Student: Haley Williams

Link to Portfolio:
http://haleywilliamsedu.weebly.com/
Faculty: Robin Gleason
External: Joan Boyce
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)
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
Inadequate

Emerging
Criteria
The candidate applies subject matter knowledge to develop lessons/units that:
1. relate to state and/or district standards
2. use varied instructional strategies
3. are for varied developmental levels that represent levels of licensure
4. address varied content areas (for ELC/ELM: math, science, language arts
& social studies; for SED: varied disciplinary fields)
5. use appropriate teaching and resource materials
6. include provisions for individual students with particular learning needs
7. include both formal and informal assessments that provide information
about student learning, e.g. rubrics, tests, checklists, opportunities for
students to self-assess
8. The candidate demonstrates the ability to effectively produce multi-media
communication tools and can support her decisions for their use in
enhancing student learning.

Proficient
Distinctive
Brief description of nature and location of evidence
1. Every lesson plan, the science unit plan, and the book in the bag project,
showcased in the various content areas in the portfolio are linked to state
standards. These include CCSS as well as Wisconsin Model Academic
Standards for Social Studies and Science, Technology Integration
Standards, Next Generation Science Standards, and Art Integration
Standards. You can find each of these items by clicking on each of the
content tabs themselves, and then by hovering on the content tab and
clicking on the other items that appear below them.

2. In various artifacts of the portfolio you will see my use of varied

instructional strategies.

By clicking on the math tab and going to the ED 315 Video Lesson,

you will see my inclusion of the Smart Board in the math lesson.

By clicking on any of the lessons in the math section, ED 315

Observed Lessons 1 or 2, you will see that I use direct instruction in
the beginning of the lesson in a mini lesson for math.

By looking at ED 315 Observed Lesson 2, you will see that I engage

the students in collaborative work as they play a math game. More
collaborative work can also be seen in ED 315 Science Lesson under
the Science tab when the students complete a science experiment
together.

The ED 357 Book in a Bag Project demonstrates the use of art

integrated activities like debates and skits as forms of instructional
strategies.

One more example is in the ED 225 Literacy Plan found under the
language arts tab which showcases a variety of instructional
strategies that could be used in writing or reading.

3. Representing licensure levels &

4. Address various content areas

I show my ability to vary lessons for developmental levels in my

licensure area by showing a video (found by clicking the math
tab-ED 315 Video Lesson) for a second grade class, as well as
the video found when clicking the social studies tab (K5 Video
Lesson) which shows me teaching a K5 class. These two videos
show my ability to teach early childhood and a little bit higher
level elementary students. In clicking the Language Arts tab you
will see a lesson given to a group of fourth grade students in the
ED201 Observed Lesson. Under the Language Arts tab by
clicking the ED 215-R Observed Lesson you will see a lesson

given to a group of first grade students. Therefore, my portfolio

showcases lessons from K5, 1st, 2nd, and 4th grade.

My online portfolio clearly lays out four tabs that will show by
either clicking on the tab, or hovering over it to get more
artifacts, that I have evidence to show all four content areas
including math, science, social studies, and language arts.

5. I show the appropriate use of resources and materials in all of my

lessons. When looking at the ED 315 Video Lesson found when clicking
the math tab, I show my use of a smart board to begin and hook students
into a lesson. This same lesson also incorporates use of manipulatives.
Under the Language Arts tab you will see that in my ED 215-R lesson I
use an anchor chart to teach the mini lesson and for students to refer to
during the lesson. I also invite the students to use clipboards and post-it
notes during the mini lesson. Most of the other lessons and artifacts
show use of a variety of materials and resources.
6. All of my lessons show specific planning to meet diverse learners
needs. For example, in the ED 215-R Observed Lesson I planned for the
child in the classroom with the hearing impairment by using a
microphone headset. I also planned for the child with autism with some
specific one-on-one conferring with either me or the special education
aide. I also planned specific time to confer first with lower leveled
readers during workshop time to see if they would need remodeling. My
ED 315 Lessons also show specific planning for the lower leveled and
special education students and how the lesson could potentially be
modified for them.
7. Every lesson plan as well as the unit plans have use of specific
assessments. In the ED 315 Observed Lesson Two I use an informal
anecdotal note sheet in which I took notes on specific behaviors
exhibited by students in the workshop time as well as student
worksheets. In the ED 215-R Observed Lesson in the language arts tab I
use student post-it samples, as well as a student behaviors checklist. I
show my ability to create more formal assessments in the ED 357 Unit
Plan under the science tab as well as in the ED 225 literacy plan under

the language arts tab.

