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Initial Level The Developmental Teaching Portfolio

Taylor McCollough


Initial Level The Developmental Teaching Portfolio

Taylor McCollough 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 # 3- Paperwork Professional Growth: STEA Membership Communication: Letter to Parents PBL Project SECTION THREE: PROFESSIONAL EVALUATION Field Placement Journals Field Placement Evaluations Timesheets Concluding Reflection


Section One: Background Information


Introduction My name is Taylor McCollough. I am currently a student at Walters State Community College working to obtain my Associates of Science in Teaching. I expect to graduate in May of 2014 with my associates degree. I will then be transferring to East Tennessee State University. I will then continue my education in hopes of obtaining my Bachelor’s degree in Elementary Education. This is my portfolio. It is not yet complete, and I plan on expanding it as I continue my education. I plan on using this portfolio as a way to record my plans and ideas for when I have a classroom of my own. I am very excited about working towards a career in education. I would love to teach in the lower elementary grades! I am excited to look back at this one day and put my plans into action.


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


Taylor LeighAnn McCollough 4564 Parrish Circle Morristown, TN 37814 (423)231-2288 / taymccollough@yahoo.com Professional Objective: To encourage, influence, and teach students in a positive manner. Education: 2011-2014

Associate of Science in Teaching Walters State Community College

2008-2011

High School Diploma, Morristown Hamblen High School East

Honors and Awards: Spring 2011

Who’s Who, Morristown Hamblen High School East

Spring 2011

High Honors, Morristown Hamblen High School East

Related Educational Experience/Professional Experience: Spring 2014 Service Learing, Russellville Elementary School Fall 2013

Service Learning, Russellville Elementary School

Fall 2012

Service Learning, Russellville Elementary School

College Related Professional/Academic/Service Activities: 2012-2014

STEA Member

Additional Work Related Experience: Spring 2013

Work Study Program, Walters State Community College Writing Lab Tutor

Fall 2012

Work Study Program, Walters State Community College Writing Lab Tutor

Spring 2012

Work Study Program, Walters State Community College Writing Lab Tutor

Fall 2011 Work Study Program, Walters State Community College Writing Lab Tutor


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


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


My Philosophy of Education When one finishes school, he or she can look back and see which teachers truly made an impact on his or her life. These teachers possessed certain qualities that left an impression. As I look back upon my education, I have vivid memories of the teachers that really made a difference in my life. These teachers demonstrated to me what it meant to be an effective teacher; three attributes of an effective teacher are: compassion, discipline, and encouragement. I had teachers in school that did not care if students were having a good day or a bad day, but I have had some that really invested in students’ lives. When students feel that their teacher cares about them, they are more likely to participate in the class. This is how I felt when I was in school. As I go into my career as a teaching, I hope to be compassionate towards my students. I want my students to know that I care about them, and I am investing in their future. Discipline is an important quality for an effective teacher. If a teacher does not push her students to work hard and to the best of their abilities, they will not walk away from the classroom a better student. It is perfectly fine to have a fun classroom and students who like to be in there; in fact, that is the ideal situation. However, to achieve this you have to set standards and guidelines that your students must follow for their safety and betterment. I remember my third grade teacher, Becky Reel, was a very strict teacher. However, when I think about why I want to be a teacher, she is the primary reason. She had a firm hand and a caring heart, these made her an amazing teacher. I strive to be like that. The third attribute that, I feel, makes an effective teacher is the ability to encourage your students to achieve more than they thought they could. I fully believe that if I did not have teaching encouraging me and pushing me to do my best, I would not be where I am today. No child should ever feel like there is a cap to their ability to learn. You should push your children


to try new things that they never considered a possibility. Even when a student is having a hard time achieving the best outcome, you should encourage them to continue. Encouragement paves the way for possibilities. As a teacher, I plan to encourage my students daily. No one should leave my classroom feeling that they are not good enough or capable of achieving their dreams. Being a teacher is a huge responsibility. When I decided to be a teacher, it was not because I felt that I just wanted to. I chose to be a teacher because I felt that it was want I needed to do and what I was being called to do. I believe that everyone has a purpose. I feel my purpose is to teach. My purpose is to care for all students since it is not guaranteed that they have someone who cares for them at home, to teach my students discipline because they will not be able to escape life without it, and to reassure my students that they are capable of whatever they set their minds to. My philosophy of teaching is to become an effective teacher you must be compassionate, teach discipline, and be a voice of encouragement.


Context Statement Type of Artifact: Program of Study Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is a copy of my program of study for ETSU.


IF THIS PROGRAM OF STUDY WAS COMPLETED BY AN ADVISOR THROUGH THE COE, STUDENT SERVICES OFFICE, YOU MUST BRING IT WHEN STARTING YOUR FILE AND THEN KEEP IT TO USE AS A GUIDE WHEN COMPLETING YOUR BOARD APPLICATION AND STUDENT TEACHING APPLICATION.

East Tennessee State University College of Education Approved program of study in teacher preparation for ELEMENTARY K-6 499 Tennessee Licensing Endorsement Grade Level Code # Student’s Name:________________________________ Student ID:______________________ 20132014 catalog year COURSE GRADE I.

Communication 9 Hours

II. Mathematics 3-4 Hours

III. Science 8 Hours

ENGL 1010 Critical Reading & Expository Writing (3 hrs.) AND ENGL 1020 Critical Thinking & Argumentation (3 hrs.) AND SPCH 1300 Intro to Communication Studies (3 hrs.) OR SPCH 2300 Public Speaking (3 hrs.) OR SPCH 2320 Argumentation and Debate (3 hrs.) MATH 1530 Probability and Statistics Non-Calculus (3 hrs.) MATH 1840 Analytical Geometry and Differential Calculus (4 hrs.) MATH 1910 Calculus I (4 hrs.) ONE FROM: BIOL 1310/1311 Concepts in Biology (4 hrs) OR BIOL 1020/1021 Biology for Non-Majors II Lecture & Lab (4 hrs.) OR BIOL 1110/1111 Biology for Science Majors I (4 hrs.) AND ONE FROM: CHEM 1030 OR CHEM 1110/1111 OR ASTR 1010 OR ASTR 1020 OR ASTR 1035 OR PHYS 1030 OR PHYS 2010/2011 OR PHYS 2020/2021 OR GEOG 1110 OR GEOG 1120 OR GEOL 1040/1041 OR GEOL 1050/1051

3______ 3______ 3______

_____ _____ _____

3-4______

______

4______ 4______

______ ______


IV. Humanities & Fine Arts 9 hours (This category also includes Literature)

V. History 6 Hours

VI. Social and Behavioral Sciences 6 hours

Literature - Complete one of the following: ENGL 2030 Literary Heritage (3 hrs.) ENGL 2110 American Literature I (3 hrs.) ENGL 2120 American Literature II (3 hrs.) ENGL 2210 British Literature I (3 hrs.) WI ENGL 2220 British Literature II (3 hrs.) WI ENGL 2330 World Literature (3 hrs.) ENGL 2430 European Literature (3 hrs.) WI Fine Arts - Complete one of the following: ARTH 2010 Art History Survey I (3 hrs.) OR ARTH 2020 Art History Survey II (3 hrs.) Humanities Elective Complete one of the following: ENTC 3020 Technology and Society (3 hrs.) HIST 1110 World History & Civilization to 1500 (3 hrs.) HIST 1120 World History & Civilization since 1500 (3 hrs.) PHIL 1030 Introduction to Philosophy (3 hrs.) PHIL 2020 Introduction to Ethics (3 hrs.) WI PHIL 2040 Philosophy as Conversation (3 hrs.) OI RELI 2210 Intro. to the Study of Religion (3 hrs.) PHIL 2640 Science and the Modern World (3 hrs.) ENGL 3150 Literature, Ethics, & Values (3 hrs.) WI ENGL 3280 Mythology (3 hrs.) WI HIST 2010 The United States to 1877 (3 hours) HIST 2020 The United States Since 1877 (3 hours) (HIST 2030 History of Tennessee (3 hrs.) may be substituted for 3 credits of U.S. History.) ECON 1050 Economics and Society (3 hours) OR ECON 2210 Principles of Macroeconomics (3 hours) AND PSCI 1110 Political Life (3 hours) WI,OI OR PSCI 1120 Intro. to

3_______ 3_______ 3_______

______ ______ ______

3______ 3______

_____ _____

3______ 3______

_____ _____


American Government (3 hours)

“B-“(2.7) or better required in EDFN 2100 & EDFN 2300. “C”(2.0) or better is required in all other major courses. Writing, Oral and Technology Intensive courses reinforce academic proficiencies in a student’s ability to write, speak, and use technology. All intensive courses must be taken at ETSU. Students may exceed intensive requirements but must meet minimum requirements for graduation. ALL INTENSIVE COURSES LISTED BELOW MUST BE COMPLETED TO MEET PROGRAM AND GRADUATION REQUIREMENTS. WRITING:___ COURSES (WI) ORAL:___ COURSE(S) (OI) TECHNOLOGY:___ COURSE(S) (TI)

READ 3000 CUAI 4590 MEDA 3570 READ 3100 EDFN 3301 GRADUATION REQUIREMENT Passed UIT Proficiency Exam:_________ OR Completed CSCI 1100:__________(3 hrs.) (Check CSCI 1100 credit hours; if course was worth 2 credits when taken, an additional Technology Intensive may be required.)

PROFESSIONAL EDUCATION (30 hours) - must be admitted to Teacher Education before Enrolling ____ EDFN 2100 Orientation to the Profession of Education (1hr) ____ EDFN 2300 Foundations for Teaching (2hrs) (must meet test score to register) ____ EDFN 3301 Issues in Education (3hrs) (WI) ____ HDAL 2310 Developmental Lifespan Psychology (3 hrs) ____ EDFN 3310 Educational Psychology (3hrs) ____ SPED 2300 Exceptional Learners in Schools & Com. (3hrs) ____ MEDA 3570 Educational Technology (2hrs) (TI) ____ CUAI 3500 Instructional Management K-6 (2 hrs)  Pre-requisites for the Integrated Teaching Block: EDFN 3310, MEDA 3570, READ 3000, READ 3100, READ 3200, and SPED 2300 ____ CUAI 4560 First Days of School – Pre-Residency (2 hrs) ) (summer prior to Residency) ____ CUAI 4310 Residency I – Mathematics (3hrs) (Fall only) ____ SCED 4321 Residency I - Science (3hrs) (Fall only) ____ CUAI 4210 Residency I – Language Arts (3hrs) (Fall only) ____ CUAI 4241 Residency I – Performance Assessment in Clinical Field K-6 (3hrs) (Fall only)

____ READ 4026 Residency I – Assessment & Enhancement of Children’s Literacy (3 hrs) (Fall only) NOTE: All Residency I classes must be taken in the penultimate semester for a total of 15 credit hours.

PROFESSIONAL SEMESTER (12 hours) ____CUAI 4590 Residency II – Clinical Experiences K-6 (12hrs) (OI) (Spring only)


INTERDISCIPLINARY STUDIES IN EDUCATION MAJOR (41 HOURS) A “C” or better is required in all major courses MATHEMATICS (6 HOURS) _____MATH 1410 Numbers Concepts and Algebraic Structures (3hrs) _____MATH 1420 Logic and Problem Solving (3hrs) (Prerequisite MATH 1410) SCIENCE (7 HOURS) (General Education Core Science plus the following to total 15 hours) _____SCED 4020 Wildlife Conservation (3hrs) (Spring only, must complete gen. ed. sciences before enrolling)

____ SCED 3310 S.T.E.M. Content for the Elementary School Teacher (4 hrs)  SOCIAL STUDIES (9 HOURS) ____ GEOG 1012 Introduction to Cultural Geography (3hrs) AND ____ CUAI 4220 Social Studies Education in a Multicultural Society (3 hrs)  AND ONE OF THE FOLLOWING: ____ SOCI 1020 Introduction to Sociology (3hrs) OR ____ ANTH 1240 Introduction to Cultural Anthropology (3hrs) OR ____ SOCI 2020 Social Problems (3hrs) (has SOCI 1020 as a prerequisite) LANGUAGE ARTS (15 HOURS) (Incl. CUAI 4210 and READ 4026 in block) _____READ 3000 Current Issues in Literacy (3hrs) (WI) _____READ 3100 Early Literacy (3hrs) (WI) _____READ 3200 Expanding Literacy (3hrs) (Prerequisite READ 3000 and READ 3100) ENTRANCE ENTRANCE TO R II ___ Declaration of Intent Form ____Praxis II test Scores ___ PPST, ACT, or SAT minimal test scores - Principles of Learning & Teaching ___ 2.75 GPA in 32 Gen Ed hours & overall (see criteria) - Specialty Area (s) ___ Completed EDFN 2100 & 2300 with “B-” or above ___ Background Check completed 4 wks prior to submitting Teacher Education Application (This must be initiated in Warf Pickel, 321 or it will NOT be accepted.) ___ CSCI 1100 or proficiency exam EXIT ___ Admission Board Interview ____ Recommendation for Licensure


Context Statement Type of Artifact: Transcript Date: Fall 2011 – Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is an unofficial copy of my transcript.


Transcript Data STUDENT INFORMATION Birth Date: Jan 30, 1993 Student Continuing Type: Curriculum Information Current Program Associate of Science Program: College: Major and Department:

AS Elementary Education Behavioral Social Science Elementary Education Option, Education

***This is NOT an Official Transcript***

INSTITUTION CREDIT

-Top-

Term: Fall Term 2011

College: Major:

Behavioral Social Science Political Science Emphasis

Student Type: New First Time Freshman Academic Standing: Good Standing Subjec Cours Campu Leve Title Grade Credit Qualit Start R t e s l Hours y and Points End Date s BIOL 2010 Walters UG Hum Anat and Phys I C 3.000 6.000 State CC, Main Campu s BIOL 2011 Walters UG Hum Anat and Phys I AU 1.000 0.000 State Lab CC, Main


ENGL

INFS

MATH

SPCH

Term

Campu s 1010 Walters UG Composition I State CC, Main Campu s 1010 Walters UG Computer Applications State CC, Main Campu s 1530 Walters UG Probability and State Statistics CC, Main Campu s 1010 Walters UG Fund of Speech State Communication CC, Main Campu s Totals (Undergraduate)

A

3.000 12.000

A

3.000 12.000

A

3.000 12.000

B

3.000

9.000

Attemp Passe Earne GPA Qualit GPA t Hours d d Hours y Hours Hours Points Current Term: Cumulative:

16.000 15.000 15.000 15.000 51.000 16.000 15.000 15.000 15.000 51.000

3.400 3.400

Term: Spring Term 2012

College: Major: Student Type:

Business Business Option Continuing

Academic Standing: Good Standing Subjec Cours Campu Leve Title t e s l

ACCT

1010

Walters UG State CC, Main

Grade Credit Qualit Start R Hours y and Points End Date s Principles of Accounting B 3.000 9.000 I


ECON

2010

ENGL

1020

MATH

1630

MUS

1050

MUS

2990

PHIL

2210

Campu s Walters State CC, Main Campu s Walters State CC, Main Campu s Walters State CC, Main Campu s Walters State CC, Main Campu s Walters State CC, Main Campu s

UG

Macroeconomics

B

3.000

UG

Composition II

A

3.000 12.000

UG

Finite Mathematics

A

3.000 12.000

UG

Concert Choir

A

1.000

4.000

UG

Music Problems-Women A

1.000

4.000

Religions and Cultures

3.000

9.000

Walters UG State CC, Main Campu s

B

9.000

Term Totals (Undergraduate)

Current Term: Cumulative: Term: Fall Term 2012

Attemp Passe Earne GPA Qualit GPA t Hours d d Hours y Hours Hours Points 17.000 17.000 17.000 17.000 59.000 3.470 33.000 32.000 32.000 32.000 110.00 3.437 0


College: Major: Student Type:

Behavioral Social Science Secondary Education Continuing

Academic Standing: Good Standing Subjec Cours Campu Leve Title t e s l

ART

CHEM

CHEM

EDUC

ENGL

HIST

Term

1030

Grade Credit Qualit Start R Hours y and Points End Date s B 3.000 9.000

Walters UG Art Appreciation State CC, Main Campu s 1110 Walters UG General Chemistry I AU State CC, Main Campu s 1111 Walters UG General Chemistry I lab B State CC, Main Campu s 2010 Walters UG Psy of Hum Dev for B State Tchrs CC, Main Campu s 2420 Walters UG Western World B State Literature II CC, Main Campu s 2010 Walters UG American History I B State CC, Main Campu s Totals (Undergraduate)

