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  1. 1. 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
  2. 2. 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 students 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. SOE Portfolio Revised Fall 2009 Page 2 of 40
  3. 3. 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 Vygoskys 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 childrens 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 teachers and childrens 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 childs learning process. There are two SOE Portfolio Revised Fall 2009 Page 3 of 40
  4. 4. 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 childrens progress. Part of determining where the children stand in regards to assessment is observing the childrens 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 Gardners 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 childs 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. SOE Portfolio Revised Fall 2009 Page 4 of 40
  5. 5. 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 SOE Portfolio Revised Fall 2009 Page 5 of 40
  6. 6. 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 students 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 Scho