JOURNEY OF AN EDUCATOR

Portfolio: Meagan Sophia Ross

Language Arts Education

ALLOW ME TO INTRODUCE MYSELF

I am Meagan Sophia Ross and I have just completed my first year as an 11th grade

teacher at Longwood Academy Throughout this year, under the guidance of mentors and

seasoned teachers, I have gained valuable techniques and practices to help better

implement effective language arts instruction. Through my experiences I have utilized various techniques for classroom

management, differentiation, and cooperative learning. As I continue to grow and develop in my career, I am seeking a work environment that is conducive to the learning experience for teachers as well as

students.

EDUCATIONAL PHILOSOPHY

My educational philosophy is guided by the quote “A teacher is one who makes him[her]self progressively unnecessary”(Thomas Carruthers) . The main goal of education is teach children how to learn and most importantly how to learn on their own. Educators should encourage students to become independent thinkers. We are not here to merely feed students standards and indicators and simply require them to regurgitate the information, but we should teach students to seek out information, analyze it according to their schema and apply it to their life. Teaching should be practical as well as cultural. Students may forget what we have taught them but an effective educator will have instilled in his or her students a thirst for knowledge which they will spend the rest of their life trying to quench.

DISCIPLINE PLAN"The great end of education is to discipline rather than to furnish the mind; to train it to the use of its own powers, rather than fill it with the accumulation of others." Tyron Edwards

My discipline plan is focused primarily on self reflection. I want students to acknowledge their behavior and explain how they feel this behavior will affect them in the future, and explain why they choose to engage in destructive behavior. For I believe that misbehavior often is the result of circumstances not readily present in the classroom. Therefore, discipline should come from a place of understanding not control.

1st infraction: verbal warning

2nd infraction: removal from seat

3rd infraction: lunch detention( students will be held in class for majority of lunch period and not allowed to go outside for recess)

4th infraction: students will be asked given a quote that relates to infraction (i.e. not using time wisely) and asked to explain what this quote means to them and how does it relate to their behavior5th infraction: removal from classroom and conference with teacher

6th infraction: call home /conference with teacher and parent

7th - reduction in grade

*Consequences 1-4 will be used interchangeably so that students will not become unresponsive to the consequences. Removal from classroom and calls home will be used as last result.

S T A N D A R D 1 : K N O W L E D G E O F S T U D E N T S A N D S T U D E N T L E A R N I N G“ T E A C H E R S A C Q U I R E K N O W L E D G E O F E A C H S T U D E N T , A N D

D E M O N S T R A T E K N O W L E D G E O F S T U D E N T D E V E L O P M E N T A N D L E A R N I N G T O P R O M O T E A C H I E V E M E N T F O R A L L S T U D E N T S . ”

Teacher candidate often observes students’ interaction with each other, learning styles and, behavior. She engages in casual conversation with students to build a rapport, find their interests and their future goals. She encourages students to pursue these interest by providing positive feedback. Teacher candidate asks students to reflect on their behavior and its affect on their future. She makes information accessible to all students and consistently challenges them and encourage them to challenge themselves.

She asks students what are type of activities they would like incorporated into the lesson and if feasible makes these accommodations to the lesson. She finds materials that are relevant to the lesson and students’ lives. She develops lessons that are applicable to all learning modalities. Teacher candidate understands that she can learn from students just as they can learn from her.

BOWLING ALLEY FIELD TRIP

Students who had improved on their test scores were

taken on a trip to the local bowling alley. I was able to see how students interacted with each other in a relaxed setting and was able to get to know them a little better.

S T A N D A R D I I : K N O W L E D G E O F C O N T E N T A N D I N S T R U C T I O N A L P L A N N I N GT E A C H E R S K N O W T H E C O N T E N T T H E Y A R E R E S P O N S I B L E F O R T E A C H I N G ,

A N D P L A N I N S T R U C T I O N T H A T E N S U R E S G R O W T H A N D A C H I E V E M E N T F O R A L L S T U D E N T S .

Teacher candidate has actively studied Language Arts at an accredited institution for four years. She has acquired knowledge of the linguistics, interpretation, and cannons of Language Arts and Literature.