3.000

0.000

1.000

3.000

3.000

9.000

3.000

9.000

3.000

9.000


Attemp Passe Earne GPA Qualit GPA t Hours d d Hours y Hours Hours Points Current Term: Cumulative:

16.000 13.000 13.000 13.000 39.000 49.000 45.000 45.000 45.000 149.00 0

3.000 3.311

Term: Spring Term 2013

College: Major:

Behavioral Social Science Secondary Education

Student Type: Continuing Academic Standing: Good Standing Subjec Cours Campu Leve Title t e s l

CHEM

1030

CHEM

1031

GEOG

2010

HIST

2020

MATH

1420

Walters State CC, Main Campu s Walters State CC, Main Campu s Walters State CC, Main Campu s Walters State CC, Main Campu s Walters State CC, Main Campu s

Grade Credit Qualit Start R Hours y and Points End Date s A 4.000 16.000

UG

Concepts of Chemistry

UG

Concepts of Chemistry Lab

P

0.000

0.000

UG

World Regional Geography

B

3.000

9.000

UG

American History II

B

3.000

9.000

UG

Prob Slvng Geom and Statistics

B

3.000

9.000


Term Totals (Undergraduate) Attemp Passe Earne GPA Qualit GPA t Hours d d Hours y Hours Hours Points Current Term: Cumulative:

13.000 13.000 13.000 13.000 43.000 62.000 58.000 58.000 58.000 192.00 0

3.307 3.310

Term: Fall Term 2013

College: Major:

Behavioral Social Science Elementary Education Option

Student Type: Continuing Academic Standing: Good Standing Subjec Cours Campu Leve Title t e s l

BIOL

1030

BIOL

1031

MATH

1410

POLS

1030

SPED

2010

Walters State CC, Main Campu s Walters State CC, Main Campu s Walters State CC, Main Campu s Walters State CC, Main Campu s Walters State CC, Main Campu

Grade Credit Qualit Start R Hours y and Points End Date s B 4.000 12.000

UG

Concepts of Biology

UG

Concepts of Biology Lab P

0.000

0.000

UG

Number Cncpts and Algeb Struct

B

3.000

9.000

UG

American Government

B

3.000

9.000

UG

Introduction to Special Educat

B

3.000

9.000


s Term Totals (Undergraduate)

Current Term: Cumulative:

Attemp Passed Earne GPA Qualit GPA t Hours Hours d Hours y Hours Points 13.000 13.000 13.000 13.000 39.000 75.000 71.000 71.000 71.000 231.00 0

3.000 3.253

Unofficial Transcript

TRANSCRIPT TOTALS (UNDERGRADUATE)

Total Institution: Total Transfer: Overall:

Institution Combined: Transfer Combined: Overall Combined:

-Top-

Attemp Passed Earne GPA Qualit GPA t Hours Hours d Hours y Hours Points 75.000 71.000 71.000 71.000 231.00 0 0.000 0.000 0.000 0.000 0.000 75.000 71.000 71.000 71.000 231.00 0 Attemp Passed Earne GPA Qualit GPA t Hours Hours d Hours y Hours Points 75.000 71.000 71.000 71.000 231.00 0 0.000 0.000 0.000 0.000 0.000 75.000 71.000 71.000 71.000 231.00 0

3.253 0.000 3.253

3.253 0.000 3.253

Unofficial Transcript

COURSES IN PROGRESS

-Top-

Term: Spring Term 2014

College: Behavioral Social Science Major: Elementary Education Option Student Type: Continuing Subjec Cours Campu Leve Title Credit Hours Start and t e s l End Dates EDUC 2300 Walters UG Foundations of 3.000 State Education CC, Main Campu


PSCI

1030

PSCI

1031

PSYC

2130

SOCI

1010

s Walters State CC, Main Campu s Walters State CC, Main Campu s Walters State CC, Main Campu s Walters State CC, Main Campu s

UG

Concepts of Earth and Space Science

4.000

UG

Concepts of Earth and Space Science Lab

0.000

UG

Life Span Psychology

3.000

UG

Intro to Sociology

3.000


Context Statement Type of Artifact: ACT Scores Date: Spring 2011 Courses: EDUC 2300 Introduction to Education Description: This is an unofficial copy of my ACT scores.


Section Two: Select 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: Date: Class: Semester:

Taylor McCollough April 21, 2014 EDUC 2300 Introduction to Education Spring, 2014 Bloom’s Taxonomy Activity

1. Targeted grade level: Second grade 2. Subject area: Math 3. Specific content to be taught: Shapes 4. Questions: a. Remembering 1. How would you describe a circle? 2. What is the difference between a square and a rectangle? 3. How would you show what a triangle is? b. Understanding 1. How would you compare a square and a triangle? 2. What can you say about a rectangle? 3. Can you show me some circles? c. Applying 1. What examples of shapes can you show me? 2. How would you make a triangle? 3. What would you make if you connected four equal lines in a box shape? d. Analyzing 1. What makes up a triangle? 2. How many sides does a rectangle have? 3. Does a circle have a flat side? e. Evaluating 1. Why is a square a rectangle? 2. How do you prove that a circle is not a triangle? 3. How many equal sides does a square have? f. Creating 1. Can you construct a circle? 2. How would you make a square using toothpicks and marshmallows? 3. Can you think of a way to make a rectangle using two triangles?


Context Statement Type of Artifact: Lesson Plan Assignment Date: Spring, 2014 Courses: EDUC 2300 Introduction to Education Description: This is a lesson plan for learning shapes that was completed in EDUC 2300 Introduction to education.


Name: Taylor McCollough Title of Lesson: Shapes, Shapes, Shapes! Grade: Date:

Materials Needed: -Computer -YouTube link (http://www.youtube.com/watch?v=pQ5mZIInE6s) -Marshmallows -Toothpicks -Yarn

Goals: The student will learn the differences between circles, squares, rectangles, and triangles.

Objectives: The student will meet the goal by watching a YouTube video of a shape song, comparing shapes, and describing characteristics and differences between examples. The student will display this knowledge and understanding by constructing shapes.

Instructional Procedures: You will introduce shapes by watching the fun YouTube video that shows shapes. You will then go over basic rules about shapes. These basic characteristics include: rectangles have four sides, the top two sides are equal and so are the side sides, squares are made up of four equal sides, triangles have three sides, and circles do not have any flat sides. You will want to show examples of shapes in the classroom (board is a rectangle, tile is a square, clock is a circle, etc.). You will then provide yarn, toothpicks, popsicle sticks, and marshmallows. Students will construct shapes using these materials. After the construction, students will tell the class what shapes they have made and why it is that shape!

Questions:


(See Bloom’s Taxonomy assignment)

Closure: To close the lesson, go around the room and play a “popcorn” question game. You will select the first student to answer a question about shapes. When that student has answered correctly, the student will select the next student. Students can use “lifelines” if they are unsure of the answer.

Adaptations to meet Individual Needs: This can be adapted a number of ways. You can pair students up to construct shapes. This will encourage peer help and discovery learning. You can also have manipulatives set out to help students who need a more hands on approach when learning the difference between the shapes. Evaluation Assessment:  See attached rubric


Actual Teaching:


Assessment and Evaluation:


Context Statement Type of Artifact: Rubric Date: Spring, 2014 Courses: EDUC 2300 Introduction to Education Description: This is my rubric created to assess participation and understanding of the “Shapes, Shapes, Shapes!” lesson.


Participation

Attitude/ Cooperation

Listening Skills

0

1

2

Did not give any examples of shapes and did not create any shapes.

Gave one or two examples and created one or two shapes.

Gave at least three or more examples of shapes and created three or more shapes.

Bad attitude/ did not stay on task at all.

Decent attitude/ had to be told to stay on task.

Great attitude/ stayed on task without being told.

Score

____ / 2

____ / 2

Did not listen to Listened, but shapes song. was disruptive

Listened with no disruptions

Questions (3)

None correct

1-2 correct

All correct

____ / 2

Constructing shapes

Did not attempt to construct shapes.

