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Initial Level The Developmental Teaching Portfolio

Tara Amber Stanley


Initial Level The Developmental Teaching Portfolio

Tara Amber Stanley Elementary 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 #4 – General Problems Professional Growth: STEA Membership Praxis 1 Workshop Communication: Letter to my future students PBL Projects SECTION THREE: PROFESSIONAL EVALUATION Field Placement Journals Field Placement Evaluations Timesheets Concluding Reflection


SECTION ONE: BACKGROUND INFORMATION


Introduction

My name is Tara Stanley. I am currently working on two major areas of focus, education and music. I will graduate from Walters State and receive an Associate of Science in Teaching, in the Spring semester of 2014. I then plan to continue my education towards receiving a Bachelors of Science in Teaching K-6, through the ETSU Cohort, 2+2 Program. I should receive that degree and graduate in the Spring semester of 2016. Additionally, I will be dually enrolled with Walters State in efforts to also obtain an Associate of Arts in Music Education. I have a tremendous passion for children and music and I am thrilled to become a teacher. The following is my Developmental Teaching Portfolio. It includes relics that I have developed during my educational journey, while undergoing the curriculum of the A.S.T. degree. This portfolio shows an inside look at my heart as a teacher. It is by no means complete or to be considered an exact mirror of my teaching style. In fact, it is a living testament which will continue to grow, develop and change as I further my own education. As a result, I plan to use this portfolio as a resource in my classroom and an aid as needed. I am elated as I continue this journey and I am excited to share it with you.


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


Tara Amber Stanley 1160 Barker Drive White Pine, TN 37890 (423)534-6563 / JakeandTaraS@yahoo.com Professional Objective: To inspire, teach, and instill hope within our public school system. Education: 2014-2016

Bachelors of Science in Teaching K-8 East Tennessee University

2012-2015

Associate of Arts in Music Education Walters State Community College

2012-2014

Associate of Science in Teaching K-6 Walters State Community College

1999-2003

High School Diploma, Virginia High School

Honors and Awards: Spring 2014 Awarded Who’s Who Among Students in American Universities & Colleges Spring 2014

Summa Cum Laude

Fall

2013

PHI THETA KAPPA, Honors Society

Fall

2013

Walters State President’s List

Spring 2013

Walters State President’s List

Fall

Walters State Dean’s List

2012

Spring 2011

European Concert Tour with ETSU Chorale

Spring 2010

ETSU Deans List


Related Educational Experience/Professional Experience: Spring 2014 Work Study, Union Heights Elementary School Third grade Spring 2014

Service Learning, Union Heights Elementary School Third grade

Fall

Service Learning, Union Heights Elementary School Fourth grade

2013

Spring 2010

Using Information Technology

College Related Professional/Academic/Service Activities: 2013-2014 PHI THETA KAPPA member 2013-2014

STEA Member

Additional Work Related Experience: Spring 2014 Work Study Program, Walters State Community College Union Heights Elementary School student mentor/teacher aid Nov. 2013Ongoing

Freedom Fellowship Church Children’s Choir Director

March 2013- Freedom Fellowship Church Ongoing Assistant Music Director Dec. 2012Ongoing

Freedom Fellowship Church Praise Band Vocalist

Sept. 2012Ongoing

Freedom Fellowship Church Student Worship Leader

May 2010-13 Cracker Barrel Old Country Store Retail/ Server 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 wrote in EDUC 2300 Introduction to Education class.


My Philosophy of Education Over time, the demands and expectations of teachers have evolved. However, there are main attributes of teaching that will always remain the same. Whether a teacher is effective in the classroom, or not, is a timeless concern for every parent, school, district, state, and community. Quality education and efforts of improving curriculum are constantly measured under microscope. Teachers are being judged for every lesson, decision, student progression, and assessment given. Consequently, there has never been a more critical time than now to develop our own philosophies for the classroom. Thus, I believe the three main attributes of an effective teacher are: having vision, being a leader, and creativity. As a teacher, I feel it is important to know who I am, what I believe, what my purpose is, what I am trying to achieve, and where I am going. The answers to those questions lie within my vision or perspective. Like the chicken and egg analogy, one may wonder, which came first: philosophy or vision. Some might say that their vision is the foundation of their philosophy. Others might argue that their philosophy houses their vision. I like to think they are both coequal and correlated. By fully embracing both, I not only have a clear understanding of my goals but better discipline in my classroom. I am able to see past the surface and dive into higher levels of teaching. Lastly, another characteristic of vision is hindsight. In having a clear perspective on where I am going, I can learn from my


past experiences. It will teach me what I need to do and/or change to determine my future and reach my ultimate destination. Therefore, vision is the groundwork for my personal teaching effectiveness. It is often said there are too many chiefs and not enough Indians. I believe this statement stems from the misunderstanding of efficient leadership. I have learned that before you can be a good leader, you must learn to be a good follower. Unfortunately, most chiefs didn’t learn to be Indians first and that is where the problem remains. If every leader was conscientious of what being a follower meant, then the number of leaders would be irrelevant. Every leader would be flexible enough to adapt and modify, as needed. As a result, I believe that every teacher should be a genuine reflection of true leadership. They should also be a role model for their students. In my opinion, mentoring is essential in productive teaching. By being a mentor or advisor, a trust is established between the student and teacher. Additionally, a reverence and respect is formed as well. We live in a time where there is less and less regard for authority. While I realize that this starts at home, I am also aware that this quality is nurtured at school. If I can create a bond of confidence by treating every student as an apprentice, then my opinion and teaching strategy is not only valued and treasured but learned. From my own experience, these types of leaders are who I have learned the most from. Teachers who understand the true meaning of leadership are undoubtedly effective.


Students and teachers are tired. The bar has been raised. State expectations are high and kids are not dumb. They are aware of the tasks set before them. They are also aware of how difficult and advanced each task is. Power points, books, lectures, and outlines are old and outdated. In a world of lights, color, and possibility, traditional, “old-school” becomes boring. Today’s students are stuck in a never-ending scene of Charlie Brown’s classroom with his monotone teacher. As a result, students do not have a desire to learn, embrace, explore, or are able to retain the new standards and core values expected of them. I don’t like for a student to sleep in my classroom. It is disrespectful. Therefore, who am I to disrespect my students by sleeping through a culture change? Wake up teachers!! We are losing the attention of our students. Which leads me to what I believe is the third and final attribute of effective teaching: creativity. I know that it is imperative to find fresh, appealing, stimulating, intriguing, and lively alternatives for the delivery of my lessons and assessments. If you are one who believes that the state has stolen your right to govern the creativity in your classroom; then you have been deceived. While the state may dictate what I teach, they do not micromanage how I each and deliver the information to my students. I must embrace technology, accept that the culture has changed, and become familiar with my competitors. I have heard it said to keep my friends close but my enemies closer. It’s time to take this to heart and realize that I have many rivals stealing the


attention of my students. It is my job to outsmart the opposition. I have a responsibility to inspire, and a promise of excellence, to my community. I must be effective and creative in my methods and reinvent my outlook. If I refuse, then I risk losing my students, all together, to a much more interesting and vibrant world. Fundamentally speaking, I will have failed. According to my philosophy, failure is not an option. I must be creative. As I look around the world of education, I am faced with more and more darkness. Students are scared. Some are tired of the demands that face them. Others are so absorbed by outside distractions that they have completely lost their ability to focus. I must do whatever I can to ward off the daily struggles in our culture, classroom, and other surroundings. I must be a fighter and advocate for our students’ minds. Respectively, I must be an authentic, true leader, who is creative and has a clear and unclouded vision. If I am able to do this, then I will be a light in that darkness. I will have fulfilled my purpose. I will have been an effective teacher.


Context Statement Type of Artifact: Program of Study Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is a copy of the approved program of study in teacher preparation for K-6 through East Tennessee State University College of Education.


Context Statement Type of Artifact: Transcript Date: Spring 2010- Spring 2014 Courses: All Courses Description: This is an unofficial copy of my current transcript.


Context Statement Type of Artifact: Praxis I Date: Fall 2013 Courses: All Courses Description: This is a copy of my Praxis I 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: Tara Stanley Date: Spring 2014 Class: AP American History Semester: Spring Bloom’s Taxonomy Activity 1. Targeted grade level: Eleventh grade 2. Subject area: History 3. Specific content to be taught: Slavery 4. Questions: a. Remembering 1. How would you describe treatment of slaves in the South? 2. Can you list the five compromises made through the Compromise of 1850? 3. What is State’s Rights? b. Understanding 1. How would you compare and contrast the industrialization of the North vs. that of the South? 2. How would you interpret the reaction to the raid at Harper’s Ferry? 3. Explain the mission of the American Colonization Society. c. Applying 1. How would you solve slavery using what you have learned? 2. What questions would you ask in an interview with Harriet Beecher Stowe? 3. Identify the approach of the North and the approach of the South in respect to slavery. d. Analyzing 1. Why do you think the South defended the use of slavery? 2. What is the function of the Missouri Compromise? 3. What ideas justify “The White Man’s Burden”? e. Evaluating 1. Can you assess the value or importance of slavery to the South? 2. What choices would you have made if you had been a slave, would you have followed the Drinking Gourd? 3. What is your opinion of Thomas Jefferson’s view of slavery? f. Creating 1. Can you elaborate on the reason that slaves were counted as three-fifths of a person? 2. What could be done to minimize the backlash in the South over the attempts to abolish slavery? 3. Elaborate on the decision of the Dred Scott Case.


Context Statement Type of Artifact: Lesson Plan Assignment Date: Spring, 2014 Courses: EDUC 2300 Introduction to Education Description: This is the Lesson Plan for Blooms Taxonomy that we did in my EDUC 2300 Introduction to Education class.


Name: Tara Stanley Title of Lesson: Oral Presentation Grade: 11th Grade Date: Spring 2014

Materials Needed:  Computer  Group members  Research on information regarding the issue of slavery Goals:  The students will develop higher level thinking skills revolving around the issue of slavery.  The students will need to break out of their comfort zones and develop proper communication skills.  The students will establish a strong connection of camaraderie between peers.  The students will fully understand the struggles and successes of teamwork and problem based learning. Objectives:  The students will be divided into two groups. One of these groups will be representing the viewpoint of Northern States and the other representing the viewpoint of the Southern States.  The students will use information and research they have obtained, from previous lessons regarding slavery, to debate their group’s viewpoints.  The students will also find an appropriate video that is relevant to the content they are discussing in their portion of the debate.  The students will develop and use appropriate vocabulary terms, from the time of slavery, during their presentation. This will show that they are thoroughly knowledgeable of the topic.  The students will complete a Summative Assessment by writing an essay regarding what they have learned, from the experience.


