ALVERNO COLLEGE

TEACHER CANDIDATES SELF-ASSESSMENT

Candidate: Ashlee Prudhomme
Supervisor: Nancy Jelen
Cooperating Teacher: Kelly Hererra
School:
Holy Apostles
Disability Categories Represented: Dyslexia

Check One: 1st Observation ___

2nd Observation _x__
Date: 11/5/2014
Number of Students: 18
Grade: 7
Subject(s):
Language Arts
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?
How did you determine the appropriate standards and objectives?
What specific academic language would you use?
Why did you choose the materials? How effective were they?
How did you plan to engage the learners?
This lesson fit into the curriculum because it came as a wrap up for a long
research assignment that culminated in an essay about Why I Appreciate
Veterans. This essay had a word limit of 400 words so they were practicing
being concise and to the point with their word choice. I continued the
practice of these skills in my lesson today by asking the students to pick
words that describe Veterans in a poem and giving them limits to each line
in the poem. I determined appropriate standards and objectives by
critiquing what I wanted the students to accomplish with the lesson about
Veterans and finding descriptors for their poem. I used the academic
language of adjectives, free verse poem and synonym. I chose the
materials to engage the students and keep them interested in a topic that
we had been using for a while. I had a short video to get their attention and
then they were able to use their iPads to take notes if they wanted. I gave
them lots of options. Also the use of the poem template was useful for the
students to stay on track. The materials were effective in keeping the
students engaged and on track throughout the lesson. I planned to engage
the learners by using a video as a hook to engage them in the lesson topic,
Veterans Day.

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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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 x
Respond to:
How did you create a positive learning environment?
How do you feel students felt during the lesson? What is your
evidence?
How did you demonstrate respect for, and rapport with the learners?
How did you actively engage students? Who responded? Who did
not? Why?
What kinds of responses did you give to learners responses?

I created a positive learning environment by asking for students

answers and calling on them by name. I believe students felt
comfortable in my lesson because they asked questions if they did
not understand the task or idea. I demonstrated respect and rapport
for my students by calling on them by name and never knocking
down an idea given by them. I actively engaged the students by
asking for their input and by brainstorming together as a class about
the task at hand. The majority of students responded but they
seemed tired and not as active as usual that day. The students that
usually have a hard time did not respond but I would call on them
for an answer and if they had a question I would answer it on the
spot. If they did not answer it might have been because somebody
had already said their answer or they were stuck on different ways
to describe Veterans. I gave encouraging responses and praise to
the learners responses.

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)
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.

Distinctive = Exemplary

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)

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.

____Inadequate

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.

__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?
How effective were the leveled questions you used?
How did you use the academic language? How well do you think the
learners know and understand the academic language? ELL? SPE?
Cite evidence.
My strategies supported meeting the lesson objectives and targets
because the students were able to complete the tasks given to them in the
class period. My presentation and brainstorming session went well
because the students were able to complete their poems with no problem. I
would change my presentation of the poem task by including a rubric
because it would have given clearer parameters for which the poem would
be graded. I also would have emphasized the academic language in the
lesson more. The leveled questions that I used were effective to elicit the
answers that hit on the learning targets and objectives that I set forth. I
used the academic language as part of the task we were working on so the
students were working with the language. I believe the learners know and
understand the academic language well because when I asked them what
a synonym was they were able to immediately tell me.

Evidence (Candidate and Student)

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

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

____Emerging

____Inadequate

___x_Emerging

____Proficient

____Distinctive

Respond to:
How well did your assessment measure learners meeting the
objectives?
What were your assessment results during and/or after the lesson?
How does this inform you of next learning steps?
What would you change about your teaching and/or assessment to
better support or extend learners performance?
In this lesson plan, I personally struggled with the assessment piece. I
knew that I wanted the learners to produce a piece of free verse poetry
using vocabulary describing Veterans based on previous research in a set
form. In hindsight, I would have created a rubric that set out clear

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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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

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

parameters in which to grade the poems on. I would have also made sure
to have a clear explanation of the specific needs for the poem set forth. I
assessed the learners understanding of the material throughout the lesson
with constant comprehension check questions. Upon review of the poems
that were finished in class, the students did understand what was asked of
them and they completed their poems successfully. This informs me that
they would be able to take on more structured poems with rhymes and
different subjects.

Evidence (Candidate)

Professional Responsibilities (AEA: Communication/Integrative

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.

____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?)
How did you present yourself as a professional to the learners?
I contacted my Cooperating Teacher about 3 weeks before the actual lesson to
begin planning the lesson. She had suggested to do my next observation after
the marking period ended on October 31st because I would be able to do a
lesson on anything I wanted. During my times there the students had mentioned
poems a number of times so I decided to incorporate writing a poem into my
next lesson. Also the students had been researching Veterans for their last
major essay so I thought that because Veterans Day was coming up we could
actually focus on the holiday as a wrap up to their learning about Veterans. I
presented myself as a professional by dressing professionally and making sure
that I had extensive knowledge over the material I was teaching them.

Overall Performance: ____Inadequate

____Emerging

____Proficient

____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.

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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)

My lesson was in a 7th Grade Language Arts classroom in a private Catholic school. The lesson was based on Veterans and Veterans day and how we
could describe Veterans via a free verse poem where the students had to fill in the lines on a set sheet. Each line had a sentence that the student had
to finish about a Veteran, for example, Who believes, Who loves, Who fears, etc. In the design of this lesson I demonstrated Standard #10:
Leadership and Collaboration, The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to
collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the
profession. This lesson was designed based on the feedback that I had previously gotten from students in different classes about how they had
requested to do some poetry, so I took that opportunity to collaborate with them and plan a lesson based on something that interested the student. In
the implementation of my lesson I demonstrated Standard #8: Instructional Strategies, The teacher understands and uses a variety of instructional
strategies to encourage learners to develop deep understanding of content areas and their connections and to build skills to apply knowledge in
meaningful ways. In my lesson, I used a variety of techniques to engage the students by using a whole group brainstorm, pairs for discussing during
writing their poems and finally individually working on their poems quietly. These different strategies for teaching and working in the classroom allow
the students to build connections with each other and with the material by discussing among themselves. My lesson demonstrated the Alverno
Graduate Advanced Education Abilities of Communication and Conceptualization. In implementing my lesson I communicated clearly what
information I wanted the students to use for their poems and kept the lines of communication open by frequently asking if there were any questions. I
also demonstrated the ability of Conceptualization in the design of my plan because I conceptualized a lesson based on student ideas and feedback
from previous classes. I had to put all of my ideas together with the standards and curriculum to create a cohesive concept for the day. My lesson plan
focused on the Common Core Standards of W.7.10. I can write for a range of time, tasks, purposes and audiences and L.7.3a I can choose language to
express ideas in a precise and concise manner. This lesson plan demonstrated standard W.7.10 because the students are writing a poem, for a short
amount of time for an audience that would be the general public or Veterans themselves. The plan also demonstrates standard L.7.3a because the goal
was to choose words to describe Veterans for our poems so the students picked the appropriate language to express their ideas in a precise manner
for the poem. Lastly, Piagets Theory of Cognitive Development is reflected in this plan because I chose a topic that is at the level and readiness of the
cognitive level of the learners. The students are at the end of their cognitive development and are ready for higher level thinking to push their
cognitive skills forward.

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.

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.

ED FORM 711
0210 ED