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Professional Teaching Portfolio
 

Professional Teaching Portfolio

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    Professional Teaching Portfolio Professional Teaching Portfolio Presentation Transcript

    • Professional Teaching Portfolio Jane Caliboso
    • Table of Contents
      • Introduction
        • Educational Philosophy
        • Resume
        • Matrix of Evidence
        • Content Knowledge
          • Science: Living and Nonliving
        • Pedagogical Skills
          • The Very Busy Spider Drama
          • Sharing Time
        • Professional Dispositions
          • Field Trip to KTA and Panaewa Zoo
        • Conclusion
          • Final Narrative
          • UH Hilo TEP Certificate
          • Concluding Statements
    • Introduction
      • Aloha,
      • My name is Jane Caliboso. I am a graduate of Hilo High School and a recent graduate of the University of Hawaii at Hilo Teacher Education Program. For the past two semesters, I have adopted UH Hilo’s TEP philosophy of H.E.A.R.T. which is an acronym for having a “holistic, empathic, artistic, rigorous, and transformational” attitude toward teaching. This rigorous program has definitely transformed me into a competent educator who takes a holistic approach to teaching children, has empathy for her students, colleagues, and community, who views teaching as an art and values the outcome of a rigorous curriculum.
      • This portfolio is showcases my work and abilities that meet all ten teacher performance standards.
    • Educational Philosophy
      • “ In loco parentis” is Latin for “in place of the parents.” What does that exactly mean for teachers? In elementary school, teachers see their students for 7 hours of the day. They are expected to care for these children and are also obligated to teach them according to standards. A teacher must know their students abilities and interests in addition to keeping track of their development academically, emotionally, and socially. A teacher’s role is to keep children safe, teach them, and socialize them to help them become contributing members of society.
      • I believe students learn best when they can relate learning material to meaningful experiences, such as life outside of school, experiences with family, relatives, and culture. I believe everything students learn in school should also be tied into real life so that they can see the practicality in learning. A teacher’s enthusiasm and conviction for learning is something that influences students’ attitude toward education.
      • Learning material relevant to student’s lives is essential but even more so is the manner in which it is taught. I believe students have different ways in which they receive information—some may be more visual than others, some more aural or more kinesthetic. As a teacher, I would provide opportunities for students to learn through differentiation.
      • I believe that children are naturally social beings and learn best from one another. A child may be able to explain a concept to another in a better way than a teacher. Learning from peers does more than educates but also makes children community contributors and effective communicators.
      • My role as a teacher is “in loco parentis”—doing things in the best interest of my students. I must know my students, make learning relevant to them, and accommodate diverse learners. My philosophy of education stems from my care, compassion and concern for their success in all aspects of their lives.
    • Resume
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    • Matrix of Evidence Demonstrates professionalism Designs and provides meaningful learning experiences Field Trip to KTA and Panaewa Zoo Professional Dispositions Creates and maintain a safe and positive learning environment Fosters effective communication in learning environment Sharing Time Pedagogical Skills Focuses on Learner Adapts to learner diversity Uses assessment strategies Uses active learning strategies The Very Busy Spider Drama Pedagogical Skills Demonstrates knowledge of content K Science: Living and Nonliving Content Knowledge Teacher Performance Standards Evidence Location
    • Content Knowledge Demonstrates knowledge of content
    • Science: Living and Nonliving
      • In order to teach the science unit I created on living and nonliving things, I had to understand what I was teaching first before I could convey the concepts to my students (Standard 5). Sometimes the simplest concept is the most challenging to teach. We first listed the attributes of living and nonliving things then the unit entailed a lot of sorting: items brought from home, using Kid Pix computer software to sort living and nonliving stamps, drawing their favorite living and nonliving thing, and finally, creating a collage of living and nonliving pictures cut out from magazines. I found using a variety of assessment strategies gave students a chance to show me what they already knew, their misconceptions, how I should adjust my lessons, and what they learned about living and nonliving things (standard 7). By the end of the unit, 92% of the students met proficiency.
    • Pedagogical Skills Focuses on Learner Adapts to learner diversity Uses assessment strategies Uses active learning strategies
    • The Very Busy Spider
      • I chose this artifact because it exemplifies me focusing on the learners, providing meaningful learning experiences for my students and using active learning strategies to enhance instruction and student participation. In this lesson, students explored Eric Carle’s “The Very Busy Spider” through dramatic play. I allowed students to choose characters in the story they wanted to act. The choice I gave to students gave them a chance to participate in a way they felt most comfortable and the roles they chose their strengths. The dramatization of “The Very Busy Spider” gave them another way to comprehend the story through movement and tactile interaction (standards 3, 6, 8).
    • Sharing Time
      • I like to give students an opportunity to express what is important to them as well as give them a chance to communicate in front of a large audience. Students bring in items from home for “show and tell.” I keep a box in the front of the classroom for the students to deposit their items for safe keeping. For the last 10 minutes of the day, students are allowed to share with the class their item from home. The student speaking gets practice speaking to a large group while the rest of the students make positive comments and practice asking questions of their peers. The positive comments and praise by peers gives the speaker confidence while sharing something they find important (standards 2 and 4).
    • Professional Dispositions Demonstrates professionalism Fosters parent and community relationships Designs and provides meaningful learning experiences
    • Field Trip Artifacts
      • Pictures
      • Flier
      • Request for Student Travel (pg. 1)
      • Request for Student Travel (pg.2)
      • Permission slips
      • Reflection
    • Field Trip to KTA and Panaewa Zoo
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    • Field Trip Reflection
      • On April 18, 2008, the kindergarten and first grade classes of Kaumana Elementary went on a field trip to KTA and the Panaewa zoo as a result of fundraising done earlier this year. Under the guidance of the K-1 teachers, I coordinated the field trip (standard 9). It required me to collaborate with community businesses (KTA, Panaewa Zoo, and Akita Bus Company) and my students’ parents. I had to send out letters and permission forms to the parents and also asked for help to chaperone the students (standard 10).
      • The field trip was a great time for me to get to know my students’ parents and guardians and make some contacts in the community. The children absolutely enjoyed the trip. They learned about different jobs and what they need to know in order to have that job (standard 6).
    • Conclusion Cooperating Teacher’s Final Narrative UH Hilo Teacher Education Program Certificate Concluding Statements
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    • Concluding Statements
      • UH Hilo’s H.E.A.R.T. philosophy wants it’s teacher candidates to take a “holistic” approach in engaging the whole student; to have “empathy” for them; to view teaching as an “art,” thus “transforming” them into effective teachers through a “rigorous” training program.
      • The teacher performance standards (TPS) is a valuable tool in assessing myself as a teacher and my effectiveness in being an educator. After student teaching and reflecting upon the TPS, I’ve come to realize the depth and importance of being an educator.
      • Each child that comes through my classroom is someone’s else’s special gift. Each child deserves to be safe, to be engaged in learning, and to be accommodated in any way so he or she may succeed. My job is to give them what they deserve while guiding them toward the standards and general learner outcomes.
      • My student teaching experience has transformed me from student to teacher. Although I am now a teacher, I found that an effective teacher is always a student.