Instructional Procedures:  The instructions for the oral presentation will be typed out and given to each student personally or delivered to them electronically.  Additionally, there will be a short explanation lecture of what is required for the oral presentation.  Research methods and tactics will be suggested during the short lecture explanation.  Lastly, this assignment is not geared towards what they teacher can spoon feed a student. Rather, it is intended to see what a student can absorb, apply, and debate by utilizing their own research methods. Questions:  (See Bloom’s Taxonomy assignment) Closure:  A verdict will be made by a panel or mock jury, based on which group best debated their viewpoints of slavery.  After the students have completed the presentation they will be able to attend a virtual field trip, civil war day, and/or listen to a special speaker whose direct ancestors were directly impacted by slavery. This is solely dependent upon the funding, travel policies, and regulations of the school.  The students will turn in their Summative Assessment Essay by the next class period. Adaptations to meet Individual Needs:  If a student does not have a computer then they will be given time to research in the library.  If a student chooses to use a video source from a platform other than a computer, then the appropriate recovery/display device will be provided.  Any additional adaptations that are needed will be made to assist a student’s needs, on a case by case basis. Evaluation Assessment:  See attached rubric


ACTUAL TEACHING: ASSESMENT AND EVALUATION


Context Statement Type of Artifact: Rubric Date: Spring, 2014 Courses: EDUC 2300 Introduction to Education Description: This is Rubric created for the Oral Presentation lesson plan, on slavery. It was created in EDUC 2300, Introduction to Education.


Oral Presentation Rubric CATEGORY Comprehension ____/ (10)pts

Enthusiasm ____/ (10)pts

Preparedness ____/ (10)pts

Evaluates Peers ____/ (10)pts

Listens to Other Presentations

10-8

7-5

4-2

1-0

Student is able to accurately answer almost all questions posed by classmates about the topic.

Student is able to accurately answer most questions posed by classmates about the topic.

Student is able to accurately answer a few questions posed by classmates about the topic.

Student is unable to accurately answer questions posed by classmates about the topic.

Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented.

Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is Student does not somewhat prepared, seem at all prepared but it is clear that to present. rehearsal was lacking.

Fills out peer evaluation completely and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).

Fills out almost all of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).

Fills out most of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).

Fills out most of the peer evaluation but scoring appears to be biased.

Listens intently. Listens intently but Does not make has one distracting distracting noises or noise or movement. movements.

Sometimes does not appear to be listening but is not distracting.

Sometimes does not appear to be listening and has distracting noises or movements.

Speaks clearly and distinctly all (10095%) the time, and mispronounces no words.

Speaks clearly and distinctly all (10095%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 9485%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.

Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.

Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.

Uses several (5 or more) words or phrases that are not understood by the audience.

____/ (10)pts Speaks Clearly ____/ (10)pts

Vocabulary ____/ (10)pts


Uses Complete Sentences

Always (99-100% of Mostly (80-98%) time) speaks in speaks in complete complete sentences. sentences.

Sometimes (70Rarely speaks in 80%) speaks in complete sentences. complete sentences.

Stays on topic all (100%) of the time.

Stays on topic most (99-90%) of the time.

Stays on topic some It was hard to tell (89%-75%) of the what the topic was. time.

Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.

Stands up straight and establishes eye contact with everyone in the room during the presentation.

Sometimes stands up straight and establishes eye contact.

____/ (10)pts Stays on Topic ____/ (10)pts

Posture and Eye Contact ____/ (10)pts

Content ____/ (10)pts

Shows a full Shows a good Shows a good understanding of the understanding of the understanding of topic. topic. parts of the topic.

95-110= Excellent 85-94= Good 75-84= Satisfactory 65-74= Needs Improvement 0-64= Unsatisfactory

Slouches and/or does not look at people during the presentation.

Does not seem to understand the topic very well.


LEARNING ENVIRONMENT


Context Statement Type of Artifact: Guided Observation #1 Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is an in-class observation that I obtained while completing my service learning hours for EDUC 2300 Introduction to Education.


Guided Observation #1 – Contextual Factors

Name: Tara Stanley Date: Spring 2014 Course: EDUC 2300 Introduction to Education School: Union Heights Elementary 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. 2. What are the developmental levels of the students within the classroom you are observing? 3. How is the instruction modified to meet the diverse needs of the students? 4. Research the school and the Tennessee State Government web site to obtain information about the school community, school report card, and school population. 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.

The 3rd grade class is one of diversity. The number of males in the 3rd grade classroom is seven. The number of girls is eight. There are two Hispanic children, as well. This leaves a ratio of 1:6.5 in ethnicity. The development levels in the classroom that I am observing consist of high, medium and low level learners. The students who are on an IEP receive modifications as needed. Additionally, third grade has three teachers. Therefore, each teacher is responsible for a different learning level in each subject area. This modification requires students to rotate to the class which is custom built to suit their diverse learning needs. The total school population for Union Heights is 296 students. They encourage community involvement have a PTO program called Tornado Community Connections. This program meets every month in efforts to educate parents, and families on issues such as anti-bullying, online safety and drug awareness. Additionally, there are many specialized programs that assist special needs children, those who need enrichment activities, and remediation. Some of these options include Resource, Extended Resource, and speed. Clubs and services for general education and advanced students include Thoughtful Classroom, Accelerated Reader, Accelerated Math, band, Beta Club, 4-H, Scholars Bowl Team, basketball, cheerleading, Modern Woodmen Speech, Literacy Day, Book Character Day, No Bullying Program, Spelling Bee, St. Judes Math-A-Thon, Christmas Child Program,


KAB, and Talent Show. Lastly, I was unable to find up to date information on the school’s report card. However, the third grade teacher believes that the school remains in good academic standing and makes many efforts to maintain a diverse student body.


Context Statement Type of Artifact: Guided Observation #2 Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is an in-class observation that I obtained while completing my service learning hours for EDUC 2300 Introduction to Education.


Guided Observation #2 – Physical Arrangement Name: Tara Stanley Date: Spring 2014 Course: EDUC 2300 Introduction to Education School: Union Heights Elementary 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: Union Heights Elementary School is well equipped, where technology is concerned. Every classroom has an Elmo, smart board, computers, iPads, and Macbook Airs. The students in each class are constantly utilizing these different devices, to learn and explore. The item used most often was the smart board. The students were able to interact with the smart board by the touch of their hand. For example, each student could choose their lunch and declare their attendance by clicking on the board and dragging their name to each section. Lastly, the lighting was a little harsh. It was not accommodating to the smart board. Overall, it was


remarkable to see how much technology has evolved and how it is effective in the classroom. b) Traffic Patterns: My eye was immediately drawn to the teacher’s personal space. She had a desk, computer, Elmo, filing cabinets and storage in the front right hand corner. Next, I noticed a reading rug, and library full of books, under a wall of windows. In the back right hand corner of the room, I saw two computer stations. Then, as expected, there was a full row of cubbies. The desks were spaced side by side, in the center of the room. The front of the room was home to the dry erase boards, and smart board. This room was set up in a very uniform but boring way. There was not adequate spacing between the furniture. Additionally, the reading area, computer stations, and desk area appeared to be very cramp. The room did not appear to have a natural flow and presented a distracted environment.

c) Instructional Displays: In this room there was not an inch of wall space to spare. There were displays of multiplication tables, activities, guides, and pictures everywhere. It was very busy and hard to focus attention on the essentials. The posters were relevant to classroom activities. However, they were not as effective because of how they were placed on the walls. d) Classroom Management: At the start of each day the students come in and immediately begin their morning work. There seems to be a lot of focus and readiness for the work that is before them. However, as the day goes on the students become more restless. There are more interruptions, lack of focus, and attitude problems. In order to better control the classroom; Union Heights has implemented a behavior flow chart, in each classroom. The student’s names are written on safety pins and as they are rewarded or reprimanded, they adjust their safety pin accordingly. From top to bottom the sections include: sensational student, magnificent, exceptional, ready to learn, make better choices, teacher choice, parent contact, and principal conference. This method seems to work quite well in behavior modification. I have attached a picture to show what the behavior flow chart, looks like.


e) Motivational Elements: Once a month, students who have perfect attendance receive hot cocoa and a snack, as a reward. Additionally, the students receive free time daily, upon good behavior. The free time is only altered or changed upon overall disruption or lack of focus. Also, when the students receive sensational student for a certain length of time, then they receive recognition from the principal. Also, additional praises, achievements, and birthday’s are praised and announced over the intercom every morning, during announcements. I did not notice any private rewards. 3. Draw your perfect classroom:


Context Statement Type of Artifact: Guided Observation #4 Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is an in-class observation that I obtained while completing my service learning hours for EDUC 2300 Introduction to Education.


Guided Observation #4 – General Problems

Name: Tara Stanley Date: Spring 2014 Course: EDUC 2300 Introduction to Education School: Union Heights Elementary School Guided Observation Four – General Procedures 1. What routines have been established to take attendance, deal with previously absent students, and handle tardy students? Students take their attendance by utilizing the smart board. Upon the students arrival, the lunch menu is displayed on the screen. There are generally two sections with food options and a final section showing packed lunch. Additionally, there is a word bank with each student’s name inside. Every student must place their hand on their name and move it to the section of their choice. After that is completed, the teacher then knows who is present and who is absent. Finally the teacher reports his or her attendance through the electronic teacher portal. Should a student come in late, the teacher can modify and resend their lunch request. Lastly, all make up work is placed in a folder, at the front of the room, for the students who are absent. 2. What observations can you make about transition times, i.e. changing from one activity to another? Transition times can become chaotic if not handled with care. Students are expected to rotate to and from classrooms when switching subject areas. I have noticed that a lot of valuable instruction time is lost if students do not move quickly and efficiently.


PERSONAL GROWTH


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


Context Statement Type of Artifact: PRAXIS I Workshop Itinerary Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is a copy of the PRAXIS I Workshop Itinerary, which I attended.


COMMUNICATION


Context Statement Type of Artifact: Letter to my future students Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is a letter written to my students which I will give to them at the beginning of each school year. This is geared toward older grade levels such as 5th-6th. I’ve also incorporated a learning opportunity within the body of the letter. The lesson explanation is attached.


April 28th, 2014

Dear Students, “You’re off to great places. Today is your day! Your mountain is waiting. So… get on your way!” - Dr. Seuss. We are about to begin an extraordinary journey! In this class, you can expect the following. 1. 2. 3. 4. 5.

We will travel all over the world searching for knowledge. In fact, we will undergo voyages to far off lands and learn how they operate. Our class will journey through language. In fact, we will learn how to use and write it correctly. We will become real life scientists and investigate experiments. Additionally, you will have the freedom to decide your own project. The sky is the limit! We will explore through fascinating math concepts and become enamored by the number system. It is complex and captivating. We will read about castles, dragons, kingdoms, mythical creatures, battles, families, real creatures, critters, historical events, scientific discoveries, cultures, etc… I could go on for hours. There are no boundaries to where this year may take us.

