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Professional Electronic Portfolio
Professional Electronic Portfolio
Professional Electronic Portfolio
Professional Electronic Portfolio
Professional Electronic Portfolio
Professional Electronic Portfolio
Professional Electronic Portfolio
Professional Electronic Portfolio
Professional Electronic Portfolio
Professional Electronic Portfolio
Professional Electronic Portfolio
Professional Electronic Portfolio
Professional Electronic Portfolio
Professional Electronic Portfolio
Professional Electronic Portfolio
Professional Electronic Portfolio
Professional Electronic Portfolio
Professional Electronic Portfolio
Professional Electronic Portfolio
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Professional Electronic Portfolio

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  • 1. Professional Electronic Portfolio<br />Kathleen L. Post<br />Re-Submitted: 8/7/09<br />Advisor: Dr. Beth RajanSockman<br />
  • 2. Resume<br />BA Mathematics & Secondary Education, Houghton College, 1996<br />NYS 7-12 Math Certification, 1996<br />Computer Teacher, FCS, private school, 1996-2001<br />Communications & Technology Specialist, PSBYFC, non-profit organization, 1992-2008<br />Tutor & Teacher, PCHEC, homeschooler’s co-op, 2003-current<br />Graduate Research Assistant, ESU Media & Communication Department, 2008-current<br />Long-Term Substitute Teacher (High School Math), FCS, November 2008-current<br />Technology Intern, Project Upward Bound, May 2009-current<br />M. Ed. Instructional Technology & PA Instructional Technology K-12 Certificate, program completion August 2009<br />
  • 3. Skills<br />13+ years teaching experience<br />7+ years private math tutor, grades 9-12<br />Self-Taught Computer Software, Microsoft Office (Word, Excel, Access, PowerPoint), Adobe Photoshop, Dreamweaver, InDesign, Sea Monkey Composer<br />Secondary Mathematics, Algebra 1, Algebra 2, Geometry, Trigonometry, Pre-Calculus<br />Instructional Technology & Web 2.0, Podcasts, Vodcasts, LiveScribeMathcasts, Interactive PowerPoint, WebQuests, Wikis, Moodle, Wordle, Blogs, PhotoStory (using Audacity, PowerPoint)<br />WebPage Design, Updates, Maintenance using Microsoft Word, Adobe Dreamweaver, Sea Monkey Composer, FileZilla<br />Desktop Publishing, newsletters, flyers, brochures using MS Word, Quark Express<br />
  • 4. Achievements<br />Presenter at PETE&C Conference in Hershey, PA: <br /> “Accessibility That is Readily Accessible” February 2009<br />Accessibility Handout[2].pdf<br />Presenter at the One-To-One Conference at Penn State University: <br /> “Making Math Meaningful using Web 2.0” April 2009 http://makingmathmeaningful.wikispaces.com<br />Recognition from LiveScribe Inc. for a creative and educational use of the LiveScribe smart pen<br />http://www.livescribe.com/blog/2009/06/02/education-pencasts-from-the-livescribe-community/<br />Graduate Work - GPA: 4.0<br />Praxis I (Above Average Results): <br />Reading (185/190), Mathematics (186/190), Writing (181/190)<br />
  • 5. Philosophy Statement of Instructional Technology<br />
  • 6. Artifacts<br />Outcome: <br />Employs the central concepts, tools of inquiry, and structures of the discipline of instructional technology and creates an environment conductive to effective integration of technology into the school curriculum.<br />Standards:<br />I.A. Identification, selection, installation and maintenance of technology infrastructure, and hardware and software applications for school administration and instruction.<br />I.B. Integrating technology into curricular planning and instructional design.<br />Web Quest:<br />URL:<br />WebQuestHome.html<br />Lesson Plan:<br />WebQuestPhis the Limit WebQuest Lesson Plan.pdf<br />Podcast/Vodcast:<br />Student Product (based on WebQuest):<br />KathyPost-podcastPhi Podcast.wmv<br />Excel:<br />Periodic Functions: SinCosTan.xls<br />Linear Functions: linear equations.xls<br />Probability Experiment: Probability Experiment.xls<br />Collaborative Project Idea:<br />Project based on WebQuest:<br />Topic 9 - Collaborative Project.pdf<br />
