Douglas M. Uhlman Portfolio 2014 and 2015 School Year

8/21/2019 Douglas M. Uhlman Portfolio 2014 and 2015 School Year

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DES MOINES PUBLIC SCHOOLS, LINCOLN HIGH SCHOOL

Douglas M. Uhlman

Portfolio for the 2014

2015 School Year

Douglas M. Uhlman

11/13/2014

This portfolio contains a summary of my work over the last three years working as a 9th grade

Conceptual Physics and Earth Science Teacher in the Des Moines Public School District, Lincoln Rails

Academy, Lincoln High School. This document serves to mark my 13 year as an educator and my third as

a teacher licensed grade 58, 912 in all sciences.


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Table of Contents

ContentsStandard 1 - Demonstrates ability to enhance academic performance and support for implementation

of the school districts student achievement goals. ..................................................................................... 3

Standard 2 - Demonstrates competence in content knowledge appropriate to the teaching position. ... 10

Standard 3 - Demonstrates competence in planning and preparing for instruction. ................................ 14

Standard 4 - Uses strategies to deliver instruction that meet the multiple learning needs of students. .. 19

Standard 5 - Uses a variety of methods to monitor student learning. ....................................................... 25

Standard 6 - Demonstrates competence in classroom management. ....................................................... 31

Standard 7 - Engages in professional growth. ............................................................................................ 37

Standard 8 - Fulfills professional responsibilities established by the school district.................................. 41


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Standard 1 - Demonstrates ability to enhance academic performance

and support for implementation of the school districts student

achievement goals.a. Provides evidence of student learning to students, families, and staff.

Artifact:

Grade/Content

9thGrade/ Example from the 2013/2014 school year of a student Infinite Campus Report, a report accessible

to students, families, and staff, including comments I made on the students performance. It states: You are

a pleasure to have in class. Your positive and determined attitude will get you very far!

Reflection

From last year to this I and my colleagues have been transitioning to Standards

Referenced Grading (SRG). As I become more familiar with SRG, I hope to improve my ability to

communicate the system to my parents and students. One of the challenges of SRG compared to

the previous system is the elimination of extra credit and the completion of assignments as part of

the grading system. This year I have put emphasis on the connection between doing homework

and in class work and ultimately doing well on assessments. I have found this effective, but will

need to see the system over the next few grading periods to get a better sense of what functions

well and what does not.

I would also like to move my work towards project based learning. From my 8 years withDrake University I discovered this works well and it provides students/parents with artifacts of

learning they can take with them beyond high school.


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b. Implements strategies supporting student, building, and district goals.

Artifact:

Grade/Content

9thGrade/ Per district requirements student centered learning objectives are posted in the room. At the start of

each unit, students are given a copy of the learning objectives to be posted in their notes.

Reflection

District directives in my last two years of service have changed very little concerning the need to have

and make clear learning objectives or targets. Connecting this to the AVID note taking system, I have the

students attach the objectives to the start of each unit and refer to them each day. Every lesson every day

is geared towards the objectives.


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Challenges for posting the objectives have been mostly with font size. I print them at the largest

font possible, but this is not always easily visible from across the room. Because the objectives are to

change from this year to next and because of the other systems I use to make the objectives known to my

students, I consider this a minor difficulty.

With next years objectives I plan to invent new ways to present the material. I may have a board that

shows how close the study body is to meeting objectives etc. This is something I plan to brain storm onover the summer.

c. Uses student performance data as a guide for decision making.

Artifact:

Grade/Content

The above image is of the results of my Earth Science Bench Mark 2 Exams. The exam scores from the

benchmark provided data about the students overall performance and areas of understanding where students

both individually and as a class struggled. Such exams have been performed and the results analyzed

throughout the 2012/2013 and 2013/2014 school years.

Reflection

From my entry into education in 2001 to today the paradigm has changed. Todays system is very

data dependent. Both in data teams and in my individual work, data guides my classroom decisions. CFA

have been instrumental in guiding whether a lesson has been adequate or if re-teaching is required. In

the classroom I also use less formal ways to gather data such as my bulls eye target board. Students


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are asked to place the answer to an essential question on a post-it note. The notes are quickly analyzed

and I can see visually what portions of my students understand the material or need additional support.

Data processing requires a considerable amount of time. In the coming year I will continue to

devise ways to speed up the process for myself and my colleagues.

d. Accepts and demonstrates responsibility for creating a classroom culture that supports the learningof every student.