She understands the content standards required for students in 7-12 grades. She adapts her instruction and develops lessons so that each standard is addressed in depth. She consistently and frequently assess students to check for understanding and adjusts her lessons accordingly

LIFE’S MELODYA poem I wrote for an English final . It is written in anapest

trimeter.(two unstressed syllables followed by one stressed syllable .

I often practice writing to keep my skills current and utilize these skills in the classroom. I believe

that is important to teach students the art of writing.

Life’s Melody ( anapest trimeter. aabb rhyme scheme.)

It is the soul of the melody

that enraptures me. The blue jazz key.

The rhythm, they all tell a story

of life’s ill will and the kiss that lie

but your passions connect to mine

and together we tread through this time

carried by the strum of chords and words

of despair no joy just the absurd

it is plucked from the depth of the soul

a gift, it’s given without toll

to you and me daily but still we

are lost in the treble and cant see

that our pain hides in the melody

of our love, me and he, of the beat

of our heart its life’ soon reveal

the truth and the deepest wound is healed

STANDARD III: INSTRUCTIONAL PRACTICE TEACHERS IMPLEMENT INSTRUCTION THAT

ENGAGES AND CHALLENGES ALL STUDENTS TO MEET OR EXCEED THE LEARNING STANDARDS.

Instruction is based upon each level of thinking skills in Bloom’s Taxonomy. Once

students have acquired an understanding of the content , emphasis will be placed on the higher level thinking skills so as to deepen and expand student thinking. Students will be asked to create and interpret their own

examples of the content taught. Assessments will include questions that require students

to explain answers using their interpretation of the information presented.

In your own words identify and interpret the underlying motives for Dally’s actions throughout the novel?(analysis)

Create a short piece based upon the themes present in the Outsiders( reality vs. appearance, coming of age, social inequality(synthesis)

Do you believe Dally’s death could have been avoided or was it inevitable because of the life he lived?(evaluation)

QU ESTIO NS BASED U PON TAXO N OMY

Sample questions from “The Outsider’s Unit”. Many of these questions were used in discussion, exit lips, and assessments. Often I focus on the higher order thinking skills asking students to state and defend a logical interpretation of the text with contextual evidence.

S T A N D A R D I V : L E A R N I N G E N V I R O N M E N TT E A C H E R S W O R K W I T H A L L S T U D E N T S T O C R E A T E A D Y N A M I C L E A R N I N G

E N V I R O N M E N T T H A T S U P P O R T S A C H I E V E M E N T A N D G R O W T H .

The classroom is decorated with indicators stated in the form of “I can” statements. Goals for the semester are placed around the room. Also posters that promote positive attitudes and encourages learning are placed around the room. Student work is also placed around the classroom. Desk grouping is changed often to avoid monotony. There is a “wall of scholars” to note students who have succeeded academically and a poster for the class notables-students and classes whose personality stands out.

S T A N D A R D V : A S S E S S M E N T F O R S T U D E N T L E A R N I N GT E A C H E R S U S E M U L T I P L E M E A S U R E S T O A S S E S S A N D

D O C U M E N T S T U D E N T G R O W T H , E V A L U A T E I N S T R U C T I O N A L E F F E C T I V E N E S S , A N D M O D I F Y I N S T R U C T I O N .

Formative assessments are given out frequently to check for student understanding. Students are not graded for accuracy on these assessments but are given participation points. Once the concept has been taught , then there will be a summative assessment that is graded for accuracy. These assessments will have various forms off testing items on them so as to be high in validity and to reach different learning styles. Assessments will contain all levels of thinking questions so as to challenge students.

S T A N D A R D V I : P R O F E S S I O N A L R E S P O N S I B I L I T I E S A N D C O L L A B O R A T I O NT E A C H E R S D E M O N S T R A T E P R O F E S S I O N A L R E S P O N S I B I L I T Y A N D

E N G A G E R E L E V A N T S T A K E H O L D E R S T O M A X I M I Z E S T U D E N T G R O W T H , D E V E L O P M E N T , A N D L E A R N I N G

Teacher candidate often collaborates with other educators on ideas for student engagement and new materials.

Teacher candidate collaborates with colleagues in developing discipline plans and classroom management techniques.

Teacher candidate promotes and helps create incentives and activities for students.

