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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