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1 Mckesson Teacher Portfolio
1 Mckesson Teacher Portfolio
1 Mckesson Teacher Portfolio
1 Mckesson Teacher Portfolio
1 Mckesson Teacher Portfolio
1 Mckesson Teacher Portfolio
1 Mckesson Teacher Portfolio
1 Mckesson Teacher Portfolio
1 Mckesson Teacher Portfolio
1 Mckesson Teacher Portfolio
1 Mckesson Teacher Portfolio
1 Mckesson Teacher Portfolio
1 Mckesson Teacher Portfolio
1 Mckesson Teacher Portfolio
1 Mckesson Teacher Portfolio
1 Mckesson Teacher Portfolio
1 Mckesson Teacher Portfolio
1 Mckesson Teacher Portfolio
1 Mckesson Teacher Portfolio
1 Mckesson Teacher Portfolio
1 Mckesson Teacher Portfolio
1 Mckesson Teacher Portfolio
1 Mckesson Teacher Portfolio
1 Mckesson Teacher Portfolio
1 Mckesson Teacher Portfolio
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1 Mckesson Teacher Portfolio

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  • 1. Teacher Portfolio Mary Clare McKesson The George Washington University 2009 Contact: 703-548-1507 [email_address]
  • 2. BioSketch Resume Philosophy of Teaching Praxis III Standards Mary Clare McKesson [email_address] Main Menu
  • 3. BioSketch <ul><li>Currently Teaching in Fairfax County Public Schools, Oakton High School </li></ul><ul><li>Broadcast Journalism </li></ul><ul><li>Photojournalism/Newspaper </li></ul><ul><li>English 11, American Literature </li></ul><ul><li>Experience and Background </li></ul><ul><li>BA in English, Virginia Commonwealth University </li></ul><ul><li>MA in English Education, The George Washington University (June 2009) </li></ul><ul><li>Freelance Television Producer (2000-2007)-- Previous clients: Court TV, National Geographic, Smithsonian Networks, The History Channel </li></ul><ul><li>Imagination Stage, Filmmaking Camp Assistant Director </li></ul><ul><li>Women in Film, Media Literacy Film Festival Coordinator </li></ul><ul><li>Broadcast Journalism Curriculum Committee member (FCPS) </li></ul><ul><li>Journalism Education Association (JEA) Broadcast Judge </li></ul>Click to return to the Menu
  • 4. Resume Click to return to the Menu Mary Clare McKesson <ul><li>400 E. Glendale Avenue, #20, Alexandria, VA 22301  703.548.1507  ms_maryclare@yahoo.com </li></ul><ul><li>TEACHING INTERESTS </li></ul><ul><li>TV Production, Creative Writing, English Literature, Journalism and Service Learning </li></ul><ul><li>EDUCATION </li></ul><ul><li>Master of Education, English, George Washington University, graduation & certification 2009 </li></ul><ul><li>Bachelors of Art, English, Virginia Commonwealth University, 2000 </li></ul><ul><li>EXPERIENCE </li></ul><ul><li>English & Journalism Teacher, Oakton High School, Fairfax County Public Schools </li></ul><ul><li>Vienna, VA, 8/2008- present </li></ul><ul><li>Broadcast Journalism Teacher </li></ul><ul><li>Advised Weekly 15 minute student news broadcast </li></ul><ul><li>Co-Advised bi-weekly student newspaper </li></ul><ul><li>Co-Advised 400+ page all color yearbook </li></ul><ul><li>Substitute Teacher, Fairfax County Public Schools </li></ul><ul><li>Fairfax County, VA, 11/2007- 6/2008 </li></ul><ul><li>Filmmaking Instructor, Imagination Stage ………………………………………. </li></ul>Click here to download full resume
  • 5. Domain Categories Click on a domain button to see related evidence, including lesson plans, photographs, and assessments Domain A Organizing Content Knowledge for Student Learning Domain C Teaching for Student Learning Domain B Creating an Environment for Student Learning Domain D Teacher Professionalism Click to return to the Menu Overview of Domains
  • 6. PRAXIS III DOMAINS: An Overview <ul><li>Domain A: Organizing content knowledge for student learning </li></ul><ul><li>Becoming familiar with relevant aspects of students’ background knowledge and experiences </li></ul><ul><li>Articulating clear learning goals for the lesson that are appropriate to the students </li></ul><ul><li>Demonstrating an understanding of the connections between the content that was earned previously, the current content and the content that remains to be learned in the future </li></ul><ul><li>Creating or selecting teaching methods, learning activities and instructional materials or other resources that are appropriate to the students and that are aligned with the goals of the lesson </li></ul><ul><li>Creating or selecting evaluation strategies that are appropriate for the students and that are aligned with the goals of the lesson </li></ul><ul><li>Domain B: Creating an environment for student learning </li></ul><ul><li>Creating a climate that promotes fairness </li></ul><ul><li>Establishing and maintaining rapport with students </li></ul><ul><li>Communicating challenging learning expectations to each student </li></ul><ul><li>Establishing and maintaining consistent standards of classroom behavior </li></ul><ul><li>Making the physical environment as safe and conducive to learning as possible </li></ul>Click to return to the Menu
