•Professional Data:Resume, ProfessionalDevelopment activities, TeachingPhilosophy•Personal Data: About Me(Hobbies, Awards, Honors, Scholarships)•North Carolina ProfessionalTeaching Standards and EvidencesNCPTS #1: Teachers demonstrate leadershipNCPTS #2: Teachers establish a respectfulenvironment for a diversepopulation of studentsNCPTS #3: Teachers know the content theyteachNCPTS#4:Teachers facilitate learning for theirstudentsNCPTS #5: Teachers reflect on their practice
Resumehttps://docs.google.com/document/d/1202A78Dmg1ICdeNQYt6kDV5XY1ifyXml-nIVPLRn6YE/edit?hl=en&authkey=CN-KnCkPosted on Google Docs
Professional Development Opportunities•Positive BehavioralInterventions and Support (PBIS)•IEP Meetings/Student ServicesManagement Team (SSMT)•School Improvement Team (SIT)•NC Falcon TrainingoFormative/InformativeAssessments
Personal Teaching PhilosophyI like to base my teaching philosophy off of thisquote from Lee Iococca: “In a completely rationalsociety, the best of us would aspire to be teachers andthe rest of us would have to settle for somethingless, because passing civilization along from onegeneration to the next ought to be the highest honor andthe highest responsibility anyone could have.”Children are the future, therefore, why not take thetime to get to know each on and teach them asindividuals? Every child learns differently, yet everysingle one can learn. If we as teachers can target eachchild and find what motivates him or her to learn, he orshe can accomplish anything and reach new dreams andheights.
Looking Toward the FutureIn the future, I see myself moving toNorth Carolina and finding a teaching job.I am applying for teaching positions inScotland County and surrounding Charlotteand Wilmington areas. My ideal gradeswould be 2nd or 3rd, however in a jobmarket like today’s I will not be picky!Once I am settled down with a career Iwould like to take graduate classes lookingto achieve a master’s degree in Curriculumand Instruction or Special Education.
NCPTS #1: Teachersdemonstrate leadershipTEACHERS LEAD IN THEIR CLASSROOMS.TEACHERS DEMONSTRATE LEADERSHIP IN THE SCHOOL.TEACHERS LEAD THE TEACHING PROFESSION.TEACHERS ADVOCATE FOR SCHOOLS AND STUDENTS.TEACHERS DEMONSTRATE HIGH ETHICAL STANDARDS.
TEACHERS LEAD IN THEIRCLASSROOMSBy leading in the classroom I tookresponsibility for all of my studentslearning. Students were able to clearlyview my vision for them each day becauseI would post my essential questions foreach lesson on either the SmartBoard orthe whiteboard. Students workedthrough a morning routine each day;posted along with the routine was a listof questions students should have beenable to answer at the end of eachday, based on their learning. Studentswould write the questions down in theirplanners every morning in order toreference back to them throughout theday. By doing this, I was able to assesseach individual, informally, and reflectfor future instruction.
TEACHERS DEMONSTRATELEADERSHIP IN THE SCHOOLI demonstrate leadership inthe school by working collaborativelywith grade level staff and schoolfacilitators to reach each students’individual needs. With eachbenchmark taken, data and scoreswere analyzed to base futureinstruction. Because 3rd grade is anE.O.G. grade, it is imperative toanalyze all data and fill in gaps. Inthe past nine weeks, my class hasbeen reviewing for the E.O.G. andwill continue to do so until theassessment. The data we receivedfrom the benchmark scores led us toplan together and create greatlessons. Tutors have been hired toreach certain groups of studentsand focus on small grouplearning, targeting on the goals andobjectives that are lacking.
TEACHERS LEAD THE TEACHINGPROFESSIONI actively contributed to the establishment of positiveworking conditions by attending School Improvement Team (SIT)meetings and Positive Behavioral Interventions and Support(PBIS) meetings. At a SIT meeting, the school improvement planwas discussed. Each goal of South Scotland was deliberated andways to reach them were consolidated. One goal was based onparent involvement and I worked diligently to help the school outin reaching this goal. I stayed devoted to keeping the parentsand families of my students informed and avidly tried to involvethem in as many activities as I could.
TEACHERS ADVOCATE FORSCHOOLS AND STUDENTSIn order to advocate for schools and students I participated regularlyin the change of behavioral policies that were being practiced in the school.The school was focusing on redirecting its view on behavioral consequencesand moved from a strike log, which gave demerits for negative behavior, to apositive behavior plan which recognized desired behavior. This change tooperant conditioning allowed students who were caught demonstrating thedesired behavior to be rewarded. When other students were not followingsuit, the reward to their classmates redirected their behavior and allowedfor a positive classroom and school. This P.B.I.S. behavior plan is called“PAWS for the Scottie Cause.” Each letter in “PAWS” represents a desiredbehavior (P- Personal Best, A- Attitude of Respect, W- Wise DecisionMaking, S-Safety).
