ALVERNO COLLEGE

TEACHER CANDIDATES SELF-ASSESSMENT

Candidate: Ashlee Prudhomme
Supervisor: Jane Peschel
Cooperating Teacher: Jackie Poulsen
School: Fratt Elementary
Disability Categories Represented: SLD

Check One: 1st Observation ___

2nd Observation _x__
Date: November 19
Number of Students: 3
Grade: 4
Subject(s): Diverse Student Needs Represented:
Hispanic
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

____Emerging

__x__Proficient

____Distinctive

Respond to:
How did this lesson fit into the curriculum?
This lesson fit into the curriculum by coinciding with the standards that
were being worked on within the 4th grade classroom.
How did you determine the appropriate standards and objectives?
I determined the appropriate standards and objectives for this lesson by
consulting with the classroom teacher for the standards that the class was
working on.
What specific academic language would you use?
The specific academic language that I used was cause, effect, identify,
questioning.
Why did you choose the materials? How effective were they?
I chose the materials based on my knowledge of the standard I was
working on and making sure that the topic of the book was relatable to the
students.
How did you plan to engage the learners?
I planned to engage the learners by using visuals and by including them in
the schema activating discussion at the beginning of the lesson and
incorporating discussion and giving their opinion throughout the lesson.

Classroom Environment (AEA: Coordination/Integrative Interaction

WTS: 2, 3, 5 - DISP: Respect, Responsibility CEC: 2, 3, 5)

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and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

Evidence (Candidate and Student)

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

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.

____Inadequate

____Emerging

_x___Proficient

____Distinctive

Respond to:
How did you create a positive learning environment?
I created a positive learning environment by opening up with a discussion
of how everyone was feeling and what they had done the day before. I
allowed all students to have a turn in the discussion and praised their
responses.
How do you feel students felt during the lesson? What is your
evidence?
My students felt comfortable and engaged during the lesson. My evidence
is that they were open to feeding off of each others ideas as well as taking
control of the lesson and running it by themselves.
How did you demonstrate respect for, and rapport with the learners?
I demonstrated respect for and rapport with my learners by knowing their
names and getting to know their personal backgrounds.
How did you actively engage students? Who responded? Who did
not? Why?
I actively engaged the students by providing plenty of opportunities for
discussion about the topic. All of my students responded when prompted
and even when not prompted they were always allowed to share. I believe
that this is an effect of my students being comfortable in our group.
What kinds of responses did you give to learners responses?
I gave reinforcing, encouraging responses to all learners responses even
if it may have been off topic. This promotes trust and a sense of comfort in
the learners because they know that their answers will always be listened
to.

Evidence Code Definitions:

Inadequate = Unsatisfactory

Emerging = Needs Improvement

Proficient = Satisfactory

Instruction (AEA: Communication, Coordination, Diagnosis,

Integrative Interaction WTS 4, 6, 7 - DISP: Respect, Responsibility,
Communication CEC: 4, 6, 7, 8, 9)
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.

Distinctive = Exemplary

Evidence (Candidate and Student)

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

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?
My strategies of activating schema and using discussion to foster learning
worked well in meeting the lesson objectives and targets. I also used a
graphic organizer as a formative assessment to check for understanding of
cause and effect after the lesson.
What went well? What would you change? Why?
I believe that my discussion of the topic went well because the students
could relate to the topic in the book, which helped them identify cause and
effect throughout. If I could, I would choose a book that appeared to be
higher so that we would work longer on our fluency because even though
the students are below grade level in reading, I want to still engage them
with books.
How effective were the leveled questions you used?
The leveled questions that I used were effective because they elicited well
thought responses and showed me that my students understood the topic.
How did you use the academic language? How well do you think the
learners know and understand the academic language? ELL? SPE?
Cite evidence.
I used the academic language fluently throughout the lesson but first
explained the vocabulary for better understanding. In the beginning of the
lesson I had the students review what cause means and what effect means
and consistently reviewed the definitions throughout the lesson so that the
students understood. For example, I would ask the students what is a
cause or what is an effect and they all would raise their hands and wanted
to answer.

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

DISP: Collaboration, Communication CEC: 1, 5, 8, 9, 10)

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.

Evidence (Candidate and Student)

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 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?
My assessment was the filling out the cause and effect worksheet about
the book Arthurs Bad Day. We completed the first one together so they
had a reference and then were to complete the rest on their own. This
measured the learners meeting their objectives because they individually
completed a cause and effect from a page they could select out of the
book.
What were your assessment results during and/or after the lesson?
The assessment results showed that the students understood that an
event can cause another event and the relationship they have. They were
able to identify a cause of an effect and how they interacted with one
another.
How does this inform you of next learning steps?
This informs me that we could be able to move onto more complex
relationships within a text.
What would you change about your teaching and/or assessment to
better support or extend learners performance?
The only thing I would change is that I would incorporate more real life
examples into the lesson as well as relating how this skill is an important
life skill outside of reading.

