Student: Shelby Miller

Link to Portfolio:
Faculty: Randa Suleiman
External: Samantha Epstein

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
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.
1
Proficient Distinctive
Brief description of nature and location of evidence
-3 day unit on the Cold War
-10th grade World History Class
-I used a PowerPoint presentation, documents, and websites (variety
of instructional strategies and resources)
-I modeled what kind or oral presentation I was looking for from the
students
-Adjusted the oral presentation assessment for a student that would
express his understanding of the content in writing better than orally.
-I had the students do an oral presentation that included a rubric that
had the criteria that they needed to have a good grade
-This piece can be found under “Observed Lessons” or “Artifacts-3
day Cold War Unit Plan; and Video of oral presentation modeled”
-Hindu Caste System Lesson
-6th Grade Social Studies (Ancient History) class
-I used a PowerPoint presentation as we as a graphic organizer
-formal assessment-role play activity
 -This piece can be found under “Observed Lessons” or “Artifacts-
Hindu Caste System lesson; Hindu Caste System Role Play Activity; and
Video of Hindu Caste System Presentation

Feedback:

* one video segment must be from ED 315

2. Classroom Environment

Inadequate Emerging Proficient Distinctive

Criterion Brief description of nature and location of evidence
The candidate demonstrates the ability to apply social and cultural understanding -Groups for Hindu Caste System Role Play Activity
in interpersonal situations by: -Groups were based on my observations of students
 designing learning experiences that best relate to the characteristics of -Roles assigned purposely to differ from the students’ normal
individuals and groups personality
 perceiving and responding to elements in interaction, e.g. roles, -Activity let students experience, in a way, how the culture was in
developmental levels, culture, language, etc. Ancient India
 describing how characteristics of individuals and groups influence -This piece can be found under “Observed Lessons” and “Artifacts-
teaching decisions Hindu Caste System Lesson-Groups for Hindu Caste System Activity”
Feedback:

3. Instruction and Assessment

Inadequate Emerging Proficient Distinctive

Criterion Brief description of nature and location of evidence
The candidate demonstrates the ability to accurately implement instruction and -Fall of the Chinese Dynasties Self-assessment
assess student learning by providing: -I self-assess my lesson
 samples of completed assessments in which the experiences used to -I look how I could make the students’ learning and understanding
assess student learning relate directly to the lesson/unit objective(s) better if I could do it over

2
  self assessments that focus on student learning as a result of lessons
taught in field placements Fall of the Chinese Dynasties”
 feedback from cooperating teachers and Alverno supervisors
Feedback:
4. Professional Responsibilities and Reflection
Inadequate Emerging
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.
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
3
-This piece can be found under “Observed Lessons” and “Artifacts-
Proficient Distinctive
Brief description of nature and location of evidence
-Video of Hindu Caste System Presentation
-Connected Cognititvism which talks about transferring knowledge
from an expert to someone else
-This piece can be found under “Artifacts-Video of Caste System
Presentation”
-Self-assessments
-Both videos in the portfolio have an analysis of my performance and
what I could do to do better
-These pieces can be found under “Artifacts”
-Reflection letter
-This letter talks about how I’ve grown in understanding of the
Wisconsin Teaching Standards and Alverno’s Advanced Education
Abilities
-This piece can be found under “Reflection letter and Resume”
-Artifacts
-All my artifacts have rationales that demonstrate how they relate to
either a Wisconsin Teaching Standard or Alverno Advanced Education
Ability
 -These pieces can be found under “Artifacts”

Feedback:

4
 5. Oral and written communication

Inadequate Emerging Proficient Distinctive

Criteria
Consistently engaging audiences by using appropriate conventions,
coherent structures, and effective style
Accurately analyzing one’s 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
Brief description of nature and location of evidence
-Artifact rationales
-I state what the Wisconsin Teaching Standard or Advanced Alverno
Education Ability is and then I say what it is really saying
-These pieces can be found under “Artifacts”
-Artifacts
-In the rationales I talk about how they relate to both my SSH and
Education disciplines
-Presentation
-The overall look of the portfolio engages audiences with
background pictures for each section

Feedback:

Overall Performance
Inadequate Emerging Proficient Distinctive
Final Comments: