ALVERNO COLLEGE

TEACHER CANDIDATES SELF-ASSESSMENT

Candidate: Rachel Mixtacki
Supervisor: Nancy
Cooperating Teacher: Nicole Nault
School: Canterbury Elementary School
Disability Categories Represented:

Check One: 1st Observation ___

2nd Observation __x_
Date: October 29, 2014
Number of Students:
Grade: 1st
Subject(s): Re
Diverse Student Needs Represented:
Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

Uses teaching resources and curriculum materials that are

appropriate in representing the ideas and concepts.
Plans instruction appropriate to students stages of development and
learning styles.
Provides opportunities for active engagement, manipulation and
testing of ideas and materials.
Chooses appropriate teaching strategies, learning experiences, and
materials to achieve different instructional purposes and to meet student
needs.
Plans motivational instruction by relating lessons to students
personal interest.

____Inadequate

Shows respect for the diverse talents of all learners.

Is committed to the expression and use of democratic values in the
classroom.
Organizes, allocates, and manages the resources of time, space,
activities and attention to engage students in productive tasks.
Respects students as individuals with differing personal and family
background and various skills, talents and interests.

____Proficient

__x__Distinctive

Respond to:
How did this lesson fit into the curriculum? Math interventions meet the
need of the students in the group. This group has been working on to-tens
to addition problems that add up to ten. My lesson or intervention helps
students visualize the ten-frame and see how 10 is represented.
How did you determine the appropriate standards and objectives? I
looked at the specific common core standards and picked the ones that
were appropriately reflected in my lesson.
What specific academic language would you use?
Why did you choose the materials? How effective were they? I chose
the material based on what the teacher said the students needed more
help in. Because ten-frame is represented in their books I thought to use
something that would be a visual for the students so they would be able to
connect it to what they will see later. I think that the materials that I have
used worked really well for the students because they were able to see
hands on what they were working on.
How did you plan to engage the learners? The visuals that I have used
were meant to engage the students in hands on learning.

Classroom Environment (AEA: Coordination/Integrative Interaction

WTS: 2, 3, 5 - DISP: Respect, Responsibility CEC: 2, 3, 5)

____Emerging

Evidence (Candidate and Student)

____Inadequate

____Emerging

___x_Proficient

____Distinctive

Respond to:
How did you create a positive learning environment? I like to check in
with my students and make sure that they are all working as best they can.
Mutual respect is important for the learning environment to be positive.
How do you feel students felt during the lesson? What is your
evidence? I think that most students were having fun with the activities

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and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

that were done in class for the intervention time. Students had a short time
at the lesson so I think they might have wanted a little more time. They
worked really hard to make sure their work was getting done when back
with me and the other groups around the class seemed engaged in the
activity that they were doing.
How did you demonstrate respect for, and rapport with the learners? I
was able to show respect for the ideas that the students had. Giving
positive feedback I was able to make sure that they were actively thinking
and working and that their ideas mattered.
How did you actively engage students? Who responded? Who did
not? Why? The students who were in my group used manipulatives. By
using manipulatives I kept students actively engaged. Through the small
group size students were able to stay engaged in the lesson that they were
doing. Since the other small groups were on their own they were engaged
in a fun technology activity based on the topic for the day. Most students
responded well to the manipulatives in front of them with the directions
given to them and they were engaged in the activities that they were doing
around the classroom. Students at my small group that came up to my
group before I could reorganize the manipulatives they were distracted by
the manipulatives before I could give them direction
What kinds of responses did you give to learners responses? I tried
to give as positive feedback as possible. When a student said something
that I thought the rest of the class should have heard I repeated it in a way
that they could all understand and hear. I also wanted the students to be as
involved in the discussion as possible so I tried to call on a lot of different
kiddos and make sure that I did not put down their thinking.

Evidence Code Definitions:

Inadequate = Unsatisfactory

Emerging = Needs Improvement

Proficient = Satisfactory

Instruction (AEA: Communication, Coordination, Diagnosis,

Integrative Interaction WTS 4, 6, 7 - DISP: Respect, Responsibility,
Communication CEC: 4, 6, 7, 8, 9)

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and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

Distinctive = Exemplary

Evidence (Candidate and Student)

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

Encourages discussion.
Modifies explanations when necessary to assist students
understanding.
Recognizes the importance of verbal and nonverbal communication.
Is a thoughtful and responsive listener.
Communicates in ways that demonstrate a sensitivity to cultural and
gender differences.
Models appropriate communication strategies in conveying ideas
and information.

____Inadequate

____Emerging

___x_Proficient

____Distinctive

Respond to:
How well did your strategies support meeting the lesson
objectives/learning targets? I thought that a short discussion helped
open up the lesson. Students were then able to make the partners of ten
by themselves and work to finding two numbers that added together equal
10. This had each child working independently to figure out as many as
they could in the time frame. I was asking them questions and checking in
with them throughout so that they were on task and on track.
What went well? What would you change? Why? Students had their
own task to do throughout the room. My group did a nice job with
discussing and being able to tell me what they already knew and what they
were finding. One of the teachers that was suppose to take a group of kids
wasnt there so I had planned for 16 kids in the class-and there were about
24. This makes stations a little harder because to get through all the
groups it takes longer and we didnt have much time. Also the classroom
gets louder with more students so making sure there is someone
monitoring and looking after the other kiddos or making the activities
something they can do independently and quiet would be something I
would check next time. I also wonder if I could have done a full group
activity but I didnt have enough manipulatives for every students. Being
more prepared to switch groups and make sure the supplies were set out
for each child so they could get right to work or they were put away so they
couldnt touch them.
How effective were the leveled questions you used? I thought most of
the questions I asked were pretty good. I think I could have made a few
higher level questions to help them out a little more with higher
understanding. With time we did not get to make all partners of 10.
How did you use the academic language? How well do you think the
learners know and understand the academic language? ELL? SPE?
Cite evidence. Through my lesson I tried to use the academic language to
introduce students to the topic of making movies in their mind. I used other
language to help with this to make sure that all my students were
understanding what was expected of them. I also wanted to make sure that
they heard the academic language so that would be able to understand it if
it came up in another lesson. Students take in a lot of what they hear, by
repeating the academic language with the language I know that most will
understand I am helping create that learning environment that helps them
understand. I asked what a partner of ten was and the kids said 9 and 1
are partners of ten. I then asked how we know that and what are some
words we know that will help me say that. One kid said 6 plus 4 equals 10.
That showed me that they knew the academic language and that they

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and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

needed me to reinforce that while teaching to make sure everyone

understood that.