Lastly, there is one additional thing that can make this experience memorable, compelling, and thrilling. There is also one thing that can make this journey daunting, disconcerting, and unsettling. That one thing is YOU. Your attitude, willingness and passion towards learning will determine the outcome of our future year. All that I ask is that you come to class with a readiness to absorb the highest of highs and deepest of depths. The choice is yours. May we leave no stone, unturned.

Thank you,

Mrs. Stanley


P.S. I am now giving you an extra credit opportunity. If you would like to receive extra points then notice the words above underlined, in bold, and colored. These are key concepts, vocabulary words, and ideas that we will be exploring in class. If you will write these words in sentences define them and/or show me that you have researched 10 of them, then you will receive extra credit points during that given section. The choice is yours. Enjoy!


Context Statement Type of Artifact: PBL Presentation Date: Fall 2014 Courses: SPED 2010 Introduction to Special Education Description: This is a copy of my PBL Presentation for SPED 2010 Introduction to Special Education.


DI Assignment Template Subject / Name of Assignment or idea: (Grade level/s): 6th Grade Science Interdependence Lesson Plan Focus: World Biomes

Rationale (Include Benchmarks/standards, if applicable): Standard 2 Grade Level Expectations: GLE 0607.2.4 Checks for Understanding: 0607.2.4 State Performance Indicators: SPI 0607.2.4

Interdependence Analyze the environments and the interdependence among organisms found in the world’s major biomes. Create poster presentations to illustrate differences among the world’s major biomes. Identify the environmental conditions and interdependencies among organisms found in the major biomes.

DI Strategy: (i.e., Choice board, menu, tiered lesson) Dinner Menu: Student Choice

Differentiate What? (Content, Process, and/or Product) We have actually differentiated the Content, Process, and Product sections of learning. Content (topic and entry point): by choosing a standard and having each student research and create a poster poster presentations to illustrate differences among the world’s major biomes. Process: By having students go outside to observe their own biome, identifying similarities and differences of how organisms live among each other and what environmental conditions they


face, and participating in game-like activities. Product: Giving presentations after watching a video on a topic, Playing a game/assessment of World Biomes, presenting monologue, and displaying posters.

Differentiate How? (i.e., Readiness, interest and/or learning profile) Readiness: By the time these students are in the 6th grade they should be able to give oral presentations via PowerPoint, create projects, plays, short stories, and perform them. They should also be utilizing Higher Level Thinking and Problem Solving skills while having to compare the similarities and differences on the environmental conditions and interdependence among organisms. Also, all of this continues to be preparatory for the students entering into secondary school, the next year. Interest: We have provided a variety of Differentiated Instruction activities to meet the interest of all learning styles, personalities, and interests. Learning Profiles: We have implemented activities and strategies that can be done by each of our students who have disabilities. There are higher level thinking and problem solving objectives utilized for our Gifted Learner, activities focused around creativity and art, for our student with Emotional Disorder and ADHD, group based projects where everyone can play a different role and contribute in their own way for our student has an Orthopedic Impairment. Also, for our student with Orthopedic Impairment, we plan to review the IEP before our school year starts. We will make modifications to the assignments for the student, should the show interest in a different assignment (than what is given, via groups). We will also request and utilize Co-Teaching and request the assistance of a teaching assistant or aid, so that the student with Orthopedic Impairment can still participate in all assignments (such as creating the poster, writing, creating PowerPoint, etc‌), if need be. Also, we will incorporate assistive technology into our lesson plans.

Resources Needed: 1. iPads 2. Computers (Smart Board Systems) 3. 6th grade Science Books


Teacher Preparation: 

Make sure that the iPads are working and have the appropriate applications needed for assignments. It would be a good idea to have the websites already bookmarked, so the student can click right on them instead of having to type in the URL address.

Gather all items and materials needed to create posters including: markers, crafts, glitter, poster board, felt, and other supplies needed to create world biomes and illustrate differences amongst them.

Check each student’s IEP and make the appropriate modifications, and accommodations needed to meet the needs of each student with a disability.

Create examples of each creative assignment, for the student to refer to.

Research on World Biomes, and understand the concepts, and content thoroughly before the lesson plan.

Make modifications needed to the classroom in terms of the environment. Make sure there is enough room allowed for the different projects to be performed without conflict

. Create a make shift stage for the students who wish to present a play, skit, story, or monologue.

Bring in visual and tangible items that represent different world biomes.

Explanation: (Include approximate time to complete project, any forms or worksheets.) This Science project will be given at different times over a period of a week. Usually a classroom will have Science two or 3 days out of the week for 1 hour. The Appetizer will be done on the first class of the week. 45 minutes to create a poster, and 15 minutes to outside and observe. The Entrée and Side Dishes will be given on the second Science class of the week. They will have 1 hour. If anyone finishes early then they can work on the Desert. On the final class of the week they will present their skits, stories, monologues, read their essay, etc… and illustrate the information they have learned. If anyone has any work left to do, they can have 15 minutes at the first part of class to complete their projects.


Differentiation Strategy: Student Choice Dinner Menu-Standard 2 Interdependence (World Biomes) Appetizer (Everyone Shares)

1. Go to: http://www.ucmp.berkeley.edu/glossary/gloss5/bio me/ Or http://www.blueplanetbiomes.org/world_biomes.ht m; research and create poster presentations to illustrate differences among the world’s major biomes. 2. Take students outside and have them observe their own “biome.” Have them write down things they notice about the environment around them specific to the biome they are in.

Entrée (Select One)

1. Write a short essay about what a world biome is.

2. Create a song to help remember what the different world biomes are

3. Create a skit, story, play or monologue,(to create a visual picture) and show what the world biomes are. Side Dishes (Select at least Two)

1. Explain the environmental conditions and interdependencies among organisms found in the major biomes, by writing an essay.

2. Create a classification (via Poplet, Venn Diagram, Table, Chart, or Graph) system of the different


environments. Within this system, compare the different living organisms and how illustrate how they depend on each other

3. With a partner, get an iPad and go to http://www.kidsknowit.com/interactiveeducational-movies/free-onlinemovies.php?movie=biomes and watch the movie. Answer all the questions at the end of the assessment and print results. After watching this video, create a PowerPoint presentation for the class on what you have learned.

4. Create a monologue, depicting yourself as an organism in a World Biome. In the monologue, discuss the different conditions, interdependences and techniques you use to survive. Desert (Optional)

http://www.purposegames.com/game/1445 Take iPad and go to Purposegames.com and engage in the activity game/assesment on World Biomes.

Resources: http://www.ucmp.berkeley.edu/glossary/gloss5/biome/ http://www.purposegames.com/game/1445 http://www.tn.gov/education/ci/sci/doc/SCI_Grade_6.pdf


http://www.kidsknowit.com/interactive-educational-movies/free-onlinemovies.php?movie=biome http://www.blueplanetbiomes.org/world_biomes.htm


Context Statement Type of Artifact: PBL Presentation Date: Fall 2014 Courses: EDUC 2010 Psychology of Human Development for Teachers Description: This is a copy of my PBL Presentation for EDUC 2010 Psychology of Human Development for Teachers. It is just my contribution and not the whole Project itself. We were never provided a copy of the complete project. I was responsible for discussing the benefits of utilizing a Functional Behavioral Assessment and create a lesson plan to encourage Higher Level Thinking Skills.


Context Statement Type of Artifact: PBL Presentation Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is a link and snapshot of my PBL Presentation for EDUC 2300 Introduction to Education.


Name: Tara Stanley Date: Spring 2014 Class: EDUC 2300 Introduction to Education PBL Project 1. Targeted grade level: Eleventh grade 2. Subject area: History 3. Specific content to be taught: Slavery 4. Presentation hyperlink: http://www.thinglink.com/scene/514955607082532866


SECTION THREE: PROFESSIONAL EVALUATION


Context Statement Type of Artifact: Field Placement Journal Date: Fall 2013 Courses: SPED 2010 Introduction to Special Education Description: This is my service learning Field Placement Journal for SPED 2010 Introduction to Special Education


Service Learning Reflective Journal

By: Tara Stanley

SPED 2010-001 Introduction to Special Education


Prologue Tara Stanley Course: SPED 2010 Introduction to Special Education Union Heights Elementary School Union Height’s Mission Statement “Our Mission at Union Heights is for the staff, the parents, the students and the community to work together to provide an appropriate learning environment in which all students are able to achieve their potential.” (About the School, 2012-2013)

Description of Union Heights “Old Lowland School was one of the first high schools in Hamblen County. Intermont and Lowland Schools eventually merged and, in 1951, Lowland and Springvale Schools were consolidated to form Union Heights. The current building, built in 1951, has been renovated four times. The most recent additions were a new library, four new classrooms, and office suite, and a renovated gym and cafeteria.” (About the School, 2012-2013) Additionally, Union Heights serves around 296 students, grades K-5. According to their website Union Heights is very active in the community via PTO, Art in the Classroom, Pride Day, Fall Festival, Grandparents Day, and Tornado Community Connections. Tornado Community Connections is a monthly event which raises awareness for parents and families in the community regarding a variety of topics. Some of these topics include anti bullying, online safety, and drug awareness. For members who attend, a supper is provided.


Prologue Narrative I am very elated to move forward in the Service Learning portion, of the Teaching experience, at Union Heights Elementary School. I have been informed that the school has a Special Education Teacher who has her own classroom to work individually, with children who have IEP’s. Additionally, there is a second class for Extended Resource. Union Heights also provides a curriculum for students who need assistance with their Speech. They meet all requirements for No Child Left Behind Act, and participate in many specialized programs to assist each student in their education. As a result, I expect to gain a lot of knowledge regarding Special Education, in public schools, while at Union Heights. I feel that, given their extensive Special Education program, I have a tremendous opportunity to understand the reality of students who have disabilities. I suspect that my time there will greatly impact my development as a future teacher. It will help me better understand the successes, failures, triumphs and stumbling blocks that many teachers face while providing a Free Appropriate Public Education to their students. Thus, I should be able to take these lessons and utilize them effectively in my own classroom, one day. I fully anticipate a link between the Service Learning and class content. I believe that this experience will give me a working knowledge and foundation to attach what I learn to. I have set certain goals such as: learning how a teacher may modify their lesson plans to accommodate the needs of a child with a disability. I honestly do not have any fears, going into this new adventure. However, the biggest obstacle ahead is learning how to overcome stagnate, nostalgic classroom settings, and inspiring students with new, inventive approaches in the Special Education realm.