TEACHERS DEMONSTRATE HIGHETHICAL STANDARDSIn my classroom and throughoutthe school I demonstrated high ethicalstandards. Showing students this respectallows them to follow suit and look toyou, the teacher and leader, as a rolemodel. Every morning when the studentannouncer asks students to rise for the“Pledge of Allegiance,” I would rise andrecite it as well. After, the studentannouncer would ask students to remainstanding and repeat the school’s missionstatement. Instead of sitting down andworking on something else, I would remainstanding and recite the statement alongwith the students. When teachers show ahigh level of ethics, students areencouraged to entertain the idea anddemonstrate it, too.
NCPTS #2: Teachers establish a respectfulenvironment for a diverse population ofstudentsTEACHERS PROVIDE AN ENVIRONMENT IN WHICH EACH CHILDHAS A POSITIVE, NURTURING RELATIONSHIP WITH CARING ADULTS.TEACHERS EMBRACE DIVERSITY IN THE SCHOOL COMMUNITY ANDIN THE WORLD.TEACHERS TREAT STUDENTS AS INDIVIDUALS.TEACHERS ADAPT THEIR TEACHING FOR THE BENEFIT OFSTUDENTS WITH SPECIAL NEEDS.TEACHERS WORK COLLABORATIVELY WITH THE FAMILIES ANDSIGNIFICANT ADULTS IN THE LIVES OF THEIR STUDENTS.
TEACHERS PROVIDE AN ENVIRONMENT IN WHICHEACH CHILD HAS A POSITIVE, NURTURINGRELATIONSHIP WITH CARING ADULTSStudents have a very safe, secure,and nurturing environment in myclassroom. Each morning as studentswould arrive, I would greet them with asmile and a cheery, “Good morning!”Instead of forcing them to be silent whilethey unpacked their book bags I wouldtake time to ask how they were doing thatmorning and let them fill me in on theevents of the prior night. Each day asdismissal would near, I would open thedoor and hold it for every child to leave,wishing him or her a great afternoon andletting each one know I was lookingforward to tomorrow. Some childrenwould even offer me hugs, whichreassured me that my relationship withhim or her was positive and caring.
TEACHERS EMBRACE DIVERSITY IN THESCHOOL COMMUNITY AND IN THE WORLDThe spring is a great time toembrace diversity in the community and inthe world. February is “Black HistoryMonth” and March is “Women’s HistoryMonth.” My class did a lot of discussionon each topic and throughout each monthdid various activities to reinforce theideas. During the month of March, the 3rdgrade teachers and I decided in order forthe students to get a better appreciationfor significant women in history, theyshould each research a woman in historyand present an oral production on saidwoman. Each child was required to write areport and make a visual diagram toinform all 3rd graders of their researchedwoman. Each 3rd grader was assigned adifferent woman so there were nooverlaps. It was a great experience forall of the 3rd graders and teachersincluded!
TEACHERS TREAT STUDENTS ASINDIVIDUALSI hold very high expectations foreach individual student. I also like to leteach student know they are special andunique in his or her own way. Every dayspecials let out at 2:00 and by the timethe students arrived back to theclassroom, there was only about 15minutes left in the day. This is the timewhen I would allow my students to expressthemselves and “free-write” in theiracademic journals. This allowed forindividuality; I gave students the choiceof keeping it private or permitting me toread what they had to write. If a childchose to keep it private he or she wouldleave the journal closed and away in theirpockets; if he or she wanted me to readit, the journal would be kept open on hisor her table. On some days, I would askstudents to write their opinion and ideason certain classroom rules andprocedures, allowing them to have a sayand give them authority in the classroom.
TEACHERS ADAPT THEIR TEACHING FOR THEBENEFIT OF STUDENTS WITH SPECIALNEEDSHaving a child with Autism in my classroombroadened my appreciation for students with specialneeds. I worked collaboratively with the specialistsat South Scotland to provide him with an educationthat coincided with his needs. My lessons had manylevels of differentiation to meet his, and otherstudents with special needs, necessities. My lessonsallowed for me to work with this individual one onone on many occasions. In order for this to work, Iallowed for student exploration in small groups whileI guided this individual’s learning. Having him seatedat a table with students who could also guide him wasvery helpful.
