-CVaughn EPort Exit

University of South Carolina Upstate
Education Professional Program
Candidate Exit Portfolio
Candidate: Carrie Vaughn
Telephone No.: (864) 979-5167
Email:
vaughnce@email.uscupstate.edu
Clinical Level: Student Teaching
Semester of Completion: Spring 2013 Grade Level/Subject: Kindergarten School(s): Woodruff Primary School
(Please refer to the portfolio guidelines for detailed information to guide your narrative for each APS component)
• Educational Philosophy
• Standards of Professional Conduct & Dispositions
• Previous Portfolio Evaluations Block 1
• Previous Portfolio Evaluations Block 2
SOE Portfolio – Revised Fall 2009 Page 1 of 40

ADEPT Domain I – Planning (APS 1,2, & 3)
Domain Rationale Statement
Description of Domain (comprehension):
Developing a well rounded plan for a teacher composes of several key aspects that help along the way. The
teacher must develop long range plans, short range plans, and appropriate assessments so that learning can
achieved.
Long Range planning in education requires a professional teacher to set goals in short term planning steps so
that the long term process can be completed. It involves several key elements so that goals can be reached and
potentially achieved further. Any teacher striving to compile a long term plan should collect and analyze student’s
information with the use of a variety of pre-assessments such as pre-tests, thought organizers, and interest
inventories. The teacher should establish developmental goals for each student based on his/her academic standing
as well as identify and demonstrate appropriate instructional strategies so that each child can achieve success based
on his/her learning capabilities. Simple adaptations or modifications to lesson plans may need to be added to be
sure the lesson taught is adequately engaging each child throughout the entire process. The teacher will want to be
sure that goals are based on the South Carolina and National academic grade level standards as well as the revised
edition of the Blooms Taxonomy Academic Standards. The teacher should thoroughly cover all key concepts,
standards, indicators and skills as well as use the principles of curriculum design so that all of the South Carolina
and National Standards can be taught accordingly, efficiently, and effectively for each student.

Short term lesson planning is designing lessons that meet certain objectives for the curriculum that is being
taught. Teachers should be mindful of the different learning styles and integrate different culturally diverse
equipment into the lessons so that it can enhance the learning environment for the children. This may involve doing
things with songs, language, music, math, or writing. It also involves real life situations and ideas from the current
culture to make connections with the world outside of school. Dewey, Piget, and Vygosky’s educational theories
allow children to be encouraged to express themselves appropriately through means such as verbal communication,
artwork, creative play, and written expression (Morrison, 2009). A teacher who has strong short range lesson
planning skills will allow and foster to the needs of children so they can be expressive in their academic
performance. The teacher will also want to use instructional strategies that are appropriate for all children who are
diverse by age, individual learning styles, and/or culturally from a different background. Some of these educational
strategies need to be taught through all educational developmental theories such as social, cognitive, behavioral,
social-emotional, and constructivist approaches.
Assessments by definition, “is the process of collecting information about children’s development, learning,
behavior, academic process, need for special services, and attainment in order to make decisions” (Morrison, 2009).
Assessments play an important role in both the teacher’s and children’s academic progress. To make use of
assessments in an educational point of view, there are three guidelines that range from creating, administering, and
reflecting upon the assessment and the accuracy of the tool used.
The educator must create assessments/screenings according to the level at which the child will be examined.
Teachers must prepare appropriate assessments that will enhance the child’s learning process. There are two

different types of assessments available for teachers to use in his/her educational classroom. One is high stakes
assessments and the other is authentic assessments. Choosing when these assessments should be given is either
determined by the educator or governmental guidelines.
The educator must administer these assessments at appropriate times throughout the lesson while analyzing
the performance of the children’s progress. Part of determining where the children stand in regards to assessment is
observing the children’s performance. The teacher may choose to test the children when she/he feels that the
children are ready to show what they have learned. When administering the assessment, the teacher takes into
consideration Howard Gardner’s learning concepts and tests the children based on how they learn best.
In conclusion, no matter what Long Range Planning Unit a professional teacher is planning to teach, he/she
should take into consideration the difference in each child’s learning ability, level, style, and assessment to plan,
prepare, and implement in further lessons. Having an open mind about changing lessons based on student
performance, background, and experiences the teacher will more than likely have greater success in the educational
classroom than if he/she just kept the same assessments, lessons, and instructional strategies from previous
academic years. Just as each year bring new challenges and expectations, student learning styles change and the
teacher must be ready to adapt and modify her comfort zone so that each child does not get left behind because of
his/her teaching philosophy. Any educator will be accountable for the progress each child makes in his/her
educational classroom. Creating, administering, and revising assessments will be solid artifacts for administrators,
government, and parents to know that you are a professional teacher in the educational classroom.

Morrison, G. S. (2009). Early childhood education today. (11 ed.). Upper Saddle River: Prentice Hall.
Relationship Between Artifact and Domain (analysis):
Since I know that planning is done in three parts, each specifically designed to create a well rounded
educational plan, I created several artifacts that show how these three parts create one plan.
In the Fall of 2012, I created my Presidents/Elections Integrated Academic Unit for my clinical class at
Woodland Heights Elementary School. Because I knew the National Presidential Election was approaching in
November and our two week clinical was scheduled during the week of Election Day, I choose this integrated unit
so that children can have some relevancy to issues that are happening in the adult world of the United States of
America. This integrated unit was taught through different teaching strategies and assessed so that children could
learn and engage in are relevant concept that is effecting the United States and Global countries. During this time, I
created a short range lesson plan for a math lesson for my clinical class at Woodland Heights Elementary School. I
decided since the national presidential election was approaching, I would make my integrated unit relate to what is
happening to our nation as a whole. During this unit, I created a math lesson that facilitates several instructional
strategies that encourage slow learning through the Vygotsky educational approach. I allowed the children to be
divided into partners in which they got the chance to pick their own partners. They would predict how many drops
of water would fit on a nickel and dime. After they predicted, we calculated each of the results and then we shared
with the class our findings. This lesson allowed the children to figure out the solution on their own instead of the
teacher telling them what to do all the time. Students got the chance to figure out the answer through exploring with