Attempted to construct shapes but not correct.

All shapes constructed were correct.

____ / 2

____ / 2

Total Score ____ / 10

9-10 = Excellent 7-8 = Good 5-6 = Satisfactory 3-4 = Needs Improvement 0-2 = Unsatisfactory


Learning Environment:


Context Statement Type of Artifact: Guided Observation #1 Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is contextual factors from my service learning with Mrs. Tharp.


Guided Observation #1 – Contextual Factors

Name: Taylor McCollough Date: Spring 2014 Course: EDUC 2300 Introduction to Education School: Russellville 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. There were 18 students in the class. Out of these 18, seven were female and eleven were male. There were 3 non-white Hispanic students in the classroom.

2. What are the development levels of the students within the classroom you are observing? There was a group with high levels, and a group with lower levels. There were eight students in the high level group. The rest were average and lower level students. 3. How is the instruction modified to meet the diverse needs of the students? The instructions were modified for the needs of the students on an individual basis. For example, while doing journals, the teacher told certain students that they would need to write at least two sentences. The rest were instructed to write at least one sentence. One final child was told to draw a picture of the journal topic. Mrs. Tharp explained to me that he was a lower level student, but journals were good for this because they are easily modified. She did not announce the special instructions; she spoke to the student one on one to tell him of the modification. 4. Research the school and the Tennessee State Government web site to obtain information about the school community, school report card, and school population. Russellville is located in the Russellville community. The school has 730 students. 88.4% of the students are white, 7.5% Hispanic, and 4.1% African American. There are 19 English learning students, there are 84 students with disabilities, and 392 students come from economically disadvantaged homes. Russellville received a five on the TVASS Composite. In math, 60.4% of students who took the TCAP test scored proficient or advanced. In reading, 61.3% of students scored proficient or advanced. In science, 73% of students were proficient or advanced, and in social studies, 90.9% of students were proficient or advanced. 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. There is a special education program available. There are also speech, PT, and OT services available.


Context Statement Type of Artifact: Guided Observation #2 Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is about the physical arrangements of my service learning placement.


Guided Observation #2 – Physical Arrangement Name: Taylor McCollough Date: Spring 2014 Course: EDUC 2300 Introduction to Education School: Russellville Elementary 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: The technology in her room consisted of her computer and the smart board. This was a kindergarten class, so there was not a computer for students to access alone. The smart board was in the front and could be easily seen from any place in the room. Her computer was at her desk; it was easily accessed.

b) Traffic Patterns: There were no traffic problems in the class. The tables were spread far enough apart that the teacher and students could travel freely.


c) Instructional Displays: Ms. Tharp had a word wall that was easily seen. Her walls had plenty of charts and diagrams that the kids could easily see. She kept her big reading books up front with the reading rug.

d) Classroom Management: On the wall she had a bulletin board that had her classroom helpers and their jobs for the week. This really helped with the management of the classroom.

e) Motivational Elements: She had a treat box displayed. Students knew that if they used polite manners or volunteered to answer questions, they would be likely to receive a treat. This was very motivational to the students.

3. Draw your perfect classroom:


Context Statement Type of Artifact: Guided Observation #3 Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is a guided observation of the paperwork routine in Ms. Tharp’s class.


Guided Observation #3– Paperwork

Name: Taylor McCollough Date: Spring 2014 Course: EDUC 2300 Introduction to Education School: Russellville Elementary 1. How do students seem to have been instructed to head papers? Students are to put their names on their papers along with their assigned numbers. 2. What policies exist for students for handling incomplete work, late work, makeup work, and missing work? If any work is incomplete or late, it must be signed by their parent. Makeup work is to be turned by the end of that they return to school. Any missing assignments will be sent home with a note to the parent, to be signed, made up, and returned. 3. How are students instructed to submit completed work or turn in graded assignments? Students place their assignments in their numbered slot on the “mailbox� in the class room.


Personal Growth:


Context Statement Type of Artifact: STEA Membership Date: Fall 2013 – Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my STEA membership letter from Fall 2013 – Spring 2014.


Communication:


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


April 11, 2014 Dear Parents, I am Taylor McCollough, and I am a student from Walters State Community College. For the next few weeks I will be observing your child’s class as a part of my Service Learning assignment for my education class. I am very excited to get to observe and work with your students and their teacher, Ms. Tharp! I am going to school to be an elementary teacher, and I am excited to gain this first-hand experience with your children’s help. If you have any questions about me and my presence in your child’s classroom, please feel free to contact Ms. Tharp at 423-586-6560. Thank you, Taylor McCollough Taylor McCollough


Context Statement Type of Artifact: PBL PowerPoint Date: Fall 2012 Courses: EDUC 2010 Educational Psychology Description: This is my PowerPoint presentation from my PBL in my EDUC 2010 Educational Psychology class; we evaluated and rated reading intervention pieced for a local middle school.


Context Statement Type of Artifact: PBL Reflection Paper Date: Fall 2013 Courses: SPED 2010 Introduction to Special Education Description: This is my PBL Reflection Paper from my SPED 2010 Introduction to Special Education class.


Taylor McCollough SPED 2010 Project Based Learning December 6, 2013


PBL Reflection Paper

Differentiated Instruction was a key part of the Project Based Learning assignment. Before this class, I was not completely sure what differentiated instruction really was. However, I did know that not every student, general or special education, learned concepts the same way. I have always known that when I become a teacher I want to be able to find ways to reach all of my students. Differentiated instruction is a way to reach my goal. I thought that this really just played into what kind of learner a student is, but that is not all it includes. DI can be modified for a student in three different ways. A teacher can modify the process, the content, or the product. When a teacher differentiates the process, he or she is just finding a way different way to present the material. Differentiating the content involves the topic and the entry point. Differentiating the product looks at how the student is tested on the material. This is a great way to help students with special needs; this creates a learning program that takes their strengths and interest to teach them concepts that may not make sense using other methods. I can really see the effectiveness of this in not only in specialized education classes but also in general education classes. I would use this because I know how hard it can be as a student to receive, process, and be evaluated on material when it is not being presented in any way that you can relate. I really enjoyed the menu lesson approach. I had never seen this done, and I think it is a great way to let students pick how they will be learning and using content. Other methods of teaching seem so dry and straight cut; this really lets every student find a way to take in material. Differentiated instruction is a great way to make sure that no student feels that the lesson is not designed for them. All students should feel like they are receiving a personalized, special education. Team work was also an important part of the PBL. I took on the role of “facilitator� in our group. To me this was really a type of leadership position. Our group mainly took tasks and


worked on them individually until the final stages. When it came time to really “get serious� about our lesson plans, we chose to divide and conquer. To do this we split into two groups of two; each group took a subject to focus on. This really worked out well for our group due to our hectic schedules. This also taught us that sometimes you have to find a way around an issue; our schedules were definitely an issue. I think that this will really help me as I press towards my future career as an educator. I know that in elementary schools I will be working on committees and on grade level teams. I am sure that there will be issues that come up that we will have to work around, so this was great practice for that. I also found that it was best just to stay calm. None of the members in my group really got worked up over the project; we all kept a positive outlook on the situation. I think that keeping a positive outlook and making sure each member took on a role really helped us have a successful team. No one was stressed about something not getting done or one person having to do it all. I am sure that in the future this will not always be the case, but I know that going into the project with a positive attitude will never hurt the situation. I have all in all enjoyed this PBL. I think that having to actually take individual students and consider their special needs and disabilities to form a differentiated lesson plan is more effective than having an instructor tell you about a DI. This project has forced me to think about the ways I can present material to students who do not learn the same way I do. I had to think about ways to make a lesson interesting, entertaining, and educational for real students with real needs rather than a teacher simply telling me ways this may be able to be done. I have taken a lot away from this experience; I plan on using differentiated instruction in my classroom in the future.


