Student: Rebecca Schnell

Link to Portfolio:
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
Criteria
The candidate applies subject matter knowledge to develop lessons/units that:
 relate to state and/or district standards
 use varied instructional strategies
 are for varied developmental levels that represent levels of licensure
 address varied content areas (for ELC/ELM: math, science, language arts
& social studies; for SED: varied disciplinary fields)
 use appropriate teaching and resource materials
 include provisions for individual students with particular learning needs
 include both formal and informal assessments that provide information
about student learning, e.g. rubrics, tests, checklists, opportunities for
students to self assess
 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
Proficient Distinctive
Brief description of nature and location of evidence
All my lessons and unit plan that have a rationale for evidence can be
found under the “Standards and abilities” tab. Evidence of my video
tapped lessons can be found under the sub tab of the “Videos and
Artifacts” tab. One clip is from Ed 338, and the other is from Ed 315.
Evidence of planning and preparation is evident in every lesson and unit
plan. These artifacts can be found under the “Standards and Abilities” tab.
All of these lessons/unit plan relate to the CCSS and all of these lessons
under this tab include all four content areas, including creative drama.
Many of these lessons include different types of artifacts, such as,
PowerPoints and student work. Throughout these lessons I have show
both formal and informal assessments.
Video one is my first video tapped lesson in this portfolio and it is with a
K5 class. If you listen to the video you can hear me asking multiple
questions, this is because I focused on different questioning strategies.
Video two is my second video tapped lesson and it was with the 4th grade
 class during a science lesson and as you watch the video you can see my
use of the white board to create visuals for the students. You can see my
hands-on experiment during the second portion of the video.
Feedback:

* one video segment must be from ED 315

2. Classroom Environment

Inadequate Emerging Proficient Distinctive

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
 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
Brief description of nature and location of evidence
In the “Standards and Abilities” tab you can find evidence of cultural
understanding under the “Standard Seven” sub tab. During this lesson I
incorporated a culturally appropriate lesson that connected with one of the
students. This lesson shows how the learners in the classroom influenced
my lesson.
You can also find evidence of this in the “Videos and Artifacts” tab under
the “Artifacts” sub tab in my Ed 313C course. This lesson shows that I
can apply social and cultural understandings in my lessons because I
created a lesson that is socially and culturally appropriate for both the
ELL students and the rest of the class.

Feedback:

3. Instruction and Assessment

Inadequate Emerging Proficient Distinctive

Criterion Brief description of nature and location of evidence
The candidate demonstrates the ability to accurately implement instruction and In many of my lessons under the “Standards and Abilities” tab there is
assess student learning by providing: evidence of student work. There are also examples of student work
 samples of completed assessments in which the experiences used to under my “Video Two” sub tab.
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 I have included self-assessments under my “Video One” sub tab. There
 feedback from cooperating teachers and Alverno supervisors is a self-assessment and CT feedback under my “Video Two” sub tab as
well. There are also more self-assessments and CT feedback located in
my “Artifacts” sub tab.
Feedback:

4. Professional Responsibilities and Reflection

Inadequate Emerging Proficient Distinctive

Criteria Brief description of nature and location of evidence
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 I have included my emerging philosophy of education paper in which I
selected theories in her own words and identifying where she has applied these explain what theorists and theories have influenced my philosophy of
theories. teaching under the “Artifacts” sub tab. There is a brief explanation
under the artifact explaining what those theorists and theories are.
The candidate represents herself as a reflective practitioner by:
 showing, in rationales and self assessments, where modifications of Under the “The Future” tab, there is a letter addressed to incoming Ed
her teaching have or should have taken place
201 students in which I describe my growth in the WTS and AEA.
 analyzing and articulating ways in which elements of diversity have
Under the “Standards and Abilities” tab you can find evidence of each
influenced her planning, teaching, and assessing
WTS and AEA and their exact definition and then my understanding of
 describing, in a letter to an ED 201 or AE 222 student, her growth in
understanding and using the Wisconsin Teacher Standards and the
that standard or ability.
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
3
  including artifacts that address all 10 Wisconsin Teacher Standards
and all 5 Alverno Education Abilities

Feedback:

4
 5. Oral and written communication

Inadequate Emerging Proficient Distinctive

Criteria
Consistently engaging audiences by using appropriate conventions,
coherent structures, and effective style
Accurately analyzing one’s 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
Brief description of nature and location of evidence
In the “Standards and Abilities” tab you will find my rationale
statements regarding how each piece of evidence correlates to a WTS or
AEA. I first state the actual definition of the standard or ability and then
include my understanding in my own words. There are nine pieces of
evidence.

Feedback:

Overall Performance
Inadequate Emerging Proficient Distinctive
Final Comments:

5
 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.

SAMPLE

Artifact/Evidence Education Ability WTS # Section

Lesson Plan on Fossils Conceptualization 1 Tab 1 or other label
Unit on Civil War Diagnosis 8 Tab 5 or other label

YOUR COPY

Artifact/Evidence Education Ability WTS # Section

Englsih/Language Arts Lesson Coordination 1 Standards and Abilities- Standard
(Monster Poem Lesson Plan) One

Math Lesson (Stress-Slime Lesson Conceptualization 2 Standards and Abilities-Standard

Plan) Two

Science Lesson (Parts of the Plant 3 Standards and Abilities-Standard

Lesson Plan) Three

Science Lesson (Mouse Paint 4 Standards and Abilities-Standard

Lesson Plan) Four

Creative Drama Lesson (We’re 5 and 6 Standards and Abilities-Standard

Going on a Bear Hunt Lesson Plan) Five & Six

Social Studies Lesson (Kwanzaa Communication 7 Standards and Abilities-Standard

Lesson Plan) Seven

Science Lesson (Electromagnet Integrative Interaction and 8 Standards and Abilities-Standard

Unit Plan) Diagnosis Eight

6
English/Language Arts Lesson 9 Standards and Abilities-Standard
(The Rainbow Fish Lesson Plan) Nine

Effective Citizenship Log (Trip to 10 Standards and Abilities-Standard

Betty Brinn Museum) Ten