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Initial Level The Developmental Teaching Portfolio

Jordan Cogdill


Initial Level The Developmental Teaching Portfolio

Jordan Cogdill 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 #6- Time for Learning Professional Growth: STEA Membership Praxis 1 Workshop Communication: Letter to Mrs. Rollar and Mrs. Lyon PBL SECTION THREE: PROFESSIONAL EVALUATION Field Placement Journals Field Placement Evaluations TimeSheets Concluding Reflection


SECTION ONE: BACKGROUND INFORMATION


Introduction My name is Jordan Cogdill. I am a student at Walters State Community College. I plan to graduate in the spring of 2014 with my Associate of Science in Teaching. I plan to transfer to E.T.S.U. to finish my Bachelor’s degree. This portfolio is only the beginning of my journey. When I was a little girl, my grandparents worked in a high school in my hometown. I would go to work with them sometimes after school, and I was always fascinated with the school setting. At a young age, I saw teaching as a great possibility. During my first eighteen hours of service learning, I became 100% sure that I wanted to be an educator. I loved to see when students’ light bulbs turned on when they understood the material. I want to have many moments like that with my future students. I cannot wait for this journey to continue!


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


Jordan Danielle Cogdill 681 Cummings Chapel Road Sevierville, TN 37876 (865) 227-1340 / jordancogdill@yahoo.com Professional Objective: To teach and guide children in our elementary schools. Education: 2014-2016

Bachelor of Science in Elementary Education East Tennessee State University

2011-2014

Associate of Science in Elementary Education Walters State Community College

2007-2011

High School Diploma, Sevier County High School

Related Educational Experience/Professional Experience: Spring 2014 Service Learning, The King’s Academy Kindergarten Fall 2013

Service Learning, Catlettsburg Elementary School Fourth grade

Fall 2012

Service Learning, Jones Cove Elementary School Second grade

Additional Work Related Experience: Fall 2013- present Substitute Teacher Spring 2007- present Your Scrapbook Superstore, Sevierville, TN Placement File: Please contact the ETSU Career and Internship Services Office. Website: http://www.etsu.edu/careers , BucLink TEL: 423-439-4450 FAX: 423-439-6176


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


My Philosophy of Education As a little girl, I always thought teaching would be a great possibility. I was around educators before I began school. When I did begin school, I loved everything about it, especially my teachers. I favored many teachers from elementary school through college at Walters State. The teachers who made a difference in my life were well-rounded. They reached many students and were well liked by most. I believe the three most important attributes of an effective teacher are organization, dedication, and the willingness to be a lifelong learner. Being an effective teacher means being organized. I believe that a teacher who is intelligent, entertaining, patient, and kind, but has no organization skills, will not enjoy teaching. Structure is good for both the teacher and students. I believe a messy room will make everyone feel uneasy. Teachers who lack an everyday routine will cause unnecessary tension between the teacher and students. Organization will make a teacher’s life so much easier. Another important attribute of being a teacher is being dedicated. I believe that teaching is not an 8-3 job; I know that I will spend countless hours grading papers and creating activities that my students will enjoy, and I am more than happy to do that. Being a teacher will affect all aspects of my life. I will be recognized as a teacher in the classroom but also when I am out doing errands. I want to be recognized as a dedicated teacher.


I also believe that an effective teacher should always want to learn more. How could a teacher convince his or her students that learning is fun if he or she does not enjoy it themselves? Students are smart, and they can pick up if a teacher is truly interested in his or her field. The teachers who were so enthusiastic to learn were always my favorite. It’s important for teachers to keep learning about new technology and finding ways to make students engage, otherwise, they will be left behind and will have trouble reaching students. My teaching philosophy came from a student’s perspective. What I think will make a great teacher may differ from someone else. It was easy to focus in on what made my teachers great, and now some of those attributes will be a part of my teaching philosophy. I want to reach as many students as I can through knowledge, activities, and technology. Being well-rounded as a teacher is so important, but I believe the three most important attributes of being a teacher are organization, dedication, and the willingness to be a lifelong learner.