  • 7. Artifacts<br />Outcome: <br />Employs the central concepts, tools of inquiry, and structures of the discipline of instructional technology and creates an environment conducive to effective integration of technology into the school curriculum.<br />Example:<br />I.D. Research, problem solving and product development of technological applications.<br />II.C. Selecting, implementing and adapting technology to teaching methodologies, curriculum resources and administrative functions in collaboration with other educators and integrating a variety of software, applications, and learning tools<br />Wikis:<br />Math Classes at PCHEC<br />http://the-wiki-post.wikispaces.com<br /> Math Classes at FCS<br />http://mathFCS.wikispaces.com<br />Making Math Meaningful<br />http://makingmathmeaningful.wikispaces.com<br />Upward Bound<br />http://upwardbound-esu.wikispaces.com<br /> Digital Photography:<br />Photography Portfolio in PowerPoint<br />Photography Portfolio - MCOM532MCOM 532-Portfolio.pptx<br />Desktop Publishing:<br />Using Microsoft Word<br />Newsletter:<br />April 2008 Newsletter.pdf<br />Brochure:<br />Ghana Brochure-side 1.pdf<br />Ghana Brochure-side 2.pdf<br />
  • 8. Artifacts<br />Outcome: <br />Employs the central concepts, tools of inquiry, and structures of the discipline of instructional technology and creates an environment conducive to effective integration of technology into the school curriculum.<br />Example:<br />I.D. Research, problem solving and product development of technological applications.<br />II.C. Selecting, implementing and adapting technology to teaching methodologies, curriculum resources and administrative functions in collaboration with other educators and integrating a variety of software, applications, and learning tools<br />Web 2.0 Apps<br />See my wikis for examples:<br />Podcast Using Cell Phone<br />Voki Talking Avatar<br />Web Banner using SumoPaint<br />Glogster Interactive Poster<br />BitStrip Comic Strip<br />Wordle Word Cloud<br />Slide Share PowerPoint Embeds<br />http://upwardbound-esu.wikispaces.com/Agenda+-+July+7<br />http://upwardbound-esu.wikispaces.com/Technology+Club<br />ELED540 – Technology Integration<br />ELED540-Final Project Chart.pdf<br />ELED540-Manipulative Study.pdf<br />PhotoStory:<br />Created for Photography Class:<br />Photography Portfolio - MCOM532Why Do Leaves Change Color.ppt<br />
  • 9. Artifacts<br />Outcome: <br />Articulates, applies, and adapts theoretical constructs of effective learning, technology integration, and assessment.<br />Standards:<br />II.A. Managing instructional technology services<br />II.B. Planning, preparation and delivery of technology related in-service programs and instruction in collaboration with other professionals at a variety of instructional levels<br />II.E. Developing leadership techniques for working with all levels of the educational community and to manage and administer instructional technology programs at the building and district levels<br />Professional Development:<br />PETE & C Presentation: <br />“Accessibility that is Readily Accessible”<br />Accessibility Handout[2].pdf<br />Penn State One-to-One Conference: <br />“Making Math Meaningful”<br />http://makingmathmeaningful.wikispaces.com<br />Making Math Meaningful Using Technology.pdf<br />Creating & Embedding a LiveScribeMathcast<br />LiveScribe Handout.pdf<br />Internship:<br />http://upwardbound-esu.wikispaces.com<br />
  • 10. Artifacts<br />Outcome: <br />Implements a cycle of quantitative and qualitative research that leads to improved technology integration and teacher adoption.<br />Standards:<br />I.D. Research, problem solving and product development of technological applications.<br />Research:<br />History of Instructional Technology & Connections to Math Education<br />KathyMCOM580 - History.pdf<br />Learning Theories & Instructional Technology & Connections to Math Education<br />Research1-LearningTheories_Final.pdf<br />Research Study:<br />Student Perceptions of Wiki Use in High School Math in Two Non-Traditional Classrooms: Successes and Lessons Learned<br />Research 2 Paper - Final.pdf<br />
