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Danielle Hurst’s Portfolio

Table of ContentsDANIELLE HURST’S PORTFOLIO.............................................................................1

TABLE OF CONTENTS..................................................................................................2

OVERALL REFLECTION..............................................................................................3

STANDARD 1....................................................................................................................4

STANDARD 2....................................................................................................................5

STANDARD 3....................................................................................................................6

STANDARD 4....................................................................................................................7

STANDARD 5....................................................................................................................8

STANDARD 6....................................................................................................................9

STANDARD 7..................................................................................................................10

STANDARD 8..................................................................................................................11

STANDARD 9..................................................................................................................12

STANDARD 10................................................................................................................13

STANDARD 11A.............................................................................................................14

STANDARD 11B.............................................................................................................15

Standard 11c......................................................................................................................16

Reflective Portfolio 2

Overall Reflection

This portfolio is a reflection of my teaching style and philosophy. It includes documents that I created during my educational career at Maryville College and during my student teaching. The documents that I have chosen reflect a variety of skills and knowledge that I have acquired over the past four years. Each artifact in the portfolio shows mastery of one or more of the Tennessee Professional Education Licensure Standards. Throughout the portfolio, each Standard is described. Then I have listed documents that illustrate mastery of that Standard along with a narrative reflection.

Creating this portfolio has been a beneficial and worthwhile experience as it has allowed me to reflect upon my college career. I feel that Maryville College has provided me with a quality education, which has given me the necessary skills to step into my own classroom. The documents that I have included show my abilities to effectively create and implement lessons, instruct a population of diverse learners, cultivate a positive learning environment, utilize technology, execute assessment, communicate, and manage a classroom. I am confident that I can establish and maintain a successful classroom by applying these skills and the knowledge I have acquired throughout my educational journey.


Standard 1

Discipline Taught. Candidates know, understand, and use the central concepts, tools of inquiry and structures of the discipline(s) they teach and can create learning experiences that develop student competence in the subject matter.

Supporting Explanation

Candidates demonstrate a broad general understanding of the major concepts of the discipline they teach. They understand and are able to use assumptions and the processes of inquiry for the discipline being taught. Candidates create interdisciplinary learning experiences that allow students to integrate knowledge, skills and methods of inquiry from several related subject areas. They use connections in instruction across disciplines and draw on their knowledge to build understanding and motivate students.

What? (Evidence) Directed Reading Lesson: Webquest Basal Unit Literature Circles Unit

So What? (Reflection) All three of the supporting documents focus on actual classroom content. They show appropriate activities to teach the specified content and grade level. The webquest uses an inquiry based approach to actively involve students in exploration. The basal unit implements a variety of instructional techniques for multiple content areas. The literature circles unit employs inquiry based strategies as students must actively construct information as they read and discuss books. All three of the lessons emphasize interdisciplinary learning and strategies to motivate students.

Now What? (Direction) Creating the three units allowed me to produce lessons using current classroom content. It prepared me for the classroom because I was exposed to actual subject matter and used internet resources to create lessons to go along with the content. I will be able to use the artifacts in my classroom in the future, and they can be easily modified for use in a variety of grade levels and differentiation.


Standard 2

Student Learning and Development. Candidates understand how children learn and develop and provide learning opportunities that support student intellectual, social and personal development.


Candidates understand how learning occurs—how students construct knowledge and acquire skills—and are able to provide learning opportunities that support their intellectual, social and personal development. When making instructional decisions, candidates draw upon an in-depth knowledge of developmental progression in student physical, social, emotional, moral, and cognitive domains.

What? (Evidence)Thesis AbstractLiterature Circles Unit

So What? (Reflection)Both artifacts show evidence of understanding how students learn and develop. Although only the thesis abstract is included, my thesis contains a section on psychological theorists and their learning theories, which guide current educational practices. The literature circles unit puts theory into practice as it allows students to actively construct knowledge through individual and cooperative learning and promotes problem solving and critical thinking.

Now What? (Direction)Completing a thesis allowed me to research the development of children and review multiple psychological theorists and the effectiveness of their learning theories. I was then able to apply the knowledge I gained from thesis by creating the literature circles unit, which implements research-based strategies to promote student learning. The literature circles unit is one example of a lesson that provides learning opportunities to support students’ needs. I have the ability to create such lessons for children in a variety of grade levels.


Standard 3

Diverse Learners. Candidates understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.