Context Statement Type of Artifact: Program of Study Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my Program of Study for the classes I have completed at Walters State Community College.


Teaching, A.S.T. - K-6 Print Degree Planner | Add to Portfolio

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Return to: Programs of Study The Associate of Science in Teaching degree is a jointly developed degree through the TBR community colleges. Currently, students in the community colleges follow articulation agreements worked out with nearby four-year teacher preparation colleges. With the AST, students will be able to finish at any community college and be able to enroll in any TBR teacher education program. Students intending to transfer to the UT system or private institutions should consult a faculty advisor on the appropriateness of this program for transfer. Degree: Associate of Science in Teaching Emphasis: K-6

General Education Requirements (41 hours) Communication (9 hours)   

ENGL 1010♦ - Composition I ENGL 1020♦ - Composition II SPCH 1010♦ - Fundamentals of Speech Communication

Humanities and/or Fine Arts (9 hours)      

MUS 1030♦ - Music Appreciation

or ARTH 1030♦ - Art Appreciation

Approved Humanities General Education elective1 3 credits Approved Literature General Education elective1 3 credits

History (6 hours)     

HIST 2010♦ - American History I

or HIST 2020♦ - American History II

or HIST 2030♦ - Tennessee History

Behavioral/ Social Sciences (6 hours)


    

GEOG 2010♦ - World Regional Geography

and POLS 1030♦ - American Government

or SOCI 1010♦ - Introduction to Sociology

Mathematics (3 hours) 

MATH 1530♦ - Probability and Statistics

Natural Science (8 hours)     

BIOL 1030♦ - Concepts of Biology BIOL 1031♦ - Concepts of Biology Lab CHEM 1030♦ - Concepts of Chemistry CHEM 1031♦ - Concepts of Chemistry Lab

Area of Emphasis Requirements (19 hours)              

EDUC 2300♦ - Introduction to Education MATH 1410♦ - Number Concepts and Algebraic Structure MATH 1420♦ - Problem Solving, Geometry and Statistics PSYC 2130♦ - Life Span Psychology

or EDUC 2010♦ - Psychology of Human Development for Teachers SPED 2010♦ - Introduction to Special Education

or ECED 2060♦ - Development of Exceptional Children PSCI 1030♦ - Concepts of Earth and Space Science PSCI 1031♦ - Concepts of Earth and Space Science Lab

Total Credit Hours 60 General Education electives in each category must be chosen from approved courses listed in the General Education Program . 1

Additional Degree Requirements


  

ACT composite 22 or successful completion of Praxis I Attainment of 2.75 cumulative grade point average Satisfactory rating on an index of suitability for the teaching profession

Note(s): 

Students are required to meet computer competency during the first 30 hours of coursework. For additional information, visit www.ws.edu/academics/technicaled/computer-competency/. Learning Support courses must be taken every semester until completed.


Context Statement Type of Artifact: Transcript Date: Fall 2011- Spring 2014 Courses: All Courses Description: This is an unofficial copy of my current transcript.


Context Statement Type of Artifact: Praxis I Date: Spring 2013 Courses: All Courses Description: This is a copy of my Praxis I scores.


SECTION TWO: SELECTED ENTRIES


PLANNING AND TEACHING STRATEGIES:


Name: Jordan Cogdill Date: 4/17/14 Class: EDUC 2300 Introduction to Education Semester: Spring, 2014 Description: This is the Bloom’s Taxonomy Activity we did in EDUC 2300 Introduction to Education class.


