Student: Meghan Wagner
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
Brief description of nature and location of evidence
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.
As an MPS educator I utilize the Wisconsin states standards and
appropriate them accordingly, developing lessons that reflect the material I
need to assess on. With an undergraduate degree in history and political
science I have a wealth of knowledge go my subject area. The compilation
of my multi genre literacy project demonstrates my ability to effectively
produce multi-media communication tools and that I am able to support
my decisions for my use in enhancing student learning. The website I
developed begins with my definition of literacy in my subject area and
focus on how to improve the literacy scores of seven selected students.
Within I included an entire tab on assessments, both formal and inform to
inform my instruction. One of the projects on the website was a plan I
created in my Assessment course was a ready to administer performance
based assessment that I utilized in my classroom. Within it was my first
attempt at a formal self-assessment. The main focus of what I am trying to
bestow on my students is not only to think like a historian, but the ability
to critically think.
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
1. Planning and Preparation
* 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:
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
My observed lesson in LTM 621 focused on the Civil Rights Movement
and drew clear parallels as to what African Americans faced to the issues
my students are facing now. At the start of the semester police brutality
was something my students explained they wanted to address in the course
and I found a way to integrate that into their lesson comparing incidents
such as the LA Riots to the events that occurred just recently at Sherman
park. This lesson focuses on the larger question of whether the Civil
Rights Movement was successful and can be found in the Lessons tab
under LTM 621. Mu multi genre literacy plan incorporates my students
individual interests and includes a selection of ethnically and culturally
diverse books.
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:
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
The lessons that I conducted were heavy on formative assessment
whether it be a quick write, a Kahoot or an exit ticket. This allowed
students to assess their progress and know what steps the need to take to
get to where they ned to be. There is feedback from my Alverno
supervisors and cooperating teachers located in the forms tab under
lessons.
Feedback:
4. Professional Responsibilities and Reflection
Inadequate
Emerging
Proficient
Criteria
Distinctive
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, 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:
As far as educational framework go, this is an element I am still
learning to more efficiently implement. My Multi genre literacy
paper focused on Howard Garners theory of multiple of
intelligences as a baseline on how to interest my students in
literacy. I also have grown to include how they are reflected in
my teaching through my lesson plans.
If Alverno has taught me anything, it is by the skill to reflect on
my practice. I am consistently self-assessing and adjusting my
instruction. This concept is reiterating in my letter to a future
educational student.
5. Oral and written communication
Inadequate
Emerging
Proficient
Criteria
Distinctive
Brief description of nature and location of evidence
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
The multi genre literacy program allowed me to develop my
personal definition of literacy in the context of social studies.
This has informed my practice and altered how I approach
literacy in my subject areas. The rationales are located under
coursework tab. The Wisconsin Teacher standards and the
Alverno Education abilities are located within my Rationale
Statements, lessons plans and scattered across other various
location within my portfolio. The organizational chart below will
inform the assessor where the particular piece is located.
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
Multi Dimensional Learning Project
Conceptualization
LTM 611
Bring A Learner to Lunch
Communication
Conceptualization
Diagnosis
LTM 611
Multi Genre Literacy Project
Conceptualization
Diagnosis
Coordination
Communication
1
2
4
7
3
LTM 621
Supplemental Book Project
Integrative Interaction
Coordination
1
7
LTM 622
Special Education Research Paper
Coordination
Conceptualization
3
10
LTM 631
Ready to Administer Performance
Assessment
Conceptualization
Diagnosis
Coordination
LTM 632
Plan for Portfolio
Conceptualization
Diagnosis
Coordination
7
8
LTM 632
Lessons
Integrative Interaction
LTM Coursework
Letter to New Student
Communication
Portfolio Pieces
