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Initial Level The Developmental Teaching Portfolio

David Johnson


Initial Level The Developmental Teaching Portfolio

David Johnson Secondary Education Department of Curriculum and Instruction Clemmer College of Education East Tennessee State University

Spring, 2014


Table of Contents SECTION ONE: BACKGROUND INFORMATION Introduction Working Resume Statement of Philosophy Program of Study Unofficial Transcript ACT or Praxis I Scores SECTION TWO: SELECTED ENTRIES Planning and Teaching Strategies: Bloom’s Taxonomy Assignment Lesson Plans Actual Teaching: Assessment and Evaluation: Performance-Based Grading Rubric Learning Environment: Guided Observation #1- Contextual Factors Guided Observation #2 – Physical Arrangements Guided Observation #3 – Paperwork Professional Growth: STEA Membership STEA State Conference Communication: Letter to Parents PBL Project SECTION THREE: PROFESSIONAL EVALUATION Field Placement Journals Field Placement Evaluations Timesheets Concluding Reflection


Section One: Background InformationIntroduction My name is David Johnson. I am currently working towards an Associates of Science degree in Secondary Education, focusing on grades 7-12 at Walters State Community College. I expect to graduate in May 2014. I am very excited to become a teacher and begin to instill the knowledge I have gained into the minds of the pupils I will be entrusted with. The following is my Developmental Teaching Portfolio. This portfolio contains artifacts I have composed during my pursuit of the degree stated above. These works are the culmination of my efforts and experiences thus far on my journey. This is a work in progress as I continue my education and grow professionally. As a teacher, I will look back to this portfolio to be my guide through any situations I may face. I will use it as one of many resources as I begin my career in teaching. I look forward to growing professionally as a teacher.


Context Statement Type of Artifact: Resume Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is a copy of my resume.


David Charles Johnson 3267 Central Point Road Rutledge, TN 37861 (865)828-5324 / dcjohnson@frontiernet.net Professional Objective: To teach and guide children in our high schools. Education: 2014.2016Bachelor of Science in Mathematics East Tennessee State University 2012.2014Associate of Science in Secondary Education Walters State Community College 2009.2012High School Diploma, Grainger County High School Honors and Awards: Spring 2014 Walters State Dean’s List Spring 2014

President’s Most Outstanding Student Award

Spring 2014

State STEA President

Fall 2013

Walters State Dean’s List

Spring 2013

Walters State Dean’s List

Fall 2012

Walters State Dean’s List

Related Educational Experience/Professional Experience: Spring 2014 Service Learning, Grainger High School Algebra I Spring 2014

Service Learning, Grainger High School Special Education

Fall 2013

Service Learning, Grainger High School Algebra II

College Related Professional/Academic/Service Activities: 2014-2015 STEA State President 2013-2015

STEA Member

Placement File: Please contact the ETSU Career and Internship Services Office. Website: http://www.etsu.edu/careers , BucLink TEL: 423-439-4450 FAX: 423-439-6176


Context Statement Type of Artifact: Philosophy of Education Date: Spring, 2014 Courses: EDUC 2300 Introduction to Education Description: This is my Philosophy of Education paper that I did in EDUC 2300 Introduction to Education class.


My Philosophy of Education

The requirements of an effective teacher have constantly been changing since the beginning of learning. Teachers have had to evolve and adapt to constantly changing conditions and expectations. For example, as technology has evolved teachers have had to evolve with it in order to integrate that into their teaching method. Regulations and standards are always changing in the world of education and teachers have to be able and willing to change with it. Three major requirements to be an effective teacher in the twenty first century are to embrace technology, be passionate, and be committed to the job and purpose. The first requirement of being a good teacher is to embrace technology. Technology is where the world is headed; not where it has been. A teacher that does not embrace technology will be left behind and become ineffective and obsolete. In order to keep up with the changing world and the changing demands of the work place, teachers have to step up their methods and strategies to incorporate technology. This is done to train the students for the future and to shape a better society one small mind at a time. Teachers who embrace technology and use it effectively are the teachers that will alter the course of history. All others will be obsolete. Secondly, a teacher for the twenty first century needs to be passionate about their profession of choice. No one is forced into becoming a teacher. It is a career of choice and therefore everyone should be passionate as a teacher. Being passionate makes someone act a certain way. They will do anything and everything they can to help someone, anyone, learn. Some teachers have such passion that they will stand up for the students in front of their fellow teachers. They cannot stand to see a student mistreated. Some get stressed and frustrated when a student tries but just cannot seem to get the topic. The teacher just wants to help them so much.


That is what being passionate is about and that is what will make an effective teacher in the twenty first century. The final trait of an effective teacher is to be committed. There is nothing that a teacher who is committed cannot do. They can teach any student or at least help them out as a learner. Being a teacher is not the easiest thing to do. So much is expected from teachers and often they are not paid near enough for what they do. Many teachers who begin will not finish the journey. They will go back and choose another career because they decide it is not worth it to them. However, an effective teacher will work through the grind. They show up day after day, put in hour after hour, and if they only teach one student one simple thing they feel like they have earned their pay. Commitment is what the schools of the future will be in need of. That is what makes this trait so important. In conclusion, the three major characteristics of an effective teacher are embracing technology, being passionate, and being committed to their job and purpose. These are just three of the countless traits that are required from a teacher. As time goes on there will no doubt be more and more characteristics that will be necessary and teachers will keep adapting, just as they always have, in order to provide the best education possible to every student.


