ALVERNO COLLEGE

TEACHER CANDIDATES SELF-ASSESSMENT

Candidate: Rachel Mixtacki
Supervisor: Charlie
Cooperating Teacher: Lisa Larsen
School: Parkview Elementary
Disability Categories Represented: SDD, Autism, EBD, ADHD

Check One: 1st Observation ___

2nd Observation _X__
Date 10/27/2015
Number of Students: 4
Grade: 3k/4k
Subject(s): 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 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

__X__Proficient

____Distinctive

Respond to:
How did this lesson fit into the curriculum?
I picked a lesson that was the next lesson in the math curriculum. After
talking with my cooperative teacher we came up with this idea that had
many activity changes that met the needs of my students.
How did you determine the appropriate standards and objectives?
I picked the math 5K common core standards since they fit with the lesson
plan and the fit what my students are learning. I wanted to keep them
focused on higher standards to keep them learning and growing in the
math material that they do.
What specific academic language would you use?
I wanted to continue with the academic language that the regular teacher
uses so I used the same finger counting (start with the pinky), I also I
wanted to reiterate counting, saying the number showing me how many
that was just to focus on their memory to guide them to be
Why did you choose the materials? How effective were they?
The materials used were from the curriculum Engage NY, they said to use
goldfish crackers and I thought that was going to be a great idea, until the
kids started eating them when they werent suppose to. It kind of became a
game for them so I took them away and replaced the crackers with fish
manipulatives so the students would be able to use them without being too
distracted.
How did you plan to engage the learners?
By having hands on activities that involved manipulatives, these
manipulatives were a good way that students could show me what they
can do to

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

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

__X__Proficient

____Distinctive

Respond to:
How did you create a positive learning environment?
When I was working with the kids I used their names and encouraged
them to show me what they could do. I also gave positive feed back so that
they would be encouraged to keep trying and doing the best they can do.
How do you feel students felt during the lesson? What is your
evidence?
I think each one of my students felt successful throughout the lesson. I
think that even though one of the kids didnt come over to join us right
away she was able to join us when she was ready and she became pretty
successful. I think each student was comfortable and showed me what
they knew to the best of their ability.
How did you demonstrate respect for, and rapport with the learners?
Since one of my friends didnt join at first, I asked her to join, she wasnt
ready yet, and I ignored her behaviors and she was able to join the group. I
praised her for coming to the group and trying her hardest and showing me
she could do what we were doing. Giving her space until she is ready
shows that I was understanding of her needs. I have her the respect to turn
her day around and she showed me that she could do that to join in the fun
activity that we were doing.
How did you actively engage students? Who responded? Who did
not? Why?
We did this lesson on the table, they normally do math on the carpet so it
was a change but the students saw what we were doing and that it would
be different today. They did a great job coming over and doing a few
different activities such as a dance that was a big hit to get them up and
moving, this is where my one student was able to join us. At some point in
the lesson the kids responded, either in the dance, short memory activity or
the counting of manipulatives.
What kinds of responses did you give to learners responses?
I gave positive feedback to my students. Great job, I like that you are
trying so hard, here lets try it together, I like the method you used to
count those objects.

Evidence Code Definitions:

Inadequate = Unsatisfactory

Emerging = Needs Improvement

Proficient = Satisfactory

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and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

Distinctive = Exemplary

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

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

Emerging

__X__Proficient

____Distinctive

Respond to:
How well did your strategies support meeting the lesson
objectives/learning targets?

What went well? What would you change? Why?

I think I was able to mix up the activities pretty well, I planned some great
short activities to keep the interest of my students. However, I had one
chunk of 13 minutes of learning that was too much for my students. I wish
that I would have realized the frustration a little better and mixed up the
activities to help them come back to me. Knowing that 3 and 4 year olds
have a shorter attention span I should have broken up my lesson a little
more.
How effective were the leveled questions you used?
I think the leveled questions I used were effective and helped my students
question what they were doing and think about different things while
counting. They were able to compare two different ways of counting to help
them identify which one is easier to do with manipulatives.
How did you use the academic language? How well do you think the
learners know and understand the academic language? ELL? SPE?
Cite evidence.
I used the academic language in my lesson to support the main teacher.
By using the same language as her I was able to work with students on the
wordage that they already know to enhance their learning of the subject.
Since the learners were already introduced to these words before I knew
that they had at least heard these words and would be able to understand
with a little more scaffolding.