Evidence (Candidate and Student)

Assessment (AEA: Diagnosis/Integrative Interaction WTS: 8, 9

DISP: Collaboration, Communication CEC: 1, 5, 8, 9, 10)

Evaluates the effect of class activities on both individuals and the

class as a whole, collecting information through observation of
classroom interactions, questioning, and analysis of student work.
Uses classroom observation and information about students as
sources for evaluating the outcomes of teaching and as a basis for
reflecting on and revising practice.

____Inadequate

____Emerging

__X__Proficient

____Distinctive

Respond to:
How well did your assessment measure learners meeting the
objectives? I think by seeing what my students were doing I was able to
get a good idea of the students who understand partners of ten and the
ones who need more work. I looked at their papers and have seen their
work. Since they were in a small group they worked through the whole
thing and added to the short discussion that we had together.
What were your assessment results during and/or after the lesson?
How does this inform you of next learning steps? I heard one student
asking if we could have some of the spots blank on our ten-frame. I talked
to her and questioned her about it being a partner of ten then. She was
able to tell me and show me that it did not add up to ten so it had to be
completely covered. This was an example of an informal assessment, I
was able to help her remember that partners of ten means it has to equal
10.
What would you change about your teaching and/or assessment to
better support or extend learners performance? I would have the
students come up with all the partners of ten if they were given more time.
Since the groups were so short I wasnt able to meet everyones needs this
time by checking in with them. I would want to have more time with each
group to really be able to see what they know.

Professional Responsibilities (AEA: Communication/Integrative

Interaction WTS: 10 DISP: Responsibility, Collaboration,
Communication CEC: 2, 5, 10)

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and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

Evidence (Candidate)

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Relates professionally and effectively with the cooperating teacher

and faculty.
Dresses professionally and consistently portrays a professional
demeanor.
Is enthusiastic about teaching.
Seeks out the cooperating teacher to support his/her development
as a learner and a teacher.

Overall Performance: ____Inadequate

____Emerging

___x_Proficient

____Inadequate

____Emerging

____Proficient

__x__Distinctive

Respond to:
Describe your contact with the CT in planning this lesson. (e.g. How far
ahead did you contact her/him? Did you suggest a lesson or use one
already in place? If in place, did you discuss or make any modifications?)
We had been talking and connecting on when a good time for a small group
lesson would be and it worked out for a math intervention time. She told me
what her group was focusing on and I had seen some of what they had done so
I picked a hands on activity that I thought the kids would like. Trying to keep the
students engaged. I suggested a lesson that I thought would follow what the
main idea of their interventions time.
How did you present yourself as a professional to the learners?
I make positive relationships with the students because I think it is very
important to gain a mutual respect within the classroom. By dressing
professional and working with my CT and other teacher within the classroom I
also am able to present my self in a professional positive way.
____Distinctive

See below.

SUMMARY REFLECTION: Rationale

DESCRIBE AND PROVIDE EVIDENCE FOR EACH OF THE FOLLOWING in a short narrative:

I completed a first grade math intervention lesson on making partners of ten through stations relating to the topic in a suburban public school. The
Wisconsin Teacher Standards for Licensure and Development that were demonstrated in my lesson were; 3. Teachers understand that children learn
differently and 10. Teachers are connected with other teachers and the community. I wanted to give students manipulatives to use as well as a
worksheet and have a short discussion with check ins because I know that all my students learn at different paces and some are better at showing by
doing, showing by saying or showing by writing it down. I came up with the lesson on my own but I collaborated with my CT to find a lesson that
fit in with the intervention time that they needed. The Alverno Graduate Advanced Education Abilities that were used were communication; I was
able to communicate affectively in my small group what they needed to do and they were able to work because I communicated with them. The
second ability I used was coordination. I organized the lesson with my CT to make sure it fit into their intervention time. I also tried to make the 4
groups focused on the partners of ten so that they were all getting the intervention time that they needed in math. The lesson follows the Common
Core Standards and includes many of the standards that in first grade math standards that students need to know. Students with IEPs were not in the
classroom at that time, but I tried to accommodate for different learning styles between the stations and my small group lesson.
Gardners theory of multiple intelligences is reflected in my lesson plan. Because there were 4 stations many of his intelligences were covered
Copyright 2014. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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throughout the lesson. On the promethean board and iPad there were sounds that had musical tones that help keep students engaged. Students were
able to visualize as well as use language to describe and see what was going on. Reasoning and critical thinking were also going on throughout all
stations. Students were able to use their fine motor skills to build blocks in groups of ten as well as use the puff balls in my small group. At the
promethean board students needed to use interpersonal skills to work together to find the partners of ten since there is only one pen to work with so
taking turns and communicating was important. Students also needed to look at themselves and see what they already knew about the topic to make
sure that they could continue with the lesson. Many of Gardners multiple intelligences showed up in my lesson and meet the needs of my different
learners

Copyright 2014. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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