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Student: Sarah Fadness

Link to Portfolio:
http://sarahfadnessedportfolio.weebly.com/
Faculty: Nancy Athanasiou
External: Deb Dosemagen
*Passcode for both videos: Portfolio*

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
Criteria
The candidate applies subject matter knowledge to develop lessons/units that:
1. relate to state and/or district standards
2. use varied instructional strategies
3. are for varied developmental levels that represent levels of licensure
4. address varied content areas (for ELC/ELM: math, science, language arts
& social studies; for SED: varied disciplinary fields)
5. use appropriate teaching and resource materials
6. include provisions for individual students with particular learning needs
7. include both formal and informal assessments that provide information
about student learning, e.g. rubrics, tests, checklists, opportunities for
students to self-assess
8. The candidate demonstrates the ability to effectively produce multi-media
communication tools and can support her decisions for their use in

Proficient
Distinctive
Brief description of nature and location of evidence

1. Every lesson plan along with my Book in a Bag project, is linked


to standards. The standards used includes the Common Core State
Standards, Wisconsin Model Academic Standards for social
studies Next Generation Science Standards, and Art Integration
Standards. Each of these standards can be found within the plans
under each content area tab. You are able to click on the tabs
themselves or for math, social studies, and literacy, you can hover
and more items will appear below.

enhancing student learning.

2. In my various artifacts that I have displayed throughout my


portfolio, you will see that I used a variety of instructional
strategies to meet the needs of the diverse learners in the
classroom.

By clicking on the Math tab, it will take you to the page


with my ED 315 videotaped lesson. This lesson included
manipulatives with the white boards.

By hovering on the math tab, you will see my ED 201


observed lesson and my ED 315 2nd observed lesson (both
under the math tab). Both of these allowed students to
speak and work with peers as more expert others.

My ED 315 1st observed lesson and my ED 321 1st


observed lesson (under the social studies tab) includes
types of academic games to learn the content.

Under the science tab you will see my ED 357 science


lesson plan. That lesson includes a hands on experiment
where students can work with a partner to see which
solids dissolve in water.

My ED 365 Literacy Plan under the literacy tab displays a


variety of teaching strategies within the workshop
approach along with various ways to assess students.

3. My lesson plans, literacy plan, and Book in a Bag project


demonstrates both aspects of my licensure with elementary and
middle.

4. In my portfolio each content area is expressed. By clicking on the


math tab, you will see me teaching a class of fifth graders in my
ED 315 Video Lesson. When you click on the social studies tab,
you can see me teaching 7th graders in my ED 321 Video Lesson.
These videos show my flexibility with teaching elementary
students and middle schoolers. By hovering the math tab, click on
the ED 201 observed lesson is a lesson that was taught to 4th
graders. By clicking on the literacy tab, you will ED 215R
observed lesson which was taught to 2nd graders. Also, under the
science tab, that lesson was for second graders. These lessons
showcase my ability to plan for different ages and content areas.
-

All four content areas are represented through different


tabs, math, science, social studies, and literacy which
encompasses language arts.

5.

I used appropriate teaching resources. By clicking on the math


tab you will see my ED 315 video lesson. In that video you will
see students using white boards as manipulatives. Also, in my ED
201 observed lesson I used popsicle sticks as manipulatives to
learn math (can be found by hovering the math tab then by
clicking on ED 201 observed lesson). For each lesson in social
studies, ED 321 video lesson and both ED 321 observed lessons, I
used a SMART board. I had videos displayed and active
engagement was a result. Also, my other lessons and projects
showcase other resources I have used.

6. Each lesson reflects how I would meet the needs of diverse


learners in that classroom. For example, in my ED 315 video
lesson found by clicking on the math tab, you will see a set of
students sitting at a kidney bean shaped table. The students are
benefited by being near the front and I can take a closer look at
their work. Also, all three of my ED 315 lessons uses the
workshop approach with math and my ED 215R observed lesson
uses the workshop approach with reading. That allotted for time
to confer and work on an individual or small group level with
students.

7. All the lesson plans include forms of assessment both informally


and formally. My assessments for all of my ED 315 lessons under
the math tab includes worksheets from their math workshop time.
My ED 321 lessons under the social studies tab includes exit slips
as a quick way to check for student understanding at the end of the
lesson. My ED 357 science lesson under the science tab uses

writing from an experiment as a way to assess student


understanding. My ED 215R observed lesson found under the
literacy tab uses a variety of assessments from conferring with
students to listening to their turn and talks.

