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Education Bachelor’s Degree in Elementary Education Began the Master’s of Special Education...
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Transcript of Education Bachelor’s Degree in Elementary Education Began the Master’s of Special Education...
Bobbie Allen
Webfolio Defense Presentation
EducationBachelor’s Degree in Elementary EducationBegan the Master’s of Special Education
program in January of 2011Professional
After graduationSorensen Elementary School (now Sorensen
Magnet School of the Arts and Humanities)Woodland Middle School
PersonalFamily and how they have inspired me
Introduction
Standard One: Philosophy and Educational Organizations
Artifact“Statement of Philosophy”
Fit with the Master’s of Special Education ProgramKnowledge of school programs, and how Special
Education became what it is today and the direction it should be going
Fit with College of Education VisionCultural ProficiencyAssessment, Teaching, and LearningReflective Scholarship and PracticeEngagement in Community Building and Partnerships
My Professional PostureAwareness that learning never ends
Heuristic View
Incredibly meaningfulHuge personal achievementAbility to better meet my students’ needs
Increased Alignment With College of Education VisionSupremely aware of what each component means
and how they apply to the education of my students and my own philosophy of education
Effect on My Professional ActivitiesCompleting the Master’s of Special Education
program has allowed me to broaden both my educational strategies and my ability to effectively communicate with everyone within my professional sphere
Service View
Before the Master’s of Special Education ProgramEvery student can learn, but how?What is the best school design?
After the Master’s of Special Education Program I now have a collection of strategies to use and the
capability to research new ones.The best school design is the one which keeps the students’
best interests at heart.New Skills, Dispositions, and Concepts
I now have a collection of teaching strategies to use, the ability to communicate more effectively, and the capability to research new strategies and programs.
New LanguageVocabulary for expressing my educational philosophy, the
history and present status of special education, and what I believe should be its future
Learning View
Standard Two: Curriculum
Artifact“Curricular Approach or Model”
Fit with the Master’s of Special Education ProgramSelecting curricula and interventions which are relevant
to the needs and desires of my studentsSelecting curricula and interventions which have been
proven through researchFit with the College of Education Vision
Cultural Proficiency, Assessment, Teaching and Learning, Reflective Scholarship and Practice, & Engagement in Community building and Partnerships
My Professional PostureUltimately more prepared for being a knowledgeable
source of information about appropriate choice of curricula
Heuristic View
More Knowledgeable About How to Choose Curriculum Individual learner needs Interest and motivation levelsOpportunities for social interactionDiversity
Increased Alignment with College of Education’s VisionAbility to locate, use, and adapt research-based, relevant
curricula and interventionsEffect on My Professional Activities
Clear strategies for selecting the appropriate curricula and interventions for my students
Language to communicate which curricula and interventions to use and the ability to aid in their selection
Service View
Before the Master’s of Special Education ProgramResearch-based curricula and interventions (Why?)Choosing the appropriate curricula and
interventions (How?)After the Master’s of Special Education
ProgramReasons for using research-based curricula and
interventionsStrategies for selecting curricula and interventions
New Skills, Concepts, and DispositionsStrategies for how and why to select certain
curricula and interventionsNew Language
Use of the language found in curriculum documentAbility to explain why a certain curriculum or
intervention is better than another
Learning View
Standard Three: Instruction
Artifact “Analyzing a Lesson”
Fit with the Master’s of Special Education Program The selection of lessons which are tailored to the needs of my
students physically, developmentally, and academically Ability to adapt lessons and choose specific interventions for
teaching important academic, collaborative, and communication skills
Fit with the College of Education Vision Adapting lessons to address academic & cultural needs and
utilizing community partnerships for providing the best education possible
The ability to reflect upon a practice and adapt it according to student need
My Professional Posture Knowledgeable about selecting and utilizing learning
opportunities which address the needs of my students
Heuristic View
Creation, Selection, and Use of Learning OpportunitiesAbility to ensure that each student has access to the
learning being providedLessons which challenge students and aid them in using
higher order thinking skillsIncreased Alignment with College of Education’s
Vision Increased knowledge of how and what to teach my
students in order for them to access as much learning as possible
Effect on My Professional Activities Increase in reflective practice and skillful selection and
implementation of physically, developmentally, academically, socially, and culturally appropriate learning opportunities
Service View
Before the Master’s of Special Education ProgramDesire to create lessons which were tailored to my studentsLittle or no knowledge regarding how to create lessons
which addressed all of my students’ needs, including how to attend to cultural needs
After the Master’s of Special Education ProgramConcrete knowledge of how to create and deliver lessons
which ensure that each student’s needs are met, whether they be physical, educational, social, or cultural
New Skills, Concepts, and DispositionsCreating lessons, the use of universal design, and the
patience for making sure lessons address all the needs of my students
New LanguageAbility and vocabulary to explain how and why to create
and/or adapt lessons to meet the needs of each student
Learning View
Standard Four: Assessment and Evaluation
Artifact“Using Multiple Assessments”
Fit with the Master’s of Special Education ProgramThe use and evaluation of multiple assessmentsThe use of assessments for identifying, monitoring,
and evaluating students and for modifying instructionFit with the College of Education Vision
Expert use of assessment for modifying instructionUtilizing assessment for self-evaluation and reflection
My Professional PosturePrepared for creating, utilizing, and critiquing a
variety of assessments in order to identify, monitor, and evaluate my students and modify instruction
Heuristic View
Selection of Appropriate Assessments and the Evaluation of ResultsEnsuring my students receive what they need to be
successfulConfidence of knowing how and why to choose
certain assessments and how to evaluate resultsIncreased Alignment with College of Education’s
VisionAcquired broader skills for selecting, evaluating,
