candidate portfolio evidence record sheet

7/31/2019 Candidate Portfolio Evidence Record Sheet

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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 , distincti ve)

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 andother interactive technologies

1. Planning and Preparation

Inadequate Emerging Proficient DistinctiveCriteria Brief description of nature and location of evidence

The candidate applies subject matter knowledge to develop lessons/units that:

x relate to state and/or district standardsx use varied instructional strategiesx are for varied developmental levels that represent levels of licensurex address varied content areas (for ELC/ELM: math, science, language arts

& social studies; for SED: varied disciplinary fields)

x use appropriate teaching and resource materials x include provisions for individual students with particular learning needsx include both formal and informal assessments that provide informationabout student learning, e.g. rubrics, tests, checklists, opportunities for

students to self assessThe candidate demonstrates the ability to effectively produce multi-mediacommunication tools and can support her decisions for their use in enhancingstudent learning.

V ideo and Description of Video: In the first section of the video I amusing the SMARTBoard to teach about atoms in a 7-8th grade scienceclass. In the next clips I teach a 9 th grade physical science class, a 6 th

grade science class, and a one-on-one with an ELL student. Finally, Iteach a 10

thgrade chemistry class about periodic trends and ionization

energy (ED 315 Video Clip).Location: DVD in assessor folder and Video Documents Tab

E D 201 Less

on: Lesson for a 7-8th

grade science class. Lesson focuses onincorporating technology into my instruction to better understand whatmatter and molecules are, as well as the structure of the atom.

Location: Field Work Documents, 201 Observed Lesson

E D 215 Lesson: Lesson for a 9th grade physical science class. The lessonfocuses on the types of renewable and non-renewable energy sources.

Students are placed in groups and must collaborate with one another toFRQVWUXFW a town where renewable energy resources power the town.

The students then assume the role of townspeople and must vote on which


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proposal they believe incorporates the best alternative energy resources.Location: Field Work Documents, 215 Observed Lesson

E D 315 Lesson Plan: Lesson about modeling of molecules in a 10-11thgrade chemistry class. Students are engaged in a lab where they use

manipulatives to determine the molecular structure and geometry ofvarious molecules.Location: Field Work Documents, 315 Observed Lesson

ED 396 A TE P Project: Lesson for an ELL student where we as theteacher candidate demonstrated our understanding of how exceptional

education students approach learning and how their needs can be met.Location: Adaptive Teaching Effectiveness Project (ATEP)

Assessment Design Project: Students were assessed formally andinformally for this project. They completed a formal take home project

where they were asked to tie together what they had learned thus far aboutmolecules. The students were then assessed informally during a differentlesson so I as the teacher, could practice different techniques of collectinginformal assessment information. This enabled me to make instructional

decisions that increased student engagement and achievement. Theeffectiveness for each assessment type was then analyzed so I could

reflect on what areas of my instruction to improve on.Location: Assessment Design Project: Determining the Effect ofTeaching on Student Learning Tab

Literacy Plan: The literacy plan was based around science curriculumand shows the importance of incorporating literacy and technology into

my instructional practices when trying to develop the whole student.Within the literacy plan there is a range of anticipated reading and writing

behaviors, a selection of assessments to be included, and strategies toassist reading and writing development for all types of students.

Location: Literacy Plan Tab

Project Based Learning (PBL) Project: This across-discipline unit is


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designed to introduce students to problem based learning where they must

work in teams and incorporate English and Science frameworks. Thestudents learn to problem solve and critically think while practicing

becoming autonomous learners. The teacher acts as a resource andmentor and helps guide them through the process but takes an active role

in their learning from the sidelines.Location: Project Based Learning Project Tab

Unit Plan: The unit plan, centered on Energy, was designed for a middleschool science classroom (7th grade) that met all 8 of the GuidingPrinciples for a Middle School Curriculum.Location: Unit Plan Tab

* one video segment must be from ED 315

2. Classroom E nvironment

Inadequate Emerging Proficient Distinctive

Criterion Brief description of nature and location of evidence

The candidate demonstrates the ability to apply social and cultural understandingin interpersonal situations by:

x designing learning experiences that best relate to the characteristics ofindividuals and groups

x perceiving and responding to elements in interaction, e.g. roles,developmental levels, culture, language, etc.

x describing how characteristics of individuals and groups influenceteaching decisions

Unit Plan: The unit plan, centered on Energy, was designed for a middleschool science classroom (7

thgrade) that met all 8 of the Guiding

Principles for a Middle School Curriculum.Location: Unit Plan Tab

E D 215 Lesson: Lesson for a 9th grade physical science class. The lessonfocuses on the types of renewable and non-renewable energy sources.Students are placed in groups and must collaborate with one another to

FRQVWUXFW a town where renewable energy resources power the town.The students then assume the role of townspeople and must vote on which

proposal they believe incorporates the best alternative energy resources.Location: Field Work Documents, 215 Observed Lesson

Culminating Reflection: Reflection where we focused on our ability to


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plan and implement various lessons and assessment strategies to evaluate

student learning during our middle school field. Using WisconsinTeaching Standards and Alverno Education Abilities we discussed where

we have shown growth in our teaching and where we want to makeimprovements in our teaching to further develop our instruction.

