Katarzyna Malgorzata Krolikowska, Poland

Professional Development Portfolio

TEACHING EXCELLENCE AND ACHIEVEMENT PROGRAM

George Mason University, Fairfax, VA21st Sept-7thNov, 2010

TEACHING EXCELLENCE AND ACHIEVEMENT PROGRAM

The Teaching Excellence and Achievement Program (TEA) brings outstanding secondary school teachers

from around the globe to the United States to further develop expertise in their subject areas, enhance their teaching skills, and increase their knowledge

about the United States.

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PERSONAL INTRODUCTION

I am an English Teacher at Secondary School No.5 in Wrocław, Poland;

I have been teaching for 13 years, Standard, Literature and International Baccalaureate Diploma Programme classes;

I provide training in methodology and theory in practice for students at the Institute of English studies;

I received a master’s degree in English from University of Wroclaw;

Currently I am pursuing the final stage in professional promotion to certified teacher (the highest rank for teachers in Poland).

MY PROFFESIONAL BENEFITS FROM

THE TEA PROGRAM

Another milestone in my journey in the field of education;

A unique opportunity to develop my professional talents and efficiency;

A wonderful opportunity to expand my knowledge in

the English teaching field;

Opened my mind to a whole new world of possibilities through academic courses at the College of Education and Human Development, George Mason University and teacher internship at J.E.B. Stuart High School.

MY PROFESSIONAL DEVELOPMENT GOALS

1. To explore the concept of teaching language through content in a learner-centered classroom;

2. To develop and implement modern teaching strategies, particularly related to cooperative working, differentiation, classroom management, and authentic assessment;

3. To improve administrative procedures in terms of the evaluation system in my school back home, in order to make them more effective in benefit of my students.

  

Orientation Workshops Washington, D.C.

September 21-23 2010  The teachers from 21 countries gathered in Washington D.C. to participate in the introductory

conference.

The seminars included:

1. Cross-Cultural Communication and EducationThe concept of cross-cultural communication and strategies for

adjusting to different cultures and culture shock.

2. American Education System - Education Today. Foundations of the U.S. System. A Panel Discussion with U.S. High School Teachers and Students.

3. Tools for Innovative Teaching: Service Learning Session.

GMU Seminars, Workshops and Technology Training

Reflective practice by Dr. Sherry Steeley

Topics:

Professional development and change; Reflective Practice, Individual Action Plans and Action Research; The role of reflective practice in self-improvement, learning

community improvement; Introduction to Portfolios and professional development; The notion of Teacher Agency; Portfolio strategy; Lesson plan format; The role of reflective practice; tools of reflection and cultural

differences; Lesson Planning: A tool for learner centered-pedagogy; Lesson Planning: Objectives and Backward Design; Lesson Planning workshop: technology and portfolio submissions; Learning Strategies and Student Meta cognition-Cultural

applications and differences.

GMU Seminars, Workshops and Technology Training (cont.)

Education and Leadership Program by Dr. Farnoosh Shahrokhi and Dr. Beverly Woody

Topics:

Life Style Inventory (LSI); Theory of Multiple Intelligences; MI: Curriculum and Development and Teaching; A Framework for Leadership –Moral Purpose; Understanding Change and Relationships; Knowledge Building for Effective Functioning of the Schools; Coherence Making for Effective Change; Professional Learning Communities (PLC).

GMU Seminars, Workshops and Technology Training (cont.)

Research and Assessment ESL/EFL by Nora Elbilawi

This seminar course was designed according to three important educational pillars: Research, Methods and Assessment.

Topics: Introduction to course and syllabus discussion. Brain – Compatible Teaching and Learning. Using differentiated methods and instructions. ESL Methods and Instructions. Developing brain – based lesson plans. Authentic assessment. Assessment tools.

GMU Seminars, Workshops and Technology Training (cont.)

Ms. Cara Bremer: ESOL Dept. Chair at Middle School, Springfield,VA.English/ Culture/ Service Learning the concepts of American culture, lifestyles, education and other

features of the U.S. environment. The course was full of practical knowledge, creative ideas, strategies to be easily applied in my every day teaching procedures.

Intensive Technology Training Introduction to GMU E-Mail System Blogging Word 2007 Power point 2007 Excel 2007 Designing a website Audio recording (podcasting) Video recording (short movie making) Wiki pages

Special Professional Development Topics:1) Supervision of Instruction - Dr. Jim Upperman2) Liberating the Curriculum - Dr. Alan Sturrock3) Japanese Lesson Study in the U.S. - Dr. Christopher Johnston

Internship

J.E.B. Stuart Highschool J.E.B. Stuart Highschool Fairfax CountyFairfax County, , VirginiaVirginia Grades OfferedGrades Offered: : 9 - 12 9 - 12 Total Students : 1588 Total Classroom Teachers: 184 Ethnic diversity: Hispanic 39% White 27% Asian 19% Black 12% Campus: suburban Colours: white red and blue Masqot: Raiders

The school’s aims : Academic success Social, emotional, and physical growth The development of productive and responsible citizens use of effective teaching strategies create positive school climate that celebrates diversity and

promotes tolerance, understanding and cooperation Stimulates students as individuals Prepares students for advanced education and vocational pursuits Helps students prepare to be productive members of society Provides unique educational programs (IB Diploma, business-

school partnership with the Defense Information System Agency, business-school partnership with American Management Service, AVID academic project)

Internship – professional enrichmentReflections dedicated to my mentor Ms Veronica Capon

Authentic enthusiasm, energy and devotion Perfect organizational skills Extremely effective time management in the class Daily usage of technology: computers, projector,

smartboard, document projector Strategies- observed and practiced new methods,

explored and practiced CONTENT TEACHING Differentiation – realized the importance of

teaching that gives students multiple options for taking in information and making sense of ideas

learned how to plan lessons to address different student needs

Assessment – observed and practiced authentic assessment procedures; students’ performance as the key to learner-centered teaching

How to improve Student Learning?

