LP 2 - Sa

ALVERNO COLLEGE
TEACHER CANDIDATES SELF-ASSESSMENT

Candidate: Emily Michi
Supervisor: Nancy Jelen
Cooperating Teacher: Renee Lauterbach
School: Hmong American Peace Acadamy
Disability Categories Represented:
Check One: 1st Observation ___

2nd Observation __X_
Date: 11/10/2014
Number of Students: 27
Grade: 6th
Subject(s): Earth Science
Diverse Student Needs Represented: LD/ADD/ELL
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)
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
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.
__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 earths climates and

factors that determine the climate. I used the
climates notes they are using in class and the NGSS
standard to determine the objective. My cooperating
teacher also wanted the lesson to be something that
was hands on for the students. I thought using animal
adaptations as a different way to explore different
climates. The academic language I used was specific
climates, animal adaptation and factors that
determine climates. Most of this information came
from the students notes. I wanted to use climates
that were different enough they would not be
confused and animals that had specific adaptation
that would highlight the climate where it lived. I
planned to engage the learners by starting out the
class thinking about adaptation native WI animals
have to survive winter. I also allow room for the
students to explore and discuss as a team their ideas.
Classroom Environment (AEA: Coordination/Integrative Interaction

WTS: 2, 3, 5 - DISP: Respect, Responsibility CEC: 2, 3, 5)
____Emerging
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
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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 moved through out the room as they were working to
observe them and to be available for individual
questions. I think the students enjoyed solving the
problem of which animal lives in which climate. Most
of the teams seemed to be discussing and debating
why a particular animal might live a climate. To show
the students respect and build rapport I actively
listened and appreciated their ideas and questions. I
listened to the groups as they were working to try to
determine how they were problem solving and
working together. If a group seemed to be off track I
tried to help them find their way back by asking
questions to determine what they understood and
what they might be missing. I found not really
knowing the students as a big hang up for engaging
all the students. About 5 students would consistently
offer to answer questions. I know that more students
had answers from walking around as they were
working. I was hesitant to engage the students who
were not offering up answers because I did not really
know them well. I really appreciated the ideas and
feedback on ways to get more students to participate.
In responding to students I tried to give them time to
fully answer, to respect what they had to say and to
add to responses when I felt like it would be helpful.
Evidence Code Definitions:

Inadequate = Unsatisfactory
Emerging = Needs Improvement
Proficient = Satisfactory
Distinctive = Exemplary
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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.

____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.
Students were given a chance to explore climates and

animals that might live in that climate. This gave
students more chances to work with different climates
and the factors that are creating that type of climate.
The lesson goal was for students to be able to give a
reason why an animal might live in that climate. I
think having the students discuss in groups to try
problem solve went really well. I did not think that
there were enough copies of the animal sheet to keep
every student in the team engaged. They had to take
turns reading it and writing out answers. My CT
thought that if they had more copies they would have
been less likely to work as a team. I think having at
least one more copy per team and or having the
animals on individual sheets would have kept more
students engaged with the activity. I would also
change trying out new ways to get more students
involved with offering up answers. We did not get a
chance to answer all of the leveled questions that
were planned. The ones that the students did have an
opportunity I think worked well. The questions I
thought seemed to be hardest for the students during
the do now were the ones that I asked straight from
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the notes. They didnt seem to know how to answer

those questions. The higher-level question
determining adaptations of animals seemed to be
something they were more comfortable answering. It
may have been that I focused on that question more
because I assumed they would be able to answer the
first couple of questions with out any issue. The
academic language was pulled directly from their
notes and should have been something that they
would be familiar with already even the students who
are ELL and SPE.
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
____Emerging
__X__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?
My assessment was walking around to different

groups as they were working together to talk to them
about what they were thinking so far. I wanted to
gauge if they could support their answers with
evidence. What did the animal do or have that would
allow them to survive in that climate? I think the
students were able to support and answer even if it
was not quite right. We ran out of time but I would like
to see their lab sheets and the other classes lab
sheet. It would be interesting to see what they wrote.
The next step would be to see if they determine what
factors created the climates for example latitude,
relationship to mountains and oceans or location on
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the continent. The Next Generation Science Standard

is really looking what influences climate and weather.
So the next step would be having the students be able
to determine and explain those influences. I would
have liked to teach the lesson more than once to
different kids to get a better idea of what I would
change to better support my learners.
Professional Responsibilities (AEA: Communication/Integrative

