Creating an Electronic Portfolio Using Microsoft...

Kristen Edmonds’s Portfolio

Table of ContentsKRISTEN EDMONDS’ PORTFOLIO.............................................1TABLE OF CONTENTS.............................................................2OVERALL REFLECTION............................................................3STANDARD 1.........................................................................4STANDARD 2.........................................................................5STANDARD 3.........................................................................6STANDARD 4.........................................................................7STANDARD 5.........................................................................8STANDARD 6.........................................................................9STANDARD 7........................................................................10STANDARD 8........................................................................11STANDARD 9........................................................................12STANDARD 10......................................................................13STANDARD 11A....................................................................14STANDARD 11B....................................................................16Standard 11c........................................................................................17

Reflective Portfolio 2

Overall ReflectionThis portfolio is a reflection of some of my work throughout my educational career in the Licensure Program at Maryville College. This portfolio reflects my teaching style and philosophies of management and teaching. The documents I have included show that I have knowledge and understanding for the variety of ways students learn. I have created this portfolio to exhibit my abilities as a teacher. Each document included will show mastery of at least one Tennessee Professional Educational Licensure Standard. A description of the standard and an evidence document are included. Also, I have included a reflective narrative to inform why the artifact is included and how I can apply what I learned from the assignment in the teaching field.

Overall, developing this portfolio was a great experience. I have reflected over my experiences and knowledge gained throughout my educational career at Maryville College. While attending Maryville College, I was given great opportunities to learn and grow as a teacher. I feel the education I have received throughout the Licensure Program has equipped me with the knowledge necessary to enter my own classroom. I am confident that I can be an effective and successful teacher.

The documents I have included show a variety of skills and abilities I have gained throughout my experiences. I can develop and implement age appropriate lessons and use teaching strategies that meet diverse learners. I can implement a variety of assessment techniques, incorporate technology into my instruction, create a positive classroom environment, and communicate with students, parents, and professionals. I am ready and prepared for the classroom as I can implement the skills and abilities gained through my experiences throughout the Licensure Program at Maryville College. I am looking forward to entering my first year teaching.


Standard 1Discipline Taught. Candidates know, understand, and use the central concepts, tools of inquiry and structures of the discipline(s) they teach and can create learning experiences that develop student competence in the subject matter.

Supporting Explanation

Candidates demonstrate a broad general understanding of the major concepts of the discipline they teach. They understand and are able to use assumptions and the processes of inquiry for the discipline being taught. Candidates create interdisciplinary learning experiences that allow students to integrate knowledge, skills and methods of inquiry from several related subject areas. They use connections in instruction across disciplines and draw on their knowledge to build understanding and motivate students.

What? DRL (Directed Reading Lesson) Thematic Unit Lesson Plan: Fact Families to 20

So What? (Reflection) The Directed Reading Lesson, Thematic Unit, and Fact Family Lesson

Plan are examples of how I can create learning experiences and activities that develop student understanding. Through the lessons and units, students are involved in fun, hands-on, differentiated, learning experiences that allow them to build understanding. These documents show my understanding of structures of discipline and tools of inquiry because a variety of instructional strategies and assessment types are used and different grade levels and content areas are addressed. The DRL focuses on the content area of Reading, the Thematic Unit covers all subject areas, and the Fact Family Lesson Plan is a math lesson plan. These examples show my ability to develop differentiated lessons in a variety of content areas.

Now What? (Direction) By preparing a Directed Reading Lesson, Thematic Unit, and math lesson

plan, I have realized the importance and time it takes to make sure the standards are covered in an effective way. Choosing appropriate instructional strategies and effective assessment types is very important in order to be successful in teaching. These documents allowed me to experience planning a variety or lessons. I will use what I have learned through developing these units and lessons in the classroom to best teach my students.


Standard 2Student Learning and Development. Candidates understand how children learn and develop and provide learning opportunities that support student intellectual, social and personal development.


