Student: Kayla Sullivan

Link to Portfolio: sullivankedportfolio.weebly.com

Faculty:
External:
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

Proficient
Distinctive
Brief description of nature and location of evidence

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.

1) I developed each lesson and the social studies unit plan to directly
connect to state standards including the Common Core State
Standards and the Wisconsin Model Academic Standards. Each of
these can be found by simply hovering over any tab containing the
content area, and then clicking on a given lesson or unit plan.
2) Throughout all pieces of evidence I provide varied instructional
strategies. These strategies can be seen explicitly through the
videos of my teaching (located under Science- ED 338 5
Senses) and (Mathematics ED 315 Graphing Lesson). Within
the science lesson I used a think aloud approach along with
questioning to get my young students thinking and using their 5
senses. I also used a song on the smart board to hook students and
engage their attention. Throughout the 315 Graphing lesson I use
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modeling and repetition to instill students with the steps included

in creating a graph.
3) The evidence included in my portfolio reflect instruction for
varied developmental levels ranging from 4 year old kindergarten
to 4th grade. This span reflects the span of my licensure. K4 can be
seen under science (5 Senses) and Math (Counting to 5). First
grade can be seen under Literacy (either 215R lessons). 3rd/4th
grade splits can be seen under literacy ED 201 or under the
Mathematics tab ED 315 Graphing Lesson.
4) I designed my portfolio to reflect my meeting of the criteria. Most
tabs, containing all four content areas, also contain various
developmental levels within the given content area.
5) I use appropriate teaching and resource materials throughout all
designed lessons, and my unit plan. You can observe my use of
appropriate teaching materials through my Science Lesson with
the four-year-old kindergarteners. Throughout the lesson I use a
picture card (from the prior days literacy lesson) to activate
students imagination with their five senses. In the same lesson I
use an anchor chart with Mr. Potato Head (and his respective
parts) to help students make the connection between their senses
and the body parts associated with each.
6) Within each of my lessons I provided well thought about ways to
differentiate and adapt lesson material to meet the needs of a
diverse classroom. Under the literacy tab in each of the ED 215R
lessons there is a distinct section dedicated to just this criteria
titled Strategies for Children of Varying Levels of Development
and Identified Learning Needs. Other lessons contain a similar
section. Differentiated instructional strategies can also be seen
through the strategy of visual aids (Science ED 338 Video Lesson)
and through Small Group Work (used in the graphing lesson under
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the mathematics tab).

7) All lessons included within this portfolio include an assessment
area. Many lessons are also accompanied by the informal form of
assessment I used with that lesson. Any given ED 215R lesson,
located under the literacy tab include the recording
sheet/assessment tool used with that lesson.
8) Throughout many lesson I have used or designed a multimedia
tool to accompany my lesson. Two places this can be explicitly
observed is in my ED 338 5 Senses Lesson & in my ED 315
Graphing Lesson. In my ED 315 Graphing lesson, I use a
PowerPoint to display the main steps to graph making along with
visuals to help students. Within my ED 338 Science lesson, I have
included, on the page, the 5 senses video I used to hook my young
students and to engage their thinking.
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:
designing learning experiences that best relate to the characteristics of
individuals and groups

Proficient
Distinctive
Brief description of nature and location of evidence

In each artifact of my portfolio I included some adaptation to meet

each student within a diverse student body. By simply clicking on the
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perceiving and responding to elements in interaction, e.g. roles,

developmental levels, culture, language, etc.
describing how characteristics of individuals and groups influence
teaching decisions

literacy main page, I note how a workshop model helps to reach the
student body as a whole through modeling and direct instruction as
well as providing the teacher opportunities for small group or one on
one conferring as needed. Within the Science lesson video I
demonstrate using rich language along with visuals to meet the
developing language needs of my 4 year old learners. Within that
young group, was a young boy whos primary language was Hmong.
Speaking very little English it was very important that I reinforce that
language I used with visual images to help him make the connections
needed to further develop his English.
Within all both of my ED215R lessons I maintain the same lesson
structure (workshop model) as this was the routine established by their
classroom teacher. Within that model allowed many opportunities to
address specific learning needs. This structure also was
developmentally appropriate as the students used level books
determined by their development.

Feedback:

3. Instruction and Assessment

Inadequate

Emerging

Proficient
Distinctive
Brief description of nature and location of evidence

Criterion
The candidate demonstrates the ability to accurately implement instruction and
assess student learning by providing:
samples of completed assessments in which the experiences used to
assess student learning relate directly to the lesson/unit objective(s)

1) A completed informal assessment used to keep record of my

students ability to meet the learning objective for that days
lesson can be found under Literacy within the Decoding
Challenging Words Lesson. Completed assessments can also be
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found under the Literacy Tab within the Assessment Project.

