2023 Teaching Portfolio

Ashley Quarterman

Elementary Educator

Teaching Philosophy

Teaching Philosophy

I believe that every child is capable of learning and succeeding. However, all students learn in different ways and at different rates. That is why it is so important that teachers use differentiated instruction and teach to various learning styles. Teachers can help close achievement gaps by considering each students’ needs and ensuring that each student has an equitable opportunity to succeed.

Curriculum and Instruction:

• Implement data-driven instruction based off informal and formal assessments.

• Use backwards planning to achieve specific learning goals. (Focus on the goal when planning.)

• Set a purpose for learning. Preview the learning target with the class and have it visible to them.

Assessment:

• Assess students’ background knowledge prior to lessons.

• Use informal assessments to check for understanding before, during, and after lessons (ex: observations and exit tickets). This helps to determine which students meet the learning objective and which students may need additional support.

• Use formal assessments to collect and analyze data in order to help determine whether students may need interventions.

Differentiation:

• Consider students’ funds of knowledge, skills, and learning preferences.

• Incorporate various learning styles during whole group instruction.

• Utilize small groups to tailor instruction to specific needs.

• Have one-on-one reading, writing, and math conferences with students in order to meet individual needs.

Classroom Management

Classroom Management

Overview:

I set the foundation for classroom management in ways that prevent negative behaviors before they happen. This can be achieved by setting clear rules and expectations, as well as ensuring that students have set procedures. I believe that it is important to reinforce positive behavior in order to encourage students to continue to demonstrate that desired behavior. In regards to behavior interventions, it is important to consider the reasoning or motive behind the child’s behavior.

Prevention:

• Set clear rules and expectations; allow students to help develop the rules. Have these rules posted in the classroom.

• Model expected behaviors and have students practice them.

• Use positive, behavior specific praise.

• Use pre-corrections.

• Use group contingencies

• Use a token economies for individual PBIS

Correction/Intervention:

• Use verbal error correction (must be immediate, brief, and specific).

• Implement individual behavior plans as needed. Consider the reasoning behind the behavior in order to determine the best option for this.

Classroom Management Strategies

I establish 3-5 general expectations that students are to follow. At the beginning of each school year, students will help develop some specific rules to go under each category. Together, we will create an anchor chart that will be visible to students throughout the school year. This way, they can always refer to it.

This is an example of a whole-class contingency that I have used and found to be effective. The class decides on a reward that they want to work towards. In order to earn the reward, they work together to fill the flower with pedals. They earn pedals when the entire class is demonstrating positive behavior. They can earn them by working quietly, staying on task, following directions the first time, etc. When the flower is filled, the class will get the reward that they agreed on.

Classroom Management Strategies

This is an example of a token economy that I have used in my classroom. This is a “to each their own” contingency. Each student has one of these cards taped to their desk. They each get to choose from a variety of incentives that they would like to work towards. Students can earn stars by making positive choices and going above and beyond. When a student fills their entire card, they earn the reward that they selected.

Voice level lights remind students what level they should be talking at. At the beginning of the year, I explain and model what each level sounds like. Students then practice what to do when each light is on. I also find the call and response strategy to be very effective in elementary classrooms. This is a quick and fun way to bring students’ attention back to me after completing a turn and talk or when the noise level is getting too high.

Building Relationships

Building Relationships

Family– Teacher Relationships

Hi families! My name is Ashley Quarterman and I am so excited to be your child’s ___ grade teacher this school year! I am looking forward to helping your child learn and grow each day. We are going to have a wonderful school year! Class

I attended from the University of Florida, where I earned my Bachelor of Arts in Elementary Education. I spent a lot of my childhood in Georgia, but I have lived in Florida for the past 12 years. I have family in Georgia, so I am so excited to be back! When I am not teaching, I love to hike, camp, and spend time with my nieces and nephew.

I like to start off the school year on a positive note by sending home a welcome letter to each family. I use this letter as an opportunity to tell them a little bit about who I am. I also include my contact information. This way, they know how they can reach out to me if they have any questions or concerns.

Voice Levels and Attention Grabbers

Building Relationships

Family– Teacher Relationships Cont.

This is a form that I like to send home at the beginning of the school year, or when I get a new student. The purpose of this form is to get to

Voice Levels and Attention Grabbers

Family involvement is a very important aspect of building relationships. I will invite families to get involved by offering various opportunities to volunteer. This can be during field trips or even in the classroom. I love the concept of mystery readers. Caregivers receive a letter similar to the one on the right. They can sign up to be a mystery reader and read a book to the class. Students will not know who the mystery reader is until they arrive.

Building Relationships

Before state testing, I wrote each of my students a personal, motivational note. Their faces lit up when they read them, which really meant a lot to me. I could tell that these letters made them feel special and helped boost their confidence

I always love attending students’ extra curricular activities such as chorus/band concerts and sports games. I enjoy seeing them do what they love and it means a lot to them when their teachers show up to these events.

Voice Levels and Attention Grabbers

One of my favorite ways to build relationships with students is by inviting them to eat lunch in the classroom with me. This makes students feel special and also gives me the chance to bond with them.

Building Relationships

Morning meetings are a great way to build relationships between students. This helps start each day in a positive way. Morning meetings are also an effective way of addressing socialemotional needs.

Collaboration plays a major role in my classroom. When students work in pairs, each person will receive a card as shown in the photo to the right. They will then find their match and that is who they will work with. This prevents students from sticking with the same peers every time they get the chance to collaborate; it gives them the opportunity to build relationships with classmates they may not be as familiar with.

Voice Levels and Attention Grabbers

Building community within the classroom can also help develop positive peer relationships. Class jobs are a great way to build community. Each student has a role in the classroom, and the jibs rotate weekly. Some jobs work together which allows students to use teamwork.

Communication

Communicating with Caregivers

I use the app “Class Dojo” to communicate with caregivers. Through this app, I can message parents individually. I can also post announcements for the entire class to view. This app can translate messages to over 30 different languages, which is highly beneficial for ESOL families.

Weekly newsletters are a great way to keep caregivers up to date on what their child is learning in school. I post these on Class Dojo and send physical copies home every Friday for those who are unable to join Class Dojo. The physical copies can be found in their take-home binders. Caregivers know where to check for important papers that go home.

Inside My Classroom

Interactive

Anchor Charts (Grade 3 ELA)

Data and Assessment

This is the growth my students demonstrated from I-ready diagnostic 1 to diagnostic 3. After each diagnostic, I analyzed the data to see which area(s) students needed additional support in. I then grouped students accordingly.

This is one example of a student who achieved well above their stretch goal. From the beginning to the end of the school year, she went from 431 (grade 1) to 539 (grade 3).

After diagnostic 1, I began daily tier 3 intervention, focusing on phonics. I started by working on long vowel digraphs. When she mastered long vowel digraphs, I moved onto multi-syllabic words because that was another area she was struggling in. She grasped these concepts quickly, so I decided to switch her to a different group. She was still being pulled daily, but was moved to a small group that focused more on vocabulary. Her new group was continuing to be pulled daily.

By diagnostic 2, the student showed significant growth in the areas I worked on with her. Based on her diagnostic 2 data (along with the others in her group), I decided to adjust the focus of their small group instruction. I began doing 2 days of vocabulary and 3 days of comprehension, mostly focusing on informational texts. This student and her group members needed additional support in areas such as sequencing, connecting text and visuals, making inferences, etc. That is what I provided them with during their small group time.

By the final diagnostic of the school year, this student’s score increased significantly. Her typical growth goal was 464, and her stretch growth goal was 494. She scored 510, which is a total of 108 points higher than her original score