Context Statement Type of Artifact: Program of Study Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my program of study from ETSU showing the classes I have had.


Context Statement Type of Artifact: Transcript Date: Fall 2012- Spring 2014 Courses: All Courses Description: This is an unofficial copy of my current transcript.


Transcript Data STUDENT INFORMATION Birth Sep 11, 1993 Date: Stude Continuing nt Type: Curric ulum Inform ation Curren t Progra m Associa te of Science Progra AS m: Second ary Educati on Colleg Behavi e: oral Social Science Major Second and ary Depart Educati ment: on, Educati on ***This is NOT an Official Transcript***

INSTITUTION CREDIT Term: Fall Term 2011 Colleg No e: College Design ated Major: NonDegree Underg

-Top-


Stude nt Type:

rad First Time High School Good Standin g

Acade mic Standi ng: Subjec Course Campu Level t s

MATH

1530

Title

Grade Credit Qualit Start R Hours y and Points End Dates Probability and Statistics A 3.000 12.000

Walters UG State CC, Main Campus Term Totals (Undergraduate)

Attemp Passe Earne GPA Qualit GPA t Hours d d Hours y Hours Hours Points 3.000 3.000 3.000 3.000 12.000 4.000

Current Term: Cumulative:

3.000 3.000 3.000

3.000 12.000

4.000

Term: Fall Term 2012

College: Major: Student Type: Academic Standing: Additional Standing: Subjec Cours Campu Leve t e s l

ENGL

1010

HIST

2010

INFS

1010

Walters UG State CC, Main Campus Walters UG State CC, Main Campus Walters UG State CC,

Math AS Math/Math Education New First Time Freshman Good Standing Dean's List Title Grade Credit Qualit Start R Hours y and Points End Date s Composition I A 3.000 12.000

American History I

A

3.000 12.000

Computer Applications

A

3.000 12.000


Main Campus SPAN 2010 Walters UG Intermediate Spanish I B 3.000 9.000 State CC, Main Campus SPCH 1010 Walters UG Fund of Speech A 3.000 12.000 State Communication CC, Main Campus Term Totals (Undergraduate) Attemp Passe Earne GPA Qualit GPA t Hours d d Hours y Hours Hours Points Current Term: 15.000 15.000 15.000 15.000 57.000 3.800 Cumulative: 18.000 18.000 18.000 18.000 69.000 3.833 Term: Spring Term 2013

College: Major: Student Type: Academic Standing: Additional Standing: Subjec Cours Campu Leve t e s l

ENGL

1020

HIST

2020

PHIL

2020

SOCI

1010

Walters UG State CC, Main Campus Walters UG State CC, Main Campus Walters UG State CC, Main Campus Walters UG State CC, Main

Math AS Math/Math Education Continuing Good Standing Dean's List Title Grade Credit Qualit Start R Hours y and Points End Date s Composition II B 3.000 9.000

American History II

A

3.000 12.000

Self and Values

A

3.000 12.000

Intro to Sociology

A

3.000 12.000


Campus SPAN 2020 Walters UG Intermediate Spanish II A 3.000 12.000 State CC, Main Campus Term Totals (Undergraduate) Attemp Passe Earne GPA Qualit GPA t Hours d d Hours y Hours Hours Points Current Term: 15.000 15.000 15.000 15.000 57.000 3.800 Cumulative: 33.000 33.000 33.000 33.000 126.00 3.818 0 Term: Summer Term 2013 College: Math Major: AS Math/Math Education Student Type: Continuing Academic Standing: Good Standing Subjec Cours Campu Leve Title Grade Credit Qualit Start R t e s l Hours y and Points End Date s MATH 1710 Walters UG Pre-Calculus Algebra A 3.000 12.000 State CC, Main Campus Term Totals (Undergraduate) Attemp Passe Earne GPA Qualit GPA t Hours d d Hours y Hours Hours Points Current Term: 3.000 3.000 3.000 3.000 12.000 4.000 Cumulative: 36.000 36.000 36.000 36.000 138.00 3.833 0 Term: Fall Term 2013 College: Behavioral Social Science Major: Secondary Education Student Type: Continuing Academic Standing: Good Standing Additional Standing: Dean's List Subjec Cours Campu Leve Title Grade Credit Qualit Start R t e s l Hours y and Points End Date s


BIOL

1110

Walters UG General Biology I B 3.000 9.000 State CC, Main Campus BIOL 1111 Walters UG General Biology I Lab B 1.000 3.000 State CC, Main Campus EDUC 2010 Walters UG Psy of Hum Dev for A 3.000 12.000 State Tchrs CC, Main Campus ENGL 2110 Walters UG American Literature I A 3.000 12.000 State CC, Main Campus GEOG 1030 Walters UG Cultural Geography A 3.000 12.000 State CC, Main Campus MATH 1720 Walters UG Pre-Calculus A 3.000 12.000 State Trigonometry CC, Main Campus Term Totals (Undergraduate) Attemp Passed Earne GPA Qualit GPA t Hours Hours d Hours y Hours Points Current Term: 16.000 16.000 16.000 16.000 60.000 3.750 Cumulative: 52.000 52.000 52.000 52.000 198.00 3.807 0 Unofficial Transcript

