Faculty:
External:
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)
Inadequate
Emerging
Proficient
Distinctive
Criteria
Feedback:
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
2. Classroom Environment
Inadequate
Emerging
Proficient
Distinctive
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
Feedback:
Inadequate
Emerging
Proficient
Distinctive
Criterion
Feedback:
Inadequate
Emerging
Proficient
Criteria
Distinctive
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
Feedback:
Inadequate
Emerging
Proficient
Criteria
Distinctive
Feedback:
Overall Performance
Inadequate
Emerging
Proficient
Final Comments:
Distinctive
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.
YOUR COPY
Artifact/Evidence
Education Ability
WTS #
Section
Conceptualization
LTM 611
Communication
Conceptualization
Diagnosis
LTM 611
Conceptualization
Diagnosis
Coordination
Communication
1
2
4
7
3
LTM 621
Integrative Interaction
Coordination
1
7
LTM 622
Coordination
Conceptualization
3
10
LTM 631
Conceptualization
Diagnosis
Coordination
LTM 632
Conceptualization
Diagnosis
Coordination
7
8
LTM 632
Lessons
Integrative Interaction
LTM Coursework
Communication
Portfolio Pieces