the use of materials. Also during that semester, I was able to administer, implement, and assess students based on
their knowledge of the integrated unit. Through this pre and post assessment, I learned to take that information and
guide my lessons toward what the student’s did not know. The assessments were administered as a whole group
and students were able to answer questions that were true or false, multiple choice, fill in the blank, and have a
reading record so I could see how much they will grow in their reading skills. Since the integrated unit would cover
five content areas, students were able to be assessed in all five areas during the assessment. Also the assessment
allowed them to visually draw their own perspective on voting.
In the spring of 2013, I am in the process of creating a teacher work sample for my kindergarten class at
Woodruff Primary School. I am conducting a unit on animals since spring is just around the corner and my children
will be visiting the zoo during the time our unit will be about finished. Since I know that creating a long range unit
plan is done in three major parts, I have created long term goals, short term lessons, and an assessment that covers
all the content that I am teaching during the unit. Since the unit will be integrating science and literacy standards,
the assessment will also be integrating both literacy and science standards.
Reflection of Knowledge and Skills in Domain (synthesis):
After being in the clinical site at Woodland Heights Elementary School for a few months, I have learned
that using a variety of teaching strategies is highly critical in each child’s educational journey. With the use of
different theoretical approaches such as social, cognitive, behavioral, social-emotional, and constructivist, I allowed
children to have a better understanding of the entire unit. Children need to be engaged at all times no matter the
special needs accommodations, different learning styles, and different ability levels. By using several different
approaches, I was able to show a multitude of growth from the pre-test and the post-test. I learned from the short

term lesson that children love “hands-on” opportunities! When you give children direction, they listen to you and
respond to your expectations. I loved doing this lesson with this group and learned that they learned so much by
doing the activity.
After being in the clinical site at Woodland Heights Elementary School, I have learned that using many different
techniques and examples to allow children to develop their learning technique is highly critical in their educational
journey. Through constant exposures, children can be thoroughly engaged regardless of their special needs,
learning style, and abilities. The assessment was used to assess children through all of the content areas and
effectively use the data to create action plans that will help them in the next step of their academic journey to
success no matter what. I was able to address problem areas for my children and look at the specific content areas
they needed improvement and devise a plan to help them succeed.
After creating a teacher work sample long range plans, short range plans, and pre/post assessment for the
spring of 2013 at Woodruff Primary School, I am able to see how much my kindergarteners will grow in the
duration of this unit. I am able to see how the different instructional strategies such as whole group, small group,
and independent practices are needed to teach the short range plans so that long range plans can be accomplished
and the authentic assessments can be accurate. By determining where my children stand when they are working
independently, I can change and adapt my teaching lesson, style, and plans so that I can recover parts that they do
not understand. Successfully achieving long term goals is making sure that short term goals are met.

Artifact Report
Artifact Description:
My Presidents and Elections Integrated Academic Unit was created in the Fall of 2012 for my 1st
grade class
at Woodland Heights Elementary School. I began teaching this integrated unit on Wednesday, October 17th
by
giving out the Pre-test as a whole class experience. I taught two different Social Studies and Science lessons while
teaching one in each content areas of Language, Math, and Creativity. With the use of different strategies and
hands-on manipulatives children were able to explore and increase their educational ability. The children were able
to do individual and group assessments and evaluations to determine growth in the learning development.
My math lesson plan was created in the fall of 2012 for my class at Woodland Heights Elementary School. I
taught this lesson on Friday, November 2nd
2012 with the use of different instructional strategies. I allowed students
to work in pairs and then we came together in a large group setting to discuss our findings and recap on what we
experienced.
My teacher work sample was created in the spring of 2013 for my kindergarten class at Woodruff Primary
School. I began teaching this unit on Wednesday, February 13, 2013 by giving out a pre-assessment in small
groups to the class. The unit on animals was first introduced on Monday, February 18, 2013 during writing time by
creating a KWL chart on what we know and want to know about living and non-living animals. From this chart,
students were able to write about a living or non living animal in their writing journal. They were able to tell me if
the animal was living or non living by certain characteristics. Later, in our small group science lesson I was able to
let the children know what four things determine if an animal is living or non-living. The small group lessons and

assessments are given so that instructional strategies can be changed. The pre and post assessment that is given for
this unit is developed so that all the content is assessed prior to teaching any lesson and after teaching all lessons.
The assessment is given in a verbal and written format so that students can be tested in sorting, matching,
identifying, reading, and writing.
Through these small term goals and assessments, I am able to guide my instructional strategies so that I can make
learning more effective and child centered. and from that chart determining what living and non-living animals are
at
Artifact Reflection:
After doing this integrated unit, I have learned that children are cable of learning through different teaching
strategies. I have learned that through the use of media, print, visuals, books, songs, and creativity children did
grasp the concept of Presidents and Elections at a 1st
grade level. This unit was a lot of work, but once we got
through each lesson and progressed through the next part, it was manageable. I had no idea that there would be so
much work involved in obtaining background knowledge, contextual factors, and goals for all the children. This
integrated unit prepared me by allowing me to understand that taking one topic and incorporating all content areas
allow for full integration of the curriculum that we are teaching. That is highly critical in Early Childhood so that
all students can learn through different topics and different experiences.
Since completing the math lesson for this integrated unit, I learned that children are able to learn through
their own experiences. Though some students require scaffolding and need some assistance, many of the students
were able to come up with their own conclusions and make predictions and estimates based on what they know
about nickel, dimes, and water drops. I was very pleased with the result of this lesson and will do it again if given

the opportunity.
The culminating assessment allowed me to know the growth each child had after teaching all the lessons in
my unit. Students were able to be assessed in each content area and I was able to determine the growth each child
progressed.
The unit on animals is a work in progress thus far. Since creating and organizing standards that will be
taught for entire unit, I am able to take these standards and organize short range plans that will help develop a long
range unit. I have learned by taking these standards that identifying how students learn best is what my lessons
need to be based on in whole group settings, small group settings, and independently led lessons. I have learned
that students love to have small group interactions with their peers and with a teacher to have the comfort of
knowing they are doing something right. Once students are able to know the basic learning skills, they are
responsible of learning by practicing these skills independently. I have learned that kindergartners need lots of
verbal help when it comes to assessing. They basically need to be told what to do and when to do it so that you will
get a response from them. By giving the assessment in small groups, I am able to learn what works best through
each session and build on my knowledge for the next group. Having an open mind when teaching any subject area
is very important in the growth of being a teacher. We have to constantly change and adapt to the learning styles of
our students and we also have to constantly be open to learning and adapting our styles to meet their need.
Artifact(s) (name and hyperlink(s)):
Artifact #1 (Long Range IU Plans-Fall 2012)