Candidates understand and can identify differences in student approaches to learning and performance. They are able to design instruction and adapt instructional techniques for students of diverse cultural and language backgrounds and for students who have exceptional learning needs. Candidates create a learning community which is inclusive and in which individual differences are respected.

What? (Evidence)ELL StrategiesBasal Unit

So What? (Reflection)The ELL strategies handout is a compilation of approaches from a variety of sources that have been proven to be effective to use in the classroom with ELL students and would likely be effective for other diverse learners. The basal unit incorporates three leveled reading groups and differentiates instruction for each group. It also consists of heterogeneous group work to maintain an inclusive, community building atmosphere.

Now What? (Direction)The ELL strategies handout is an excellent resource that I can refer back to when dealing with ELL students. Creating the basal unit allowed me to work through the process of using leveled groups when necessary while still fostering a sense of community in the classroom.


Standard 4

Teaching Strategies. Candidates understand and use a variety of instructional strategies to encourage development of critical thinking, problem solving and performance skills in students.


Candidates understand and use the principles and techniques associated with various instructional strategies that reflect best practice (such as cooperative learning, direct instruction, whole group instruction, independent study and interdisciplinary instruction) and that foster high expectations for all students. They use multiple teaching and learning strategies in active learning opportunities to promote the development of critical thinking, problem solving and performance capabilities. Candidates organize instruction to create learning experiences that connect subject matter to real life experiences and enable students to apply learning to future careers. Using a wide variety of resources and methods, including technology, candidates develop and use clear, accurate presentations of concepts to promote student learning. Candidates vary their role in the instructional process (e.g. instructor, facilitator, coach, audience) to achieve different instructional purposes and to meet student needs.

What? (Evidence)Basal UnitMap Unit

So What? (Reflection)Both the basal unit and the map unit consist of lessons for an entire week. They both incorporate a variety of instructional strategies throughout the week. The basal unit includes whole group instruction, small group instruction, cooperative learning, individual seatwork, and centers. The map unit also includes whole group instruction, cooperative learning, and individual seatwork and gives students many opportunities to explore through hands-on activities. Throughout both units, the teacher takes on different roles including instructor, facilitator, and audience. Both units allow for interdisciplinary learning as multiple content areas as well as the arts are integrated.

Now What? (Direction)Creating both the basal and map units was a valuable experience. It allowed me to practice organizing and sequencing lessons for a week-long unit. I was able to integrate subject areas with the arts. It also helped me implement a variety of instructional strategies with multiple content areas. I may be able to modify the units for later use, but I can always use the process and create new units to meet the needs of my students.


Standard 5

Learning Environment. Candidates use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.


Drawing on their knowledge of human motivation and behavior, candidates create a learning environment that is inclusive and supports positive social interaction, active engagement in learning and self-motivation. They organize and manage resources such as time, space, facilities, technology, activities, instructional assistants and volunteers to engage students in productive tasks and maximize the amount of class time spent in learning. They develop shared expectations for all students and create and maintain a positive classroom climate of mutual respect, support and inquiry. Candidates understand and use a wide variety of classroom management strategies that foster self control and self discipline. They can defuse potential conflict and use conflict resolution strategies to maintain a smoothly functioning learning community.

What? (Evidence)Psychosocial EnvironmentManagement Philosophy

So What? (Reflection)The psychosocial environment chart lists factors that contribute to the psychosocial environment of the classroom, which greatly affects student learning. It then lists the teacher’s and students’ responsibilities for maintaining a positive psychosocial environment. My personal management philosophy describes my ideas about classroom management and explains how I plan to foster a positive learning environment in my classroom.

Now What? (Direction)As a new classroom teacher, it will be imperative to establish a positive learning environment starting with the first day of school. By thinking through and developing my personal management philosophy, I feel that I am ready to step into a classroom and set up a management system. By creating a table about the psychosocial environment, I was able to think about different factors affecting the psychosocial environment. Now I can fulfill my responsibilities as the classroom teacher and explain to my students their responsibilities in maintaining a positive environment.


Standard 6

Communication. Candidates use knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration and supportive interaction in the classroom.


Candidates understand language development, the role of language in learning and how cultural and gender differences affect communication in the classroom. They recognize effective verbal and nonverbal communication techniques and use them to support student learning. Candidates model effective communication strategies in conveying ideas and information, asking questions, listening, giving directions, probing for student understanding, and helping students express their ideas. Using a variety of tools, including technology, candidates support and expand student expression in speaking, writing and technical media.

