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 Digital Portfolio available at: http://mrozga.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

Inadequate

Proficient Distinctive Brief description of nature and location of evidence

use varied instructional strategies

Relate to state/district standards Science Inquiry Lesson o Location - 4 Teachers know how to teach. WTS 4, AEA Conceptualization Discipline DDP Performance Lesson Plan o Location 5 Teachers know how to manage a classroom WTS 5, AEA Integrative Interaction Civil Right Unit Plan o Location 7 Teachers are able to plan different kinds of lessons, http://civilrightsunit.weebly.com/unitintroduction.html WTS 7, AEA Diagnosis Use Varied Instructional Strategies Literacy Plan, Instructional Strategies (1st Grade) o 2 Teachers know how children grow 1

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)

WTS 2, AEA Diagnosis Science Inquiry Lesson (7th Grade) o Location - 4 Teachers know how to teach. WTS 4, AEA Conceptualization Discipline DDP Performance Lesson Plan (8th Grade) o Location 5 Teachers know how to manage a classroom WTS 5, AEA Integrative Interaction Civil Right Unit Plan (8th Grade) o Location 7 Teachers are able to plan different kinds of lessons WTS 7, AEA Diagnosis Varied for Developmental Levels Represenatitive of Licensure See green grades above Documents for Video o Lesson Plan for Clip 1 ED 201 (4th Grade) Video Documents, ED 201 Clip 1 WTS 7, AEA Conceptualization o Lesson Plan for Clip 4 ED 315 (7th Grade) Video Documents, ED 315 Clip 4 WTS 4, AEA Coordination Math Discipline DDP Performance Lesson Plan o Location 5 Teachers know how to manage a classroom WTS 5, AEA Integrative Interaction Science Science Inquiry Lesson o Location - 4 Teachers know how to teach. WTS 4, AEA Conceptualization Language Arts Lesson Plan for Clip 4 ED 315 o Video Documents, ED 315 Clip 4 WTS 4, AEA Coordination Social Studies 2

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

Civil Right Unit Plan o Location 7 Teachers are able to plan different kinds of lessons WTS 7, AEA Diagnosis Appropriate Teaching and Resource Materials Literacy Plan, Instructional Strategies o 2 Teachers know how children grow WTS 2, AEA Diagnosis Civil Right Unit Plan o Location 7 Teachers are able to plan different kinds of lessons WTS 7, AEA Diagnosis Provisions for Students with Particular Learning Needs Lesson Plan for Clip 4 ED 315 o Video Documents, ED 315 Clip 4 WTS 4, AEA Coordination Assessment Assessment Design Presentation o Location - 8 Teachers know how to test for student progress WTS 8, AEA Conceptualization Multi-Media Communication Tools Lesson Plan for Clip 1 ED 201, Computers and Internet o Video Documents, ED 201 Clip 1 WTS 7, AEA Conceptualization Lesson Plan for Clip 2 ED 215R, Books o Video Documents, ED 215R Clip 2 WTS 9, AEA Diagnosis Lesson Plan for Clip 3 ED 321, Interactive White Board o Video Documents, ED 321 Clip 3 WTS 5, AEA Integrative Interaction 3

The candidate demonstrates the ability to effectively produce multi-media communication tools and can support her decisions for their use in enhancing student learning.

* 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

Civil Right Unit Plan Location 7 Teachers are able to plan different kinds of lessons o WTS 7, AEA Diagnosis Discipline DDP Performance Lesson Plan Location 5 Teachers know how to manage a classroom o WTS 5, AEA Integrative Interaction Lesson Plan for Clip 1 ED 201, Computers and Internet o Video Documents, ED 201 Clip 1 WTS 7, AEA Conceptualization

3. Instruction and Assessment

Inadequate

Emerging

Criterion The candidate demonstrates the ability to accurately implement instruction and Civil Right Unit Plan assess student learning by providing: Location 7 Teachers are able to plan different kinds of samples of completed assessments in which the experiences used to lessons assess student learning relate directly to the lesson/unit objective(s) o WTS 7, AEA Diagnosis self assessments that focus on student learning as a result of lessons Assessment Design Presentation taught in field placements Location - 8 Teachers know how to test for student progress feedback from cooperating teachers and Alverno supervisors

