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ALVERNO COLLEGE

TEACHER CANDIDATES SELF-ASSESSMENT


Candidate: Shawna Hendrix
Supervisor: Carol Dixon
Cooperating Teacher: Kelly Hetzel
School: Wauwatosa West High School
Disability Categories Represented: N/A

Check One: 1st Observation ___


2nd Observation _X_
Date: April 4, 2016
Number of Students: 26
Grade: 10th
Subject(s): Language Arts
Diverse Student Needs Represented:
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

___Proficient

_X_Distinctive

Respond to:
How did you determine the appropriate standards and objectives? As
I was planning my lesson, I was able to determine the appropriate
Common Core standards that would fit into the lesson. After deciding that I
would be doing a lesson on paraphrasing, summarizing, and direct
quotations, I was able to determine that this lesson met the following
Common Core Standards:
Literacy.RI.9-10.1: Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from
the text.
Literacy.W.9-10.2b: Develop the topic with well-chosen, relevant, and
sufficient facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audiences knowledge of the
topic.
How did this lesson fit into the curriculum?
This lesson fit into the research unit the students are currently working on.
For their individual research papers, the students need to reference other
works using paraphrasing and summarizing, as well as utilizing 7-8 direct
quotes. Therefore, my lesson instructed students on the various ways to
do this.
Why did you choose the materials? How effective were they?
I used a PowerPoint presentation that highlighted the learning target of the
day, which was that students would be able to learn the various ways to
incorporate direct quotations into their research papers. I briefly reviewed
how to paraphrase and summarizing research and then dove more in
depth with incorporating direct quotations into their research papers. They
then got into pairs to read the article Tattoo, Bling Craze Raises Hiring
Issues (USA Today) and use it to complete the handout on the multiple
ways to incorporate direct quotations. At the end of class, I asked the
students to write on a notecard something that they were still confused

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)

about or something that they learned today that they didnt already know. I
believe all of my materials were effective. The PowerPoint allowed
students to learn the various ways to incorporate direct quotations and see
examples. The handout allowed them to practice the skills, as well as
enabling me to determine where students struggled. And finally, the exit
ticket allows me to know where students are in terms of their learning at
the end of the class.

Classroom Environment (AEA: Coordination/Integrative Interaction


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

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.

Evidence (Candidate and Student)


____Inadequate

___Emerging

_X__Proficient

___Distinctive

Respond to:
How did you create a positive learning environment?
I started the class asking the students how their spring break was and if
they went anywhere fun. A few students shared their vacations with me. I
then made the lesson relevant by reminding them that this lesson
incorporated with the research paper they are currently working on. I
remained positive and friendly throughout the lesson. As the students
worked, I walked around the class and discussed their sentences with
them. I helped students who struggled and gave positive feedback to
those who found the assignment less challenging.
How do you feel students felt during the lesson? What is your
evidence?
I feel as though the students understood my lesson thoroughly. Individual
students participated in my lesson by answering the questions that I asked,
such as, What is the difference between paraphrasing and summarizing.
I walked around the room while students worked and offered assistance as
needed. I was able to tell that the students understood the material
through the handout and the exit ticket as well.
How did you demonstrate respect for, and rapport with the learners?
The students were very respectful towards me. I started class asking how
their spring breaks were and made the lesson relevant to what they were
currently doing in their unit. The students were quiet when I was speaking
and worked well on their assignment. A few students volunteered to
answer my questions or to come to the board to provide examples of the
sentences. When I walked around and asked questions, they responded
to my questions and participated in discussions. There was a mutual
respect between myself and the students.

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.

ED FORM 711
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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis


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

How did you actively engage students? Who responded? Who did
not? Why?
I actively engaged students by providing an article that was engaging.
Instead of choosing a dull article for the students to read and work off of, I
used an article on tattoos and piercings in the workforce. Most students
appeared to enjoy the article and had no problem working on the
assignment. A few students did not seem engaged, so I prompted them to
stay on task. I walked them through a paragraph and asked questions like,
So how would we quote this evidence if we were writing a paper on it?
What kinds of responses did you give to students responses?
I said things like Great! or Good! to many of their responses. I also
showed excitement in their responses. While walking around, I let
students know when I thought their sentences were strong or if they could
improve them.

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)

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.

Distinctive = Exemplary

Evidence (Candidate and Student)


____Inadequate

____Emerging

_X_Proficient

____Distinctive

Respond to:
How well did your strategies support meeting the lesson
objectives/learning targets?
I believe that my strategies effectively met the learning target and lesson
objectives. I wanted students to be able to learn the various ways to
incorporate direct quotations into their research papers, which I believe
was met as a result of the lesson. After providing examples, I had the
students practice writing their own using the article I chose. We then
shared these examples as a class.
What went well? What would you change? Why?
I think that overall my lesson went well. I think I did well in explaining what
target they needed to hit and how they would get there. I reviewed
paraphrasing and summarizing briefly before delving into the main topic:
direct quotations. I provided several examples in my PowerPoint and
provided them with a handout full of examples. After my presentation, I
had students pair up to work on a handout where they use quotations in
different parts of their sentences based off of the article I provided. I then
had students write their examples on the board. At the end of class, the

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.