What? (Evidence)Management PhilosophyCommunication Forms

So What? (Reflection)My personal management philosophy addresses the need for communication by discussing multiple means of communication including classroom agreements, discussions, and body language. It also discusses using graphic organizers and visual instructional plans as forms of communication. The communication forms section describes the importance of communication with students, caregivers, and colleagues. It shows a few examples of forms that can be useful for communication.

Now What? (Direction)Reflecting on the importance of communication was a very worthwhile experience. It gave me the opportunity to think about different types of communication I can use in my classroom. The communication forms I created will be beneficial for later use in my own classroom. I also have the knowledge to create new forms as my needs as a classroom teacher change over time.


Standard 7

Planning. Candidates plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals.


Candidates use their knowledge of subject matter, learning theory, curriculum and student development, and assessed student needs in planning instruction. They evaluate, select and create learning experiences that are developmentally appropriate, relevant to students and based upon the principles of effective teaching. They are able to help students connect learning to real life and future careers. Candidates identify long-range instructional goals, sequence short-range instructional objectives, and develop units and daily lessons that target these goals and objectives. Candidates effectively integrate a variety of resources, including teacher-created materials, textbooks, technology, community and business resources, to promote student learning.

What? (Evidence)ThesisMap Unit

So What? (Reflection)During thesis, I had to plan and implement six different math lessons. The objectives for the lessons were taken from state curriculum, and the students were pre-tested before each lesson was taught to assess background knowledge. The strategies chosen for the lessons were based upon learning theories. The strategies chosen for instruction for the map unit were also based on learning theories. The objectives were pulled from state standards. The sequence of the unit was organized so that each lesson built on knowledge that was gained from the previous day’s lesson.

Now What? (Direction)I had many opportunities to plan lessons for both thesis and the map unit. I was able to plan instruction based on state standards that had to be met, individual student needs, and effective learning strategies. I will be able to work through the process of planning lessons for multiple contents for any grade level I may teach.


Standard 8

Assessment and Evaluation. Candidates know, understand and use formal and informal assessment strategies to evaluate and ensure the continuing intellectual, social and physical development of the learner.


Candidates understand the characteristics, uses, advantages and limitations of different types of assessments for evaluating student learning. They select, construct and use formal and informal assessment strategies and instruments appropriate to the learning expectations being evaluated to make instructional decisions based on this information. They actively solicit and use information about students’ learning needs and progress from parents, other colleagues and the students themselves. Candidates develop and maintain useful records of student work and progress and responsibly communicate student progress to students, parents and other colleagues.

What? (Evidence)Literature Circles UnitAssessment Project

So What? (Reflection)The literature circles unit incorporates several different types of assessment including group evaluation, self-assessment, and teacher assessment. The assessment project discusses the importance of assessment and different types of assessment. It emphasizes authentic assessment and shows an authentic assignment and accompanying assessment forms for the assignment.

Now What? (Direction)Because assessment is becoming increasingly important, creating the literature circles unit and assessment project were very beneficial. Completing the documents allowed me to reflect on assessment as a practice and discover how important it is for educators. Creating both artifacts allowed me to practice producing different assessment forms, a skill I can use in my own classroom.


Standard 9

Reflective Practitioner. Candidates are reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents and other professionals in the learning community) and who actively seek out opportunities to grow professionally.


Candidates consistently reflect on their teaching practices by continually evaluating the effect their instruction has on students. They monitor teaching strategies and behavior in relation to student success and use the information to modify and revise instruction accordingly. Candidates seek professional literature, engage colleagues, participate in professional organizations, and use other resources to support their continuing professional development. To guide professional behavior, candidates draw upon a broad knowledge of legal and ethical responsibilities, educational policy, and organizational, historical, and professional dimensions of classrooms and schools.

What? (Evidence)Teaching Philosophy

So What? (Reflection)Developing a teaching philosophy is a continual process that takes thoughtful consideration. Creating a personal teaching philosophy required me to reflect on all the knowledge I have acquired during my educational career. I had to think about my goals as a classroom teacher and develop a plan of action to reach those goals.

Now What? (Direction)As I begin my career as a teacher, I have already thought about my personal teaching philosophy. I have set up goals to achieve in my classroom. As I continue my career, my teaching philosophy will likely change and continue to develop. As a reflective practitioner, I will update my teaching philosophy as I gain new knowledge and understanding about teaching.


