Jacky Maliborski Candidate Evidence Record Sheet



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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

Electronic Portfolio: jackymaliborskiportfolio.

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: |Video & Description of Video: I teach a science lesson to a Kindergarten classroom at Christ the King Parish |

|relate to state and/or district standards |School about Turkeys. |

|use varied instructional strategies |Location: DVD in assessor folder & Videotaped Teaching tab |

|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 |Kindergarten making connections and predications reading lesson: Making connections and predications about |

|disciplinary fields) |text taught at Ben Franklin Elementary School where students practiced making text connections and |

|use appropriate teaching and resource materials |predictions to deepen comprehension and become stronger readers. |

|include provisions for individual students with particular learning needs |Location: Conceptualization tab |

|include both formal and informal assessments that provide information about student learning, e.g. rubrics, | |

|tests, checklists, opportunities for students to self assess |Kindergarten Science Lesson on Turkeys: A lesson focused on learning about turkeys taught at Christ the King |

|The candidate demonstrates the ability to effectively produce multi-media communication tools and can support |Parish School having students learn about turkeys through various forms of instruction to meet the diverse |

|her decisions for their use in enhancing student learning. |learning styles of the students and keep them engaged. |

| |Location: Coordination tab |

| | |

| |Developmentally Appropriate Activity Plan: A plan I developed that was developmentally appropriate for a |

| |child at the Early Learning Center whom I observed for several months. |

| |Location: Diagnosis tab |

| | |

| |Science Inquiry Unit Plan: Science unit plan focused on science as inquiry with lessons ranging from building|

| |a diorama reflecting freshwater organisms to learning about the life cycle of a crayfish. |

| |Location: More>Integrative Interaction tab |

| | |

| |2nd Grade Owl Unit Plan: A cross curriculum plan for 2nd grade focusing on owls with lessons ranging from |

| |dissecting owl pellets to an owl counting game using lima beans, a chart and dice. |

| |Location: More>Integrative Interaction Tab |

| | |

| |5th Grade Summarizing Text Lesson: Summarizing lesson I taught for a 5th grader at Hawley Environmental |

| |School. My 5th grade student had an IEP therefore I developed a lesson that was developmentally appropriate |

| |and adapted to my student’s individual needs. |

| |Location: Communication tab |

| | |

| |4th Grade Oral Communication Lesson: Oral communication lesson taught in a 4th grade classroom at Manitoba |

| |Elementary School focusing on giving clear oral directions and listening skills. |

| |Location: Communication tab |

* 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 |Video & Video Self-Assessment: I teach a science lesson to a Kindergarten classroom at Christ the King Parish|

|by: |School about Turkeys. |

|designing learning experiences that best relate to the characteristics of individuals and groups |Location: DVD in assessor folder & Videotaped Teaching tab |

|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 |Science Inquiry Unit Plan: Science unit plan focused on science as inquiry with lessons ranging from building|

| |a diorama reflecting freshwater organisms to learning about the life cycle of a crayfish. |

| |Location: Integrative Interaction tab |

| | |

| |Kindergarten making connections and predications reading lesson: Making connections and predications about |

| |text taught at Ben Franklin Elementary School where students practiced making text connections and |

| |predictions to deepen comprehension and become stronger readers. |

| |Location: Conceptualization tab |

| | |

| |Developmentally Appropriate Activity Plan: A plan I developed that was developmentally appropriate for a |

| |child at the Early Learning Center whom I observed for several months. |

| |Location: Diagnosis tab |

| | |

| |Kindergarten self-correcting and self-monitoring Literacy Lesson Self-Assessment: Self-Assessment of |

| |literacy lesson exploring different aspects of the lesson and how well I did in connection to the Alverno |

| |Advanced Education Abilities. |

| |Location: More> Field Work tab under Ben Franklin Elementary Field |

| | |

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 |Kindergarten Literacy Plan: A plan based on my philosophy of how I believe students learn literacy best in|

|providing: |connection with the theories of various theorists focusing on behaviors and range of reading and writing |

|samples of completed assessments in which the experiences used to assess student learning relate directly to the|abilities in the Kindergarten classroom, the environment, a classroom design plan, a professional |

|lesson/unit objective(s) |development piece and skills and strategies that need to be practiced in the Kindergarten classroom to |

|self assessments that focus on student learning as a result of lessons taught in field placements |help students develop as readers and writers. |

|feedback from cooperating teachers and Alverno supervisors |Location: Conceptualization tab |