Artifact:

Grade/Content

9thGrade/ Example of accommodating a student with special needs.

Reflection

Flexibility is essential in any classroom. When planning my lessons, I tailor them to meet the

needs of a broad range of students with different interests and abilities. In the example above, I made

accommodations for a student who has great interest in science, but struggles with other personal

challenges. I remind myself daily of the case of Sir John Gurdon, a Nobel Prize winner who at the age of

15 was severely discouraged by his harsh instructor. I do not know what great things my students may do

one day. My duty is to encourage each and every one of them.

http://www.telegraph.co.uk/science/science-news/9594351/Sir-John-Gurdon-Nobel-Prize-winner-was-too-

stupid-for-science-at-school.html
http://www.telegraph.co.uk/science/science-news/9594351/Sir-John-Gurdon-Nobel-Prize-winner-was-too-stupid-for-science-at-school.htmlhttp://www.telegraph.co.uk/science/science-news/9594351/Sir-John-Gurdon-Nobel-Prize-winner-was-too-stupid-for-science-at-school.htmlhttp://www.telegraph.co.uk/science/science-news/9594351/Sir-John-Gurdon-Nobel-Prize-winner-was-too-stupid-for-science-at-school.htmlhttp://www.telegraph.co.uk/science/science-news/9594351/Sir-John-Gurdon-Nobel-Prize-winner-was-too-stupid-for-science-at-school.htmlhttp://www.telegraph.co.uk/science/science-news/9594351/Sir-John-Gurdon-Nobel-Prize-winner-was-too-stupid-for-science-at-school.html


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e. Creates an environment of mutual respect, rapport, and fairness.

Artifact:

Grade/Content

9thGrade/ Posted rules for my classroom

Reflection

The rules above have served my classroom well. I make certain students are aware of what is expected

of their behavior from the first day onward and enforce the rules throughout the year. I follow school policy

using steps if escalation is necessary. This year it has not been necessary to write many incident reports

as a result of this system.


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f. Participates in and contributes to a school culture that focuses on improved student learning.

Artifact:

Grade/Content

9th

Grade/ Posters of the Earths atmosphere posted in the hallway for all studentsobservation and reflection

Reflection

All of the subjects of school are connected. It is important that students see this. I meet with my

colleagues in other subject areas on a regular basis to determine what they are teaching and how my

own work with the students might help forge connections. As a matter of practice, I also post student work

in the hallway to broadcast their achievements and inform others of our work. This has the potential to

trigger connections beyond the classroom.


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g. Communicates with students, families, colleagues, and communities effectively and accurately.

Artifact:

Grade/Content

9th

Grade/ A series of e-mails for a student who experienced and injury and needed special accommodations

Reflection

Through all forms of media, I have communicated with parents and students about their progress. In the

classroom, I post feedback materials on a daily basis. Through Infinite Campus, I communicate Standard

Referenced Grading based performance to students, parents, and my colleagues. This summer, I will

undergo additional training in Standards Referenced Grading. This will enhance my ability to use the

system and to communicate how the system works to parents.


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Standard 2 - Demonstrates competence in content knowledge

appropriate to the teaching position.

a. Understands and uses key concepts, underlying themes, relationships, and different perspectives

related to the content area.

Artifact:

Grade/Content

9th

Grade/ James Huttons Research Area, Edinburgh Scotland, Summer 2013. Used the experience during the

geology and dynamic Earth units in Earth Science.

Reflection

My two greatest passions are communications and science. Even on vacation, I seek out learning experiences and

ways to develop professionally. In the above artifact, I am exploring the birthplace of modern geology. I also took

the chance to explore Sir Isaac Newtons former work places in London.

This summer, I plan to take additional training in grading and if possible classroom management. I am also

going to teach Summer School Science and English as a Second Language to stay in practice.


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b. Uses knowledge of student development to make learning experiences in the content area

meaningful and accessible for every student.

Artifact:

5A: I can describe simple harmonic motion.

I can measure the amplitude and period of a pendulum.

I can identify the variables that affect a pendulum.

I can create and analyze harmonic motion graphs.Grade/Content

9thGrade/ A real Black Forest clock and a sample of a students pendulum building activity both examples

of tactile learning necessary when students are on the verge of being more capable of abstract reasoning.

The model and activity are both in alignment with district student learning target 5A.