Reflective Journal Entries Tara Stanley Monday September 30th 2013 8:00a.m-2:00p.m. 4th Grade/ Morning Work, Reading, Science

Overview Upon entering the classroom the students automatically immerse themselves into morning work. Morning work consist of spelling projects, crossword puzzles with a subject focus, or any other assignment that was not given for homework but is still due at the end of the week. Also during this time the student approaches the smart board to account for what type of lunch they would like. Announcements are given which include a moment of silence, the Pledge, and National Anthem. After the morning activities are concluded the children begin to divide into two different color groups. The blue group is the “higher” level learner, and the white group is the “lower” level learners. These groups divide into a subject area of Math and Reading. They rotate between two 4th grade teachers, commuting to different classrooms, to cover their daily tasks. During these two subjects, The Special Education teacher comes to the classroom and takes a group of students to the Resource Room for extra help. Next, the students also attend their elective courses such as gym and guidance. The last subject of the day is Science. Lastly, the SPED teacher returned to the room and retrieves students again to work with them in subjects of weakness. The last part of the day is brought to a close with afternoon work, and recess. The student’s recess time is dependent upon their behavior throughout daily tasks.

Reflection Affect I was very happy to see that the moment of silence, National Anthem and Pledge is still a routine in Public School. I was also glad that the students still recited the term, “One Nation, Under God.” I had been under the impression that this was no longer observed. Therefore, it was pleasant surprise.


Next, I quickly became sad. This was due to the separation of color groups, the “higher” and “lower” level learners. I felt nostalgic in remembering that there was no division between learners, when I was in school. We all stayed in the same classroom and it seemed to be very affective. The learning gap always seemed to close as the “lower” learners watched and observed their peers responses. Thus, I was curious to see if this division truly assisted the students in learning more. Unfortunately, I could not tell in one week’s time whether this plan worked or not. However, I did notice that it gave the teacher an opportunity to change teaching strategies and zone in strengths and weaknesses in each classroom. I felt that was very smart and helpful to each group. Therefore, I assume that this style of teaching is working over the course of the school year. Later, I was eager to spend time in the resource room. I was elated when I was able to work one on one with students on their multiplication work. I felt very important and helpful. Overall this day lit a fire in my heart. I felt much rewarded for choosing the teaching field.

Behavior I was received with a very warm welcome from my teachers and the principal of the school. I felt like they instantly included me as one of their own. Their initial reaction to me instilled confidence which caused me engage more, throughout each day. All of the staff acted with professionalism and class. The first task oriented behavior that I noticed was that of the “lower” level learners. I noticed that these students could not sit still. They would fidget, scratch, flinch, and wiggle more than the “higher” level learners. They seemed to possess a lot of nervous energy. As a result, I found myself wanting to go and talk to these students. I desired to get to know them and try to do something to make them feel more at ease. However, as an observer, I didn’t feel that would be appropriate. Therefore, I did not engage with the students on a personal level. Looking back, if there was one thing that I would change it would be to try and make the student more at ease. As an observer, I didn’t feel comfortable doing that. However, when I receive the honor of teaching my own class, I plan to make it a very relaxed, natural, and least restricting learning environment. The State’s expectations of students are very high and there is no need to feel tension in the classroom. Regardless of a student’s learning level, I want them


feel comfortable and not anxious. I feel this would help all learners excel, in their school experience, and assist in closing the learning gap.

Content At the end of this day, I was a little concerned with the inclusion ratio. When the division of “higher” and “lower” level learners was made, I wasn’t sure if there were as many non-IEP students as IEP students in each classroom. Also, when select students went to the Resource Room, this also posed a question of concern from an inclusion standpoint. In respect to INTASC Standard #2 of Learner Differences, this separation seems to be supported and affective. The Performance, Essential Knowledge, and Critical Dispositions, are all being met by grouping the students in this way. Additionally, by using colors to signify the differences, it masks why the division is made to the students. Therefore, they do not feel that they are being divided into the groups because of their learning abilities. In conclusion, the color system aids in being non-discriminatory.


Reflective Journal Entries Tara Stanley Wednesday October 2nd, 2013 8:00a.m-2:00p.m. 4th Grade/ Morning Work, Reading, Resource Reading, Writing, Resource Math

Overview Wednesday began the same as Monday’s observation day. The children reported their attendance for lunch, completed morning work and listened to the announcements. Soon after, the students once again divided up into different color groups which represent their learning level. The students then began the rotation of Math and Reading. The Special Education teacher came to the room and retrieved her students. This time, I accompanied these students to see what they were working on, in the Resource Room. Once we got to the Resource Room, the students were asked to stop, outside the door. They were not allowed to go in to the room until they received specific instructions from the Special Education Teacher. The students were asked to go into the room, put everything inside their desks except for a pencil and to put their head down on the desk. After receiving these instructions the teacher started the Smart Board timer, and allowed the students in the room. There were to complete the verbal instructions within the time given by the teacher. After the class began the students worked on sentences on a handout. These handouts were used for comparing subjects and predicates. They also worked on recognizing sentence fragments. After this group of students completed the task, they went back up to the room and the 5th grade students came to Resource. They were in the process of reading aloud “Alice’s Adventures in Wonderland.” Once that period was over, I went back to the 4th grade general education classroom. They were then working on more Reading and Writing. We later had Math where the students completed fill in the blank notes. Students were once again taken to Resource, at this time.


Reflection Affect After my first day of observation, I felt much better about seeing the children divide into different learning groups. I was starting to understand the significance of doing this, and how it was truly helping meet the needs to the students. I was energized to engage with the students as much as possible. During my visit to the Resource Room, I felt a melting pot of emotions. At first, I wasn’t sure how to feel about the students being timed to come in and get situated. I felt as though it was a little competitive and unrealistic. However, when it was time to work, I was relieved. I was anxious to help the students learn. I was eager to help in any way possible. When the next class came in, I was thrilled to see the difference in teaching strategies between grade levels. The 5th graders received differentiated instruction in the form of “thinking outside the box.” They were required to think abstractly about the story Alice’s Adventures in Wonderland, and answer questions the SPED teacher asked. This pleased me as it reflected more of how I plan to teach, my own classroom. I was bothered, however, to see one student ignored in their response to the teacher’s question. I will further address that observation in the next section.

Behavior At one point during Resource time, the Special Education teacher asked if everyone understood the current material. She asked the students to put thumbs up for yes and thumbs down for no. Each student gave thumbs up for yes, but one. However, upon putting his thumb down, the student noticed all of his peers with their thumbs up. He quickly changed his response, to follow suit. I knew in my heart, that the student did this because he didn’t want to be different from his peers. The teacher did not notice this behavior, and quickly went on to the next topic. Therefore, the student’s lack of understanding was never addressed. This was very upsetting to me. This was the most significant behavioral action, I noticed, in the day. I now wish that I would have been an advocate for the student who initially put his thumb down. If I could do this over, then I would have spoken to the teacher in private or approached the student to ask him what it was that he didn’t understand. I am truly bothered and concerned that activity like this is often missed, and students suffer.


Content In reference to the child whose thumbs down was missed; I think of No Child Left Behind. Special Education, State and Federal Legislation have taken much precaution in making sure that all students are receiving the instruction needed. However, when simple mishaps like this are made, a child can and will essentially be left behind. When daily academic progress is forfeited, or a child does not understand something then this is reflected on their assessments. A future mistake on this child’s assessment could be a direct result of what was missed, this day, in the classroom. I saw a good deal of the INTASC Standard #5 Application of Content, on this day. The Special Education Teacher was very good at 2(b) engaging the learners in questioning and challenging assumptions. However there was a small failure in 5(e) developing learner’s communication skills. For the most part, the students did communicate that they understood the knowledge. Yet there was one student who was afraid to be different and did not truthfully communicate his weakness. I hope that in the future the student’s weaknesses are recognized and better accommodated.


Reflective Journal Entries Tara Stanley Friday October 4th, 2013 8:00a.m-4:00p.m. 4th Grade/ Special Education Meetings, Evaluations, IEP meeting

Overview On Friday, most of the 4th grade class had been rewarded a field trip to see Disney on Ice. This trip was rewarded to the students who sold a certain amount of candy sales, at the first of the year. This allowed me time to get a sneak peak of what it is like “behind the scenes” for Special Education Teachers and representatives. I accompanied the Special Education Teacher to a meeting with the Speech Teacher. This was very interesting to see as they exchanged information about different student’s IEPs. The Speech teacher was very informative and furthered my knowledge of how the IEP is created and submitted, through the computer. This is crucial as funding is halted if the IEP is not completed on time. I was also informed that many times only 5 parents out of 25 students, will show up to their child’s IEP meeting. I also learned that October and November are the busiest months for Special Education Teachers, as they are conducting the most meetings and dealing with most social issues, of the students. These social issues are generally a direct result of the Holidays. Next I sat in on a meeting with the Special Education Liaison for Hamblen County. A specific issue was addressed in reference to the inclusion ratio when the 4th grade students are brought to the Resource classroom. Apparently, one of the 4th grade teachers had not been cooperating in sending a fair number of students with and without IEPs, to Resource. I will address this further under the behavior section. Later I sat in on a student evaluation, followed by an IEP meeting for the evaluated student.


Reflection Affect I was disheartened to see that many of the students, who did not go on the Disney on Ice trip, were students with IEPs. This placed concerned in my heart, for how much support at home, these students were receiving. I also felt very enlightened by sitting in on each meeting. Although, I was aggravated to hear that a major ratio existed, between parents who attend IEP meetings and parents who don’t. This brought to light why so many IEP students were left behind on the Disney on Ice, field trip.

I was also reassured but discouraged to hear that there was a

recognition of the inclusion issue, in 4th grade. During the Woodcock Johnson assessment, of a student, I found myself on edge. I finally understood how hard it was to assess the student and not teach him. Every time the student missed the answer to the question, I wanted to speak up and help him get it correct. I didn’t want the student to fail but only succeed. The reality of how hard testing is on teachers, finally set in. Luckily, I ended the day with relief. I was pleased to attend an IEP meeting, where the evaluated student’s mother attended. As a result, the IEP was going to be updated and modified to accommodate the student better, in class. This made me feel more at ease, about the student’s academic progress, in the future.

Behavior I was very impressed by the behavior and professionalism of the Hamblen County Liaison for Special Education. She was very accepting and welcoming of me. In many ways both she and the Special Education Teacher tried to recruit me to the field. However, the Liaison did say one thing that made me raise an eyebrow. In reference to the unstable 4th grade inclusion ratio, the Liaison said that we must, “Pick our battles, and let’s go with it. Sometimes, we have to bend. Most importantly we want to make sure that there is not a pattern of missing inclusion. However, at this point we are still meeting the laws of FAPE.” This decision was made because there were many factors, other than inclusion, at play, regarding this situation. I can’t say that I agree completely; however, I have to trust that my superiors have just cause in making this decision.


