1

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
Criteria Brief description of nature and location of evidence
The candidate applies subject matter knowledge to develop lessons/units that:
relate to state and/or district standards (See Standards listed in red)
use varied instructional strategies (See strategies listed in blue)
are for varied developmental levels that represent levels of licensure (See
grade levels listed in green)
address varied content areas (for ELC/ELM: math, science, language arts
& social studies) (See content area listed in purple)
use appropriate teaching and resource materials (See resource listed in
pink)
include provisions for individual students with particular learning needs
(Indicated by (Accommodations) in orange)
include both formal and informal assessments that provide information
about student learning, e.g. rubrics, tests, checklists, opportunities for
students to self assess (See type of assessment in blue)
The candidate demonstrates the ability to effectively produce multi-media
communication tools and can support her decisions for their use in
Johnny Appleseed Apple Life Cycle Lesson (CCSS - Science)
(Scaffolding) (K5) (Science & ELA) (Accommodations Visual
impairment) (Informal & performance task) (Books)
Location: Standards & Abilities > WTS #1 & WTS #5

Guided Math Number Squeeze (CCSS - Math) (Small Group) (K5)
(Math) (Teacher lesson plan site for game) (Informal)
Location: Standards & Abilities > WTS #8 & Diagnosis

ed Ending Lesson (CCSS - Reading) (Workshop w/Scaffolding) (1
st

Grade) (ELA) (informal & work sample) (ActiveBoard)
Location: Standards & Abilities > WTS #4 & Conceptualization

Multiplication Tricks (Wisconsin Model Academic Standards - Math) (3
rd

Grade) (Math) (Other teachers) (Informal, Game) (SmartBoard)
Location: Standards & Abilities > WTS #6 & Communication

Student: Stephanie J. Falksen
http://stephaniefalksen.weebly.com/
Faculty: Kathy Lake
External: Roxane Reszel
2

enhancing student learning. (See multi-media tools used in grey) Essay Writing Unit (CCSS Writing) (Workshop w/ conferencing) (4
th

Grade) (ELA) (Lucy Calkins 4
th
Grade Writing Materials) (Informal,
Checklist, Performance Task w/rubric, and Self Assessment)
(Accommodations Additional work time) (Student computers/laptops
w/internet, Magazines)
Location: Standards & Abilities >WTS #9 & Integrative
Interaction

Animal Movement Lesson (NGSS & CCSS) (Questioning) (K5) (Science)
(Accommodations visual impairment) (Informal & Work Sample) (iPad
Music)
Location: Field Work Documents>Third Field Placement

Compound Words (Wisconsin Model Academic Standards ELA) (Small
Group) (3
rd
Grade) (ELA) (SmartExchange) (Informal) (SmartBoard)
Location: Field Work Documents> First Field Placement

Text to Self Connections (CCSS) (Workshop w/Scaffolding) (1
st
Grade)
(ELA) (Other teachers) (Informal) (Books)
Location: Field Work Documents> Second Field Placement

Introduction & Conclusion Writing (CCSS Writing) (Workshop
w/conferencing) (4
th
Grade) (ELA) (Lucy Calkins 4
th
Grade Writing
Materials) (Accommodations extended 1-on-1 conference) (Informal,
checklist) (Student laptops)
Location: Field Work Documents>Fourth Field Placement

Academic Assistant Work (Math, Science, Social Studies, ELA)
(Accommodations varies depending on student needs) (Informal)
(Computers, iPads, and others)
Location: Standards & Abilities> WTS# 3 & WTS #7

Earth Month Unit Plan (Varied) (4
th
& 5
th
Grade) (Social Studies &
Science) (Teacher Lesson plan websites & Weebly.com) (Varied) (Books &
Webquest)
Location: Standards & Abilities > WTS #2 & Coordination


3

Volunteer Work (Created website, Autism app page)
Location: Standards & Abilities>WTS #10
* 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
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
Essay Writing Unit
Location: Standards & Abilities >WTS #9 & Integrative
Interaction

