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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 SIDE NOTE FROM KELLI JO: The location of the evidence is in parentheses. The first name location listed is the main tab which are the tabs located at the top of my website. The second name location indicates the slide out tab once your curser is over the main tab. Example (Main tab name Slide out tab name)

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

Air Pollution Unit Plan science unit plan for 8th graders in which they must complete a research project and presentation on a company that pollutes the air and possible solutions (WI Teaching Standards Standard # 1) ED 345 Final Literacy Plan this is a literacy plan developed for a 4th grade classroom. It describes the way I think literacy is learned best for this grade based on the material taught in the course. I discuss whole group, guided group, and classroom environment in relation to teaching literacy. (WI Teaching Standards Standard # 2 & 3) Five Column Lesson Plan this is a math lesson plan on number values. (WI Teaching Standard Standard # 4) ED 315 Phase III & Self Assessment this was my final project in which I had to teach a unit in one of my fields. I had to assess the

students progress by administering a test. I reflected how I did on this unit. (WI Teaching Standard Standard # 5, 8, & 9) ED 315 Lesson Plan 4 this was part of my grammar unit mentioned above. I had the students complete a webquest on a given part of speech based on the parts the students needed to learn more about. (WI Teaching Standard Standard # 6) ED 321 Lesson Plan 4 & CT Feedback this is a lesson I did in my ED 321 field. The students spent a certain amount of class time a week focusing on PBIS. I incorporated my CTs feedback as a reference to the unique lesson I taught. (WI Teaching Standard Standard # 7) ED 215R Full Day Log I had to spend a full day in the classroom during my 2nd field. At this time I was able to shadow the Special Education teacher. I reflected on what I learned shadowing her and the interaction I had with the students and assisting with their needs. (WI Teaching Standard Standard # 10) ED 315 Lesson 7 This lesson reflects the preparation and planning I did to introduce the criteria needed when preparing for writing an argumentative piece. This was a class debate that helped engage students to understanding how to gather evidence for choosing a side on a controversial topic. (Video Clip Rationales)

* 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

Inadequate

Proficient Distinctive Brief description of nature and location of evidence

ED 345 Final Literacy Plan this is a literacy plan developed for a 4th grade classroom. It describes the way I think literacy is learned best for this grade based on the material taught in the course. I

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

discuss whole group, guided group, and classroom environment in relation to teaching literacy. (WI Teaching Standards Standard # 2 & 3) ED 215R Full Day Log I had to spend a full day in the classroom during my 2nd field. At this time I was able to shadow the Special Education teacher. I reflected on what I learned shadowing her and the interaction I had with the students and assisting with their needs. (WI Teaching Standard Standard # 10) ED 396 Lesson Plan & Phase I, II, III This is a lesson plan and final project for my special needs field course. I had to focus on a specific student with special needs and plan and teach a lesson in which I accommodate to their needs. (Field Experience ED 396) ED 201 Lesson Plan This was my very first field and lesson. I taught a small of students on how to count money. We reviewed the denominations and did some practice problems. I reflected on working with the small group of students. (Field Experiences ED 201)

3. Instruction and Assessment

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

ED 315 Phase III & Self Assessment this was my final project in which I had to teach a unit in one of my fields. I had to assess the students progress by administering a test. I reflected how I did on this unit and the students progress. (WI Teaching Standard Standard # 5, 8, & 9) ED 315 All Lessons & Phases In this section I have all the lessons I taught that reflected the grammar unit I was

teaching in this field. I reflected on the progress of the students from the pre test to the post test. (Field Experience ED 315) ED 201 Lesson Plan Observed Feedback I taught a small of students on how to count money. We reviewed the denominations and did some practice problems. I reflected on working with the small group of students. This was an observed lesson and the feedback is attached (Field Experiences ED 201) ED 321 All lessons CT Feedback & Professor Feedback in this section I taught a variety of lessons but received a lot of feedback from my CT as well as being observed by y professor twice in this field. (Field Experiences ED 321) ED 315 Lesson 7 Self Assessment This lesson reflects the preparation and planning I did to introduce the criteria needed when preparing for writing an argumentative piece. This was a class debate that helped engage students to understanding how to gather evidence for choosing a side on a controversial topic. I reflect on how I thought the lesson went. (Video Clip Rationales) ED 215R Lesson, Self Assessment, & Professor feedback this lesson was on text to text connections and it was an observed lesson. I reflect on how I thought the lesson went and what I would change. It includes feedback from my professor. (Video Clip Rationales)

