Final document

Initial Level

The Developmental Teaching Portfolio

Allison McFall

Initial Level

The Developmental Teaching Portfolio

Allison McFall

History Major

Secondary Education Minor

Department of Curriculum and Instruction

Clemmer College of Education

East Tennessee State University

Spring, 2014

Table of Contents

SECTION ONE: BACKGROUND INFORMATION

Introduction

Working Resume

Statement of Philosophy

Program of Study

Unofficial Transcript

ACT or Praxis I Scores

SECTION TWO: SELECTED ENTRIES

Planning and Teaching Strategies:

Bloom’s Taxonomy Assignment

Lesson Plans

Actual Teaching:

Assessment and Evaluation:

Performance-Based Grading Rubric

Learning Environment:

Guided Observation #1- Contextual Factors

Guided Observation #2 – Physical Arrangements

Guided Observation #3 – Paperwork

Professional Growth:

STEA Membership

Communication:

Letter to Parent

PBL Project

SECTION THREE: PROFESSIONAL EVALUATION

Field Placement Journals

Field Placement Evaluations

Timesheets

Concluding Reflection

Section One: Background Information

Introduction

My name is Allison McFall. At present, I am working towards obtaining my Bachelors of

Science in History with a minor in Secondary Education from East Tennessee State University. I

anticipate my graduation from this institution to be in May 2016. In May 2013, I graduated from

Walters State Community College with an Associates of Science in History. The following

documents are my developmental teaching portfolio. This portfolio consists of artifacts I have

completed during my pursuit of a Bachelors of Science degree. The works enclosed in this

portfolio are indicative of various concepts I have learned, and a plethora of experiences, that

have shaped my thoughts about teaching. This portfolio is, like my education, a work in progress

as I continue to learn and grow towards my goals. As a teacher, I hope to return to this portfolio

during future situations for guidance and ideas that may help me in my future classroom. The

more resources one has as a teacher, the better, and I anticipate using this as a resource as I begin

my teaching career. I look forward to continuing to learn on my quest to be the best teacher I can

be.

Context Statement

Type of Artifact: Resume

Date: Spring 2014

Courses: Education 2300 Introduction to Education

Description: This is my resume which I began in Education 2100 and revised in

Education 2300.

Allison Nicole McFall

4165 Leslie Drive

Morristown, TN 37814

423-258-6067 / [email protected]

Professional Objective: To obtain a position as a history teacher in the high school setting.

Education:

2013-2016 Bachelor of Science in History, minor Secondary Education

East Tennessee State University

2011-2013 Associate of Science in History

Walters State Community College

2007-2011 High School Diploma,

Morristown Hamblen High School East

Honors and Awards:

2014-2015 ETSU Distinguished Student Scholarship

Spring 2013 Walters State Suma Cum Laude

Spring 2013 Walters State President’s List

Fall 2012 Walters State Dean’s List

Spring 2012 Walters State President’s List

2012-Present Merit Scholarship

Fall 2011 Walters State President’s List

2011-Present Hope Scholarship

Related Educational Experience/Professional Experience:

Spring 2014 Service Learning, Morristown Hamblen High School East

Eleventh Grade

Fall 2013 Service Learning, Autumn Fest

Fall 2012 Service Learning, Russellville Primary

First Grade

Fall 2011 Word, Excel, and PowerPoint

College Related Professional/Academic/Service Activities:

2012-Present Student Tennessee Education Association Member

2012-2013 History Club Secretary

2012-Present Phi Theta Kappa Honors Society

2011-2013 Walters State Senators Page

2012-2013 Walter State Senators Page Vice President of Leadership

Community Related Professional/Academic/Service Activities:

2011-Present Challenger League Buddy

2011-2013 Boo Fest Volunteer

Additional Work Related Experience:

2012-Present Hamblen County Board of Education, Extended School Program

Pre-Kindergarten-Sixth Grade

References: Available upon request.

Placement File:

Please contact the ETSU Career and Internship Services Office.

Website: http://www.etsu.edu/careers , BucLink

TEL: 423-439-4450

FAX: 423-439-6176

http://www.etsu.edu/careers

Context Statement

Type of Artifact: Philosophy of Education

Date: Spring 2014

Courses: EDUC 2300 Introduction to Education

Description: This is my philosophy of education that I completed in Education 2300.

In respect to education, teachers work within the realm of trial and error frequently.

Going in to the field of education, one accepts the fact that some methods will work, while others

will not. One goal of being an educator is to find the things that do work, in order to become as

effective as possible in the classroom. These teachers that learn to adapt to the situation do

indeed become effective educators. In my observations, three attributes that many effective

teachers have adopted are flexibility, being a lifelong learner, and having a passion for what they

do.

One attribute that is associated with effective teachers is flexibility. The ability to adapt

to individual situations and atmospheres is invaluable in the classroom setting. These educators

understand that they are going to attempt to employ different methods of instruction and that

some will work, whereas others will not. What makes these teachers effective is that they do not

accept the failure; they continue to bend until they find a method that does work. The flexibility

helps improve the classroom and helps the students grow and gain more from having a variety of

instructional methods.

Another tenet of an effective teacher is being a lifelong learner. Many people believe that

once they walk across the stage and get their diploma, they are done learning. However, as any

effective educator knows, learning never ends. Being an effective teacher means learning from

your students and allowing them to teach you, while you are teaching them. You will learn

lessons from your students that may only become valuable to you upon reflection, but if you

heed these experiences, your classroom will be improved and run more smoothly. Learning from

students can allow you to see what methods being used that are most effective, and it allows you

to mold your classroom into an environment that is most conducive to learning and growing.

When students and teachers learn from one another, it enhances the active learning occurring in

the classroom.

There are a plethora of other attributes that make someone an effective teacher; however,

the one that I consider the most advantageous trait is a passion for what they do. Passion can turn

what would normally be a boring subject to study into a work of art that captures the mind of

students and makes them hunger for more. When teachers are passionate, that spark then carries

into their classroom atmosphere and can set a fire in his or her students and make them more

receptive to learning. Students deserve to have teachers who love what they do and who are

passionate about helping their students learn and reach their full potential.

Effective teachers come in all shapes and sizes. They all use trial and error to find out

what works best for their classroom. Effective teacher are infectious, and can inspire their

colleagues and students to do their best and give their all. While there are many attributes that

form effective teachers, flexibility, being a lifelong learner, and being passionate are three of the

most important aspects of their ability to be effective. As I strive to become an educator, I hope

to find ways to incorporate these concepts into my daily life in order to prepare me to be the

most effective educator possible.

Context Statement

Type of Artifact: Program of Study

Date: Spring 2014


Description: This is my program of study according to East Tennessee State

University’s 2013-2014 College of Education catalogue.

Context Statement

Type of Artifact: East Tennessee State University Transcript

Date: Spring 2014


Description: This is an unofficial copy of my East Tennessee State University

Transcript.

Context Statement

Type of Artifact: Transcript

Date: Spring 2014


Description: This is an unofficial copy of my Walters State Community College

transcript.

Context Statement

Type of Artifact: ACT Score

Date: Spring 2014


Description: This is a copy of my ACT score.

ALLISON TURLEY

Test Date: October 2010 Test Location: National Test Option: ACT (NO WRITING)

This is not an official ACT score report and is intended only for your informational use.

Score

Composite Score: 29 Does your score meet the ACT College Readiness Benchmark?

English 31

Yes. But you can further improve your English skills.

Usage/Mechanics 16

Rhetorical Skills 16

Mathematics 26

Yes. But you can further improve your mathematics skills.

Pre-Algebra/Elem. Algebra

14

Algebra/Coord. Geometry

12

Plane Geometry/Trig. 14

Reading 34

Yes.

Social Studies/Sciences 18

Arts/Literature 16

Science 24

Yes. But you can further improve your science skills.

Multiple-choice scores and the Composite score range from 1 to 36; subscores range from 1 to 18. Dashes (--) indicate no score.

Your Composite score is the average of your scores on the four subject area tests. Subscores do not necessarily add up to your score for a subject area test.

Home

https://services.actstudent.org/OA_HTML/actibeCAcdStudentHome.jsp

SECTION TWO: SELECTED ENTRIES

Planning and Teaching Strategies

Context Statement

Type of Artifact: Bloom’s Taxonomy Activity

Date: Spring 2014


Description: This is the Bloom’s Taxonomy Activity we completed in EDUC 2300

Introduction to Education.