Introduction & Conclusion Writing
Location: Field Work Documents>Fourth Field Placement

Johnny Appleseed Apple Life Cycle Lesson
Location: Standards & Abilities > WTS #1 & WTS #5

Academic Assistant Work
Location: Standards & Abilities> WTS# 3 & WTS #7


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
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

Essay Writing Unit
Location: Standards & Abilities >WTS #9 & Integrative
Interaction

Animal Movement Lesson
Location: Field Work Documents>Third Field Placement


4


feedback from cooperating teachers and Alverno supervisors

Supervisor & Cooperating teacher feedback from all field placement
Location: Field Work Documents (click directly on section
name)
Individual lesson feedback from CTs and Supervisors with artifacts
wherever documents were available.








4. Professional Responsibilities and Reflection

Inadequate Emerging Proficient Distinctive
Criteria Brief description of nature and location of evidence
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






Application of frameworks described in:
ed Ending Lesson
Location: Standards & Abilities > WTS #4 &
Conceptualization

Text to Self Connections
Location: Field Work Documents> Second Field Placement


Modifications described
Introduction & Conclusion Writing
Location: Field Work Documents>Fourth Field Placement

Compound Words
Location: Field Work Documents> First Field Placement

Multiplication Tricks
Location: Standards & Abilities > WTS #6 & Communication
5



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




Diversity of classroom learners addressed
Essay Writing Unit
Location: Standards & Abilities >WTS #9 & Integrative Interaction

ED 201 Letter
Location: General > Reflective Pieces


I have addressed all 10 WTS and 5 AEA, at least once and many
twice, through 13 artifacts. As you explore my digital portfolio you
will find that all but one artifacts are linked to a combination of two
WTS and/or AEA to demonstrate my ability to synthesize these
concepts.


Feedback:










6

5. Oral and written communication

Inadequate Emerging Proficient Distinctive
Criteria Brief description of nature and location of evidence
Consistently engaging audiences by using appropriate conventions,
coherent structures, and effective style



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 have demonstrated Level 4 Writing through all of my portfolio
rationales, as well as lesson and unit rationales and self assessments
through the use of appropriate conventions, coherent structures, and
effective style.

Through the selected artifacts I have demonstrated my understanding
and utilization of various education frameworks, such as inquiry
science, balanced literacy, and scaffolding, and teaching strategies, such
as questioning, workshops, whole group, small group, and individual
conferencing.

Please see purple text on the Standards & Abilities page (click directly
on the section title, not the dropdown pages). I also used this wording in
my rationale writing throughout the portfolio.
Feedback:















7

Overall Performance
Inadequate Emerging Proficient Distinctive
Final Comments:
































8

Artifact Guide
Standard / Ability Standard / Ability Standard / Ability Standard / Ability Artifact Artifact Artifact Artifact Digital Portfolio Digital Portfolio Digital Portfolio Digital Portfolio L LL Locat ocat ocat ocation ion ion ion
WTS #1 Johnny Appleseed Lesson Apple Life ycle Standards ! Abilities " WTS #1 ! #
Pra$is %ecognition General " Letters of %eco&&endation ! Achie'e&ent
WTS #( )arth *onth +nit Plan Standards ! Abilities " WTS #( ! oordination
Ani&al *o'e&ent Lesson ! ,ideo -ield Wor. Docu&ents " Third -ield Place&ent
WTS #/ Acade&ic Assistant Wor. Standards ! Abilities " WTS #/ ! 0
Te$t to Self onnections Lesson ! ,ideo -ield Wor. Docu&ents "Second -ield Place&ent
WTS #1 2ed )nding Lesson Standards ! Abilities " WTS #1 ! onceptuali3ation
4ntroduction ! onclusion )ssay Writing Lesson -ield Wor. Docu&ents " -ourth -ield Place&ent
WTS ## Johnny Appleseed Lesson Apple Life ycle Standards ! Abilities " WTS #1 ! #
WTS #5 *ultiplication Tric.s Lesson Standards ! Abilities " WTS #5 ! o&&unication
WTS #0 Acade&ic Assistant Wor. Standards ! Abilities " WTS #/ ! 0
o&pound Words -ield Wor. Docu&ents " -irst -ield Place&ent
WTS #6 Guided *ath 7u&ber S8uee3e Standards ! Abilities " WTS #6 ! Diagnosis
o&pound Words -ield Wor. Docu&ents " -irst -ield Place&ent
WTS #9 Persuasi'e )ssay Writing +nit Standards ! Abilities " WTS #9 ! 4ntegrati'e 4nteraction
WTS #1: ,olunteer Wor. Standards ! Abilities " WTS #1:

Diagnosis Guided *ath 7u&ber S8uee3e Standards ! Abilities " WTS #6 ! Diagnosis
Ani&al *o'e&ent Lesson ! ,ideo -ield Wor. Docu&ents " Third -ield Place&ent
o&&unication *ultiplication Tric.s Lesson Standards ! Abilities " WTS #5 ! o&&unication
,olunteer Wor. Standards ! Abilities " WTS #1:
onceptuali3ation 2ed )nding Lesson Standards ! Abilities " WTS #1 ! onceptuali3ation
4ntroduction ! onclusion )ssay Writing Lesson -ield Wor. Docu&ents " -ourth -ield Place&ent
oordination )arth *onth +nit Plan Standards ! Abilities " WTS #( ! oordination
Te$t to Self onnections Lesson ! ,ideo -ield Wor. Docu&ents " Second -ield Place&ent
4ntegrati'e 4nteraction Persuasi'e )ssay Writing +nit Standards ! Abilities " WTS #9 ! 4ntegrati'e 4nteraction
o&pound Words -ield Wor. Docu&ents " -irst -ield Place&ent

1



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
Criteria Brief description of nature and location of evidence
The candidate applies subject matter knowledge to develop lessons/units that:
relate to state and/or district standards (See Standards listed in red)
use varied instructional strategies (See strategies listed in blue)
are for varied developmental levels that represent levels of licensure (See
grade levels listed in green)
address varied content areas (for ELC/ELM: math, science, language arts
& social studies) (See content area listed in purple)
use appropriate teaching and resource materials (See resource listed in
pink)
include provisions for individual students with particular learning needs
(Indicated by (Accommodations) in orange)
include both formal and informal assessments that provide information
about student learning, e.g. rubrics, tests, checklists, opportunities for
students to self assess (See type of assessment in blue)
The candidate demonstrates the ability to effectively produce multi-media
communication tools and can support her decisions for their use in
Johnny Appleseed Apple Life Cycle Lesson (CCSS - Science)
(Scaffolding) (K5) (Science & ELA) (Accommodations Visual
impairment) (Informal & performance task) (Books)
Location: Standards & Abilities > WTS #1 & WTS #5

Guided Math Number Squeeze (CCSS - Math) (Small Group) (K5)
(Math) (Teacher lesson plan site for game) (Informal)
Location: Standards & Abilities > WTS #8 & Diagnosis

ed Ending Lesson (CCSS - Reading) (Workshop w/Scaffolding) (1
st

Grade) (ELA) (informal & work sample) (ActiveBoard)
Location: Standards & Abilities > WTS #4 & Conceptualization

Multiplication Tricks (Wisconsin Model Academic Standards - Math) (3
rd

Grade) (Math) (Other teachers) (Informal, Game) (SmartBoard)
Location: Standards & Abilities > WTS #6 & Communication

Student: Stephanie J. Falksen
http://stephaniefalksen.weebly.com/
Faculty: Kathy Lake
External: Roxane Reszel
2

enhancing student learning. (See multi-media tools used in grey) Essay Writing Unit (CCSS Writing) (Workshop w/ conferencing) (4
th