8. I used the SMART board the most in my ED 321 social studies


lessons. Specifically in my ED 321 videotaped lesson found by
clicking directly on the social studies tab I used the SMART board
for a PowerPoint that included a video, statistics, and a link to the
Ellis Island Registry where students were able to come up and
search their family name.

Feedback:

* 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:
1. designing learning experiences that best relate to the characteristics of
individuals and groups
2. perceiving and responding to elements in interaction, e.g. roles,
developmental levels, culture, language, etc.
3. describing how characteristics of individuals and groups influence
teaching decisions

Proficient
Distinctive
Brief description of nature and location of evidence

1. Each of my lesson plans are tailored to meet the specific students


in the classroom at the time. I used what I knew about the
students to plan for my instructions. For example, in my ED 215R
observed lesson found by clicking directly on the literacy tab I
have the workshop model. This fits the diverse students in the
class who through this approach are able to read at their
independent reading level and is a main factor in their daily
classroom routine.

2. In my ED 315 lessons found under the math tab, I really


responded to the developmental levels of the students in the
classroom. Because of that, I had a few lower level students sit at
the kidney bean table (to keep up with what my CT does). This
allowed them to be closer to me and I can see what they were
doing on their papers. Also, for these lessons the workshop
approach allotted for differentiation in developmental levels and
students were working at their levels.

3. In each field placement I have been in has been different based off
of the characteristics of the students in the group. My ED 215R
observed lesson found by clicking directly on the literacy tab, we
began each lesson on the carpet by reading a story. I would read
and think aloud to the students to model good reading for them.
This allowed us to sit more closely together and I could better hear
them during our turn and talk portions. Also, in my ED 321 video
lesson under the social studies tab, I had to make decisions in

regards to classroom management based on the rowdiness of the


class.
Feedback:

3. Instruction and Assessment


Inadequate

Emerging
Criterion
The candidate demonstrates the ability to accurately implement instruction and
assess student learning by providing:
1. samples of completed assessments in which the experiences used to
assess student learning relate directly to the lesson/unit objective(s)
2. self assessments that focus on student learning as a result of lessons
taught in field placements
3. feedback from cooperating teachers and Alverno supervisors

Proficient
Distinctive
Brief description of nature and location of evidence

1. Throughout my portfolio there are different places where


assessments are shown. Each thing I had attached in my
portfolio has a form of assessment, so I can check student
understanding. For example, in my ED 315 1st observed lesson
and my ED 315 video lesson found under the math tab, I have
attached student work. This work served as a form of
assessment for me to see student understanding. These
assessments directly correlated to the lesson objective. Other
assessments with student work can be found under my social
studies tab with my ED 321 video lesson and my second ED 321
observed lesson. Both of these display exit slips which were
quick and effective ways to check to see student understanding.
2. Once I completed an observed lesson, I self-assessed. It allowed
me to think about the lesson and how it exactly went in regards
to instruction, student needs, assessment, and what I could have

done differently. You will also find a self-assessment under


other artifacts such as my ED 365 literacy plan. There I went on
to assess my plan and how I met the needs of the fourth graders
based off of the data I was given. You will not find a selfassessment under my ED 321 video lesson or my ED 357
science lesson because it was not a requirement of the course.
3. I have attached all the feedback from my observed lessons. This
feedback is from both my cooperating teacher and professor.
The feedback can be also be found under both video lessons
which can be located by clicking directly on the math or social
studies tab. I also have attached feedback for my ED 357
science lesson which can be found by directly clicking on the
science tab and for my ED 365 literacy plan which can be found
by hovering the literacy tab. Attached you will also find field
placement final evaluations. ED 315 and ED 321 can be found
by directly clicking on the math and social studies tab. The ED
201 final evaluation can be found by hovering the math tab and
clicking on the ED 201 observed lesson. For ED 215R it can be
found by directly clicking on the literacy tab.
Feedback:

4. Professional Responsibilities and Reflection

Inadequate

Emerging

Criteria
The candidate articulates how she has applied educational frameworks (e.g.

Proficient
Distinctive
Brief description of nature and location of evidence

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:
1. showing, in rationales and self assessments, where modifications of
her teaching have or should have taken place
2. analyzing and articulating ways in which elements of diversity have
influenced her planning, teaching, and assessing
3. 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
4. limiting her choices of appropriate artifacts that provide evidence of
an ability to synthesize the Wisconsin Teacher Standards and the
Alverno Education Abilities
5. including artifacts that address all 10 Wisconsin Teacher Standards
and all 5 Alverno Education Abilities

Throughout my lesson plans, self-assessments, rationales and my


literacy plan, you will see how connection to educational
framework and theory. What is stated in each category reflects
how I believe children learn best. For example, I am a firm
believer in Holdaway and Vygotsky because of their hands on
approach, the modeling aspect, and using language as a way to
learn. That influenced how I taught the lessons that are attached
and I stated that by making the connections in my own words.
In my ED 315 2nd observed lesson I used Holdaways theory
while in my ED 365 literacy plan I used a lot of Vygotskys
ideas.