Name: Allison McFall

Date: April 8, 2014

Class: EDUC 2300 Introduction to Education

Semester: Spring, 2014

Bloom’s Taxonomy Activity

1. Targeted grade level: Eleventh Grade

2. Subject area: American History

3. Specific content to be taught: Tennessee State Standard 8.4 Identify the changes in

social and cultural life caused by the Great Depression

4. Questions:

a. Remembering

1. What is the Dust Bowl? How is it relevant to the Great Depression?

2. When did the stock market crash?

3. Can you list the major causes of the Great Depression?

b. Understanding

1. How would you compare Hoover’s approach to the Great Depression to

FDR’s approach to the Great Depression?

2. How would you summarize the major causes of the great depression?

3. How would you explain and show the effects of widespread poverty and

unemployment?

c. Applying

1. What questions would you ask FDR and his brain trust at this juncture in

history?

2. Using what you have learned, how would you propose to end the

widespread poverty and unemployment?

3. What would it have meant for this area if the TVA (Tennessee Valley

Authority) had not been implemented as a component of the New Deal?

d. Analyzing

1. How is the Bonus Army related to the Great Depression?

2. Examine the components of the New Deal and identify the functions of the

different agencies that were created. Which ones were most successful?

3. What was the purpose of FDR’s Bank Holiday?

e. Evaluating

1. What is your opinion of the New Deal?

2. In your opinion, how would you rate the success of the New Deal in

combating the Great Depression?

3. How would you prove or disprove that the New Deal ended the Great

Depression? Use evidence to support your answer.

f. Creating

1. What changes would you propose to combat the effects of the depression?

2. How would you adapt FDR’s New Deal program to produce a different

result?

3. How would you improve the lives of those people living in shantytowns or

Hoovervilles?

Context Statement

Type of Artifact: Lesson Plan Assignment

Date: Spring, 2014


Description: This is a lesson plan that coincides with my Bloom’s Taxonomy Activity.


Title of Lesson: America’s Trials and Troubles: The Great Depression

Grade: Eleventh

Date: April 8, 2014

Materials Needed:

Computer with internet access

Textbook

Class Notes

Copy of Higher Order Thinking Questions for each student.

Educational Tool (such as ThingLink) to build their presentations.

Goals:

The student will identify the causes of the Great Depression.

The student will identify the changes cause by the Great Depression.

Objectives:

The student will understand the causes of the Great Depression.

The student will be able to define Hoovervilles, the Bonus Army, the Dust Bowl,

and the New Deal programs.

The student will be able to compare and contrast the New Deal programs.

The student will learn the causes of the Great Depression.

The student will be able to define the success, or lack thereof, of the New Deal in

ending the Great Depression

Instructional Procedures:

1. Define what the Great Depression was.

2. Examine what caused the Great Depression.

3. Discuss the effects of the Great Depression.

4. Examine the New Deal Programs.

5. Break into five groups to work on Higher Order Thinking Questions.

6. Complete the questions.

7. Use an educational tool (such as ThingLink) to build a presentation of your groups

chosen questions to share with the class.

8. Assess the grade of the members of your group based on the rubric.

Questions:

(See Bloom’s Taxonomy assignment)

Closure:

I will end the lesson by having each group share their presentations and having them to

share one thing they each learned with the class.

Adaptations to meet Individual Needs:

The student with and IEP will be placed in a group with an advanced student.

Evaluation Assessment:

See attached rubric

Assessment and Evaluation

Context Statement

Type of Artifact: Rubric

Date: Spring, 2014


Description: This is a rubric that is intended to be used with my lesson plan and

Bloom’s Taxonomy activity.

0 1 2 Score Participation Did not help

group.

Provided few

ideas for

project.

Enthusiastically

helped group

with project

____ / 10

Cooperation

Uncooperative Had negative

comments

about work.

Fully

cooperated with

and worked

well with group

members

____ / 10

Class

Discussion

(Teacher will

fill in this

section)

No

Participation

Limited

Participation

Full

Participation:

Took notes,

asked

questions, and

made

comments.

____ / 10

Questions (3) None correct 1-2 correct All correct ____ / 10

Group

Presentation

Did not answer

questions.

Answered 1-2

questions.

Answered all

questions.

____ / 10

Total Score

____ / 50

40-50 = Exemplary

30-39 = Good

20-29 = Fair

10-19 = Improvement Needed

0-9 = Unsatisfactory

Learning Environment

Context Statement

Type of Artifact: Guided Observation #1

Date: Spring 2014


Description: This is guided observation one that I completed in my service learning

experience.

Guided Observation #1 – Contextual Factors


Date: April 8, 2014

Course: EDUC 2300 Introduction to Education

School: Morristown Hamblen High School East

Interview your mentoring teacher to obtain the demographics about the school. Write

a response for each question in a paragraph format.

1. Record the number of males, females, and ratio of ethnicity within the

classroom. There were six males and eleven girls in this class. All of the males were Caucasian. The

ration of the girls was slightly different, but still predominantly Caucasian. There was one

female of Pacific Islander descent.

2. What are the development levels of the students within the classroom you

are observing? Predominantly these students seem to be on par with the developmental levels typically

associated with their grade. They as critical thinking questions and are engaged in the

learning process

3. How is the instruction modified to meet the diverse needs of the students? The instructor, Mr. Ihle, uses lecture and power point presentations to keep his students

engaged. He also plays music pertinent to the topic at hand.

4. Research the school and the Tennessee State Government web site to

obtain information about the school community, school report card, and

school population. The school report card showed some interesting results. The average ACT score for

students at East High was 19.5, which is slightly under the state of Tennessee’s average.

It also showed that nearly half the kids that attend East are economically disadvantaged.

Their graduation rate is only 84.7%. In nearly every achievement area listed on the site,

East had roughly ten percent in each category that were below proficient in test scores.

Demographically, the school is predominantly white, 80%, with the next significant

population being Hispanic, 12%, and finally Asian at 6%.

5. What are the specialized programs/activities found within the school that

would assist special needs children, those who need enrichment activities,

or remediation? List the specific programs that are available. Within the school there are several students with disabilities who are in inclusion classes.

These students have peer tutors with them to help assist them with their class work. For

students with more severe disabilities there are intensive special education classrooms

that also have peer tutors to help students with their studies. My cousin is in one. He has

downs syndrome and through the help of his teachers, he now has an iPad to help him

talk.

Additionally, there is also an ELL teacher on site. She assists the Hispanic students in

their comprehension of English.

Context Statement


Date: Spring 2014


Description: This is guided observation two which pertains to the layout of the

classroom.

Guided Observation #2 – Physical Arrangement


Date: April 8, 2014



Instructions for the Observer: First, draw a map of the classroom you are observing, including

seating arrangements, placement of furniture, computers, telephone, and other equipment. Give

a brief critique of the effectiveness and use of: technology, lighting, traffic patterns, instructional

displays, management, and motivational elements. Then design your own perfect classroom

1. Draw classroom map:

2. Effectiveness of:

a) Technology:

Mr. Ihle uses technology relatively effectively. He has PowerPoint presentations,

which he shows on the SmartBoard to help reiterate his lectures. He also plays

music that coincides with his lessons. Also, he occasionally shows video clips

when applicable to the lesson.

b) Traffic Patterns:

The traffic patterns are relatively simple. Mr. Ihle uses the main area between

desks like a runway. He walks back and forth as he lectures.

c) Instructional Displays:

There are two primary bulletin boards in the classroom. One has generals of the

Civil War displayed on it. The other board has a collage of historical pictures that

spans the timeline of America. Also throughout the room there are flags from

different nations such as Mexico and England. Also on Mr. Ihle’s walls are

motivational posters to remind the students that they are capable of great things.

All of these support what the classroom is trying to accomplish in different ways

and at different times.

d) Classroom Management:

Mr. Ihle’s students are conditioned to act in a way that he expects. He has high

expectations for the actions and participation of his students. He expects them to

be active in the lecture portion of class time. The students are permitted to ask

questions or make comments, relevant to the topic, when they wish. He is happy

to answer questions and encourages them to be asked. His students know what are

expected of them, so the majority of them read the material and turn their work in

on time. When one doesn’t turn his or her work in on time, they are called out on

it and questioned about it.

e) Motivational Elements:

As motivation to participate in classroom discussion, Mr. Ihle will hand out a

piece of candy if you answer a difficult question correctly. He also provides

positive enforcement through bragging on you in front of your peers, or praising

you in a private conversation, when you are working well.

