ALVERNO COLLEGE

TEACHER CANDIDATES SELF-ASSESSMENT

Candidate: Emily Michi
Supervisor: Nancy Jelen
Cooperating Teacher: Renee Lauterbach
School: Hmong American Peace Academy
Disability Categories Represented:

Check One: 1st Observation _x__ 2 Observation ___

Date: 10/17/2014
Number of Students: 24 students
Grade: 6th
Subject(s): Earth Science
Diverse Student Needs Represented:
nd

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?

The students are learning about factors of weather,

cloud types, movement of air masses and the
development of different types of storms. They are
also learning about weather forecasting and various
tools, maps, and models. My lesson had the students
building a weather measuring tool and practice using
it to measure the speed of wind created by fans. I
talked with my cooperating teacher to figure out what
would be a good addition to the unit they were
studying. She had suggested building the
anemometer. The academic language I used was data
collection, air pressure, procedure, anemometer, wind
speed, wind chill, and measure. I researched different
methods of creating an anemometer and practiced
putting together a number of them at home. It helped
to go through the process a couple times before
having the students do it because I was able to
identify things that were difficult and then change the
directions. I wanted to engage the learners by having

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

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

them share their own stories of crazy weather, as

groups as they were assembling and testing the
anemometer and through questions.

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?
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 offering

the students the chance to share ideas and questions.
I tried to use my responses to their questions as a way
to build up the excitement. So instead of just
answering the question and moving on I found ways to
connect their questions to other ideas and things they
may already know. I think the students really enjoyed
having a chance to work together, build something as
a group, and to test out the anemometer. My
evidence is there were quite a few students who
asked to take the anemometer home and all students
were actively engaged with working to together to
build and test the anemometer. To show the students
respect and build rapport I actively listened and
appreciated their ideas and questions. I also offered
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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)

up support when it looked like groups could use it.

The one thing I would like to improve is learning the
students names. In particular the second class only a
few students would offer to answer questions so I
would like to the find a way to get more students
more engaged with answering questions and asking
questions.

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

__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.

The students were able to meet to the objective and

learning target because I kept good pace with timing
and created directions that were easy to follow so
they could create the anemometer. Overall I think
the whole lesson went well. I would only change very
small things like spending more time with the group
that was struggling at the fan that was at an angle. I
would also try to get the quieter students more
engaged with the discussion. I think the leveled
questions were ok. This is probably something I would
want to discuss with my CT a little bit farther in
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)

advance to get her feedback. I was really unsure how

well the questions would work for the students level.
The first question was What causes wind?. The
teacher helped make this more appropriate for the
students by writing out the answer and only having
them fill in one word. It was worded in a way that the
students could connect it to what they had learned
already and it helped narrow it down to the most
important point. I reinforced what they already had
learned by using the academic language. Students
had already been studying factors of weather and
weather tools. So I just continue to use the terms. I
did break down the word anemometer into two parts
to show its meaning; meter to measure and anemowind.
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

__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?

Creating and using assessments is definitely an area I

would like more experience. My assessment was really
just observing the kids as they worked to see how well
they were on task, and were they following directions.
I am not sure how I would change or use my
assessment to support extending the students
performance.
Professional Responsibilities (AEA: Communication/Integrative
Interaction WTS: 10 DISP: Responsibility, Collaboration,
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Evidence (Candidate)
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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

__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?)
How did you present yourself as a professional to the learners?

My CT and I discussed the lesson and finalized what I was

going to put together for the student the week before the
lesson. She had the idea of building an anemometer and
using it. I have never seen a homemade anemometer but
have used a manufactured one with students many times.
I research directions for assembling and watched videos,
then brought those ideas to my CT the week before. I
created the students anemometer work sheet by creating
their do now questions, directions to build the
anemometer and directions for measure the fans wind
speed. I sent it to my CT a couple of days before so she
could make changes and copies for the students. When
working with the students I presented my self in a
professional manner because I spoke clearly, presented
the information with excitement, listen to students
answers and were respectful of how I responded to their
thoughts. I wore clothes that were neat, clean and
professional.
____Distinctive

See below.

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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.

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)
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;
at least one educational framework that is reflected in the design and/or implementation of the lesson plan (e.g. Bloom, Vygotsky,
Gardner)

This lesson was a 6th grade Earth Science on Weather and weather tools. The students are predominately urban
Hmong students.
In designing this lesson I took into consideration standard # l (The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these
aspects of subject matter meaningful for students.). The lesson was planned so students were able to create their
groups anemometer independently. It gave them a chance to problem solve and experiment on their own. They also
were asked to think of a time they experienced crazy weather so they had a chance to connect to why it is important
to predict weather and how it is done. It also demonstrates standard #6(The teacher uses knowledge of effective
verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive
interaction in the classroom.) In engaging the students with questions and what ifs I was able to foster inquiry among
the students. I also used clearly written directions so they could work together as a group to build and experiment
with the anemometer.
I exhibited conceptualization through the planning of this lesson. I used previous knowledge of where students are
developmentally to create directions and questions for them the answer on their lab worksheet. I also used
coordination in implementing the lesson. As the students were working I rotated through the room to see if they were
following directions and were on track. My CT and I worked together before the lesson to determine what materials
were needed and coordinated getting the supplies. I also created more than anemometer earlier in the week to see
how the construction process would work which led me to change the directions. This lesson was a small part of the
NGSS standard ESS2.C. The standard has students learning about the major determinants of local weather patterns.
One of the performance expectations has the students using weather tools to measure different weather factors. This
lesson had students practice-using anemometer a tool used to measure wind speed. Students also were able to
demonstrate common core standard SL.61.c because they were led in discussion where they could discuss idea and
experiences they have had with weather.
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and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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I used Howard Gardeners theory of multiple intelligences to create this lesson. Students had a chance to use
interpersonal as they worked together as a group. They also used bodily-kinesthetic and visual-spatial as the followed
directions and built the anemometers. Finally students used logical mathematical to use the anemometers to
measure the wind speed.

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
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