Candidates understand how learning occurs—how students construct knowledge and acquire skills—and are able to provide learning opportunities that support their intellectual, social and personal development. When making instructional decisions, candidates draw upon an in-depth knowledge of developmental progression in student physical, social, emotional, moral, and cognitive domains.

What? (Evidence) Language Development Papers ELL-strategies list Thesis Abstract

So What? (Reflection) All three artifacts show understanding of how students can grow and

develop academically. The language development papers are projects that show the importance and differences of verbal communication and written communication between children and adults. It is important to be able to understand students’ developmental progress in speaking and writing in order to be an effective teacher. The ELL-strategies list is a great resource that gives effective strategies for learners who do not know English. By understanding different strategies for teaching ELL learners, I can provide learning opportunities that support development. Although only my thesis abstract is included, within my thesis is a section discussing student cognitive development. Understanding that students move from a more concrete way of thinking to an abstract thinking is important for making instructional decisions and teaching in the most successful way.

Now What? (Direction) Completing the language development papers allowed me to better

understand the changes that occur in language and writing. Knowing developmental benchmarks for student growth is important for making decisions on how to best teach certain students and grade levels. The ELL-strategies list is a great resource to look up when dealing with students who are struggling with the English language. By completing a thesis, I was able to research the cognitive development of students and become more knowledgeable of how students learn.


Standard 3Diverse Learners. Candidates understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.


Candidates understand and can identify differences in student approaches to learning and performance. They are able to design instruction and adapt instructional techniques for students of diverse cultural and language backgrounds and for students who have exceptional learning needs. Candidates create a learning community which is inclusive and in which individual differences are respected.

What? (Evidence) Teaching Philosophy ELL-strategies list

So What? (Reflection) The Ell strategies list is evidence of understanding how students differ in

their learning styles. This list will help when dealing with ELL students in the classroom. My teaching philosophy discusses the importance of differentiated instruction and reaching all students’ learning needs.

Now What? (Direction) The ELL strategies list is a resource I can refer back to when ELL

students are in my classroom. I can use this list to best benefit the ELL students in my classroom and teach to meet their needs. Including differentiated instruction and the importance of reaching all students in my teaching philosophy shows that I have a concern for all types of students and will do what I can to meet the needs of diverse learners.


Standard 4Teaching Strategies. Candidates understand and use a variety of instructional strategies to encourage development of critical thinking, problem solving and performance skills in students.


Candidates understand and use the principles and techniques associated with various instructional strategies that reflect best practice (such as cooperative learning, direct instruction, whole group instruction, independent study and interdisciplinary instruction) and that foster high expectations for all students. They use multiple teaching and learning strategies in active learning opportunities to promote the development of critical thinking, problem solving and performance capabilities. Candidates organize instruction to create learning experiences that connect subject matter to real life experiences and enable students to apply learning to future careers. Using a wide variety of resources and methods, including technology, candidates develop and use clear, accurate presentations of concepts to promote student learning. Candidates vary their role in the instructional process (e.g. instructor, facilitator, coach, audience) to achieve different instructional purposes and to meet student needs.

What? (Evidence) DRL Thematic Unit Lesson Plan: Fact Families to 20

So What? (Reflection) The four artifacts listed above include a variety of instructional strategies.

The DRL covers a chapter in a science book and uses different strategies for reading comprehension to grab students’ attention, involve them in their reading, and assess understanding afterwards. The Thematic Unit was planned for the week of Dr. Seuss’s Birthday. This unit includes a variety of instructional strategies in different content areas. The Fact Family lesson plan uses a modified Direct Instruction strategy in order to best fit the needs of the first grade class.

Now What? (Direction) By completing the DRL and the Thematic Unit, I was able to practice

planning lessons for a week and experience incorporating different instructional types into a variety of content areas. The Fact Family lesson plan was a great experience because I was able to plan and teach this lesson during student teaching. I was able to include language arts into math and the students love it.


Standard 5Learning Environment. Candidates use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.