Reflection

In order to produce scaffolding for developing students it is necessary to see the world from their

perspective as much as possible and to find models that are accessible to them. I am in constant search

for such models in found in daily life. I also seek out practical activities for them to construct

understanding. This year, the clock building activity went very well, and I hope to repeat next year. I also

plan to develop similar activities over the summer.


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c. Relates ideas and information within and across content areas.

Artifact:

Grade/Content

9thGrade/ Experiment demonstrating the effects of density on mater, a lab that is applicable to all units of

Earth Science.

Reflection

There are many concepts that span the sciences. Density is a good example of this. Above, students

predicted the outcome of a number of different solutions of different salinity and temperature and then

analyzed the results. The work was originally performed during geology, but applied in meteorology,

oceanography and astronomy.

I use art concepts when teaching the primary colors during physics, during World History,

students study the history of the atomic bomb. To assist my colleagues and the students, I give them a

tutorial on nuclear fusion and nuclear fission during that time. In addition, we have all worked to increase

our students knowledge of math and reading throughout the year.


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d. Understands and uses instructional strategies that are appropriate to the content area.

Artifact:

Grade/Content

9th

Grade/ Students models illustrating the types of plate boundaries.

Reflection

The plate boundary project was designed to bring an abstract concept to students through modeling. Students

were given choice of materials to represent and better be able to reconstruct plate boundaries while studying the

Dynamic Earth unit of Earth Science. Activities such as these are a very meaningful way for students to study

complex ideas.

In the future, I plan to continue to design similar activities for my students. Project based learning will also

be used whenever possible.


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Standard 3 - Demonstrates competence in planning and preparing for

instruction.a. Uses student achievement data, local standards, and the district curriculum in planning for

instruction.

Artifact:

Grade/Content

9thGrade/ Evaluation by district administrator doing a walk-through of my room.

Reflection

The evaluator in this artifact confirms that I use district set standards in my classroom, and that I tailor my

questions to meet the needs of the students. Data team CFA data is used along with other classroom

projects and informal assessments such as Poll Everywhere and the use of Post it notes targeted towardsquestions. Areas where students continue to struggle will receive extra attention in future classes. I and

my colleagues are working towards Standards Referenced Grading. As part of this transition, work is now

geared towards the standards. If students are struggling with a standard, they are allowed and strongly

encouraged to keep working until they can improve their grasp in that area.

Next year this process will continue to improve. The standards laid out by the district are currently

being redesigned toward the new grading system. This will make organizing lessons towards these goals

more attainable.


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b. Sets and communicates high expectations for social, behavioral, and academic success of all

students.

Artifact:

Grade/Content

9thGrade/ Contact log describing communication with a parent about misbehavior in the Earth Science

classroom.

Reflection

A stable learning environment requires established procedures, rules and expectations which are

enforced fairly. Students are, at first, pulled aside if a persistent problem arises. Next, a parent is notified

and if the disturbance warrants, students are sent out of the classroom.

It is a challenging balance keeping students in the learning environment, but making certain thelearning environment is not disturbed by the student. Knowing the student and establishing a connection

is essential to sending as few students out of my learning environment as possible.


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c. Uses students developmental needs, backgrounds, and interests in planning for instruction.

Artifact:

Grade/Content

9thGrade/ Introduction cards from students

Reflection

You must know a student if you ever hope to guide them through the learning process. At the start of this

year, using the note cards was a great way to learn the students identity and I plan to use the cards

again next year. I cannot expect each of my students to love my subject, but I can tailor my work to better

encompass their interests.

From last year to this I have improved my ability to determine my students interests early in the

school year and know them better. Next year, I plan to use the cards again and over the summer I have

the goal of developing additional ways to connect with my students.


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d. Selects strategies to engage all students in learning.

Artifact:

Grade/Content

9thGrade/ Earth Science, studying the expansion of the universe using a balloon as a model.

Reflection

Students learning styles vary. It is important to expose students to the same concepts and ideas a

number of ways. In the above activity, students read about the Big Bang Theory, watched a movie clip

about the theory, participated in a guided discussion about the evidences and then conducted a

laboratory where they measured directly the expansion of the universe between three points (simulating

galaxies).

In any of my planning, I seek diverse experiences to engage each of my students in ways that are

meaningful to them. As discussed in previous sections, students at this point of their development have

different capacities for abstract thinking, and this must be incorporated into the learning activities.


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e. Uses available resources, including technologies, in the development and sequencing of

instruction.

Artifact:

Grade/Content

9th

Grade/ I used eChalk in my instructional planning. This allowed parents and students to see ahead what I

planned for the students to do. Also, it provided a digital location for students to submit work.

Reflection

The use of applications, such as eChalk, to lay out instructional plans is very valuable for parents and students who

are able to use the systems. Electronic planning tools such as Outlook also allow conflicts in schedule to

automatically be discovered. Microsoft Excel and Word also work well for setting up schedules and syllabi.

Challenges to the current systems lie mainly with ease of access to students and the digital divide. Some

of my students use their smart phones for grade checks and to submit assignments. Others do not have ready

access to technology and live very unstable outof-school lives which do not permit them to organize using the

scheduling system, or submit work using the digital drop box.

As an educator coming from the University level, I see how essential it is for students to have the ability to

use these tools. I have considered having my first day in class next year be a library day where my students

establish their log-ins and complete a digital assignment to establish habits. I would like to get part of my

assessment system to be computer submission based as well.


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Standard 4 - Uses strategies to deliver instruction that meet the multiple

learning needs of students.

a. Aligns classroom instruction with local standards and district curriculum.

Artifact:

Grade/Content

9th

Grade/ Student centered learning objectives come directly from the Des Moines Public Schools curriculum

guide for 2013/2014. Activities are aligned directly with the objectives each day.

Reflection

Everything I do with my students in the classroom is geared towards the Student Centered Learning Objectives

established by the Des Moines Community School District. Students are given the objectives to be inserted in their

notes at the start of each unit. As we begin each day, we review past objectives and discuss how the current daysactivity ties into a specific objective.

I will continue to tie my work directly to district objectives and will score my students work according to

those objectives. (Standards Referenced Grading)


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b. Uses research-based instructional strategies that address the full range of cognitive levels.

Artifact:

Grade/Content

9thGrade/ A team of students works to examine Newtons laws of motion using CPO cars. A research

paper showing the value of kinesthetic learning.

Reflection

As a student of science it comes as a matter of course that I use research to guide my work. It is

important when developing lessons and working with students to be mindful of the many learning styles,

of developmental differences among adolescence, and how the brain receives and processes

information.

While teaching strategies are the subject of study it is also important to remember that education is

not an exact science.


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c. Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.

Artifact:

Grade/Content

9thGrade/ Students who completed the days task (building electromagnets for Conceptual Physics) were

given the opportunity to build their own speaker.

Reflection

Students abilities and interests vary greatly. The above activity is an example of how I have worked to

meet the needs of students with special abilities. The objective in this unit of physics was to build

electromagnets. For many of the students, it was challenging enough to build a basic electromagnet. For

those of my students who completed this lab quickly and answered the questions well I developed other

materials to peak their interests.

As I continue to work in the areas of Earth Science and Conceptual Physics, I plan to develop

other ways to engage my students who are struggling and who need a higher level work to challenge

them.


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d. Engages students in varied experiences that meet diverse needs and promote social, emotional,

and academic growth.

Artifact:

Grade/Content

9thGrade/ Composition books

Reflection

In my classroom, students are engaged in concepts using a variety of tools. The composition books

above, provide students with an organized platform to record classroom activities, ask questions, and

represent graphically their learning. It also teaches them skills that will carry them on to higher learning

such as college or trade school.

The above experience in learning is one that will continue to grow. Lincoln High School is part of

the AVID program and these composition books are part of that program. I will continue to work with my

colleagues and receive training on how to educate students on Cornell notes.


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e. Connects students prior knowledge, life experiences, and interests in the instructional process.

Artifact:

Grade/Content

9thGrade/ Students use a familiar concept (dropping a meter stick through pinched fingers) to practice

measurement and graphing to develop science skills.

Reflection

Scaffolding is critical in student learning. New ideas are formed through connections to previously held

ones. In the above example, students learned about data analysis by performing a basic task, dropping a

meter stick between their fingers and timing how long it took for them to recapture.

Scaffolding is as simple as surveying the students of their current knowledge and as complex as

finding ways to bring a diversely represented group of students to a common level of understanding.

Challenges in this area include cultural context (knowing the common English figure of speech Necessity

is the mother of invention).


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f. Uses available resources, including technologies, in the delivery of instruction.