TEACHERS WORK COLLABORATIVELY WITH THE FAMILIESAND SIGNIFICANT ADULTS IN THE LIVES OF THEIRSTUDENTSAn increase of parentinvolvement in academics in SouthScotland is a major goal in the SchoolImprovement Plan. Although parentalinvolvement is lacking at this school, Iworked extensively in collaboratingwith the families of my students. I wasactively involved in parent-teacherconferences and updated assignmentsand activities on the class web pages tokeep parents and families informed. Amonthly newsletter was sent home forfamilies without internet access andweekly packets of assignments weresent home to be reviewed and signedby parents in order for parents tomonitor their child’s progress andperformance.
NCPTS #3: Teachers know thecontent they teachTEACHERS ALIGN THEIR INSTRUCTION WITH THE NORTHCAROLINA STANDARD COURSE OF STUDY.TEACHERS KNOW THE CONTENT APPROPRIATE TO THEIRTEACHING SPECIALTY.TEACHERS RECOGNIZE THE INTERCONNECTEDNESS OF CONTENTAREAS/DISCIPLINES.TEACHERS MAKE INSTRUCTION RELEVANT TO STUDENTS.
TEACHERS ALIGNTHEIR INSTRUCTIONWITH THE NORTHCAROLINA STANDARDCOURSE OF STUDYhttps://docs.google.com/document/d/1k0qnlRfnYA1e_QYBE1p1_m_t8fU_H8Qkzt5766ZvAM4/edit?hl=en&authkey=COLy8v4KEvery lesson plan iswritten while referring tothe North Carolina StandardCourse of Study. It isimperative to align all lessonsto the curriculum. In mylesson plans, the goalnumbers and the objectivesare written out at the top ofthe page, along with essentialquestions to go along withthem.Here is just one example from areading lesson I modeled.If you have the SmartBoardsoftware, you can view my slideshowhere.
TEACHERS KNOW THE CONTENT APPROPRIATE TOTHEIR TEACHING SPECIALTYBefore writing a lesson, I like tobecome as much of an expert on thecontent as I can, first. For instance,when teaching fractions, Iresearched several strategies toteach and model it for my students.I realized that I had forgotten somestrategies to find equivalentfractions and even learned severalnew ways, such as cross-multiplyingor folding paper to find the biggerfraction. I not only did this withfractions, but with every objectivethat I taught my students. It isimportant to know the content and beprepared to answer any and allquestions students have. If therewere questions asked that I wasunable to answer, I would take thetime to research and find theappropriate answer for the studentsinstead of just fabricating aresponse.https://docs.google.com/document/d/1N9PKTNexcjrR5gOMv42Dj5PPAygd3-nZM4oUBhiBG2g/edit?hl=en&authkey=CMj2vukE
TEACHERS RECOGNIZE THE INTERCONNECTEDNESSOF CONTENT AREAS/DISCIPLINESWhenever possible, I liked tointegrate as many areas aspossible, together. For instance, whenfocusing on the story “Leah’s Pony” forlanguage arts, I connected socialstudies into the lesson. I explainedthe setting of the story, which wasduring The Great Depression, and letthe students know that there was timein history when farmers struggled tokeep crops growing due to a droughtand therefore ran low on money. Wewatched an informational video on thetopic to increase knowledge on thetopic and then had a discussion aboutthe era while using the text to findexamples that proved that the storywas set during that time.
TEACHERS MAKE INSTRUCTIONRELEVANT TO STUDENTSDuring the month of April the National Story-tellingFestival comes to Laurinburg. Students take a field trip onthe first day of the festival. In order to make myinstruction relevant to this field trip, during the month ofMarch, all of the stories we read in class were from thetheme “Tell Me A Story.” Among those stories were “Lon PoPo,” “Papa Tells Chita a Story,” “Coyote Places the Stars,”“Why Mosquitoes Buzz in People’s Ears,” and “The CrowdedHouse.” Before reading each story the class would discusswhy stories are told and for whom they are told. After thefield trip, students wrote their own stories and told themto the class.https://docs.google.com/leaf?id=0B4uO91nJLF3GN2MxYzA5MTMtOGY3Yy00ZTY5LWIwODItMzkwODhjNjIwMzk5&hl=en&authkey=CKjYvPoDBelow is a video from the Story-Telling Festival:
NCPTS#4: Teachers facilitatelearning for their studentsTeachersknowthewaysinwhichlearningtakesplace,andtheyknowtheappropriatelevelsofintellectual,physical,social,andemotionaldevelopmentoftheirstudents.Teachers plan instruction appropriate for their students.Teachers use a variety of instructional methods.Teachers integrate and utilize technology in their instruction.Teachershelpstudentsdevelopcriticalthinkingandproblem-solvingskills.Teachers help students work in teams and develop leadership qualities.Teachers communicate effectively.Teachersuseavarietyofmethodstoassesswhateachstudenthaslearned.
