The candidate provides a summary of the evidence presented in their teaching portfolio to demonstrate their proficiency across five categories: planning and preparation, classroom environment, instruction and assessment, professional responsibilities and reflection, and oral and written communication. For each category, they briefly describe the nature and location of evidence from their lesson plans, videos of teaching, student work, and feedback from cooperating teachers. This includes showcasing how their evidence aligns with the Wisconsin teaching standards and Alverno education abilities. An organizational chart is also included to map the artifacts presented to each standard and ability.
The candidate provides a summary of the evidence presented in their teaching portfolio to demonstrate their proficiency across five categories: planning and preparation, classroom environment, instruction and assessment, professional responsibilities and reflection, and oral and written communication. For each category, they briefly describe the nature and location of evidence from their lesson plans, videos of teaching, student work, and feedback from cooperating teachers. This includes showcasing how their evidence aligns with the Wisconsin teaching standards and Alverno education abilities. An organizational chart is also included to map the artifacts presented to each standard and ability.
The candidate provides a summary of the evidence presented in their teaching portfolio to demonstrate their proficiency across five categories: planning and preparation, classroom environment, instruction and assessment, professional responsibilities and reflection, and oral and written communication. For each category, they briefly describe the nature and location of evidence from their lesson plans, videos of teaching, student work, and feedback from cooperating teachers. This includes showcasing how their evidence aligns with the Wisconsin teaching standards and Alverno education abilities. An organizational chart is also included to map the artifacts presented to each standard and ability.
The candidate provides a summary of the evidence presented in their teaching portfolio to demonstrate their proficiency across five categories: planning and preparation, classroom environment, instruction and assessment, professional responsibilities and reflection, and oral and written communication. For each category, they briefly describe the nature and location of evidence from their lesson plans, videos of teaching, student work, and feedback from cooperating teachers. This includes showcasing how their evidence aligns with the Wisconsin teaching standards and Alverno education abilities. An organizational chart is also included to map the artifacts presented to each standard and ability.
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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
Throughout my entire portfolio you will see how I brought in how my
different artifacts showcased my Alverno Abilities as well as the State Standards. Even though I elaborated how each artifact showcased a specific Ability or Standard I feel that many of my artifacts go along with other Abilities and Standards.
Throughout my three field placements I have used multiple learning
strategies. There were some lesson plans where the students were required to read a lot of information, somewhere students acted out a play and then discussed the meaning, reviews, and group discussions. All of these types of lesson plans include all of my students and allow each individual the opportunity to shine.
I have lesson plans that were used for 7th, 9th, 11th, and 12th grade ELA students. Even though I didnt have every single grade, my lesson plans show that I am able to create a learning environment that encourages individuality as well as collaborate learning.
My artifacts show that throughout all three field placements I have used informal and formal lesson plans to check where my students were in their studies. * one video segment must be from ED 315
2. Classroom Environment
Inadequate
Emerging
Proficient Distinctive Brief description of nature and location of evidence
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
After my first placement, you will see in my evaluations from my second
and third cooperating teachers as well as Alverno Faculty that I have improved greatly on my rapport with my students. I found their likes and dislikes and where they excelled and their struggle areas, to create lesson plans that push my students beyond their boundaries and allow them to explore what they are capable of. 2
3. Instruction and Assessment
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
Proficient Distinctive Brief description of nature and location of evidence
I have shown this in my portfolio in my Diagnosis section. I created
a Book Talk and Book Trailer unit where my students worked over several weeks finishing their books and beginning the process of presenting a Book Talk individually as well as a Book Trailer with a group of peers. I gave my students the rubric when we began the project so that they would be able to reference it throughout the entire lesson and make sure that they are following the guidelines. I also was able to help grade both of these assessments allowing me to gain the experience that I need in order to grade my own assessments in the future. In my Conceptualization unit I presented evidence that I am able to self-assess myself. My artifact is from my LRP lesson that I did in LTM 622 and shows that I can see where I did well as well as see where I could use improvement. One of the most important things that I have learned through my time here at Alverno is the ability to self-assess your lesson plans as well as to learn from your mistakes. I feel that I have shown this ability throughout my entire time here at Alverno throughout my semesters. In the Diagnosis section I also placed an artifact from my cooperating teacher asking for his feedback on a lesson plan that I had executed earlier that day and his praises and criticism for future lesson plans. I was able to take that information to shape the way that I planned and executed lesson plans throughout the semester. 3
4. Professional Responsibilities and Reflection
Inadequate
Emerging
Proficient Distinctive Brief description of nature and location of evidence
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.
In my video section one of my lesson plan goes off of
Raffenbrenners theory of students learn best when learning together and having discussions. I used this idea while planning a review lesson for my students assessment that was coming up. I allowed my students the ability to think on their own as well as have discussions with their peers throughout this lesson so that they were able to discuss their thoughts and reasoning, also the best way to know that you know a subject is by explaining it to someone else. This way I could be sure that my students knew the subject well.
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
On my very first tab in my Portfolio I have a letter welcoming future
LTM students to Alverno. I presented in that letter the Standards as well as the Abilities that will become so engrained in their minds that they will know and incorporate them throughout all of their lesson plans. I also explained some of my favorite theorist as well as the ones that I find myself using in the majority of my lesson plans. I also used Gardner in my lesson plans. In my section of Integrative Interaction my artifact shows my use of Multiple Intelligences 4
allowing every student to succeed while in my classroom.
Throughout my entire portfolio I have presented the 10 Standards giving several artifacts to show how I have used them efficiently throughout my field placements and even with other aspects of my life, including the Girl Scouts.
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
Throughout my portfolio you will find well written rationales as
well as thought out artifacts to prove that I am ready for student teaching. I have shown that I have thought about the Abilities as well as the Standards and incorporated them thoughtfully throughout my lessons.
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
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