Section Three: Professional Evaluation


Context Statement Type of Artifact: Service Learning Journal Date: Fall 2012 Courses: EDUC 2010 Educational Psychology Description: This is my service learning journal for EDUC 2010 Educational Psychology


VISION FOR MY FUTURE Here is what I want to accomplish this year: Education: This year I will continue my education at Walters State Community College. Due to my change of major, I am behind. I will be taking summer classes and then transferring to East Tennessee State University in the fall of 2013. Career: My career this year will consist of school and my job at Food City. While this is not my desired career, it is how I will achieve my plans of touching children’s lives and changing children’s lives. Family and Friends: As I look to my future with my family and friends, I am excited. I will focus on preserving and restoring all of the relationships that are closest to me. I will enjoy watching my nephew grow and develop, spending time with my parents, Involvement and Service to My Community: In my community, I will continue to be involved in the growth and support of my church and my youth group. While I am no longer a member of the youth, I will be taking on the role of a youth leader and chaperone at times. My job will be to serve and to help with the needs of the youth in my church. I will also be hosting my second “True Beauty Camp” at some point this year. This is a night for middle school girls in my church and the girls’ friends to come to a sleep over at the church. I am in charge of this event, and with the help of other youth leaders, the evening is dedicated to teaching the middle school girls how important true beauty is.


Personal Growth: As for my personal growth, I will be focusing on what I can do for others. I feel that my life tends to be too self-focused. I will be seeking what God wants for me and how He wants me to help others.


Service Learning Project

Name: Taylor McCollough Course Title: Psychology for Teachers Date: November 4, 2012 Agency Name: Russellville Elementary School

Agency’s Mission Statement/ Grades Served/ Community Needs: The mission of Russellville Elementary School is to provide a nurturing and safe environment where children from diverse backgrounds will build confidence and obtain the skills necessary to succeed in a multi-cultural and rapidly changing society. We will equip students with the ability to communicate effectively. We will also enable them to become critical thinkers, responsible decision-makers and trustworthy citizens. We will promote high expectations, leading to maximum academic achievement and a love of learning. Russellville serves grades K-5, and there is also a Pre-K program.

Prologue: What do you expect to get from your service learning experience (i.e., how will this experience help YOU develop)? How will it impact your learning and link to class materials? How do you think the students and staff will perceive you? What goals do you have for the semester’s Service Learning experience? What fears do you have (if any) about service learning? It has been so long since I have been in a classroom in elementary school! I am so excited to be returning to my elementary school! I have so many fond memories of this school; I truly expect more wonderful memories to come from this experience. I expect to see things that my teachers


did when I was in school, but I expect to understand these things much better now. I am hoping for a lot of encouraging words from current educators and advice regarding classroom procedures and activities. I hope that I see teachers encouraging students to have big, amazing dreams, and not only to encourage these dreams, but also showing them how to turn these dreams into plans! I want to see the passion of educating in the teachers; I want to see the passion I feel in my heart.


First Agency Visit: My first day I went to Mrs. Shultz’s classroom I mainly did work for her in the hallway. I met the students and went outside for recess with them. The remainder of the day I sat and observed the class procedures. ABCs of Reflections Affect: I was nervous about coming into the class. I had Mrs. Shultz as my third grade teacher, so I was nervous that I would still feel like her student rather than her being my mentor. I felt uncomfortable when I arrived though. I was overdressed! It was Friday, so all of the teachers were very casual, while I had on a dress. I was slightly angry when she sent me out in the hall to do work for her when I arrived. I did not think that was really what I was there for. Behavior: My actions hid my anger. While I was upset that I was being made to do busy work that Mrs. Shultz did not have time for, I did as I was instructed, and it really helped her out! I acted a bit withheld however; I was just so nervous! Cognition/Content: I had Mrs. Shultz as a teacher, but I had her with another teacher; they were “team teachers,” and I mainly remember the other teacher doing most of the work. However, that was a long time ago! I want to keep an open mind and observe her actions now. I can see favoritism, but this seems to be present in most classroom environments. I did not notice a lot of lessons. The kids had a “Circus Day,” so the day was not a normal class!


Helping Jayden On my third visit to Russellville I helped Jayden read. This day was very important to me. It made it very clear to me that this is what I want to do, and I realized that K-2 is where I feel I should be. Since it is less likely for a child to be on grade level if they are not on level by grade 3, I think that K-2 is a very important foundation building step. It hurts me that some teachers do not take on the responsibility with the seriousness that they should. It makes me want to be there to do it correctly. ABCs of Reflections Affect: I was nervous to help him with his reading. While I am an English tutor, I have never really had to sit down and sound out words with kids. When he came to me, he said, “I don’t know how to read.” He was so sad when he said it; it broke my heart. When recess came, Jayden chose to sit with me and read rather than play. After this, I became very angry. I was angry because it didn’t make sense to me that Mrs. Shultz could sit and gossip with the other teachers when a child who was struggling with reading was willing to sit out and practice. I was mad that she did not see the potential and the want in Jayden. I could see it. Behavior: I feel that my actions were very helpful for Jayden. We sat and went over every word. I did not just feed him the words to get it over with. I went outside to read with him when he said he wanted to do that rather than play. And, in my opinion, I showed him that he could do it, and I showed him that I truly believed in him. When I talked to Mrs. Shultz after, I told her that he wanted to read; reading was just not easy for him. She told me that she was waiting for him to be moved to the other class like his sibling already was. I could feel my anger rising. However, I held my tongue. When I got home that even, I told my boyfriend about it and cried. Cognition/Content: I was so excited when Jayden started reading. He was automatically sounding out all of the words he did not know. At times he would stumble a bit more than he would with other words. We would sound it out together; sometimes we would focus on blends.


I noticed that he had an especially hard time with the word “hurdles.” He was also having a hard time with words like “they.” While he was having a difficult time, I did not see a reason to discard him. He wanted to learn; he wanted to read. That was very clear to me, and I found it sad that his teacher did not see that.


Getting Gabe Focused Gabe is a little boy who has autism. I was unaware of this until I had been working with him on some writing. He is so sweet and kind; he just has a very hard time staying focused. He seems to be by himself most of the time. Most of the kids have their little groups, and I didn’t notice them including him. This is most likely because he is different; it is easy to tell that there is something wrong, but like me at first, most of the students probably aren’t aware what is really wrong with him. While he is autistic, he is capable of doing everything the other kids are. It just takes a lot of patience, understanding, and persistence to get him to focus!

ABCs of Reflections Affect: When Mrs. Shultz asked me to help Gabe with his writing, I was ready! English is my thing! I absolutely love grammar. We sat down, and he was not ready to work. He would not focus. He kept talking about how it was dumb, and he wanted to go outside and play. He kept saying how he never got to play outside because he was always doing makeup work. As a side note, Gabe is taken out of class for extra help throughout the day; as a result, he has to make up his work that he misses, and Mrs. Shultz always has him sit out at recess to do his work. I was so frustrated that he was not focused. However, I also felt bad for him. He really never got to just play and have fun. Behavior: At first my behavior contained frustrated actions. I could not get Gabe to focus, and I had no idea why! After Mrs. Shultz made a deal with Gabe to let him go outside and play if he agreed to come back in and finish his paper, she told me that Gabe was autistic. I had no idea until then! I had never met anyone that was autistic; to be honest, I don’t even know what exactly it means. I just know Gabe could not focus. After Mrs. Shultz told me that Gabe had autism, my actions changed. I began to understand that it was more difficult to get Gabe reeled in. But I did it! We finished his paper, and he was so excited! He thanked me for helping him. Cognition/Content: I realized that students with special needs require more attention. I see that this can be hard for teachers since there are more students in the room requiring their


attention. I do not know the depth of this, but I now have a better understand of the struggle teachers are dealing with. However, I still do not think that this is a reason for teachers to constantly complain are inclusion classrooms. Gabe can do everything that the other students can. Yes, it takes more work from Mrs. Shultz, but it is worth it when he gets so excited when it the work is done!