I understand that learning takesplace on different levels and children learndiversely. In order to create a lesson tomeet the learning needs of all of mystudents, I chose to do a lesson in divisionfocusing on my visual, auditory, andkinesthetic learners. I did a small amountof lecturing for the auditory learners, asmall amount of modeling for the visuallearners, and a hands-on approach for mykinesthetic learners. We practiceddividing “M&M’s” into differentgroups, and in turn, learned how to divide.TEACHERS KNOW THE WAYS IN WHICH LEARNING TAKESPLACE, AND THEY KNOW THE APPROPRIATE LEVELS OFINTELLECTUAL, PHYSICAL, SOCIAL, AND EMOTIONALDEVELOPMENT OF THEIR STUDENTS
TEACHERS PLAN INSTRUCTIONAPPROPRIATE FOR THEIR STUDENTSPlanning with the rest of the 3rd gradeteam was a tremendous advantage tokeeping instruction appropriate for eachstudent. I was able to discuss with teammembers and bounce various ideas off ofthem to aid my lessons for each student.My fellow teachers had never taught 3rdgrade before so they knew some of mystudents from grades prior and were ableto clue me in on different learning stylesand interests.
One way to use a variety ofinstructional methods is to do wholegroup learning and then break it downinto small groups. Every day forlanguage arts I would do about 5-10minutes of whole group instruction andthen break down into what we called“The Daily Three” which is a revisedversion of Gail Boushey and JoanMoser’s “The Daily Five.” Studentswould choose between three learningcenters while I would pull ahomogeneous learning group for smallgroup instruction. This allowed fordifferentiation while the rest of thestudents could conduct other learningby practicingfluency, comprehension, writing, andphonics.TEACHERS USE A VARIETY OFINSTRUCTIONAL METHODSRead to Someone
I was blessed with being placed in a classroomwith a SmartBoard. This luxury allowed me toconduct many lessons technologically. By doingso, the students could get actively involved in thelessons. I presented one lesson on grids using theSmartBoard and the students were able to create apicture using designated colors and placing them intothe appropriate coordinate. This was a great way toget all students to participate and still usedifferentiation; when students were called on andwere unsure of where to place their shape, otherstudents were there to support them and lead themto the correct spot!TEACHERS INTEGRATE AND UTILIZETECHNOLOGY IN THEIR INSTRUCTIONIf you have SmartBoard technology, you may view the activity here!
Every lesson of mineincludes higher order thinkingquestions to promote higherorder thinking skills. Thesequestions are actively usedthroughout each day; when aquestion is asked by a student, Iredirect the question withanother question that will requirethe student to use criticalthinking or problem-solving skills.Small group instruction is aperfect time to target thesequestions on students, forcingthem to make connections to theobjective we are discussing.Using these questions is also agreat way to informally assessstudents comprehension.TEACHERS HELP STUDENTS DEVELOP CRITICALTHINKING AND PROBLEM-SOLVING SKILLS
Students work in teams and develop leadership qualitieseveryday in my classroom, whether they are aware of it or not.Students are seated at tables and each table elects a “table captain” todo various tasks for his or her table. Grouping studentsheterogeneously at tables for regular seating arrangements allowsstudents to engage and interact with each other at all times of the day.Sitting in groups also promotes social skills that need to continuouslydevelop throughout students’ lives. Collaborating with each other whenworking on certain activities can help lead to new discoveries and viewsthat a student may not have seen but his or her table teammate mayhave.TEACHERS HELP STUDENTS WORK IN TEAMS ANDDEVELOP LEADERSHIP QUALITIES
Communicating effectively with mystudents is a quality I stress. I havefelt, first hand, what it is like to be confusedand out of the loop. It is important to makeexpectations clear to students and speak tothem on a level that they can understand.Effective communication may not always beverbal but can be physical, too. On severaloccasions, in order to effectively communicatethe requirements of an activity, I would modela finalized version and post it in the classroomso the students could reference back to it ifthey were unsure of any aspect.TEACHERS COMMUNICATEEFFECTIVELY
I was fortunate enough to gothrough an NC Falcon developmentsession on informal and formalassessments. This session informed meon several strategies I can use in theclassroom to quickly assess students’comprehension and understanding. Oneway I assessed my students was to usea method called “muddiest point.” Whenfinished with their class work, studentswere told to write in their academicjournals the one point in the lesson thatconfused them the most or that theydid not fully understand. I took thetime to read each child’s response andreflected on each thought; I thenfocused my future lessons on thestudents’ “muddiest points.”TEACHERS USE A VARIETY OF METHODS TOASSESS WHAT EACH STUDENT HAS LEARNED
NCPTS #5: Teachersreflect on their practiceTEACHERS ANALYZE STUDENT LEARNING.TEACHERS LINK PROFESSIONAL GROWTH TOTHEIR PROFESSIONAL GOALS.TEACHERS FUNCTION EFFECTIVELY IN ACOMPLEX, DYNAMIC ENVIRONMENT.