TRANSCRIPT TOTALS (UNDERGRADUATE) -TopEvents "MEMBER OF PHI : THETA KAPPA" Attemp Passed Earne GPA Qualit GPA t Hours Hours d Hours y Hours Points Total Institution: 52.000 52.000 52.000 52.000 198.00 0 Total Transfer: 0.000 0.000 0.000 0.000 0.000

3.807 0.000


Overall:

Institution Combined: Transfer Combined: Overall Combined:

52.000 52.000 52.000 52.000 198.00 0 Attemp Passed Earne GPA Qualit GPA t Hours Hours d Hours y Hours Points 52.000 52.000 52.000 52.000 198.00 0 0.000

0.000 0.000 0.000

3.807

3.807

0.000

0.000

52.000 52.000 52.000 52.000 198.00 0

3.807

Unofficial Transcript

COURSES IN PROGRESS Term: Spring Term 2014 College: Major: Student Type: Subjec Cours Campu Leve t e s l BIOL 1120 Walters UG State CC, Main Campus BIOL 1121 Walters UG State CC, Main Campus EDUC 2300 Walters UG State CC, Main Campus MATH 1910 Walters UG State CC, Main Campus MUS 1030 Walters UG State CC, Main Campus SPED 2010 Walters UG State

-TopBehavioral Social Science Secondary Education Continuing Title Credit Hours Start and End Dates General Biology II 3.000

General Biology Lab II

1.000

Foundations of Education

3.000

Calculus I

4.000

Music Appreciation

3.000

Introduction to Special Education

3.000


CC, Main Campus Unofficial Transcript


Context Statement Type of Artifact: ACT Date: July 2011 Courses: All Courses Description: This is a copy of my ACT scores.


Section Two: Selected Entries


Planning and Teaching Strategies


Context Statement Type of Artifact: Bloom’s Taxonomy Activity Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is the Bloom’s Taxonomy Activity we did in EDUC 2300 Introduction to Education.


Name: David Johnson Date: Spring, 2014 Class: EDUC 2300 Introduction to Education Bloom’s Taxonomy Activity 1. 2. 3. 4.

Targeted grade level: Ninth Grade Subject area: Reading/Literature Specific content to be taught: Writing an argumentative paragraph or paper. Book Title and Author: The Cask of Amontillado by Edgar Allen Poe

5. Questions: a. Remembering 1. Can you recall the order of operations? 2. How would you describe a way to remember them in order? 3. Do you remember the saying the teacher taught you before to help you remember? b. Understanding 1. How would you define an equation? 2. What components make up an equation? 3. What do you know about solving equations? c. Applying 1. How are equations used outside of class? 2. How can you demonstrate understanding of the new content? 3. What strategies will you use to solve these problems? d. Analyzing 1. How does society use equations? 2. What are the benefits of using equations? 3. Why do feel we need to learn how to solve an equation? e. Evaluating 1. What is your opinion of solving equations? 2. Based on what you know, how would you explain how to solve an equation? 3. Would it be better if solving equations was taught a different way? f. Creating 1. Can you think of a creative, original way to teach the new content? 2. Can you create an activity to help others learn this subject more effectively? 3. Can you compose an alternate way to teach solving equations?


Context Statement Type of Artifact: Lesson Plan Assignment Date: Spring, 2014 Courses: EDUC 2300 Introduction to Education Description: This is a lesson plan for solving equations in a ninth grade Algebra class that we created in my EDUC 2300 Introduction to Education class.


Name: David Johnson Title of Lesson: Solving one and multi-step equations. Grade: Ninth Date: Spring 2014

Materials Needed: • Scales. •

Some blocks or weights

Number cubes or Dice.

Goals: • To understand the fundamentals of solving an equation •

To apply these skills to any equation

To demonstrate proficiency on the exam

Objectives: • Create a balanced equation using the balance beam and blocks •

Increase knowledge of equations and their real world applications

Instructional Procedures: • Students will be introduced to the topic of solving equations on the first day of class that week. •

Each student will be taught from out of their assigned Math book.

The teacher will begin by teaching their students the “Golden Rule” of solving equations.

After that the teacher will take the following days to teach acceptable algebraic operations using appropriate examples for each method as well as cover easy ways to factor quadratics using the perfect squares method.

In 2-3 days from the introduction, the teacher will hand out the tiered assignment worksheets to the appropriate students.

Students may work alone or in groups of 2-3 at most to accomplish their worksheets.

Before the last day of the week the teacher will take up the worksheets, grade them, and hand them back on the last day of the lesson and answer any questions the students may have.


Questions: • (See Bloom’s Taxonomy assignment) Closure: • Each day the teacher will pick random students to come to the board and illustrate the day’s lesson on a sample problem. Adaptations to meet Individual Needs: • Students will have different difficulty levels on their worksheets. •

Students may have a private conference with the teacher about anything they do not understand.

A balance beam and weighted objects are given so the activity is hands-on and more immersive.

Students may help each other complete their assignments.

Students may remain seated and explain procedures to the teacher during closure if necessary.

Large print or audio directions may be provided if necessary.

Some assignments are more challenging for the stimulus of the gifted minds.

Evaluation Assessment: • See attached rubric


Actual Teaching


Assessment and Evaluation


Context Statement Type of Artifact: Rubric Date: Spring, 2014 Courses: EDUC 2300 Introduction to Education Description: This is a rubric created for the lesson on solving equations we made in my EDUC 2300 Introduction to Education class.