Epilogue:

Reflect on your semester’s service learning experience. While my time spent at Russellville was not what I expected, it was well worth it. I now see that I want to be a teacher that always puts her classroom children first. I grew to love all of the children in Mrs. Shultz’s class. I feel that they grew to love me as well. Over my 18 hours in the class, I saw the good things about teaching, and I also saw the bad things. With these things, I feel that I am beginning to see the kind of teacher I want to be, and the kind of teacher that I do not want to be. I was constantly having ideas regarding how I would achieve being the teacher I want to be and the kind of teacher that I think the kids need. Revisit the prologue. Have your expectations been met? Unfortunately, I did not receive the encouragement I was hoping to get. From my first day in class, I was constantly being asked if I was sure I wanted to be a teacher. I think it is sad that current teachers try to talk future teachers away from the field of education due to the new standards put in effect for education. While I understand that these new guidelines and evaluations are making it difficult for teachers, I find that it is truly depressing that so many teachers want to steer future educators away from this. I truly want to teach, so while these comments have not changed my mind, the comments did not leave me with a feeling of encouragement. How have you been surprised, delighted, or dismayed by the experience? Give specific examples. I was surprised by how easy it was for the kids to want to please me. For example, one little boy, Jayden, seemed to not be very involved with class and did not seem to want to please Mrs. Shultz. One day Mrs. Shultz asked me to let him read to me. I let him read to me, and I encouraged him and told him how proud I was that he was trying so hard! After that day Jayden was constantly trying to


help me. He would get upset when another child got to carry my chair for me outside. This relayed the message to me that Mrs. Shultz was not so encouraging towards him. This left me very upset. Jayden, along with every other child, deserves to have someone on his team saying “You can do it; I believe in you!� How could this experience be improved? I feel like my experience could have been better if I had had a teacher that was a bit more involved with all of the students. However, if I had been under a teacher that had been more involved, I do not know if I would have walked away with as much. While I would have had a great example to look at, I would not have been constantly thinking of way I could make the learning experience better, a meaningful learning experience. Seeing the type of teacher I did not want to be forced me to develop the teacher I wanted to be in my head.


VISION FOR MY FUTURE Here is what I want to accomplish in the next five years: Education: In the next five years, I will finish my bachelor’s degree in elementary education at ETSU. I do not want to go higher than a bachelor’s degree though. I have seen too many teachers that get higher degrees and begin to feel superior. I do not want that. I want to know that I will always have room for improvement. I would like to take classes to keep me up to date with teaching techniques though.

Career: I will finally be a teacher! I will be in an elementary school teaching, and I will be happy! I will refuse I wanted something else cause me to not give my students my all. Family and Friends: I will keep my friends and my family close to me as always. They will always be my support system, and I know that they will be there for me when I get discourage. I know that I will need them! Involvement and Service to My Community: I will continue my involvement with my church. I will always try to find things that I can do to benefit my community. In five years my “True Beauty Camp” will be bigger than ever! Personal Growth: I will not let words from others discourage me. I will continue to seek God for His purpose for me. I will have the faith to know that God will only hand me situation He has equipped me to handle. I will stay true to the teacher I want to be and not let the negatives overshadow the positives.


REFLECTIONS Here are the Knowledge and Skills that I have acquired as a direct result of taking part in this Service Learning project: I now know that kids need someone to believe in them. I know that it is going to be hard to always have a positive attitude, but it is extremely important. I know that unless you are presenting a meaningful learning experience to students, you will be just another teacher for just another year. I have developed an understanding of needing to be an authority figure that cares. Students will respect you more if you care for them; they are not so different from adults. It is important to be stern in your rules, but you also need to be able to have fun.

Here is how this Service Learning project ties in with my EDUC 2010 Psychology of Human Development for Teachers class: In my Service Learning project, I saw that Mrs. Smith is not crazy. I saw how important meaningful learning experiences are; however, I saw this based on the lack of meaningful learning experiences. I saw the need for discovery learning. When the kids would be in groups helping each other, they would pick up on things quicker. It was like they were hearing something in the native language, and it finally made sense! I think that that is something teachers tend to forget though. I think part of the reason they enjoyed having me help them so much was because they felt I was more on their level. 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. My favorite experience was helping Jayden read. He came to me so discouraged by his problem reading. I believed he could do it rather than pushing him to the side and just telling him the words. I will never know if I really made a difference, but the chance that I may have is reason enough to continue trying to help children.

2. Gabe is a child in Mrs. Shultz class that has autism. I was able to witness inclusion first hand. I can honestly say that Mrs. Shultz did a great job with him. I had no idea that he was autistic until one of my last visits when I helped him with his writing. Through helping him I learned the importance of patience in the class room. It was difficult to get him to focus, but it was not impossible. Through being able to stay patient and help him focus, he finished his paper. Gabe was so excited! He read the paper to me two times after it was finished. The joy he had while reading his paper to me was worth the work and patience it took.

3. Every day that I would come to Russellville the kids were so excited to see me! The general experience of knowing that the children were genuinely happy to see me was a lasting experience that makes me excited to be able to enter that environment as a career. One day I walked into a substitute in the class room. The kids immediately got noisy and excited when I walked in; I motioned for them to pay attention to the substitute. I explained to her why I was there, and she said she was sorry but Mrs. Shultz wasn’t there. As I was beginning to leave the class, the kids began to whine about how they wanted me to stay so bad! I told them that they needed to focus and do really good! They wanted to make me proud so they did as I instructed. I will never forget that; it gives me hope for my future classrooms.

4. On my final day at Russellville, I took the kids outside to recess while Mrs. Shultz did some work inside. All of the other teachers did not really include me in conversation, so I chose to focus on the kids in my class. As they would come by I would talk to them and see if they


were having fun. One of the newer teachers actually set down beside of me rather than moving her chair away from me. She was talking to me and asking what grades I was interested in. She watched my interaction with the students and then she made a comment that I really interacted well with them. She could see how much they enjoyed me being around them. This was such a complement. After all of the other teachers tried to steer me away from teaching, her comment made it all see so worth it to me!


Context Statement Type of Artifact: Service Learning Journal Date: Fall 2013 Courses: SPED 2010 Introduction to Special Education Description: This is my service learning journal for SPED 2010 Introduction to Special Education class.


Prologue Taylor McCollough SPED 2010 Introduction to Special Education Russellville Elementary School Mission Statement: The mission of Russellville Elementary School is to provide a nurturing and safe environment where children from diverse backgrounds will build confidence and obtain the skills necessary to succeed in a multi-cultural and rapidly changing society. We will equip students with the ability to communicate effectively. We will also enable them to become critical thinkers, responsible decision-makers and trustworthy citizens. We will promote high expectations, leading to maximum academic achievement and a love of learning. Grades Served: Pre-K – 5th grade Size: around 600 students Community Needs: Went from mainly farm families to more industrial families with growth of the industrial park around the school. Prologue Narrative: As I look at beginning my service learning experience, I am excited and nervous. I expect to gain experience and understanding in dealing with specialized education for students with disabilities. I hope that this will give me ideas and a greater understanding for how I will be able to reach all of my students when I am a teacher. I have set a few goals; my first goal is to focus on the child and not the disabilities of the child. My second goal is to be patient; I will need to observe and try to find ways to help the students. My final goal is to show the kids learning is fun and worth it. I am nervous though. I have never really been around kids with


disabilities. I am nervous that I will make them feel uncomfortable or say the wrong thing. I will just remember to focus on the child and not the disability.


Reflective Journal Entry Taylor McCollough October 29, 2013 9:00-3:00 K-2 Resource Room Overview: On the first day of my service learning I first went with one of the assistants to observe an inclusive student. I went to the class and helped students working on math problems. After this I went with Miss S and J back to the resource classroom. The resource class room is located in the pre-k part of the building. The class room has a sink, small refrigerator, and oven along the wall next to the door where you come in. There are cubbies in the corner. Miss W’s desk sits in the middle of the adjacent wall along with a table where she can work with students. The back wall has a door that leads to the fenced in play area. Miss N’s work station is located next to the door. Miss S’s work area is right beside Miss N’s. There is a back closet on the adjacent wall, and there is a smart board located on this wall as well. There is a bathroom between the closet and the smart board. On the other side of the smart board there is a closet that connects to the Special Education Pre-K classroom. Miss S and Miss N are the two assistants in the classroom, and Miss W is the teacher. After returning to the classroom I was sent to the PreK class to observe while one of the Pre-K assistants went to lunch. In the Pre-K class we went outside to play and then came back in and played. I came back to eat lunch with the K-2 students. After lunch we took a short recess. We came back in and I worked with a little boy who could not identify numbers. Time flew by and soon it was time to go home.