Evidence (Candidate)

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?)
I worked with my CT a week ahead of time to check over my lesson plan for her
thoughts and opinions about what I needed to change if anything. I suggested
this lesson.

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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How did you present yourself as a professional to the learners?

I presented myself as a professional to my learners by dressing professional,
using professional vocabulary and being knowledgeable in the lesson I was
teaching.

Overall Performance: ____Inadequate

____Emerging

__x__Proficient

____Distinctive

See below.

SUMMARY REFLECTION: Rationale

DESCRIBE AND PROVIDE EVIDENCE FOR EACH OF THE FOLLOWING in a short narrative:
a. background information about the lesson, (e.g. urban, 3rd grade, social studies lesson on )
b. 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)
c. (SPE only) how in the design or implementation of the lesson you demonstrated two of the Council for Exceptional Children Initial
Content Standards and Knowledge and Skill Sets;
d. how in the design or implementation of the lesson you demonstrated two of the Alverno Graduate Advanced Education Abilities;
e. how the lesson demonstrates the Common Core Standards or academic standards;
f. (SPE only) how did you accommodate students IEP goals?
g. 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 taught at Fratt Elementary school in Racine Unified School District. This school is in an urban setting with 85% of the population
being below the poverty line. This was taught in a small group setting with 3 students in the 4th Grade Dual Language program. It was a reading
lesson focusing on the comprehension strategy of cause and effect. The design and implementation of this lesson demonstrated the Wisconsin State
Teacher Standards of teachers understand that students learn differently and the teacher communicates well. I demonstrated knowing that different
students learn differently by offering a graphic organizer and different response options throughout my lesson. Since I knew that my students may
need visuals to reinforce the lesson and the verbal instructions, I planned to have visual supports integrated into my lesson. I also demonstrated the
standard of communicating well by using verbal and non-verbal instruction and cueing throughout my lesson. This design and implementation of my
reading lesson also demonstrated the the Council for Exceptional Children Initial Content Standards and Knowledge and Skill Sets of Learner
Development and Individual Learning Differences and Curricular Knowledge. When I was designing this lesson plan, I took into consideration the
needs and differences of my learners and how they learn best. Since I knew that they do well with visual supports to reinforce verbal language
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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directions, which demonstrates the CEC standard of Learner Development and Individual Learning Differences. I also demonstrated the CEC
standard of Curricular Knowledge within this lesson plan by understanding that the 4th Grade curriculum that expects students to be able to identify
cause and effect within multiple texts. If I am working with 4th Grade learners, I am applying the 4th Grade curriculum to my lessons with the
necessary accommodations and modifications for the student to get the most out of the lesson and curriculum. I demonstrated the Alverno Graduate
abilities of Conceptualization and Coordination in this 4th grade small group reading lesson plan. I demonstrated Conceptualization, integrating
disciplinary knowledge with learning frameworks and a broad understanding of human development to plan and implement learning processes,
within this 4th grade lesson plan by using my knowledge of different types of learners such as visual or auditory and applying that knowledge to my
lesson about Arthurs Bad Day and cause and effect. I knew that my learners are visual and auditory learners so I integrated the use of a graphic
organizer that serves as a visual support, plenty of discussion to talk through the topic and allowed students the option orally respond first to target
their different learning styles. Coordination, Managingresourceseffectivelytosupportlearning,wasanothergraduateabilitythatIdemonstratedin
thislesson.IcoordinatedmyresourcesthatwereavailabletomethroughmyjobsuchReadingAZfortheleveledreaderofArthursBadDayand
thegraphicorganizerassociatedwiththebook.Iknewthatthevisualwouldassistthestudentscomprehensionofhowacausecreatestheeffect.
ThislessonfocusedontheCommonCoreStateStandardsofCCSS.ELA-LITERACY.RF.4.4.C Use context to confirm or self-correct word recognition
and understanding, rereading as necessary., CCSS.ELA-LITERACY.RL.4.1 Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text., and 4.1.2 Recognize cause and effect relationships within text. As I was planning
my lesson, I was focusing on these Common Core standards and how they intersected with student LZs IEP goals. This lesson
demonstrates those CC standards because we read a story and identified the cause and effect relationships in the text. I then asked the
students to identify the details that caused them to identify this relationship and refer to them explicitly. Such as the cause of Arthurs
Bad Day was that his parents told him he was going to have a baby sister and he did not want to share his parents. LZs IEP goals discuss
improving his overall skills in regards to literacy and being able to comprehend what you are reading is essential to this. Overall, this
lesson plan was written with keeping Piagets educational framework in mind that speaks to engaging the student
with the material and have them experience the topic within the lesson rather than be just told what to learn and how
to learn it. This is why when I was writing this plan, I included a graphic organizer so that the information could be
visually represented. Overall, I believe the design and implementation of this 4th grade reading lesson focused on
cause and effect with visual supports was a success.

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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