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EDF2005 Teacher Portfolio

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<ul><li> 1. Dommerich Elementary SchoolMrs. Virginia Joseph, 1st Grade Teacher Introduction to the Teaching ProfessionEducational Portfolio Elizabeth Stephens</li></ul> <p> 2. Dommerich ElementaryPicture #1This mural was created by Dommerichstudents in 2004. Quick Facts Dommerich is a neighborhood, suburban school, with approximately 647 students and 40 teachers. The Dommerich school building is relatively new, having just been built in 2008. The former building was built in 1964, and demolished in 2008, when the new building was complete. The former building was a traditional brick structure. This new one is large, open and airy. With the new school building came new technology. Each classroom is equipped with Promethean smart boards, phones, projectors and document cameras. The population of Dommerich is: 75% white, 18% African American, and 7% Hispanic/Other. Dommerichs School Motto: I believe I can learn, I can learn, I will learn. 3. Many years ago, Dommerich created a Dommerich Standard. This standard is whatthe staff and students strive for daily. This standard is posted in strategic areas around the school. Every week, one standard is picked and the staff and students all work on that standard for the week. Artifact #1 The Dommerich Standard1. Do the right thing, even if no one is looking.2. Follow and respect the rules wherever you are.3. Learn as much as you can every day.4. Use your time wisely.5. Be kind in your words and in your actions.6. Take care of possessions. 4. Communication at DommerichPicture #2--The Dommerich Marquee is a formof communication for the community. Forms of Communication Dommerich communicates about thecurriculum, assessment, and activities.There is a newsletter which goes out tofamilies, called Smoke Signals. Theschool also uses a website, email blasts,and phone calls to communicate. Mostclassroom teachers send homenewsletters, and there is a newsletterprovided to all teachers and staffmembers weekly, called The DommerichTom Tom. 5. Dommerich Community Challenges Dommerich may seem like the perfect Thankfully, Dommerich has a very strong PTA ,neighborhood school, but it does faceand they have stepped up to help out. The PTAchallenges. Since the downturn of the economyhas been able to give each teacher a check toin 2007, they have had their share of changes. use for classroom materials. The PTA alsoBefore 2007, the Dommerich community was coordinates volunteers to help in the classroomsfull of professional families where the majority and other school areas, and to go on field trips.of the mothers were able to stay home and raiseOne of the strongest incentives that thetheir children. Since 2007, many mothers haveDommerich PTA has started is their Communityreturned to work, and other families have hadSupport Team. This team was founded to helpto move from the area due to the poor real those in any kind of need, including financial. Inestate market. In turn, the teachers haveDecember 2011, the team was able to collectnoticed slight changes in the amount of time funds to help 31 families, which included andand money families are able to contribute. impacted 70 children (12% of the school population). The team raised $5000, and they were able to furnish these families with gifts and food for the holiday season. 6. PIE (Partners in Education) at Dommerich Picture #3A Partner in Education member delivers plants for Dommerichs community garden. 7. Healthy Living at DommerichPicture #4The PTA and School work to promote Healthy Living. In this picture, the principal, participates with students in the Running Club. 8. The Arts at Dommerich Picture #5This Mosaic was created by Dommerich students, teachers, and parent volunteers to beautify the new school. 9. Dommerichs Academic ChallengesAcademically, Dommerich has had some challenges In the past few years, there has also been an with writing instruction. On the day that Iincrease of students needing reading intervention. observed, Ginger was on her way to an afternoonThe grade levels met and discussed ways to help. meeting to discuss these challenges, and potential Each grade level has taken on a skill, appropriate to ways to improve the instruction. their age of students, and they have implementedintervention methods. For example, in 1st grade,the teachers work on reading ability; and in 2ndgrade, the teachers are working on reading fluency.The entire school has designated 30 minutes a day,from 9:00am to 9:30am, as Reading Interventiontime. Each teacher has loosely grouped theirstudents by reading ability. At 9am, there is a bigchange, while children needing help or enrichmentare sent to other teachers on their grade level. Atthe time I was there, 3 children left Mrs. Josephsclassroom, and 5 more came in. Ginger spent thetime on a fast paced reading instruction time with asmall group of students. The other studentsworked with parent helpers, read independently,read with a peer, or worked on the computers. Itwas an individualized instruction