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Affect- During my first day I was a bit overwhelmed. I did not know how to help the students. For example, I sat down with A. He was told to place numbered shells in a bucket in numerical order. The only number he could identify was the number one. I did not understand this at first; I thought he did just not want to do it. I decided to go through them with him and order them. That is when I realized he did not recognize the numbers, but he could count to 20 no problem. I was overwhelmed because it did not make sense to me that he did not know what the numbers looked like.

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Behavior- A seemed to be getting frustrated that he could not identify the numbers. He would just throw the shells in the bucket without trying to order them. I kept going over them with him: saying the number and showing him what it looked like. He continued to not get them right however. My persistence seemed to just make him angrier. I did not know what to do. Miss W came over with blocks of wood that had pegs in them. She had him count the pegs and then trace the number on the block. Since he could count he could tell us how many the number represented. Then tracing the numbers helps him connect the number he counted with the symbol for that number.

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Content- The approach Miss W used took what A was comfortable doing and connected it to the symbol of the number. She kept him from being discouraged, and made him see he could do it. She modified the lesson to fit his strengths.


Taylor McCollough October 31, 2013 9:00-3:00 K-2 Resource Classroom Overview: This day was a little scattered. It was Halloween so the day was mainly spent on the playground with the students who stayed in the classroom all day. We had fun. I played with them rather than just watching. I was dressed up as a cat, which the students enjoyed. All of the teachers were dressed up as well. After playing outside Miss S and I went to the lunch room to pick up lunch, and we ate in the classroom. During our class’s lunch, a few students came in to work on some of their work. After lunch, the Halloween parties began. There is one second grader in the class, she went to her grade level teacher’s class for her party. There are two first graders and two kindergarteners. B and D’s first grade party was at one o’clock in their teacher’s classroom. Miss S and I took them to their party. We entered the classroom to find that the boys’ plates were set up at a back table by themselves. They ate and watched “It’s the Great Pumpkin Charlie Brown,” got their treat bags, and then we went back to the classroom. While they finished their snacks and watched a movie, Miss S and I took A and D to their kindergarten party. This party was set up differently. There were two stations: cookie decorating and pumpkin decorating. The kids were sitting at tables so the boys were not separated from the class. Miss S and I helped the boys decorate their cookies and pumpkins. They then ate and we headed back to the classroom to get ready to go home. Once in the classroom the kids got all of their treat bags ready to go home!


Affect- This day was about fun for the kids and myself. It was a great day until we went to the first Halloween party. Seeing that the teacher had put D and B at a back table by themselves, I was disappointed and sad for the boys. It really upset me that the teacher thought it was okay that the boys were not going to be interacting with the other students in the class. Behavior- I sat down with the boys and talked to them about their food and if they liked it. Neither of them seemed to notice that they were being separated from the other students. The other students in the class would occasionally look back at the boys and stare. There was only one child in the class that spoke to the boys; she gave B a hug as he was leaving and told him to have a good day. The teacher did not really speak to the boys. B and D both went up and gave her a hug at the end of the party. Content- This showed how kids should all be socialized together. The kids in the classroom just saw that the boys were being separated from them. And that didn’t make sense to them. If the teacher had made it to where the kids could interact then the boys would have felt included and the kids would have seen that B and D are kids just like them!


Context Statement Type of Artifact: Service Learning Journal Date: Fall 2014 Courses: EDUC 2300 Introduction to Education Description: This is my service learning journal for EDUC 2300 Introduction to Education class.


VISION FOR MY FUTURE Here is what I want to accomplish this year: Education: I want to receive my AST degree from Walters State Community College. I then want to go to ETSU and work towards my bachelor’s degree. Career: I would like to continue working at Food City for the time being. I would like to get a job in the school system at some point, but I do not know if that is something I want to do at the current time. Family and Friends: I would like to strengthen my relationship with my parents. I would like for my relationship with my sister to stay the same because I like how it is going. I would like to grow closer to my two remaining grandparents because you do not know when you won’t have that chance anymore. I would like my friendships to continue to grow. Involvement and Service to My Community: I would like to become more involved as a helper and mentor in my youth group at church. I would also like to volunteer some in my community.

Personal Growth: In the next year I want to be more independent. I would like to be living alone in Johnson City. I also want to focus on being more dependable when it comes to my schooling. I tend to feel like I am letting people down.


Service Learning Project

Name: Taylor McCollough Course Title: EDUC 2300 Introduction to Education Date: April 30, 2014 Agency Name: Russellville Elementary School Agency’s Mission Statement/ Grades Served/ Community Needs: The mission of Russellville Elementary School is to provide a nurturing and safe environment where children from diverse backgrounds will build confidence and obtain the skills necessary to succeed in a multi-cultural and rapidly changing society. We will equip students with the ability to communicate effectively. We will also enable them to become critical thinkers, responsible decision-makers and trustworthy citizens. We will promote high expectations, leading to maximum academic achievement and a love of learning. Russellville serves grades K-5, and there is also a Pre-K program.

Prologue: What do you expect to get from your service learning experience (i.e., how will this experience help YOU develop)? How will it impact your learning and link to class materials? How do you think the students and staff will perceive you? What goals do you have for the semester’s Service Learning experience? What fears do you have (if any) about service learning?

I am excited to be returning to Russellville for my third and final service learning as a Walters State student. I am excited to be in a Kindergarten class this time. I am looking forward to seeing how Ms. Tharp conducts her class. I am hoping to be able to gain a lot of teaching tools that I can use as I go into my career. I am not really nervous. I was a Russellville student and this is my third time at this school for service learning; Russellville is like a home to me now.


ABCs of Reflection Affect – In this component of your journal entry, you will identify your feelings about the work you did and explain why you feel as you do. Word choices for expressing feelings include annoyed, joyful, shock, fearful, resentful, sorrowful, triumphant, victorious …This part of your journal entry will be assessed for completeness, organization and articulation – not for correctness. Behavior – In this component of your journal entry discuss your actions during your academic service learning experience and evaluate your behavior according to its effectiveness. You may compare your actions to those in past similar situations. State what you would do differently or the same if confronted with a similar situation in the future. This part of your journal entry will be assessed for completeness, organization and articulation – not for correctness. Cognition or Content – In this component of your journal entry share your thoughts about the work you did in relation to concepts from your major area of study. You may include a statement of what you learned or note any observations that support or contradict concepts from your discipline. This part of your journal entry will be assessed for completeness, organization and articulation – and for correctness.


First Agency Visit: My first day, I walked into a happy classroom. Ms. Tharp was excited to have me, and the kids were excited to meet me. I came in while they were doing reading. The kids sat down on the rug and read the story out loud with Ms. Tharp. After reading they started on math. After math it was lunch time. Once we returned from lunch, the kids finished their math lesson. After math, it was time to go outside! After recess we came back in and got ready to go home. ABCs of Reflections Affect: I was excited to go into the class. I have known Ms. Tharp for a while, so I was not nervous about meeting her. I was nervous about coming into the class though. I always get nervous when I first go into the class. It always takes some time to see where you fit into the class’ routine. Once I got in, Ms. Tharp made me feel welcome and so did the kids! Behavior: My actions seemed to do their purpose. I came in and focused on the task at hand. I met the kids, and they seemed to like me. I helped where I could. I walked around and helped with the math lesson. The kids seemed to really want my attention, so that tells me that my actions were successful. Cognition/Content: As I observed the class, I noticed a lot of teaching tools being used. This made me think of tools we discuss in class. Ms. Tharp’s classroom is a fun environment. The kids want Ms. Tharp’s attention. They know that she cares and is investing in them. That is so important to me. There was not a lot of technology in use, other than the smart board. However, she used the smart board a lot. She would let the kids play interactive games to complete their math lessons. This use of technology kept the kids interacting within the lesson.


