ALVERNO COLLEGE

TEACHER CANDIDATES SELF-ASSESSMENT

Candidate: Benjamin Rogaczewski
Supervisor: Carol Dixon
Cooperating Teacher: Ms. Mary Talsky
School: Pius XI High School
Disability Categories Represented:

Check One: 1st Observation ___

2nd Observation _x__
Date: 11/13/2015
Number of Students: 14
Grade: 9
Subject(s): Government
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

__x__Emerging

____Proficient

____Distinctive

Respond to:
How did you determine the appropriate standards and objectives?
--Observation of the students prior to the lesson and discussion with
Mary to better discern what the students would be capable of doing.
How did this lesson fit into the curriculum?
--Mary covered the Legislative branch of government earlier in the
week and Gerrymandering is an integral portion of the congressional
elections.
Why did you choose the materials? How effective were they?
--I have a personal interest in Gerrymandering and for the most part
students seemed to have trouble with the complex process of
Gerrymandering but they seemed to enjoy the activity I set up to
simulate the general concept of Gerrymandering.

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 approached the lesson and the class with enthusiasm and listened
to each of the students answers and opinions on the subject matter.
How do you feel students felt during the lesson? What is your
evidence?
--For the most part, I felt students were comfortable with the

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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)

materials. However, there were some moments where students would

silently look at me after I had asked a question and no one would
answer. This would lead me to believe that some of the information
may have been too much for some students.
How did you demonstrate respect for, and rapport with the learners?
--We covered a topic that had ample probability for political biases,
but I kept it under control, looking at the materials in an academic
fashion, as to not upset any students who might have been one
particular political spectrum or another.
How did you actively engage students? Who responded? Who did
not? Why?
--I approached the lesson and the class with enthusiasm and listened
to each of the students answers and opinions on the subject matter.
Yet there were some moments where students would silently look at
me after I had asked a question and no one would answer. This would
lead me to believe that some of the information may have been too
much for some students.
What kinds of responses did you give to students responses?
--Oftentimes students would answer my questions or discussion with
well thought out, concise answers. However, the most discussion and
action took place during the activity, which students seemed to enjoy
a lot. One of the most surprising things was the fact that even
international students were getting involved in the activity, whereas in
the previous lesson international students for the most part stayed
on the sidelines of the activity.

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

__x__Emerging

____Proficient

____Distinctive

Respond to:
How well did your strategies support meeting the lesson
objectives/learning targets?
--Considering my goal was for the students to learn about the basic
premise of Gerrymandering, I think the objectives were met. Not only
this, but I was also able to have enough time for students to write an
exit slip for me.
What went well? What would you change? Why?
--The activity went really well since all of the students appeared to be
engaged in the action and appeared to have comprehended the
general premise of Gerrymandering.
How effective were the leveled questions you used?
--The leveled questions appeared to have stirred discussion with the
students and showed evidence that they could analyze this complex
concept well.
How did you use the academic language? How well do you think the
students know and understand the academic language? ELL?SPE?
Cite evidence.
--I used a worksheet in which students could put their own definitions
down from my Prezi about the strategies of Gerrymandering.

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

__x__Emerging

____Proficient

____Distinctive

Respond to:
How well did your assessment measure students meeting the
objectives?
--My formative assessment was an exit slip that showed me if
students correctly comprehended the concept of Gerrymandering.
What were your assessment results during and/or after the lesson?
--The group activity revealed that several of the students were able to
apply the strategies discussed in the 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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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

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

How does this inform you of next learning steps?

What would you change about your teaching and/or assessment to
better support or extend students performance?
--However, if I was to teach this lesson again, I would try to give
better directions with the activity to explain the process and rules of
Gerrymandering since I unfortunately assumed the students knew
most of the rules and strategies.
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 suggested the idea of a lesson on Gerrymandering and I designed the
lesson based on an activity another teacher had done for his lesson on
Gerrymandering.
How did you present yourself as a professional to the students?
--I wore khakis and a polo and presented myself as the main authority on
the subject in the classroom.

Overall Performance: ____Inadequate

__x__Emerging

____Proficient

____Distinctive

See below.

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

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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.
f.
g.

background information about the lesson, (e.g. urban, 3rd grade, social studies lesson on )
how in the design or implementation of the lesson you demonstrate two of the Wisconsin Teacher Standards for Licensure and
Development;
(SPE only) how in the design or implementation of the lesson you demonstrate two of the Council for Exceptional Children Initial
Content Standards and Knowledge and Skill Sets;
how in the design or implementation of the lesson you demonstrate two of the Alverno Graduate Advanced Education Abilities;
how the lesson demonstrates the Common Core Standards or academic standards;
(SPE only) how did you accommodate students IEP goals?
at least one educational framework that is reflected in the design and/or implementation of the lesson plan.

A. Social studies lesson in a government class composed primarily with sophomores, on Gerrymandering.
B. Two of the Wisconsin Teacher Standards that I used for my lesson were communicating well via my Prezi and worksheets, and planning different activities that
would incorporate all students to work as a team.
D. Two of the Alverno abilities that I used for this lesson were coordination, through the combination of my presentation, discussion and demonstration of analysis
of Gerrymandering, and communication through my presentation and discussion.
E. My lesson used Literacy RH.9-10.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
RH.9-10.9: Compare and contrast treatments of the same topic in several primary and secondary sources.
G. One of the primary frameworks that pertained to my lesson was the effect of team cooperation and guided help. The best portions I found with the lesson were
how well the students worked together in teams for their activity. Like I said earlier, all of the students engaged in the activity, which was a wonderful surprise for
me.

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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