2) Self reflection was done following each of the lessons taught
within my fields. I have included a link with each lesson page,
supplying the thinking done after a lesson about student
learning.
3) Along with each of my observed lessons (ED 201, ED 215R, ED
338, ED 315) marked Observed I have incorporated a link to
the feedback from my cooperating teacher and my Alverno
supervisor (where available).

self assessments that focus on student learning as a result of lessons

taught in field placements
feedback from cooperating teachers and Alverno supervisors

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.

Proficient
Distinctive
Brief description of nature and location of evidence

My knowledge & understanding has shaped the way in which I have

designed and implemented the lessons and other artifacts within this
portfolio.
Within the ED 338 Science Lesson you may note a distinct use of
Vygotskys Sociolinguistic theory. As the students and I conversed
about our senses and thoughts about what we could be seeing,
hearing, ect. the students develop their language skills directly

The candidate represents herself as a reflective practitioner by:

through use and discussion.

Within my Literacy home page, I note the qualities of the workshop
model. These correlate and stem from Cambournes Conditions of
Learning. Using authentic text in both their reading texts and around
the room we immerse students in literacy. Throughout the
minilesson component we meet the condition of demonstration.
Modeling a skill or tool for reading and writing helps students to
see before they do. Expectation and Responsibility are met
through the students ability and privilege of choosing instructional
level text for themselves based upon self assessment of their
development in literacy. And finally the response aspect of this
theory can be observed by the Share portion of the Workshop
Model. When students come together and share their experiences
with the skill or text they just previously used, students extend their
learning from written language into oral language.

showing, in rationales and self assessments, where modifications of

her teaching have or should have taken place
analyzing and articulating ways in which elements of diversity have
influenced her planning, teaching, and assessing
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
limiting her choices of appropriate artifacts that provide evidence of
an ability to synthesize the Wisconsin Teacher Standards and the
Alverno Education Abilities
including artifacts that address all 10 Wisconsin Teacher Standards
and all 5 Alverno Education Abilities

Within each lesson plan and self assessment there is a distinct

modification or differentiation portion, which describes either my
predictions of accommodations needed or incorporated ways to
differentiate to a diverse class.
There were groups of students which I knew I would have to
incorporate accommodations certainly. One example of this was the
ED 338 field in which I had a 4-year-old ELL student. Designing
and implementing ways to modify or accommodate was sometimes
a challenge because in addition to him learning the English
language, he also came with little background understanding
because of his age. In these lessons you can note many visual
supports including nonverbal reference with hands, to anchor chart,
to picture card, as well as songs to help support language through
rhyme and rhythm.
Under the Home tab you can find the Reflective Letter written to an
incoming ED 201 student. In this letter I explain a simplified
understanding of both the WTS and AEA. I also state that they are
most meaningful when combined with experience in fields and
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within designing and implementing lesson plans.

I compiled the artifacts I felt most explicitly showcased my
proficiency in meeting each of the WI State Teacher Standards and
the Advanced Education Abilities.

Feedback:

5. Oral and written communication

Inadequate

Emerging

Proficient
Distinctive
Brief description of nature and location of evidence

Criteria

Consistently engaging audiences by using appropriate conventions,

coherent structures, and effective style

I organized my portfolio in a way I thought would best exemplify the

criteria needed throughout this assessment. Creating tabs which
contained evidence & artifacts based on content area, allowed me to
compile the pieces I felt best spoke to each content area as well as
including video and observed lessons throughout. By hovering over
each content area, each lesson artifact can be viewed. Within each piece
I have designed buttons which organized my files (less plans, self
assessments, feedback, and assessment tools to be easily accessed when
needed while still allowing the pages to be organized, consistent, and
easily navigated.
Under the Home tab, I created a page dedicated to my own working
understandings of the WI State Teacher Standards and the Alverno
Education Abilities. My connections can be explicitly examined on this
page.

Accurately analyzing ones own ideas in relation to

disciplinary/professional contexts
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

Feedback:

Overall Performance
Inadequate
Final Comments:

Emerging

Proficient

Distinctive

ORGANIZATIONAL CHART

For your own planning and organization, you should develop a chart like the following to ensure that you have provided adequate (but not excessive)
evidence for each of the Wisconsin Standards for Teacher Development and Licensure and each of the Alverno Education Abilities.
YOUR COPY
Artifact/Evidence
ED 338: Counting to 5 Lesson (Observed)

Education Ability
Coordination

ED 315 Graphing Lesson (Observed)

WTS #
1&3

Section (Tab)
Math

Math

ED 338 5 Senses Lesson (Video)

Conceptualization

Science

ED 338 Transportation Unit Plan

Integrative Interaction

2 & 10

Social Studies

ED 215R Decoding Challenging Words

Lesson

Communication

Literacy

4&7

Literacy

Literacy

ED 215R Reading with Emotion Lesson

(Observed)
ED 325 Assessment Project

Diagnosis

ED 201 Adjective Review Lesson

(Observed)

Literacy

10