Drawing on their knowledge of human motivation and behavior, candidates create a learning environment that is inclusive and supports positive social interaction, active engagement in learning and self-motivation. They organize and manage resources such as time, space, facilities, technology, activities, instructional assistants and volunteers to engage students in productive tasks and maximize the amount of class time spent in learning. They develop shared expectations for all students and create and maintain a positive classroom climate of mutual respect, support and inquiry. Candidates understand and use a wide variety of classroom management strategies that foster self control and self discipline. They can defuse potential conflict and use conflict resolution strategies to maintain a smoothly functioning learning community.

What? (Evidence) Classroom Management Philosophy Psychosocial Environment & Student Motivation

So What? (Reflection) Both artifacts listed above are evidence of understanding of the

importance of motivation and behavior in the classroom. My Classroom Management Philosophy is based around mutual respect and understanding and these ideas are crucial for a positive learning environment. The Psychosocial Environment and Student Motivation list provides a variety or ideas to help promote positive social interaction and active engagement in learning and self-motivation.

Now What? (Direction)

By developing a classroom management philosophy, I have a better understanding of how I would like my classroom to be set-up. I know before entering the classroom that mutual respect and understating are two importance aspects of how I will expect my class and myself to behave. The psychosocial and motivation list is a great resource I can refer to before school begins each year to help create a positive and welcoming environment from the very first day.


Standard 6Communication. Candidates use knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration and supportive interaction in the classroom.


Candidates understand language development, the role of language in learning and how cultural and gender differences affect communication in the classroom. They recognize effective verbal and nonverbal communication techniques and use them to support student learning. Candidates model effective communication strategies in conveying ideas and information, asking questions, listening, giving directions, probing for student understanding, and helping students express their ideas. Using a variety of tools, including technology, candidates support and expand student expression in speaking, writing and technical media.

What? (Evidence) Language Development Papers

So What? (Reflection) The Learning Development Papers discuss language development in

children. The papers also touch on how the role language learning affects communication. The first paper is an analysis of a small child and his mother. The paper discusses the communication loops that take place between the mother and small child. An analysis was completed in which questioning and linguistic scaffolding was also discussed. This paper also discusses the importance of communication in language development. The second paper is a review and analysis of samples of writing from a third grade classroom. In this paper, children’s writing was analyzed for inventive spelling and morphemic endings. Both of these papers address how to successfully communicate with children and how to better understand the level of linguistic development of students.

Now What? (Direction) From this experience, I take away knowledge about the way language

development occurs in children and why language develops quicker to some children than others. The knowledge I have gained from writing the papers will definitely be helpful once I am in the classroom. I will have a better understanding of how students are developing linguistically and how they have developed in the past. I will also have a better grasp on what I can do to help them continue to develop, grow, and learn.


Standard 7Planning. Candidates plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals.


Candidates use their knowledge of subject matter, learning theory, curriculum and student development, and assessed student needs in planning instruction. They evaluate, select and create learning experiences that are developmentally appropriate, relevant to students and based upon the principles of effective teaching. They are able to help students connect learning to real life and future careers. Candidates identify long-range instructional goals, sequence short-range instructional objectives, and develop units and daily lessons that target these goals and objectives. Candidates effectively integrate a variety of resources, including teacher-created materials, textbooks, technology, community and business resources, to promote student learning.

What? (Evidence) Thesis Abstract Lesson Plan: Fact Families to 20

So What? (Reflection) During the process of writing thesis, I had to plan lesson for a week and

implement them into the classroom. The lessons were developed based upon grade level and content appropriateness and according to the state standards. Also, when developing the Fact Family lesson plan implemented during student teaching, grade level and content appropriateness was considered and objectives were taken from the state standards. This lesson was one of four math lessons for a week. Each lesson began by relating to real life and then built upon what was taught the day before.

Now What? (Direction) By completing thesis and student teaching, I was able to plan and develop

lessons that met student needs, covered appropriate content, and followed state standards. From these experiences, I will be prepared and confident when planning lessons for any grade level I teach.


Standard 8Assessment and Evaluation. Candidates know, understand and use formal and informal assessment strategies to evaluate and ensure the continuing intellectual, social and physical development of the learner.