Location: Culminating Reflection Tab


education students approach learning and how their needs can be met.Location: Adaptive Teaching Effectiveness Project (ATEP)

E D 315 Lesson Plan: Lesson about modeling of molecules in a 10-11thgrade chemistry class. Students are engaged in a lab where they usemanipulatives to determine the molecular structure and geometry of

various molecules.



my instructional practices when trying to develop the whole student.Within the literacy plan there is a range of anticipated reading and writing

behaviors, a selection of assessments to be included, and strategies toassist reading and writing development for all types of students.

Location: Literacy Plan Tab

Understanding the Role of Discipline: DDP Performance for ED 321that focused on discipline within the classroom. We were able to reflect

on the way that we manage a classroom and the decisions that we make asthe leader of the room to provide a positive learning environment through

individual and group motivation.Location: Understanding the Role of Discipline in Creating a PositiveLearning Environment Tab


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3. Instruction and Assessment


Criterion Brief description of nature and location of evidenceThe candidate demonstrates the ability to accurately implement instruction andassess student learning by providing:

x samples of completed assessments in which the experiences used toassess student learning relate directly to the lesson/unit objective(s)

x self assessments that focus on student learning as a result of lessonstaught in field placements

x feedback from cooperating teachers and Alverno supervisors


where they were asked to tie together what they have learned thus farabout molecules. The students were then assessed informally during a

different lesson so I as the teacher, could practice different techniques ofcollecting informal assessment information to enable me to make

instructional decisions that increase student engagement andachievement. The effectiveness for each assessment type was then

analyzed so I could reflect on what areas of my instruction to improveon.

Location: Assessment Design Project: Determining the Effect ofTeaching on Student Learning Tab

E D 215 Lesson: Lesson for a 9th grade physical science class. Thelesson focuses on the types of renewable and non-renewable energy

sources. Students are placed in groups and must collaborate with oneanotherWRFRQVWUXFW a town where renewable energy resources power

the town. The students then assume the role of townspeople and mustvote on which proposal they believe incorporates the best alternative

energy resources.Location: Field Work Documents, 215 Observed Lesson

E D 321 Lesson: Lesson about mass. Students were engaged in a labwhere they worked in groups at their lab tables and measured the massof certain objects and made conversions in the metric system.Location: Field Documents, 321 Observed Lesson


education students approach learning and how their needs can be met.


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Location: Adaptive Teaching Effectiveness Project (ATEP)

E D 315 Lesson Plan: Lesson about modeling of molecules in a 10-11thgrade chemistry class. Students are engaged in a lab where they usemanipulatives to determine the molecular structure and geometry of

various molecules.


Unit Plan: The unit plan, centered on Energy, was designed for amiddle school science classroom (7th grade) that met all 8 of theGuiding Principles for a Middle School Curriculum.Location: Unit Plan Tab

4. Professional Responsibilities and Reflec tion


Criteria Brief description of nature and location of evidenceThe 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:

x showing, in rationales and self assessments, where modifications ofher teaching have or should have taken place

x analyzing and articulating ways in which elements of diversity haveinfluenced her planning, teaching, and assessing

x describing, in a letter to an ED 201 or AE 222 student, her growth inunderstanding and using the Wisconsin Teacher Standards and theAlverno Education Abilities

Reflecti ve Piece: A letter written to a beginning ED 201 students wherewe share our growth as a teacher candidate in understanding and usingWisconsin Teacher Standards and the Alverno Education Abilities.

Location: Home, Reflection Piece: Letter to a Beginning Alverno

Education Student Tab

ED 396 A TE P Project: Lesson for an ELL student where we as theteacher candidate demonstrated our understanding of how exceptionaleducation students approach learning and how their needs can be met.