Artifact:

Grade/Content

9thGrade/ Earth Science students using computers to do research on plate tectonics. Students watching

a media presentation on the Earths retreating glaciers during our dynamic Earth unit. Science Bound!

students are comparing the growth of different types of plants using lab books, beakers, cups and seeds.

Reflection

Students learn in a variety of ways, therefore it is important to expose students to a number of different

modes of learning. In my classroom we use a multitude of tools to investigate. We use computers to

conduct research, prepare tables and graphs and communicate scientific information through papers and

other media. Audio/visual learners benefit from information received through video. I use clips to illustrate

key ideas. In the above example my students were learning about glaciers. Science is a very equipment

dependent subject and it is important to have a broad supply of lab equipment.


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Next year, Lincoln Rails Academy will have new tools to help in the classroom. I hope to use

interactive tools on the new digital white board technology to engage my students on initial vocabulary

and help them better share data when working on team and classroom projects.

Standard 5 - Uses a variety of methods to monitor student learning.

a. Aligns classroom assessment with instruction.

Artifact:

Grade/Content

9th

Grade/ Portion of Unit Exam 4 for physics. I align each section of my exams with the student learning targets set

up by the district. Exams are also assessed using Standards Referenced Grading.

Reflection

My students activities and assessments are directly tied to our learning targets. Students are made aware

throughout the learning process how they will be assessed. Each activity is tied into a learning target and each

assessment is directed towards the learning targets.

I will continue to do this in the coming years.


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b. Communicates assessment criteria and standards to all students and parents.

Artifact:

Grade/Content

9th

Grade/ Conceptual Physics syllabus for the 2013/2014 School year

containing the academic and behavioral expectations for the school

year.

Reflection

The above syllabus outlines the behavioral and academic expectations.

This years transition to Standards Referenced Grading has produced

challenges in communicating expectations to parents. Part of the

challenge is understanding the expectations that need to be

communicated.

Next year, with better training, I expect the process of

Standards Referenced Grading to be better. Also, students and parents

will have experienced the grading system during middle school.


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c. Understands and uses the results of multiple assessments to guide planning and instruction.

Artifact:

Grade/Content

9thGrade/ Students using models to understand plate boundaries, preparing a diagram to show the

internal structure of the Earth, and answering key questions which I have analyzed within a target.

Reflection

The standard test is not enough information to assess student learning. I observe my students

understanding of subject material by having them engage in numerous activities. Summativeassessments must include practical testing of ability to perform.

In the coming years I plan to continue developing new ways to test student understanding,

moving away from multiple choice and towards elaboration in answers. I have worked in a number of

fields and actions are the true test of ability.


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d. Guides students in goal setting and assessing their own learning.

Artifact:

Grade/Content

9thGrade/ A student uses their student centered unit objectives (small sheet) and their notes (composition

book) to prepare a review map (large sheet of paper). The activity is collaborative involving 2 students per

study sheet.

Reflection

Throughout a unit students are directed towards their learning goals and asked to assess their

understanding. In the above review exercise, students are using their amassed material to build aconcept map as a final review for a final assessment (Unit Exam).

Next year, I may introduce a learning target reflection sheet to be included in the composition

books. This would organize the process of reflection and of goal setting.


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e. Provides substantive, timely, and constructive feedback to students and parents.

Artifact:

Grade/Content

9

th

Grade/ Student Earth Science Examresults with notes for the student

Reflection

The neighboring assessment is an example

of feedback I give students during the

course of the year. Each day in class, my

students go through a process of self-

assessment as we check the answers to

critical questions and the answers to

problems. Data is also posted in Infinite

Campus for family review. I point out good

work or areas for improvement in the IC

pages.

Checking work quickly is an

ongoing point of improvement. The use of

electronic tools in the coming years will

improve this process. I envision a day in the

near future when my students can use a

computer to take their test. Single answer

questions could be auto checked and

elaborative answers I could check from my

computer with a net connection.


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f. Works with other staff and building and district leadership in analysis of student progress.

Artifact:

Grade/Content

9th

Grade/ Weekly Data team meetings are used to compare student achievement in the 9th

grade building.

Correspondence with Steve Benson about District PLC and edition work on the district level assessments for the

next school year.

Reflection

Each week I meet with colleagues to discuss student performance data and develop common formative

assessments. On a district level, we develop common assessments and curricula using State and National

standards.

