Student: Lauren Checker

Faculty: Desiree Pointer Mace

External: Brianne Stuard

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

Proficient
Distinctive
Brief description of nature and location of evidence

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.

In my Field Two First Grade, and Retelling Video tab I display my

ability to connect to district standards. During my time spent at
College Park Elementary I developed and carried out lessons
derived from Lucky Calkins Workshop model. The workshop
model also aligns with the Common Core State Standards.

I connect all other lessons to the Common Core State Standards. In

my K4 field I connect to the Wisconsin Model for Early Learners
Standards. The standards are within my lesson plans uploaded
under my corresponding field placement tabs.

Throughout my entire literacy plan you will see different

instructional strategies. In the Field Three K4 tab you will find a

lesson in which I encourage children to collaborate as a whole

group to reach the objectives. In my nature walk video found
under the Field Three K4 tab I model and scaffold for the students
what we will be doing. In the Field Four 3rd/4th Grade tab you will
find in my video that I have the students participate in a turn and
talk. I again model for the students, have them participate, and
practice during the math lesson.

I show my ability to address each content are.

-Mathematics found on Field Four 3rd.4th Grade tab, and Place
Value Lesson tab.
-Language Arts/Reading found in the following tabs: Field One 2nd
Grade, Field Two First Grade, Field Three K4- Literacy and
Movement Lesson, and Field Four 3rd/4th Grade -Writing With Art
Integration tab.
-Science found in Field Three K4 and Nature Walk Video tab

I show my use of appropriate resources in all field areas. In Field

One First Grade, and Field Four 3rd/4th Grade tabs I show my use
of the SMART board. In my Field Two First Grade tab I make use
of anchor charts, and book boxes in the classroom. In all lessons
you will see my effective use of materials, time, and cooperating
teachers input.

I also include provisions with students who have diverse learning

needs. One example of this can be found in the Field Three K4Literacy and Movement tab. I discuss how I assisted ELL learners.
Another example is in the tab Field Four Place Value Lesson. I
make use of additional materials to help students who need more
guidance.

I make use of informal and formal assessment in my portfolio. I

informally assess on each lesson in my portfolio. In my Field Two
First Grade-Retelling Video tab I make use of an anecdotal note
sheet to assess which students are meeting objectives. In my Field
Four 3rd/4h Grade tab I assess more formally by analyzing activity
sheets I gave students after the lesson. This provided me with what
I need to teach next.

In my Field Four 3rd/4th Grade tab and on the Place Value tab I
display my ability to create interactive SMART board lessons to
enhance student learning.

* one video segment must be from ED 315

2. Classroom Environment

Inadequate

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

Proficient
Distinctive
Brief description of nature and location of evidence

In Field Three K4, and the sub-tabs within I show my ability to

meet the needs of a group of diverse learners. I also show in my
fourth field placement how I try to meet the needs of the students
based on the classroom environment.

You will see throughout my portfolio my gradual increase of

responsibility. Having more of a lead role in the classroom has
allowed me to improve on my teaching. Through all of my fields

my students have had different developmental levels. In each

lesson I discuss planning and what I know about my learners; this
guides my thinking. Especially on my Field Three K4 tab you will
see how I meet the needs of ELL learners, access prior knowledge,
and am sensitive with cultural differences. I display how I meet
students needs by adjusting lesson planning for place value on my
Place Value page for my 4th graders.

3. Instruction and Assessment

For each field I have had to make decisions based on the

classroom to successfully plan and carry out lessons. My second
field at College Park had a Workshop Model, which is completely
different from my fourth field now at Manitoba. I have to plan
differently based on what the students are used to. Some examples
of this are turn and talks, group collaboration, essential
questioning, and more.

