Portfolio

Manchester College Department of Education

CARE Goals and Objectives

based on the INTASC Principles

Each Manchester College Teacher Candidate…

Curriculum: constructs and delivers appropriate curriculum for P-12 students..

C1   Plans informative, developmentally appropriate lessons and/or units.

        INTASC 2, 3, 4, 7       NBPTS 1, 2

• This lesson plan titled "Boys will  be Boys...Right?" from my Romeo and Juliet Unit is an example of a developmentally appropriate lesson because it requires my freshmen students to work cooperatively in groups and then generate ideas on their own while supporting them with evidence from the book--skills that fifteen and sixteen year olds should be using and developing.

• This rubric evaluated a lesson on chivalry I planned and taught at my middle school placement, and it demonstrates that I plan informative and developmentally appropriate lessons.

• This Romeo and Juliet unit plan is an example of an informative, developmentally appropriate unit; it focuses on teenage issues such as love, fate, suicide, and problems with parents.

C2   Teaches subject matter accurately to insure that students can meet P-12  

        academic standards.  

        INTASC 1, 3, 4, 7       NBPTS 1, 2

• This rubric assessed a chivalry lesson that I planned and taught at my middle school placement, and it demonstrates that I teach my subject matter accurately to insure that students can meet their academic standards.

• This rubric evaluating my teaching during my January practicum at Jefferson Middle School is evidence that I teach subject matter accurately to insure that students can meet their academic standards.

C3   Uses interdisciplinary instruction as appropriate.

        INTASC 1, 7               NBPTS 1, 2

• This unit plan created for seventh grade reading students incorporates reading, writing, math, and social studies as students discover how past people and events have influenced them today.

• I participated in and taught an immigration unit at my middle school placement; it was an interdisciplinary unit created by the Social Studies and English team.  Most of the students' research was done in Social Studies class, while their speech was written, practiced, and assessed in English class.

C4   Addresses subject matter from various points of view.

        INTASC 1, 3, 4, 5, 7   NBPTS 1, 2

• This interdisciplinary unit requires students to try to imagine what it would have been like to be Anne Frank.  They will discuss discrimination and what it feels like to be discriminated against, and they will compare and contrast themselves to Anne to help them see that she really was not very different from them or other teenagers.

• This origami lesson was taught as part of an immigration unit at my eighth grade placement.  Students discussed what it means to be "authentic" when it comes to a person's culture and heritage.  We also discussed discrimination and what it feels like to be different.

C5   Teaches students to use critical thinking and problem solving strategies.

        INTASC 4, 5, 7           NBPTS1, 2

• This unit focuses on Anne Frank and requires students to use critical thinking to connect past events to their present lives and to use problem solving skills to discuss ways they can personally combat or prevent discrimination. 

• In my technical document unit, students had to use problem solving skills to work together to create a game to help the class study their vocabulary words, and then use critical thinking skills to create a technical document rule sheet.

C6   Uses effective questioning strategies.

       INTASC 4, 5, 7       NBPTS 1, 2

• This question sheet demonstrates that I understand how to ask questions at all of the Bloom levels as well as understand why each question belongs in its respective level.

• My lesson plan, "Boys Will  Be Boys...Right?," along with my professor's comments demonstrates that I can effectively ask questions at various blooms levels.  The levels are identified in the lesson plan and in the study guide.

Assessment: assesses students’ learning and development with a variety of measures to aid in appropriate and effective instructional planning.

A1   Develops appropriate tools to assess learning.

        INTASC 4, 8    NBPTS 3

•  My Romeo and Juliet unit plan includes discussion questions, rubrics, checklists, worksheets, organizers, and a final unit test and project to assess student learning throughout the unit. 

• My technical document unit includes a graphic organizer, worksheet, checklist, and rubric that I created to assess student learning throughout the project.

A2   Assesses learning through standardized and/or teacher constructed tests to drive  future instruction.

        INTASC 8       NBPTS 3

• This teacher-constructed Act I quiz assessed learning to drive future instruction because it told me which areas of Romeo and Juliet I needed to re-teach before the unit test.