1. I am constantly reflecting after each lesson I have taught. In


each self-assessment, I write about potential modifications that I
could have made. For example, in my ED 315 video lesson
(found by clicking on the math tab) that lesson did not go as
planned. Based off of the feedback I was getting from students,
I had to adjust my plan for the next day which can be found in
my ED 315 1st observed lesson under the math tab. I want to
further develop as a future teacher and self-assessing allows me
to further do so.
2. The diversity of the students constantly reflects on how to go
about instruction for them. Elements of diversity and planning
for them can be found in my ED 215R observed lesson found by
clicking on the literacy tab. There was a great range of readers
in that class and I had to plan for it. Part of my planning
included reading workshop time where students are able to read
at their own independent reading level.
3. I believe in my introductory letter to an ED 201 student reflects
my growth at the WI teaching standards and the Alverno
Education Abilities. This letter can be found under the resources

tab. In this letter I talk about how the standards and abilities
become applicable to you as you continue on your educational
journey. I said that it really guides you and your instruction
because it is based off of what good teachers do. These are the
type of teachers we want to be for our future students.
4./5. Throughout my portfolio I have ten artifacts that I have
connected to all 10 WI Teaching Standards and the five Alverno
Education Abilities. The connections I made between the artifacts with
the standards and abilities can be found at the bottom of the page.
These rationale statements demonstrate my ability to put the standard
and ability into my own words as well as showing the connections I
have made. The chart below shows the location of each standard and
ability throughout my portfolio.
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

When creating my portfolio, I wanted to create it in a way that


was easy for my assessor to follow. Because of that, I separate
it by content areas (math, science, social studies, and literacy).
You are able to click directly on the content tab or you can hov
over it for more options. Each of my pages begin with what th
will find on that page, a description, my lesson plan, selfassessment, possible student work samples, and feedback.

On each tab, I have chosen specific artifacts that I believe


highlight my work up until this point. Each page begins with a
description of what can be found on that page and a brief
overview of what is displayed. I believe that each description
and rationale statements does an efficient job of why I chose to
have those items in my portfolio.

When it came to pairing standards and abilities to artifacts, I


found the artifacts first and then found connections between
them. This allowed me to better see the connections verses
finding an item to pair it to a certain standard. I believe I
connected the standards and abilities well to my item and briefl
stated them in my own words. After I stated what the full
definition is, I summed it up in my own words and then I went
on to make connections between my work and the standards
and/or abilities.

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
Inadequate
Final Comments:

Emerging

Proficient

ORGANIZATIONAL CHART

Distinctive

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
Artifact/Evidence

Education Ability

WTS #

Section

ED 215R Observed Lesson

Conceptualization

#2 and 9

ED 315 Video Lesson


*associated video

Integrated Interaction

#4 and 10

ED 321 Video Lesson


*associated video

Communication

ED 357 Science Lesson Plan

Diagnosis

ED 365 Literacy Plan

Coordination

#1 and 5

Found by clicking directly on


the Literacy tab
Found by clicking directly on the
Math tab

Found by clicking directly on


the Social Studies tab
Found by clicking directly on
the Science tab

#3 and 8

Found by hovering over the


Literacy tab, other items will
drop below and click on the one
that says ED 365 Literacy Plan
Found by hovering over the
Math tab, other items will drop

ED 201 Observed Lesson

ED 315 1st Observed Lesson

ED 315 2nd Observed Lesson

ED 321 1st Observed Lesson

ED 321 2nd Observed Lesson

ED 357 Book in a Bag Project

#6 and 7

below and click on the one


labeled ED 201 Observed
Lesson
Found by hovering over the
Math tab, other items will drop
below and click on the one
labeled ED 315 1st Observed
Lesson
Found by hovering over the
Math tab, other items will drop
below and click on the one
labeled ED 315 2nd Observed
Lesson
Found by hovering over the
Social Studies tab, other items
will drop below and click on the
one labeled ED 321 1st
Observed Lesson
Found by hovering over the
Social Studies tab, other items
will drop below and click on the
one labeled ED 321 2nd
Observed Lesson
Found by hovering over the
Social Studies tab, other items
will drop below and click on the
one labeled ED 357 Book in a
Bag Project