Proficient Distinctive Brief description of nature and location of evidence

o WTS 8, AEA Conceptualization

4. Professional Responsibilities and Reflection

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

Inadequate

Proficient Distinctive Brief description of nature and location of evidence

Documents for Video Self-Assessment for Clip 2 ED 215R o Video Documents, ED 215R Clip 2 WTS 9, AEA Diagnosis Letter to an ED 201Student Location Home, Letter to a Beginning Alverno Education Student o WTS 9 I have included an artifact for each Wisconsin Teacher Standards. The Alverno Education Abilities are each documented twice to demonstrate my understanding of the correlation with the Wisconsin Teacher Standards.

5. Oral and written communication

Inadequate Criteria

Emerging

Proficient 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 frameworks and the selection of artifacts by explaining the Wisconsin Teacher Standards and the Alverno Education Abilities in her own words

Through each rationale statement and the video analysis document, I have demonstrated level 4 writing through the use of appropriate conventions, coherent structures, and effective style. The style of the reflective letter to a beginning ED 201 student uses a different style of writing. Additionally, the selected evidence show my understanding of various frameworks, including balanced literacy instruction, science through inquiry, and discipline theories. As part of my preparation process, I put the WTS and AEA into my own words, which then carried over to the rationale statements. See organizational charts below.

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. SAMPLE
Artifact/Evidence Lesson Plan on Fossils Unit on Civil War Education Ability Conceptualization Diagnosis WTS # 1 8 Section Tab 1 or other label Tab 5 or other label

YOUR COPY Standard Addressed and Location

Restate in own words what it means

WTS 1 means that a teacher should understand the content they are teaching well enough that they may teach and explain content in a variety of ways so that students will be engaged and see its value in the world. WTS 2 means that through teaching various lessons, a teacher is able to provide students with opportunities for growth intellectually, socially, and personally. WTS 3 refers to the fact that students do not all learn the same and that a teacher is able to diversify lessons to meet the needs of different learning styles. WTS 4 means that a teacher should plan instruction and teach strategically so students are developing critical thinking, problem solving and performance skills. WTS 5 means that a teacher can create a positive learning environment through individual and group motivation. WTS 6 states that a teacher needs to be able to communicate effectively to achieve lesson objectives, through verbal, non-verbal and written methods.

AEA Used

Evidence
Letter of recommendation from working in MRC First grade literacy plan Problem Solving Reflection Inquiry Science Lesson draft Discipline Clip DDP Performance ED 220 Letter to Advancement Committee

1 2 3 4 5 6

Coordination

Diagnosis Integrative Interaction Conceptualization Integrative Interaction Communication

7 8 9 10
Ability

WTS 7 means that a teacher will consider multiple factors when planning lessons. These factors include, but are not limited to: content, students, community and curricular goals. WTS 8 means that a teacher will implement assessment strategies, both formal and informal, to document progress in learning. WTS 9 means that a teacher should reflect on choices, professional and curricular, and their impact on those implicated by the choices. The teacher should seek out professional development opportunities. WTS 10 means that the teacher is a connector, building relationships between and among students and community for the benefit of students long term success.

Diagnosis Conceptualization Communication Coordination

Civil Rights Unit Plan Assessment Design Project ED 215R DDP Performance Rejuvenate the School

Restate in own words what it means

Communication is so much more than speaking. This ability takes classroom atmosphere, environment and non-verbal communication into consideration. Appropriate use of technology is another component of this ability. Conceptualization is blending educational frameworks, content and liberal arts to plan for the needs of the students in your classroom. Coordination is the management of resources time, technology, supplies. Also, there is a component of record keeping and demonstration of student progress. Diagnosis is the teachers ability to critically observe and make decisions based on the observations. This could relate to lesson planning (formative and summative assessments), interventions (RtI), and developing lessons/curriculum (plan for instruction).

WTS Standard Connected

#9 #6

Communicati on Conceptualiz ation Coordination

#8

#4

#10

#1

Diagnosis

#2

#7

Integrative Interaction

In demonstrating integrative interaction, I think about the classroom atmosphere. The connection you make with your students, the importance of the contribution of all, and pacing of lessons would exemplify integrative interaction.

#5

#3