Artifact #2 (Long Range TWS-Spring 2013)
Artifact #3 (Short Range IU Math Plan- Fall 2012)
Artifact #4 (Short Range TWS Writing Plan-Spring 2013)
Artifact #5 (Pre/Post Assessment IU-Fall 2012)
Artifact #6 (Pre/Post Assessment TWS-Spring 2013)

ADEPT Domain II – Instruction (APS 4,5,6 & 7)
Effective instructional strategies begin at the very beginning of the year before the teacher even meets her
students. She needs to be able to know the contextual factors of his/her community where they will be teaching.
The teacher must also become aware of the contextual factors of the school family as well as the factors of each
child’s personal family environment at home. Thus, providing instruction that is appropriate for the community,
district, and children will be the goal for any teacher striving to work toward excellence and meet the expectations
he/she has for his/her students.
To provide the ultimate classroom instructional strategy and method, first the teacher must maintain and
establish high expectations for learners to be sure he/she is effectively allowing all children to achieve, participate,
and take responsibility for their own learning. The teachers’ ability and motivation to set children’s expectations
high can have a positive correlation on maintaining the planned expectation and succeeding at keeping the child at
a maximum learning level throughout the academic school year. These expectations should be effectively
communicated to the children and their parents so that students can reach academic achievement. The material used
must be relevant to the lifestyles of the current culture. Educational philosopher John Dewey focused on a
progressivism approach to teaching by allowing children learning through their interests rather than subject matter.
(Morrison, 2009) Dewey’s educational approach allows the educational classrooms to become more child centered
and developmentally integrate the current lifestyles so that coursework could be interesting socially, physically,

intellectually, creatively, and emotionally.
Effective insturctional strategies also includes instructional strategies during lessons. Lev Vygotsky’s
sociocultural theory details the importance of how development is increased due to social interactions with teachers
and peers. Vygotsky’s zone of proximal development allows children to be in a range if interaction needed to
complete a task either independently, with little help (scaffolding), or too difficult to complete even with help. Any
teacher will want to take into consideration that all children will be different levels of zone of proximal
development when using any instructional strategy to teach material. (Morrison, 2009) The teacher who identifies
different ways students learn best will have to utilize those abilities and change his/her instructional strategies to fit
the needs of all children in his/her classroom. Regardless of the strategy used, the educator will want to be sure
that he/she is demonstrating accurate information and making sure the instructional strategies are being stretched
across all content subjects.
Any time a teacher teaches a lesson plan, he/she must think of higher problem solving questions that may
make a child think about a higher level answer. Many students learn by logic and mathematical ways, so these
children will grasp quickly how things are solved in their head. Technology is becoming a widely evolving concept
and it is our responsibility to use these concepts to promote educational success.
An educator in the classroom will be the number one influencer in the classroom. How the educator provides
content for learners will be a huge factor in their success in the educational classroom. Before any content is
established, the teacher must first maintain good positive behavior from the children and let them know how to act
when she is teaching. A teacher must readily know and understand the materials she is using before she presents it

to the classroom to use. In order to be able to start from the very beginning, the teacher must have a “safe”
comfortable platform prior to the first day of school. In order to achieve this platform, the teacher must conduct a
home visit to retain any useful information about each child, their home life, and topics they are interested in.
Teachers must understand how the child is developing mentally and know their background information to gain any
useful knowledge that can be used during class time.
The Bronfenbrenner educational theoretical approach lays the foundation of how children’s culture and
environment can have impact on children’s development. In this particular ecological approach different influences
from the environment like the workplace, extended families, school, community, friends, government, culture, and
values are all influences in the development of children. (Berk, 2008)
. By using the funds of knowledge from family and other people, teachers can utilize the Vygotsky’s social
culture theory. The Vygotsky theory allows teachers to see how well children interact with other peers as social
interaction. (Berk, 2008) Teachers must know how families interact with the children and if there are any “at risk”
factors that might hold a child back from achieving his/her full potential. For instance, teachers will want to find
out about occupations the families hold that will let them know of the stress level, resources, transportation,
conference availability, and educational goals. By knowing background and personal information about the
families of children in the classroom, teachers can identify with the Maslow’s Hierarchy of Needs to identify what
they can do to help children succeed at their very best. Children need to start with life essentials of food, water and
clothing then they move to a sense of safety and security from fear. They need to be felt like they belong and are
loved by being accepted. Children then need to feel like they have achieved recognition and self-esteem. Some

children move on up to aesthetic needs like beauty and order before finally reaching the self-actualization stage of
maximizing one’s potential. (Morrison, 2009)
In any educational classroom, through several means necessary, a teacher must continuously monitor and
enhance student learning during guided instruction, activities, and transitions as well as provide and give
appropriate feedback to all students. In order to monitor students learning during an instruction, activity, or
transition the teacher must evaluate and analyze how learning is progressing for each student as well as the group
as a whole. At the point, the teacher shall make a professional decision for the next step so that learning is
maximized. Enhancing student learning during instruction time allows the teacher to make thorough adjustments to
the lesson, content, or strategies based on the needs of all children. The teacher should make a professional decision
to adjust lesson pace or format for slower or advanced learners. Even though the teacher is making
accommodations for some students, it is the teacher’s professional responsibility to be sure all children are learning
and enhancing their knowledge in the content area. In providing appropriate instructional feedback, the
teacher should provide clear, descriptive formative feedback to all students. Some feedback from the teacher should
be a group based and some feedback should be individualized based on independent student progress. Erikson’s
theory allows children to do things on their own, but need feedback from teachers regarding corrections. Finally,
when determining how to assess children and keep children actively engaged, Lev Vygotsky’s zone of proximal
development allows teacher to adjust lessons, course work, or instruction so that all children are able to continue to
grow and develop in their educational journey. (Morrison, 2009)
Teachers assume the ultimate responsibility to gravitate and encourage children to become eager learners.

