ALVERNO COLLEGE

TEACHER CANDIDATES SELF-ASSESSMENT

Candidate: Maddy Smith
Supervisor: Nancy Jelen
Cooperating Teacher: Terry Lieske
School: Whitnall Middle School
Disability Categories Represented:

Autism, CD

Check One: 1st Observation ___

2nd Observation _x__
Date: 11/12/14
Number of Students: 5
Grade: 6th and 8th Subject(s):
Calendar/ Current Events
Diverse Student Needs Represented:
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 ____Inadequate ____Emerging _x___Proficient ____Distinctive
in representing the ideas and concepts.
Plans instruction appropriate to students stages of development and Respond to:
learning styles.
How did this lesson fit into the curriculum? I developed a lesson plan that
Provides opportunities for active engagement, manipulation and
continued to enhance the students understanding of calendar skills and
testing of ideas and materials.
current events. I keep students actively engaged with using technology
Chooses appropriate teaching strategies, learning experiences, and
(IPad) so that they could follow along while participating in different jobs.
materials to achieve different instructional purposes and to meet student
How did you determine the appropriate standards and objectives?
needs.
I went to the DPI website and searched for the special education common
Plans motivational instruction by relating lessons to students personal core standards, and well as regular education standards for our higher
interest.
leveled students.

What specific academic language would you use?

I used compare/ contrast. I try to use these words in everyday language.
Why did you choose the materials? How effective were they?
I chose to use the Smartboard because of its enlarged screen and its ability
to be interacted with. I have recently switched over from paper packets to
using the Ipad to immerse my students in the technology they use everyday.
Along with the importance of using IPads for their various uses, I find it very
important to show students how to use technology for academic purposes.
How did you plan to engage the learners? The Smartboard, IPad, and a
visual in task schedule

Classroom Environment (AEA: Coordination/Integrative Interaction

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

msmith

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.

Monday, November 24, 2014 8:36:02 PM Central Standard Time

Evidence (Candidate and Student)

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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.

____Inadequate

Monday, November 24, 2014 8:36:02 PM Central Standard Time

__x__Proficient

____Distinctive

Respond to:
How did you create a positive learning environment? I created a positive
learning environment by providing opportunities for student success. I start
each class with a relaxing stretching DVD which helps students start on a
positive note and focused. I have discussed in detail about student
expectations in the school as well as in our classroom. I give students PBIS
blue slips when I see positive behavior, which reinforces correct behavior. I
also allow students to use break cards for those who need a temporary
escape. I give each student a job and switch it daily so they can feel
responsible for teaching the class.
How do you feel students felt during the lesson? What is your
evidence? I felt my students were focused during my lesson. They have
learned to stay on task while other students are exhibiting disruptive
behaviors. Although in this particular class session there were none of these
behaviors my students still had to focus while side conversations from other
staff were going on.
My main goal is to keep anxiety down while in class. I try to have clear
expectations, a beginning and an end, and discuss changes with as much
notice as I can.
How did you demonstrate respect for, and rapport with the learners?
I begin the day with individualized greetings for each student. While the class
is in session I move around the class to each student and give them my
attention. I want to make my students feel safe and respected by giving them
the adaptations they need. Whether it be a break card, figgit toy or a way to
communicate their needs.
How did you actively engage students? Who responded? Who did not?
Why? I kept the students engaged by having them follow along on their
IPads. The exact form that the students fill in was on the Smartboard, which I
would fill in as they students did their jobs. I have some students who are
more apt to volunteer answers than others, especially those with verbal
language. I always try to make those who may not communicate with their
voice have enough time to give their answers. That way they know that I
want to hear what they have to say.
What kinds of responses did you give to learners responses?
I give each student eye contact as well as positive reinforcement. I also give
PBIS blue slips to those students who I see give positive behavior.

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.
msmith

____Emerging

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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.

Evidence (Candidate and Student)

____Inadequate

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.
Monday, November 24, 2014 8:36:02 PM Central Standard Time

____Emerging

__x__Proficient

____Distinctive

Respond to:
How well did your strategies support meeting the lesson objectives/
learning targets? I feel this lesson was not as organized as my previous
observed lesson. I had just switched over from the paper packets to the IPad
so there were still a few kinks. I also have noticed that there are more side
conversations going on with my co-workers than I had ever noticed. I realize
that even though I might not notice these slight extra distractions, it might
really bother and inhibit the productivity of my students.
What went well? What would you change? Why?
I believe that overall the lesson went well. There are a few things I would like
to improve on. I am pleased with how the Ipad lesson is going, and the
students understand that it is their responsibility to stay on the google form
and not go on other websites. I do have one student who was absent the day
of the observation, but she still uses the paper version because she has such
hard time using technology. We are working on transitioning her back to it. I
would like to work with my coworkers on setting a good example for the
students and keeping their voices down, and leaving side conversations for a
different time.
How effective were the leveled questions you used?
I believe that although I have a wide variety of students with different
cognitive functions I am asking questions that effectively assess their
comprehension of the material
How did you use the academic language? How well do you think the
learners know and understand the academic language? ELL? SPE? Cite
evidence. With the academic words compare and contrast I think my
students understood them very well. I think this is because I try to mention
those concepts every day vocally and visually with a venn diagram.