and utilizing assessmentsEffect on My Professional Activities
Ability to expertly choose assessmentsAbility to use the results from assessments to plan
and modify instruction
Service View
Before the Master’s of Special Education Program Some knowledge of curriculum-based measures Some knowledge of how to use CBMs for monitoring, evaluating,
and identifying students and for modifying instructionAfter the Master’s of Special Education Program
Ability to accurately choose appropriate assessments and use them Identification, monitoring, evaluation, and modification of instruction
Use of curriculum-based measures, state, local, and national testsNew Skills, Concepts, and Dispositions
More accurately choose and utilize assessments Ability to use standards-based/norm referenced assessments
New Language Vocabulary for knowing which assessments to use, how to critique
them, evaluate the results, and use the information gathered from assessments
Learning View
Standard Five: Research
Artifact“Why should I, as a practitioner care about research to
practice?”Fit with the Master’s of Special Education Program
Use of educational researchRole educational research to gather, analyze and share data
Fit with the College of Education VisionCreating and planning effective, culturally responsive
lessons and assessmentsUsing research to modify instruction before and after
reflecting on teaching performanceMy Professional Posture
Ability to utilize research for ensuring my students get a solid education and knowledge for conducting my own research
Heuristic View
No Need to Wait for Someone Else to Tell Me What “Research Says”Finding and analyzing research for myselfConducting research for testing my own theories
Increased Alignment with College of Education VisionTools for discovering and using teaching, learning,
and assessment strategies which are effective for students and culturally appropriate
Effect on My Professional ActivitiesMore prepared for providing a solid educationKnow where and how to search for research-based
practices and programs and how to analyze them
Service View
Before the Master’s of Special Education Program Knowledge of the “push” for using research-based practices, but not
why to do so Found some research-based programs to be restrictive and
cumbersome After the Master’s of Special Education Program
Practices and programs which are research-based have been shown effective for students through systematically discovering what works and what doesn’t
Students are varied—what works for one student may not work for another, so the teacher must be responsive and reflective even when using research-based practices
New Skills, Concepts, and Dispositions Using research for increasing effectiveness Analyzing research to determine its reliability Less reluctant to use research-based practices
New Language Vocabulary for analyzing research and ability to explain reasons for
using research-based practice
Learning View
Standard Six: Communication
Artifacts“Collaboration: Professional Relationships”“Conflict Management”
Fit With the Master’s of Special Education ProgramUsing collaboration to foster inquiry and best practiceSupportive communication using conflict management and
prevention in the classroom and beyondFit With the College of Education Vision
Using collaboration and conflict management for being culturally responsive, creating effective lessons, and ensuring appropriate assessments
Community partnershipsMy Professional Posture
Prepared for communicating with students, professionals, parents, and community members in an effective, responsive manner
Heuristic View
Ability to Communicate in a Collaborative Way While Also Keeping in Mind Conflict Management
Increased Alignment With College of Education VisionKnowledge of how to use communication skills for
creating and delivering lessonsKnowledge of how to communicate with community
members and build community partnershipsEffect On My Professional Activities
Using collaboration and conflict management in teaching practiceDirect instruction and teacher-to-student interaction
Ability to more effectively communicate with parents, professionals, and community members
Service View
Before the Master’s of Special Education Program Lacked the tools for collaborating and resolving conflict effectively Knew that collaboration was necessary, but not how to be a
valuable member of a collaboration teamAfter the Master’s of Special Education Program
Know the principles of effective communication More prepared for providing a solid education because of ability
to collaborate with students, professionals, parents, and community members
New Skills, Concepts, and Dispositions How and why to collaborate Ability to communicate in a way that ensures personal respect and
maximum effectivenessNew Language
Vocabulary for explaining how and why to collaborate Vocabulary for resolving conflict and maximizing collaboration
potential
Learning View
Standard Seven: Positive Learning Environment
Artifact “How Can I Make Literacy Important to Struggling Readers?”
Fit With the Master’s of Special Education Program Group motivation and self-motivation Social interactions and behavior Appropriate learning opportunities
Fit With the College of Education Vision Creating learning opportunities which are culturally responsive
and provide group and self-motivation Keeping assessments in perspective for students Use of community for providing motivation and as a basis for
understandingMy Professional Posture
Ensuring a solid education Motivation and how to create and foster it Engagement in learning Ability to prevent disruptive student behavior
Heuristic View
Knowledge of How to Create and Maintain Student Motivation and Learning EngagementUsing student interestTools for managing behavior
Increased Alignment With College of Education VisionAbility to use student motivation and behavior
management principles in the process of creating, conducting, and assessing learning opportunities
Knowledge that using community-based organizations or ideas can aid in motivation, engagement, and understanding
Effect On My Professional ActivitiesMore conscious of what creates student motivationAbility to use student interest to create lessonsAbility to test, monitor, and manage student behavior
Service View
Before the Master’s of Special Education Program Aware of the importance of student motivation and engagement,
but little knowledge of how to stimulate them Anecdotal knowledge of how to manage behavior
After the Master’s of Special Education Program Concrete knowledge of how to create and maintain student
motivation and engagement Knowledge of what causes student behavior and how to assess,
monitor, and manage it New Skills, Concepts, and Dispositions
Ability to determine the cause of student behavior and how to aide in ensuring that it does not continue to be disruptive
Skills for preventing disruptive behavior Skills for eliciting student motivation and engagement
New Language Vocabulary for behavior management Vocabulary for communicating, determining, and ensuring student
motivation and engagement
Learning View