Bloom’s Taxonomy Activity 1. Targeted grade level: Kindergarten 2. Subject area: Math 3. Specific content to be taught: Addition 4. Questions: a. Remembering 1. What is addition? 2. Can you give me three facts on addition? 3. Can you recall how to work an addition problem? b. Understanding 1. What is the main idea of addition? 2. Can you paraphrase the steps of addition? 3. Can you explain what is happening when you add two numbers? c. Applying 1. Describe how you could use objects to demonstrate addition. 2. How do you set up an addition problem? 3. How do you use addition to solve word problems? d. Analyzing 1. How do we use addition in the real world? 2. Why is learning about addition important? 3. What conclusions can you draw from addition? e. Evaluating 1. Do you like addition? Why or why not? 2. What is the best way to test understanding of addition? 3. Is there a better way to add or explain addition? f. Creating 1. Create a new method of teaching addition. 2. Invent a useful game that will aid in learning about addition. 3. Construct a model that would help others learn about addition.


Context Statement Type of Artifact: Lesson Plan Assignment Date: Spring, 2014 Courses: EDUC 2300 Introduction to Education Description: This is my lesson plan assignment that I did in my EDUC 2300 Introduction to Education class.


Name: Jordan Cogdill Title of Lesson: The Marshmallow Activity Grade: Kindergarten Date: 4/17/14

Materials Needed:  1 piece of construction paper for each student  2 mug cut outs for each student  2 hot chocolate cut outs for each student  Bag of Mini Marshmallows  1 die per student  Scissors  Glue  Addition sheet for each student  Paper towels Goals:  TSW learn why addition is important in the real world.  TSW recall how to work an addition problem. Objectives:  TSW learn that the total of the marshmallows in the mugs combined equal the total marshmallows they need.  TSW will see that addition can be used at home to make treats.  TSW combine the first and second number that they roll in order to solve for how many marshmallows are needed total. Instructional Procedures: 1. Hand each student a story mat, two precut mugs, and one die while talking about the students favorite winter time treats. If hot chocolate is not mentioned, let the students know that is their teacher’s favorite winter time treat. 2. Talk about how addition is used in the kitchen. 3. Instruct the students to glue the precut mugs, the chocolate cut outs, and the small addition sheet on their story mats. 4. Have every student roll their die once. The students will then fill the first blank with that number. Walk around the room and make sure the students do that correctly. This would be a good time to pass out the paper towels and the amount of marshmallows each student needs depending on what he or she rolled. The students will then glue that number of marshmallows to their hot chocolate cut outs. 5. Repeat this process for the second number. 6. Once every student is finished with finding their two numbers, have the students count the amount of marshmallows in the first and second cup. This will be their final answer to the addition sheet question.


7. Have the students eat the leftover marshmallows for snack! 8. This activity would make a good hall display! Questions:  (See Bloom’s Taxonomy assignment) Closure:  While the students are having snack, ask them other ways addition can be used in the kitchen or outside of the classroom. Adaptations to meet Individual Needs:  Have the students work together in three’s. Evaluation Assessment:  See attached rubric


ACTUAL TEACHING:


ASSESMENT AND EVALUATION:


Context Statement Type of Artifact: Performance-Based Grading Rubric Date: Spring, 2014 Courses: EDUC 2300 Introduction to Education Description: This is the rubric for my Bloom’s Taxonomy lesson plan for my Educ 2300 class.


Participation

Cooperation

Following Instructions Questions (3) Format of the Marshmallow Activity

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

Did not participate in the class discussion

Gave one answer for how addition can be used outside the classroom Did not want Had to be to cooperate reminded of with the how to work group with others Did not listen Listened, but to instructions with some disruptions None correct 1-2 correct

Gave at least two ideas for how addition can be used outside the classroom Worked well with his or her group

Did not match the amount of marshmallows with the addition sheet

All the numbers were ____ / 2 correct according to the number of marshmallows Total Score ____ / 10

= Excellent = Good = Satisfactory = Needs Improvement = Unsatisfactory

1 problem on the addition sheet matched the number of marshmallows

____ / 2

____ / 2

Listened with no disruptions

____ / 2

All correct

____ / 2


LEARNING ENVIRONMENT:


Context Statement Type of Artifact: Guided Observation #1 Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is guided observation #1 with the information about my service learning.