The most significant behavior was that of the student being evaluated via the Woodcock Johnson assessment. The assessment consisted of identifying pictures, letters, numbers, writing, math, etc… It was easy to establish that the student was a visual learner. He was able to get all of the picture questions correct. Also, anytime he was asked to mimic something that was already written, he also did ok. However, he struggled in the areas where he was not scaffold. Once, he had to figure out basic mathematical problems, or write sentences, he did not do as well. Later in his IEP meeting, with his mother, many needs were addressed. It was discussed that the student’s behavior is situational and he needs to be separate from others to prevent cheating. Also, the student is easily distracted and often enters into conflict with his brother and friends. His attention span is low and in the Tier 2 level of learning, he is being left behind. As a result, the IEP was modified to increase pull out time, possibly place the child with another teacher, and change certain services. Also, they were going to update his plan to match the current services he was receiving, which had not been done yet.

Content I noticed that the student being evaluated did not receive any accommodations while taking his test. The test was read aloud to the student but that was not an accommodation of disability. It was done because his grade level could not read. Therefore, I am concerned that student’s IEP should undergo modification for additional testing accommodations. On this day I witnessed the INTASC Standard #9 Professional Learning and Ethical Practice and Standard #10 Leadership and Collaboration. Standard #9 was represented most in the meeting between the Special Education Teacher and Hamblen County Liaison. Together they worked towards adapting practice and ethics to meet the needs of each learner. Standard #10 was reflected throughout the entire day. Each representative worked together to ensure the ultimate success of each student’s education.


Epilogue I am very satisfied with my Service Learning experience at Union Heights Elementary School. I was able to witness many different aspects of the Special Education program. Accordingly, all of my expectations were met, in this experience. The school prides themselves in meeting the requirements of No Child Left Behind. However, there was an incident where I was worried about a student whose behavior masked his understanding. Consequently, this student could be left behind, should his behavior continue the way it did. Yet the reality is that the teacher did not purposely neglect the student. She simply did not see the student’s behavior. This incident brought more awareness about the needs of the students and the needs of the agency. This experience has taught me of how difficult, it can often be, to meet every need of a student and correct every issue. It proves the extreme responsibility that each teacher and agency has to pay attention to detail. It also proves that, if not careful, some students can and will fall through the cracks, which is not always to the fault of teacher or school. When I am an educator, I want to make a conscious effort in paying attention to the small things. While they are sometimes missed, I realize that they are imperative in a student’s success. After all, it was once said that, “it is the small foxes that spoil the vine.” After this experience, I feel much more comfortable working with students who have disabilities. I realize how much the students need specific care and attention from their educators. I saw many failures and triumphs this week and feel rewarded to have contributed in their learning. I have learned many lessons and strategies, to use in my own classroom. My conception of teaching students with disabilities has also changed. Previously, I was apprehensive about my ability to meet their need. In spite of this, I now know that it is not hard to accommodate those students and teach in a way that promotes FAPE. As I presumed, I was able to relate much of our class content, to the Service Learning experience. I found myself connecting classroom terms, to real life scenarios. I was also able to understand how to modify teaching strategies to accommodate different learning levels. I feel that I was successful in obtaining the knowledge needed to create a natural, easy going, comfortable, safe, and least restrictive learning environment, for my future students. I have learned more than I ever dreamed, from the Service Learning experience. I also feel that I gained knowledge not only within the classroom but outside the classroom. I was able to see the bolts, nuts, bells, and whistles, at work, behind the scenes. My superiors taught


me how important it is to reach every student. Yet they also taught me that there are instances where we must bend and become flexible in how we handle classroom issues. Additionally, I obtained a skill in patience and restraint when observing a student being evaluated. My heart wanted to assist the student further, but, my mind knew that assessment was essential in seeing what the student had learned. Therefore, I refrained. I have completed 18 hours of Service Learning. Here are four lasting experiences that are an outcome of my Service Learning Project: 1. Every student is entitled to FAPE. Therefore, attention to detail is essential. There are often reactions, and behavior in students that are overlooked and missed. It is imperative for educators to be as attentive as possible and to embrace every teaching opportunity, possible. This will ensure that No Child is Left Behind. 2. Students with disabilities often posses a lot of nervous energy and anxiousness. Therefore, in a time where assessments and evaluations are immense, a safe, natural, loving, comfortable, least restrictive environment is essential for students. 3. Heart on Fire but Mind on Ice. As teachers we undertake a great responsibility of teaching, inspiring and captivating the hearts of students, through differentiated instruction. However, when it’s time for assessment we must place our Mind on Ice. We must get our heart out of the way and realize that testing is necessary in revealing what a student has learned. Therefore, knowing when to use our heart and when to use our head is critical. 4. One teacher cannot control the action of other teachers. Due to diversity among teaching strategies, teachers will not always see eye to eye. As a result, we must be flexible, willing to bend, and respectful of other teacher’s views. Yet, this should be to no expense of the student. We are still required to ensure a student is receiving the best education possible. There is zero tolerance for discrimination or a pattern of exclusion. In conclusion, I am pleased with this journey and I will never forget what I’ve learned, from my first opportunity, to observe the general and special education classroom.


Works Cited About the School. (2012-2013). Retrieved 09 28, 2013, from Hamblen County Department of Education/ Union Heights Elementary School: http://uhes.hcboe.net/?PageName='AboutTheSchool'


Context Statement Type of Artifact: Field Placement Journal Date: Fall 2013 Courses: EDUC 2010 Psychology of Human Development for Teachers Description: This is my service learning Field Placement Journal for EDUC 2010 Psychology of Human Development for Teachers.


EDUC 2010 Psychology of Human Development for Teachers

Service Learning Journal Entries

Tara Stanley 10/7/2013


VISION FOR MY FUTURE Here is what I want to accomplish this year: Education: I plan to continue my education experience at Walters State Community College for the 2013-2014 school year. Upon completion of the Praxis I/Core exam, I plan to conclude my education practicum in Spring of 2014. In May I will graduate with the Associate of Science in Teaching from Walters State and will then begin the 2+2 education cohort with East Tennessee State University. Career: I plan to further develop my career, in general education, by completing the Service Learning hour requirements as a part of my education practicum. This will give me a real-time application of content from a student perspective. I also, will continue in my apprenticeship at my church, to become a future worship leader. Family and Friends: I am looking forward to gain more knowledge of the public education system, in order to share with my friends and family. I have many friends who have chosen to home school their children. Therefore, I am anxious to receive a closer look into public schools so that I can help reinstate faith in our public educators. Also, being a mother, I am anxious to see what my own children be experiencing as my oldest daughter will begin her educational journey in the Fall of 2014. Involvement and Service to My Community: I am setting goals to continue the current work that I already do for the community. I have the tremendous honor of working in various outreach ministries through my church, which assist the community wherever needed. One small group in particular has joined with the Public Library of White Pine, TN. to begin a reading program for children and their mothers. This program will implement a story time, song time, craft, school lesson, and social interaction to help prepare the children for public school. I am also a member of the STEA and PHI THETTA KAPPA. There are many outreach programs that these two organizations will be hosting to provide food, clothing, and support to the community. Personal Growth: I believe that this year is critical in my growth as a teacher. There are many milestones ahead. Therefore, how well I manage and succeed through these hurdles, such as assessment, can only contribute to my personal growth. I predict that there will be growing pains this year however, I plan to come out stronger than ever before. Other: I have always taken pride in helping my own children grow and become prepared for their own educational experience. This year I am excited to learn more about general education and test the different strategies on my own children. I am truly looking forward to all this year holds.


Service Learning Project Name: Tara Stanley Course Title: Psychology of Human Development for Teachers Education 2010-002 Date: October 7th, 2013 Agency Name: Union Heights Elementary School Agency’s Mission Statement/ Grades Served/ Community Needs: “Our Mission at Union Heights is for the staff, the parents, the students and the community to work together to provide an appropriate learning environment in which all students are able to achieve their potential.” “Old Lowland School was one of the first high schools in Hamblen County. Intermont and Lowland Schools eventually merged and, in 1951, Lowland and Springvale Schools were consolidated to form Union Heights. The current building, built in 1951, has been renovated four times. The most recent additions were a new library, four new classrooms, and office suite, and a renovated gym and cafeteria.” (About the School, 2012-2013) Additionally, Union Heights serves around 296 students, grades K-5. According to their website Union Heights is very active in the community via PTO, Art in the Classroom, Pride Day, Fall Festival, Grandparents Day, and Tornado Community Connections. Tornado Community Connections is a monthly event which raises awareness for parents and families in the community regarding a variety of topics. Some of these topics include anti bullying, online safety, and drug awareness. For members who attend, a supper is provided. Prologue:

I am very excited as I move forward in the service learning experience at Union Heights. I am looking forward to observing different teaching strategies and differentiated instruction. I also expect a closer look into Informative and Formative Assessment and application of the new Common Core. I believe that this experience will help me develop by allowing me to apply class work content in real-time settings. I also believe that I will grow in understanding the daily struggles, and victories that each teacher faces. Additionally, I anticipate that the staff will receive me well. However, I do fear that my stance may be viewed as the rookie and thus my observation not valued. I have set a few goals as I begin the service learning experience. One goal is to overcome the fear that I am unable or unequipped to meet a student’s needs, through instruction. Another goal is to further inspect the role of parent and social involvement in each student’s educational experience. I am also curious to see how teacher’s collaborate and work as a team to encourage a student’s optimal success. All in all, I have great expectations for my service learning experience at Union Heights. I am ready to embark on this new and exciting educational journey.


Journal Entry 1 October 4th, 2013 IEP Meeting: (Overview of Events) In the first two hours of my service learning experience for Educational Psychology, I was able to sit in on an IEP meeting. The first thing that I noticed about this meeting was the diversity and support from the IEP team. The team consisted of the student’s mother, general educator, special educator, principal, school psychologist, and the extended resource educator. During this meeting, all areas of the student’s life were discussed. The discussions began with assessment results which revealed that the student’s math cognition was lower than his reading. However, the general educator gave a rebuttal that the student’s reading level was lower than his math, in the classroom. Next the school psychologist addressed concern for the student’s behavioral issues. It was determined that the student had impulsive tendencies. The mother confirmed this by confessing that the student would often act out by smacking and hitting his own brother. Therefore the student’s need for structure and stability was identified. The psychologist also assessed that the student’s behavior is situational and that he needs to separate from the scenarios which create outburst The general educator expressed concern for the student’s values. She said that he would cheat to get ahead in class. Also, she questioned his work ethic because of his “goofiness” during reading tasks. She felt that his attention span was very low and that he is being left behind under the tier 2 learning level. The special education teacher made the decision that the IEP should be modified to better assist the student’s educational needs. Also, there was a discrepancy in the current IEP and services provided. It had not been updated in some time and failed to reflect actual services. Therefore, the IEP would undergo an update in its entirety. The team decided it was essential to allow the student extra pullout time, give additional services, and even change teachers from time to time. They also will accommodate the student by getting the parent flashcards to work on sight reading, at home. In 6 to 12 weeks, the team will meet again to assess the student’s improvement. Affect - Reflective: This experience felt very rewarding. I was very pleased to see strong parent involvement from the student’s mother. I was also happy to see the IEP team collaborating and working together in addressing the student’s needs. During this experience I was reminded of how crucial teamwork is. Without input from each team member, the student’s academic standing could become at risk. I have learned in my education classes how essential the social aspect is to the student. I also learned that students with disabilities often suffer from neglect or lack of parent involvement. Therefore, my apprehension of the student’s success dissipated once I learned how involved the mother was, in the child’s life. This experience also helped my confidence growth. I now desire to be on an IEP team and directly assist with inspiring and meeting the needs of a student with disability.