8. I show my most specific use of the smart board for a lesson in the ED
201 Observed Lesson, which can be found by clicking directly on the
Language Arts tab. This small group lesson was built around the use of
the smartboard, which included specific activities and visuals to support
the students learning.

Feedback:

* one video segment must be from ED 315

2. Classroom Environment

Inadequate

Emerging
Criterion
The candidate demonstrates the ability to apply social and cultural understanding
in interpersonal situations by:
1. designing learning experiences that best relate to the characteristics of
individuals and groups
2. perceiving and responding to elements in interaction, e.g. roles,
developmental levels, culture, language, etc.
3. describing how characteristics of individuals and groups influence
teaching decisions

Proficient
Distinctive
Brief description of nature and location of evidence
1. I show in all of my lessons the ability to plan for students learning
needs. Specifically in my ED 215-R lesson under the language arts tab I
note how it was important to have mini lessons with this group of
readers as this was their daily learning routine in reading.
2. My K5 Social Studies lesson which can be found by clicking on the
Social Studies tab, shows my strong ability to connect with students
language needs as I needed to plan a lesson and activity that facilitated
these 90% Spanish speaking children.
3. When teaching is various field placements I needed to make different
teaching decisions that related to the overall characteristics of the group.
For example, in both my ED 315 Video Lesson, and my ED 315
Observed Lesson One I needed to make sure that my lesson plan
incorporated the students beginning the lesson sitting on the carpet or
sitting at their desks without pencils on their desks as I had previously
observed that they got easily distracted during the beginning of a lesson.
This also influenced my choice to create more interactive mini lessons to
keep this group of students engaged.

Feedback:

3. Instruction and Assessment

Inadequate

Emerging
Criterion
The candidate demonstrates the ability to accurately implement instruction and
assess student learning by providing:
1. samples of completed assessments in which the experiences used to
assess student learning relate directly to the lesson/unit objective(s)
2. self-assessments that focus on student learning as a result of lessons
taught in field placements
3. feedback from cooperating teachers and Alverno supervisors

Proficient
Distinctive
Brief description of nature and location of evidence
1. There are various places in my portfolio where I show what assessment
process I used and then a filled in copy of that assessment. For example, in
the ED 315 Video Lesson, and the ED 315 Observed Lesson Two I show
two forms of student checklists and anecdotal note taking that were filled
in during conferring with students. This can be seen in the ED 215-R
observed lesson as well. I also show a variety of student work samples that
also provided as informal assessment for me to use to collect data after the
lessons were complete. These samples are shown in all lessons in the math
tab, there are some in the ED 201 Observed Lesson found by clicking the
Language Arts tab, and also some in the ED 315 Science Lesson.
2. After each of my observed lessons as well as other artifacts like the ED
315 Science Lesson and the ED 225 Literacy Plan, I have a coinciding
self-assessment that analyzes a variety of items. This includes my teaching
decisions, my assessment choices, interactions with students, changes that
could have been made, etc. You will not find a self-assessment for the
UWM K5 Social Studies Lesson as this was not a requirement for me at
the time I gave the lesson for a UWM education course.
3. Each of my observed lessons, ED 315 Observed Lessons 1&2, the ED 201
Observed Lesson, and the ED 215-R Observed Lesson have specific
Alverno supervisor feedback as well as feedback from my cooperating
teacher. You will not find a clear supervisor feedback piece for the UWM
K5 lesson as the supervisor did not give formal feedback as part of the
course. However, my cooperating teacher does comment on the lesson in
the final evaluation. This is found at the bottom of the K5 Lesson page.
You can find final evaluations from all field placements with the Observed
Lessons. However, the final evaluation for ED 315 is with the ED 315
Video Lesson found by clicking on the math tab. There is also feedback on
other artifacts like the ED 357 Unit Plan, the ED 225 Literacy Plan, the
ED 325 literacy analysis, etc.

Feedback:

4. Professional Responsibilities and Reflection

Inadequate

Emerging
Criteria
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:

1. showing, in rationales and self-assessments, where modifications of
her teaching have or should have taken place
2. analyzing and articulating ways in which elements of diversity have
influenced her planning, teaching, and assessing
3. 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
4. limiting her choices of appropriate artifacts that provide evidence of
an ability to synthesize the Wisconsin Teacher Standards and the
Alverno Education Abilities
5. including artifacts that address all 10 Wisconsin Teacher Standards
and all 5 Alverno Education Abilities

1.

2.

3.

4.