Guided Observation #1 – Contextual Factors

Name: Jordan Cogdill Date: Spring 2014 Course: EDUC 2300 Introduction to Education School: The King’s Academy

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. There were six males and four females in Mrs. Rollar’s class. One out of the ten students was Vietnamese. The rest were white. 2. What are the development levels of the students within the classroom you are observing? Half of the students in the classroom were on grade level. Two of them were above grade level. The Vietnamese boy was on a lower level; he has trouble reading because his parents do not speak English at home. 3. How is the instruction modified to meet the diverse needs of the students? Mrs. Rollar didn’t modify the assignments too much since most of the students were on grade level or higher. She had to give some extra attention to the Vietnamese student when there was a reading assignment. 4. Research the school and the Tennessee State Government web site to obtain information about the school community, school report card, and school population. There is a total of 931 students who attend King’s Academy. 45% of the students are Caucasian; 35% of the students are Asian. I couldn’t find the King’s Academy report card because it is a private school. 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. King’s Academy provides for students who need enrichment activities by offering a program for Christian homeschooled families. They offer the basic courses like literature and history, but they also offer classes like Greek, Economics, and painting. This school also offers an Individual Student Support Plan that will cater to each student’s specific needs.


Context Statement Type of Artifact: Guided Observation #2 Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my guided observation #2 that I completed for my service learning.


Guided Observation #2 – Physical Arrangement Name: Jordan Cogdill Date: Spring 2013 Course: EDUC 2300 Introduction to Education School: The King’s Academy 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: Mrs. Rollar had only one computer in her room, and she was the only one who used it. She controlled the projector with it during her morning recitations. I assume she would use the computer and projector if she wanted the students to watch a movie since there was no television in her classroom.

b) Traffic Patterns: When I walked in the classroom, I saw Mrs. Rollar’s desk to the left of the room. There were four circular tables in the classroom. There were three students per table except the left front table; it only seated two students. When I first walked in, the projector was to the left of the door. The students had a rug there. The classroom had very small windows, which were behind the students so they couldn’t look out and be distracted. I thought Mrs. Rollar did a great job setting up her classroom. She had plenty of room to walk around the circular desks. Every student


could see her at all times and vice versa. There was plenty of room to do activities with the students since there was an open space with a rug near her projector.

c) Instructional Displays: Mrs. Rollar did not have any bulletin boards, but she filled up her walls with posters. One of those posters contained several prayers for the students to choose from before they went to lunch. She would randomly select a student to pick a prayer and lead the class. Mrs. Rollar also had a huge alphabet poster.

d) Classroom Management: Mrs. Rollar’s students were very well behaved when I did my service learning. I could tell she expects them to be obedient at the beginning, middle, and end of the day. When I came in the first day, I interrupted their morning recitations. The students were quiet while Mrs. Rollar was explaining what I needed to do that day. There was one occasion when a student interrupted her teaching; she pulled him to the side and had a brief discussion on what he was doing wrong and what he should be doing.

e) Motivational Elements: The students explained to me they have a Popsicle stick system. If they are called on for doing something wrong, they have to move a stick. If they do something extra good, Mrs. Rollar will give them extra recess or candy. I noticed that she did not have a reward box that she lets them pick out of like most kindergarten teachers.


Context Statement Type of Artifact: Guided Observation #6 Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my guided observation #6 for the class where I did my service learning.


Guided Observation #6 – (Time for Learning)

Name: Jordan Cogdill Date: Spring 2014 Course: EDUC 2300 Introduction to Education School: King’s Academy

Guided Observation Six – Time for Learning 1. What is the daily schedule? Mrs. Rollar and her students start out with the morning recitations. After their morning work, they do math and reading. Students then do a Bible lesson. Lunch is at 10:00. After lunch, the students go to their special. When the students come back, they do a brief science activity. Then it’s rest time. Students normally go to recess after 1:00. Then they work on English and spelling. Then it’s time to go home. 2. How does the teacher indicate start and stop times for activities to the students? When Mrs. Rollar wants to get the students attention, she says, “Classy, Classy!” They immediately look up and wait for further instruction. She plays soft and calming music frequently, and when she stops the music, her students know that it is time to stop what they are doing. 3. Do students work on other materials, subjects, etc. in class? Does the teacher encourage or discourage this behavior? Mrs. Rollar didn’t mind if the students colored or read if they were finished with their work. Work was usually completed as a class, so everyone finished close to the same time. 4. Do you observe a list of rules or guidelines posted anywhere in the classroom that address use of class time? There is a list of rules posted, but none of them include anything about how to use class time.