Treat them as eager learners and they will become eager learners in the educational academic classroom. When
teachers teach lessons, they must be adaptable to all learning styles outlined in Howard Gardner’s theory.
Regardless of the learning style for each child, teachers must identify the uniqueness of each child and somehow
incorporate their learning style in the curriculum so each child can have the best chance of learning content taught.
No matter what strategy, technique, and/or format you use in the classroom, it is very important to keep the
individual children’s learning styles open ended so that everyone has the same opportunity to excel greatly. Any
teacher must make sure the strategy is culturally, age, gender, and individually appropriate for all levels of learning
for all children to be equally represented. A teacher must use various strategies within and among lessons to keep
interested and engaged. A teacher must create opportunities for students’ success and be sure to keep the strategies
open ended and adaptable to later engagements.
Berk, L. E. (2008). Infants and children, prenatal through middle childhood. (6th ed ed.). Allyn & Bacon.
Between the spring of 2012 and the spring of 2013, I created several artifacts that show that implementing
lessons not only starts from pre teaching, but it does not end when the lesson is complete. I created my integrated
unit on Presidents and Elections in the fall of 2012. To establish and maintain high expectations for the children, I
created an assessment to determine what the children know about President and Elections. I also created a parent

letter so that I as the teacher could keep parents informed of the upcoming topic with ideas to discuss at home. The
assessment and parent letter were given in a variety of strategic ways such as individualized, whole group, and take
home practices so that all children can be assessed individually and as a first grade class. The LEA lesson would
have students “research” one of the seasons through materials I brought to class and then they could tell me what
they learned. I took a topic that would be evaluated further in class and let the children find their own concepts of
the seasons based on photos and from their previous understanding of the seasons too. This LEA lesson approach
was very effective. The students did this technique in an earlier lesson on presidents and I like the way the children
had their “own” take charge of their own learning concept of the seasons. In the case of the Animals need lesson
plan, I took from information that the children already knew and built more information from that. The guided
reading lesson plan was designed so that all students can have the opportunity to work one-on-one with the teacher,
or they can practice their learning strategies in a very small group. Having students grouped by their reading levels
allows them to focus on the same strategies and build up confidence together.
The Dr. Seuss Family Night was created by the Block I group in the Families and Communities course. We
all were in charge of designing the whole theme night and have each domain present during activities and
development. In preparing for the Dr. Seuss Family night we all learned the importance of each of the
developmental domains that we will be assessing children in our classrooms. The fact that we presented material
for each domain as well as manage all the areas content during the family night proved that we equipped with the
necessary knowledge that we have been learning throughout the semester. The Dr. Seuss Family Night was
designed so that it could be planned, prepared, and implemented using differential strategies for small group

instruction. The contextual factors of the teacher work sample is evident that I that differentiated instructional
strategies are needed since children come from all sorts of family lifestyles and backgrounds. Having 30
kindergarteners come from all family styles and through different backgrounds, allows the instructional strategies
to change according to the class make-up.
To establish and maintain high expectations for the children, I created graphic organizer to determine what
the children know about President and Elections. I also created an interest inventory so that I as the teacher could
determine the likes and dislikes of the students so that I could use this information to keep the children engaged
through this unit topic. A professional evaluation allows the teacher to adapt and adjust his/her lesson according to
what the reaction the children are making. My evaluation included notes that I have had to adjust my lesson to get
children to calm down and relax before we could begin the lesson back up. Having to readjust maximizes the
learning since the focus is back on the related topic.
After being in the clinical site at Woodland Heights Elementary School and Woodruff Primary School, I
have learned that using a variety of techniques, assessments, strategies, and examples to allow children to learn and
be assessed individually and as a group allow me to develop high expectations for them socially, physically,
intellectually, emotionally, and creatively. Because I know that the Dewey developmentally interaction approach is
very critical in the educational journey for the children as they need to learn to perform independently and in group
settings, I created assessments and strategies to vary for growth of each domain area. With the use of the
Promethean Board and independent worksheets, all children are engaged at all times no matter the special needs

accommodations, different learning styles, and different ability levels.
Part of providing content for learners is knowing who you will be working with and preparing an
environment that is engaging for the intended audience. Because I know that children need room and space to
complete activities, we provided plenty of space to work in each domain areas and it allowed for us, as prospective
teachers, talk with the children and know what their interests are like and what they like to do. We all used multiple
resources and technology during the night with power point and hands on activities. We used a variety of formats to
assess children and engage them during each activity. Since we knew which age group we would be working with,
we provided examples and pictures of models so the children could see finished products.
Artifact Report
The pre/post assessment and parent letter were created in the fall of 2012. I gave these assessments to the
children on various days and administered differently between September 26th
and November 7th
. I had a variety of
techniques, strategies, and grouping for these assessments so that I could evaluate each child independently and as
a whole group setting. Each child got to participate in many of the assessments administered. The children were
able to write, circle, illustrate, tell, and read through the various assessments.
The Animals Need Lesson Plan was created in the spring of 2013 for a unit on animals. I taught this lesson in
small group time after we had discussed previously about living and non-living. This lesson plan had a variety of
strategies of teaching time that allowed me to work in a whole small group as well as individually as the students
was being assessed. Students were able to sing a song that contributed to the Gardner’s multiple intelligence

learning style.
The LEA Lesson Plan was created in the Spring of 2012 for my 4k class. I taught this lesson on Tuesday,
March 6th
during small group time. I had a variety of books and split the children in four groups. Each group got to
research one of the four seasons. Later they got to tell the group one thing they learned and were able to write their
name on the corresponding poster board associated with their season they researched.
The Guided Reading Lesson Plan was created in the Spring of 2013 for my 5k class. I teach this lesson each
and every day for students to receive new books based on their current reading level. Students are taught using
effective strategies so that they are able to effectively read books and ultimately get to an independent Common
Core reading level 4. Students are taught through small group instruction and if they need independent help, I am
there to remind them of their strategies and help them focus on what will help them become better readers instead
of telling them the answer right off.
The Family Night flyer and photos were for the project hosted on March 27 2012. Our class hosted a Dr.
Seuss Themed Family Night in the URC at the Upstate campus. Each of the domains was presented during the
family night and the content provided was based on 3-4-5 year old children. The content was so relevant to the age
group because children love Dr. Seuss. The contextual factors of the teacher work sample is a collection of factors
from the community, school, classroom, and home life of the students in my student teaching placement at
Woodruff Primary School. The contextual factors of this school district allowed me to utilize my teaching
strategies so that I could be sure to instruct students appropriately and effectively.
The interest inventory and graphic organizer were created in the fall of 2012. It was given on various days

