This portfolio belongs to Miss Sara Preston and contains artifacts from her work as a teacher. It includes sections on her teaching philosophy, classroom environment, instructional strategies, assessments and professional development activities. For example, one artifact shows how she uses interactive bulletin boards and student-driven learning centers to create an engaging classroom environment.

1. The Professional Teaching Portfolio of Miss Sara Preston

2. Professional Teaching Portfolio The of Miss Sara Preston

3. Philosophy of Education Professional Artifacts References Contents Exit

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5. Credits * This material is included under the fair use exemption of the U.S. copyright law. Photographs taken by Sara Preston/Kayla Reinhard Graphics and clip art courtesy of: http://www.mikesfreegifs.com/main4/construct7.htm - flashing construction sign Presentation created with Microsoft Power Point End

6. References Click on the individual for contact information. George Giovanis Ed. D. Suzanne Miller Dr. Alan Kubacki Loretta Levengood Contents Christopher Iacobelli

7. References George J. Giovanis Ed. D. Position: Retired Principal 610-775-9602 68 Rim View Lane Reading, Pennsylvania 19607 - 3013 References

8. References Christopher Iacobelli Position: Principal 610-754-9589 Washington Elementary Boyertown Area School District 1406 Route 100 Barto, Pennsylvania 19504 References

9. References Loretta Levengood Position: Reading Specialist 610-754-1942 Washington Elementary School Boyertown Area School District Boyertown, Pennsylvania 19513 References

10. References Dr. Alan Kubacki Position: Retired Principal 610-777-9653 42 South Fifth Street Reading, Pennsylvania 19611 References

11. References Suzanne Miller Position: Director of Special Education 215-679-7961 x2442 Upper Perkiomen School District Education Center 2229 East Buck Road Pennsburg, Pennsylvania 18073 References

12. Professional Artifacts Planning and Preparation Classroom Environment Instructional Delivery Professionalism Contents

13. Planning and Preparation Math Unit - Patterns Student Inventory Artifacts Contents Benchmark Assessment Running Records

14. Student Inventory Planning and Preparation This inventory is used at the beginning of the school year to assess a students present knowledge and to plan future instruction. Additional inventories are used later in the year to monitor student growth.

15. Math Unit - Patterns Planning and Preparation * This lesson plan was created following the backward design method of curriculum planning. Desired Results Assessment Evidence Learning Plan

16. Math Unit - Patterns Stage 1: Desired Results Planning and Preparation What Essential Questions will be considered? - What is a pattern? - What patterns exist in nature? What understandings are desired? Students will understand that: - Patterns can be identified, described, and extended based on shape, size, color, sound, or number (PA 2.8.A) - Patterns occur in nature (PA 3.1.F) - Patterns can be used to make predictions (PA 3.1.G)

17. Math Unit - Patterns Stage 2: Assessment Evidence Planning and Preparation Performance Tasks: - Teddy Bear Patterns - Making Taller Towers - Pattern Placemat - Nature Walk/Pattern Hunt Other Evidence: - Pattern/Not a Pattern Page - Informal Observations - Student Questioning

18. Math Unit - Patterns Stage 3: Learning Plan Planning and Preparation Partner Pattern Copy - Students will work with a partner. - Each set of partners gets a series of manipulatives and cards showing patterns made from such manipulatives. Students take turns selecting a pattern card. Both partners must then copy the pattern shown on the card selected. Use each others work to check your own. This portion of the Unit Plan consists of 17 various lessons, activities, and assessments. The above box features only one of these lessons.