Participation

Attitude/ Cooperation

Listening Skills

Questions Group Participation (Graded by Peers in Group)

0 1 Did not Gave one or contribute to two the statements classroom related to discussion the topic during discussion Bad Decent attitude/ did attitude/ not want to had to be cooperate reminded of with others how to work with others Did not Listened, listen to but was classmates disruptive to or teacher the teacher throughout and the the lesson group None correct Half of the worksheet correct Did not help Helped the group at some but all caused a few distractions

2 Gave at least three comments on topic for the classroom discussion Great attitude/ worked well with others

Score ____ / 2

____ / 2

Listened with no disruptions

____ / 2

All correct

____ / 2

Contributed to the groups’ efforts and did not cause any distractions Total Score

____ / 2

____ / 10 9-10 7-8 5-6 3-4 0-2

= Excellent = Good = Satisfactory = Needs Improvement = Unsatisfactory


Learning Environment


Context Statement Type of Artifact: Guided Observation #1 Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is the guided observation #1 that I completed while in Daniel Bishop’s Algebra I class at Grainger County High School through Service Learning.


Guided Observation #1 – Contextual Factors Name: David Johnson Date: Spring 2014 Course: EDUC 2300 Introduction to Education School: Grainger County High School Interview your mentoring teacher to obtain the demographics about the school. Write a response for each question in a paragraph format. 1. Record the number of males, females, and ratio of ethnicity within the classroom. Since I was in the high school level classroom they changed classes 4 times a day. On average there were 25 students in the class at any given period. Approximately 13 of those 25 were female and the remaining 12 were male. Most of the students were of white ethnicity although there were 1-2 Hispanics and 1 African American student mixed into the 4 classes. 2. What are the developmental levels of the students within the classroom you are observing? All of the classes that I observed were the low level, at-risk type students. There were a few however that were excelling in their academics in these classes as well. For the most part students were in these classes because they had failed the previous year’s math class and had to have year-long math to try and get them back up to speed. 3. How is the instruction modified to meet the diverse needs of the students? The teacher tries to group the low achieving students with their high achieving to try and help them get back on track. They allow the students to work in small groups in case there is someone who is struggling with a concept. The teacher tries to arrange one on one time for those students who need it the most in order to keep their grades up. 4. Research the school and the Tennessee State Government web site to obtain information about the school community, school report card, and school population. Grainger County is a Title I school district with a large percentage of their school’s population being on free and reduced lunch. There were 897 students enrolled in courses at Grainger County High School in 2012. Of these 450 were female and 447 were male. The Algebra I end of course test scores were below the benchmark for the proficient and advanced categories. However, in the English II End of Course tests, Grainger scored above the benchmark. The ACT scores of students attending Grainger County High School were on average an 18.5 but on the 11th grade writing assessment the students averaged a higher grade than the state average.


5. What are the specialized programs/activities found within the school that would assist special needs children, those who need enrichment activities, or remediation? List the specific programs that are available. At the high school the students with special needs have the availability of a resource room, two special education rooms, and multiple tutors and teachers aids to assist them in having the best education possible. There is after school tutors available to students who need enrichment and they also offer full year courses in the subjects that students usually need remediation in.


Context Statement Type of Artifact: Guided Observation #2 Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is the guided observation #2 that I completed while in Daniel Bishop’s Algebra I class at Grainger County High School through Service Learning.


Guided Observation #2 – Physical Arrangement Name: David Johnson Date: Spring 2014 Course: EDUC 2300 Introduction to Education School: Grainger High School Instructions for the Observer: First, draw a map of the classroom you are observing, including seating arrangements, placement of furniture, computers, telephone, and other equipment. Give a brief critique of the effectiveness and use of: technology, lighting, traffic patterns, instructional displays, management, and motivational elements. Then design your own perfect classroom 1. Draw classroom map:

2. Effectiveness of: a) Technology: My mentor teacher has an Elmo projector and a projection screen in the front of the classroom that he uses with every lesson and class discussion to work through problems together. He also has an ipad that he uses to face time in a student that is still in 8th grade but tested high enough to enroll in a high school course. He makes full use of all the technology he has available to him. He uses it effectively to try and give the students the best education possible.


b) Traffic Patterns: The traffic patterns for the students can be a little complicated as the pods of desks are scattered in the walkway and to get anywhere in the room they have to walk through a maze of desks. This is set up like this so that the students may work in groups but it also has the effect of making the students pathways cluttered with backpacks and purses.

c) Instructional Displays: The mentor teacher only has one bulletin board and he uses it for a word wall. As he is discussing a new concept or theorem the student can write down an important vocabulary word or name of the theorem and gain extra credit. He only allows students so many of these per semester to keep one student from getting all the extra credit. This is used to help students remember the multiple theorems and postulates learned in an Algebra class.

d) Classroom Management: At the beginning of every class the teacher expects the students to be in their appropriate desk and to be working on their warm up problem. At the end of class, the students set in their seats and keep the talking to the lowest level possible and wait for the bell to ring. If there is an announcement on the intercom system they are supposed to get quiet as soon as they realize that there is an announcement. If the rules are not followed then the students get a range of multiplication facts to write before the next class meeting. I believe this is a good preventative discipline measure.

e) Motivational Elements: My mentor teacher just gives praise to the students who are performing well on tests or homework assignments. Some extra credit is given to the students who take advantage of the word wall but other than that there is not a reward system in place. The teacher refrains from using negative reinforcement in the classroom and instead insists the work be done anyways. However, the students will try to start trouble to try and get out of work by laughing at a peer who is acting out or other disruptive behavior. The teacher handles this as well as can be expected and does his best to keep discipline in his class.

1. Draw your perfect classroom:


Context Statement Type of Artifact: Guided Observation #3 Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is observation #3 that I completed in Daniel Bishop’s Algebra I class at Grainger County High School through Service Learning.


Guided Observation #3 – Paperwork Name: David Johnson Date: Spring 2014 Course: EDUC 2300 Introduction to Education School: Grainger County High School 1. How do students seem to have been instructed to head papers? At the beginning of the year the students were instructed to write their name, date, and class period at the top of each paper they hand in. This helps the teacher keep track of papers and cut down on the clutter of their desk. They keep some of the papers in a binder and turn it in regularly to be graded by the teacher. This is a great way, I think, of handling their daily work assignments and any homework assignments. 2. What policies exist for students for handling incomplete work, late work, makeup work, and missing work? I assisted the teacher in grading some work and if it was a class assignment that was to be done in class and the students just ran out of time the teacher did not count off. However, if it was homework that the student just did not complete it received a grade of a 50. Late work is not accepted unless accompanied by a Doctor’s excuse or excuse from the Principal. Make up work is to be completed during a homeroom period or turned in 5 days from the time you received it. When the notebooks are graded, if the student has missing work they get points deducted from their grade. I think this is a very fair system because the students are made aware of these procedures at the beginning of the semester. 3. How are students instructed to submit completed work or turn in graded assignments? All papers regardless of type (Homework, classwork, tests, quizzes, etc.) are to be placed in a binder. The teacher keeps a list of what he has previously graded and this prevents him from grading something twice. All the other papers get graded when the students hand in their binders. This is a very effective way of handling graded and non-graded work.


Professional Growth


Context Statement Type of Artifact: STEA Membership Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my welcome letter for joining STEA.


Context Statement Type of Artifact: STEA Conference Certificate Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is the certificate I received for attending the STEA conference in Nashville, Tennessee.


Communication


Context Statement Type of Artifact: Letter to Parents Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is a letter to the parents of the students in the class where I did my service learning.


March 21, 2014

Dear Parents, I am David Johnson from Walters State Community College. I am beginning a service learning project for one of my education courses that requires me to spend at least 18 hours of in class time with your child and Mr. Bishop. I am very anxious and excited for this privilege to work with such a talented group of young adults. I know that it will help me build a strong foundation to rely on some day when I have my own class.

Thank you, David Johnson David Johnson


Context Statement Type of Artifact: PBL Project Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is the PBL project we did in my EDUC 2300 Introduction to Education class.


Section Three: Professional Evaluation


Context Statement Type of Artifact: Field Placement Journals Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: These are my journal entries that I wrote while completing my service learning hours at Grainger County High School for my EDUC 2300 Introduction to Education class.


Vision for the Future Here is what I want to accomplish this year: Education: My educational goals for this year are to graduate from Walters State Community College and to then carry out my education further at East Tennessee State University. This will be the next step in my journey to becoming a teacher. Career: This year I would like to try and get my foot in the door at a local school and let them know that I will soon be graduating and looking for a job as a teacher. I want to try and have some doors open before I get ready to graduate so that I may feel better prepared and ready to step right into the workforce. Family and Friends: This year I want to spend more time with my family and friends than I have in the past. This semester has been a bit of a grind and I would like to take some time off and enjoy it with my family and friends. Involvement and Service to My Community: This year I have a goal of becoming more active in my community. I would like to volunteer more to assist my community in any way possible and become very active in both local and State legislature on education. Personal Growth: I would like to see myself grow into more of a professional this year. I want to become more mature and responsible in preparation of my future in education.


Service Learning Project

Name: David Johnson Course Title: EDUC 2300 Introduction to Education Date: April 30, 2014 Agency Name: Grainger County High School Agency’s Mission Statement/ Grades Served/ Community Needs: The mission of the Grainger County School District is to meet the academic, cultural, social, and individual needs of students in order to prepare them to make a meaningful contribution to a democratic society. The Board of Education believes that the District mission can be best achieved through the uniform application of a standard of higher expectations in all areas for students, district employees, and parents of students. I will be setting in a sophomore level Algebra class observing the teacher and student interactions. My community needs more students to be prepared for studies at an institution of higher education. Prologue: What do you expect to get from your service learning experience (i.e., how will this experience help YOU develop)? How will it impact your learning and link to class materials? How do you think the students and staff will perceive you? What goals do you have for the semester’s Service Learning experience? What fears do you have (if any) about service learning?

I expect to get a deeper insight of the inner most workings of the high school algebra class at the school. I would really like to see how our class topics are integrated into real life situations. I think that this Service Learning will impact me as a future educator because it will help me become better prepared for my career as a Math teacher someday. I feel like I should see a lot of our class content being put to good use in the classroom setting. My goals are to see how lessons can be adapted to fit each child the best and to get some extra teaching strategies to implement someday in a class of my own. My biggest fear is that the students will not be accepting of me or that my presence will throw them off their normal schedule which may negatively affect their learning experience.