  • 7. PRAXIS III DOMAINS: An Overview Cont. <ul><li>Domain C: Teaching for student learning </li></ul><ul><li>Making learning goals and instructional procedures clear to students </li></ul><ul><li>Making content comprehensible to students </li></ul><ul><li>Encouraging students to extend their thinking </li></ul><ul><li>Monitoring students’ understanding of content through a variety of means, providing feedback to students to assist learning, and adjusting learning activities as the situation demands </li></ul><ul><li>Using instructional time effectively </li></ul><ul><li>Domain D: Teacher professionalism </li></ul><ul><li>Reflecting on the extent to which the learning goals were met </li></ul><ul><li>Demonstrating a sense of efficacy </li></ul><ul><li>Building professional relationships with colleagues to share teaching insights and to coordinate learning activities for students </li></ul><ul><li>Communicating with parents or guardians about student learning </li></ul>Click to return to the Menu
  • 8. A2: Articulating clear learning goals for the lesson that are appropriate to the students <ul><li>Context: As a teacher who teaches in three or more rooms a day I have come to rely on Power Point. My students know that the second slide will always be a statement of our goals for the day and the larger connection to the Standards of Learning from the Program of Study. In addition I share with students all materials from class on Blackaboard. </li></ul><ul><li>Reflection: I feel that having these documents to return to help me plan lessons with clear goals and helps me access if a lesson was successful in clear terms. It also lets me see if I have prepared students well for new challenges </li></ul><ul><li>Goals: I will adapt my lessons for the unique individuals I teach and make sure there is a road to success for every type of learner. I will also strive to make connects throughout lessons back to those goals </li></ul>Click to return to the Menu
  • 9. A2: Examples Click to return to the Menu <ul><li>Screen shot of current Blackboard </li></ul><ul><li>Sample PowerPoint with goals & standards </li></ul>
  • 10. A4: Creating or selecting teaching methods, learning activities and instructional materials or other resources that are appropriate to the students and that are aligned with the goals of the lesson <ul><li>Context: I have found that students are more inclined to read and be engaged by a book when they get to choose what to read. Our first quarter book choice had to be the work of a contemporary native American writer. </li></ul><ul><li>Reflection: Students loved having the choice to read what they wished and enjoyed having an equally open assessment. Students were encouraged to be creative in their respond the book. Some students created Facebook pages for the books characters and other work songs about the Trail of Tears. </li></ul><ul><li>Goals: Find new and creative ways to engage students in reading and discussing literature </li></ul>Click to return to the Menu
  • 11. A4: Examples <ul><li>Facebook Presentation Example </li></ul><ul><li>Rubric for Presentations </li></ul>Click to return to the Menu
  • 12. B1: Creating a climate that promotes fairness <ul><li>Context: Fairness is essential for students to feel safe in a classroom and to begin to challenge themselves. I regularly use index cards with students names on them to select who will speak in a discussion. This is a fair way to bring in all the student views. </li></ul><ul><li>In my journalism courses I have students as editors and executive producers. I work one on one with these students to help them be fair leaders of our student lead productions and publications. Fairness is a key to their success as leaders. </li></ul><ul><li>Reflection: I find that by giving students ownership of their work in journalism the students will meet high expectations. I find by bring this philosophy to English I am able to challenge more students. </li></ul><ul><li>Goals: I make every effort to find ways to incorporate students as leaders in all my classes. </li></ul>Click to return to the Menu
  • 13. B1: Examples <ul><li>Student Leader Self Evaluation </li></ul><ul><li>Template for cards </li></ul>Click to return to the Menu
  • 14. B2: Establishing and maintaining rapport with students <ul><li>Context: The time before and after school that I spend on student publications and productions is where I make the most meaningful connections. I am regularly at school at 6:30am working with our student webmasters brainstorming ideas for blogs or surveys. </li></ul><ul><li>I also work with the producers every Thursday afternoon to assemble our weekly TV show. It can take hours but we fundraise all year long to provide pizza to the students. It can be stressful but we have so much fun problem solving that we often have may extra students to help than necessary. </li></ul><ul><li>Student and teacher fundraising for Oakton Media Group also supported a Chipotle Halloween party, Ugly Holiday Sweater contest as well as field trips to journalism conventions and contests in Richmond, St. Louis and New York City. </li></ul><ul><li>Reflection: My students work very hard and often many more hours on our publications than the rest of their schoolwork. They deserve the freedom that comes with being student leaders but they also need time to relax and celebrate their hard work. </li></ul><ul><li>Goals: I would like bring more of the one on one connections to my English classes that I find in publications and productions. </li></ul>Click to return to the Menu
  • 15. B2: Examples <ul><li>Cougar News Article </li></ul><ul><li>Jea Field Trip Article </li></ul><ul><li>www.oaktonoutlook.com </li></ul><ul><li>http://www.oaktonmedia.net/cougarnewsonline/cougarnews_broadcast.html </li></ul>Click to return to the Menu