4. Professional Responsibilities and Reflection 4

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

Air Pollution Unit Plan science unit plan for 8th graders in which they must complete a research project and presentation on a company that pollutes the air and possible solutions (WI Teaching Standards Standard # 1) ED 345 Final Literacy Plan this is a literacy plan developed for a 4th grade classroom. It describes the way I think literacy is learned best for this grade based on the material taught in the course. I discuss whole group, guided group, and classroom environment in relation to teaching literacy. (WI Teaching Standards Standard # 2 & 3) Five Column Lesson Plan this is a math lesson plan on number values. (WI Teaching Standard Standard # 4) ED 315 Phase III & Self Assessment this was my final project in which I had to teach a unit in one of my fields. I had to assess the students progress by administering a test. I reflected how I did on this unit. (WI Teaching Standard Standard # 5, 8, & 9) ED 315 Lesson Plan 4 this was part of my grammar unit mentioned above. I had the students complete a webquest on a given part of speech based on the parts the students needed to learn more about. (WI Teaching Standard Standard # 6) ED 321 Lesson Plan 4 & CT Feedback this is a lesson I did in my ED 321 field. The students spent a certain amount of class time a week focusing on PBIS. I incorporated my CTs feedback as a reference to the unique lesson I taught. (WI Teaching Standard Standard # 7) ED 215R Full Day Log I had to spend a full day in the classroom during my 2nd field. At this time I was able to shadow the Special Education teacher. I reflected on what I learned shadowing her and the interaction I had with the students and assisting with their needs. (WI Teaching Standard Standard

# 10) ED 315 Lesson 7 This lesson reflects the preparation and planning I did to introduce the criteria needed when preparing for writing an argumentative piece. This was a class debate that helped engage students to understanding how to gather evidence for choosing a side on a controversial topic. (Video Clip Rationales) ED 215R Lesson, Self Assessment, & Professor feedback this lesson was on text to text connections and it was an observed lesson. I reflect on how I thought the lesson went and what I would change. It includes feedback from my professor. (Video Clip Rationales) Letter to ED 201 Student this letter is addressed to future ED 201in which I describe my growth in the education program and my understanding of the WI Teaching Standards and Alverno Abilities (Home Letter to ED 201 Student)

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

ED 315 Lesson 7 This lesson reflects the preparation and planning I did to introduce the criteria needed when preparing for writing an argumentative piece. This was a class debate that helped engage students to understanding how to gather evidence for choosing a side on a controversial topic. (Video Clip Rationales) ED 215R Lesson, Self Assessment, & Professor feedback this lesson was on text to text connections and it was an observed lesson. I reflect on how I thought the lesson went and what I would change. It includes feedback from my professor. (Video Clip Rationales) Air Pollution Unit Plan science unit plan for 8th graders in which they must complete a research project and presentation on a company that pollutes the air and possible solutions (WI Teaching Standards Standard # 1) ED 345 Final Literacy Plan this is a literacy plan developed for a 4th grade classroom. It describes the way I think literacy is learned best for this grade based on the material taught in the course. I discuss whole group, guided group, and classroom environment in relation to teaching literacy. (WI Teaching Standards Standard # 2 & 3) Five Column Lesson Plan this is a math lesson plan on number values. (WI Teaching Standard Standard # 4) ED 315 Phase III & Self Assessment this was my final project in which I had to teach a unit in one of my fields. I had to assess the students progress by administering a test. I reflected how I did on this unit. (WI Teaching Standard Standard # 5, 8, & 9)

ED 315 Lesson Plan 4 this was part of my grammar unit mentioned above. I had the students complete a webquest on a given part of speech based on the parts the students needed to learn more about. (WI Teaching Standard Standard # 6) ED 321 Lesson Plan 4 & CT Feedback this is a lesson I did in my ED 321 field. The students spent a certain amount of class time a week focusing on PBIS. I incorporated my CTs feedback as a reference to the unique lesson I taught. (WI Teaching Standard Standard # 7) ED 215R Full Day Log I had to spend a full day in the classroom during my 2nd field. At this time I was able to shadow the Special Education teacher. I reflected on what I learned shadowing her and the interaction I had with the students and assisting with their needs. (WI Teaching Standard Standard # 10)