I am a firm believer thatanalyzing students’ learning is vital totheir progression. During myexperience, after the 3rd nine weeksbenchmark, I assessed students ontheir knowledge of measurement byhaving them take a pre-test onmathematics goal 2. I then took theresults of the test and analyzed whatobjectives I needed to focus on inorder to prepare my students for theend of grade test. After allinstruction was complete, I then did acomprehensive test to assess howeach child compared with theirresults from the pre-test to thepost-test; finally, I calculated atwhat level each student would fall ifthis were the end of grade test.TEACHERS ANALYZE STUDENTLEARNINGIf you have access to SmartBoard technology youmay view my lessons here:Lesson 1: LengthLesson 2: WeightLesson 3: CapacityLesson 4: Time & Temp.If you have access to Adobe Acrobat you mayview the pre/post tests here:Pre-TestPost-Test5 580301875EOG Testing LevelsPre-Test Post-Test
Throughout my student teachinginternship I have grown a tremendous amountprofessionally and am now more confident thatI can reach my goals. Being actively involvedin SSMT and IEP meetings was a true eye-opener for me. I never imagined the amountof careful documentation and planning thatgoes into this process. However, I’m glad Igot to witness all of the interventions andmeetings that are involved because it gave mea deep understanding of the process andprocedures to take to get my students theneeds they deserve.TEACHERS LINK PROFESSIONAL GROWTH TOTHEIR PROFESSIONAL GOALS
The education world is anever-changing world. In order tofunction in this complex teachingsociety I research new ideas tohelp me better teach mystudents. Learning newthoughts, like “The Daily Five,”was very encouraging and thestudents seemed to love it. Theylove being able to make their owndecisions and have directattention on them when in smallgroups. During my career, I willalways be open to any ideas andstrategies that are availablebecause just like everythingelse, the ways students learnchange, too!TEACHERS FUNCTION EFFECTIVELY IN ACOMPLEX, DYNAMIC ENVIRONMENT
Bridging the GapsStudent teaching was so enjoyable and an eye-openingexperience all in one. One strength that I did not realize that Ipossessed is my flexibility. Sometimes lessons would go shorterthan planned but somehow I managed to create new activities tokeep the students engaged and using their brains; or, if astrategy I am teaching does not seem to be working, I realizedthat I am capable of coming up with new strategies that maycome easier to my students.Although I believe my experience went terrificoverall, there are many changes that I will make when I have myown students and classroom. One aspect of teaching that mayneed a little tweak is my knowledge of technology and resources.However, this is easily fixable; there are so many differentwebsites online to help new teachers out and coworkers arealways willing to lend a helping hand. I would also like to becomemore familiar with the SmartBoard technology; even though Iused it everyday, I feel as if there is an abundance of otheractivities I can use it for and I would love to learn all aboutthem.
Reflecting On This ExperienceThinking ahead to the future, I am concernedwith the way education will be viewed. So manytimes I hear teachers being bashed and complaintsabout teacher salary, for outsiders view teachersmerely as “babysitters.” Although there is not muchI can personally do about these issues, I will striveto achieve my utmost in the classroom and schoolsevery single day. Each child is a blessing and justlike a snowflake- not one is exactly the same, andeach child will represent our future one day. I feel aneed to reach every student I teach on a level thatwill point out how important education is. If allteachers would visualize classrooms like this, Ibelieve there would be nothing left to be said by thenaysayers.
Reaching Every ChildIn order to reach every child, I mustget to know each one as an individual. Notall children learn the same and each comesfrom a different background, so it iscrucial to be aware of the learning styleseach child possesses. Lesson plans thatinclude differentiation and higher orderthinking questioning, and focus on not justone learning style, but many, will help mereach each student, one at a time.
More Than Just an EducatorI believe that being an educatorassumes many roles. One mustteach, lead, nurture, delegate, and guide.Providing a safe environment for everychild is one hundred percent necessary. Ifa child doesn’t feel at home in myclassroom then there is no way I canexpect him or her to learn or even want tolearn. Once each child feels like he or shebelongs in the world and believes that heor she will have a bright future full ofsuccess, that’s when true learning can takeplace!