Candidates understand the characteristics, uses, advantages and limitations of different types of assessments for evaluating student learning. They select, construct and use formal and informal assessment strategies and instruments appropriate to the learning expectations being evaluated to make instructional decisions based on this information. They actively solicit and use information about students’ learning needs and progress from parents, other colleagues and the students themselves. Candidates develop and maintain useful records of student work and progress and responsibly communicate student progress to students, parents and other colleagues.

What? (Evidence) DRL Thematic Unit Thesis Abstract Lesson Plan: Fact Families to 20

So What? (Reflection) All four of the artifacts include different types of assessment and

evaluation. When completing my thesis, I gave a pre-and post-test to measure gain. I feel as a teacher it is important to know what students know before teaching to then examine what they learned from the lessons. The DRL, Thematic Unit, and Fact Family lesson plan incorporate different types of assessment to ensure student learning occurred.

Now What? (Direction) By creating and implementing different types of assessment, I now better

understand the importance of using a variety of assessment styles in the classroom. Assessment is very important in education because it gives evidence to student learning. By developing different ways to assess student learning, I will be able to take what I have learned and use it in my own classroom.


Standard 9Reflective Practitioner. Candidates are reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents and other professionals in the learning community) and who actively seek out opportunities to grow professionally.


Candidates consistently reflect on their teaching practices by continually evaluating the effect their instruction has on students. They monitor teaching strategies and behavior in relation to student success and use the information to modify and revise instruction accordingly. Candidates seek professional literature, engage colleagues, participate in professional organizations, and use other resources to support their continuing professional development. To guide professional behavior, candidates draw upon a broad knowledge of legal and ethical responsibilities, educational policy, and organizational, historical, and professional dimensions of classrooms and schools.

What? (Evidence) Teaching Philosophy Classroom Management Philosophy

So What? (Reflection) When writing my Teaching Philosophy, I had to think back on what I have

learned and my experiences throughout the education program at Maryville College. I had to think about what is important to me as a teacher and how I can best educate my students. Along with a teaching philosophy, I developed a classroom management philosophy as well. For this philosophy, I had to think back on my experiences in the classroom and working at a daycare.

Now What? (Direction)

By developing these two different philosophies, I learned the importance of reflection and growth. I will continue to reflect on what I learn through experiences and years of teaching as I begin my teaching career. By doing this I will continue to grow and learn and be able make necessary changes to best benefit my students.


Standard 10Colleagues, Parents, and Community. Candidates foster relationships with school colleagues, parents and agencies in the larger community to support students’ learning and well-being.


Candidates consult with parents and teachers, and collaborate with other professionals within the school and within community agencies to foster student learning. They participate in collegial activities designed to make the entire school a productive learning community. Candidates act as advocates for students, advise them, recognize student problems, and seek additional help as needed and appropriate. Candidates understand schools as organizations within the larger community and effectively communicate school goals and accomplishments to the community and general public.

What? (Evidence) Informational Flyer Communication Forms

So What? (Reflection) The Informational Flyer is an example of how teachers can communicate

with parents and the community. Informational flyers are one way that teachers are able to consult with parents and the community. This flyer specifically addresses what is taking place during a specific month both in the classroom and at the school. Sending a flyer such as this home with students will allow parents to get involved if they wish. Informational flyers and news letters can be sent out monthly, weekly, or as often as the teacher desires. The Communication Forms are also examples of ways to keep in touch and build relationships with parents. These forms are just a few examples of ways to keep the parents informed of how their child behaves in the classroom.

Now What? (Direction) By preparing an informational flyer, I am now aware of the importance is

communicating with parents. I intend on sending out informational flyers and news letters to the parents of the students in my classroom. Also, I will use communication forms to let parents know about behavior issues or incidents in the classroom. Phone calls are also a great way to stay in touch. It is also important to send positive feedback to parents as well.


Standard 11a

Technology – Student Learning. Candidates use technology and technology based resources to facilitate developmentally appropriate student learning.