and administered differently between September 26th and November 7th. I had a variety of techniques, strategies,
and grouping for these assessments so that I could evaluate each child independently and as a whole group setting.
The graphic organizer was an assessment of the entire classroom prior to teaching any of the lessons. Some
children got to participate in both of the assessments administered while the entire class got to participate in one of
the assessments. The children were able to write, circle, illustrate, tell, and read through the various assessments.
The professional evaluation was given during my Animals Need Lesson on February 20, 2013. During this lesson, I
was able to stop my lesson and get the students back on track by asking them to become a “star.” In this process,
students are asked to stop, take a deep breath, and relax.
After having these lessons, assessments, and evaluations, I have learned that children do have opinions and
facts about topics that are correlated to the adult world. All children are able to independently express their
knowledge when given the opportunity and responsibility. I learned by giving a variety assessments through
different strategies allows me to learn more about the children and their personal background as well as their own
individualized learning styles. These assessments are very useful in determining what areas the students are lacking
after a unit is taught and I am thrilled that even though I thought my lessons were random and non-interesting to the
children, they did learn through my approaches and were able to show me through the post assessment. Children
need limited guidance (scaffolding) and know exactly what the expectations are before they go in small groups not
lead by the teacher. I think I will use this technique more often, but once I get a little more experience. Though

some students require scaffolding and need some assistance, many of the students were able to come up with their
own conclusions and make predictions and estimates based on what they know. I was very pleased with the result
of this lesson and will do it again if given the opportunity. The assessments are very useful in determining what
areas the students are lacking after a unit is taught and I am thrilled that even though I thought my lessons were
random and non-interesting to the children, they did learn through my approaches and were able to show me
through the post assessment. The professional evaluation allows me to understand that I am continuously learning
and growing with each and every lesson. Having an evaluation to show that growth is needed allows me to
understand that I will not always be perfect or have all the right answers. I can only adjust my lessons so that I can
reach children where they are and be willing to go the extra mile for them when they feel like giving up. My
responsibility is to instruct the child on the right path and when they are older they will not stray from it. Just as the
Bible states for spiritual growth, the same hold true for educational growth.
APS 4 Artifact Assessment, Interest Inventory, Graphic Organizer, Parent Letter
APS 4 Artifact TWS Animals Need Lesson Plan
APS 5 Artifact LEA Lesson Plan
APS 5 Artifact TWS Guided Reading Lesson Plan
APS 6 Artifact Family Night
APS 6 Artifact TWS Contextual Factors
APS 7 Artifact Interest Inventory, Graphic Organizer
APS 7 Artifact TWS Lesson Evaluation

ADEPT Domain III – Classroom Environment (APS 8 & 9)
Description of Domain:
Having a supportive classroom environment that promotes student learning requires the teacher to create a
safe physical and emotional environment as well as effectively manage the classroom using proven strategic
techniques. Through these two factors children can achieve appropriate learning that will follow them through their
educational journey.
The classroom environment must incorporate a physical atmosphere where students will have a sense of
security as well as be engaged through appropriate and cultural exposures. The physical part of creating the
atmosphere allows the teacher to choose items that are coordinated with the school’s curriculum and that is of
interest of the children. The teacher must choose to be proactive in maintaining a positive classroom environment
by modeling a positive attitude and enthusiasm toward students and the subject matter that is being taught to
promote a culture of learning. Some children may not always like what is being taught, but the teacher’s attitude
will greatly influence the response toward the subject and learning objective. The teacher will be able to maintain
an environment that promotes learning by creating a climate that is well respected by the students as in the
Montessori approach.
In order to create a positive classroom environment that promotes learning, a teacher must obtain classroom
materials that culturally represent each student so that materials guide the students in an enriched learning
environment. By doing so, the teacher can promote success by allowing all students feel a sense of security and

belonging in her classroom.
Along with a physical environment, the teacher must simultaneously create an environment that allows each
student feel as if they are part of a family unit where they have responsibilities for the daily routine. A classroom
management that involves students taking a more responsible role in decision making allows students to become
independent thinkers. Abraham Maslow’s creative thinking theory allows children to learn things on their own so
that they do not become so dependent on adults (Isenberg, 2010). Teachers can also effectively manage the
classroom in a way so that students are learning through different strategic teaching methods. These methods may
include independent work, small group socials, and whole group activities. Through different exposures children
learn to independently think for themselves, allow other students to guide them in the learning process, and feel as
if they are part of bigger group where the teacher is not just specifically teaching to them. Along with the
differentiated teaching instructions, a teacher must manage the classroom through different assessing measures that
accurately determine the growth of learning for the children in whole group settings as well as independent and
small group settings. Through these various assessing times a teacher should use these observable measures to
determine what she should teach next in the classroom.
Apart from teaching in differentiated group settings, a teacher must also establish and create manageable
classroom boundaries so that the students and teachers feel safe in the classroom. It is important that the students
are engaged in the “rule making” process at the beginning of the year so that everyone has a part in making our
classroom a safe environment. The teacher must constantly remind the students of the responsibilities and adjust
them as they are becoming routinely followed. A classroom that allows children to create the responsibilities

together, grow together. Lev Vygotsky’s sociocultural theory tells us that children who have social interaction with
teachers and peers are capable of creating creative responsibilities (Morrison, 2009).
In conclusion, as I stated in the opening sentence, having a supportive classroom environment that promotes
student learning requires the teacher to create a safe physical environment as well as effectively manage the
classroom using proven strategic techniques. These two environmental aspects will encourage children to succeed
through their educational experience in the school system.
Isenberg, J. P., & Jalongo, M. R. (2009). Creative thinking and arts-based learning, preschool through fourth
grade. (5th ed. ed.). New Jersey: Merrill Publishing Company.
Relationship Between Artifact and Domain:
After seeing these classroom environments at Woodruff Primary and Woodland Heights, I have learned that
based on the children, teachers need to prepare an environments that will facilitate learning that is developmentally
appropriate based on their background information, contextual factors, and learning rates and styles.
Through Mrs. Parris’ classroom arrangement, she utilizes her classroom environment so that children can
become more actively responsible for their own learning by displaying previously learned material on the walls.