S T A N D A R D V I I : P R O F E S S I O N A L G R O W T HT E A C H E R S S E T I N F O R M E D G O A L S A N D S T R I V E F O R

C O N T I N U O U S P R O F E S S I O N A L G R O W T H .

Teacher candidate maintains a professional composure with students and staff. She is mindful of the language and tone she uses when speaking to students and staff. She dresses professionally and appropriately.

Teacher candidate attends professional development meetings and seminars to gain knowledge about any new policies, standards, teaching techniques, and developments in the field of education.

S T U D E N T T E A C H I N G

“We are all apprentices in a craft where no one ever becomes a master”-

Ernest Hemingway

During my student teaching I was able to see first hand the life of a teacher, I created lesson plans ,graded papers, tutored students, and even experienced an encounter with an irate parent. I found that learning never cease even for as an educator you learn from your students as much as they can learn from you. An educator is constantly evolving , adapting to each class, adjusting for students, and changing with the times.

WESTWOOD ELEMENTARY PK-8INFORMATION OBTAINED FROM DPS.K12.OH.US

ANTHONY COMER PRINCIPAL2805 OAKRIDGE DRDAYTON, OH 45417

(937) 542-4990

Black, not Hispanic 97% Westwood

16% state average

White, not Hispanic 3% Westwood

76%state average

Economically disadvantage 100% Westwood

36% state average

Students with disabilities 14% Westwood

14% state average

Attendance rate 92% Westwood

94% state average

Westwood is a low performance school with students scoring in the bottom five percent of

schools in Ohio. Therefore, Westwood is receiving the School Improvement Grant and is referred to as a

“SIG” school. Westwood is receiving additional resources to provide students with tools to improve

testing scores. Also state representatives are collaborating with educators to formulate plans to

improve student performance. Weekly meetings are held to determine what standards and indicators

need focus and what techniques are working best for students. Students are frequently given tests

similar to the OAAs called acuities and predictive test and are used to determine what areas they are

least proficient in. Lesson plans and standards are adapted to fit these needs in preparation for the

offi cial OAA test.

MY STUDENTS

I taught 7th and 8th grade language arts.

My homeroom class had 18 students in total.10 boys and 8 girls. 17 were African American and 1 was Hispanic. Students who had extensive IEPs were

pulled out of my class. However, there were several students who had IEPs and were low readers. Many students did not have intrinsic motivation however, I

believe that this attitude may have stemmed from low performance on test scores, discouragement, home life, and peer pressure. Therefore, I always

strived to engage students constantly talked to them about the importance of education. I also gave them

insight on my process of becoming a teacher and explained to them the empathy I had of being a

student for I was still one also.

E V E R Y S T U D E N T C A N L E A R N , J U S T N O T O N T H E S A M E D A Y , O R T H E S A M E W A Y .

- - G E O R G E E V A N S

D I F F E R E N T I A T I O N / A D A P T A T I O N

Though differentiation is still a challenge for me I have changed the level of instruction I was going to teach and have chosen to simplify instruction. Also my instruction is based largely upon contingent and reciprocal scaffolding. After instructions have been given I will walk around the classroom to each student and discuss any questions they may have. After I am confident that they class has a general understanding of a topic, I will place them in groups and ask them complete a project displaying the different concepts learned. I also often review concepts briefly on a day to day basis. Currently, for differentiation I include open ended questions on my assessments. That way .as opposed to multiple choice questions. I can take the student’s reading level into consideration for grading. However, in the future I will create several versions of assessments based upon the different reading levels. The lower reading level test will include the lower thinking skill questions. Also as to not discourage my students or overwhelm them, I give out assignments by pieces instead of assigning it as a whole. For example, instead of telling students they will have to complete a five paragraph essay with an outline and rough draft, I say that day one will be used to work on an outline, day two we will focus on transferring that information to a rough draft essay, and so on. I guide students through the steps of large assignments.

O B J E C T I V E S A C C O R D I N G T O S T A N D A R D

SWBAT to recognize unknown words using the different type of context clues in the text with 90% accuracy. Students should be able to use unfamiliar words and create their own context clues with 80% accuracy. When writing students will be able to replace smaller words with larger unknown words with 75%accuracy. To reach the A.V.7 standard students will be able to recognize how some words are used figuratively with 90% accuracy. They will be able to define, compare and contrast, and recognize similes and metaphors in the text with 90% accuracy. They will also be able to create their own metaphors and similes accurately with 85% accuracy. After the reading standard 4 have been taught, students should be able to perform close, efferent reading with 85% accuracy. They should also be able to analyze a reading noting the characters’ action and the motivation behind them with 85% accuracy. Students will be able to make reasonable predictions about the outcome of the passage being read with 80% accuracy.

