughout my portfolio I talk about the ways in which I
used several different teaching techniques to meet the wide
array of needs of my students.
 I included a letter to a future Alverno student under the
“Electives” tab
 I used a minimal amount of artifacts which, in my opinion,
 understanding and using the Wisconsin Teacher Standards and the reflects the strongest work that I taught or created.
Alverno Education Abilities  I made sure to include, in my own words, all 10 Wisconsin
 limiting her choices of appropriate artifacts that provide evidence of Teacher Standards and all 5 Alverno Abilities.
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:

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 5. Oral and written communication

Inadequate Emerging Proficient Distinctive

Criteria
Consistently engaging audiences by using appropriate conventions,
coherent structures, and effective style
Accurately analyzing one’s 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
Brief description of nature and location of evidence
 As displayed in my video lessons, I made sure to always use
appropriate language with my learners and to communicate
with them in an open and nonthreatening manner.
 I included in my “Homeroom” tab a couple of teaching goals
I set for myself. Also, under the “Electives” tab I included
my connection to the theorists Vygotsky and Holdaway.
 I made sure to include, in my own words, all 10 Wisconsin
Teacher Standards and all 5 Alverno Abilities. I also made
sure to explain how each standard/ability was displayed in
that specific lesson it was being connected to.

Feedback:

Overall Performance
Inadequate Emerging Proficient Distinctive
Final Comments:

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 ORGANIZATIONAL CHART

For your own planning and organization, you should develop a chart like the following to ensure that you have provided adequate (but not excessive)
evidence for each of the Wisconsin Standards for Teacher Development and Licensure and each of the Alverno Education Abilities.

Artifact/Evidence Education Ability WTS # Section

Math Bingo Lesson Plan Communication 5 First Period (Math)- 201
6
All About Bugs Lesson Plan 1 Second Period (Literacy)-215
4
Effective Citizenship Log 10 Second Period (Literacy)-215

Character Traits Lesson Plan 7 Second Period (Literacy)-321

8
9
Paragraph Structure Lesson Plan Integrated Interaction 2 Second Period (Literacy) 315
Diagnosis 3
Monarch Butterfly Migration Mini Unit Conceptualization Third Period (Social Studies/Science)- 357

Relationship to Theorists Conceptualization Electives- Relationship to Theorists