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

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

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and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

Evidence (Candidate and Student)

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

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

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.

_X__Proficient

____Distinctive

Respond to:
How well did your assessment measure learners meeting the
objectives?
I was able to record data on my learners to show if they had mastered the
math concept that we were working on. By observing these four students I
was able to grasp if my students were understanding and how much
assistance was needed to guide them to do their best.
What were your assessment results during and/or after the lesson?
Half of the students that I taught, so 2, were able to complete the counting
concept with little or no assistance and the other half needed guidance and
hand over hand assistance to complete the task.
How does this inform you of next learning steps?
These two students who were having a hard time of counting in order up
to 3, I would go back to work on them in an intervention or separate time to
work with them so that they could count to 3 fluently and consistently. This
understanding, I believe, will need to be mastered before they can continue
to learn to count to higher numbers.
What would you change about your teaching and/or assessment to
better support or extend learners performance?
Start with concrete manipulatives to ensure that students are able to focus
on the task at hand and if needed I would use a sheet where students
could one to one correspond to objects to the number.
Evidence (Candidate)

Professional Responsibilities (AEA: Communication/Integrative

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

____Emerging

____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?)
The week before I talked with my CT to figure out which lesson would be taught
on the day that I would be there. This ensured that my students and teacher
were on track and that they would not be missing a day of instruction. I took the
lesson and modified it a little bit to meet the small group that I was working with
and
How did you present yourself as a professional to the learners?
Since I am only in the classroom one day a week the students do not know me
as well as their teacher, however, every time I walk into the classroom I greet

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the children, I ask them how they are doing, I show them that I am there for
them and that we are going to have a great day. They now know that I am a
teacher when I am in the class and they show me respect just as I show them.

Overall Performance: ____Inadequate

____Emerging

__X__Proficient

____Distinctive

See below.

SUMMARY REFLECTION: Rationale

DESCRIBE AND PROVIDE EVIDENCE FOR EACH OF THE FOLLOWING in a short narrative:
I have taught my math lesson on counting object in a linear and scattered configuration up to 5 in a k3, k4, k5 classroom in an
urban school setting. I used Wisconsin Teaching Standards two, The teacher understands how children learn and develop, and
can provide learning opportunities that support their intellectual, social and personal development, I know that children at the
age of 3, 4 and 5 are just learning how to be in school and that they need to switch up activities often, I created a lesson with
changing activities to meet these needs. Another teaching standard that I have used is 5 The teacher uses an understanding of
individual and group motivation and behavior to create a learning environment that encourages positive social interaction,
active engagement in learning, and self-motivation. This was shown when I had a student that did not want to join us at the table
and I told her that I would love to have her join since she didnt I was able to continue teaching and when she was finally ready to
join I was able to give her positive reinforcement for joining and using self-motivation to join us for math. The rest of the class
received positive reinforcement for having joined and started working right when they needed to. CEC standard C. Promoting
meaningful and inclusive participation of individuals with exceptionalities in their schools and communities, during this lesson I
had student of all different levels participating in the lesson to be given the change to work through higher level thinking. And
1.3.
Use periodic assessments to accurately measure the learning progress of individuals with exceptionalities, and
individualize instruction variables in response to assessment results, here I was able to track and write down notes of my
students to ensure I would remember their results of the activity. The Alverno Graduate Advanced Education Abilities that I used
were Integrative Interaction where I knew that I was responsible for students learning and Coordination as I was able to put
together all of the aspects of my lesson to create one coherent math lesson. I roped my students into the 5k standards because I
did not see standards for their age, the standards were met and followed in a sequence that worked for my students. I
accommodated to IEP goals by giving students the chance to participate and show me what they know, behaviorally I gave them
chances to follow directions and join the group. The educational framework that is reflected in the design of my lesson
Gardners theory of multiple intelligences. I worked to meet the needs of my different learners by incorporating different
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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learning opportunities so that students could use their strengths in different areas.

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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