S T A N D A R D S / O B J E C T I V E S - O H I O A C A D E M I C C O N T E N T S T A N D A R D S

phonetic awareness, word recognition and fluency, acquisition of vocabulary-define unknown words through context clues(A.V. 1), infer literal and figurative meaning (A.V. 7) Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard -4 Apply effective reading comprehension strategies, including summarizing and making predictions.

OVERVIEW OF LESSON

The lesson will be taught as a unit. We will be reading ‘the Outsiders” by S.E..Hinton. Each day literary concepts will be taught. As we read these concepts will be pointed out. For example, if inference has been taught as we read I will point out passages that display inference. After all of the literary concepts have been taught and students are familiar with reading they will be placed in groups for chunking. Each group will be comprised of students who are at different reading levels. Each student in these groups will be given a list of questions for their chapter to answer individually. After answering the questions individually, the groups will convene and discuss the answers. Then they will look for the literary terms ( mood, theme, cause and effect, vocabulary, symbolism, conflict) that are present in their assigned chapter. As each group read I will have brief discussions with them and monitor their discussion. Students will then be asked to create a visual aide, most likely a poster board with their findings on it. They will then present their chapter to the class. During their presentation I will ask questions to expand thinking and prompt students to elaborate on certain points. For grading, students will be given 3 rubrics each worth a certain percentage of their grade. One will be for individual work 60%, another for group participation25%-students will be allowed to grade each other- , and the presentation 15%.

U N I T S E Q U E N C E

Week Topic/material

read

Standards activities assessments

Week 1-2 Language Arts

“The Outsiders”

1.Use context clues and text structures to determine the meaning of new vocabulary. 2. Infer word meaning through identification and analysis of analogies and other word relationships.

Weekly Vocabulary Vocabulary organizerVocabulary spelling beeVocabulary bingo

Formative:Embed assessment into formal writing assignments Embed assessments into daily readingworksheets

Week 2-3 Language Arts

“The Outsiders

1. Determine a purpose for reading and use a range of reading comprehension strategies to better understand text.2.Describe and analyze the elements of character development. 3.Differentiate between the points of view in narrative text.4.Demonstrate comprehension by inferring themes, patterns and symbols.

Jigsaw methodOral ReadingHome enrichmentBook Review Response journalsWeekly Vocabulary

 

Formative:Quizzes Discussionobservation

Week 3-4 Language

Arts

“The

Outsiders

1. .Analyze the importance of setting. 2 Identify the elements of plot and establish a connection between an element and a future event. 3..Explain how figurativelanguage expresses ideas and conveys mood.

Jigsaw methodOral ReadingHome enrichmentBook ReviewTimelinePlot pyramidResponse journals Create own literary piece(song ,joke, poem, etc.) to display use of figurative languageListen to popular( school appropriate) rap son and note use of figurative language

Formative: observationRubricQuizpresentation

Week 5-

6

Language Arts“The Outsiders

1.Give presentations using a variety of delivery methods, visual materials and technology.2.Use effective listening strategies, summarize majorideas and draw logical inferences from presentations and visual media.3. Communicate findings orally, visually and in writing or through multimedia 

Give classroom presentations complete with visual aidsWatch movie adaptation of novelCompare and contrast Identify the literary elements in movieTake guided notes while watching movie

Summative:RubricsPeer reviewIndividual assessmentObservationReview/unit test

ASSESSMENTThroughout the course of the unit, students will be assessed frequently so that adjustments and reinforcements could be made. Before each topic is introduced students will be pre-assessed using multiple choice quizzes and for pacing. As students are taught the lesson they will be given summative assessments to check for understanding. Assessments will gradually increase in level of thinking questions. Assessments will include presentations, individual discussions with the teacher, observation, essays, response journals, and formal tests. These assessments will be summative throughout the lesson with points given for participation rather than accuracy. However, at the end of each week ( or when a topic has be taught) a formative assessment will be given. The formative assessments will be graded on accuracy and completion. Students will be expected to complete these assessments without the aid of reference.From the pre-assessments I found that students would need activities that would constantly reinforce and extend understanding. They also would need activities that would assist with real world application of the concepts taught. Activities will include interpreting the text and applying the concepts learned in texts created by the students.

