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EDUCATION |
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PORTFOLIO |
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| My Philosophy |
| Subject Matter Expert |
| 1.1 Candidate
possesses knowledge of discipline content, methods of inquiry, connections
to other disciplines and applications to common life experiences. |
| In my undergraduate ecology class I developed
a study on hamsters' circadian rhythms. This research illustrates my
knowledge and understanding of ecological and biological concepts. Along
with this research I was able to tie in my knowledge of other disciplines
such as statistics. |
| Hamster Research |
| This is a lab report that I wrote in my undergraduate
class illustrating my understanding of abioitc factors in an ecological system.
Statistics was also used to develop my results. This lab also shows
my understanding of methods of inquiry. |
| Lab Report: Abiotic Factors |
| This lab report illustrates my comprehension
of stream ecology. The lab looked at different areas of a stream, ripples
and pools, and the types of fish (body type) that inhabited these areas.
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| Lab Report: Stream Fish |
| This lab report was completed in my undergraduate
limnology class. It is a study of two different types of wetland systems,
freshwater and saltwater. I looked at biomass and total net primary
productivity of the two systems. Also at the saltwater system I looked
at the affects of tidal movement on a system. This lab demonstrates
my knowledge in a different area in the biology field. |
| Lab Report: Wetlands |
| The following pages are of my sketches compiled
of various microscopic and macroscopic plants (in this class we looked at
plants as various photosynthesizing organisms, not just from the Plantae Kingdom.
They demonstrate my understanding of plant morphology and observation skills. |
| Plant Morphology Drawings |
| This web site is a work in progress for Dr. Heather
Sutton, Ph.D. Many people and students have many experiences of seeing
and touching plants on a daily basis. With this web site I am able
to use my knowledge of plant morphology to provide a way for others to learn
about the material. |
| Plant Morphology Web site
(opens new window) |
| The following page is feedback from Dr. John Wilson, Ph.D.. of Kennesaw State University. He completed this form after observing me teach for one half the semester. He shows evidences that i possesses knowledge of discipline content. |
| CPI Feedback from Dr. John Wilson, Ph.D. |
| 1.2 Candidate
knows and represents content accurately in multiple explanations, technology
integration, and application of various instructional strategies. |
| This microteaching lesson plan illustrates my
knowledge of the content (plants) as well as my knowledge of using various
instructional strategies: discussion, lab, and research. In the lesson
I had students start with a discussion of what they already knew of plants
tying it into a lesson on human uses of plants. We finished with a lab
on Yerba Mate and for homework the students had to research a plant used in
another culture other than their own. The lesson plan is followed by
feedback from a few students as well as Dr. Thomas Howick, Ph.D. |
| Microteaching Lesson Plan: Yerba Mate |
| The Plant Morphology Web site illustrates technology
integration in the classroom. The finished site can be used in future
classes so students can see many examples of plants at the microscope level
as macroscopic. |
| Plant Morphology Web site
(opens new window) |
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1.3 Candidate
uses content and pedagogical knowledge to assist students in the mastery
of subject matter knowledge |
| The following pages are notes used at North Cobb
High School for a 9th grade physical science class. They demonstrate
my knowledge to assist students in mastering the material by asking certain
questions and making sure I explain the content in a way that is suitable
for them. The notes are for a lecture on states of matter and a lab
on mixtures and substances. |
| PCK Lecture |
| PCK Lab |
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Facilitator of Learners |
| 2.1 Candidate
demonstrates knowledge of how learners develop, learn, and think about subject
content, as well as successful strategies to motivate students to learn. |
| The following paper is a reflection of an article
I read about including students with disabilities in the science classroom.
This paper demonstrates my understanding of the development of students and
knowledge of successful strategies to motivate and help students learn.
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| Including
Students With Disabilities into the General Education Science Classroom |
| Planning For Instruction Guide illustrates my
knowledge of how students learn and ways to motivate them to succeed.