Her classroom environment along with effective classroom management compliments each other and as a result
produces great success year in and year out. Her effective classroom management system which encourages
positive reinforcement allows each child to work toward a certain behavior or goal. Mrs. Parris knows that children
need interaction among their peers so through, Vygotsky’s sociocultural learning theory she is able to arrange her
desks so that the students have the opportunity to work cooperatively in small groups as they need to learn to work
together in real life. Mrs. Parris’ classroom facilitates to the mathematical learner through the use of creative
mathematical manipulatives so that the creative mind could be encouraged to learn and grow. Her classroom also
maximizes the use of visual learners by having words that are displayed all over the classroom walls. By having
previous learned words displayed, children are able to become responsible for their learning. This allows the
teachers to hand over responsibility to the students during writing times.
In the spring of 2013, as I am student teaching at Woodruff Primary School, I am able to view a totally
different approach to effective classroom environment and management that work as well as it did at the arts and
based curriculum school of Woodland Heights. Through the conscious discipline approach in Miss Tinman’s class,
children are encouraged to think about their own actions in regard to other students. Since they are in control of
their own actions, they are held responsible through their thinking process of helpful and hurtful actions. The
classroom management allows the teacher to take a step back and allow the children to work out problems instead
of becoming so dependent on an adult as they read older grades. Miss Tinman’s classroom environment facilitates
to the active learning through Vygotsky’s social cultural learning theory. Since Miss Tinman knows that her

students feed off the ideas and comments from each other, she changes small group settings every day that enables
children to work in a variety of settings, including plan, do, review. Miss Tinman also utilizes assessments, formal
and informal, to guide her instruction for the following lessons. Whether the children need help with writing
formats or strategies, she always incorporates previous learned lessons into new lessons so that learning is building
from one concept to the next.
Each year it will be important for me to change the classroom set up so that each child can achieve maximum
success through my teaching abilities and responsibilities. As a future teacher, creating classroom promises allow
each of us to be responsible for our own actions. I have learned through creating an effective management plan my
classroom will not only need to be based on my need, but those that will be in the classroom with me. I desire to
take into consideration of the children’s background and personalities into perspective when establishing
procedures for the classroom. As a teacher, working together with children is ultimately managing the classroom.
How well I do this depends on how well I allow my student’s voices be heard through decision making. Children
need to have a sense of ownership when it comes to how well they behave and make safe choices. On the other
hand, students who need visual guidance and direction, I am adaptable to recognize that and take necessary steps so
they get the mental support they need for encouraged learning.
Reflection of Knowledge and Skills in Domain:
After being in the clinical sites of Woodland Heights Elementary School and Woodruff Primary School, I
have learned that arranging my classroom to allow many students to actively learn is very critical in the set up of

the educational classroom. With that I have learned that proper management of the classroom also generates a well
rounded classroom atmosphere that benefits not only the children but the teacher as well. All students are not going
to learn through the same use of materials, videos, and photos nor are they going to develop through standard cut
and dry management. The management techniques at Woodruff Primary School allow children to have
responsibility for their own actions and behavior. They are taught to have a voice and express that voice to peers if
they do not like something. Having self confidence in a classroom is very important to Ms. Tinman and it’s
important to know that children are responsible for themselves. Having said that students in Mrs. Parris’ class need
self control, they also need visual encouragement to know that they are doing something right when they do so
much wrong outside of the classroom. Students are reminded everyday that even though they didn’t make it to the
top, having a good attitude and working together are far more important than a prize at the end of the day.
Having such a variety of material displayed and management strategies in the classroom will allow students
to engage in learning and maximize my instructional time. A variety of developmental theorists are supported
through the clinical classrooms at Woodland Heights and Woodruff Primary. Theorists such as Dewey with the
interaction of students communication. The Bandura’s constructivist theory allows students to mold and shape their
own learning with the use of the environment. The Piaget theory allows student to cognitively explore using their
experiences and social skills. Howard Gardner’s multiple intelligence theory facilitates to each of the learning
styles as well. Having said that each room is designed with the children in mind, I aim to be so open with my
classroom arrangements so that each child will have the willpower and desire to learn socially, emotionally,
physically, and cognitively. It will be up to me as the professional to have these opportunities for my students so

that they can grow and learn at their own level and through as many means as necessary. Having theoretical support
with these classroom arrangements will greatly benefit me and my students alike.
By actively seeing how the behavioral chart and conscious discipline management techniques work in
Woodland Heights and Woodruff Primary, I learned that Mrs. Parris and Miss Tinman makes conscious decisions
to see the good in each child that enters and exits in their education classroom. I have enjoyed seeing both of these
behavioral management techniques and am thoroughly pleased with each of the results. Both of the management
strategies have worked well through the appropriate use of the teacher. I have learned through their strategies that I
can be open to new techniques and what works for one teacher may not work for the other. Each year, I plan to
develop my own management style and adapt it so that it strategically fits my classroom dynamic. Classroom
management has room to grow with each year that passes. I have learned that there is always room for
improvement and changes as the children grow, learn, and change.
Artifact Report
The first artifact photos are of the classroom environment are models from my classroom at Woodland
Heights Elementary School. They give a great indication of how the teacher set up her classroom to facilitate
different learning styles through different theoretical approaches and make it developmentally appropriate for the
children based on their background and home life. Through the varied classroom environment of the first grade

classroom, Mrs. Parris was able to transition from individual, group, and small group time that helped on the carpet
during read well.
The second artifact are photos of my student teaching classroom at Woodruff Primary School. I got the
opportunity to see how Miss Tinman arranges her physical classroom environment so that each student has their
own space and can learn to grow and grow to learn. Her centers are strategically placed in specific places in her
classroom so that each child can explore and use appropriate materials that are around or close to windows, sinks,
or the bathroom. Miss Tinman allows her centers to have diversity with the use of cultural items that represent each
child in the classroom appropriately. When it comes to having her materials on hand, she has them organized in a
way that they are easily accessible and quick to find. Miss Tinman is sure to place the children appropriately
around the room in different sitting tables so that they can work in small groups and she also has them sit on a large
carpet with designed spaces for each of her students. Miss Tinman uses her physical classroom environment to help
her teach in the best way possible for her students.
The third artifact are photos I found of a behavioral chart similar to the one that Mrs. Parris has in her
classroom at Woodland Heights Elementary in the fall of 2012. Students are able to move their pin up according to
good responsible behavior and behavior that needs adjusting to fit expectations of the educational classroom. Also
included is a copy of the discipline policy for my first grade classroom.

