Student: Amanda Dlugi

Faculty: Mary Staten

External: Sara Zavadsky

ED 420

Students: For each category, provide a brief description of nature and location of evidence.
Assessors: For each category, highlight the appropriate descriptor (i.e. inadequate, emerging, proficient, distinctive)
Sources of evidence include, but are not limited to,-video* of teaching at two different levels (ELC: kindergarten and elementary; ELM: elementary and middle;
SED: middle and secondary), lesson plans, unit plans, feedback from cooperating teachers and Alverno supervisors, multimedia presentations, web quests and
other interactive technologies

1. Planning and Preparation

Inadequate

Emerging

Proficient
Distinctive
Brief description of nature and location of evidence

Criteria
The candidate applies subject matter knowledge to develop lessons/units that:
relate to state and/or district standards
use varied instructional strategies
are for varied developmental levels that represent levels of licensure
address varied content areas (for ELC/ELM: math, science, language arts
& social studies; for SED: varied disciplinary fields)
use appropriate teaching and resource materials
include provisions for individual students with particular learning needs
include both formal and informal assessments that provide information
about student learning, e.g. rubrics, tests, checklists, opportunities for
students to self assess
The candidate demonstrates the ability to effectively produce multi-media
communication tools and can support her decisions for their use in
enhancing student learning.

All of the lesson plans I had included on my portfolio include relevant state and
or district standards which the school I was placed at had utilized or my
cooperating teacher had approved me to use in planning lessons. While lesson
planning, I was sure to always take into consideration the understanding levels of
the learners within the classroom, and accommodations that would need to be
made for exceptional learners. Through reviewing these lesson plans, as well as
the video clips located within some of these artifacts, you will observe my use of
appropriate resources, my use of formative and summative assessment
techniques, my use of a variety of different instructional strategies (small-group,
individual, partner, whole class, laboratory, project-based, inquiry, etc.)
Samples of my lesson plans can be found throughout my portfolio, however,
most specifically in the following locations:

My Accomplishments > My Artifacts of WTS and AAEA> Please view

sub-folders for Artifacts of WTS and AAEA for WTS #1, 2 and 3, 5 and
6, 7, and 8 with their corresponding AAEA for samples of my lesson
plans.

* one video segment must be from ED 315

2. Classroom Environment

Inadequate

Emerging
Criterion
The candidate demonstrates the ability to apply social and cultural understanding
in interpersonal situations by:
designing learning experiences that best relate to the characteristics of
individuals and groups
perceiving and responding to elements in interaction, e.g. roles,
developmental levels, culture, language, etc.
describing how characteristics of individuals and groups influence
teaching decisions

Proficient
Distinctive
Brief description of nature and location of evidence
I believe my artifacts for WTS #1, 2 and 3, & 5 and 6 and the corresponding
AAEA are clear demonstrations of my abilities to develop and design learning
experiences based on student understanding, abilities, to allow for them to be
able to achieve their next developmental level both intellectually and socially.
Within each of these Artifacts, I describe how the individuals and groups of
students within the classroom influenced my instructional strategies and choices,
as well as how I strived to develop a safe, comfortable, and equal learning
environment.
Location in Portfolio: My Accomplishments > My Artifacts of WTS and AAEA>
Please view sub-folders for Artifacts of WTS and AAEA for WTS #1, 2 and 3, &
5 and 6 with corresponding AAEA

3. Instruction and Assessment

2

Inadequate

Emerging
Criterion
The candidate demonstrates the ability to accurately implement instruction and
assess student learning by providing:
samples of completed assessments in which the experiences used to
assess student learning relate directly to the lesson/unit objective(s)
self assessments that focus on student learning as a result of lessons
taught in field placements
feedback from cooperating teachers and Alverno supervisors

Proficient
Distinctive
Brief description of nature and location of evidence

I know that I was able to effectively meet these criteria, as I have

provided various forms of student work throughout my portfolio that
had served as their formative assessments. I have also included my own
informal assessment tools I had used to monitor student participation, as
well as evaluate student understanding levels prior to moving on to new
material. I feel evidence to meet this criteria can most directly be
observed within my Artifacts of WTS and AAEA for WTS #8.
Also, my daily self-evaluations of my performance and instructional
strategies during the three day introductory unit are presented in
Artifacts of WTS and AAEA for WTS #9. These overall demonstrate
my ability to evaluate the effectiveness of my instruction.
Each of these can be located in my portfolio by:
My Accomplishments > My Artifacts of WTS and AAEA> Please view
sub-folders for Artifacts of WTS and AAEA for WTS #8 and 9.
I have also including the feedback from my cooperating teachers and
supervisors, which assisted in my self-evaluation and in preparation of
future lessons.
This can be located in my portfolio by:
My Accomplishments> My Teaching Experience> Alverno College
Field Placements> Evaluations by Cooperating Teachers OR
Evaluations by Alverno College Supervisors

4. Professional Responsibilities and Reflection

Inadequate

Emerging

Proficient
Distinctive
Brief description of nature and location of evidence

Criteria
The candidate articulates how she has applied educational frameworks (e.g.
Bloom, Piaget, Erikson, Maslow, Montessori, Cambourne, Gardner, Holdaway,
Purkey, etc) and their influence on her teaching by stating the major aspects of
selected theories in her own words and identifying where she has applied these
theories.

Throughout my portfolio, I have provided samples of my selfassessments of my instruction, which demonstrate my ability to reflect
on my instructional choices and determine how my teaching can be
more effective in future lessons. This can most clearly be seen within
my Artifact of WTS 9. This can be located through: My
Accomplishments > My Artifacts of WTS and AAEA> Artifacts of
WTS #9 & AAEA

The candidate represents herself as a reflective practitioner by:

showing, in rationales and self assessments, where modifications of
her teaching have or should have taken place
analyzing and articulating ways in which elements of diversity have
influenced her planning, teaching, and assessing
describing, in a letter to an ED 201 or AE 222 student, her growth in
understanding and using the Wisconsin Teacher Standards and the
Alverno Education Abilities
limiting her choices of appropriate artifacts that provide evidence of
an ability to synthesize the Wisconsin Teacher Standards and the
Alverno Education Abilities
including artifacts that address all 10 Wisconsin Teacher Standards
and all 5 Alverno Education Abilities

I believe my Artifact for WTS#1, WTS 2 and 3, and WTS 8

demonstrated my ability to analyze the types of learners, which
compose a classroom, and how this information impacted my
educational methodology. Locate these pieces of evidence through My
Accomplishments > My Artifacts of WTS and AAEA> Please view subfolders for Artifacts of WTS and AAEA for WTS #1, 2 and 3, and 8.
I enjoyed creating a reflective piece to a beginning education student,
providing them insight into the journey they are about to pursue. This
can be located under My Journey Thus Far>Letter to an Education
Student
Overall, I included artifacts that address all 10 Wisconsin Teacher
Standards and all 5 Alverno Education Abilities, which can be viewed
through: My Accomplishments > My Artifacts of WTS and AAEA
Within the early developmental stages of assembling my portfolio, I had
chosen to analyze the WTS and AAEA for relationships which I had
observed between them. As I had taken a significant amount of time
analyzing these frameworks, as well as they had served as great
4

resources for me to utilize during the selection of my teaching artifacts

which I believed represented these relationships, I decided to provide
them on my portfolio for those who wish to view a general description
of some of the relationships between WTS and AAEA.
This can be located through clicking: Resources> Relationships between
WTS & AAEA
Feedback:

5. Oral and written communication

Inadequate

Emerging

Proficient
Distinctive
Brief description of nature and location of evidence

Criteria

Consistently engaging audiences by using appropriate conventions,

coherent structures, and effective style

When developing my portfolio, I had known that in order to be able to

effectively describe my work, I was going to need to include textual
rationale statements. However, I wanted the style of my portfolio to be
engaging for an audience to view and be able to interpret, even if they
were not able to read the rationale statement in its entirety. It is for this
reason that I had chosen to incorporate as many visuals and video clips
as possible to make statements themselves, though textual evidence
would also be supplied.

Accurately analyzing ones own ideas in relation to

disciplinary/professional contexts
Articulating meaningful relationships between disciplinary/professional
frameworks and the selection of artifacts by explaining the Wisconsin
Teacher Standards and the Alverno Education Abilities in her own words

I truly believe I was able to convey my ideas professionally and

appropriately throughout my portfolio, as well as maintain my writing
within my own words, and citing the references which I had used
consistently. Also, I believe I had been able to describe relationships
between the Wisconsin Teacher Standards and the Alverno Education
Abilities in my own words, as well as supplying artifacts of my teaching
to represent these relationships effectively.
Feedback:

Overall Performance

Inadequate
Final Comments:

Emerging

Proficient

Distinctive

Portfolio assessment was an absolutely exhilarating professional development experience which I am grateful to have had. I believe this assessment
truly required me to utilize all eight of the Alverno Abilities in order to be able to effectively demonstrate my teacher readiness through my continual
growth in the Wisconsin Teacher Standards for Licensure and Development and the Advanced Alverno Educational Abilities. Overall, after
completing this assessment, I believe more than ever that I am ready to serve our community as an effective secondary educator of science, and I am
extremely grateful for the journey I have taken in order to get to this point in my academic and professional life. I am unbelievably thankful for my
undergraduate career because I wholeheartedly believe the abilities I have developed have allowed for me to become an effective problem-solver, an
attentive analyst, a strong communicator, a self-aware individual, an efficient scientist, and an exceptional educator.