Eggs and Lessons: My next trip to Russellville was not your average day. Since Easter was approaching, the day was being used to color Easter eggs! The first half of the day was right on track. The students worked on their math and reading work, but their focus was a little off. They were way too excited about the activity later that day. After lunch, we came back to the class and set up learning stations around the classroom. In the rotation of stations, one station was for dying eggs. This was going to be an interesting day! ABCs of Reflections Affect: My emotions were high this day. Earlier in the day, I learned one of the student’s story. He was having a hard time in class, and a lot of his lessons had to be modified. Ms. Tharp explained to be that his home life is not the best situation. Just that week, his mother had been put in jail, and he was being taken care of by his mother’s boyfriend. Ms. Tharp’s heart truly went out for this boy. At snack time, he did not have a snack. She went into the cubby room and grabbed a spare lunch bag that she had and put a snack in it for him. This kept the other kids from knowing that he did not have a snack. This really just hurt my heart. I know that as a teacher I will have to deal with similar situations. I admired how Ms. Tharp handled the situation. Behavior: I think that my actions this day were positive. This was really a fun day, so I focused on having fun with the students. They really seemed to like that the room was a strictly fun zone. They had so much fun coloring their eggs. We only had a few accidents with the dye. The kids really listened to Ms. Tharp and me. Cognition/Content: The learning station really made me think of teaching tools that we have discussed in class. These center include puzzles and math games that reinforced all of the lessons that had been taught that week. The kids were having so much fun; I do not know if they really even noticed that they were learning! I think that is a positive thing. When students are having so much fun learning, they want to learn more and more.


Final Day: On my final day in the class, we had an average day. We went through reading and math lessons, had lunch, and had center time for recess due to the rain. I worked with a little boy one on one. We worked with the sounds that letters make and using those sounds to create words and sound words out. ABCs of Reflections Affect: On this day, I had another high emotion day. It started when a former service learning advisor came up to me and told me that Ashley had seen me! Ashley was a little girl in the special education program. I had met her in my previous service learning placement. She had seen me come in the building and became very excited. She told her teacher that she really hoped I would come and see her. I was planning on running down to the resource room later in the day, but she happened to walk by me in the hall. She run up and gave me a huge hug! She melted my heart! It touched me to know that she had remembered me, and I had made a big enough impact in her life that she truly missed me. Behavior: I think that for my final day, I was very productive. I helped Elijah one on one. I created a game. I would use letter blocks to create a word. He would then have to sound out the word. Once he had correctly sounded out the word, he would have to chance to create a word by sounding it out. I would then have to sound out the word for him. He loved this game! He wanted to make the words. I would have to occasionally have to tell him to try again, but he did as he was told. After lunch, he wanted to play my game some more. Cognition/Content: I took a lot away from this day. I came up with my own learning game for Elijah, and that really gave me confidence. Knowing that I can create a learning experience that is effective and the student enjoys, is a very satisfying feeling. Throughout class, we have talked about creative an effective learning environment. This concept scares me sometimes. I feel like so much is lying on me creating this productive scenario. I finally understood what it would really take to achieve this.


Epilogue: Reflect on your semester’s service learning experience. This semester’s service learning experience has been positive for me. I really enjoyed all of the teachers that I interacted with. This was the first time that I have gone and no one has told me that I should change my major because teaching is not a career anyone should get in to. This time, my teacher was giving me tips. She gave me a lot of web tools that I can use when I become a teacher, and she told me places that I could order classroom supplies from. She really gave me some great tips! Revisit the prologue. Have your expectations been met? Yes! I had so much fun. It was great. I have no regrets from my time at Russellville. The kids were so sweet and really seemed to enjoy having me in the class with them. They listened to me and respected me. I love that when I go to Russellville, the teachers give me responsibility. The students know that they have to listen to me. It makes me feel like I am really so close to becoming a real teacher. How have you been surprised, delighted, or dismayed by the experience? Give specific examples. I have really just been delighted. The teachers welcomed me. Ms. Tharp gave me some awesome tips, the other teachers were excited to meet me and get to know me, and the students paid attention to me and really wanted to impress me. How could this experience be improved? I honestly do not think that my time could have been improved at all! I had such a good time and walked away with great ideas and tools to use when I have a class of my own. I walked away excited about my future rather than nervous.


VISION FOR MY FUTURE Here is what I want to accomplish in the next five years: Education: In the next five years, I will finish my bachelor’s degree in elementary education at ETSU. I do not want to go higher than a bachelor’s degree though. I have seen too many teachers that get higher degrees and begin to feel superior. I do not want that. I want to know that I will always have room for improvement. I would like to take classes to keep me up to date with teaching techniques though.

Career: I will finally be a teacher! I will be in an elementary school teaching, and I will be happy! I will refuse to let other teachers’ negative attitudes get me down. I would like to be a kindergarten, first or second grade teacher. However, if I am only able to get a job in a higher grade, I will give 100% and not let the fact that I wanted something else cause me to not give my students my all. Family and Friends: I will keep my friends and my family close to me as always. They will always be my support system, and I know that they will be there for me when I get discourage. I know that I will need them! Involvement and Service to My Community: I will continue my involvement with my church. I will always try to find things that I can do to benefit my community. In five years, I would hope to be working with the children’s ministry at church as well. Personal Growth: I will not let words from others discourage me. I will continue to seek God for His purpose for me. I will have the faith to know that God will only hand me situation He has equipped me to handle. I will stay true to the teacher I want to be and not let the negatives overshadow the positives.


REFLECTIONS Here are the Knowledge and Skills that I have acquired as a direct result of taking part in this Service Learning project: I have learned a lot this semester. Other than the tips Ms. Tharp gave me, I learned about classroom management. The command that she had over her class was awesome! She had a stern voice with them at times, but she also had them wanting her attention! It showed me that it is possible to have a class listen to you and respect you and still want to be around you! The kids wanted her attention. I hope that my kids want my attention when I am a teacher. Here is how this Service Learning project ties in with my EDUC 2300 Introduction to Education class: In class we focused on web tools a lot. I loved that when I went into my service learning class, the teacher was showing me web tools that she uses in class. I think that that really correlated to our class. I even told her about our Pinterest board. She told me that she looked at it, and she loved what she saw on the board! She wanted to know what we were going over in class. I told her about PBL’s. She wanted to know more about them. When I explained them to her, she was excited! 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. When I went to Russellville, as a student, I did not notice many students that came from economically disadvantaged homes. As I went into the class, I learned that there were not many students that came from a two parent household. Most students come from divorce or single parent homes. It really hurt me to see one boy who did not have a snack. Ms. Tharp got him one, and she did it without any of the other students knowing that she did. 6. On my last day, I worked one on one with a student. He was having so much fun sounding words out and creating words for me to sound out. If you make learning fun, a child will commit to learning. 7. I went the week before Easter. That week was a little off. It was more of a fun week, but the teachers were doing centers while coloring Easter eggs. I thought that the idea of bringing education into a fun day was awesome! Every day is an opportunity to create a fun learning environment. 8. Finally, the most gratifying moment came from a child that was in a previous service learning placement. Ashley, a little girl in the special education program at Russellville, was in my last service learning classroom. She saw me come in the school, and she got so excited! She told her teachers that she saw me, and she hoped that I would come see her. I felt so blessed that I had made such an impact on her that she remembered me and wanted to see me!


Context Statement Type of Artifact: Service Learning Evaluation Date: Fall 2012 Courses: EDUC 2010 Educational Psychology Description: This is my service learning journal for EDUC 2010 Educational Psychology class.


Context Statement Type of Artifact: Service Learning Evaluation Date: Fall 2013 Courses: SPED 2010 Introduction to Special Education Description: I do not have a copy of my evaluation from this service learning assignment, but I did have one filled out and returned to my instructor.


Context Statement Type of Artifact: Service Learning Evaluation Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my service learning journal for EDUC 2300 Introduction to Education class.


Context Statement Type of Artifact: Service Learning Time Log Date: Fall 2012 Courses: EDUC 2010 Educational Psychology Description: This is my service time log for EDUC 2010 Educational Psychology class.


Context Statement Type of Artifact: Service Learning Time Log Date: Fall 2013 Courses: SPED 2010 Introduction to Special Education Description: I do not have a copy of my time log from this service learning, but I did complete my 18 hours and turn in my log.


Context Statement Type of Artifact: Service Learning Time Log Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my service time log for EDUC 2300 Introduction to Education class.


CONCLUDING REFLECTION This is my portfolio. Thank you so much for taking the time to view this. I hope that you can see my understanding, beliefs, and passion for my future in teaching. I have enjoyed putting this together and displaying my hard work. I am extremely exciting about moving on to East Tennessee State University to continue my education. My goal is to become a teacher than impact the lives of all of her students for the better.


Taylor McCollough's Portfolio