The fourth and final artifact contains photos of the classroom management that Miss Tinman uses through
the conscious discipline technique from Dr. Becky Bailey (Bailey, 2011). Some of these are not actual photos from
the classroom, but they mimic the management strategies used in my student teaching classroom that models
effectively what conscious discipline is all about at Woodruff Primary School. Miss Tinman allows students to
have jobs that they are responsible for during the day so they feel like mini role models for our classroom, school,
and community. Students actively have classroom commitments and are expected to follow those commitments.
Children have a safe place to go to if they feel as if they need to get their emotions in check. Overall, the conscious
discipline approach really allows children to have choices for what they are doing. They are not given one specific
choice, rather they are able to choose safe choices.
Bailey, B. (2011). Conscious discipline for educators. Retrieved from
http://consciousdiscipline.com/about/conscious_discipline.asp
After seeing these classroom environments at Woodruff Primary and Woodland Heights, I have learned that
based on the children, teachers need to prepare an environments that will facilitate learning that is developmentally
appropriate based on their background information, contextual factors, and learning rates and styles. The first
artifact allowed me to see how Mrs. Parris arranges her classroom so that children in her first grade classroom can

use the materials in the classroom to help guide them toward independence. I have learned through her effective
classroom management system that all children need to have some sort of guidance or encouragement. With the use
of her chart system, she not only allowed children to have a space where they need guidance to get back on track,
but she also effectively acknowledges that being on the green spot is acceptable. Mrs. Parris’ complete classroom
environment reflects upon Woodland Heights arts based curriculum school and this works for her class, school, and
community. Through Miss Tinman’s classroom environment, I have learned that kindergartners need to have a
sense of belonging. They need to have their own culture represented in the classroom and know that they are part of
a school family that accurately reflects on Woodruff Primary’s High Scope curriculum. Through her classroom
management, I have learned that children can take responsibility for their own actions through the Conscious
Discipline behavioral approach. Through differential teaching strategies, students in Miss Tinman’s classroom
constantly get assessed individually, during small groups, or as a whole class. Miss Tinman actively changes and
adapts her lesson plans so that children are getting the appropriate learning necessary so that they can continue to
grow.
All in all, teachers who have diverse classroom environments and effective management strategies are able to
produce a well rounded classroom environment. Having an adaptable environment and management system will
allow any teacher to develop professionally.
Artifact #1 (Mrs. Parris’ Classroom Environment)
Artifact #2 (Miss Tinman’s Classroom Environment)

Artifact #3 (Mrs. Parris’ Classroom Management)
Artifact #4 (Miss Tinman’s Classroom Management)

ADEPT Domain IV – Professionalism (APS 10)
A professional teaching educator is one that expresses him/her in an appropriate well groomed appearance
suitable for the educational classroom. Any professional educator has responsibility to show up day in and day out
well planned, dependable, flexible, and be able to adapt to any situations when unexpected problems arise. A
professional educator will have the opportunity to develop their own individual educational style and evaluate on
how well the style is being challenged as well as reflect on how it could be improved. A professional educator will
have a good sense of humor and have a positive well-polished connection with other professionals.
Part of becoming an educator one must not only educate students for their full academic potential, but also be
open to be taught so they can teach for their full educational potential. In regard to becoming a teacher, he/she must
actively fulfill professional responsibilities by having open communication with parents and colleagues, present
oneself as a professional instructor inside and outside of the classroom, and actively learn in all circumstances so
that he/she can grow personally and professionally.
Part of becoming an educator is to establish and maintain high expectations for all learners in the classroom.
He/she states all the objectives during a lesson and communicates the expectations that should be followed. The
educator takes into account any background knowledge that the children previously have that relate to the lesson
and makes it relevant to the educational standard.
An educational professional uses all the resources and instructional strategies to enhance learning for all

children. This means the professional will seek out different teaching strategies to aid in the learning styles of all
the children. The teacher will utilize Howard Gardner’s 8 ways of learning skills and use them in the classroom for
the children (Morrison, 2009). The instructor will accommodate any and all learning styles, special needs, ability
levels, and rates of learning. The professional will keep children engaged at all times so that children are actively
involved to increase the problem solving skills and thinking process. The teacher will also effectively incorporate
technology as it seems to fit in standards being taught.
To fulfill professionalism, educators will provide the most up to date content for all learners. This includes
making sure the current and accurate standards that are being taught are met and appropriate for children to learn.
The teacher will make a continuous effort to use different formats for teaching instruction as well as assessing
students on comprehension of the standards being taught. The teacher will actively make use examples, models,
diagrams, objects, and/or topics that are relevant to the children’s culture and ever changing environment so that
children can learn through all these means.
Since teachers are placed in the location with 26-29 students, they have the utmost goal and desire to
maintain, monitor, and enhance an environment that is initiates as well as increases learning. A teacher that takes
into consideration of the student’s response to new material and adapts to the learning styles is one that show
professionalism. The teacher who provides accurate feedback and constructive criticism is one that allows room for
growth and improvement for children. A professional teacher allow for appropriate questioning and reviews and
continuously summarizes previously learned material so that they are building their learning skills and abilities
from one standard to the next. An effective teacher will encourage enthusiasm in students as well as shows that she