I felt very satisfied that I was able to recognize and understand the educational terms used during this meeting. I felt very successful as a student and future teacher and knew that I had become more knowledgeable in educational content. Behavior- Objective I observed a group of individuals coming together to meet the needs of a student with a disability. I heard much compassion coming from each team member, for the student’s academic success. Cognitive-Interpretive This experience corresponding with much of what I’ve learned in my Special Education Class and Educational Psychology class. Each IEP team member was determined to explore and adopt whatever modifications and accommodations were needed to provide the student a Free and Appropriate Public Education.


Journal Entry 2 October 7th, 2013 Day 2: The First Full Day (Overview of Events) When the children enter into the classroom they begin completing their morning work. Morning work could be spelling, writing, or reading projects that are not yet due but are also not considered homework. The students also report their attendance by choosing what lunch they prefer, on the smart board. At this time, the announcements are given, a moment of silence observed, pledge recited, and National Anthem played. Around 8:00a.m. the students begin to separate into color groups that represent their learning levels. These color groups are significant as blue represents the high level learners and white represents the lower level learners. The white group then lines up in the hallway and rotates to the other 4th grade teacher, who teaches them Reading. The blue group remains in the classroom and begins High Math, coursework. “High” Math begins with a problem of the day in which the students are to implement more than one technique to solve the problem. The Common Core standard is then recited on the board, and written down on the student’s note page, for reference. After the initial task work, the students undergo a review of the previous day’s work. This is followed by an instruction of new material and practice of more advanced math. After some time, the blue group then rotates into “High” Reading while the white group comes over for “Low” Math. The same exact format of “High” Math is observed. Even the same problems and instruction is given. However, differentiated learning is applied by changing the teaching technique, to better meet the needs of lower level learners. After Reading and Math are over the students then move on to their extracurricular activities, or as they are called at Union Heights, “Specials.” On most days, when the students return from Specials they have Science class. However, on Mondays, the student’s have Social Studies. This particular day the students were putting together reports on famous world explorers such as Nunez, Columbus, Magellan, etc… The students are required to research these explorers and give an oral report to the class, of their findings. This is done through Project Based Learning and delivered via group format. Towards the end of the day the student will complete afternoon work and prepare for Recess. Their recess time is determined by the student’s overall behavior throughout the day. If the student’s were not obedient then time is deducted from their Recess. Affect-Reflective I felt very excited on my first full day of Service Learning. I was taken back to many experiences and memories of my own school experience. At first I was worried that I may not be accepted, but I was greatly mistaken. I was adorned with support and care which made me feel very relaxed and at home. Behavior-Objective I was very impressed with the differentiation of teaching techniques given by the general educator during High and Low Level Math. She seemed to utilize very effective strategies and met the needs of each student. By the end of the lesson the learning gap seemed to have closed.


Cognitive-Interprative At first, I was leery of the idea of separating students into high and low level learning groups. Although, I was reassured when I saw that the students seemed more at ease, when they were with their peers who learned the same way they did. I was reminded of how crucial social development can be and how it is important to attend to social acceptance and interaction.


Journal Entry 3 October 8th, 2013 Student Teacher Conferences (Overview of Events) I was very fortunate to be entrusted by each parent, to be a part of student teacher conferences. These conferences were very enlightening to me. We spoke over a dozen parents, on this night. However, the following are the most impressionable stories. The first meeting was that of an at risk student. There was a grandmother present, DCS worker, case manager and of course the general educators. The grandmother had recently taken over the care of the student, as the parents had been incarcerated. During this meeting it was discussed that the student was not consistent, does not study, does not have many friends and struggles with respecting authority. At this time the student was doing very poorly in many of their classes and was failing in Reading. However, the grandmother reported that progress had been made. She admitted that bathing had been an issue in the past, with her grandson. In spite of this, the night before she had finally gotten her grandson to take a bath. This was the first time, in ages. Also the grandmother said that the student struggles with acceptance and doesn’t believe that anyone loves him. The DCS worker and case manager was very concerned for the student and made many suggestions to the grandmother about studying with the student at home and enforcing homework. The third student of the evening also possessed the potential of being at risk. Her mother is absent in her life and her father is in prison. This student’s grandparents have been rewarded guardianship. However, despite the odds, this student is not failing but has straight A’s. Her grandfather showed nothing but sheer joy for his granddaughter. It was obvious that she had a lot of love and support at home, even though her family was broken. The final student I will report on is that of a gifted student. This student was a Straight A student. His mother seemed to be very loving and supportive but had very high expectations. In fact, there was a pose of concern because the student had received a 93% A instead of a 95% or higher. She wanted to set goals for the student to bring the percentage up so that the student could more easily maintain his A. Losing the A was simply not an option. Affect-Reflective I felt very disheartened to hear of some of these scenarios. I felt very sad and concerned for the first, at risk, student who struggles to find love and acceptance. However, I was very pleased to hear that the next student could have been at risk, but defeated the odds. All in all, this night held a melting pot of emotions, for me. Behavior-Objective I was very concerned for the behavior that I saw from the grandmother. She did seem concerned for grandson but I worry that it was out of force from the DCS and Case Manager. Also, she seemed very uneducated and did not know how to help her grandson study. This concerns me the well being and educational success of the student. The grandmother’s behavior was the most significant and memorable behavior, on this evening. Cognitive-Interprative During this evening, I thought of the different parenting styles studied in Educational Psychology. I thought of how the grandmother seemed very permissive and in some way uninvolved. The third student seemed to have an Authoritative guardian. The final student


seemed to have an authoritative mother who had authoritarian tendencies. It was very interesting to see the differences between these groups and how each student was positively or negatively affected by these parenting styles.


Journal Entry 4 October 9th, 2013 Final Day and Opportunity to Teach Math (Overview of Events) This particular day started as all of the rest. What made this day different was that I had an opportunity to teach a lesson to both the high level and low level Math students. In fact, I only had 10 minutes to learn the lesson, as my teacher surprised me with this opportunity, at the last minute. Despite the short notice, I was able to understand and deliver the lesson efficiently. The High level Math Students were the ideal students. They responded to all of my questions and seemed to receive my instruction well. I did not have to work as hard to get their attention. They were just present and ready to learn. However, during my instruction, I messed up on one problem. This is because I took a student’s answer to heart and assumed they did it correctly, without checking it. Nonetheless, the students quickly corrected me. Instead of getting upset or embarrassed that I made a mistake, I incorporated the mistake into my lesson. I asked the students if any of them had made mistakes and I assured them that it was okay. I was able to use my fumble as a reinforcement, to double check your work, after completing the problem. The students were so forgiving and very appreciative of my ability to turn my mistake into a life lesson. The Low level Math students painted a different picture. These students were much harder to keep focused and present. In fact, I found myself making more jokes, incorporating age appropriate pop culture, and using other humorous devices to keep them engaged. Using humor seemed to be the trick in teaching these students well. However, I did not make any mistakes during this instruction. I just found that I had to take more time than before to answer individual questions and try to work on work with students who didn’t understand. Affect-Reflective I was elated to teach a lesson. I felt very accomplished, and successful. When I first started the Service Learning experience I was apprehensive about what techniques to use in teaching students. However, this experience completely changed my outlook and gave me the confidence needed to move forward, in this experience. Behavior-Objective The students were absolutely well behaved. I did notice that the low level students had more nervous energy than the high level students. The high level students were very calm and relaxed. The low level students fidgeted, wiggled, and made more noise. Then again, I was over all pleased with both group’s willingness to absorb what was being taught. Cognitive-Interprative When working with the low level students I realized that there was much more scaffolding required. Each of them needed more one on one instruction, and guidance from the teacher. Also, these children seemed to be Behaviorist. The students needed to be shown how to do something before they could mimic the response. All in all, the instruction went well and I was able to apply much classroom terms and content with this experience.


Epilogue: I am very pleased with the Service Learning experience at Union Heights. I was able to observe differentiated instruction and learn how to apply various teaching strategies, into a lesson. I also saw how Common Core was recited and incorporated into math lessons. Furthermore, I got an up close look at how formative assessment is reviewed and addressed, to aid in a student’s success via the platform of student teacher conferences. I am very excited to say that my expectations were met, during my service learning experience. I not only saw but experienced firsthand, the struggles and victories an instructor faces when giving a lesson. All of my goals were obtained, in that I feel more equipped to meet a student’s needs. Additionally, I was successfully able to view parent roles and social influences, in the classroom. Also, during teacher conferences and the IEP meeting, I better understood the collaboration between educators. There were a few instances where I felt a melting pot of emotions such as surprise, delight and dismay. During the parent teacher conferences I was surprised to see how one student defied all odds, by obtaining straight A’s, although her home life posed a threat of her becoming at risk. Yet, I was also dismayed in a observing a situation where an at risk student was not only failing at school but felt unloved and unaccepted by friends and family. As a whole, I would say this experience delighted me. Especially when I looked upon the faces of the students I was able to teach a lesson to. It was very rewarding to know that something I did could help inspire and encourage each student. I feel very satisfied and happy with this service learning experience. I honestly cannot think of anything that would make it better. I am beyond confident that I had the best experience possible.