ASSESSMENT PLAN

Type of

Assessment

Learning Objectives Format of

Assessment

1.Pre-

Assessment

1. recognize unknown words using the different type of context clues in the text.2. recognize how some words are used figuratively-symbolism, metaphors, similes3. make reasonable predictions about the outcome of the passage being read with4.identify cause and effect

Multiple choice pre –test/placement assessment, identifying context clues.

Formative

Assessment

1. recognize unknown words using the different type of context clues in the text.2. recognize how some words are used figuratively3. make reasonable predictions about the outcome of the passage being read with

Class discussion-teacher asks higher level questions regarding content and records students and follow up with leading questions to provide elaboration.

Formative

Assessment

1. recognize unknown words using the different type of context clues in the text.2. recognize how some words are used figuratively3. make reasonable predictions about the outcome of the passage being read with

Class discussion-teacher asks higher level questions regarding content and records students and follow up with leading questions to provide elaboration.

Formative

Assessment

1. recognize unknown words using the different type of context clues in the text.2. recognize how some words are used figuratively3. make reasonable predictions about the outcome of the passage being read with

Review games- test items will be asked in game format.Students will create their own work following the format of topic taughtShare with teacher and/or class and discuss/explain their work and why does it reach the objectives taught

Post

Assessment

1. recognize unknown words using the different type of context clues in the text.2. recognize how some words are used figuratively3. make reasonable predictions about the outcome of the passage being read with

Group presentations with visual aide-poster boardSummative assessment-Unit test. Test will have essay question, extended answer question, true and false and vocabulary-matching and filling in the breaks.

S T U D E N T P E R F O R M A N C E / D A T A

Pre-assessment Post-assessment

0-50 51-75 75-100

0

2

4

6

8

10

12

Ob jective 1

Objective 2

Objective 3

Objective 4

Objective 60-50% 51%-75%

75-100%

0123456789

10

Objective 2

Objective 3

Objective 4

Objective 5

Objective 6

Objective 1

A N A L Y S I S O F S T U D E N T D A T A

Many students did not successfully pass the pre- assessments. . The class average per assessment ranged from 25.5%-55.5% out of 100%. Approximately 60% of students consistently failed the formative assessments. 90% of students scored below 80% on the unit test and did not meet the criterion of the objectives present in the test. In case of ambiguities or other mitigating factors, the unit test grade was curved by 15% (making a 100 point test into a 85 point test).Approximately 80% of the students did well on the summative assessments such as: the essay, summary, and group presentation. Though students did not pass the formal assessments such as quizzes and test, through other forms of assessment (discussion, projects, and observation) students did understand the basics of the concepts taught. Some assessments were used to evaluate student learning of more than one objective simultaneously

A N A L Y S I S C O N T. . .

The overall class average per pre-assessment was 53% and the overall class average for the post assessments for the objective was 62%. There may be possible discrepancies with the averages due to student absence or refusal to complete task. This may impact the calculations of the averages and some data may not accurately represent student ability however, this impact is not substantial. The frequency of the formative assessments may have demotivated students who possibly came to view the test as punishment and developed testing anxiety. Due to the frequent testing, students consistently reviewed material however, some students still received low scores on test. For this reason, other forms of assessments were given to evaluate student learning. The other assessments gave students with various learning modalities to display their learning also.