Mr. Ihle also uses negative reinforcement. He openly chides students who do not

do their work in front of the class.

3. Draw your perfect classroom:

Context Statement


Date: Spring 2014


Description: This is guided observation three which talks about how paperwork is

handled in the classroom.

Guided Observation 3 -- Paperwork


Date: April 8, 2014



Guided Observation Three – Paperwork

1. How do students seem to have been instructed to head papers?

Students are to fold papers in half, like a hot dog. Then on the side without holes, on

the back of the last page in the upper right hand corner, they are to write their name,

date, class, and assignment.

2. What policies exist for students for handling incomplete work, late work,

makeup work, and missing work?

The students with incomplete or late work are to show it to Mr. Ihle the next class

meeting and have it completed. As for makeup work, the students are to ask their

peers what was assigned. Then if work was assigned they are to go to the bookshelf

and find the sheet they are looking for. In respect to missing work, Mr. Ihle gives out

progress reports periodically. On these he highlights what is missing and gives the

students till the end of the week to turn it in.

3. How are students instructed to submit completed work or turn in graded

assignments?

Students submit completed work to Mr. Ihle by placing them on the corner of his desk

in the appropriate stack. At the end of the class period he places a rubber band around

the stack.

Professional Growth

Context Statement

Type of Artifact: STEA Membership

Date: Spring 2014


Description: This is proof of my membership in STEA.

Communication

Context Statement

Type of Artifact: Letter to Parents

Date: Spring 2014


Description: This is a letter to the parents of the students in my service learning

classroom.

February 10, 2014

Dear Parents,

My name is Allison McFall from Walters State Community College. I am a History

major with a minor in Secondary Education. One of my assignments this semester is to

participate in a service learning project. I will be spending a minimum of eighteen hours

observing and working in the classroom with your child and Mr. Ihle. I am excited for this

opportunity, and I look forward to using this experience to assist me to become a more effective

teacher in my future classroom. If you have any questions or concerns, please contact Dr.

Patricia Sigler, Morristown East High School Assistant Principal, at 423-586-2543.

Thank You,

Allison McFall

Context Statement

Type of Artifact: PBL Project Abstract

Date: Spring 2014


Description: This is an abstract of my PBL project completed in Education 2300.

Abstract

This is an abstract of my PBL from Education 2300. The final product of my group’s

PBL is not finished at this time, but here is a summary of what it contains and what we hope to

accomplish. Our goal of this PBL is to educate students on slavery. To do this, the student will

be broken up into two groups of seven. The students will be tasked with formulating a debate to

argue for their side’s position on slavery. One group will give the perspective of the North on

slavery. One side will provide the view of the South on slavery. They will have to provide

sufficient evidence to support their argument. This overall project is coupled with individual

assignments that include: vocabulary, research, reading selections and discussion, and finding a

video to use for their portion of the debate. At the end of this project, the students will be able to

tell the major themes of slavery leading up to the outbreak of the Civil War. The students will

also have a better understanding of how slaves were treated during the pre-Civil War period.

This project is designed for an eleventh grade advanced placement American History class.

SECTION THREE: PROFESSINAL EVALUATION

Context Statement

Type of Artifact: Service Learning Journal

Date: Spring 2014


Description: This is my service learning journal from Education 2300.

Education 2300

Journal Entries

Allison McFall

Spring 2014

VISION FOR MY FUTURE

Here is what I want to accomplish this year:

Education: This year I hope to pass all my classes. I also hope to complete my boarding process

and board in the College of Education at East Tennessee State University.

Career: I want to continue working for the Hamblen County Board of Education as and

Extended School Program Site Director.

Family and Friends: I want to strive to be the best wife, friend, and person that I possibly can.

Involvement and Service to My Community: I want to volunteer more in my community. I

hope to accomplish this by volunteering as an assistant coach in the challenger league baseball

program this summer.