VISION FOR MY FUTURE Here is what I want to accomplish in the next five years: Education: In the next 5 years I plan to have completed my undergraduate coursework, having obtained a bachelors degree in Elementary Education. Upon the end of the 5 year period it is my goal to further my education and begin a program to obtain my Masters Degree. Career: In 3 years I will begin teaching in the Public School system as a General Educator. However, between now and then I plan to continue the exploration of my career in music, through my church, Freedom Fellowship. I hope to either be a full time Worship Leader or closer to becoming one, by the end of the 5 yr period. Ultimately, the goal is to continue on both career paths and allow them to eventually merge. Family and Friends: I have very high expectations and goals set for our family. In 5 years both of my children will be immersed in their own educational journey. My husband and I are going to work hard to support them and always encourage academic excellence. Also as a result of becoming a teacher, I hope to create more financial freedom for my family. In example, my teaching career will also give me ability to start a college fund for my children. Involvement and Service to My Community: I plan to become an active voice advocate for the well being of students and their academic success. I want to immerse myself into anything that will raise community awareness of the importance of education. Also, I hope to contribute in eliminating the Assessment stigma which lingers over the Public School System. By hosting


seminars, conferences, or small groups, I can further educate the community on why education and assessment is critical to a student’s success. I also still plan to be involved, with my church’s various outreach programs. Hopefully by then we can create even more outreach programs that have an education foundation. Personal Growth: In 5 years I plan to be a well-rounded, educated, successful and healthy individual. I want to be able to look back on the previous 5 years, with a smile on my face and a feeling of satisfaction. I hope that my drive and determination is not lost but strengthened. In 5 years I hope to be an intelligent and admirable woman of God, who everyone looks up to for inspiration, encouragement, and authenticity. I hope to set the bar for what a non-traditional student can achieve, if they put their mind to it. Other: My ultimate life goal is to leave a lasting legacy. I want my children, grand children, and great grandchildren to be proud of where they have come from. I want them to always expect the best, because of the imprint my life left behind. I want my friends, peers, and colleagues to be moved and inspired by my hard work and ethic. I want to instill hope and inspiration. I do not want to simply make a difference but I want to be the difference, for society. REFLECTIONS Here are the Knowledge and Skills that I have acquired as a direct result of taking part in this Service Learning project: I was able to acquire much skill in differentiated instruction. I feel that my patience has grown. I also feel that I have a new found knowledge and awareness of what goes on in the classroom. At first, I was intimidated by the new use of technology, in the classroom. However, by the end of this experience, I feel very comfortable using the Elmo, Smart Board, and other technological advances.

Here is how this Service Learning project ties in with my EDUC 2010 Psychology of Human Development for Teachers class: I was able to make real life connections and associations to information I have learned in class. For example, I was able to see how F.A.P.E. is regulated and enforced. I was also able to make connections between different parental styles during the parent teacher conferences. The whole time I was there, I recognized different learning theories; the most prominent being Behaviorist. Additionally, I got to see experience what it was like to scaffold a student. Lastly, I was able to see how social and moral development played into the academic progress of each student. My Contribution to the Community I have devoted 18 hours to my Service Learning project. Here are four lasting experiences that are an outcome of my Service Learning project: 1. Mistakes are ok. There will be times of error when delivering a lesson plan. However, this can be turned into a learning experience for the student. It can help reinforce the idea of checking your work before completing.


2. At risk students can defy the odds. When an at risk student is provided love, care, support, and a healthy learning environment they can succeed. It takes encouragement and inspiration from general educators to ensure that these students remain on track. 3. There is not an I, in TEAM. Collaboration and teamwork is essential in providing the best education possible for a student. Especially in situations where an IEP needs to be developed to meet the needs of a student with a disability. 4. Social development is key. It is very important for students to feel accepted and relatable to their peers. Thus it is sometimes necessary to put student’s into separate learning groups to ensure success. This provides the student a safe social sphere in which each student is surrounded by others who learn the same way that they do.


Works Cited About the School. (2012-2013). Retrieved 09 28, 2013, from Hamblen County Department of Education/ Union Heights Elementary School: http://uhes.hcboe.net/?PageName='AboutTheSchool'


Context Statement Type of Artifact: Field Placement Journal Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my service learning Field Placement Journal for EDUC 2300 Introduction to Education.


EDUC 2010 Psychology of Human Development for Teachers

Service Learning Journal Entries

angela darlene smith 10/7/2013


VISION FOR MY FUTURE Here is what I want to accomplish this year: Education: I plan to continue my education experience at Walters State Community College for the 2013-2014 school year. I will conclude my education practicum in Spring of 2014. In May I will graduate with the Associate of Science in Teaching from Walters State and will then begin the 2+2 education cohort with East Tennessee State University. I will then become dually enrolled through Walter’s State and ETSU as I also complete my degree in a 2nd area of emphasis, music education. After I graduate from ETSU in the 2015-2016 school year, I would like to attend the summer 2016 cohort. This will provide me with my secondary add-on endorsement. Career: I plan to further develop my career, in general education, by completing the Service Learning hour requirements as a part of my education practicum. This will give me a real-time application of content from a student perspective. Also, this semester, I was able to complete a work study at Union Heights Elementary School. I have been able to work, one on one with students and teach them to read, write, to do math, and guide them in other areas of weakness. Finally, I will continue in my apprenticeship at my church, to become a future worship leader. Family and Friends: I am looking forward to gain more knowledge of the public education system, in order to share with my friends and family. I have many friends who have chosen to home school their children. Therefore, I am anxious to receive a closer look into public schools so that I can help reinstate faith in our public educators. Also, being a mother, I am anxious to see what my own children will be experiencing as my oldest daughter will begin her educational journey in the fall of 2014. Involvement and Service to My Community: I am setting goals to continue the current work that I am already involved in, for my community. I have the tremendous honor of working in various outreach ministries through my church, which assist the community wherever needed. For example, our women’s ministry has joined with the Public Library of White Pine, TN. to begin a reading program for children and their mothers. We have designed a story time, song time, craft, school lesson, and social interaction to help prepare the children for public school. I am also the Assistant Music Director at my church, Student Worship Leader, Children’s Choir Director, and an active leader and member of Service and Outreach. Through these ministries, I am able to work directly with students, in every avenue of life, ages 3-19. Additionally, our Service and Outreach program works fervently to meet multiple needs such as meals, clothing, finances, job hunting, housekeeping, etc… Lastly, at Walter’s State I am honored to be a part of the STEA and a member PHI THETTA KAPPA. There are many outreach programs that these two organizations host in effort to provide food, clothing, and support to the community. Personal Growth: I believe that this year is critical in my growth as a teacher. There are many milestones ahead. Therefore, how well I manage and succeed through these hurdles, will only contribute to my personal growth. I predict that there will be growing pains this year however, I plan to come out stronger than ever before. Other: I have always taken pride in helping my own children grow and become prepared for their own educational experience. This year I am excited to learn more about general education and test the different strategies on my own children. I am truly looking forward to all this year holds.


Service Learning Project Name: Tara Stanley Course Title: Introduction to Education- EDUC 2300-001 Date: April 25th 2013 Agency Name: Union Heights Elementary School Agency’s Mission Statement/ Grades Served/ Community Needs: “Our Mission at Union Heights is for the staff, the parents, the students and the community to work together to provide an appropriate learning environment in which all students are able to achieve their potential.” “Old Lowland School was one of the first high schools in Hamblen County. Intermont and Lowland Schools eventually merged and, in 1951, Lowland and Springvale Schools were consolidated to form Union Heights. The current building, built in 1951, has been renovated four times. The most recent additions were a new library, four new classrooms, and office suite, and a renovated gym and cafeteria.” (About the School, 2012-2013) Additionally, Union Heights serves around 296 students, grades K-5. According to their website Union Heights is very active in the community via PTO, Art in the Classroom, Pride Day, Fall Festival, Grandparents Day, and Tornado Community Connections. Tornado Community Connections is a monthly event which raises awareness for parents and families in the community regarding a variety of topics. Some of these topics include anti bullying, online safety, and drug awareness. For members who attend, a supper is provided. Prologue:

I am very excited as I move forward in the service learning experience at Union Heights. I am looking forward to observing different teaching strategies and differentiated instruction. I also expect a closer look into Informative and Formative Assessment and application of the new Common Core. I believe that this experience will help me develop by allowing me to apply class work content in real-time settings. I also believe that I will grow in understanding the daily struggles, and victories that each teacher faces. Additionally, I anticipate that the staff will receive me well. However, I do fear that my stance may be viewed as the rookie and thus my observation not valued. I have set a few goals as I begin the service learning experience. One goal is to overcome the fear that I am unable or unequipped to meet a student’s needs, through instruction. Another goal is to further inspect the role of parent and social involvement in each student’s educational experience. I am also curious to see how teacher’s collaborate and work as a team to encourage a student’s optimal success. All in all, I have great expectations for my service learning experience at Union Heights. I am ready to embark on this new and exciting educational journey.


First Agency Visit: (Overview of Events) During my first visit, I initially met with Union Height’s principal, Chuck Carter. We discussed which teacher and grade that I would be working with. After meeting with Mr. Carter, I was introduced to my mentor teacher. Shortly after arriving in the 3rd grade classroom, morning commencement began. The principal came over the intercom and directed the students to have a moment of silence, sing the Pledge of Allegiance, and state the National Anthem. After these activities the students returned to completing morning work. I asked the teacher what her student’s morning work consisted of. She told me that most of it was unfinished work from the classroom. If all work is caught up, then the student can work on AR, or reading responsibility. Upon the completion of morning work the students began their daily rotation schedule. Like secondary school, each student rotates to and from their areas of focus. The classes are divided into low, middle, and high level learning environments. On any given day the students rotate between Language Arts, Reading, Math, Science, Social Studies, Library, Music, Gym, Typing, and Lunch. Most of the focus and time is spent within the areas of Language Arts, Reading and Math. I followed the students and was able to see them at work, in multiple learning environments. ABCs of Reflections Affect: I was very excited to meet with Mr. Carter, principal at Union Heights. I have worked under his administration before and have found it to be an encouraging and memorable experience. After meeting with Mr. Carter, I was shocked and thrilled to hear the student’s still engage in a morning commencement, including a moment of silence. More and more schools are moving away from that concept, and I was pleased to see that Union Heights had not. The only time that I felt any anxiety was during rotation times. It seemed as if things became a little chaotic when transitioning back and forth, from class to class. In fact, I felt as if valuable learning time was lost, during the switch. Nonetheless, I am very pleased and satisfied with this day’s visit. I felt very confident when I left. Behavior: When I came into the classroom I noticed that a female student became a little flustered in the face. She quickly stated that someone had on too much perfume. I quickly realized, she was talking about me. Therefore, in the future, I need to remember to wear less perfume. Other than that, I felt very pleased with my behavior on this first visit. There is nothing I would change. Cognition/Content: In EDUC 2300, one chapter focuses on nationalism and citizenship. In fact, our book explains that reciting the pledge and singing the National Anthem are engaging in the two highest forms of patriotism. I was excited to make this connection. Also, I saw Common Core, well in effect, through such emphasis on Language Arts, Reading and Math.