PROFESSIONAL GROWTH:


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


Dear Jordan Cogdill: Welcome to the National Education Association! Your 1 year NEA Student Membership application has been processed successfully. Your transaction of September 11, 2013 was approved in the amount of $30.00. The confirmation number for this transaction is EUHEAEF276B5 and your NEA member id number is 0008554434. Educator's Employment Liability coverage is in effect from today, September 11, 2013 through August 31, 2014. PLEASE PRINT THIS LETTER AS PROOF OF YOUR MEMBERSHIP AND COVERAGE IN THE PROFESSIONAL LIABILITY INSURANCE PROGRAM. Thank you for joining the National Education Association, Tennessee Education Association and your local chapter. You are now a member of our united family at the local, state and national levels. We encourage you to become active in the Association as well as to take advantage of the information, services and programs the Association has to offer. Among the resources available to you are:


Context Statement Type of Artifact: Praxis 1 Workshop Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is the letter I received for attending the Praxis 1 workshop.


COMMUNICATION:


Context Statement Type of Artifact: Letter to Mrs. Rollar and Mrs. Lyon Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is a letter thanking the teachers I observed during service learning.


March 25, 2014

Dear Mrs. Rollar and Mrs. Lyon, I am very appreciative of you both welcoming me into your classrooms and letting me complete my service learning. Both of you are wonderful teachers, and I have learned so much. Thank you for answering all of my questions and letting me help with the students. I hope to volunteer at King’s Academy in the future, and I look forward to seeing you both again!

Thank you, Jordan Cogdill Jordan Cogdill


Context Statement Type of Artifact: PBL Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is the PowerPoint presentation I did for my PBL in my Introduction to Education class.


SECTION THREE: PROFESSIONAL EVALUATION


Context Statement Type of Artifact: Field Placement Journals Date: Spring 2012 Courses: EDUC 2010 Psychology of Human Development for Teachers Description: My teacher did not provide journals for my Education 2010 Psychology of Human Development for Teachers class.


Context Statement Type of Artifact: Field Placement Journals Date: Spring 2013 Courses: SPED 2010 Introduction to Special Education Description: My teacher did not provide journals for my SPED 2010 Introduction to Special Education class.


Context Statement Type of Artifact: Field Placement Journals Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: These are my journals for my EDUC 2300 Introduction to Education class.


Journal Entries First Agency Visit: Today, I got to meet the two kindergarten teachers I will be working with at King’s Academy. Mrs. Rollar is the supervising teacher that I worked with today. Her room shares a door with the other kindergarten teacher, Mrs. Lyon. I arrived a little before 9. Mrs. Rollar starts the day off with morning recitations. I am very glad I got to observe those students because I was really impressed.

ABCs of Reflections Affect: The morning recitations were great! I couldn’t believe how advanced this kindergarten class is. They recited the first five presidents in song, and I was blown away! They also do a daily weather graph and choose if it is cloudy, sunny, or snowy outside. They also do a morning prayer. Mrs. Rollar’s specialty is working with kids who have speech issues. She incorporates sign language into the morning recitations. Behavior: Today was mostly observing and talking a little with the students. Mrs. Rollar asked about my goals with school during her planning period, and she gave me a brief summary of her average day with the kindergarteners. Cognition/Content: When Mrs. Rollar is trying to get her students attention, she says loudly “Class, class?” and the children respond with “Yes, yes?” If that doesn’t gain everyone’s attention, she says ‘‘Classy, classy,’’ and her students reply with “Yessy, yessy?’’ It was cute and effective and one of Mrs. Rollar’s signatures.