is knowledge in the standard she is teaching. A professional teacher allows students to actively learn in a positive
organized environment and establishes rules for expectations and responsibilities for students to follow.
In any classroom, professional teachers will always have good managing skills to aid the educational process
for each student alike. The teacher who maximizes instructional time as well as explains the rules and procedures is
one that is professional. He/she that enforces the rules and expectations and uses preventative disciplinary
techniques is one that shows professionalism. A teacher who transitions smoothly as well as incorporates
technology, and resources in their lesson plans so that instructional time can be maximized show consistent
professionalism.
All in all, having the responsibility to continuously grow in professionalism means that a teacher needs to be
open to all ways so that all children can actively be involved to excel. All the APS ADEPT standards combined in
one is basically role of the teacher becoming professionally responsible.
Part of creating a professional environment is keeping in clear communication with parents so that they can
know what children are currently learning in school. I created this newsletter in the Spring of 2012 for SEDE 424
for my Clinical I class at Woodruff Primary School. I believe that weekly newsletters allow parents to know
exactly what their child is studying and I can use this outlet to encourage parents to become actively involved in
their education. I created this newsletter so that it can reflect on how the content is relevant to the time of year the
standard is being taught in the classroom. I allowed the knowledge that the content presented allows the parent to
know that standards are being taught in a building block way so that everything else can stack based on basic

understanding of materials and concepts previously taught. The newsletter informs parents with ideas they can do
at home with their child so that they can continuously grow in learning through home experiences as well.
Newsletters are a great tool to use when giving possible ideas of different resources that will cater to the children’s
specific multiple intelligence by Howard Gardner. Since our class schedule is so tight, offering ideas with different
intelligence categories in mind will really get the attention of those students who are struggling with concepts that
are being taught in the classroom.
Providing a safe environment, understanding and accurately presenting standards, and providing content are
all professional development in a nut shell. With this, I attended a Diversity conference at University of South
Carolina-Upstate on Thursday, March 7, 2013 at the Upstate campus. Since I am a white student who grew up after
the fact that segregation occurred, this conference was one that I needed to put myself in another’s shoes and see
what it was like to be someone else. As a professional educator, I will have lots of diverse students in the classroom
and it will be up to me to appropriately present myself in a respectful manner. The conference was a culminating
gathering of diverse learners from various schools, backgrounds, and cultures. The keynote speaker provided useful
information on what it feels like growing up thinking you are someone you are not. He gave an in dept account of
how white people and black people are different in raising, speaking, and accepting of one another. The conference
also provided useful information at breakout sessions. The one that I attended gave useful information on how to
treat families that are from different cultures and backgrounds. The presenter was prepared by showing a
PowerPoint of ideas and suggestions when conducting parent conferences, student behavior, and/or misconceptions
of diverse cultures. This conference offered diverse classroom sessions that mimicked the conference as a whole

with relation to diversity.
Since being at my clinical site at Woodruff Primary School, I have learned the professionalism is very
important in becoming an educator. I will have to actively learn new ways to keep the focus of my students and
keep them engaged at all times during instructional time. This means assessing them at all times so that I can
understand their learning styles by Gardner’s Theory. Because I know that parents want to know what is being
taught in the classroom, I created a newsletter for my students to take home. Since I know that learning is
transferred from school to home, students are given the opportunity to learn in the home too since parents will
know what we are working on in the classroom. The newsletter allows me to adjust my teaching lessons around the
knowledge of knowing if my students understand the standard being taught. I can maintain a positive working
environment that actively encourages learning as well as maintaining high expectations for my students so that they
can excel in academics and personal development.
Since I know that just in a few years, our classrooms will be more and more diverse it will be my
professional responsibility to understand and know the “dos and do nots” when it comes to respecting a culture that
is different from mine. In the spring of 2013 I attended a Diversity Conference at University of South Carolina-
Upstate. This conference allowed me to readily know that since my classrooms will be diverse, I will need to have
diverse responses, hand gestures, and respectable decisions when accepting children into my class family. From
attending this conference I learned that when you want to know where someone is from, it is quite rude to just ask,
“Where are you from?” To gain this information, it is very respectful to get the entire class involved somehow to

answer that question. If you have to do group comparison questions, or raise your hands type of questions, those are
acceptable than to ask one specific child or adult where he/she is from. Also from attending this conference, I
learned that certain foods are not eaten by certain cultures. If for some reason I had a child from one of these
cultures, I should be quite aware of their dietary restrictions and respect the decision no matter what.
Artifact Report
My clinical partner and I constructed this newsletter in the Spring of 2012 for my clinical class at Woodruff
Primary School. Students were learning how to create KWL charts, learn greater than, less than, and equal to.
Students were also learning about spring and weather. Included in the newsletter was a little “About Us” section
where my classroom partner and I were able to tell the children a little something about us. We also invited all the
children to our Educational Family night on campus that our whole class was hosting for our family and
communities course.
Suring the spring of 2013 I attended a Diversity Conference at the University of South Carolina-Upstate. In
my artifact, there are photos from the Keynote speaker as well as photos from the break out session that outlined
ideas and respectful mannerisms for conducting parent conferences, etc. Each part of the conference was diverse in
the fact that most of this material presented had little to none relevance to me as a white student. The conference
was diverse in having multiple colleges attending with multiple grade levels.

After creating this newsletter, I realized that it would be harder than it seemed. Though, I was able to create
one that was eye catching, relevant, and informative. It just seemed that once I get my own classroom, my
newsletter will be centered on my own class instruction rather than clinical teacher’s. I enjoyed doing this
assignment and feel that I could work on a few things and make it better as far as layout of information, but overall,
I thought it turned out great and very informative of the standards we were working on that week in class.
After attending the diversity conference, I realized that it is my professional responsibility to be sure that I
am aware of different cultures that are represented in my educational classroom. Just because someone looks a
certain way does not mean that they are from America. Having such a diverse classroom will allow me to choose
lessons and strategies to teach based on diverse techniques. I enjoyed attending this conference and hope that
everyone learned from something that makes them grateful to be from where they are. This conference was an eye
opener and I am eager to learn more about diversity in the classroom as the time is right.
Artifact #1 (Spring 2012 Education Newsletter)
Artifact #2 (Spring 2013 Diversity Conference)

-CVaughn EPort Exit

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