Grade) (ELA) (Lucy Calkins 4
th
Grade Writing Materials) (Informal,
Checklist, Performance Task w/rubric, and Self Assessment)
(Accommodations Additional work time) (Student computers/laptops
w/internet, Magazines)
Location: Standards & Abilities >WTS #9 & Integrative
Interaction

Animal Movement Lesson (NGSS & CCSS) (Questioning) (K5) (Science)
(Accommodations visual impairment) (Informal & Work Sample) (iPad
Music)
Location: Field Work Documents>Third Field Placement

Compound Words (Wisconsin Model Academic Standards ELA) (Small
Group) (3
rd
Grade) (ELA) (SmartExchange) (Informal) (SmartBoard)
Location: Field Work Documents> First Field Placement

Text to Self Connections (CCSS) (Workshop w/Scaffolding) (1
st
Grade)
(ELA) (Other teachers) (Informal) (Books)
Location: Field Work Documents> Second Field Placement

Introduction & Conclusion Writing (CCSS Writing) (Workshop
w/conferencing) (4
th
Grade) (ELA) (Lucy Calkins 4
th
Grade Writing
Materials) (Accommodations extended 1-on-1 conference) (Informal,
checklist) (Student laptops)
Location: Field Work Documents>Fourth Field Placement

Academic Assistant Work (Math, Science, Social Studies, ELA)
(Accommodations varies depending on student needs) (Informal)
(Computers, iPads, and others)
Location: Standards & Abilities> WTS# 3 & WTS #7

Earth Month Unit Plan (Varied) (4
th
& 5
th
Grade) (Social Studies &
Science) (Teacher Lesson plan websites & Weebly.com) (Varied) (Books &
Webquest)
Location: Standards & Abilities > WTS #2 & Coordination


3

Volunteer Work (Created website, Autism app page)
Location: Standards & Abilities>WTS #10
* 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
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
Essay Writing Unit
Location: Standards & Abilities >WTS #9 & Integrative
Interaction

Introduction & Conclusion Writing
Location: Field Work Documents>Fourth Field Placement

Johnny Appleseed Apple Life Cycle Lesson
Location: Standards & Abilities > WTS #1 & WTS #5

Academic Assistant Work
Location: Standards & Abilities> WTS# 3 & WTS #7


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
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

Essay Writing Unit
Location: Standards & Abilities >WTS #9 & Integrative
Interaction

Animal Movement Lesson
Location: Field Work Documents>Third Field Placement


4


feedback from cooperating teachers and Alverno supervisors

Supervisor & Cooperating teacher feedback from all field placement
Location: Field Work Documents (click directly on section
name)
Individual lesson feedback from CTs and Supervisors with artifacts
wherever documents were available.








4. Professional Responsibilities and Reflection

Inadequate Emerging Proficient Distinctive
Criteria Brief description of nature and location of evidence
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






Application of frameworks described in:
ed Ending Lesson
Location: Standards & Abilities > WTS #4 &
Conceptualization

Text to Self Connections
Location: Field Work Documents> Second Field Placement


Modifications described
Introduction & Conclusion Writing
Location: Field Work Documents>Fourth Field Placement

Compound Words
Location: Field Work Documents> First Field Placement

Multiplication Tricks
Location: Standards & Abilities > WTS #6 & Communication
5



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




Diversity of classroom learners addressed
Essay Writing Unit
Location: Standards & Abilities >WTS #9 & Integrative Interaction

ED 201 Letter
Location: General > Reflective Pieces


I have addressed all 10 WTS and 5 AEA, at least once and many
twice, through 13 artifacts. As you explore my digital portfolio you
will find that all but one artifacts are linked to a combination of two
WTS and/or AEA to demonstrate my ability to synthesize these
concepts.