CONTENT TEACHING IN A LEARNER- CENTERED CLASS

TEACHER ususeses instructional materials, learning tasks instructional materials, learning tasks from academic from academic

contentcontent areas as the vehicle for developing language, areas as the vehicle for developing language, content, content, cognitive cognitive and study and study skillsskills

adaptadaptss the language of texts or tasks to make instruction the language of texts or tasks to make instruction more accessible to students of different English proficiency more accessible to students of different English proficiency levelslevels

develodevelopsps general academic language skills through general academic language skills through interesting and relevant contentinteresting and relevant content

integratintegrateses language instruction into all other curricular language instruction into all other curricular offeringsofferings

STUDENTS apply what they have learned to their own livesapply what they have learned to their own lives extend their understanding to other content areasextend their understanding to other content areas relate new information to their own experiencerelate new information to their own experience

Lesson Plannig UNIT LESSON PLANS – Four seasonsUNIT LESSON PLANS – Four seasonsIntroduction: The following plans are connected with the subject of seasons of the year/ weather/ climate/ environment.Level – intermediateTime – each lesson lasts 45 minutes (a group of 16 students, age – 16/17 y.o.)Lesson 1 Seasons ObjectivesStudents will be able to use basic vocabulary to describe seasons of the year.Students will be able to compare the weather and clothing of each season, identify the holidays that

occur during each season, know the activities appropriate for each season. Vocabulary: words connected with weather, names of seasonal holidays, seasonal activitiesMaterials: pictures with different weather conditions ( at least 3 pictures for each student <5words

from one picture>, attached to the blackboard before the lesson), paper and pens, short texts about seasons

Lesson Outline:1/ Warm up activity – brainstorming on ideas related to each season of the year2/ Activity 1 – Ss are divided into four groups, each group chooses pictures connected with their

season, they sit together and describe the pictures within the group members (they need to collect at least 30/35 words)

3/ Activity 2 – Ss change groups, so now each group consists of every season representative, Ss exchange ideas and words about their season

4/ Activity 3 – Ss create a graphic organizer/ mind map/ table/ chart etc. consisting of the vocabulary items and ideas characteristic to each season

5/ Activity 4 – summing up, a vocabulary exercise revising the words referring the pictures from the beginning of the lesson (multiple choice, true false)

Assessment :Summative, objective, peer assessment.Students complete the final vocabulary exercises and check each other’s answers. Ss complete the

answers on separate answer sheets so the checking and correction process is coherent and cohesive. The exercise answers assume that there are true answers and all students should learn the same things.

Homework: Write a short puzzle describing one of the seasons.

Learning Strategies1. 1. Name of method or strategyName of method or strategy BrainstormingBrainstorming2. 2. When is this method or strategy useful?When is this method or strategy useful? Beginning of classBeginning of class3. 3. Why or how is this method or strategy useful?Why or how is this method or strategy useful? This strategy allows all students who have an idea to be This strategy allows all students who have an idea to be

given special acknowledgement for their original given special acknowledgement for their original thoughts.thoughts.

4. 4. What are the steps involved in using this strategy orWhat are the steps involved in using this strategy or method?method?

According to Lev Vigotsky it`According to Lev Vigotsky it`ss like a cloud shedding a like a cloud shedding a shower of words.shower of words. Students produce thoughts that can be Students produce thoughts that can be collected and put on the board.collected and put on the board.

5. 5. When would this method or strategy be useful in your When would this method or strategy be useful in your setting?setting?

When you need words for writing a poem or thoughts When you need words for writing a poem or thoughts about lesson to be taught or for developing a group about lesson to be taught or for developing a group project etc.project etc.

6. 6. What would you like other teachers in your school to know What would you like other teachers in your school to know about this method or strategy?about this method or strategy?

That this strategy allows students to share whatever That this strategy allows students to share whatever comes to their mind that is relevant ,no criticism of any comes to their mind that is relevant ,no criticism of any idea and every idea counts. Teachers should remember idea and every idea counts. Teachers should remember that students like it more than anything else.that students like it more than anything else.

Implementation Focus on Content teachingFocus on Content teaching Reshape my present curriculumReshape my present curriculum Incorporate new methods and strategies Incorporate new methods and strategies

into my every day teachinginto my every day teaching Integrate students more into class Integrate students more into class

activitiesactivities Share my knowledge and experienceShare my knowledge and experience Try to be teacher agent of change and Try to be teacher agent of change and

make a positive contribution into school make a positive contribution into school cultureculture

Use the technique of exit tickets every Use the technique of exit tickets every dayday

THE CONCLUDING MOTTO:

„„Getting things done is not always, what is most

important. There is value in allowing others to learn,

even if the task is not accomplished as quickly, efficiently or effectively.”

R.D.Clyde