Standard 10

Colleagues, Parents, and Community. Candidates foster relationships with school colleagues, parents and agencies in the larger community to support students’ learning and well-being.


Candidates consult with parents and teachers, and collaborate with other professionals within the school and within community agencies to foster student learning. They participate in collegial activities designed to make the entire school a productive learning community. Candidates act as advocates for students, advise them, recognize student problems, and seek additional help as needed and appropriate. Candidates understand schools as organizations within the larger community and effectively communicate school goals and accomplishments to the community and general public.

What? (Evidence)Traveling Bag Unit

So What? (Reflection)Traveling Bags are an excellent way to help parents get involved in student learning. The traveling bag unit explains exactly what traveling bags are and provides instructions for parents about how to use the bags at home. Traveling bags also allow for collaboration between teachers as they can share ideas and materials for the bags throughout the year.

Now What? (Direction)Creating a traveling bag unit gave me an opportunity to learn about another way to easily get parents involved. I love the idea of having traveling bags in the classroom. Because I created a traveling bag, I already have the templates and knowledge to create more traveling bags to use in my own classroom.


Standard 11a

Technology – Student Learning. Candidates use technology and technology based resources to facilitate developmentally appropriate student learning.


Candidates use technology resources to guide classroom decisions regarding student learning. They integrate instructional technology to facilitate interdisciplinary teaching and learning in their classrooms, to supplement instructional strategies, to design instructional materials, and to enhance hands-on experiences and problem solving activities. Candidates select and use grade-level and content-specific technology resources, including assistive technology, to increase student participation in the total curriculum. They apply technology to analyze assessment data and to target individual student learning needs.

What? (Evidence)Directed Reading Lesson: WebquestWWW Project

So What? (Reflection)The webquest and the World Wide Web project were both created through technology, using the internet as a resource to create both artifacts. I searched for a webquest on citizenship and modified one I found to meet my needs. The WWW Project is a compilation of games for students. I searched many websites to find age appropriate activities for the students. I had to search through many games to find quality, beneficial games for students that would enhance their learning. The webquest and all the games go along with classroom content to reinforce learning and focus on the curriculum.

Now What? (Direction)Knowing how to search the internet to find resources is a very important tool for teachers. Creating the webquest and WWW Project allowed me to have more practice using the internet as a resource. I also have two documents that will be beneficial in my future classroom. The WWW Project contains interactive games for every grade-level from Kindergarten through high school. I will be able to use it regardless of what grade I teach. Finding and modifying the webquest gave me an opportunity to pull resources from the internet and adapt them for my own classroom, which is definitely something I will need to do in the future.


Standard 11b

Technology - Professional growth and productivity. Candidates use technology to enhance their professional growth and productivity.


Candidates use technology in their own learning process and to change their current educational practice. They use technology to gather, sort, and analyze information needed for their own research projects and to communicate and collaborate effectively with other professionals. Candidates use tools such as databases and spreadsheets for sorting, compiling, and analyzing data gathered from a variety of sources. They use presentation tools in a networked environment for sharing information in multiple professional formats.

What? (Evidence)Resume

So What? (Reflection)I used Microsoft Word to help me organize and put together my resume. I also used the internet as a resource to find sample resumes and tips for creating a professional resume.

Now What? (Direction)Using technology as a resource for professional development is an important skill. I was able to practice that skill while creating my resume. I know I can use the internet and other forms of technology for professional development as I continue my teaching career.


Standard 11c

Technology - Use and management. Candidates effectively use and manage all technology available to them and explore uses of emerging resources. They promote the equitable, ethical and legal use of technology resources.


Candidates design effective environments for using and managing technology in the classroom. They are able to perform minor trouble-shooting operations. When planning units of instruction, candidates address software purchasing agreements, copyright laws, issues related to intellectual property, the importance of virus protection, and policies for acceptable use of Internet resources. Candidates seek information from technical manuals and journals as well as on-line resources to learn about emerging technologies and to explore their possible educational applications. They model the legal and ethical use of technology resources.

What? (Evidence)Multimedia Presentation

So What? (Reflection)The multimedia presentation I created incorporates several different types of technology including audio, visual, and software programs such as PowerPoint. I used each type of technology to enhance my presentation.

Now What? (Direction)Exploring the concept of a multimedia presentation was a beneficial experience. It allowed me to actually go through the process of creating a multimedia presentation myself as well as think about having students create multimedia presentations. As technology is constantly changing and new ideas emerge, multimedia presentations are an excellent way to explore new types of technology.


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