R E F L E C T I O N - D I F F I C U L T I E S

Time management proved to be challenge. For example for one assignment(5 paragraph essay)I intended for the assignment to take three days. However, this section of the unit took one week and a half. I found myself giving extensions on the assignment and not adhering to the schedule. Scaffolding led to students being dependent upon me for completing the assignment. I had difficulty finding a balance between helping and imposing my ideas on students’ essays. As I gave students ideas for their essays they would simply repeat what I had told them. When I told students to find other examples or refused to help them, they would become frustrated and not complete the work. Many students did not do well on the essay. They did not analyze characters actions or any other element of the text but simply summarized what happened in the novel.Classroom management During student teaching I found that I could most use improvement in classroom management and differentiation. Discipline throughout the school was an issue. Many students did not possess respect for authority and would display abrasive behavior towards the teachers. There were not many options for discipline. When infractions did occur students would receive phone calls home to parents, office referrals, suspension and expulsion. Many times these discipline tactics were ineffective and sometimes provoked and escalated student misbehavior. Seeing this I implemented a discipline plan of my own. If students were disruptive during class, I would assign them to lunch detention. Student behavior improved slightly ,however there was still excessive talking during class. . Due to the small gap in age between my students and I ,there was difficulty in finding the balance between relating and identifying with students and asserting my authority as the teacher.

C H A L L E N G E S

Differentiation was also a challenge for me. Many students were below reading level and there was little variation in performance level. However, there was still a variation in intrinsic motivation which in turn affected student performance. I gave instruction at a moderate level so as to reach the main group of students. I made accommodations for low readers during lecture by giving them printouts of the notes. I also made small adjustments-such as the number of paragraphs of an essay- to requirements for some assignments. In reflection I see that these adjustments made were not substantial enough for effective differentiation. These adjustments applied to assessments but did not affect student learning. For students who were higher readers I made no adjustments. To maintain their motivation I would accept their work and praise them, but I did not challenge them any further or offer constructive criticism. On instances where I asked students to revise their work they would become frustrated and take this as criticism of their work and observe that other students were not given the same requirements.

C H A N G E S I W I L L M A K E

Differentiation• stratify the reading by reading levels. material will be adjusted for students’ reading level.• Do not to tell students of the difference in the reading material so as not to cause discourse among students• vary the assessments. Each will have all thinking level questions; however, there will be variation in the

percentage of each type of question on the assessments. • To challenge higher performing students I will focus on increasing intrinsic motivation and offer incentives for

challenging themselves.

Classroom management• establish my authority as the teacher.• consistent in consequences and rewards. • implement different levels of consequences • maintain composure during student misconduct.

Time.

• spend more time on building a strong foundation on the mechanics on writing.• give students a list of two to three topics • give out and review the grading rubric• during scaffolding, require students to work independently before asking for assistance

FIRST YEAR

My first year teaching proved to be difficult and challenging. I taught 11th grade at a low performance charter school that was undergoing new administration. The biggest challenge was gaining the trust of and building a rapport with students who were facing many changes including and 90% staff turnover. Also, the age difference proved to be a challenge in classroom management. However, as the year progressed I was able to build a rapport with many of my students by emphasizing mutual respect. I maintained an open door policy so that students and I could discuss issues that may be effecting student performance. I maintained a firm but fair demeanor and insured that redirection and reprimand were not personal. I strived to address the behavior and not the student

FIRST YEAR INSTRUCTION

My strengths in lesson planning were creativity and rigor. I strived to expose students to various cultures through versatile text. I emphasized academic, scholarly writing in my instruction. I assessed students I various ways such as performance assessments, Socratic Seminars, debates ,and gallery walk throughs.

F I R S T Y E A R D I F F E R E N T I A T I O N

I developed the most in differentiation of instruction. I often used think pair shares, and group work with heterogeneous as well as homogenous grouping. I also used cooperative learning in which each student had a different job. Choice menus also proved to be beneficial to differentiation as well as inconspicuous additional resources such as writing frames, Achieve 3000, and lower level reading material.

W H A T I ’ V E L E A R N E D A N D W H A T I P L A N T O D O . . .

The expectations of teachers can sometimes surmount the limitations and obstacles present. Oftentimes in urban education there are many circumstances that can affect the learning environment. Students come from backgrounds that do not promote educational values and are influenced by these views. Yet in school they are taught the opposite of the life they are living at home. As an educator it can at times prove to be difficult to offer aid to these students while reaching the standards necessary to pass the standardized. Though an educator may reject the idea of “teaching to the test” and teaching conformity, these can seem inevitable with the emphasis that is placed on student performance and test scores. As I grow as an educator I will gain the ability to assist these students while still teaching the content. Eventually, after gaining experience as a classroom teacher, I will become a social worker and/or counselor so as to better aid students who come from troubled backgrounds.