Mary S. Lindig Educator Portfolio 2011-2012 TEACHERS Paint their minds And guide their thoughts Share their achievements and advise their faults Inspire a love Of knowledge and truth As you light the path Which leads our youth For our future brightens With each lesson you teach Each smile you lengthen Each goal you help reach For the dawn of each poet Each philosopher and king Begins with a teacher And the wisdom they bring -Kevin William Huff
V isibly committed to collaboration I nnovative teaching methods T ogether we can A lone we cannot
Mary S. Lindig Shepherd Middle School Eighth Grade Literature Arts Instructor Background Highlands Elementary in LaGrange, IL Lyons Township High School LaGrange, IL B.A.-Northern Illinois University M.A.T-Aurora University Educational Background 1988-B.A. NIU 4.0/ Type 09 Certificate 1998-B.A. + 15 National Louis University and Aurora University 1999-M.A.T. Aurora University 2003-M.A.T+ 15 Canter Classes Educational Service 1988-1992-Westmont Jr. High-L.A. Instructor 1992-Present-Shepherd Middle School-Lit Instructor 1997-Reviewer Good Year Publishers 1997-OES Technology Consultant 1998-1999-Tutor for homebound students and ESL families 2003-2004-Child Development Instructor IVCC-part-time
Professional Experience Language Arts Committee-Textbook Selection Phi Delta Sigma Committee Presenter Goals 2000 Technology Workshop Presenter-American Schools in Guatemala Student Council Sponsor School Newspaper Sponsor Steering Committee Representative-4 years OEEA President 1998-1999 Jefferson PTO Secretary Illinois Reading Council Presenter Volunteer for “ Snuggle Up and Read ” -Starved Rock Reading Council Volunteer Young Authors Coordinator Volunteer OES Band Parent Association Member Cooperative Teacher for Student Teachers I.S.U-1997, 2006, 2011 Mentor Teacher to three Shepherd Staff members 2009, 2010, and 2011 Awards and Recognition Illinois Power Grant, 1997 and 1998 – Poetry Materials 5 years OES service recognition 15 years OES service recognition Golden Apple Building Award Mike Lyons Grant Recipient, 2005 OES Mini Grant Recipient, 2005 Illinois Reading Council Literacy Grant Recipient 2005, 2006, 2007, 2011 “ Teacher Feature ” Ottawa Daily Times Article-Oct. 2008 Excellence in Education Recognition- ROE 2010
Professional Organizations Illinois Reading Council Starved Rock Reading Council OES Band Parent Association Ottawa Elementary Education Association Published Works-Both are linked to the articles “ Technology in an Inclusive Setting ” - Meridian , winter 2000 “ Educational Renaissance: Stamp Out Illiteracy with Shakespeare ” - Illinois Reading Council Communicator, August 2008
Educational Philosophy “ Our children need to have adults reading and discussing books with them. We need to be the people we want our children to become.” – Raef Esquith from Teach Like Your Hair is On Fire Click on the link below to open up my document located at the bottom of my teacher web page. Educational Philosophy http://188.8.131.52/ShepMrsLindig/Home%20Page/Educational%20Philosophy%202012.pdf
Goal Setting Form “ If your plan is for one year, plant rice; If your plan is for ten years, plant trees; If your plan is for a hundred years, Educate Children!” -Confucius
Name: Mary Lindig Year: 2011-2012
Assignment: Eighth Grade Literature Arts Team 3
State your two goals (one may be technology).
Incorporate a “lab” or “center” approach to improve the reading skills of students in the 7 th hour BEP literature arts class.
Use assessment data to design and implement differentiated assessments.
What activities will you engage in to achieve your stated goals?
I will meet/and/or communicate with my BEP team (Mr. Houk and Ms. Simmons) on a weekly basis regarding activities for the “lab” or “center” days in 7 th hour literature class.
I will provide feedback to students regarding their results. Students will chart their progress on both MAPS and AIMS testing throughout the year.
3. How will the evaluator be able to measure the extent to which your goal was achieved?
Examples of “lab” or “centers” activities will be included in the portfolio. An audio/visual recording will be provided of an activity as well. ( I was not able to get the audio/visual)
A growth chart for both MAPS and AIMS progress for the classes will be included.
ACTIVITIES “ I hear-I forget, I see- I learn, I do-I understand” - Gennady V. Oster Sample Lab Activity Scanned pictures of Comprehension Lab-Plot line sort Scanned results of Aims Fall/Winter Scanned sample of student chart with goals-Aims Link to MAPS data and plan for implementation
Literature Labs-7 th Hour BEP
Click on the above link, click OK, then ESCAPE Slide Show to view
Working with Mr. Houk and Ms. Simmons, we created three types of centers to target specific skills of students in the 7 th hour BEP class. This was done early in the year BEFORE data had been collected.
Vocabulary Lab- Introduces key concepts and vocabulary that students will encounter. In addition, the purpose of the vocabulary center will give students practice and assessments in using prefixes and suffixes.
Reading Fluency Lab- Assists students in the development of increased pre-reading skills. The leader or instructor of this center will highlight key passages in the upcoming selection for students to recite aloud. Key passages will demand that students use inflection and apply correct pauses with punctuation. Students will participate in a discussion of how meaning is affected when infection and intonation are applied.
Listening Fluency Lab- While listening to an oral presentation of the selection, student will engage in activities to help them focus on text. These activities include touching text, highlighting text, and mouthing the words as they are read.
Using MAPS Data-Below is a chart that shows RIT scores for reading from fall to winter. 19 out of 21 students increased or stayed the same. 2 students decreased in their scores. This would indicate that students are making gains. At this point Ms. Simmons and I have printed out a binder using the Descartes feature at NWEA website. In addition, we have printed a detailed list of activities to support the readers based upon their scores in their reading goals. We are at the point of trying to create and group students based upon their scores and specific needs for future lab activities. We are striving to align specific activities to create a more individualized approach. Our biggest challenge is finding the time to analyze the data and to create the activities.
On this particular lab day, students worked in groups to complete a plot line sort. This was an assessment following the study of one of our short stories. Fluency -Students read the sentence strips aloud and discussed what part of the plot line Vocabulary -Students practiced using key literary terms Comprehension -Students worked on sequencing as they placed the strips into the correct part of the plot line.
Video of Lab Group Using MAPS Information Using our MAPS data, Sandra Simmons has groups students into two focus groups. Using the Descartes descriptors, she has created the following activity that will build background knowledge for Roll of Thunder Hear My Cry and address reading weaknesses. Enclosed is a video of our most recent lab which is addressing the group that scored the lowest in vocabulary and making inferences.
17 out of 21 students demonstrated an increase at the winter Aims benchmark. Several made significant fluency gains. 80% of students increased their fluency rate from fall to winter benchmarking in the 7 th grade BEP class following 1-2 days of lab activities.
Sample student record sheet with brainstorm strategy list. This was completed following the winter benchmarking. The BEP team of teachers has noted an increased interest and ownership over the improvement of reading scores.