ED FORM 711
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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis


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

students had to complete an exit ticket asking what they learned today or
something they were still confused about, which allowed me to assess my
lesson. Any remaining time the students had was used on working on their
own research papers.
I thought my PowerPoint presentation was thorough, though I do think I
should have broken up the lesson by asking more questions throughout.
How effective were the leveled questions you used?
The essential question that I wanted students to be able to answer was
How do we incorporate direct quotes into a research paper? I believe
that as a result of my lesson, the students were able to answer this
question and provide examples. I asked them to write a sentence with a
quotation at the beginning of a sentence, end of a sentence, beginning and
end of a sentence, middle of a sentence, and using only a few words.
I also asked other questions such as whats the difference between a
paraphrase and a summary? which required students to contemplate the
similarities and differences. I believe that all of my questions were
essential to the learning target.
How did you use the academic language? How well do you think the
students know and understand the academic language? ELL?SPE?
Cite evidence.
We reviewed paraphrasing and summarizing and went into depth
discussing direct quotations. Language around citation has been in their
educational realm for many years, so the terms were familiar to them. I did
not utilize any techniques for ELL or SPE students since there were none
in the class.
Evidence (Candidate and Student)

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 students meeting the
objectives?
My lesson objectives were for students to be able to learn the various ways
to incorporate direct quotations and utilize these skills while writing their
own research papers. I believe my assessments showed that students met
the lesson objectives. The students completed a handout practicing the
multiple ways to incorporate direct quotations into their sentences. They
were then given time to work on their own research writing. I provided
handouts for the students to reference while writing their own research
papers.
What were your assessment results during and/or after the lesson?
How does this inform you of next learning steps?

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.

ED FORM 711
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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis


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

I walked around to assess and assist students as they worked on their


handout. The handout itself provided me with an assessment for
understanding and was a great practice for the students. For the exit
ticket, I asked students to write down what they were still confused
about/had questions on or something that they learned that they didnt
already know. The exit ticket worked as a formative assessment as well. I
believe that the majority of students are able to utilize the skills I taught in
their own research papers.
What would you change about your teaching and/or assessment to
better support or extend students performance?
I would have liked to have broken up my PowerPoint presentation with
more questions, which would allow me to assess for understanding
throughout the lesson. However, I believe that my handout and my exit
ticket both allowed me to assess for understanding.
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.

Overall Performance: ____Inadequate

____Emerging

__X__Proficient

____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?)
My Cooperating Teacher and I discussed me teaching a lesson roughly a week
prior to my lesson. She suggested that I do a lesson on incorporating
quotations, since the students were in the process of gathering their research
for their papers and would need to cite 7-8 quotes in their final paper. After
receiving the topic, I developed a PowerPoint presentation on the lesson, which
my CT approved of. I then created the handout and exit ticket and sent all
materials to my CT to review prior to my lesson. She approved all materials.
She was very helpful in answering any questions or concerns I had while
planning.
How did you present yourself as a professional to the students?
I believe that I presented myself in a professional manner. I spoke loudly and
maintained emphasis while speaking. I was enthusiastic and friendly throughout
my lesson, both in the large group setting and when working more individually
with students.
____Distinctive

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.

ED FORM 711
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See below.

SUMMARY REFLECTION: Rationale


DESCRIBE AND PROVIDE EVIDENCE FOR EACH OF THE FOLLOWING in a short narrative:

On April 4, 2016, I taught a suburban 10th grade Language Arts lesson on paraphrasing, summarizing, and quoting. I demonstrated the
following two of the Wisconsin Teacher Standards for Licensure and Development: Teachers know the subject they are teaching and Teachers
know how to teach. I carefully did my research in order to plan for this lesson. I reviewed the multiple ways of incorporating direct quotations into
sentences and provided the students with several examples. I created and utilized a PowerPoint that emphasized the differences between
paraphrasing, summarizing, and directly quoting and offered examples of each. I made this lesson meaningful by relating it to the work they are
doing with their individual research papers. After determining the lesson objective, I planned a lesson that would incorporate two main formative
assessments that would allow me to ensure that all students met the learning target. I first had students complete a handout, practicing the multiple
ways to incorporate direct quotations within a sentence. After sharing out examples, I had students write down what they were still confused about
or what they learned today that they didnt know previously.
Two of the Alverno Graduate Advanced Education Abilities that I demonstrated in my lesson are Conceptualization and Coordination. I
believe I demonstrated conceptualization by showing command of the subject matter and setting an appropriate context for the lesson. I
thoroughly researched the material I would be teaching prior to my lesson so that I could provide several examples for the students, as well as help
them to create their own sentences for their assignment. I planned this lesson in relation to the research paper that they are currently working on in
the unit, allowing them to use the resources I provided in their own work. I also demonstrated coordination by setting clear learning targets and
providing assessments that would allow me to assess whether or not the students reached those goals. My handout allowed students to reference an
article in order to write sentences using the different ways of incorporating direct quotations. I also used class time appropriately. After my
PowerPoint presentation, the students were given sufficient class time to read the article and work on the handout. We then shared out examples.
With the remaining time, the students had to complete the exit ticket and could then work on their own research papers for the remaining 10-15
minutes of class.
I believe that I successfully demonstrated Common Core Standard Literacy.RI.9-10.1: Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text and Literacy.W.9-10.2b: Develop the topic with well-chosen,
relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences
knowledge of the topic. After reading an article, I required that students reference the material by writing sentences with direct quotations.
This lesson fit into the curriculum because the students in this class are currently working on a research paper unit. For this assignment, they
are required to incorporate 7-8 direct quotes into their paper. Therefore, the material that I covered in my lesson was relevant and useful to the
students.

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.

ED FORM 711
0210 ED

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.

ED FORM 711
0210 ED

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