After planning a mini lesson we had to explain the aspects of the lesson
such as concepts, links to QCC, applied learning theories, motivational strategies
used, questions to ask, transitions, activities, and assessments. This
was completed in combination with Henley Sawicki. |
| Planing For Instruction Guide |
| The following is a compilation of feedback collected from students at Kell High School. They illustrate that I am effective at motivating students to learn and succeed. |
| Student Feedback |
| 2.2 Candidate
used knowledge of the influences of society, culture, community, and family
on schools and learning to create and implement instruction that embodies
multiple cultures and a rich, diverse curriculum. |
| The following is a communication handbook completed
in combination with J. Graham, P. Kelly, and N. Tiarks. This handbook
illustrates my understanding of diversity in the classroom. Each student
is very important and should feel very comfortable in the classroom. |
| Secondary
Education Communication Handbook (document) |
| This Power Point is a demonstration of my understanding
of multicultural learners. |
| Diversity & Multicultural
Education (Power Point) |
| This paper was written about my heritage and
explains my ethnic and cultural background. It also states my application
of other cultures and my willingness to represent each one equally in my classroom.
I will strive to introduce multicultural aspects of science into lessons
so that all backgrounds and races will have a better understanding and appreciation
of science. |
| Ethnocultural Heritage Paper |
| The following paper was written about my experiences
with gender issues in the classroom. It illustrates my attempt to implement
females in science so both genders will be represented in the science classroom.
Is also demonstrates my understanding of the influences that society puts
on students. |
| Gender Education Experience
Paper |
| This lesson plan incorporates multiculturalism
with a lab on Yerba Mate, a tea primarily consumed in South American countries.
For homework the students had to research a plant used in another culture
other than their own. The lesson plan is followed by feedback from a
few students as well as Dr. Thomas Howick, Ph.D. |
| Microteaching Lesson Plan: Yerba Mate |
| 2.3 Candidate
creates effective, well managed and active learning environments that reflect
high expectations for student achievement. |
| The following page is a handout given to students
at North Cobb High School on the first day of instruction. It lays out
our expectations of the students as well as what they can expect from us,
the teachers. This handout was completed in combination with Henley
Sawicki. The handout created an effective, well managed learning environment.
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| Great Expectations |
| The following pages are a compilation of rules,
regulations, and procedures for a classroom. These RRP’s create an effective,
well managed learning environment that thrives for student success.
These pages were completed in combination with Henley Sawicki for a poster
presentation in an undergraduate education class. |
| Classroom Rules and Regulations |
| Classroom Procedures (document) |
| The following is a compilation of feedback collected from students at Kell High School. They illustrate that I motivate my students and "push them to make good grades", while "helping them along the way". |
| Student Feedback |
| 2.4 Candidate
designs and implements instruction that makes effective use of a variety
of methods, materials, and technologies to positively impact learning of
students. |
| This Power Point is a Jeopardy style review game
used for a unit review in a 9th grade physical science class at North Cobb
High School. This illustrates how I have the ability to use a variety
of technologies to positively impact the learning of all students. All
students were able to actively participate in the review. This game
was completed in combination with Henley Sawicki. |
| Jeopardy Game (Power Point) |
| The following pages are a compilation of two
lesson plans completed at North Cobb High School in a 9th grade physical science
class. These two lesson plans illustrate my implementation of various
methods, material, and technology. The first lesson is centered on
a lab that used various materials to help the students engage in and learn
the concepts. The second lesson plan is a day full of demonstrations.
The use of a bell jar and a vacuum pump enabled us to engage the students
into learning about Boyles’ Law. Other demonstrations were completed
to show Charles’ Law as well. These lesson plans were completed in combination
with Henley Sawicki. |
| Lesson Plan: Lab |
| Lesson Plan: Demos |
| The following pages are a compilation of feedback
from the students at North Cobb High School. They illustrate that I
used effective methods, to engage the students in their learning. |
| Student Impact |
| This is feedback from Dr. Thomas Howick, Ph.D.
that he compiled after viewing a microteaching lesson completed in combination
with Henley Sawicki. From his notes it is evident that I use multiple
methods of teaching, and technology. |
| Lesson Plan
Feedback From Dr. Thomas Howick, Ph.D. |
| This is feedback from Mr. Peter Henricks after
completing 2 weeks of instruction in combination with Henley Sawicki.