• This unit nine vocabulary test drives future instruction because it helps students determine which words they need to re-study for the unit six through nine vocabulary test.

A3   Assesses learning through appropriate alternative measures to drive future instruction.               

        INTASC 4, 8    NBPTS 3

• I worked with many ESL students at my high school placement.  I would occasionally conference with them to see what they understood and what was lost in translation.  This conference sheet records a lesson where I assessed the student through discussion and then helped him fill in the blanks of his study guide. 

• These are examples of student responses to a writing prompt I used to assess student understanding of "The Lottery" and "The Birds." Students were given time to write down a response and then they shared their ideas with the class to begin a discussion which further assessed their learning.  Their responses were assessed based on completion instead of assigning them a letter grade.  The first response was written by a student who rarely participated in class.  I was excited when he turned in and shared his ideas.  I talked about his written response even further in person, and after that, he seemed a little more willing to participate in class.

A4   Uses a variety of appropriate, authentic assessment tools and methods.

        INTASC 4, 8    NBPTS 3

• For my technical document unit and my independent reading project unit at my middle school placement, I created and used checklists and rubrics to assess student learning.  I used a checklist to grade the vocabulary game each group created and a rubric to assess the group's corresponding technical document.  For my honors class's independent reading unit, each student had to do a project over an approved novel.  I created a rubric to assess their project and analysis of the novel.

• While teaching short stories with a twist, I had each of my eighth grade students write their own creative story applying at least three literary tools we had discussed (flashbacks, foreshadowing, dialogue, suspense, imagery, etc.).  This is an example of one of the stories I received.

Relationships: establishes professional and reciprocal relationships with others invested in P-12 students’ learning.

R1   Demonstrates sensitivity for diversity with students, colleagues, parents, college faculty, and/or community agencies. 

        INTASC 3, 4, 5, 6, 7, 8, 9, 10   NBPTS 5

• This Diversity Workshop Paper is a reflection of tools that I have learned in order to demonstrate a sensitivity and appreciation for diversity.

• This rubric from a classroom teacher shows that I demonstrated a sensitivity for diversity in a diverse classroom setting.

R2   Demonstrates full awareness of ethical and legal responsibilities of teachers.

        INTASC 7, 8, 9   NBPTS 4, 5

• My involvement in MCSEA for four years, including two years serving on the executive board, demonstrates that I am aware of the ethical and legal responsibilities of teachers.

• This rubric assessed my observation and teaching experience at my middle school placement; it demonstrates that I am fully aware of ethical and legal responsibilities of teachers.

R3   Values life-long learning, personal/professional development, and/or service orientation.

        INTASC 9           NBPTS 4, 5

•  I volunteered with Partners in Learning for three years, including two years as the chairperson for PIL at Manchester Junior High School.  I also volunteered as a tutor and student trainer for Manchester College's Indiana Reading Corps for a total of three years.  The PIL and IRC certificates demonstrate my service orientation.

• This pre-professional workshop certificate for attending a workshop featuring Dr. Patricia Polacco and the PATINS Technology Project is evidence that I value life-long learning.

R4   Models appropriate oral communication skills.

        INTASC 6           NBPTS 1, 2

• This rubric assessing an oral presentation concerning safe and healthy school policy recommendations from Turning Points 2000 is evidence that I model appropriate oral communication skills.

• This rubric assessing an oral presentation about Glasser's Theory of Noncoercive Discipline demonstrates that I model appropriate oral communication skills.

R5   Models appropriate written communication skills.

        INTASC 6           NBPTS 1, 2

• My research paper, "Esther Summerson: Regal Fiction and the Morality of a Princess in Bleak House," was published through Purdue Calumet's Clement S. Stacy Undergraduate Research Conference, and it demonstrates my appropriate written communication skills.

• My reflection and rubric of Curwin and Mendler's Discipline with Dignity Policy is another example of how I model appropriate written communication skills.

R6   Motivates students to learn individually, collaboratively, and cooperatively.

