ED 420

Constance Barreau

Students: For each category, provide a brief description of nature and location of evidence !ssessors: For each category, highlight the appropriate descriptor "i e inade#uate, e$erging, proficient, distinctive%
Sources of evidence include, but are not limited to,-video* of teaching at two different levels (ELC: kindergarten and elementary EL!: elementary and middle SE": middle and secondary#, lesson $lans, unit $lans, feedback from coo$erating teachers and %lverno su$ervisors, multimedia $resentations, web &uests and other interactive technologies

& 'lanning and 'reparation

'nade&uate Emerging (roficient "istinctive )rief descri$tion of nature and location of evidence

Criteria *he candidate a$$lies sub+ect matter knowledge to develo$ lessons,units that: relate to state and,or district standards use varied instructional strategies are for varied develo$mental levels that re$resent levels of licensure address varied content areas (for ELC,EL!: math, science, language arts - social studies for SE": varied disci$linary fields# use a$$ro$riate teaching and resource materials include $rovisions for individual students with $articular learning needs include both formal and informal assessments that $rovide information about student learning, e.g. rubrics, tests, checklists, o$$ortunities for students to self assess *he candidate demonstrates the ability to effectively $roduce multi-media communication tools and can su$$ort her decisions for their use in enhancing student learning.

'n every lesson that ' $lanned, ' always incor$orated the /isconsin Common Core State Standards. 0ou will see this in the nine lessons,lesson $lans that ' utili1ed for my rationales. 2our of my lessons are for high school English (three for 3th grade and one for 44th grade# and five of my lessons are for middle school English (one for 5th,6th grade English and four for 7th grade English. *his almost e&ually details my work at both ends of my licensure and it also details my content area. ' consistently used a$$ro$riate teaching and resource materials throughout my lessons. Some resources ' utili1ed were given to me by my coo$erating teacher (for instance, some materials of my business letter lesson $lan for 3th grade came from my coo$erating teacher#. !ost resources ' found on my own from various educational sites. 2ormal and informal assessment is something that ' am still working on $erfecting. ' used both formal and informal assessment &uite a bit in my second field (E" 849 at %udubon

:igh School#. 'n that field, ' had students com$leting worksheets, &ui11es, and reflections as informal assessment, with their business letter being formal. 2or my third field, ' was consistently having students turn in worksheets as well as having them actively build u$on their $ersonal narrative. 't was mostly informal assessment that ' com$leted with them and ' did not have the o$$ortunity to see their finished $roduct. 0ou will be able to see observe the above mentioned ty$es of assessment in my lesson $lans. 'n my fourth field, ' am building u$ to $erformance assessment, but it is not yet com$leted, therefore ' cannot add it to show my growth. ' have used a mi;ture multi-media communication to enhance student learning. ' have used an overhead $ro+ector to access 0ou*ube for videos and for audio, as well as looking at various websites. ' have also used S!%<*)oard to look at various websites and to also $erform class activities.

2 Classroo$ Environ$ent
Emerging Criterion *he candidate demonstrates the ability to a$$ly social and cultural understanding in inter$ersonal situations by: designing learning e;$eriences that best relate to the characteristics of individuals and grou$s $erceiving and res$onding to elements in interaction, e.g. roles, develo$mental levels, culture, language, etc. describing how characteristics of individuals and grou$s influence teaching decisions 'nade&uate (roficient "istinctive )rief descri$tion of nature and location of evidence

*he first lesson ' taught was also my videota$ed lesson (which you will find both on a flashdrive and in a link that will be emailed to you for the $rivacy and safety of the students, though you will be able to see the documentation that goes along with it under the tab of 2ield /ork, subsection E" 8=4# is one ' tried to tailor to meet the needs of my students. ' knew that they needed one-on-one assistance and it is something that ' tried to $rovide to them. !y third videota$ed lesson (from E" >84# definitely allowed me to res$ond to culture, language, and develo$ment. !y students were ELL (which ' hadn?t known $revious to giving my lesson# and it was definitely a learning e;$erience to res$ond to their needs. 2or the rest of my field in E" >84, ' was consistently

dealing with varying develo$mental levels as well as students with 'E(s. !y third lesson in this field (which you can find in the 2ield /ork tab, subsection E" >84# ' taught twice to one class that was at a lower achieving level than the ne;t class. ( )nstruction and !ssess$ent
Emerging Criterion *he candidate demonstrates the ability to accurately im$lement instruction and assess student learning by $roviding: sam$les of com$leted assessments in which the e;$eriences used to assess student learning relate directly to the lesson,unit ob+ective(s# self assessments that focus on student learning as a result of lessons taught in field $lacements feedback from coo$erating teachers and %lverno su$ervisors 'nade&uate (roficient "istinctive )rief descri$tion of nature and location of evidence

2or my business letter lesson for E" 849 (which can be found in the subsection E" 849 under the 2ield /ork tab#, ' included two e;am$les of student work. @ne e;am$le is of a student who decided to write his re$resentative about education funding and another who decided to write about her stance on te;ting and driving laws. !ost of the students wrote about te;ting and driving laws and did so mostly at a $roficient level. ' did not have every $iece of student work A only about half A so ' did not see if some students wrote below $roficiency. ' have self assessments for every lesson that ' have com$leted. 'n them, ' always reflect on what ' could have done better and in what ways ' would have been more successful in assisting the students. *hese self assessments can be found under the 2ield /ork tab and its corres$onding subsections. ' have feedback from both coo$erating teachers and %lverno su$ervisors. 2or feedback from my coo$erating teachers, $lease see the tab Bideota$ed Lessons, and the corres$onding subsections. 2or feedback from my %lverno su$ervisors, $lease see the tab 2ield /ork and the corres$onding subsections.

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4 'rofessional *esponsibilities and *eflection

'nade&uate Emerging Criteria *he candidate articulates how she has a$$lied educational frameworks (e.g. )loom, (iaget, Erikson, !aslow, !ontessori, Cambourne, Cardner, :oldaway, (urkey, etc# and their influence on her teaching by stating the ma+or as$ects of selected theories in her own words and identifying where she has a$$lied these theories. (roficient "istinctive )rief descri$tion of nature and location of evidence

'n my first rationale, ' used !aslow?s :ierarchy of Deeds. !aslow?s :ierarchy of Deeds has five levels: $hysiological, safety, social, esteem, and self-actuali1ation. 0our basic needs ($hysiological and safety# need to be met, at the very least, in order for you to be able to $rocess information. 'f you are cold, hungry, thirsty, uncomfortable, or anything of the like, it will be near im$ossible for you to be actively engaged. Likewise, if students lack self-esteem, they will be very resistant in $artici$ating. *his is something that ' always try to kee$ in mind. 'n my first lesson of my first field (documentation can be found under the 2ield /ork tab, subsection E" 8=4#, ' knew that at least three of my five students were lacking the first four levels. *hey weren?t comfortable in class. *hey felt discriminated against, which most definitely did not encourage them to $artici$ate in class discussion. *heir basic needs were not being met, meaning they would not be successful in the classroom. ' also Cardner?s !ulti$le 'ntelligences *heory (found in my third rationale#, Erik Erikson?s Eight Stages of "evelo$ment (found in my second rationale#, and )loom?s *a;onomy (found in my tenth rationale#. ' used Cardner?s !ulti$le 'ntelligences *heory because ' always try to kee$ in mind that students learn in different ways A or, rather, learn better in different ways. (ersonally, ' am a very visual and linguistic learner. ' love words and $utting them together, as well as seeing them on the $age, watching videos, and the like. ' am not so much an auditory learner. *herefore, ' try to kee$ my own strengths in mind as ' seek to meet the strengths of my students. ' used Erik Erikson?s Eight Stages of "evelo$ment because it is crucial to kee$ in mind where students are at. )y knowing where they are develo$mentally, you can better meet their needs and $lay on their strengths and abilities. ' knew, develo$mentally, that my 3th graders E

were at a stage where they sought identity and $ur$ose, and so ' tried to create $rom$ts that would a$$eal to this. !iddle school students, in $articular, and 3th and 4=th graders, need real e;$eriences that they can relate to. ' tried to $rovide this. %s for )loom?s *a;onomy, well, ' always try to kee$ )loom in mind for all of my lessons. /hat levels are my students reachingF /hat level &uestions am ' asking A higher or lowerF /hat should ' be askingF 2or my tenth rationale, which was my unit $lan, ' tried to kee$ this in mind even more so, because ' know my students would need to meet every level, not +ust the first two. *hey needed to answer higher level &uestions and $ro+ects.
*he candidate re$resents herself as a reflective $ractitioner by: showing, in rationales and self assessments, where modifications of her teaching have or should have taken $lace analy1ing and articulating ways in which elements of diversity have influenced her $lanning, teaching, and assessing describing, in a letter to an E" 8=4 or %E 888 student, her growth in understanding and using the /isconsin *eacher Standards and the %lverno Education %bilities limiting her choices of a$$ro$riate artifacts that $rovide evidence of an ability to synthesi1e the /isconsin *eacher Standards and the %lverno Education %bilities including artifacts that address all 4= /isconsin *eacher Standards and all 9 %lverno Education %bilities

