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Student: Tuyet Nguyen

Link to Portfolio:
http://tuyetnguyened2017.weebly.com
Faculty: Randa Suleiman
External: Beth Erenberger
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


Criteria Brief description of nature and location of evidence
The candidate applies subject matter knowledge to develop lessons/units 1. Every lesson and unit plans are linked to the CCSS. The lesson s
that: from ED 338are especially related to Wisconsin Model Early
relate to state and/or district standards Learning Standards and the social unit plan is linked to Wisconsin
use varied instructional strategies Model Academic Standards.
are for varied developmental levels that represent levels of licensure 2. You can see each lesson addressed its own instructional strategies
which were appropriate to students learning; however, almost
address varied content areas (for ELC/ELM: math, science,
every lesson and units utilized the same strategies, but performed
language arts & social studies; for SED: varied disciplinary fields)
in different ways depending on the lesson purpose and students
use appropriate teaching and resource materials learning.
include provisions for individual students with particular learning In the ED 20 video lesson plan (under video lessons tab), I
needs used SMART-Board to engage students.(I used SMART
include both formal and informal assessments that provide Board in many lessons but I did not include any in my
information about student learning, e.g. rubrics, tests, checklists, portfolio because I could not download it)
opportunities for students to self assess In the ED 215R observed lesson I provided explicit
The candidate demonstrates the ability to effectively produce multi- modeling at the beginning of the lesson; however, at the
1
media communication tools and can support her decisions for their beginning of the ED315 video lesson I asked more
use in enhancing student learning. questions.
You will see me using questioning strategy in the ED 338
video lesson to encourage students to think deeply and
orally respond.
3. The lesson for each class met each developmental level.
4. Various content area were demonstrated:
the ED 201and 315 lessons: language arts
the ED 338 1st observed lesson: math
the ED 338 video and 2nd observed lessons: science
the ED 357 unit plan: social studies
5. I used a variety of teaching and resources materials that were
appropriate to the lesson and students learning
the informational text about Abraham Lincoln and Helen
Keller for ED 315 lesson: finding the main idea and details
in the informational text.
the smart board to teach K4 children in video and the 2st
observed lesson.
Good book for the first grade students in ED215R
observed lesson

6. In the ED 315 lessons, I used simple texts to teach students the


strategies to find the main idea which met the diverse learned. I
also had the handouts translated into Spanish for a student who
understood a little English.
7. I included a variety of the assessments in the ED 315 lesson: the
pre-formal assessment before the lesson and different assessment
during the lesson.
8. I used smart board in many lessons. In the 338 science unit plan, I
searched for a variety of videos for kids to use in the centers.

Feedback:

2
* one video segment must be from ED 315

2. Classroom Environment

Inadequate Emerging Proficient Distinctive


Criterion Brief description of nature and location of evidence
The candidate demonstrates the ability to apply social and cultural
understanding in interpersonal situations by: Each lesson was designed I demonstrated my ability to understand
designing learning experiences that best relate to the characteristics students needs and created activities that fitted to students
of individuals and groups learning. In ED 338 field, because children were easily got
perceiving and responding to elements in interaction, e.g. roles, distracted by interesting materials, I planned to use Smart board to
developmental levels, culture, language, etc. get them out of surrounding distraction and more engaged in the
describing how characteristics of individuals and groups influence lesson.
teaching decisions

Feedback:

3. Instruction and Assessment

Inadequate Emerging Proficient Distinctive


Criterion Brief description of nature and location of evidence
The candidate demonstrates the ability to accurately implement instruction
and assess student learning by providing: In the ED 315 observed lesson plan, I created an example of the
3
samples of completed assessments in which the experiences used visual to present the main idea and the details of the text. At the
to assess student learning relate directly to the lesson/unit same time, I used it as a criteria for students as they created their
objective(s) own visual.
self assessments that focus on student learning as a result of Each lesson in my portfolio included my supervisors feedback.
lessons taught in field placements You will also find my cooperating teachers feedback for many
feedback from cooperating teachers and Alverno supervisors lessons in ED 215R, ED 338, and ED 315. You will not find my
cooperating teachers feedback for ED 201lessons because she
did not observed my lesson. At the end of each field, I included
my cooperating teachers evaluation.
Feedback:

4. Professional Responsibilities and Reflection

Inadequate Emerging Proficient Distinctive


Criteria Brief description of nature and location of evidence
The candidate articulates how she has applied educational frameworks (e.g.
Bloom, Piaget, Erikson, Maslow, Montessori, Cambourne, Gardner, In 225 literacy plan I made a strong connection between my belief
Holdaway, Purkey, etc) and their influence on her teaching by stating the and the theory of Vygotsky and applied the theory to my teaching. In
major aspects of selected theories in her own words and identifying where almost every lesson, I used education al frameworks, but I did not
she has applied these theories. clearly explain it. For example, in the ED 338 video lesson, I applied
Blooms model to my lesson but I did not explain it.
The candidate represents herself as a reflective practitioner by: In different self-assessments after the lessons, especially the self-
4
showing, in rationales and self assessments, where assessment for the ED 215R observed lesson, I reflected on my
modifications of her teaching have or should have taken place teaching and students learning based on the outcomes and students
analyzing and articulating ways in which elements of diversity needs to modify my lesson.
have influenced her planning, teaching, and assessing In the ED 315 lesson, I needed to provide a student with a copy of
describing, in a letter to an ED 201 or AE 222 student, her Spanish for the handout and I let her write her assignment in
growth in understanding and using the Wisconsin Teacher Spanish. When I taught the lesson, I grouped her into a group of
Standards and the Alverno Education Abilities students who spoke Spanish so that they could help her.
limiting her choices of appropriate artifacts that provide In the reflective letter to ED 201 students, I clearly shared my
evidence of an ability to synthesize the Wisconsin Teacher experiences about my growth in understanding and application of
Standards and the Alverno Education Abilities Wisconsin Standards and Alverno Abilities by showing that
including artifacts that address all 10 Wisconsin Teacher everything was brand new to me at the beginning, but now I am able
Standards and all 5 Alverno Education Abilities to connect those to my teaching performance.
You will see in several artifacts in my portfolio I have chosen
demonstrated the connections to the Wisconsin Teaching Standards
and the Alverno Education Abilities. I chose the artifacts and wrote
the rationale and then could make connections. The chart at the end
of this evidence sheet was organized to show which artifacts
satisfied the standards of abilities.

Feedback:

5
5. Oral and written communication

Inadequate Emerging Proficient Distinctive


Criteria Brief description of nature and location of evidence
Consistently engaging audiences by using appropriate conventions, I tried to organize my portfolio in a way that was easier for the
coherent structures, and effective style viewer to follow and understand what I addressed. Besides the
introduction and the letters, I categorized it into 3 main areas, the
Accurately analyzing ones own ideas in relation to video lessons, the fields, and other artifacts rather than the
disciplinary/professional contexts lessons. In most pages I used the same layouts, such as the
description/rationale, artifacts, and connections.
Articulating meaningful relationships between disciplinary/professional On the page of the ED 338 field placement, I chose and
frameworks and the selection of artifacts by explaining the Wisconsin organized the artifacts that demonstrated my development as a
Teacher Standards and the Alverno Education Abilities in her own words professional in the field by selecting my supervisor's feedback
for the lessons and putting them in order of the lessons that
occurred.
By reviewing my artifacts and then I chose the standards or
abilities that were well connected together. Then I wrote the
standards or abilities in my own words before I explained its
connections.

Feedback:

Overall Performance

6
Inadequate Emerging Proficient Distinctive
Final Comments:

7
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.

SAMPLE

Artifact/Evidence Education Ability WTS # Section


Lesson Plan on Fossils Conceptualization 1 Tab 1 or other label
Unit on Civil War Diagnosis 8 Tab 5 or other label

YOUR COPY

Artifact/Evidence Education Ability WTS # Section


AEA Communication #4&6 Found by clicking the ED 201 video
ED 201 Video Lesson lesson on the video lessons page
Conceptualization, Integrative #1 Found by clicking the ED 338 video
ED 338 Video Lesson Interaction lesson on the video lessons page
Diagnosis #8 Found by clicking the ED 315 video
ED 315 Video Lesson lesson on the video lessons page
#5 Found by clicking the ED 201 under
ED 201 Observed Lesson the field tab and then you see the
observed lesson.
#5 Found by clicking the ED 215R
ED 215R Observed Lesson under the field tab and then you see
the observed lesson.
#2 Found by clicking the ED 338 under
ED 338 2st Observed Lesson the field tab and then you see the
observed lesson.

Conceptualization, 3, 7, 10 Found by clicking ED 338 Science


ED 338 Science unit plan Communication, Coordination, unit plan under the "others" field
Integrative Interaction, tab and then you see the science unit
plan
8
9 On the page of the fields, clicking
Self-Assessment- ED the ED 215R you will see my self
215R_Observed Lesson assessment included in the observed
lesson.