  • 11. Artifacts<br />Outcome: <br />Models critical and creative thinking skills in all areas of his or her professional life.<br />Standards:<br />I.C. Management and administration of technology programs at the building, district and regional levels.<br />II.D. Selecting, developing and administering assessments that utilize technological applications and involve multiple indicators of student progress and using technology to maintain records on student achievement<br />Technology Plan:<br />Audio PowerPoint Presentation:<br />Technology Plan-FCS.ppt<br />Full Text:<br />TechPlanProject_FCS[1].pdf<br />Web Quest:<br />URL:<br />WebQuestHome.html<br />Lesson Plan:<br />WebQuestPhis the Limit WebQuest Lesson Plan.pdf<br />Excel:<br />Periodic Functions:<br />SinCosTan.xls<br />Linear Functions:<br />linear equations.xls<br />Internship:<br />http://upwardbound-esu.wikispaces.com<br />
  • 12. Artifacts<br />Outcome: <br />Synthesize best practice research and apply these findings to the development of effective communication techniques to foster active inquiry, collaboration, and guided interaction in a positive Instructional Technology learning environment.<br />Standards:<br />I.B. Integrating technology into curricular planning and instructional design.<br />II.C. Selecting, implementing and adapting technology to teaching methodologies, curriculum resources and administrative functions in collaboration with other educators and integrating a variety of software, applications, and learning tools<br />Research:<br />History of Instructional Technology & Connections to Math Education<br />KathyMCOM580 - History.pdf<br />Learning Theories & Instructional Technology & Connections to Math Education<br />Research1-LearningTheories_Final.pdf<br />Research Study:<br />Student Perceptions of Wiki Use in High School Math in Two Non-Traditional Classrooms: Successes and Lessons Learned<br />Research 2 Paper - Final.pdf<br />
  • 13. Artifacts<br />Outcome: <br />Performs as a reflective and ethical practitioner who continually evaluates the effects of his or her choices and actions on others.<br />Standards:<br />III.A. Professional organizations, publications and resources<br />III.B. Integrity and ethical behavior, professional conduct as stated in Pennsylvania’s Code of Professional Practice and Conduct for Educators; and local, state, and federal laws and regulations<br />III.C. Collaborating with school colleagues to enhance student, teacher and administrative capabilities and improve student learning<br />Personal Philosophy Statement:<br />From Professional Portfolio<br />Personal Statement.pdf<br />Professional Electronic Portfolio<br />Full Text:<br />Portfolio_KP.docx<br />Presentation:<br />Professional Electronic Portfolio.pptx<br />Copy of signed Plan of Study<br />planofstudy.pdf<br />Transcripts<br />BA Transcripts.pdf<br />ESUTranscript.pdf<br />
  • 14. Artifacts<br />Outcome: <br />Performs as a reflective and ethical practitioner who continually evaluates the effects of his or her choices and actions on others.<br />Standards:<br />III.A. Professional organizations, publications and resources<br />III.B. Integrity and ethical behavior, professional conduct as stated in Pennsylvania’s Code of Professional Practice and Conduct for Educators; and local, state, and federal laws and regulations<br />III.C. Collaborating with school colleagues to enhance student, teacher and administrative capabilities and improve student learning<br />PA Standard Teaching Application:<br />PDEStandardApp.pdf<br />Praxis Results<br />Praxis1-KLP.pdf<br />Praxis II Results – Mathematics Content<br />NY State Certification<br />NYS Provisional Certificate.pdf<br />PA Certifications<br />Instructional Technology K-12<br />Mathematics 7-12<br />Clearances:<br />Act 34 Criminal History<br />Act 151 Child Abuse Clearance<br />Federal Criminal History (CHRI)<br />