19. Benchmark Assessments √ Administered 6 times a year after the completion of a 6 week Language Arts Unit. √ Directions and questions are read orally. Students record their answers on the provided packet. Planning and Preparation

20. Running Records √ Administered to all students in December √ Used to progress monitor students reading, to flexibly group students for guided reading, and to plan guided reading instruction Planning and Preparation

21. Classroom Environment Teacher Created Technology Student Driven Materials Group Contingencies Interactive Bulletin Boards Classroom Centers Artifacts Contents

22. Teacher Created Technology Click on each picture to enlarge the picture and learn more. Picture Schedule Welcome Letter Word Wall Phonics Visuals Classroom Environment

23. Teacher Created Technology Picture Schedule This schedule is used daily in my classroom. Such a schedule benefits all students and supports the visual needs of my autistic students. Classroom Environment

24. Teacher Created Technology Word Wall Students utilize this word wall daily in their writing. Creating a word wall on a tri-fold presentation board allows me to move the word wall around my classroom. Each word is attached with Velcro and can be removed by students or teachers when needed. Classroom Environment

25. Teacher Created Technology Phonics Visuals I use my students writing journals to teach mini-lessons on phonics and writing skills. Visuals around our classroom serve as resources for the students to apply their newly learned knowledge. Classroom Environment

26. Teacher Created Technology Welcome Letter During each opening routine the welcome letter is used to practice various reading skills including tracking print, sounding out words, and using context to figure out unknown words. Students are also able to look for site words each morning for extra practice. Classroom Environment

27. Student Driven Materials Browsing Bins Reading Area Kid Crowns Book Ladder Click on each picture to enlarge the picture and learn more. Classroom Environment

28. Student Driven Materials Browsing Bins Each bin is filled with fiction and non-fiction books focused on a certain subject. Students browse these books during center time. Classroom Environment

29. Student Driven Materials Reading Area This area provides a quiet, comfortable place for students to read. Located in this area are texts from read alouds and guided reading books from previous lessons. Classroom Environment

30. Student Driven Materials Kid Crowns Students use these kid crowns as a reference for their writing. The crowns help them remember word families and common chunks of words. Classroom Environment

31. Student Driven Materials Book Ladder For guided reading, students are flexibly grouped into 4 groups. Each group has 2 baskets in our book ladder. When a book as been read in guided reading it is placed in the book ladder for students to re-read. Classroom Environment

32. Group Contingencies Cooperative Team Rewards Marble Jar – Whole Class Click on each picture to learn more. Classroom Environment

33. Group Contingencies Cooperative Team Rewards Students sit at tables, each identified with a different color. All students at the same table are a team. When all members of the team demonstrate positive behavior, the team is rewarded with a point. Positive behaviors include cleaning up, maintaining focus on an assignment, and walking to the carpet. Classroom Environment

34. Group Contingencies Marble Jar – Whole Class Students work cooperatively as a whole class to earn marbles. When the amount of marbles reaches the given line, students receive an outdoor recess. Some of the behaviors that earn marbles are walking quietly through the hallway, showing excellent listening skills, and working on a task with appropriate focus. Classroom Environment

35. Interactive Bulletin Boards Click on each picture to learn more. Day and Night Sky Reading Strategies Classroom Environment

36. Interactive Bulletin Boards Day and Night Sky This bulletin board is the completion of several integrated science lessons. Students identify objects seen in the day and night sky and place them on the board in the correct area. Also displayed are characteristics of the sun, phases of the moon, and planets sequenced and compared by size and shape. The board serves as part of a larger center of books, puzzles, and black lines. Classroom Environment

37. Interactive Bulletin Boards Reading Strategies This bulletin board is used interactively during guided reading. Each white poster displays a reading strategy (look at the pictures, stretch the word, re-read). Prior to reading, the group discusses the strategies that will help us read and specific ones are highlighted with a star. Following the reading experience the group returns to the board and discusses which strategies were used and where in the text it was used. Classroom Environment

38. Classroom Centers Students engage in centers 3 or 4 days a week. Our centers provide review of previously learned skills and provide additional fine and gross motor practice. Classroom Environment

39. Instructional Delivery Pandas – Multidisciplinary Unit Kid Writing Assessment Student’s Journal Writing Word Making/Breaking Lesson Artifacts Contents DIBELS Assessment

