Ryan Jones has included a portfolio containing various documents related to his teaching experience and qualifications. The portfolio includes: 1. An educational philosophy statement outlining his student-centered approach and goals of empowering students. 2. A resume listing his education background and experience in teaching assistant and operations roles. 3. Samples of coursework completed, a lesson plan, and a book review demonstrating his content knowledge and teaching abilities. 4. Sections that are noted to be added later include reflections on student observations, student teaching, and observation reports.

1. Ryan Jones
Portfolio

2. Table of Contents
1. Educational Philosophy
2. Resume
3. Pictures with Students (to be added later)
4. Overview of courses completed
5. Sample Lesson Plan (more will be added later)
6. Research Paper for Historical Research (sample of
project )
7. Reflection of Student Observations (to be added later)
8. Reflection of Student Teaching (to be added later)
9. Observation for Supervisors (to be added later)

3. Ryan Jones
Educational Philosophy
As an educator we are endowed with the responsibility to empower student s
with knowledge, skills and techniques to use in every aspect of life. I recognize
the importance of the curriculum teachers are required to teach. I know
dist rict s, campuses and even communit ies are judged based on a set of
standardized test scores. However, as teachers and coaches we have many
more responsibilit ies that may not be recognized or assessed on a state test . I
realize as a teacher, I have to teach so much more than just academics. I
st rongly believe that for some student s, the lessons they learn about life in school
may be equally or more important to them in the long run.
The ent ire purpose of educat ing our society is to make it a bet ter place. I
must analyze what I want my student s to achieve in my classroom. I want my
student s to become full of knowledge about my content . I want to empower
them to be independent learners. I want to teach them to think, to analyze
situat ion and make decisions. I want them to be able to reflect on my class in
twenty years and recognize that I taught them something. I f their decision is to
go to college or become a part of the work force quickly, our student must st ill
have skills to get along with others and be product ive members of society.
I want to empower my student to recognize their role in their educat ional
process and their future. I st rongly believe that each student deserves to be
taught in their learning style. In the age of digital educat ion, I want to cont inue
to encourage my student s to learn in a variety of ways. I want to be the
teacher that recognizes the use of academic vocabulary is an essent ial lifelong
skill. I want them to achieve greatness, whatever that may be for each
individual student .

4. Ryan Jones
233 ACR 147
Palestine, Texas 75801
903-724-3113
jonescr@ TITAN.SFASU.EDU
My objective it to obtain a teaching and coaching
position. I will be certified in History and have experience
coaching college football.
Education
Bachelor of Science in Kinesiology
Stephen F Austin State University
Expected Graduation Date, May 2016
Educational Experience
I hope to complete my classroom observation
requirements in the fall of 2015. I expect to student teach
in the spring of 2016.
Positions Held
Teaching Assistant to the Defensive Coordinator at
Stephen F Austin State University, 2014 to current.
I was an assistant responsible for creating the script for
practice. I worked directly with the other defensive
coaches to assist with practice and games. I am an expert
at Huddle programing and report generating for planning.
Assistant in Game Day Operations Department at
Stephen F Austin State University, 2013 to current
I worked with the Operations Director to ensure all athletic
events were successful from an operations perspective. I
worked in all sporting areas.
Volunteer Experience
I volunteer at an after school program at a local church for
students. The students are “latch-key” kids in an apartment
complex. The program is designed to help with homework
and involve the students in various activities.

5. Ryan Jones
Overview of Courses Completed
English: 131, 132, 221, 222
Biology: 238
History:133, 134, PSC 141, ECO 231, 321, 151, 152 PSC 142
Health Science: 121
Music: 140
Math: 138
Communications: 111, 170
Kinesiology: 100, 120,221, 234, 271, 236, 330, 332, 114, 235, 349, 340
Physics: 101
Listed above are the classes I have completed to date. I feel
strongly that SFASU has prepared me for the required testing to
become a certified teacher.

6. Ryan Jones
Lesson Plan Sample
Lesson Title: Branches of the Government- What do you know??
Main Source: TEKS and Internet and Textbook as needed
Grade Level/Content Area: 11th grade history
Standards (brief description)
TEKS: 113.41. United States History Studies. (B) Evaluate the impact of relationships among
the legislative, executive, and judicial branches of government.
Lesson Objectives
1. Introduce different branches of government and understand the role of each
2. Students will be able to identify the branches and the various responsibilities
3. Students will be able to identify specific amendments and correlate to a branch of the
government affected by each
Materials
1. Three large pieces of paper. Each paper is labeled a branch of the government
2. A KWL Chart for the beginning of the lesson (also used as a modification if needed)
3. A printout with various amendment listed
4. Markers
5. Device for inquiry if needed (Ipad or Iphone)
Lesson Activities (review/procedure/questions)
1. I asked the students what they knew about the branches of government, and from that
accessed what level they knew about this topic. We completed a KWL chart
indicating what we already knew, and what we wanted to learn. We will complete the
chart with sticky notes as an Exit Ticket activ ity later in the week.
2. I then gave the student a light overview of the branches, and what responsibilities fall
in underneath each branch
3. We had some specific statements already prepared on a piece of paper . The students
then placed the statement on the correct page that corresponded with the branch.
4. We then had some additional discussion about specific amendments.
There were statements prepared about the amendments and they then proceeded to
place those statements under the correct branch.
5. As each group finished they had to identify two amendments and justify why they
placed them under a specific branch

7. Ryan Jones
Sample of Book Review for Historical Research
World War I I was indeed a worldwide affair fought in many different corners
of t he globe, and involved many of t he world’s leading count ries during t his
t ime. From the European bat tle front s to the Pacific theaters island invasion and
naval bat t les, it was a new age of warfare never seen before. The Bat t le of the
Coral Sea was a first of it s kind in the theme of warfare. I t was the first bat tle in
history where aircraft carriers engaged each other with fighters and other
planes, as well as the first t ime that a naval bat tle occurred without ships firing
direct ly on each other. This bat t le was a huge step in the war and in military
terms as well. These bat t le tactics and techniques showed the advancement s in
long range warfare, and helped the Allied forces gain start ing ground on the
Pacific front .
The book Blue Skies and Blood by Edwin P. Hoyt tells of the bat t le and the
event s leading up to this epic engagement . America, only fully joined the war
effort due to the at tack on Pearl Harbor in December 1941. Hoyt recaps this
event by telling the story in a chronological order from early April 1942 unt il the
days of the bat t le, which were May 4-8. He tells this story by the bat tle through
the view point of Japanese and Americans sides and set s the stage for the
bat t le by giving bat tle a tact ical informat ion about the Coral Sea area and it s
st rategic importance. There is obvious evidence that many hours of research
was put into this book, but it is almost writ ten with a textbooks style of writ ing.
There are no direct quotes from men involved but their story is st ill told
throughout the monograph.
The first few chapters discuss the maneuvers and give context on the
event s leading up to the bat tle. The Japanese navy and armed forces were
t rying to cont rol as many Pacific Islands as possible, hoping to gain a st rong
foothold on the area before the supposed weakened U.S. navy forces could
react .

8. Ryan Jones
Reflection of Student Observations (to be added)

9. Ryan Jones
Reflection of Student Teaching (to be added later)

10. Ryan Jones
Observation Report from Evaluators (to be added later)