Feedback:










6

5. Oral and written communication

Inadequate Emerging Proficient Distinctive
Criteria Brief description of nature and location of evidence
Consistently engaging audiences by using appropriate conventions,
coherent structures, and effective style



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 have demonstrated Level 4 Writing through all of my portfolio
rationales, as well as lesson and unit rationales and self assessments
through the use of appropriate conventions, coherent structures, and
effective style.

Through the selected artifacts I have demonstrated my understanding
and utilization of various education frameworks, such as inquiry
science, balanced literacy, and scaffolding, and teaching strategies, such
as questioning, workshops, whole group, small group, and individual
conferencing.

Please see purple text on the Standards & Abilities page (click directly
on the section title, not the dropdown pages). I also used this wording in
my rationale writing throughout the portfolio.
Feedback:















7

Overall Performance
Inadequate Emerging Proficient Distinctive
Final Comments:
































8

Artifact Guide
Standard / Ability Standard / Ability Standard / Ability Standard / Ability Artifact Artifact Artifact Artifact Digital Portfolio Digital Portfolio Digital Portfolio Digital Portfolio L LL Locat ocat ocat ocation ion ion ion
WTS #1 Johnny Appleseed Lesson Apple Life ycle Standards ! Abilities " WTS #1 ! #
Pra$is %ecognition General " Letters of %eco&&endation ! Achie'e&ent
WTS #( )arth *onth +nit Plan Standards ! Abilities " WTS #( ! oordination
Ani&al *o'e&ent Lesson ! ,ideo -ield Wor. Docu&ents " Third -ield Place&ent
WTS #/ Acade&ic Assistant Wor. Standards ! Abilities " WTS #/ ! 0
Te$t to Self onnections Lesson ! ,ideo -ield Wor. Docu&ents "Second -ield Place&ent
WTS #1 2ed )nding Lesson Standards ! Abilities " WTS #1 ! onceptuali3ation
4ntroduction ! onclusion )ssay Writing Lesson -ield Wor. Docu&ents " -ourth -ield Place&ent
WTS ## Johnny Appleseed Lesson Apple Life ycle Standards ! Abilities " WTS #1 ! #
WTS #5 *ultiplication Tric.s Lesson Standards ! Abilities " WTS #5 ! o&&unication
WTS #0 Acade&ic Assistant Wor. Standards ! Abilities " WTS #/ ! 0
o&pound Words -ield Wor. Docu&ents " -irst -ield Place&ent
WTS #6 Guided *ath 7u&ber S8uee3e Standards ! Abilities " WTS #6 ! Diagnosis
o&pound Words -ield Wor. Docu&ents " -irst -ield Place&ent
WTS #9 Persuasi'e )ssay Writing +nit Standards ! Abilities " WTS #9 ! 4ntegrati'e 4nteraction
WTS #1: ,olunteer Wor. Standards ! Abilities " WTS #1:

Diagnosis Guided *ath 7u&ber S8uee3e Standards ! Abilities " WTS #6 ! Diagnosis
Ani&al *o'e&ent Lesson ! ,ideo -ield Wor. Docu&ents " Third -ield Place&ent
o&&unication *ultiplication Tric.s Lesson Standards ! Abilities " WTS #5 ! o&&unication
,olunteer Wor. Standards ! Abilities " WTS #1:
onceptuali3ation 2ed )nding Lesson Standards ! Abilities " WTS #1 ! onceptuali3ation
4ntroduction ! onclusion )ssay Writing Lesson -ield Wor. Docu&ents " -ourth -ield Place&ent
oordination )arth *onth +nit Plan Standards ! Abilities " WTS #( ! oordination
Te$t to Self onnections Lesson ! ,ideo -ield Wor. Docu&ents " Second -ield Place&ent
4ntegrati'e 4nteraction Persuasi'e )ssay Writing +nit Standards ! Abilities " WTS #9 ! 4ntegrati'e 4nteraction
o&pound Words -ield Wor. Docu&ents " -irst -ield Place&ent