' used the /isconsin *eaching Standard G3 for all of my rationales (which you will find under the 2ield /ork tab and the subse&uent subsections, as well as the @ther %rtifacts and <ationales tab#, because %lverno has taught me, in $articular, that teachers should always evaluate themselves and their $erformance, so therefore ' always reflected on what ' did $oorly, what ' did well, and what ' could have changed to make a better lesson for my students. ' feel that ' ade&uately detailed my growth in a letter (which can be found in the /elcomeH tab# to an E" 8=4 student in regards to the Standards and %bilities. *hey were so vague when ' was in E" 8=4, and es$ecially throughout my fields (and this $rocess#, they have become very familiarImuch like another limb, to be honest. ' definitely had a hard time limiting my artifacts. ' eventually had to sto$ myself, because there is sim$ly not enough time in the day. ' chose what ' felt reflected my growth (and need for growth#, and also what ' thought reflected the Standards and %bilities. !y artifacts address all 4= Standards and all 9 %bilities.

+ ,ral and -ritten co$$unication

'nade&uate Criteria

Emerging

(roficient "istinctive )rief descri$tion of nature and location of evidence

Consistently engaging audiences by using a$$ro$riate conventions, coherent structures, and effective style

' do believe ' e;$ressed this in my videota$ed lessons, which can be found under the Bideota$ed Lessons tab of my website, and on the flashdrives that will be given to you. ' tried to use language a$$ro$riate to the age of my students. 'f, for some reason, students were confused, ' tried to always e;$and on my statement or use another term. ' do believe ' did this throughout my rationales, as can be seen under the 2ield /ork tab on my website. ' do believe this can be seen throughout this record (which you have found under the /elcomeH tab# and also throughout my rationales.

%ccurately analy1ing one?s own ideas in relation to disci$linary,$rofessional conte;ts %rticulating meaningful relationshi$s between disci$linary,$rofessional frameworks and the selection of artifacts by e;$laining the /isconsin *eacher Standards and the %lverno Education %bilities in her o-n -ords

@<C%D'J%*'@D%L C:%<* Constance )arreau

!rtifact.Evidence Bocabulary Lesson (E" 8=4# )usiness Letter Lesson (E" 849# K*he LotteryL Lesson (E" 849# "escri$tive Language Lesson (E" 849# 2irst %MMS Lesson (E" >84# Second %MMS Lesson: % 2lash of Lightning (E" >84# %merican vs. )ritish English Lesson (E" >84# 2inal %merican vs. )ritish Lesson (E" >84# E" 88= /ritten Darrative KS$eakL Nnit (lan (E" >84# 2ocus on !urakami and !urakami?s K*he Second )akery %ttackL and KLittle Creen !onstersL Lesson Education !bility "iagnosis Conce$tuali1ation and Coordination Communication and Conce$tuali1ation "iagnosis and Conce$tuali1ation 'ntegrative 'nteraction and Coordination 'ntegrative 'nteraction and "iagnosis 'ntegrative 'nteraction and Communication 'ntegrative 'nteraction Communication and 'ntegrative 'nteraction Conce$tuali1ation and Coordination Coordination /0S 1 > and 3 3 and 4= 8, >, and 3 5, 3, and 4= > and 3 > and 3 8, 9, and 3 E, 9, and 3 8, 7, and 3 4, 8, E, 6, and 3. 3 and 4= Section 2ield /ork, subsection E" 8=4 and Bideota$ed Lesson, subsection E" 8=4 2ield /ork, subsection E" 849 2ield /ork, subsection E" 849 Bideota$ed Lessons, subsection E" 849 2ield /ork, subsection E" >84 2ield /ork, subsection E" >84 Bideota$ed Lessons, subsection E" >84 2ield /ork, subsection E" >84 @ther %rtifacts and <ationales, subsection E" 88= /ritten Darrative @ther %rtifacts and <ationales, subsection KS$eakL Nnit (lan Bideota$ed Lessons, subsection E" >49