Interaction WTS: 10 DISP: Responsibility, Collaboration,
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.
____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 what the students had been

working on and the types of lessons they had used to
explore climate a week or two before the lesson was
supposed to be taught. She also knew that they would be
working on a research project around this time. She
wanted the lesson to be hands on and a way to explore
different climates. She had mentioned an activity she had
done at a different school where she had stations where
kids explored plants from different climates and their
adaptations. I worked out a general outline for the lesson
and sent it to my CT through an email to get feedback
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from her. Then I worked out the lesson plan, lab sheets
and extra materials and sent them to her day before so
she could make copies. 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.
Overall Performance: ____Inadequate
____Emerging
__X__Proficient
____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 Climate. The students are predominately urban Hmong students.
In designing this lesson I took into consideration Standard #4: (The teacher understands and uses a variety of
instructional strategies to encourage students 'development of critical thinking, problem solving, and performance
skills.) The lesson was planned so that students had to work together to determine how certain animals could live in
certain climates. They were given characteristics of climates and adaptations that animals would need to have to live
in that climate. Then they not only determined which animal lived in that climate but why they would be able to. It
also demonstrates Standard #7: (The teacher plans instruction based upon knowledge of subject matter, students,
the community, and curriculum goals.) I worked with my CT to determine what they were learning, what kind of
lessons they had already explored and did she ideally think would work best for this lesson. Based on what they had
been doing in class she though having a more hands on lesson would work best. Setting up the lesson so the
students had to work as a team to determine the answers allowed them a chance to discuss their ideas and engage
with the material.
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 discussed ideas with my co-workers to get feedback on
what they thought would work. This lesson was supporting the NGSS standard ESS2.D. This standard has students
learning what influences climate and weather. This lesson gave students the influences that determine certain
climates and then had them think about the animals that would live there. What about the animals allowed them to
survive? Students also were able to demonstrate common core standard SL.61.c because they had to not just match
animal to climate but they also needed to give a reason why.
Even though this particular class was not able to actually finish the lesson I used Blooms Taxonomy to help design
the lesson. Students spent the lesson exploring climates and animal adaptations. The wrap up to the lesson was
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applying this knowledge to create a new animal that would live in a certain climate. They needed to determine what
kind of adaptions that animal would need to survive as well as what it looked like. I am interested to learn how the
other classes lesson went and how well this activity went over.
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LP 2 - Sa

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ALVERNO COLLEGE

TEACHER CANDIDATES SELF-ASSESSMENT

Check One: 1st Observation ___

Planning and Preparation (AEA: Conceptualization/Diagnosis

Uses teaching resources and curriculum materials that are

Shows respect for the diverse talents of all learners.

The students are learning about earths climates and

Classroom Environment (AEA: Coordination/Integrative Interaction

Evidence (Candidate and Student)

Planning and Preparation (AEA: Conceptualization/Diagnosis

I created a positive learning environment by offering

Evidence Code Definitions:

Emerging = Needs Improvement

Planning and Preparation (AEA: Conceptualization/Diagnosis

Instruction (AEA: Communication, Coordination, Diagnosis,

Evidence (Candidate and Student)

Students were given a chance to explore climates and

Planning and Preparation (AEA: Conceptualization/Diagnosis

the notes. They didnt seem to know how to answer

Evidence (Candidate and Student)

Assessment (AEA: Diagnosis/Integrative Interaction WTS: 8, 9

Evaluates the effect of class activities on both individuals and the

My assessment was walking around to different

Planning and Preparation (AEA: Conceptualization/Diagnosis

the continent. The Next Generation Science Standard

Professional Responsibilities (AEA: Communication/Integrative

Relates professionally and effectively with the cooperating teacher

My CT and I discussed what the students had been

SUMMARY REFLECTION: Rationale

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