Second Agency Visit: (Overview of Events) On the day of my second visit, most of my time was spent, with the children, in Reading, Language Arts, and Social Studies. In Reading, the students had been reading Charlotte’s Web. The students, who were finished with all work, joined the teacher on the “reading rug,” to engage in the story. The teacher then began a high energy reproduction of Charlotte’s Web. The students seemed to enjoy the reading time, and were enamored with the teacher’s performance. Lastly, the teacher assigned a chapter for the students to read at home. In Language Arts the students began tracing and writing the letter T, in cursive. During this time, students would walk up to the teacher, for reinforcement, but were quickly asked to be seated. I noticed that some students were disheartened, as they did not know if they were doing the work correctly. Also, the teacher seemed to be equally flustered, as she also made numerous grammatical errors, during the lesson. This lesson did not seem to go as well, as previous ones. Finally, in Social Studies the students learned about Pioneering. They spent more time reading aloud, exploring how settlers built and constructed their homes. Again, the teacher seemed a little flustered and stumbled through this lesson. In fact, the teacher forgot part of the content in the lesson, and a student had to remind her that they were discussing The Oregon Trail. All in all, this experience showed me that not every day is flawless and easy going. I am now more prepared to deal with stumbling blocks and frustrations, in the classroom. ABCs of Reflections Affect: On this day, I started out feeling excited and ready to conquer anything. I too enjoyed the reading and was thoroughly engaged in Charlotte’s Web. However, these feelings quickly changed to tension and uneasiness. As other lessons were delivered, I sympathized with each student. It was hard to stay alert and attentive when the teacher, herself, was so distracted. Behavior: Again, I don’t know that I would change anything about my behavior. I was asked to sit in the back of the room. I often thought that had I been in allowed to sit in the front, then I would have tried to direct more of the students focus, to my mentor teacher. It seems as if everyone was very distracted, and I would have used body language and eye contact, to guide our student’s attention back to their instructor. Cognition/Content: In my Into. to Education class, Mrs. Smith has taught us about proper student engagement and attention grabbers. This was reflected perfectly, during the reading of Charlotte’s Web but was somehow lost along the way. Today, I realized how important behavior conditioning truly is and how badly this instructor needed help, in this area. My exact thoughts were, “if only she had Mrs. Smith’s antique bell.” Every teacher needs one.


Third Agency Visit: (Overview of Events) On my third and final visit to Union Heights, I saw a completely different side to the classroom. Friday’s are primarily utilized as a testing and make up day. This day was no exception. My mentor teacher entrusted me to give the vocabulary and spelling test to the students. On the spot, I had to come up with sentences to explain each word being assessed. Also, I was asked to help tutor the students who were behind and needed help. This is when I met Marshall, (whose name has been changed). Upon completing this semester’s service learning hours, I was hired by a work study program to teach and mentor struggling students. I would be doing this at Union Heights and Marshall would be my main apprentice. I was told that Marshall was reading on a much lower level, than 3rd grade. It would be my job to assist in teaching him to read, write, and complete make up work. I was then introduced to Marshall and my heart began to swell. Next thing I know, I am given a desk, a chair, a book, flashcards, a pocket of makeup work and the hallway became my official office. With no further instruction, Marshall and I were expected to go work and that is exactly what we did. We began sounding out words, and syllables. We recited and practiced sight words and completed his missed work. Once finished, I gave Marshall a prize. Though it was only a mechanical pencil, you would have thought that I gave Marshall 1 million bucks! I was also reinforced because I knew I had become an “official” teacher. My time at Union Heights for practicum hours had come to an end. However, this was just the beginning of a new working relationship with the staff and students. I will never forget this semester’s service learning experience. It was ended on a most memorable note. ABCs of Reflections Affect: I was a little worried when I first arrived at the school. I did not want to go through a repeat of the last visit. To my surprise, it was entirely different. The feeling was much more laid back and carefree. When asked to give the test, I was filled with excitement. It was my opportunity to work within my passion. By the time that I worked with Marshall, my cup was running over and I was elated. Behavior: The only thing that I would change about my behavior is by changing my thought process before entering the classroom. I anticipated dread due to the previous day’s experiences. However, that was not the outcome. Therefore, in the future, I will treat every day as a new day and opportunity to start fresh. Cognition/Content: Today I applied all prior knowledge I’ve learned, in the classroom. This is because I actually became a teacher. However, my favorite part was making a correlation in working with an at-risk student, in a Title 1 school. Often, many teachers do not want to take the time work with these students who are behind due to the work and sacrifice it requires. Yet, I could not imagine teaching in any other way. It was the most liberating experience that I had ever had. On this day, I can honestly say that No Child was Left Behind.


Epilogue: I am very pleased with the Service Learning experience at Union Heights. I was able to observe differentiated instruction and learn how to apply various teaching strategies, into a lesson. I also saw how Common Core was recited and incorporated into math lessons. Furthermore, I got an up close look at how formative assessment is reviewed and addressed, to aid in a student’s success via the platform of student teacher conferences. I am very excited to say that my expectations were met, during my service learning experience. I not only saw but experienced firsthand, the struggles and victories an instructor faces when giving a lesson. All of my goals were obtained, in that I felt more equipped to meet a student’s needs. Additionally, I was delighted in becoming a mentor teacher to my very own mentor student. That was a great honor. There were a few instances where I felt a melting pot of emotions such as surprise, anxiety and dismay. However, as a whole, I would say this experience delighted me. This was especially true when I looked upon the faces of the students I was able to teach a lesson to. It was very rewarding to know that something I did could help inspire and encourage each student. I feel very satisfied and happy with this service learning experience. I honestly cannot think of anything that would make it better. I am beyond confident that I had the best experience possible.


VISION FOR MY FUTURE Here is what I want to accomplish in the next five years: Education: In the next 5 years I plan to have completed my undergraduate coursework, having obtained a bachelors degree in Elementary Education K-8 and in Music Education. Upon the end of the 5 year period it is my goal to further my education and begin a program to obtain my Masters Degree. Career: In 3 years I will begin teaching in the Public School system as a general educator. However, between now and then I plan to continue the exploration of my career in music, through my church, Freedom Fellowship. I hope to either be a full time Worship Leader or closer to becoming one, by the end of the 5 yr period. Ultimately, the goal is to continue on both career paths and allow them to eventually merge. Family and Friends: I have very high expectations and goals set for our family. In 5 years both of my children will be immersed in their own educational journey. My husband and I are going to work hard to support them and always encourage academic excellence. Also as a result of becoming a teacher, I hope to create more financial freedom for my family. In example, my teaching career will also give me ability to start a college fund for my children. Involvement and Service to My Community: I plan to become an active voice and advocate for the well being of students and their academic success. I want to immerse myself into anything that will raise community awareness of the importance of education. Also, I hope to contribute in eliminating the assessment stigma which lingers over the Public School System. By hosting seminars, conferences, or small groups, I can further educate the community on why education and assessment is critical to a student’s success. I also still plan to be involved, with my church’s music and various outreach programs. Hopefully, we can create even more outreach programs that have an education foundation. Personal Growth: In 5 years I plan to be a well-rounded, educated, successful and healthy individual. I want to be able to look back on the previous 5 years, with a smile on my face and a feeling of satisfaction. I hope that my drive and determination is not lost but strengthened. In 5 years I hope to be an intelligent and admirable woman of God, who everyone looks up to for inspiration, encouragement, and authenticity. I hope to set the bar for what a non-traditional student can achieve, if they put their mind to it. Other: My ultimate life goal is to leave a lasting legacy. I want my children, grand children, and great grandchildren to be proud of where they have come from. I want them to always expect the best, because of the imprint my life left behind. I want my friends, peers, and colleagues to be moved and inspired by my hard work and ethic. I want to instill hope and inspiration. I do not want to simply make a difference but I want to be the difference, for society. REFLECTIONS Here are the Knowledge and Skills that I have acquired as a direct result of taking part in this Service Learning project: I was able to acquire much skill in differentiated instruction. I feel that my patience has grown. I also feel that I have a new found knowledge and awareness of what goes on in the classroom. At first, I was intimidated by the new use of technology, in the classroom. However,


by the end of this experience, I feel very comfortable using the Elmo, Smart Board, and other technological advances.

Here is how this Service Learning project ties in with my EDUC 2300 Introduction to Education class: I was able to make real life connections and associations to information I have learned in class. For example, I was able to see how F.A.P.E. and No Child Left Behind is regulated and enforced by mentoring a student. The whole time I was there, I recognized different learning theories; the most prominent being Behaviorist. Additionally, I got to see experience what it was like to scaffold a student. Lastly, I was able to see how social and moral development played into the academic progress of each student. My Contribution to the Community I have devoted 18 hours to my Service Learning project. Here are four lasting experiences that are an outcome of my Service Learning project: 5. Mistakes are ok. There will be times of error when delivering a lesson plan. However, this can be turned into a learning experience for the student. It can help reinforce the idea of checking your work before completing. 6. At risk students can defy the odds. When at risk students are shown love, care, support, and a healthy learning environment, they can succeed. It takes encouragement and inspiration from general educators to ensure that these students remain on track. 7. There is not an I, in TEAM. Collaboration and teamwork is essential in providing the best education possible for a student. 8. Social development is key. It is very important for students to feel accepted and relatable to their peers. Thus it is sometimes necessary to put student’s into separate learning groups to ensure success. This provides the student a safe social sphere in which each student is surrounded by others who learn the same way that they do.


Works Cited About the School. (2012-2013). Retrieved 09 28, 2013, from Hamblen County Department of Education/ Union Heights Elementary School: http://uhes.hcboe.net/?PageName='AboutTheSchool'


Context Statement Type of Artifact: Field Placement Evaluation Date: Fall 2013 Courses: SPED 2010 Introduction to Special Education Description: This is my service learning evaluation for SPED 2010 Introduction to Special Education.


Context Statement Type of Artifact: Field Placement Evaluation Date: Fall 2013 Courses: PSYCH 2010 Psychology of Human Development for Teachers Description: This is my service learning evaluation for PSYCH 2010 Psychology of Human Development for Teachers.


Context Statement Type of Artifact: Field Placement Evaluation Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my service learning evaluation for EDUC 2300 Introduction to Education.


Context Statement Type of Artifact: Timesheets Date: Fall 2013 Courses: SPED 2010 Introduction to Special Education Description: These are the Timesheets for SPED 2010 Introduction to Education


Context Statement Type of Artifact: Timesheets Date: Fall 2013 Courses: EDUC 2010 Psychology of Human Development for Teachers Description: These are the Timesheets for EDUC 2010 Psychology of Human Development for Teachers.


Context Statement Type of Artifact: Timesheets Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: These are the Timesheets for EDUC 2300 Introduction to Education.


Concluding Reflection I appreciate your taking the time to review my portfolio. The works found here are only a glimpse of my experiences and knowledge obtained as I journey down the road of becoming a teacher. Truly, it would be impossible to contain every significant moment, within this portfolio. I am left overwhelmed, with my cup running over, as I reflect upon these moments and conclude this semester. I have a great passion for inspiring others. As a result, I am so thankful for the opportunities that I have been given, thus far. I am beyond elated to move forward and take the next step in my practicum with ETSU. Thank you for allowing me the honor to be a part of your prestigious program.

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