Personal Growth: I want to grow personally in the area of not letting stress bother me. I let it

affect me quite a bit at present, so I hope to find ways to combat this.

Service Learning Project


Course Title: Education 2300 Introduction to Education

Date: February 10, 2014

Agency Name: Morristown Hamblen High School East

Agency’s Mission Statement/ Grades Served/ Community Needs: Morristown Hamblen High School East provides a comprehensive educational experience to

help students become ethical, self-reliant, life-long learners who contribute positively to our local

communities and our global society.

Prologue: What do you expect to get from your service learning experience (i.e., how will this

experience help YOU develop)? How will it impact your learning and link to class materials? How

do you think the students and staff will perceive you? What goals do you have for the semester’s

Service Learning experience? What fears do you have (if any) about service learning?

I think this experience will help me learn how to effectively teach students about history. It will

impact my learning by showing me how to use stories to keep students actively engaged while

facilitating their learning. I thinks the students will perceive me as strange at first, given that I am

sitting in on their class. After a few visits I feel that they will view me as they would view any

potential educator. I think the staff will view me as an equal and as a potential colleague. My

goal for this semester’s service learning experience is to become more adept at being a

successful storyteller. I have no fears about this service learning experience.

Journal Entry #1

Overview: I arrived at East High at 8:00 to begin my service learning hors in Mr. Ihle’s

eleventh grade American History class. He introduced me to the class and from the onset

included me in the discussion of the lesson. I feel that I will definitely enjoy my time in

this class.

Affect: I had no qualms upon entering Mr. Ihle’s classroom. Mr. Ihle was very

welcoming and made me feel at home in his classroom. He asked me questions and

included me in the classroom discussion. I am excited about continuing my time in Mr.

Ihle’s classroom.

Behavior: I felt that being in the classroom was fun. I found myself wanting to stay

longer than I had time to do so. When I was asked to interject in the lesson, I felt that it

went well. Although I had not been given prior material with which to prepare myself, I

feel that my participation in discussion went without a flaw.

Cognition/Content: I learned how to tie theories from my education class into a style of

teaching. During my short stay in Mr. Ihle’s class I learned that there is a lot of material

to cover and not a lot of time to accomplish this feat in. It is important to keep students

actively engaged in discussion. Additionally, it is important to provide them with multiple

ways of learning the material, such as PowerPoint, lecture, and group activities.

Journal Entry #2 Overview: When I arrived for day 2 I was notified that the classes were on an A/B

schedule. Essentially they have split his Advanced Placement class making the class size

smaller. While a smaller class is usually beneficial, it doesn’t help in this setting due to

the pace Mr. Ihle has to teach at in order to prepare his students for the end of year exams.

Affect: I was excited about returning to Mr. Ihle’s room on day two. It was a very

welcoming and exciting atmosphere. I am pleased that my mentor teacher is willing to be

so helpful and is more than willing to share teaching tools, such as hitoryteacher.net.

Behavior: Today I observed the classroom again in order to get acquainted with the

students and Mr. Ihle’s classroom style. I also interjected in discussion in an attempt to

help the classroom flow continuously.

Cognition/Content: I feel that Mr. Ihle gets his point across very effectively. Today he

did a lesson on industrialization. This section has some difficult concepts to teach in a

tactful manner, such as white supremacy and ethnocentrism. He teaches these concepts in

a way that is effective and memorable. He keeps his students engaged and active

throughout the entirety of his lesson for the day.

Journal Entry #3

Overview: On day three, Mr. Ihle was giving his class an exam. This gave us an

opportunity to talk and he gave me some advice on being a teacher. We talked about the work

ethic of the class as a whole. Additionally we talked about common core standards and some

ways to tie them into lessons in the classroom. The most important aspect we discussed, and

what Mr. Ihle kept reiterating, was to have fun. Telling the students anecdotal stories to keep

them interested is an invaluable tool to implement as a teacher. He also told me to set high

expectations for both my students and for myself.

Affect: Today I was anxious to get back into the classroom, since we had been off for a

week due to snow. I was excited about returning and I was not disappointed with what I

experienced and learned. The discussion I had with Mr. Ihle made me feel as if I was in the right

major for me and also that I was pursuing the correct career for myself.

