Administration portfolio

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Administration portfolio

  1. 1. Administration & Supervision Internship
  2. 2. Table of ContentsI. ResumeII. TranscriptsIII. Copy of CertificationIV. Statement of Teaching PhilosophyV. Description of Practicum SiteVI. Professional Development and ServicesVII. Instructional Maintenance and ImprovementVIII. School and Community RelationsIX. Pupil Development and ServicesX. Administration of Facilities and FinanceXI. Organizational Relationship and ServicesXII. Daily LogXIII. Weekly Reflection Sheets
  3. 3. My Teaching Philosophy: Brian J. MooreMy training and experience have shown me that students learn best whenthey are active participants in the learning process. Therefore, my approachpromotes active student participation in academics. I utilize content todevelop skills and challenge students through practices such as cooperativelearning and authentic assessment. Students in my classroom are cognizantof the goals that they must achieve through instruments such as rubricgrading and clearly defined objectives. Using the social studies curriculum,emphasis is placed upon the development of learning and communicationskills, as well as critical thinking. I have worked with my students to improveessay writing, which is imperative to communication and to the expression ofknowledge. Additionally, I have continued to integrate the latest computertechnology with the social studies curriculum through the use of PowerPointpresentations, Internet applications, and word processing.Extensive parent-teacher contact and cooperation with the guidancedepartment are imperative. This has enhanced my effectiveness in theclassroom and has enabled me to develop a support network for some of mystudents.I hope to serve as a positive role model to my students, to create a nurturingclassroom environment, to promote self-esteem, to enable students to growboth in and out of the classroom, and to prepare students to face thechallenges of life.
  4. 4. BOWIE STATE UNIVERSITY COLLEGE OF EDUCATION EDUCATIONAL LEADERSHIPDean: Dr. Traki Taylor-WebbAssistant Dean: Dr. Marsha Wims-WordDirector of Assessments: Dr. Juanita Ashby-BeyDepartment Chair Educational Leadership: Dr. J. Winona TaylorProfessor Practicum & Seminar: Dr. Jackson, Dr. Hilliard, Dr. WhiteThe programs in the School of Education are accredited by the National Council forthe Accreditation of Teacher Education and approved by the Maryland StateDepartment of Education.The School graduates competent teaching personnel for positions in local educationalagencies within the State of Maryland and many other areas. Students majoring inearly childhood/special education receive dual certification upon graduation. Studentsmajoring in elementary education complete a comprehensive program of liberal artsstudies and a concentration of professional courses in teaching.MISSIONThe mission of The School of Education is to prepare instructional leaders forpositionsin public and private schools in Maryland and school systems in other states.TheSchool’s teacher education program model rests upon a legacy of the bestpractices in the field of education and upon what extant research suggests aboutlearning and teaching. The Program provides the counties of Maryland and otherstates with teachers of all races who are competent in their content specialty,grounded in the knowledge bases of their discipline, and sensitive to the ethnicity ofchildren they teach. The School of Education assumes responsibility for disseminatingknowledge of futuristic theory and participating in decision-making activities thatshape the University’s future. At the heart of the School’s future success is itsrelationship with liberal arts faculty, the University-at-large, the students, and localeducational agencies.GOALS 1. To provide students with professional academic content in their fields of specialization 2. To provide students with a variety of systematic practical experiences in classrooms and in other environments prior to graduation 3. To maintain viability of programs through systematic and continuous evaluation and modification 4. To provide students with multicultural experiences that enable them to function effectively in diverse environments 5. To improve students’ literacy and skills related to technological developments.
  5. 5. Practicum Site Laurel High School 8000 Cherry Lane Laurel, MD 20707
  6. 6. Supervising Administrator(s)Thank you to the following administrators who assisted me in gaining the necessaryexperience towards becoming a productive administrator in the field of education.Principal Dwayne JonesAsst. Principal Cathy Strine-AdamsAsst. Principal David PickensAsst. Principal Michael DinkinsAsst. Principal Anthony ScottAsst. Principal Nate Newman
  7. 7. ProfessionalDevelopment and Services
  8. 8. 00000000000000000000000000000000000000000000000000000000000000000 Instructional00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 Maintenance and0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 Improvement
  9. 9. Participate in Test AnalysisEvery High School has a Testing Coordinator due to themandates set forth by the state of Maryland. More oftenthan not the test analyzers are the “middle man” situatedbetween the teachers and the principal, or between theprincipal and the county test analyzers. As it relates toLaurel High School I was privileged to shadow the testingcoordinator and to help teachers use the data to reachtheir goals and objectives. As an administrator you willfind teachers are scared because they do not have theprime choice of students and in the very near futureteachers and administrators jobs may depend on thesuccess of their students. I observed that testingcoordinators have implemented “data walls” to assistteachers in pointing out which questions students weremissing on the FAST tests. Learning how to analyze scoreson the EDUSOFT program enables teachers to see whichstudents are Basic Proficient and Advanced. Dividing thedata into gender, and race seem to occupy a lot of thestatistics and planning for each quarterly test along withthe HAS prove to be monumental tasks. Finally the latestsurvey coming to our school system may be the tripodsystem. This system will enable the students to critiquetheir teachers in three main areas: teacher, class work,and coursework. This will not carry the same weight asother evaluations, but testing coordinators will surely beinundated with statistics and numbers to analyze.

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