40. Pandas Multidisciplinary Unit This unit is an example of how I integrate science and social studies into my language arts instruction. By clicking on the links below you can view each aspect of this unit. Unit Objectives KWL Chart Venn Diagram Instructional Delivery

41. Pandas Multidisciplinary Unit Unit Objectives The students will be able to: √ develop descriptive language to describe panda characteristics. √ monitor learning through the use of a KWL chart. √ summarize new knowledge about pandas. √ use Kid Writing to write in informational piece. √ compare and contrast pandas and people using a Venn Diagram. ( A full detailed unit plan is available in person) Instructional Delivery

42. Pandas Multidisciplinary Unit Instructional Delivery Using a Smart Board, this chart was completed through out the unit to track and direct our learning. KWL Chart

43. Pandas Multidisciplinary Unit Instructional Delivery This sample shows a student’s completed cut and paste Venn diagram comparing pandas and people. Venn Diagram

44. Student's Journal Writing Shown here are samples of my student’s Journal Writing. This writing is completed in accordance with the Kid Writing program of Eileen Feldgus. Instructional Delivery

45. Word Making/Breaking Lesson Students are taught key words. Then using letter tiles and a recording page students make and break words based on the key word. Instructional Delivery

46. Assessments DIBELS: Dynamic Indicators of Basic Early Literacy Skills Administered in September, January, and May to all students. This data helps identify student needs and helps me plan my instruction accordingly. Progress monitoring is completed with this assessment as needed. Sample Score Spreadsheet Instructional Delivery

47. Assessments DIBELS: Dynamic Indicators of Basic Early Literacy Skills

48. Assessments Writing Assessment Scoring Rubric Writing Sample √ Administered in September, January, and May. √ After a read-aloud the students are asked to write a piece in response to the story. √ Writing is scored based on the Kid Writing Rubric developed by Eileen Feldgus. Instructional Delivery

49. Assessments Kid Writing Scoring Rubric

50. Assessments Writing Assessment Student Samples

51. Professionalism Letters from Parents Monthly Newsletter DIBELS Score Report Action Research Study Technology Grant Artifacts Contents

52. Parent Letter 1 Click the arrow to view another parent letter Professionalism

53. Parent Letter 2 Click the arrow to view another parent letter Professionalism

54. Parent Letter 3 Professionalism

55. Philosophy of Education Contents I believe all students can learn when engaged in a student centered education. I believe in educating the whole child so that children become well-rounded individuals who are empowered to succeed. I believe in helping students reach their full potential in all areas by supporting their individual needs. (Additional information is available in person.)

56. Philosophy of Education Contents I believe in creating a warm, inviting, and positive classroom environment in which students feel welcome, comfortable, and free to take risks. I believe in delivering powerful instruction based on curriculum, standards, and student assessment. I believe in continuous professional development. I believe in creating a supportive school community of students, teachers, and parents. (Additional information is available in person.)

57. Action Research Study Research Question: What happens when my kindergarten students are asked to reflect on their own classroom behavior using a self reflection form? Purpose: To increase instructional time by reducing off-task behaviors during independent assignments. Professionalism (Additional information is available in person.)

58. Action Research Study Summary of Actions: Initial student survey Baseline Data Implementation of self reflection forms Addition of times off task and oral reflection Implementation of a whole class graph to chart progress Professionalism (Additional information is available in person.)

59. Action Research Study Results Off task behavior was significantly reduced with the use of self reflection forms along with several other strategies. Professionalism (Additional information is available in person.)

60. Technology Grant Professionalism Why? To improve writing by providing students with increased writing time through a motivating and exciting approach. What? A laptop center of 8 laptop computers and Kid Pix software How? Students will work an additional 30 minutes each week in the computer writing center. Success will be evaluated through writing assessments and student surveys (Additional information is available in person.)

61. Monthly Newsletter Professionalism √ Sent monthly to all parents √ Highlights the curriculum and skills taught each month √ Informs parents of upcoming events and activities

62. Assessments DIBELS: Dynamic Indicators of Basic Early Literacy Skills Professionalism