Behavior: My actions in the classroom today were less interjectory than normal, due to

the test being given. I still feel that it was a good experience, given how much I learned from

talking with Mr. Ihle.

Cognition/Content: Today I learned that if you push your students to learn, and have

high expectations for them, more often than not they will rise to meet said expectations.

Epilogue:

Reflect on your semester’s service learning experience.

This semester’s service learning experience has been very enlightening. I have learned a plethora of

information about classroom management and how to be organized. I also have learned some

teaching tools to keep my students engaged and active in classroom discussion.

Revisit the prologue. Have your expectations been met?

My expectations have been met and have far surpassed anything I could have hoped to have learned

and accomplished during this experience.

How have you been surprised, delighted, or dismayed by the experience? Give specific

examples.

I have been delighted by my experience. I felt at home in the classroom environment, especially on

the days that I got to have hands on experience with the students, such as helping them complete a

diagram about political machines.

How could this experience be improved?

This experience was phenomenal. The only improvement I could see would be if I had been given

the opportunity to do a mini lesson. I understand that due to the fast paced nature of the class, that

that is why I was not able to do so.

VISION FOR MY FUTURE

Here is what I want to accomplish in the next five years:

Education: I hope to have graduated from East Tennessee State University and be ready to go

into the field of education.

Career: I hope to have gotten a hob as a high school History teacher. If that is not possible at

the time, I hope to be substitute teaching in order to work my way up to a teaching position.

Family and Friends: I hope to have started a family, or to be ready to start one in the near

future. I also hope to remain in touch with my friends.

Involvement and Service to My Community: I want to still be a challenger league coach. I

also hope to be volunteering more in my community.

Personal Growth: As far as personal growth goes, I hope to have learned to “let go and let

God” so as to not worry about things I can’t control.

REFLECTIONS

Here are the Knowledge and Skills that I have acquired as a direct result of taking part in this

Service Learning project:

I have refreshed my knowledge on some aspects of American History. I have learned how

important it is to stay organized. An organized classroom is a happy classroom. I have gained the

knowledge of how to better implement classroom management.

Here is how this Service Learning project ties in with my

EDUC 2300 Introduction to Education class:

This service learning project ties in with my education 2300 class in that it allowed me to take

away many teaching tools that I plane to use in my future classroom. It also allowed me to learn

more about classroom management and how to implement common core into everyday activities.

My Contribution to the Community

I have devoted 18 hours to my Service Learning project. Here are four lasting experiences that

are an outcome of my Service Learning project:

1. Students will rise to meet your expectations. If you set the bar high, and give them the push

they need, they will rise to meet whatever expectations you set for them.

2. It is important to make your room a safe environment conducive to learning and growing.

3. I now understand how to better put together a lesson that keeps students engaged from bell to

bell

4. I am confident that inside the classroom is where I need to be.

Context Statement

Type of Artifact: Service Learning Jounal

Date: Fall 2013

Courses: SPED 2300 Exceptional Learners

Description: I completed my service learning for SPED 2300. We did not have to keep a

journal.

Context Statement

Type of Artifact: Service Learning Journal

Date: Fall 2012

Courses: Educational Psychology

Description: I completed my service learning for Educational Psychology never had my

journals returned.

Context Statement

Type of Artifact: Service Learning Evaluation

Date: Spring 2014


Description: This is my service learning evaluation completed in Education 2300.

Context Statement


Date: Fall 2013

Courses: SPED 2300


evaluation returned.

Context Statement


Date: Fall 2012



evaluation returned.

Context Statement

Type of Artifact: Service Learning Time Log

Date: Spring 2014


Description: This is my service learning time log completed in Education 2300 class.

Context Statement


Date: Fall 2013

Courses: SPED 2300


time log returned.

Context Statement


Date: Fall 2012



time log returned.

CONCLUDING REFLECTION

Thank you for taking time to review my portfolio. I hope that it is a sufficient working

example of what I have learned thus far in my journey to become a future educator. I look

forward to gaining more knowledge and bettering myself to become an effective educator. My

goal is to become an effective, compassionate teacher who helps her students reach their full

potential.

Date post:	23-Mar-2016
Category:	Documents
Upload:	allison-mcfall
View:	213 times
Download:	1 times

Final document

Documents