Journal Entry #1

First Agency Visit: (Overview of Events) I met with Mr. Briscoe, the Principal of Grainger County High School, to discuss my service learning project that I have to complete for one of my education classes here at Walters State. We sat down and filled out my paperwork and, since I am a former Grainger County student, we discussed my future plans and the possibility of job openings. We then went to find my mentor teacher for this semester, Mr. Daniel Bishop. I attended this school but being here in this context made me quite nervous. Mr. Bishop was very understanding of my nervousness and helped put me at ease by stating that things had not changed that much. I left feeling very excited to return and begin my service learning.

ABCs of Reflections Affect: I have completed service learning at this establishment before so meeting the principal was not one of my biggest concerns. I did worry about how some of the new staff would react to my presence. However, my worries were in vain because all of the staff I met seemed very happy that I had chosen their school to do my service learning project. The teacher did not feel threatened by my presence and actually offered to let me teach a lesson or two during my visits. This filled me with confidence and I am now very excited to begin. Behavior: I feel that my actions this week accomplished much more than I thought they would. My meeting with the Principal went smoothly and my mentor teacher accepted me right away. I was nervous to begin with but together they both soon had my mind at ease and I feel like I left a good first impression. Cognition/Content: When I first stepped into my mentor teacher’s classroom I could tell he was a very organized person. Everything had a place and everything was in its’ place. This is essential, from what we discussed in class, to being a successful teacher. I am looking forward to starting my service learning in this class!


Journal Entry #2 Overview of events: This was my first in class visit and the first time that Mr. Bishop’s students had seen me. It was obvious that we were all just as nervous as the other. Mr. Bishop sensed this and took over by introducing me and telling the class why I was there. After he introduced me I wandered back to the back out of the way so that I could observe without being a disruption.

Affect: The main goal of today’s visit was to allow both myself and the students to meet and for me to observe their normal routines. I felt it was necessary for me to get out of the way so that Mr. Bishop would not be hindered by my presence. Also, I did not want to make the students nervous by trying to walk around the room and assist them when they did not even really know my name yet. Behavior: My actions this time were commendable. I feel like the students need to accept me in their own time and not be forced to accept me while not knowing me. I was just there to observe today but I feel like I have gained knowledge on how I want to arrange my class and how I will try to be the most help to both Mr. Bishop and his students. Cognition/Content: We have discussed classroom traffic patterns and organization in my education class and I feel like there are some improvements I would make to this classroom. I would have the desks in small pods in the general shape of a U around one central desk. This would allow me to see all students and be easily accessible from all parts of the room.


Journal Entry #3 Overview of events: Today is my last visit to the class. I have completed my service learning and I am bidding the students farewell. I have enjoyed this service learning and all of the students have accepted me and I have been able to help prepare them for the end of course test. It is an emotional farewell on all parts.

Affect: This visit was the completion of my project and I am sad that it is over so soon. I have learned a lot from these students and I feel that they have learned some from me as well. We were nervous to begin with but we worked through it together and today I was talking freely to any student in class. I will miss these students and I realize that this is how teachers feel every semester or year that they get different students because their old ones are moving on. Behavior: I think my behavior today was a large improvement from the first in class visit. I walked around helping students and even taught a small portion of the lesson for the teacher. It made a huge impact on my professional growth and the students were very cooperative and understanding of any mistakes I made on my first lesson. This has been the best service learning experience I have had so far. Cognition/Content: In class we have discussed “cycling� teachers. This is when one teacher stays with the same group of students all through their elementary or high school grade levels. I think that could be good for teachers and students due to the strong bonds that they create throughout the semester or year. However, it would be bad because the teacher would constantly be teaching different content and the students would not be exposed to as many different teaching styles if they had only one teacher that followed them through school.


Epilogue: Reflect on your semester’s service learning experience.

This service learning has been the best so far. I have completed three of these projects while here at Walters State and this by far has taught me more and given me more experience than all the others. I saw many of our in class topics put to use in the real world and gained many teaching tools and strategies to help me in the future. Revisit the prologue. Have your expectations been met? All of my expectations have been met. I was able to see the theories and ideas from our education class put to the test and see the results of that. I also gained better knowledge of the ways a classroom is managed and gained several tools and strategies to make my transition into a classroom much smoother. How have you been surprised, delighted, or dismayed by the experience? Give specific examples. One day I stepped into the classroom and Mr. Bishop looked at me and asked how I would like to teach that day. I thought he was jesting but in actuality he was serious. I was apprehensive at first and was not going to do it. However, I took advantage of the opportunity presented to me and was delighted by the end of the lesson. Not simply because I had taught a lesson for the first time, but because the students seemed so eager to learn and to be attentive to me. How could this experience be improved? I feel like this experience was as close as I could be to being a real teacher at this point. I was immersed in all the classroom duties of a teacher (grading, teaching, discipline, etc.), and I feel that as a student who wishes to be a teacher someday, this was the best experience yet. I feel well prepared for my future as an educator.


VISION FOR MY FUTURE Here is what I want to accomplish in the next five years: Education: In the next five years I hope to have completed my education for a Bachelor’s degree in Math with a focus in Secondary Education. I would also like to go ahead and get my Masters courses so that I could possibly teach college someday. Career: I hope to have secured a job at Grainger County High School as an advanced Math teacher. Family and Friends: I would like to have started a family of my own after graduating and I would like to be able to spend my summers and holidays with family and friends. Involvement and Service to My Community: My goal is to be a teacher to serve my community within the next five years. I would like to be more involved in volunteer work and to be there for anything my community needs. Personal Growth: In five years, I would hope to be a fully mature adult and one of the best Math teachers at Grainger County High School.