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x limiting her choices of appropriate artifacts that provide evidence ofan ability to synthesize the Wisconsin Teacher Standards and the

Alverno Education Abilities

x including artifacts that address all 10 Wisconsin Teacher Standardsand all 5 Alverno Education Abilities

where they were asked to tie together what they have learned thus far

about molecules. The students were then assessed informally during adifferent lesson so I as the teacher, could practice different techniques of

collecting informal assessment information to enable me to makeinstructional decisions that increase student engagement and

achievement. The effectiveness for each assessment type was thenanalyzed so I could reflect on what areas of my instruction to improve

on.Location: Assessment Design Project: Determining the Effect ofTeaching on Student Learning Tab

Culminating Reflection: Reflection where we focused on our ability toplan and implement various lessons and assessment strategies to

evaluate student learning during our middle school field. UsingWisconsin Teaching Standards and Alverno Education Abilities we

discussed where we have shown growth in our teaching and where we

want to make improvements in our teaching.Location: Culminating Reflection Tab

Depth and Breadth of Knowledge: Assessment feedback from CellBiology Professor demonstrates my ability to apply the learned conceptsto advanced analysis and problem solving.

Location: Depth and Breadth of Knowledge Tab


my instructional practices when trying to develop the whole student.Within the literacy plan there is a range of anticipated reading and

writing behaviors, a selection of assessments to be included, andstrategies to assist reading and writing development for all types of

students.Location: Literacy Plan Tab

Project Based Learning (PBL) Project: This across-discipline unit isdesigned to introduce students to problem based learning where they


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must work in teams and incorporate English and Science frameworks.

The students learn to problem solve and critically think while practicingbecoming autonomous learners. The teacher acts as a resource and

mentor and helps guide them through the process but takes an activerole in their learning from the sidelines.

Location: Project Based Learning Project Tab

Understanding the Role of Discipline: DDP Performance for ED 321that focused on discipline within the classroom. We were able to reflect

on the way that we manage a classroom and the decisions that we makeas the leader of the room to provide a positive learning environment

through individual and group motivation.Location: Understanding the Role of Discipline in Creating a PositiveLearning Environment Tab

Unit Plan: The unit plan, centered on Energy, was designed for a

middle school science classroom (7th grade) that met all 8 of theGuiding Principles for a Middle School Curriculum.Location: Unit Plan Tab

E D 201 Lesson: Lesson for a 7-8th grade science class. Lesson focuseson incorporating technology into my instruction to better understand

what matter and molecules are, as well as the structure of the atom.Location: Field Work Documents, 201 Observed Lesson

E D 215 Lesson: Lesson for a 9th grade physical science class. The

lesson focuses on the types of renewable and non-renewable energysources. Students are placed in groups and must collaborate with one

anotherWRFRQVWUXFW a town where renewable energy resources powerthe town. The students then assume the role of townspeople and must

vote on which proposal they believe incorporates the best alternativeenergy resources.


E D 321 Lesson: Lesson about mass. Students were engaged in a lab


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where they worked in groups at their lab tables and they measured the

mass of certain objects and made conversions in the metric system.Location: Field Documents, 321 Observed Lesson

E D 315 Lesson Plan: Lesson about modeling of molecules in a 10-11thgrade chemistry class. Students are engaged in a lab where they use

manipulatives to determine the molecular structure and geometry ofvarious molecules.Location: Field Work Documents, 315 Observed Lesson

ED 396 A TE P Project: Lesson for an ELL student where we as theteacher candidate demonstrated our understanding of how exceptionaleducation students approach learning and how their needs can be met.


5. Oral and written communication


Criteria Brief description of nature and location of evidence

Consistently engaging audiences by using appropriate conventions,coherent structures, and effective style

Accurately analyzing RQHVRZQLGHDVLQUHODWLRQWR

disciplinary/professional contexts

Articulating meaningful relationships between disciplinary/professionalframeworks and the selection of artifacts by explaining the Wisconsin

Teacher Standards and the Alverno Education Abilities in her own words

Rationalesfor each piece of evidenceLocation: Rationale sections that are located at each piece of evidencetab.


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ORGANIZATIONAL CHART

Artifact/Evidence Education Ability WTS # Section

Adapted Teaching EffectivenessProject (ATEP)

ConceptualizationDiagnosisIntegrative Interaction

3 Adapted Teaching EffectivenessProject (ATEP)

Assessment Design Project:Determining the Effect of Teachingon Student Learning

Conceptualization 8 Assessment Design Project:Determining the Effect of Teachingon Student Learning

Culminating Reflection ConceptualizationDiagnosisIntegrative InteractionCoordinationCommunication

9 Culminating Reflection

Depth and Breath of KnowledgeCoordination 1 Depth and Breath of Knowledge

Literacy PlanConceptualizationDiagnosisIntegrative Interaction

2 Literacy Plan

Project Based Learning (PBL)Project

ConceptualizationDiagnosisIntegrative Interaction

4 & 10 Project Based Learning (PBL) Project

Understanding the Role of Disciplinein Creating a Positive LearningEnvironment

CommunicationIntegrative Interaction

5 & 6 Understanding the Role of Disciplinein Creating a Positive LearningEnvironment

Unit PlanConceptualizationDiagnosis

7 Unit Plan