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 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. Emerging Proficient Distinctive Brief description of nature and location of evidence Every unit plan and lesson plan includes state and/or district standards. Depending on the focus, the unit plans and lesson plans all focus on the anchor standards for English Language Arts as set by the Common Core Standards. These anchor standards include Reading, Writing, Speaking and Listening, and Language. Unit plans and lesson plans also use appropriate teaching and resource materials, provisions for individual students with particular learning needs, and formal and informal assessments that provide information about student learning. Examples of lesson plans and unit plans can be found in the following tabs: More Tab and Click Teacher Standard 1/Conceptualization More Tab and Click Teacher Standard 3/Coordination More Tab and Click Teacher Standard 4/Communication More Tab and Click Teacher Standard 5/Integrative Interaction More Tab and Click Teacher Standard 6/Communication More Tab and Click Teacher Standard 7/Integrative Interaction More Tab and Click Teacher Standard 10/Coordination

Varied instructional strategies are used in both high school and middle school placements. A variety of literacy strategies can be found in lesson plans from the third field placement at Notre Dame Middle School. Student-led instructional strategies such as Shared Inquiry can be found in high school placements. Examples of these strategies can be found in the following tabs: More Tab and Click Teacher Standard 4/Communication More Tab and Click Teacher Standard 5/Integrative Interaction More Tab and Click Teacher Standard 6/Communication More Tab and Click Teacher Standard 7/Integrative Interaction The portfolio includes lessons/units that are for varied developmental levels that represent levels of licensure. These levels can be viewed in the DVD Teaching Clips from Carmen High School of Science and Technology and Notre Dame Middle School: More Tab and Click Teacher Standard 6/Communication More Tab and Click Teacher Standard 7/Integrative Interaction More Tab and Click Teacher Standard 8/Conceptualization Two units specifically focus on varied content areas, Problem-Based Unit Plan and Collaborative Unit Plan: Geometry and ELA: More Tab and Click Teacher Standard 4/Communication More Tab and Click Teacher Standard 10/Coordination Specific examples of formal and informal assessments such as a student selfassessment at the end of a semester, a portfolio performance assessment, a poetry performance assessment, and a ready-to-administer-performance assessment can be found in the following areas: More Tab and Click Teacher Standard 1/Conceptualization More Tab and Click Teacher Standard 2/Diagnosis More Tab and Click Teacher Standard 3/Coordination More Tab and Click Teacher Standard 8/Conceptualization

2. Classroom Environment

Inadequate Criterion

Emerging

Proficient

Distinctive

Brief description of nature and location of evidence The portfolio includes evidence that I have an ability to apply social and cultural understanding in interpersonal situations. In all three of my field placements, I worked with a majority of students who consider themselves Hispanic; most of these students also come from households where Spanish is the dominant language. I demonstrate an ability to apply understanding by designing learning experiences that best relate to the characteristics of individuals and groups (More Tab and Click Teacher Standard 10/ Coordination - Carmen High School of Science and Technology Faculty, Students, Parents Holiday Party Invite), perceiving and responding to elements in interaction such as culture and language (More Tab and Click Teacher Standard 5/Integrative Interaction, More Tab and Click Teacher Standard 6/ Communication, More Tab and Click Teacher Standard 7/Integrative Interaction - All lesson plans from my third placement, paying attention to the brief narrative on context at the start of the lesson plan), and describing how characteristics of individuals and groups influence teaching decisions (More Tab and Click Teacher Standard 2/Diagnosis and More Tab and Click Teacher Standard 9/Diagnosis - Take a Learner to Lunch Paper and AC 636 Reflective Narrative).

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

3. Instruction and Assessment

Inadequate Criterion

Emerging

Proficient

Distinctive

Brief description of nature and location of evidence

The candidate demonstrates the ability to accurately implement instruction and Samples of student work are included (More Tab and Click Teacher assess student learning by providing: Standard 1/Conceptualization for a sample of a Narrative Paper; More Tab samples of completed assessments in which the experiences used to and Click Teacher Standard 6/Communication for a sample of an Admit Slip; assess student learning relate directly to the lesson/unit objective(s) More Tab and Click Teacher Standard 5/Integrative Interaction for a self assessments that focus on student learning as a result of lessons sample of a Bio-Poem formative assessment). All self-assessments from each taught in field placements field placement are included in addition to feedback from cooperating teachers feedback from cooperating teachers and Alverno supervisors and Alverno supervisors. Self-assessments are located in More Tab and Click Teacher Standard 9/Diagnosis. Feedback from cooperating teachers and Alverno supervisors is located in Evaluations tab.

4. Professional Responsibilities and Reflection

Inadequate 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: 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 Emerging Proficient Distinctive

Brief description of nature and location of evidence I articulate how I have applied educational frameworks in several pieces of evidence such as Take a Learner to Lunch (More Tab and Click Teacher Standard 2/Diagnosis), AC 636 Reflective Narrative (More Tab and Click Teacher Standard 9/Diagnosis), all lesson plans for my third field placement (More Tab and Click Teacher Standard 5/Integrative Interaction, More Tab and Click Teacher Standard 6/Communication, More Tab and Click Teacher Standard 7/Integrative Interaction), and self-assessments that I completed after teaching a lesson (More Tab and Click Teacher Standard 9/Diagnosis). Furthermore, I represent myself as a reflective practitioner in my rationale statements (More Tab and Click Standard 1 through 10). I also analyze ways in which elements of diversity have influenced my planning, teaching, and assessing in my AC 636 Reflective Narrative as well as in each brief narrative about context at the start of field three lesson plans. I have described, in a letter to a LTM 612 student, my growth in understanding and using the Wisconsin Teacher Standards and the Alverno Education Abilities (Reflective Letter Tab). I have limited my choices of appropriate artifacts that provide evidence of an ability to synthesize the Wisconsin Teacher Standards and the Alverno Education Abilities (see all Tabs). I include artifacts that address all 10 Wisconsin Teacher Standards and all 5 Alverno Education Abilities (see entire Portfolio as well as Organizational Chart that is used as the Table of Contents).

5. Oral and written communication

Inadequate Criteria

Emerging

Proficient

Distinctive

Brief description of nature and location of evidence

Consistently engaging audiences by using appropriate conventions, coherent structures, and effective style 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

Organization of portfolio engages audience by using appropriate conventions, coherent structures, and effective style (See entire Portfolio). I accurately analyze my own ideas in relation to disciplinary/ professional contexts as shown through my creative and meaningful approach to lesson planning and unit planing. I wrote ten rationales, and each rationale articulates meaningful relationships between disciplinary/professional frameworks and the selection of artifacts by explaining the Wisconsin Teacher Standards and the Alverno Education Abilities. Each rationale connects to one Wisconsin Teacher Standard and one Alverno Education Ability.