ALVERNO COLLEGE

TEACHER CANDIDATES SELF-ASSESSMENT

Candidate: Rachel Mixtacki
Supervisor: Pat Luebke
Cooperating Teacher: Casey Hein
School: Canterbury Elementary School
Disability Categories Represented: SLD, EBD, OHI

Check One: 1st Observation _X_

2nd Observation ___
Date: 2/5/15
Number of Students: 2
Grade: 3rd
Subject(s): Math
Diverse Student Needs Represented: Focusing,
behavioral, ADHD
Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

Uses teaching resources and curriculum materials that are

appropriate in representing the ideas and concepts.
Plans instruction appropriate to students stages of development and
learning styles.
Provides opportunities for active engagement, manipulation and
testing of ideas and materials.
Chooses appropriate teaching strategies, learning experiences, and
materials to achieve different instructional purposes and to meet student
needs.
Plans motivational instruction by relating lessons to students
personal interest.

____Inadequate

____Emerging

____Proficient

__X__Distinctive

Respond to:
How did this lesson fit into the curriculum?
This was the next lesson in the Math curriculum in Everyday Math. The
kids already had some background knowledge on the subject of triangles
and geometry so they were adding to their knowledge. I made
modifications to make sure that my students were transitioning from part to
part without any trouble
How did you determine the appropriate standards and objectives?
They were given in the Everyday Math teachers edition. They covered the
topics that were being taught in the lesson. Since Everyday Math jumps
around a lot the standards and objectives were set to meet those ideas
that were in the lesson.
What specific academic language would you use?
When talking about triangles I would use the language that is written in the
teachers guide to help students consistently hear the language that they
should be using. Some of those words would be, triangle, vertex (vertices),
angle, side, equilateral triangle, right triangle.
Why did you choose the materials? How effective were they?
I followed the teachers manual for the most part. I knew that what was in
there was a lot and a all over the place so I made changes so that we
could stay straight to the point especially because they might need breaks
and may have a hard time focusing. The material that was in the manual
wasnt always the greatest; they wanted me to use straws to make
triangles. With this group I thought looking in the Student Resource book
might have been a better idea. I think I made the most with my
modifications to make it straight and to the point for my learners.
How did you plan to engage the learners?
By including a matching activity I hoped to engage my students. It isnt
something that they see very often in math because they normally stay

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

within their math journals and very rarely go off of that.

Classroom Environment (AEA: Coordination/Integrative Interaction

WTS: 2, 3, 5 - DISP: Respect, Responsibility CEC: 2, 3, 5)

Shows respect for the diverse talents of all learners.

Is committed to the expression and use of democratic values in the
classroom.
Organizes, allocates, and manages the resources of time, space,
activities and attention to engage students in productive tasks.
Respects students as individuals with differing personal and family
background and various skills, talents and interests.

Evidence (Candidate and Student)

____Inadequate

____Emerging

____Proficient

__X__Distinctive

Respond to:
How did you create a positive learning environment?
By taking them out of the classroom and having them pick the spot in the
library I made it their space so that we could start right away. I talk to them
in a way that they know their words were being valued.
How do you feel students felt during the lesson? What is your
evidence?
Since I had two students in the lesson I think they both felt that their needs
were being met. There was enough time to work with each student
individually. They were given breaks when they needed it. I could see they
were getting frustrated so they were given breaks so that they could then
finish up their work.
How did you demonstrate respect for, and rapport with the learners?
By giving a choice on where to sit in the library, giving them enough wait
time to think of answers, and giving them praise. They know that I respect
their answers and respect them as a person because I am there to help
them through any problem that they have.
How did you actively engage students? Who responded? Who did
not? Why?
I let them label the triangle. I asked a lot of questions about right angles
that students really had to think about. This engaged them. They also knew
that if they did a good job during math they would be able to go on Prodigy
Math website that the kids love. They wanted to have time on the
computers so they worked hard on what needed to get done. When a
student wasnt responding to my questions I gave them time to think, that
wait time made them respond to me when they were ready to do so. This
was affective because if they werent ready they werent going to do their

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

best work.
What kinds of responses did you give to learners responses?
I stayed positive with my students as they worked and responded to the
questions in the Math Journal. If they got the answer correct I praised them
and if they got it incorrect I told them to look at it again. They had a chance
to correct it, slow down, and focus on the problem.