Second Agency Visit: Today, I worked with Mrs. Lyon and her kindergarteners. She asked me to make flashcards for the students so they could learn how to pick rhyming words. At King’s Academy, the teachers are very diligent about keeping their students at grade level or higher. I assessed some students’ math skills today. We also had a surprise fire drill, and the kindergarteners did not handle it the way Mrs. Lyon taught them. ABCs of Reflections Affect: Today, I got to work with one student at a time instead of the class as a whole. I had a small packet that I went through with each student in Mrs. Lyon’s room. The packet had clocks, shapes, money, addition, and subtraction problems. I liked assessing for the most part. I felt that the teachers were preparing their students for 1st grade. Mrs. Lyon’s students were shyer than Mrs. Rollar’s, so it didn’t go as smoothly with them. Behavior: I was glad that I could help Mrs. Lyon assess her students. I saw how much attention she has to give them, and I couldn’t imagine assessing one-on-one plus maintaining the rest of the class. Cognition/Content: We talked about how important music is in the classroom during our last class session. Mrs. Lyon plays music periodically, and it always sets the tone of the classroom. The students were making a craft, and she put on Hark! The Herald Angels Sing. She also played a piano piece while the students had rest time on their mats.


Third Agency Visit: Today I was back in Mrs. Rollar’s room. I was overwhelmed by how much support she gets from parents. A father came in to have lunch with his son and helped around the classroom. Another parent came in for the delayed Valentine’s Day party and helped Mrs. Rollar and I set up. I also did math assessments for Mrs. Rollar’s class.

ABCs of Reflection Affect: I saw that Mrs. Rollar’s students scored higher on their math assessments than the other kindergarten class. I went through this group assessment pretty quickly! I had to keep in mind there are only twelve students in her classroom versus nearly twenty students in an average public school kindergarten class. Behavior: I enjoyed assessing the students and talking with the parent volunteers. They all seemed to genuinely love King’s Academy; I even had one parent tell me that she would never dream of sending her child anywhere else! Since today was the Valentine’s Day party, I figured the students would be bouncing off the wall with excitement, but they were all very good. Cognition/Content: We talked about the benefits of home schooling in a previous class session. It benefits the student to move at his or her own pace and have one teacher focus on him or her. One teacher per student is obviously not realistic in a public or even private school, but twelve students per teacher is totally doable, and I noticed how much more they learned!


Context Statement Type of Artifact: Field Placement Evaluation Date: Spring 2012 Courses: EDUC 2010 Psychology of Human Development for Teachers Description: My teacher did not provide a field placement evaluation for my Education 2010 Psychology of Human Development for Teachers class.


Context Statement Type of Artifact: Field Placement Evaluation Date: Spring 2013 Courses: SPED 2010 Introduction to Special Education Description: My teacher did not provide a field placement evaluation for my SPED 2010 Introduction to Special Education class.


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


Context Statement Type of Artifact: Field Placement Timesheet Date: Spring 2012 Courses: EDUC 2010 Psychology of Human Development for Teachers Description: My teacher did not provide a field placement timesheet for my Education 2010 Psychology of Human Development for Teachers class.


Context Statement Type of Artifact: Field Placement Timesheet Date: Spring 2013 Courses: SPED 2010 Introduction to Special Education Description: My teacher did not provide a field placement timesheet for my SPED 2010 Introduction to Special Education class.


Context Statement Type of Artifact: Field Placement Timesheet Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my timesheet for my EDUC 2300 Introduction to Education class.


CONCLUDING REFLECTION Thank you very much for taking the time to review my portfolio. This portfolio is only a sliver of the knowledge I will gain in this journey! I look forward to continuing this journey at ETSU and eventually, having my own classroom. My goal is to enjoy learning for the rest of my life and to instill that joy in my future students.

Jordan Cogdill EDUC 2300 Teaching Portfolio  
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