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

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

msmith

Distinctive = Exemplary

Evidence (Candidate and Student)

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Evaluates the effect of class activities on both individuals and the class as ____Inadequate __x__Emerging ____Proficient ____Distinctive
a whole, collecting information through observation of classroom
interactions, questioning, and analysis of student work.
Respond to:

Uses classroom observation and information about students as

How well did your assessment measure learners meeting the
sources for evaluating the outcomes of teaching and as a basis for
objectives? Although I dont give any formal assessments, and the bottom
reflecting on and revising practice.
of my google form there are two multiple choice questions that show their

level of comprehension for the common core standards. With google forms
every time the student submits, it is immediately sent to my in a spread sheet
form and gives a percentile of who answered the questions correctly.
What were your assessment results during and/or after the lesson? I
examine the results from the spread sheet and determine what I need to start
focusing on for the next lesson.
How does this inform you of next learning steps? I can see where a
student needs more direction or adaptation. I can see where students need
more guidance, or structure in my questioning. I change up jobs every day so
each students can enjoy working on their strengths and work through their
weaknesses.
What would you change about your teaching and/or assessment to
better support or extend learners performance? I want to start using
programs like Kahoot it to quiz my students on comprehension.

Professional Responsibilities (AEA: Communication/Integrative

Interaction WTS: 10 DISP: Responsibility, Collaboration,
Communication CEC: 2, 5, 10)

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.
msmith

Monday, November 24, 2014 8:36:02 PM Central Standard Time

Evidence (Candidate)

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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

___x_Proficient

____Inadequate

____Emerging

__x__Proficient

____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?) My relationship with my cooperating teacher continues to
be strong. We co- teach and really bring out each other strengths. We have
been in talks for the past few weeks about making the switch from paper
packets to the IPad, but were just unsure as to how to present the
information. When I created the google form she gave me feedback, and it
really has benefited the students.
How did you present yourself as a professional to the learners?
I present myself as a professional by carrying myself as an authority figure
in the classroom. I discuss my role in the classroom, my expectations for
teaching,as well as let the students know their expectations. The students
refer to me as Ms. Smith, and they know that I am there as a teacher. I
show respect to my students and in return they give it to me.

____Distinctive

See below.

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.
msmith

Monday, November 24, 2014 8:36:02 PM Central Standard Time

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SUMMARY REFLECTION: Rationale

DESCRIBE AND PROVIDE EVIDENCE FOR EACH OF THE FOLLOWING in a short narrative:
a.

b.
c.
d.
e.
f.
g.

background information about the lesson, (e.g. urban, 3rd grade, social studies lesson on )
how in the design or implementation of the lesson you demonstrated two of the Wisconsin Teacher Standards for Licensure and
Development; (name the standards and provide evidence of your actions)
(SPE only) how in the design or implementation of the lesson you demonstrated two of the Council for Exceptional Children Initial
Content Standards and Knowledge and Skill Sets;
how in the design or implementation of the lesson you demonstrated two of the Alverno Graduate Advanced Education Abilities;
how the lesson demonstrates the Common Core Standards or academic standards;
(SPE only) how did you accommodate students IEP goals?
at least one educational framework that is reflected in the design and/or implementation of the lesson plan (e.g. Bloom, Vygotsky,
Gardner)

In my lesson plan I teach calendar skills and current events with a group of five middle schoolers. I teach four sixth graders, and one eighth
grader who have a range of special needs. The students use their Ipads to follow along with a Google Form that highlights the calendar
specifics for that day. With the use of a in task schedule, each student has a job which they are responsible for doing every class. This ranges
from sharing days of the week, to looking at weather patterns. I used both the special education core standards, and the original common core
standards to guide my lesson. I want my students to identify information presented to them in diverse media and formats that relates to a
topic, text or issue under study (EE.SL.6.2), as well as use language to achieve desired outcomes when communicating (EE.L.6.3). The lesson
demonstrated the standards by using many media platforms for my students to access the information. We use different modes of technology,
as well as different websites. I give my students many different ways to communicate. Two students use primarily verbal communication, two
students need choices, and one uses a letter board and a pencil to spell out her answers. I allow time for each student to share their responses.
Each student in my class has an IEP and I take steps to accommodate each and every one of them. I use break cards, and fidget toys, and
probably most importantly reduce anxiety in my students by giving in task schedules and minimizing any changes within our class. If I do
need to change anything I give them as much processing time as possible to give them the best probability of success.

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.
msmith

Monday, November 24, 2014 8:36:02 PM Central Standard Time

ED FORM 711
0210 ED

 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.
msmith

Monday, November 24, 2014 8:36:02 PM Central Standard Time

ED FORM 711
0210 ED