He provides evidence that I use various activities in the classroom to engage
all students. |
| CPI Feedback From Mr. Peter
Henricks |
| The following page is feedback
from Dr. John Wilson, Ph.D.. of Kennesaw State University. He completed
this form after observing me teach for one half the semester. He shows
that i use a variety of different types of technology in the classroom, such
as a camera that mounts to a microscope for projection onto a screen. |
| CPI Feedback from Dr. John Wilson, Ph.D. |
| The following is a lab
designed to assess student knowledge from readings and lectures. The
students had to dissect a work and complete the following lab write-up. |
| Earthworm Lab |
| The following is a compilation
of feedback collected from students at Kell High School. They illustrate
that my effective methods to impact the learning of the students. |
| Student Feedback |
| 2.5 Candidate utilizes a variety of assessments to evaluate
student learning and uses the results to improve the quality of instruction
that is differentiated to accommodate students' diversities. |
| The following paper is a reflection of an article
I read about including students with special needs in the science classroom.
The knowledge obtained from the article allowed me to be aware of various
student needs. This helped me to implement hands-on activities for assessment.
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| Including
Students With Disabilities into the General Education Science Classroom |
| The following pages are a compilation of various
assessments used to meet the needs of all students: tests, lab reports, and
activities. The Poster and rubric assessed student knowledge of mixtures
and substances. Lab reports also provide a way to assess students,
especially those who do well with hands on activities (see Including Students
With Disabilities into the General Education Science Classroom). The
Protist and Fungus quiz contains a variety of different types of questions.
Because not all students do well with the same type of questions, it is best
to make available a few different types in an assessment. |
| Poster Assignment and Rubric |
| Lab Report |
| Test |
| Protist and Fungus Quiz |
| Collaborating Professional |
| 3.1 Candidate
reflects upon and improves professional performance based on professional
standards, feedback, best practices, and effective communication. |
| The following is a compilation
of feedback collected from students at Kell High School. They illustrate
that I needed to implement better classroom management. After reflecting
upon this feedback I was able to change methods of management and have a
better rappore with all my students. |
| Student Feedback |
| 3.2 Candidate builds
collaborative and respectful relationships with colleagues, supervisors,
students, parents, and community members. |
| The following is a communication handbook completed
in combination with J. Graham, P. Kelly, and N. Tiarks. This handbook
demonstrates my feeling of importance for a collaborative and respectful relationship
with colleagues, supervisors, students, parents, and community members. The
section on Written and Oral Communications highlights important aspects of
communication. |
| Secondary
Education Communication Handbook (document) |
| The New School Year Letter is a letter used to
introduce my self to parents. It helps me to build a collaborative
and respectful relationship with them. This letter was completed in
combination with Henley Sawicki. |
| New School Year Letter |
| Planning For Instruction Guide and Narrative
was completed in combination with Henley Sawicki. These two pages illustrate
the collaborative relationship that I have with my colleagues and when working
with others the product is always well worth it as well as the experience
of working with my colleagues. |
| Planing For Instruction Guide |
| Planing For Instruction
Narrative |
| This is feedback from Mr. Peter Henricks after
completing 2 weeks of instruction in combination with Henley Sawicki.
He provides evidence that I work well with other teachers and students (respectful
relationships). |
| CPI Feedback From Mr. Peter
Henricks |
| This Poster Presentation was completed in combination
with Henley Sawicki. It illustrates my collaborative relationships with
colleagues and that when we work together we have a successful product. |
| Poster Presentation |
| The following two certificates were presented
to me upon completion of the course. Adopt-A-Stream is a statewide program
where volunteers sample the waterways. This course has enabled me to
build relationships with the community. |
| Adopt-A-Stream Chemical Monitoring |
| The following page is feedback
from Dr. John Wilson, Ph.D.. of Kennesaw State University. He completed
this form after observing me teach for one half the semester. He shows
evidence that i have a good rappore with the students and my collaborating
teacher. |
| CPI Feedback from Dr. John Wilson, Ph.D. |
| 3.3 Candidate
displays professional and ethical behavior consistent with recognized educational
standards and codes of ethics. |
| The following two pages are membership letters
for NSTA (National Science Teachers Association) and NABT (National Association
of Biology Teachers). As a member of the two professional organizations
I have to uphold their professional and ethical standards. |
| NSTA Membership |
| NABT Membership |
| The following is a communication handbook completed
in combination with J. Graham, P. Kelly, and N. Tiarks. This illustrates
my understanding of the codes of ethics from the Professional Standards Commission
for educators. |
| Secondary
Education Communication Handbook (document) |
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| Field Experience | Educational Thoughts | Educational Web sites |
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