Candidates use technology resources to guide classroom decisions regarding student learning. They integrate instructional technology to facilitate interdisciplinary teaching and learning in their classrooms, to supplement instructional strategies, to design instructional materials, and to enhance hands-on experiences and problem solving activities. Candidates select and use grade-level and content-specific technology resources, including assistive technology, to increase student participation in the total curriculum. They apply technology to analyze assessment data and to target individual student learning needs.

What? (Evidence) DRL World Wide Web Project

So What? (Reflection) The DRL and the World Wide Web projects will help me use technology in

my classroom as a resource to guide instructional decisions. First, included with-in the entire DRL is a Webquest lesson plan. (Lesson plan, Web quest, Evaluation rubric, Exit slip) This lesson plan allows students to get involved in their learning and use technology as well. For this lesson, students are learning about different tools and objects that are used for space exploration. The webquest lesson is in direct relation to the text book the students would be using. Students are assigned a chapter to read and then complete the webquest activity as further enrichment. Throughout the lesson students are responsible for exploring different websites and answering questions. Second, the World Wide Web project is a list and explanation of a variety of activities that are available on the internet. This project gives a description, lists how both teachers and students will benefit, and expresses concerns about the activity. The World Wide Web specifically focuses on web activities based around the content areas of math and science. Incorporating activities such as these into a lesson will allow students to enjoy using and exploring technology and games while learning at the same time. Overall, both the DRL and the World Wide Web project connect technology to content areas, concepts, and ideas that students are learning in the classroom. However, by using technology I can increase participation in my classroom and spark an interest in concepts and ideas in my students.


Now What? (Direction) I will use what I have learned through developing a webquest and

researching internet activities in my future as a teacher. I believe allowing students the opportunity to use technology advances is important in education. Giving students the opportunity to explore the internet with a little bit of direction will allow them to learn and discover answers on their own. The World Wide Web project is a great tool I can now use in my future for a quick resource for internet activities. This resource is categorized by grade band which will make it much easier in the future to distinguish if the activity is age, grade, and learning development appropriate. I will incorporate activities such as these into lessons to allow students a break from the ordinary and make learning more fun.


Standard 11b

Technology - Professional growth and productivity. Candidates use technology to enhance their professional growth and productivity.


Candidates use technology in their own learning process and to change their current educational practice. They use technology to gather, sort, and analyze information needed for their own research projects and to communicate and collaborate effectively with other professionals. Candidates use tools such as databases and spreadsheets for sorting, compiling, and analyzing data gathered from a variety of sources. They use presentation tools in a networked environment for sharing information in multiple professional formats.

What? (Evidence) Resume

So What? (Reflection) I was able to use Microsoft Word to create my resume. I did not use a

template that this program provides; I created and developed the format of my resume on my own. Also, I was able to use the internet as a resource for example resumes.

Now What? (Direction) I was able to use technology to create my resume. Technology is

becoming very important in the classroom setting and being knowledgeable of how to use it is important. I plan to continue learning more about technology in order to enhance my professional growth and productivity.


Standard 11cTechnology - Use and management. Candidates effectively use and manage all technology available to them and explore uses of emerging resources. They promote the equitable, ethical and legal use of technology resources.


Candidates design effective environments for using and managing technology in the classroom. They are able to perform minor trouble-shooting operations. When planning units of instruction, candidates address software purchasing agreements, copyright laws, issues related to intellectual property, the importance of virus protection, and policies for acceptable use of Internet resources. Candidates seek information from technical manuals and journals as well as on-line resources to learn about emerging technologies and to explore their possible educational applications. They model the legal and ethical use of technology resources.

What? (Evidence) MC Community Multi-media Project

So What? (Reflection) The multi-media project includes a variety of technology types. As I

developed this project, I included technology such as audio sounds and visual pictures. I used PowerPoint to create this project.

Now What? (Direction) By creating this project, I was able to practice using different types of

technology. I learned how to add audio and visual support to PowerPoint presentations. By understanding how this program works, I can allow students to complete projects using this software. Also, I will continue to further my education in technology in order to keep up with the times so that my students can explore and get experience with technology.


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