Because the process is in the development stage a considerable amount of time is spent on assessment

development compared to actual analysis of data. Future time will hopefully be better applied to analyzing datafrom assessments and determining student need. This will depend heavily on a stabilization of district and school

goals such that assessments can be honed and used more than one year.


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Standard 6 - Demonstrates competence in classroom management.a. Creates a learning community that encourages positive social interaction, active engagement, and self-

regulation for every student.

Artifact:

Grade/Content

9th

Grade/ Room posted list of classroom behavior expectations

Reflection

My experiences in education began in the 20012002 school year serving as an assistant for two gymnasium

schools in southern Austria. I worked with high school aged students who grew up in very stable environments

with support from their homes and who were given considerable personal responsibility in their school

environment. Students were assigned a classroom and the teachers moved during passing. Classroom work was

project based and it was expected of the student to seek understanding from the teacher. As adolescents, these

students needed behavior expectations and boundaries, but management was relatively straightforward.

At the university level entry level students varied somewhat in their approach to their education.

Difficulty in the classroom was infrequent, but when behavior issued arose, they were solved by the removal of the

student from the environment. Students were legal adults and thus held accountable for their own behavior.

Despite being adults, the university and I did encounter challenges with the new generation of helicopter

parents who would make contact with professors and instructors rather than the students. A veteran former

professor of mine from the University of Northern Iowa remarked on the differences in concentration ability of his

students from the start of his career to his retirement.


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Over the last 10 years I have also worked with groups of gifted and talented students grades 46. It was

possible with these students to conduct small scientific research projects and write papers that approached a level

of quality found at the university level. Communication with parents was straightforward and issues regarding

student behavior were quickly remedied. Students also had a natural affinity to the subject matter.

My experiences in the last three years working with students grades 79 in the United States have been

very valuable. I have learned the importance of knowing my students and forming a relationship with them. One

example being a student I have had this year who along with my class entered the subject of debate. At the start of

the year, her behavior was very disruptive and it was challenging to the classroom environment. She has since

gained knowledge in debate and logic. This seems to have changed her attitude towards school and arguing and

has had a remarkably positive effect on her classroom behavior.

Last year I started the classroom from the perspective of a university instructor. Students were not yet

ready for the level of personal responsibility given and their poor behavior reflected this. Differences in

management styles between a co-teacher and myself further complicated this process in some of the Earth

Science classrooms.

This year I took a more stern approach early on and the effects have been satisfactory. Classroomexpectations have been stable, student behavior has been quite good and the resultant student academic

performance has improved. I have noticed a behavior difference between my Earth Science classrooms and my

physics classrooms this year. My physics classrooms have been very focused and cooperative allowing us to do fun

activities and in one great instance, for students to serve as leaders guiding the rest of the classroom through

problems.

I would characterize the behaviors in Earth Science as largely being influenced by student insecurity in the

subject of science. This has improved through the course of the year, but challenges remain. The behaviors

include: frequent restroom breaks, distracting the classroom to avoid the subject, group disruption to avoid the

subject, refusing to participate in activities and debating their relevance, and sleeping or putting their heads down

on the desk to avoid the classroom environment.

In order to address this, I plan to look into additional training opportunities this summer. I would like to

increase the number of activities students do in those classrooms, but this balance is influenced by student

behavior. When trust is lost early on, it is difficult to conduct labs where students are required to focus on their

work. The greater challenge is influencing the students attitudes towards science as a subject. Again, this can be

influenced by fun activities and experiences, but those can only occur in an environment where basic behavioral

expectations are met. Continued communication with parents has been relatively effective, but often the most

challenging students have the least support at home.

I will continue to develop my skills in this area.


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b. Establishes, communicates, models, and maintains standards of responsible student behavior.

Artifact:

Grade/Content

9thGrade/ Student referral documenting behavior during an exam

Reflection

In the previous standard I showed my classroom expectations. In this artifact I show my ability to enforce

classroom expectations. Students generally go through three steps before an office referral is issued. I

will warn the student, in the hallway when possible. Then, the parent is contacted if an issue persists. In

this instance, the student was being defiant and disruptive during an examination. In order to meet the

needs of the classroom and in compliance with school policy regarding profanity directed at an instructor,

the student was quickly removed from the students attempting to concentrate on their work.


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c. Develops and implements classroom procedures and routines that support high expectations for

student learning.

Artifact:

Grade/Content

Above is a series of contact logs made with a parent and the student regarding behavior in the classroom.