  • 16. C3: Encouraging students to extend their thinking <ul><li>Context: A major assessment for English 11 is a persuasive paper and speech. To give students a clear understanding of the elements of persuasive speech I devised a lesson where the students would be in groups of three and given a part of JK Rowling’s Harvard graduation speech. Each group would be responsible for analyzing one aspect of persuasion from pausing for emphasis to pitch and pronunciation. </li></ul><ul><li>Reflection: This jigsaw lesson came together when each of the groups presented their aspect and the speech came together. Students were able to hear the different elements at work. After this lesson student watched film clips and graded the speeches on their use of these elements. </li></ul><ul><li>Goals: I hope to develop more lessons that are rooted in the real world where students can see how the skills they are learning can be implemented. </li></ul>Click to return to the Menu
  • 17. C3: Examples <ul><li>JK Rowling Speech Assignment </li></ul><ul><li>Overview of standards and lesson plans for persuasive week </li></ul><ul><li>Sample PowerPoint accompanying student’s final speech -1 </li></ul><ul><li>Sample PowerPoint accompanying student’s final speech -2 </li></ul>Click to return to the Menu
  • 18. C5: Using instructional time effectively <ul><li>Context: Class time is structured to cover writing, literature, grammar and vocabulary goals. Students are given time for Sustained Silent Reading each week as well as time for small group work, independent work and discussions. </li></ul><ul><li>In Broadcast Journalism students follow a rigorous schedule working towards the creation of a weekly show. Students also work on two major projects a quarter to develop their end of year portfolios. In addition students study tv journalists to expand their knowledge of storytelling. </li></ul><ul><li>Reflection: Students enjoy having a variety of instruction and this helps reach all diverse learners. </li></ul><ul><li>Goals: To continue to keep students engaged bell to bell and make work outside of class meaningful. </li></ul>Click to return to the Menu
  • 19. C5: Examples <ul><li>Cougar News Production Schedule </li></ul><ul><li>Cougar News Self Evaluation </li></ul>Click to return to the Menu
  • 20. D3: Building professional relationships with colleagues to share teaching insights and to coordinate learning activities for students <ul><li>Context: I am currently working on developing the Broadcast Journalism curriculum for FCPS. The small committee I am working with is writing a pacing guide and putting together sample budgets for schools of varying sizes. </li></ul><ul><li>Co-teach Newspaper and Video Yearbook </li></ul><ul><li>Developed common assessments with English 11 team </li></ul><ul><li>I have been actively involved with the Journalism Education Association and have been a judge at conferences. </li></ul><ul><li>Worked on committee to bring CSPAN to Oakton for a day of events as well as coordinated the entire senior class to live-blog about their experiences after the mock presidential debate </li></ul><ul><li>I have worked on videos for internal Oakton projects including </li></ul><ul><ul><li>PR Video for the school and community </li></ul></ul><ul><ul><li>Freshman Orientation Video </li></ul></ul><ul><ul><li>Freshman Election Videos </li></ul></ul><ul><ul><li>Back to School Night Messages from School Board </li></ul></ul><ul><ul><li>CSpan Mock Election Videos for onstage introductions </li></ul></ul><ul><ul><li>Video Yearbook </li></ul></ul><ul><li>Reflection: Working with my colleagues makes teaching more meaningful for me. </li></ul>Click to return to the Menu
  • 21. D3: Examples <ul><li>CSPAN at Oakton Article </li></ul>
  • 22. D4: Communicating with parents or guardians about student learning <ul><li>Context: </li></ul><ul><ul><li>I email parents progress reports to all parents every two weeks. </li></ul></ul><ul><ul><li>I also post grades so students can see their standing on a weekly basis. </li></ul></ul><ul><ul><li>I respond to parent calls and emails within one day </li></ul></ul><ul><li>Reflection: Keeping in touch with parents or guardians is key for some students to be able to succeed. </li></ul><ul><li>Goals: To continue to work with interpreters and counselors to contact parents who do not speak English. </li></ul>Click to return to the Menu
  • 23. D4: Examples <ul><li>Sample communication with parent </li></ul>Click to return to the Menu
  • 24. Philosophy of Teaching <ul><li>Every student has the right to learn and succeed </li></ul><ul><li>Students are successful when they work cooperatively in a positive environment that is fair, fun and focused on them individually </li></ul><ul><li>Students should be given content that will challenge then and help them discover what they think and feel about the world </li></ul><ul><li>Students have the right to expect fair treatment, respect and multiple opportunities to succeed </li></ul><ul><li>Students have better access to achievement when their teachers are flexible and maintain high expectations </li></ul>Click to return to the Menu
  • 25. Contact Information <ul><li>Mary Clare McKesson </li></ul><ul><li>Cell: 703-548-1507 </li></ul><ul><li>[email_address] </li></ul>Click to return to the Menu

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