Student: Tuyet Nguyen

Link to Portfolio:
http://tuyetnguyened2017.weebly.com
Faculty: Randa Suleiman
External: Beth Erenberger
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
The candidate applies subject matter knowledge to develop lessons/units
that:
relate to state and/or district standards
use varied instructional strategies
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 disciplinary fields)
use appropriate teaching and resource materials
include provisions for individual students with particular learning
needs
include both formal and informal assessments that provide
information about student learning, e.g. rubrics, tests, checklists,
opportunities for students to self assess
The candidate demonstrates the ability to effectively produce multi-
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Brief description of nature and location of evidence
1. Every lesson and unit plans are linked to the CCSS. The lesson s
from ED 338are especially related to Wisconsin Model Early
Learning Standards and the social unit plan is linked to Wisconsin
Model Academic Standards.
2. You can see each lesson addressed its own instructional strategies
which were appropriate to students learning; however, almost
every lesson and units utilized the same strategies, but performed
in different ways depending on the lesson purpose and students
learning.
In the ED 20 video lesson plan (under video lessons tab), I
used SMART-Board to engage students.(I used SMART
Board in many lessons but I did not include any in my
portfolio because I could not download it)
In the ED 215R observed lesson I provided explicit
modeling at the beginning of the lesson; however, at the
 media communication tools and can support her decisions for their beginning of the ED315 video lesson I asked more
use in enhancing student learning. questions.
You will see me using questioning strategy in the ED 338
video lesson to encourage students to think deeply and
orally respond.
3. The lesson for each class met each developmental level.
4. Various content area were demonstrated:
the ED 201and 315 lessons: language arts
the ED 338 1st observed lesson: math
the ED 338 video and 2nd observed lessons: science
the ED 357 unit plan: social studies
5. I used a variety of teaching and resources materials that were
appropriate to the lesson and students learning
the informational text about Abraham Lincoln and Helen
Keller for ED 315 lesson: finding the main idea and details
in the informational text.
the smart board to teach K4 children in video and the 2st
observed lesson.
Good book for the first grade students in ED215R
observed lesson

6. In the ED 315 lessons, I used simple texts to teach students the

strategies to find the main idea which met the diverse learned. I
also had the handouts translated into Spanish for a student who
understood a little English.
7. I included a variety of the assessments in the ED 315 lesson: the
pre-formal assessment before the lesson and different assessment
during the lesson.
8. I used smart board in many lessons. In the 338 science unit plan, I
searched for a variety of videos for kids to use in the centers.

Feedback:

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 * one video segment must be from ED 315

2. Classroom Environment

Inadequate Emerging Proficient Distinctive

Criterion
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
Brief description of nature and location of evidence
Each lesson was designed I demonstrated my ability to understand
students needs and created activities that fitted to students
learning. In ED 338 field, because children were easily got
distracted by interesting materials, I planned to use Smart board to
get them out of surrounding distraction and more engaged in the
lesson.

Feedback:

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: In the ED 315 observed lesson plan, I created an example of the
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 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
feedback from cooperating teachers and Alverno supervisors
Feedback:
4. Professional Responsibilities and Reflection
Inadequate Emerging
Criteria
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:
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visual to present the main idea and the details of the text. At the
same time, I used it as a criteria for students as they created their
own visual.
Each lesson in my portfolio included my supervisors feedback.
You will also find my cooperating teachers feedback for many
lessons in ED 215R, ED 338, and ED 315. You will not find my
cooperating teachers feedback for ED 201lessons because she
did not observed my lesson. At the end of each field, I included
my cooperating teachers evaluation.
Proficient Distinctive
Brief description of nature and location of evidence
In 225 literacy plan I made a strong connection between my belief
and the theory of Vygotsky and applied the theory to my teaching. In
almost every lesson, I used education al frameworks, but I did not
clearly explain it. For example, in the ED 338 video lesson, I applied
Blooms model to my lesson but I did not explain it.
In different self-assessments after the lessons, especially the self-
 showing, in rationales and self assessments, where
modifications of her teaching have or should have taken place
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
Feedback:
5
assessment for the ED 215R observed lesson, I reflected on my
teaching and students learning based on the outcomes and students
needs to modify my lesson.
In the ED 315 lesson, I needed to provide a student with a copy of
Spanish for the handout and I let her write her assignment in
Spanish. When I taught the lesson, I grouped her into a group of
students who spoke Spanish so that they could help her.
In the reflective letter to ED 201 students, I clearly shared my
experiences about my growth in understanding and application of
Wisconsin Standards and Alverno Abilities by showing that
everything was brand new to me at the beginning, but now I am able
to connect those to my teaching performance.
You will see in several artifacts in my portfolio I have chosen
demonstrated the connections to the Wisconsin Teaching Standards
and the Alverno Education Abilities. I chose the artifacts and wrote
the rationale and then could make connections. The chart at the end
of this evidence sheet was organized to show which artifacts
satisfied the standards of abilities.
 5. Oral and written communication

Inadequate Emerging Proficient Distinctive

Criteria
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
Brief description of nature and location of evidence
I tried to organize my portfolio in a way that was easier for the
viewer to follow and understand what I addressed. Besides the
introduction and the letters, I categorized it into 3 main areas, the
video lessons, the fields, and other artifacts rather than the
lessons. In most pages I used the same layouts, such as the
description/rationale, artifacts, and connections.
On the page of the ED 338 field placement, I chose and
organized the artifacts that demonstrated my development as a
professional in the field by selecting my supervisor's feedback
for the lessons and putting them in order of the lessons that
occurred.
By reviewing my artifacts and then I chose the standards or
abilities that were well connected together. Then I wrote the
standards or abilities in my own words before I explained its
connections.

Feedback:

Overall Performance

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 Inadequate Emerging Proficient Distinctive
Final Comments:

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 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.

SAMPLE

Artifact/Evidence Education Ability WTS # Section

Lesson Plan on Fossils Conceptualization 1 Tab 1 or other label
Unit on Civil War Diagnosis 8 Tab 5 or other label

YOUR COPY

Artifact/Evidence Education Ability WTS # Section

ED 201 Video Lesson
ED 338 Video Lesson
ED 315 Video Lesson
ED 201 Observed Lesson
ED 215R Observed Lesson
ED 338 2st Observed Lesson
AEA Communication #4&6 Found by clicking the ED 201 video
lesson on the video lessons page
Conceptualization, Integrative #1 Found by clicking the ED 338 video
Interaction lesson on the video lessons page
Diagnosis #8 Found by clicking the ED 315 video
lesson on the video lessons page
#5 Found by clicking the ED 201 under
the field tab and then you see the
observed lesson.
#5 Found by clicking the ED 215R
under the field tab and then you see
the observed lesson.
#2 Found by clicking the ED 338 under
the field tab and then you see the
observed lesson.

Conceptualization, 3, 7, 10 Found by clicking ED 338 Science

ED 338 Science unit plan Communication, Coordination, unit plan under the "others" field
Integrative Interaction, tab and then you see the science unit
plan
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 9 On the page of the fields, clicking
Self-Assessment- ED the ED 215R you will see my self
215R_Observed Lesson assessment included in the observed
lesson.