I have, for the confidentiality of the student removed identifying information and contacts made from other

teachers and staff.

Reflection

I have established high expectations of behavior in my classroom and I enforce them. Time in the

classroom is vital for learning including students who have behavior challenges. For this reason, I always

try to resolve issues by communicating with guardians as a part of the process.

I will not, however, allow disruptive behavior of individuals effect adversely the classroom learning

environment. If behavior has reached a point where this is occurring, I will send the student for a time out

or further discipline with the aide of out of classroom support.


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d. Uses instructional time effectively to maximize student achievement.

Artifact:

Grade/Content

9thGrade/ A PowerPoint screen to help students see what will be happening that day. The schedule is

flexible to meet the needs of different classes.

Reflection

I always consider time use when planning my days work. Sometimes, like the example above, I share the

time plan with my students. Most days, I set up the time slots behind the scenes and guide the students

by giving them time expectations in chunks. I also develop additional materials each class that can be

used if the students work more quickly than I had expected. I view a unit of lessons as a continuum the

lessons are broken down into days, but this is a rough approximation and I am flexible to student need.

This year, exit tickets have worked very well as both an evaluative tool and as a way of capping a

days lesson. I plan to continue this practice in the coming year. Bell ringers have also been very useful.


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e. Creates a safe and purposeful learning environment.

Artifact:

Grade/Content

9th

Grade/ Collage in room designed to make students think about their future and know that there is much in the

world to explore. Also, a Lincoln Safe Zone poster hangs outside of my classroom.

Reflection

At the entrance of my classroom is the sign posted above declaring my classroom a Safe Zone. I welcome students

different languages into my classroom and encourage them to explore other cultures. The series of posters

displayed above my science magazines shows students examples of my life experiences including places I have

worked in the past.

During instruction, I include practical uses of the subject matter. I encourage individuals with stories that

connect the students to material to share. An example of this comes from this year of renovation. One of the

onsite electricians wanted my students to know how important it is for them to understand the fundamentals of

electricity. During trade school, he noticed how the difference between peers who had studied AC/DC in high

school and those who had not.

When working with specific subjects like conversion, I make a point of showing the class that the same

skill that allows us to convert masses of sand also applies when you are attempting to explain your weight tosomeone who is not from the United States.

When the subject approaches, I make certain my students are aware that race is a social construct and

has no basis in science. Examples of when this meets the science curriculum are discussions of colors and

wavelengths of light and when we talk about people who have contributed to science. The Learning Post

purchased time line does correctly represent the different people both in gender and origins that have contributed

to our current body of knowledge.


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Standard 7 - Engages in professional growth.

a. Demonstrates habits and skills of continuous inquiry and learning.

Artifact:

Grade/Content

9th

Grade/ Image from trip to London England,

summer 2013. The image is of a Sir Isaac

Newton impersonator discussing his life and

contributions to science. In my classroom I

teach Sir Isaac Newtons 3 laws of motion both

in Conceptual Physics and Earth Science.

Reflection

I work constantly to develop professionally.

This includes both an increase in my content

knowledge and my craft as a teacher. Last

summer I traveled to England. During my time

there, I actively sought out connections I could

bring back to my science classroom. This

summer, I plan to take development courses

as well as work with students in three different

arenas (ELL High School Level, ESL Adult Level

and Science Summer School) to continue to

develop my teaching skills.

I currently hold 3 degrees, a bachelor

of arts from the University of Northern Iowa in

biology and German, a masters in business

administration from Drake University and a

master of arts in teaching from the same

institution. I also have transcripts from DMACC

for courses in music (vocal lessons) and

Spanish conversation. All of this shows my

passion for knowledge and for continued

education.


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b. Works collaboratively to improve professional practice and student learning.

Artifact:

Grade/Content

9th

Grade/ I share articles and many other materials with colleagues as I plan for lessons. Here, you see a

link to a Discover Magazine article used during the introduction to Light and Optics in Conceptual

Physics.

Reflection

Beyond prescribed meetings (Data Teams, for example) I meet with my colleagues regularly to discuss a

variety of issues regarding our profession. We meet at lunch each day and share what we know abouttraining opportunities and our daily experiences with students and their performance. We discuss ways to

teach better and we share our knowledge with each other as well as our materials.


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c. Applies research, knowledge, and skills from professional development opportunities to improve

practice.