REFLECTIONS Here are the Knowledge and Skills that I have acquired as a direct result of taking part in this Service Learning project: I have seen how discipline can be properly enforced to maintain any disruptive behavior. I have learned more about pacing and classroom organization as a larger part of classroom management. I have also witnessed how a student’s attitude directly reflects the attitude of the teacher more often than not. All of these are skills that I will remember to help me in my own classroom someday. Here is how this Service Learning project ties in with my EDUC 2300 Introduction to Education class: This service learning gave me real world experience with pacing, classroom set up, traffic patterns, and organization skills we have been discussing in my education class. My Contribution to the Community I have devoted 21 hours to my Service Learning project. Here are four lasting experiences that are an outcome of my Service Learning project: 1. One lasting experience that I gained from my service learning project was taking part in teaching a lesson to a classroom of students. It was an enlightening experience and one I will remember for the rest of my life. 2. Another memorable experience from this service learning was that moment when the students began to open up and accept my assistance and accepted me as an authority figure in the classroom. 3. The third lasting experience that I gained was when my number one critic in the classroom asked me for help and after that moment she accepted me and allowed me to help her from that point on. 4. The fourth lasting experience I gained from my service learning is when I sat in a Biology class and actually helped the teacher integrate his iPad into his lesson. He enjoyed learning from me and I enjoyed helping him.


Context Statement Type of Artifact: Field Placement Journals Date: Spring 2014 Courses: EDUC 2010 Psychology of Human Development for Teachers Description: These are the field placement journals that I wrote while completing my service learning hours at Grainger County High School for my EDUC 2010 Psychology of Human Development for Teachers class. I can no longer provide these for you.


Context Statement Type of Artifact: Field Placement Journals Date: Spring 2014 Courses: SPED 2010 Introduction to Special Education Description: These are the field placement journals that I wrote while completing my service learning hours at Grainger County High School for my SPED 2010 Introduction to Special Education class.


Service Learning Reflective Journal David Johnson SPED 2010 Introduction to Special Education April 7, 2014


Prologue David Johnson SPED 2010 Introduction to Special Education Grainger High School Mission Statement: The mission of the Grainger County School District is to meet the academic, cultural, social, and individual needs of students in order to prepare them to make a meaningful contribution to a democratic society. The Board of Education believes that the District mission can be best achieved through the uniform application of a standard of higher expectations in all areas for students, district employees, and parents of students. Grainger High School is a rural, close-knit, community school. It is relatively small with only about 900 – 1000 students. There is a large staff which keeps the student to teacher ratio as low as can be. The normal classroom is about 20-25 students per teacher. It is considered a Title I school with most of the student population on free or reduced lunch. Since it is a High School I will be serving grades 9-12 at this agency.

Prologue Narrative: I expect to get a deeper insight of the inner most workings of the Special Education department at the school. I would really like to see how our class topics are integrated into real life situations. I think that this Service Learning will impact me as a future educator because it will help me become better prepared for my career as a Math teacher someday. I feel like I should see a lot of our class content being put to good use in the classroom setting. My goals are to see how lessons can be adapted to fit each child the best and to get some extra teaching strategies to implement someday in a class of my own. My biggest fear is that the students will not be accepting of me or that my presence will throw them off their normal schedule which may negatively affect their learning experience.


David Johnson March 12, 2014 Time: 8:15 am - 3:15 pm Grade/subject observed: 9th-12th Grade Overview: Today was my first day of observing this classroom filled with children who have special needs. This is not a General Education classroom. It is more of a resource room that the students spend most of their time with peers who also have a disability. Since today was my first day, I simply observed the daily routine. I also observed the teacher and student interaction to try and gain a feel for how to treat each student and how to avoid causing any problems. I did cause a problem however just by being there. One student likes for things to be ordinary and very regular. His schedule and even the staff working with him needs to be the same for him to function at his highest potential. I was not normally there so it threw his routine off and it caused a situation. They asked if I could go help another aid instead and that solved the problem. Reflection: Affect: This trip to service learning opened my eyes to what it is like to face a student with a disability day in and day out. This student could not function as he regularly would because I was present and he did not know me. We all do this when someone new comes to visit or observe we all are shy until we get to know them. I suppose that this incident showed me that there really isn’t anything different between me and the student with a disability except the way that a stimulant affects us and our reaction to it. Behavior: Overall the behavior of the students was well. The staff are very open and willing to help me and my main focus is to be a help to them as well. I feel like they could have warned me about the student who thrives on regularity of schedule etc., instead of allowing me to cause an issue like I did today. In the future I will try to stay away from this student unless he approaches me on his own to show me that he is okay with me being at the school. Content: We have been discussing how certain disorders make the students want everything to be lined out the same way every time. They function best, as we all do, when there is a set routine. And when this routine is disrupted they struggle to function as well. I received first-hand experience on this topic this week and hopefully have learned some strategies to help avoid it.