time. 10. Curriculum and Assessment I am also a substitute at Dommerich so I have Academic performance is assessed in a varietybeen able to observe the curriculum at theof ways. There are paper and pencil tests,different grade levels. In every classroom, I observation checklists, and other testingnoticed that the students were learning with aprocedures used. These include: FCAT, FAIR,variety of materials and in a variety of ways. In Benchmark, and more.one 4th grade classroom, students broke up intogroups to research and create a timeline of Dommerich communicates about theFlorida history. In a 2nd grade classroom, thecurriculum, assessment, and activities. There isstudents assignment was to look at a picture a newsletter which goes out to families, calledand write a story about what they thought was Smoke Signals. The school also uses agoing on. We brainstormed ideas, and then website, email blasts, and phone calls tothey went on to write some amazing stories! communicate. Most classroom teachers sendhome newsletters, and there is a newsletterI was also able to talk with the group ofprovided to all teachers and staff membersteachers about their lesson plans. For the most weekly, called The Dommerich Tom Tom.part, each teacher creates their lesson plans ona computer. They must include what standardsare being met with each objective and activity. 11. Artifact #2 Classroom Rules Our Class PromiseMrs. Joseph sets high expectations forher 1st graders. Students are expected tobehave, in order to reach their highestlevel of learning.The school motto and school standardsare often referred to throughout the day.Incentives vary from intrinsic, such as justa good feeling from following the rules,motto, and standards; to extrinsic, suchas an announcement to celebrate anaccomplishment of a student or class.On the first day of school, the studentsestablished the rules with Mrs. Joseph.As a class, they decided to make the rulesinto a Class Promise. As this artifactshows, instead of creating a black andwhite printed poster of the rules, Mrs.Joseph wrote the Class Promise in abright color. To show ownership of theClass Promise, the students each drew apicture of themselves, which were thenplaced around the Class Promise. 12. Artifact #3Class Newsletter 13. Teacher InterviewMrs. Virginia Joseph, 1st Grade1. Do you think that the school culture is different at the 3. What forms of communication do you use with yourelementary level versus the middle or high schoolparents?level? If so, how?I send a class newsletter every other week. I also callYes, the culture is different at elementary, middle andparents on the phone. I do email individual parentshigh school levels. At Dommerich, there are just a sometimes, but I find the phone calls to be muchfew neighborhoods and surrounding areas from more personable.which the students come. When they get toMaitland Middle School, there are many other4. What effective teaching strategies are used at theelementary schools feeding into the one middle elementary level?school. The culture changes due to this.In my 17 years of teaching, I continue to go back to using strategies that are age appropriate. I also have to2. What challenges do you face as an elementary school make sure the strategies fit my style, and myteacher? students style. I love to meet my students at theMy biggest challenge is lack of time. With new beginning of the school year and to figure out whatstandards, I have to continue to plan, and set upis going to work best for them.learning goals. The intended outcome is for each5. What forms of incentives do you utilize with yourteacher to post learning goals for each lesson students in the classroom to enhance extrinsictaught every day. This is difficult when you have amotivation?class full of students working at varying levels. The I am not a big believer of many rewards. I like to let theschool has also started some special interventionstudents know, daily, what is expected of them. Istrategies, which I know are very good, but thoseuse a lot of positive reinforcement. I work hard ontake more time too. In addition, there are teacher transition times, always thinking of what will be theobservations, conferences, and meetings. best for the children. I include a lot of movement throughout the day. I also redirect inappropriate behavior. 14. Sample Lesson Planfrom Mrs. Josephs ClassFlorida Department of EducationSunshine State Standards Addressed inthe Language Arts Section, to showstandards for accommodations as thechildren worked in small groups.LA 1.1.4.2 This benchmark belongsto: Phonics an Word Analysis.The student will identify the sounds ofvowels and consonant digraphs inprinted words.LA.1.1.6.2 This benchmark belongsto: Vocabulary DevelopmentThe student will listen to, read anddiscuss both familiar and conceptuallychallenging text.LA.1.1.6.6 This benchmark belongsto: Vocabulary DevelopmentThe student will identify and sortcommon words into conceptualcategories. 15. Verification Form7 hours on 1/26, 6 hours on 2/8, 2 hours on 1/13 15 hours total</p>

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