Artifact:

Grade/Content

9thGrade/ During PD, we have studied the AVID program including the taking of Cornell Notes. In the

above artifact there is a students composition book set up for the Cornell method. The Cornell system is

posted in my room for both Earth Science and Conceptual Physics.

Reflection

Science guides my decision making in and out of education. Education is a work in continuing progress

and a skilled educator must continuously learn and improve their craft. The artifact above is an example

of my students composition books. The use of composition books in the classroom began with training

from those who participate directly in the AVID program at Lincoln High School.


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d. Establishes and implements professional development plans based upon the teachers needs

aligned to the Iowa teaching standards and district/building student achievement goals.

Artifact:

Grade/Content

9th

Grade/ Standards Referenced Grading training for the summer of 2014. The artifact is two superimposed screen

captures one showing Mr. Williamsons Daily Tweet informing us of training courses for Standard Referenced

Grading. The back image is of my calendar showing that I have signed up for the course this summer.

Reflection

Education is a lifelong process. With over 80 credit hours I continue to take courses and attend professional

development courses. This summer, I plan to participate in a number of activities including the Standards

Referenced Grading exercise shown above.


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Standard 8 - Fulfills professional responsibilities established by the

school district.

a. Adheres to board policies, district procedures, and contractual obligations.

Artifact:

Grade/Content

9th

Grade/ Parking leaving 37 minutes after contract time.

Reflection

I arrive to work before contract start time and often leave long after the end of the contract day. This indicates my

dedication to the career and my honoring the Des Moines Public School Districts contract with me.


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b. Demonstrates professional and ethical conduct as defined by state law and individual district

policy.

Artifact:

Grade/Content

9thGrade/ Award for 1 year of service to the district.

Reflection

This certificate is evidence that I have demonstrated professional and ethical conduct as defined by state

law and individual district policy. I will continue to do so.


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c. Contributes to efforts to achieve district and building goals.

Artifact:

Grade/Content

9thGrade/ PowerPoint bell ringer with a math problem designed to prepare students for the student

centered learning targets and the building objective of being prepared for the Iowa Tests of Educational

Development.

Reflection

This year, our school is working to improve student scores in the Iowa Test of Education Development.

Students must show improvement in two categories, mathematics and reading. Science was assigned the

task of assisting in boosting math competency. The above bell ringer is an example of how I worked with

my students to meet Lincolns goal.


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d. Demonstrates an understanding of and respect for all learners and staff.

Artifact:

Grade/Content

9thGrade/ Letter from the Lincoln Rails Academy School Improvement Leader

Reflection

I am an Eagle Scout. As a youth I dedicated myself to the service of others. My word is my honor and Ihave always taken that promise seriously. I purposely avoid the negative and work to speak with all of my

colleagues.

I will continue to do this in the future.


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e. Collaborates with students, families, colleagues, and communities to enhance student learning.

Artifact:

Grade/Content

9thGrade/ Lincoln Community Pancake breakfast fundraiser. Correspondence with international Great

Ape researcher and former Drake colleague Serge Wich about Skype interview to be held with students

May 12th, 2014 from Holland


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Reflection

My ancestors moved to the South Side of Des Moines 150 years ago. They were coal miners their lives

were difficult. My Great-Great-Grandfather died of a broken back in a coalmine and my Great-

Grandfather died of black lung. They were among the citizens of Des Moines whose work built Lincoln

High School.

Over time, Lincoln High School provided a door to a better life for my predecessors. My

grandparents, aunts and uncles all went to Lincoln and became supervisors, bankers, and carpenters.

Carpenters gave way to telephone technicians and the telephone technician led to a science teacher. I

see my ancestors when I look at the students in my classroom. At 9th

grade, the future is rarely clear for

any student. Struggling students of the past have become Nobel Prize winners.

I am proud to be a part of the South Side. The artifacts above reflect this. A few months ago, I

went to a pancake fundraiser on a Saturday morning in the commons. Pictured is a member of the

alumni association who is a good friend of mine. Also shown is a correspondence with Serge Wich, an

Orangutan researcher who once worked on the South Side of Des Moines at the Great Ape trust. He

spoke with the students from his family home in Amsterdam. I work to show the students as much as

possible not only of the science but the world beyond their classroom and city.

There is much to learn from the students. Lincoln is a source of great representation. There are

people from many different cultures and backgrounds. Learning the many perspectives of the students

is part of helping them determine their future.

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Douglas M. Uhlman Portfolio 2014 and 2015 School Year

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