Proficient
Distinctive
Brief description of nature and location of evidence
My understanding of how various theoretical frameworks apply to
teaching has grown over the course of my education. You will be able to
observe through my lesson planning and other artifacts that I prefer a
student-centered approach. In my lesson description for the ED 315 Video
Lesson, found when clicking on the math tab, I make a connection to Lev
Vygotskys Sociolinguistic Theory. In my ED 315 Observed Lesson One I
make a connection to theorist Brian Cambourne and each of the steps in
his Conditions of Learning. In my ED 315 Science Lesson, found under
the Science tab I make a connection to John Deweys Inquiry Learning
Theory. More connections to theory are found in my ED 225 Literacy
Plan.
I show in each of my observed lesson self-assessments ways that my
teaching decisions could have been different to better serve the learners in
the classroom after having given the lesson. In my ED 315 Lesson SelfAssessments I also talk about how I could make my next lesson better, or
what information I had learned that could affect my future planning.
Throughout my time at Alverno I discovered how to better use my own
self-assessments to improve my teaching, especially on a field by field
basis in conjunction with the learners in that room. I also show in my ED
225 Literacy Plan how I could grow and develop professionally to improve
my understanding of elementary literacy.
All of my field placements included children with differing learning needs.
The UWM K5 Social Studies Lesson shows how elements of diversity
influenced my planning and teaching. At this placement I needed to plan a
lesson for a group of students whose first language is Spanish and they
were all ELLs speaking 90% Spanish in the classroom. I am not a fluent
Spanish speaker, so making this connection with the students was a
challenge to plan.
I wrote a letter to a beginning ED 201 student which can be found in the
Resources Tab. In this letter I make connections to my experiences with
the Alverno Education Abilities and the Wisconsin Teaching Standards and
how these important tools will also influence their educational journey.
& 5. In my portfolio you will see that I have chosen eight artifacts to
connect to all 10 Wisconsin Teaching Standards as well as the 5 Alverno
Education Abilities. You will see that these connections are made through

rationale statements in which I clearly synthesize how that specific artifact

connects to a specific WI Teaching Standard or Alverno Education Ability.
These rationale statements are found on the bottom of the pages in which
they are located. I have included an organizational chart at the end of this
Candidate Evidence Record which specifically allocates where the 10 WI
Teaching Standards and Alverno Education Abilities can be found.
Feedback:

5. Oral and written communication

Inadequate

Emerging
Criteria
1. Consistently engaging audiences by using appropriate conventions,
coherent structures, and effective style

Proficient
Distinctive
Brief description of nature and location of evidence
1. I organized my portfolio in a way that seems most convenient for the
accessor to view and understand. To do this, I have created the portfolio
based on content areas. By clicking on the content tab itself, and then also
by hovering over the tab the artifacts that belong to each content area can
be viewed. Each page that holds the artifacts are laid out in a similar
manner, first with a description, some visuals, explanations, etc., in order
to keep a consistent pattern throughout the entire portfolio.
2. In developing this portfolio I chose specific artifacts that I believed would
complement my educational journey thus far and my disciplinary
knowledge of each four content areas. I try to explain each of these
artifacts in detail in order to accurately analyze why I thought they were
important to include in the portfolio. I also included specific pieces that
highlight my development as a professional in the field. This is found in
supervisor feedback, cooperating teacher feedback, and final field
placement evaluations.
3. After deciding what WI Teaching Standards and Alverno Education
Abilities I believed connected well to various artifacts, I then wrote the
chosen Wisconsin Teaching Standard or Alverno Education Ability in my
own words. This writing is seen in bold at the beginning of each of the
rationale statements. After writing those standards and abilities in my own

2. Accurately analyzing ones own ideas in relation to

disciplinary/professional contexts
3. 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

words I then continue to make meaningful and detailed connections

between the standard or ability and the particular artifacts in which I chose
to relate them to.
Feedback:

Overall Performance
Inadequate
Final Comments:

Emerging

Proficient

Distinctive

ORGANIZATIONAL CHART
Artifact/Evidence

Education Ability

WTS #

ED 357 Unit Plan

ED 215-R Observed Lesson

UWM K5 Social Studies Lesson

*VIDEO

#1

Found by directly clicking on Science

tab.

Diagnosis

#2, #9

Found by hovering over the Language

Arts tab and clicking on ED 215-R
Literacy Plan

Integrative Communication

#3,#5

Found by clicking directly on the

Social Studies tab.

ED 315 Observed Lesson One

ED 201 Observed Lesson

ED 315 Lesson Video
*VIDEO

#4

Found by hovering over the Math tab

and clicking on ED 315 Observed
Lesson One.

Communication

#6

Found by clicking directly on the

Language Arts tab.

Coordination

#7, #8

Found by directly clicking on Math tab.

#10

Found by clicking directly on the Math

tab.

Letter home to parents

ED 225 Literacy Plan

Section

Conceptualization

Found by hovering over the Language

Arts tab and clicking ED 225 Literacy
Plan.

10