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

In my Field Two First Grade tab I have students orally giving

me feedback as I am assessing using an anecdotal note sheet.
I was able to later reflect upon which students understood the
concepts and reached my objectives. On my Field Four 3rd/4th
Grade-Place Value Lesson tab I have student work displayed
from my lesson.
After each of my observed lessons I have provided a selfassessment. I have included other self-assessments from nonobserved lessons as well that allow me to reflect on my
teaching.
In each field section I have feedback from my cooperating
teachers from my observed lessons. In my first field I only
have overall feedback because I only worked with a small
group while she was teaching the rest of the class when I
taught my lessons. Throughout my portfolio you will see
additional feedback from my Alverno instructors and
cooperating teachers. I am currently still in my fourth field
so I do not have overall feedback at this time.

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.

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

My educational frameworks have grown over my time in

the classroom. Embedded in my lessons you will see where
I stand and how I believe children learn best. My beliefs for
a student-centered classroom are evident throughout. My
lessons are backed by theory. Some specific places you can
find my use of theory is in the Retelling Video tab. I display
how I connect theory to my lesson. You can also find my
use of theory in my comprehensive literacy plan. I focus on
Cambourne, Holdaway and Vygotsky.
Within my portfolio I have included a couple selfassessments. One of which located on my Retelling Video
tab. I self-asses myself and what I couldve improved upon
and what worked for benefit of the students learning.
All of my field placements have had diverse learners. Where
I have experienced the most diversity was at my third field.
In my Field Three K4 tab and subtabs you will see how I
developed my lessons based around the students and how I
believe they would learn best. This included activating prior
knowledge, allowing the children to collaborate, share ideas,
and ask questions. This impacted the way I taught, how
much I modeled and what I expected from the students.
I wrote a letter to a beginning ED 201 student located on the
second tab of my portfolio. Here I described how I truly
grew. I explained the Alverno Education Abilities and
Wisconsin Teacher Standards and how they will pertain to
them through their journey.
Embedded in my portfolio you will find all 10 Wisconsin
Teaching Standards and all 5 Alverno Education Abilities. I

have included two additional rationales from the abilities as

well. I have organized my portfolio based on field
placement. On each initial field placement tab I describe the
setting and give an analysis of the lesson that was observed
by my Alverno instructor, and cooperating teacher. Within
these pages you will find the WTS and Abilities connected
to artifacts from that field placement experience. Most of
the standards and abilities are located right at the top and the
artifacts are below. I put rationales that connect to selfassessments under the self-assessment artifact a little bit
lower on the page.
Feedback:

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

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

Feedback:

Overall Performance

I organized my portfolio how I thought would be best viewed by

the assessor. I put thought into my layout, formatting, and
visuals to be appealing for all.
When creating my portfolio I developed what I would best
showcase my abilities and growth. I chose artifacts relevant to
my rationales.
I have my titles of standards and abilities in my own words,
then provide my rational below. I believe I created these
rationales to be direct and provide the best information.

Inadequate
Final Comments:

Emerging

Proficient

Distinctive

Artifact/Evidence

Education Ability

WTS #

Section

Retelling video/lesson from second

field

Integrative Interaction

Field Two, 1st Grade- Retelling Tab

Field Three- K4-Nature Walk Video

Field Three-K4 Literacy/Movement

Tab

Place value lesson

Nature walk video/lesson from third

field

Field Four, 3rd/4th Grade- Place Value

Tab
Field Three- K4-Nature Walk Video

Literacy/Movement lesson from third

field

Field Three-K4 Literacy/Movement

Tab

Nature walk video/lesson from third

field
Literacy/Movement lesson from third
field

Coordination

Retelling video /lesson from second

field

Conceptualization

Field Two, 1st Grade- Retelling Tab

3rd/4th grade video/ lesson plan on

solving story problems

Diagnosis

Field Four, 3rd/4th Grade With Video

Tab

Retelling lesson self-assessment

Field Two, 1st Grade-Retelling Tab

Unit plan designed for K4 students

Taste test lesson

10

Unit Plan Tab

Field Three, K4 Tab ( on the bottom)

Communication

Additional Abilities:
Writing/art integration lesson

Diagnosis

Literacy plan

Conceptualization

Field Four, 3rd/4th Grade-Writing With

Art Integration Tab
Literacy Plan Tab

10