David Johnson March 21, 2014 Time: 10:15 am – 3:15 pm Grade/subject observed: 9th-12th Overview: Today we took the students shopping at a local market. The owner of the market is very helpful and allows us to bring all 40 students to go shopping twice a month. The students are put in charge of buying supplies for their own fundraisers (Selling homemade cookies and drinks). The students have to comprise a list of the things they need and how much they need of each supply. Then they look at the local advertisement in the paper to see if there are any coupons for their supplies. After we arrived at the market I helped the students locate their allotted supplies if they needed assistance. After they found what they were looking for they each had to estimate a price and report it back to one of the assistants who would let them count out the necessary amount and pay the cashier. Reflection: Affect: This allowed me to see what some of the real struggles are for people with a disability. Things that I take for granted can be like the worst math exam ever to some. It also allowed me to see the wonderful expression on their face when they realized that they had completed this task on their own. A look of pride and happiness would spread across all of their faces. That is a look I will not soon forget. Behavior: I feel like the teachers and aids did a wonderful job. They used a simple everyday task to incorporate reading, writing, and math skills all into one lesson. As well as a small taste of research while looking for the coupons. The students loved shopping day and it’s a wonderful teaching strategy for the entire class as it teaches essential functional skills to each student. Content: In class we received a lesson on functional skills and how difficult they can be to achieve for someone with a learning disability or other disability. I have now seen first-hand the struggles involved in learning these skills and in teaching them. I feel like the teachers who are mentoring me have the best way of working on this skill set.


David Johnson April 4, 2014 Time: 9:15 am – 3:15 pm Grade/subject observed: 9th-12th Overview: This was my last visit to the service learning room. The students were told that it was my last day there and it was really emotional from all of us. I have not been in there lives for a long period of time but I feel like we have grown closer through our experiences. As I was preparing to leave today, the student who had an incident with me being there on the first visit came to hug me as I left. I felt like this was his way of accepting me and also showing me the bond that has formed between us. It was like this with all 40 students and they have told me I am welcome to come visit anytime I would like to. This was the most emotional farewell I think I have ever experienced. Reflection: Affect: As I stated in the overview, this was an emotional day for me. The staff and students all were wishing me luck in my studies, thanking me for all my help, telling me how much they would be missing me, and that they knew I would be a marvelous teacher someday. This has touched me in ways that I cannot explain. It has also strengthened my belief that there is no major difference between me and someone with a disability. We all make emotional connections that will last for a long time with those that we grow fond of. This was the best experience of service learning I have ever had. Behavior: There were no behavior problems from the students today and the staff were more open to me than when I first arrived. The principal stopped me in the hall to thank me for choosing their school and to tell me he hoped to hire me as soon as I graduated. I informed him I was a Math major and wanted to teach math and he said that was the best news he had heard all day. Knowing that he had a future educator that would be able to include students with disabilities made him very excited and anxious. I look forward to what the future holds for me and this agency. Content: We have not really covered anything in class to cover what has stuck out to me the most of today’s visit. Except that people with disabilities are really no different than we are. It’s just that


their processes or functions may be slowed or affected some other way. This has been a main point that has stuck with me throughout this service learning project and I know I will be a better teacher for it someday.


Epilogue: On my first visit one of my biggest fears became a reality. A student was thrown off by my presence and therefore I caused a minor incident. I feel like I have gotten to see ways that a lesson plan can be adapted to fit each child the best way and that I have gained a better understanding of ways to help children with special needs in my classroom someday. I definitely feel more prepared to include all students in my general education class than I was before. I witnessed the close relationship that is formed between teacher and student and how a lot of the process of gaining a new student with disabilities is carried out. I have learned a lot and I know it will help me to be the best teacher I can be someday.

I have completed _18_ hours of Service Learning. Here are four lasting experiences that are an outcome of my Service Learning project: 1. Students with disabilities are not really different from everyone else. 2. You can’t expect a student to be fully trusting and open with you the first time they meet you. 3. There is an emotional side to teaching that some don’t know how to deal with. 4. Most teachers fear inclusion children simply because they do not understand them.


Context Statement Type of Artifact: Field Evaluations Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: These are the evaluations that my mentor teacher at Grainger County High School filled out after my service learning hours were completed.


Context Statement Type of Artifact: Field Evaluations Date: Spring 2014 Courses: EDUC 2010 Psychology of Human Development for Teachers Description: This is the evaluation filled out by my mentor teacher after completion of my service learning hours at Grainger County High School for my EDUC 2010 Psychology of Human Development for Teachers class. I can no longer provide these for you.


Context Statement Type of Artifact: Field Evaluations Date: Spring 2014 Courses: SPED 2010 Introduction to Special Education Description: This is the evaluation filled out by my mentor teacher after completion of my service learning hours at Grainger County High School for my SPED 2010 Introduction to Special Education class.


Context Statement Type of Artifact: Timesheets Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my timesheet documenting my hours of service learning completed at Grainger County High School for my EDUC 2300 Introduction to Education class.


Context Statement Type of Artifact: Timesheets Date: Spring 2014 Courses: EDUC 2010 Psychology of Human Development for Teachers Description: This is my timesheet documenting my service learning hours at Grainger County High School for my EDUC 2010 Psychology of Human Development for Teachers class. I can no longer provide these for you.


Context Statement Type of Artifact: Timesheet Date: Spring 2014 Courses: SPED 2010 Introduction to Special Education Description: This is my timesheet documenting my service learning hours I completed at Grainger County High School for my SPED 2010 Introduction to Special Education class.


CONCLUDING REFLECTION Thank you for taking time out of your busy schedule to look over my portfolio. My hope is that it has shown you the talents, tools, and skills I have acquired that will help me to become an effective teacher someday. I am excited to begin my journey and look forward to the challenge it will present me. My goal is to teach any student whatever it is that they did not know prior to meeting me.


Portfolio educ 2300 completed  

My completed Education Portfolio

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