| | |

| |Video Lesson Self-Assessment: I self-assess my ability to develop a lesson including various instructional|

| |strategies to meet the individual learning styles of my students and keep them engaged. Additional |

| |informal assessments of students provide evidence of student learning during the lesson. |

| |Location: More> Video tab |

| | |

| |Cooperating Teacher and Supervisor Feedback: Evaluations of my performance in my field placements. |

| |Location: More>Field Experience tab |

| | |

| |Case Study on Exceptional Learner Phase II and Phase III: A case study revolving around a 5th grade |

| |student at Hawley Environmental School which I used to develop a developmentally appropriate lesson. |

| |Location: Communication tab |

| | |

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, |Letter: A letter I wrote to a beginning Alverno student reflecting on my experience of Alverno and future |

|Montessori, Cambourne, Gardner, Holdaway, Purkey, etc) and their influence on her teaching by stating the major |advice. |

|aspects of selected theories in her own words and identifying where she has applied these theories. |-Location: Home tab under letter to beginning Alverno |

| | |

|The candidate represents herself as a reflective practitioner by: |Kindergarten self-correcting and self-monitoring Literacy Lesson Self-Assessment: Self-Assessment of |

|showing, in rationales and self assessments, where modifications of her teaching have or should have taken |literacy lesson exploring different aspects of the lesson and how well I did in connection to the Alverno |

|place |Advanced Education Abilities. |

|analyzing and articulating ways in which elements of diversity have influenced her planning, teaching, and |Location: More>Field Work tab under Ben Franklin Elementary Field |

|assessing | |

|describing, in a letter to an ED 201 or AE 222 student, her growth in understanding and using the Wisconsin |Kindergarten making connections and predications reading lesson: Making connections and predications |

|Teacher Standards and the Alverno Education Abilities |about text taught at Ben Franklin Elementary School where students practiced making text connections and |

|limiting her choices of appropriate artifacts that provide evidence of an ability to synthesize the Wisconsin |predictions to deepen comprehension and become stronger readers. |

|Teacher Standards and the Alverno Education Abilities |Location: Conceptualization tab student |

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

| |Rationales: Rationales connecting with each piece of evidence. |

| |Location: Coordination, Conceptualization, Communication, Integrative Interaction and Diagnosis tab |

| | |

| |4th Grade Oral Communication Lesson: Oral communication lesson taught in a 4th grade classroom at Manitoba|

| |Elementary School focusing on giving clear oral directions and listening skills. |

| |Location: Communication tab |

| | |

| |Science Inquiry Unit Plan: Science unit plan focused on science as inquiry with lessons ranging from |

| |building a diorama reflecting freshwater organisms to learning about the life cycle of a crayfish. |

| |Location: Integrative Interaction tab |

| | |

| |Community Involvement: Attending a PTA meeting at Ben Franklin Elementary working towards making the |

| |school a success. |

| |Location: More>Community Involvement tab |

|Feedback: |

5. Oral and written communication

|Inadequate |Emerging | |Distinctive |

|Criteria |Brief description of nature and location of evidence |

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

| |Rationales: Rationales connecting with each piece of evidence. |

|Accurately analyzing one’s own ideas in relation to disciplinary/professional contexts |Location: Coordination, Conceptualization, Communication, Integrative Interaction and Diagnosis tab |

| | |

|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 | |

|Feedback: |

|Overall Feedback: |

| Overall Performance: |

|Inadequate |

|Emerging |

|Proficient |

|Distinctive |

| |

|Artifact/Evidence |Education Ability |WTS # |Website Tab |

|Making Connections and Predictions Lesson |Conceptualization |1,2 |Conceptualization tab |

|Developmentally Appropriate Lesson Plan |Diagnosis |3,8 |Diagnosis tab |

|Phase II and Phase II Case Study on Exceptional |Diagnosis |3,8 |Diagnosis tab |

|Learner | | | |

|Science Inquiry Unit Plan |Integrative Interaction |5,9 |More tab>Integrative Interaction |

|Kindergarten Turkey Lesson |Coordination |4,7 |Coordination tab |

|5th Grade Summarizing Lesson |Communication |6,10 |Communication tab |

|4th Grade Oral Communication Lesson |Communication |6, 10 |Communication tab |

|Owl Unit Plan |Integrative Interaction |5,9 |More>Integrative Interaction tab |

|K-5 Literacy Plan |Conceptualization |1,2 |Conceptualization tab |

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