        INTASC 2, 3, 4, 5, 6    NBPTS 1, 2, 3

• This reference letter from Mrs. Bowman, a teacher at Manchester Junior High School, includes student comments that demonstrate I can motivate students to learn individually, collaboratively, and cooperatively.

• This rubric assessed a lesson I planned and taught at my middle school placement about knighthood and chivalry; it demonstrates that I can motivate students to learn individually, collaboratively, and cooperatively with success.

R7   Plans lessons in collaborative teams.

        INTASC 6, 10      NBPTS 5

• This rubric assessing a team oral presentation demonstrates my ability to plan lessons in a collaborative team. 

• This unit was planned in an interdisciplinary team, and it demonstrates my ability to work and plan as a team member.

Environment: creates positive and caring environments for student development and learning

E1   Differentiates learning opportunities that respond to individual learning styles and learning challenges.

        INTASC 2, 3, 4, 5    NBPTS 1, 2, 3

•  My "Boys Will Be Boys...Right?" lesson plan employs multiple intelligences from Howard Gardner's Multiple Intelligence Theory as well as lists specific accommodations for students with emotional and behavior disturbances.

• My Independent Reading Project differentiates learning opportunities for my students because they were able to choose the novel and the project that suited their strengths, weaknesses, and interests best.

E2   Uses a variety of teaching methods and materials.

        INTASC 2, 3, 4        NBPTS 1, 2, 3

• My Act I Discussion lesson plan and graded rubric from my Romeo and Juliet Unit demonstrate that I can use a variety of teaching methods and materials.  In this lesson students will participate in a class discussion, will fill out a cause and effect graphic organizer together as a class and on their own, and will work collaboratively in groups to analyze one character and his/her traits.  Each group will fill out their assigned section of a character trait graphic organizer and present their findings to the class.

• St. Patrick's Day fell right in the middle of the immigration unit at my middle school placement, so I created stations to help students learn how Irish immigrants and their holidays and traditions have influenced us living in the United States today.

• To help my students understand the important fight scene between Tyblat and Mercutio from Romeo and Juliet, I team taught a lesson that used creative dramatics at my ninth grade placement.

E3   Uses a variety of appropriate media and technology.

        INTASC 2, 3, 4        NBPTS 1, 2, 3

•  This Elizabethan England WebQuest that I developed is an example of the kinds of appropriate media and technology I will use in my classroom.

• In my origami lesson featuring an essay about a Japanese immigrant my eighth grade class read during our immigration unit, I showed a clip using a smart board to show students the steps they needed to perform to create a flapping bird.

E4   Keeps records to monitor, document, and report student progress.

        INTASC 8, 10          NBPTS 1, 3

• At my middle school placement, I kept written documentation of all student grades to monitor, document, and report student progress.

• I also kept online computer records of all grades and attendance at both my middle school and high school placements using Power School.

E5   Manages student behavior in positive, safe ways.

       INTASC 2, 5            NBPTS 1, 3

• This rubric from my middle school teaching and observation experience records my ability to manage student behavior in positive and safe ways.

• My classroom management plan is a synthesis of multiple behavioral theorists and explains how I manage student behavior in positive and safe ways.

E6   Models conflict resolution skills.

        INTASC 2, 5, 8        NBPTS 1, 3

• My peer mediation reflection demonstrates my understanding of peer mediation techniques, procedures, and rules.

• This lesson plan teaches students about the dangers of cyber-bullying as they research ways to avoid it and protect themselves and others.  The lesson also teaches ways to get help and help others if an online conflict occurs. 

E7   Engages in research and reflection on best practices in teaching strategies.

        INTASC 1, 2, 7, 9    NBPTS 4, 5

• My reflections and rubrics concerning Curwin and Mendler's Discipline with Dignity Policy and Kohn's Beyond Discipline Theory are examples of research and reflection concerning the best practices in classroom management and teaching strategies.

• This paper is a reflection over techniques used to teach reading comprehension, note taking, and writing  to general and special education students as presented in The Inclusive Classroom by Mastropieri and Scruggs.

• My final reflection paper over my experiences during teacher preparation is evidence that I reflect on my experiences, teaching practices, education, and goals.