Student: Hannah Weinberg-Kinsey

Link to Portfolio:
Faculty:
External:
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
Criteria

The candidate
applies subject
matter
knowledge to
develop
lessons/units
that:
relate to
state
and/or
district
standards
use varied
instruction
al
strategies
are for
varied

Emerging
Brief description
of nature and
location of
evidence
All of my lesson
plans target
Common Core
State Standards
that can be found
in the lesson
plans. Here are
highlights of
instructional
strategies used in
my lessons across
licensure levels.
St Anthony
Middle
School:
Taboo word
game, blog
online

Proficient

Distinctive

developme
ntal levels
that
represent
levels of
licensure
address
varied
content
areas (for
ELC/ELM:
math,
science,
language
arts &
social
studies;
for SED:
varied
disciplinar
y fields)
use
appropriat
e teaching
and
resource
materials
include
provisions
for
individual
students
with
particular
learning
needs
include
both
formal and
informal
assessmen
ts that
provide
informatio

exploration
Franklin
High School:
listen to
audio
version of
book,
Reasoning
Guide
Milwaukee
Achiever:
Interactive
Reading
Guide
Provisions for
special needs:
Middle School #2
Blog lesson
includes reading
and listening
activities, Literacy
Plan shows how I
would choose
books using
different lexile
levels. I found
good books for
students with
dyslexia.
Assessments:
informal
assessment of
sentences in 2nd
Franklin lesson,
formal, informal,
and self
assessments in
Milwaukee
Achiever lesson.
Pre-assessment
(Content Area
Reading Inventory)
in supplementary
reading lesson.

n about
student
learning,
e.g.
rubrics,
tests,
checklists,
opportunit
ies for
students
to self
assess
The
candidate
demonstra
tes the
ability to
effectively
produce
multimedia
communic
ation tools
and can
support
her
decisions
for their
use in
enhancing
student
learning.
Feedback:

Multi-media:
Middle
School:
Blog/online
lesson
High School:
Google
Slides,
Google
Classroom,
Posting
paper to
wall to
share ideas.
Literacy
Plan:
webquests,
Penzu,
Animoto

* one video segment must be from ED 315

2. Classroom Environment
Inadequate
Criterion

Emerging
Brief description
of nature and
location of
evidence

Proficient

Distinctive

The candidate
demonstrates
the ability to
apply social and
cultural
understanding
in interpersonal
situations by:
designing
learning
experience
s that best
relate to
the
characteris
tics of
individuals
and
groups
perceiving
and
respondin
g to
elements
in
interaction
, e.g.
roles,
developme
ntal levels,
culture,
language,
etc.
describing
how
characteris
tics of
individuals
and
groups
influence
teaching
decisions

Lessons that
highlight
Small group
participation:
HSED Interactive
Reading Guide.
Individual
participation:
Middle School
Blog/online
discovery.
Whole group
participation: High
School #2
compare and
contrast
discussion.
Response to....
Roles: Clear
description of roles
for students in
interactive reading
guide for HSED
lesson.
Developmental
Levels: Games for
Middle Schoolers
Culture:
Multicultural topic
in 2nd Middle
School lesson.
Language:
Interactive
websites, with
sounds, movies,
and transcripts in
2nd Middle School
lesson.
Influences
Rationale
statement for the
1st Middle School
lesson shows how I
used a game

played in small
groups to engage
students in
thinking about
work choice. The
fun activity
prepared them for
individual writing.
This was a
developmentally
appropriate way to
hook students.
Knowing my HSED
students very well
informed decisions
to make a lesson
with hands-on
activities and a
reading activity
they see they were
successful at.
Feedback:
3. Instruction and Assessment
Inadequate
Criterion

The candidate
demonstrates
the ability to
accurately
implement
instruction and
assess student
learning by
providing:
samples of
completed
assessmen

Emerging
Brief description
of nature and
location of
evidence
Sample of
completed
assessments and
self assessments
of student writing
is located in the
HSED lesson.
Feedback from
cooperating
teachers is
included for each
field placement.

Proficient

Distinctive

ts in which
the
experience
s used to
assess
student
learning
relate
directly to
the
lesson/unit
objective(s
)
self
assessmen
ts that
focus on
student
learning as
a result of
lessons
taught in
field
placement
s
feedback
from
cooperatin
g teachers
and
Alverno
supervisor
s
Feedback:
4. Professional Responsibilities and Reflection
Inadequate
Criteria

The candidate
articulates how

Emerging
Brief description
of nature and
location of
evidence
You can find
description of

Proficient

Distinctive

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
assessmen
ts, where
modificatio
ns of her
teaching
have or
should
have taken
place
analyzing
and

applied theory in
these places:
Middle School 1:
Dewey, Buehl,
Palmer, Gardner
Middle School 2:
Bronfenbrenner,
James Banks
High School 1:
Bandura, Vygotsky
High School 2:
Freire
HSED: Bloom

I explain
modifications
that could have
taken place in
these lessons:
Middle School #2:
I would change
how I introduce
the activity. I
would break up
the instructions so
I don't talk so
much in the
beginning. High
School #2: I could
include a wrap up
discussion to
synthesize
connections
between students
ideas.
I articulate ways
diversity
affected my
lesson planning
in my 2nd high
school lesson
and in my HSED

articulatin
g 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
understan
ding and
using the
Wisconsin
Teacher
Standards
and the
Alverno
Education
Abilities
limiting
her
choices of
appropriat
e artifacts
that
provide
evidence
of an
ability to
synthesize
the
Wisconsin

lesson plan.
A letter to
incoming LTM
students has its
own section.
See the
following table
for locations of
each Wisconsin
Teacher
Standard and
Graduate Ability.
I limited my
choices of
artifacts by
synthesizing all
requirements for
this portfolio
mostly within
the observed
lessons for this
certification.

Teacher
Standards
and the
Alverno
Education
Abilities
including
artifacts
that
address all
10
Wisconsin
Teacher
Standards
and all 5
Alverno
Education
Abilities

Feedback:

5. Oral and written communication

Inadequate
Criteria

Consistently
engaging
audiences by
using appropriate
conventions,
coherent
structures, and
effective style

Accurately
analyzing ones

Emerging
Brief description
of nature and
location of
evidence
Middle School #2:
Shows written
communication on
blog
High School #2:
Show my ability
lead a group
discussion in an
engaging way
High School 1 and
2: In my rationale
statements I

Proficient

Distinctive

own ideas in
relation to
disciplinary/profes
sional contexts

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

explain how I
worked with my
cooperating
teacher and
professor to plan
the lesson. I also
watched video of
the 2nd lesson with
two Alverno
professors,
showing my ability
to reflect on my
performance
professionally.
See each rational
statement.

Feedback:

Overall Performance
Inadequate
Final Comments:

Emerging

Proficient

Distinctive

ORGANIZATIONAL CHART
For your own planning and organization, you should develop a chart like the
following to ensure that you have provided adequate (but not excessive) evidence
for each of the Wisconsin Standards for Teacher Development and Licensure and
each of the Alverno Education Abilities.
YOUR COPY
Artifact/Evidenc
e

Education Ability

WTS #

Section

Middle School
Lesson #1

Coordination

#4

Middle School

Middle School
Lesson #2

Communication

#3, #7

Middle School

#5, #10

High School

Conceptualization

#1, #9

High School

Diagnosis
Integrative
Interaction

#8

5.09 HSED

#2

Research

High School
Lesson #1

High School
Lesson #2

Milwaukee
Achiever Lesson

RTI Research
Paper

Literacy Plan

#6

Literacy Plan