Evidence Code Definitions:

Inadequate = Unsatisfactory

Emerging = Needs Improvement

Proficient = Satisfactory

Instruction (AEA: Communication, Coordination, Diagnosis,

Integrative Interaction WTS 4, 6, 7 - DISP: Respect, Responsibility,
Communication CEC: 4, 6, 7, 8, 9)

Encourages discussion.
Modifies explanations when necessary to assist students
understanding.
Recognizes the importance of verbal and nonverbal communication.
Is a thoughtful and responsive listener.
Communicates in ways that demonstrate a sensitivity to cultural and
gender differences.
Models appropriate communication strategies in conveying ideas
and information.

Distinctive = Exemplary

Evidence (Candidate and Student)

____Inadequate

Emerging

____Proficient

__X_Distinctive

Respond to:
How well did your strategies support meeting the lesson
objectives/learning targets?
By taking the lesson slower and adding and omitting things I was able to
meet the needs of my students. The strategies I used to do so was slowing
down, giving wait time, asking questions that they could explore and find
the answers.
What went well? What would you change? Why?
At first we had a quiet spot, then another class came into the area so out
quiet area turned a little loud making it hard to stay focused. It will be hard
to find a completely quiet area but finding one with the least amount of
distractions would be nice. I thought it worked out very conveniently that I
could rotate through the two students giving them both individual teacher
time; they were not on a break at the same time, which was nice. Overall
though I thought it went well and I was able to teach each student in a way
that worked best for him or her. (My instruction wasnt the same for both of
them but I believe they got the same information out of the lesson.)
How effective were the leveled questions you used?
The questions that I used I thought were helpful in reaching my students.
They worked hard to answer them; I would try to find higher-level questions
next time, the questions that I used were good but very basic and not as
high level thinking as they could have been.
How did you use the academic language? How well do you think the
learners know and understand the academic language? ELL? SPE?
Cite evidence.

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

I thought they did a great job labeling, I gave them the vocabulary and
they needed to label the triangle that I provided. This gave them the
language and I repeated it often. I also had them repeat it as well with me
and by asking them the questions I think it helped them grasp the concept
of the vocabulary. One work that was a little tricky was vertex and then
interchanged the word points for this, it will take a little bit of time to focus
and get this word but I wasnt worried about the other academic language
as they did a great job letting me know that they understood.

Evidence (Candidate and Student)

Assessment (AEA: Diagnosis/Integrative Interaction WTS: 8, 9

DISP: Collaboration, Communication CEC: 1, 5, 8, 9, 10)

Evaluates the effect of class activities on both individuals and the

class as a whole, collecting information through observation of
classroom interactions, questioning, and analysis of student work.
Uses classroom observation and information about students as
sources for evaluating the outcomes of teaching and as a basis for
reflecting on and revising practice.

____Inadequate

____Emerging

_X__Proficient

____Distinctive

Respond to:
How well did your assessment measure learners meeting the
objectives?
I was able to give my students a triangle and have them label it, we talked
through it before they were able to glue it down making sure they had all
the correct parts in the right place. I was also able to see if they knew what
they were doing by the vocabulary that they were using, I think it matched
the objectives ok because these were the main things that I wanted them
to get out of the lesson.
What were your assessment results during and/or after the lesson?
Students were able to correctly label the attributes of a triangle. They were
able to use academic vocabulary but the word vertex was a little tricky for
them so they referred to it as a point of a triangle. I tried to use vertex as
much as possible to make sure that it was getting into their brain as the
correct way to say it. It was however a good way to reference the name.
How does this inform you of next learning steps?
Making sure that the students use correct academic language, instead of
giving them the words have them point and say what each label should be.
This will help them build their vocabulary and help them remember the
vocabulary that is important in this lesson.
What would you change about your teaching and/or assessment to
better support or extend learners performance?
Make sure that I let them figure it out, give enough wait time to have them
focus on the question and what they have answered instead of giving in
and telling them after a short time. This doesnt help them learn. I would
also follow up with what they needed to still learn or repeat again to hold
on to the basic information.

Professional Responsibilities (AEA: Communication/Integrative

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Evidence (Candidate)
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Interaction WTS: 10 DISP: Responsibility, Collaboration,

Communication CEC: 2, 5, 10)

Relates professionally and effectively with the cooperating teacher

and faculty.
Dresses professionally and consistently portrays a professional
demeanor.
Is enthusiastic about teaching.
Seeks out the cooperating teacher to support his/her development
as a learner and a teacher.

Overall Performance: ____Inadequate

____Emerging

____Proficient

____Inadequate

____Emerging

____Proficient

__X_Distinctive

Respond to:
Describe your contact with the CT in planning this lesson. (e.g. How far
ahead did you contact her/him? Did you suggest a lesson or use one
already in place? If in place, did you discuss or make any modifications?)
I planned a date with my CT a week in advance. I waited until Tuesday this
week to get the teachers edition so that I could start planning the lesson and
making modifications to do the lesson on Thursday. I wanted to make sure that
they were going to be on that lesson as things change sometimes pretty often.
On Wednesday I went in and showed my CT my lesson and asked her some
final questions before sending it into Pat. I took the lesson that was in place but I
made some modifications to it to engage my learners. I talked to my CT about
these changed and made sure that they still fit with the lesson that was being
taught in the regular education classroom.
How did you present yourself as a professional to the learners?
I come in prepared with the students. I speak to them in a professional manner
that respects their ideas and keeps them focused on their work.
__X_Distinctive

SUMMARY REFLECTION: Rationale

DESCRIBE AND PROVIDE EVIDENCE FOR EACH OF THE FOLLOWING in a short narrative:
I completed a third grade math lesson on Triangles out of the Everyday Math curriculum in Greendale, WI at Canterbury Elementary School. At
this suburban public school I was placed in a special education setting where I taught a small group of two students with disabilities. The Wisconsin
Teacher Standards for Licensure and Development that were demonstrated in my lesson were; 3, teachers understand that children learn differently.
Even though I only had two students in my group, I needed to find the best approaches to reaching them both. Another one I used was 6. Teachers
communicate well. This was very important in making sure that my students stayed focus on what they needed to do, I asked appropriate questions
and tried to keep them both involved by reading instructions answering questions as much as possible. The Council for Exceptional Children
Initial Content Standards and Knowledge and Skill Sets that I used were 1.4 Create safe, effective, and culturally responsive learning
environments which contribute to fulfillment of needs, stimulation of learning, and realization of positive self-concepts. This standard was
represented by finding a new, quieter location where we could focus better on the assignment. I gave positive feedback and created a positive
Copyright 2014. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
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atmosphere for these students. The next CEC standard I used was ISCI 2.S5 ICC 5. S5 Modify the learning environment to manage behaviors. This
was especially important for one student that I worked with, the need to have a separate environment to get work done was great, the need for a
break in yet another location was even greater when the behaviors were getting out of hand. The Alverno Graduate Advanced Education Abilities
that were used were communication and Valuing; I was able to communicate affectively with my students and ask questions based on what I saw
and have them affectively answer them. The second ability I used was valuing, I was able to value my students individual needs by creating an
environment that worked for them. My decisions for the learning environment and the work that they did was based on what I believed was the
most efficient way for them to get all the information that they needed. Some changes were made in the original lesson but I believe they were all
smart changes that helped my students. The lesson follows the Common Core Standards and these standards were included in the teachers manual
that I taught. The IEP goals that were accommodated for were, giving students a separate place to work that was quieter. Giving students extra time
and breaks when needed. I also read and reread directions and had them tell me what the direction was also. Blooms Taxonomy reflects the design
of my lesson plan. Students had a quick review of important information that they needed to be able to remember. They needed to understand new
ideas and how they go right along with many things they have already learned. They need to apply their knowledge and analyze the reasons why
they did it like that. They needed to evaluate and really think in order to create and understand the properties of 2D triangles.

Copyright 2014. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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