Portfolio, A Collection of InTASC Materials
The following documentation is an integrated electronic portfolio of the work, activities, and materials I implemented into my classroom teaching experience during my internship at Patterson Park Public Charter School in Baltimore, Maryland. Thedocumentation is organized into four Mega-Artifacts divided by their specific relationship to different elements of the InTASC Principles. The Mega-Artifacts are comprised of a narrative essay linked to additional supporting artifacts of my planning and organizational work as well as student work. Additionally, a set of documents and materials that I created during my coursework is included separately.
Artifact One: Internalization/Externalization of Experience
The following Artifact is an explanation and analysis of the ways in which the candidate facilitated the experience of learning, including but not limited to learner development, learning differences through scaffolding, differentiation, and accommodation, and learning environments, for students in a Middle School Language Arts classroom at Patterson Park Public Charter School during the September 2011 to May 2012 student internship. Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation. |
Artifact Two: A True Content - Language TechArts
The following Artifact is an explanation and analysis of the ways in which the content area of the Language Arts was applied in a Middle School classroom at Patterson Park Public Charter School by the candidate during the September 2011 to May 2012 student internship. This particular Artifact explores the way in which the content of the Language Arts was brought into the content of student life in a valuable and accessible way through the integration of technology and arts based projects. These projects built not only a knowledge of the content of the Language Arts within each student, but built technology literacy and an understanding of 21st Century Learning Skills. Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. |
Artifact Three: From the Woods to the Classroom
The following Artifact is an explanation and analysis of the ways in which the candidate utilized assessment techniques and developed and implemented instructional plans and strategies for students in a Middle School Language Arts classroom at Patterson Park Public Charter School during the September 2011 to May 2012 student internship. This Artifact focuses on the process of translation from experiential education to classroom education. Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. |
Artifact Four: Making it My Own - Professional Responsibility:
The following Artifact is an explanation and analysis of the ways in which the realm of professional responsibilities of teaching in the classroom and within the profession were developed at Patterson Park Public Charter School and in the wider teaching community by the candidate during the September 2011 to May 2012 student internship. This particular Artifact explores the way in which the candidate fulfilled personal and collaborative self-reflection, growth, and skill development, for herself and for her students by engaging with many facets of the teaching community through participation and exploration experiences with peers, colleagues, field leaders, and students. Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. |
Additional Teacher Created Materials
The following documentation is a collection of teacher created materials that I made during my coursework at Johns Hopkins University. In includes lesson plans, unit plans, worksheets, graphic organizers, and many other types of useful documents that showcase my ability to design, construct, and create relevant materials for my classroom and my students. |