  • 15. Artifacts<br />Outcome: <br />Performs as a reflective and ethical practitioner who continually evaluates the effects of his or her choices and actions on others.<br />Standards:<br />III.A. Professional organizations, publications and resources<br />III.B. Integrity and ethical behavior, professional conduct as stated in Pennsylvania’s Code of Professional Practice and Conduct for Educators; and local, state, and federal laws and regulations<br />III.C. Collaborating with school colleagues to enhance student, teacher and administrative capabilities and improve student learning<br />Resume<br />Resume_KLPost2009.pdf<br />Letters of Recommendation<br />DowlingLOR_KLP.pdf<br />KoehnLOR.pdf<br />SockmanLOR_KLP.pdf<br />Accolades & Achievements<br />LiveScribe Blog Article– “Pencasts”<br />http://www.livescribe.com/blog/2009/06/02/education-pencasts-from-the-livescribe-community/<br />
  • 16. Artifacts<br />Outcome: <br />Articulate a vision for Instructional Technology that incorporates policy areas of: Access, Interoperability, Security, Jurisdiction of Operation and Supervision, and Maintenance and Service.<br />Standards:<br />I.C. Management and administration of technology programs at the building, district and regional levels.<br />II.A. Managing instructional technology services<br />III.D. Communicating effectively with parents/guardians, other agencies and the community at large to support learning by all students<br />Professional Development:<br />PETE & C Presentation: <br />“Accessibility that is Readily Accessible”<br />Accessibility Handout[2].pdf<br />Penn State One-to-One Conference: <br />“Making Math Meaningful”<br />http://makingmathmeaningful.wikispaces.com<br />Making Math Meaningful Using Technology.pdf<br />Creating & Embedding a LiveScribeMathcast:<br />LiveScribe Handout.pdf<br />Internship:<br />http://upwardbound-esu.wikispaces.com<br />
  • 17. Artifacts<br />Outcome: <br />Articulate a vision for Instructional Technology that incorporates policy areas of: Access, Interoperability, Security, Jurisdiction of Operation and Supervision, and Maintenance and Service.<br />Standards:<br />I.C. Management and administration of technology programs at the building, district and regional levels.<br />II.A. Managing instructional technology services<br />III.D. Communicating effectively with parents/guardians, other agencies and the community at large to support learning by all students<br />Grantwriting:<br />ESSA Grant for PSBYFC After School Program:<br />ESSA 2007-2008 Grant Request.pdf<br />Best Buy Grant for TI-nSpire Graphing Calculators<br />Best Buy FCS Grant 2009.pdf<br />Visual on Wiki<br />Upward Bound Grant Proposal:<br />UB Online Grant Paragraph.pdf<br />Additional Math Component:<br />Grant Addition - Math Component.pdf<br />
  • 18. Artifacts<br />Outcome: <br />Articulate a vision for Instructional Technology that incorporates policy areas of: Access, Interoperability, Security, Jurisdiction of Operation and Supervision, and Maintenance and Service.<br />Standards:<br />II.A. Managing instructional technology services<br />II.B. Planning, preparation and delivery of technology related in-service programs and instruction in collaboration with other professionals at a variety of instructional levels<br />Acceptable Use Policy:<br />PCHEC AUP Example:<br />Topic 5 Acceptable Use Policy.pdf<br />Technology Budgeting:<br />Technology Budge Activity.xls<br />Technology Plan:<br />Audio PowerPoint Presentation:<br />Technology Plan-FCS.ppt<br />Full Text:<br />TechPlanProject_FCS[1].pdf<br />Internship:<br />http://upwardbound-esu.wikispaces.com<br />
  • 19. Plan for Future Professional Growth & Development<br />Seeking employment as an Instructional Technology Specialist to create professional development where I could inspire teachers to use technology in their classrooms<br />Another interest is Instructional Design, especially in secondary math education that integrates technology in meaningful ways as well quality distance learning that cover content and engages students and support student learning through a social community<br />Ultimate goal to serve a school or organization that does not have access to abundant computer hardware and software – alternative schools, private schools and/or non-profit organizations<br />Working with disadvantaged, at-risk teenagers to offer different ways to motivate, encourage and excite students in the learning of all content areas<br />

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