natisha givens 2010 teaching portfolio

TEACHING PORTFOLIO Natisha Givens

[email protected]

www.natishagivensportfolio.weebly.com

Education is what remains after one has forgotten everything he learned in

school.

- Einstein

ECPI College of Technology

124 Floyd Smith Office Park Drive

Charlotte, NC 28262

704.971.5050

Last Updated: Review – November 2009

mailto:[email protected]

http://www.natishagivensportfolio.weebly.com/

Table of Contents

RESUME ........................................................................................................................................................................ 3

PHILOSOPHY OF TEACHING ................................................................................................................................. 4

My Teaching Beliefs ......................................................................................................................................................... 4 Classroom Techniques ...................................................................................................................................................... 5 Assessment Techniques ..................................................................................................................................................... 5

TEACHING EXPERIENCE ........................................................................................................................................ 8

Courses Taught ................................................................................................................................................................. 8 Teaching Awards .............................................................................................................................................................. 8 College Involvement ......................................................................................................................................................... 8

SAMPLE OF REVIEWED TEACHING MATERIALS ........................................................................................... 9

Sample Material for CSA 111 ........................................................................................................................................... 9 Sample Material for CSA 236 Lesson (Creating a Switchboard) ................................................................................... 10

EFFORTS TO IMPROVE TEACHING ....................................................................................................................11

Teaching Conferences / Workshops ................................................................................................................................ 11 Competency Based Teacher Education (CBTE) Modules Completed ............................................................................ 11 E-Learning (InfoTech Training) Planned ....................................................................................................................... 11 Education and Certifications .......................................................................................................................................... 11

EVIDENCE OF STUDENT LEARNING ..................................................................................................................12

Pre/Post Test Data.......................................................................................................................................................... 12 Student Comments .......................................................................................................................................................... 12 Student Grade Summary ................................................................................................................................................. 12 Student Sample (CSA 122) .............................................................................................................................................. 13 Student Sample (CSA 101) .............................................................................................................................................. 14 Student Sample (CSA 236) .............................................................................................................................................. 15 Student Sample (CSA 236) .............................................................................................................................................. 16 Student Sample (CSA 111) .............................................................................................................................................. 17

STUDENT EVALUATIONS .......................................................................................................................................18

Positive Comments ......................................................................................................................................................... 18 Negative Comments ........................................................................................................................................................ 18

COURSE SURVEY RESULTS ...................................................................................................................................19

SHORT AND LONG TERM GOALS ........................................................................................................................22

APPENDICES ...............................................................................................................................................................22

Resume

NATISHA GIVENS

11322 Chapeclane Road ▪ Charlotte , NC 28278 ▪ United States ▪ [email protected] ▪

Profile

Able to coordinate several tasks simultaneously.

Able to handle challenges.

Able to lead others in high-demand situations.

Able to prioritize and operate proactively.

Commended for reliability and trustworthiness.

Experienced in successful management of diverse groups of people.

In-depth knowledge of Microsoft Office Suite

Ability to grasp new ideas and integrate them into desired results.

Experience

CLASSROOM MANAGEMENT

2004 - Present ECPI College of Technology Instructor

Motivate students to excellence by conveying an enthusiastic attitude

Create an energizing atmosphere conducive to learning, while maintaining discipline

Assist students to become analytical, problem-solvers, and decision-makers

Provide creative projects to emphasize good communication and teamwork

Design and update training manuals for Microsoft Word, Excel, PowerPoint,

Access, Keyboarding II, & Principles of Business Management.

Maintain a high level of customer satisfaction.

LMS (Learning Management System) Administrator. Train all new faculty on how

to utilize the Moodle platform.

PTK Honor Society Advisor

CLASSROOM MANAGEMENT

2002 - 2004 National Business College Instructor

Motivate students to excellence by conveying an enthusiastic attitude

Create an energizing atmosphere conducive to learning, while maintaining discipline

Computer

Skills

Windows 98 / 2000 / XP / Vista / 7 (Highly proficient)

MS Office (Highly proficient)

Internet Explorer (Highly proficient)

MySQL (Proficient)

Education

Master of Science Information Science

Bachelor of Business Administration

Strayer University

Bluefield State College

Certifications Microsoft Office Specialist Certifications


Philosophy of Teaching My Teaching Beliefs

My Objective—while students are engaged in my courses, the emphasis is proficiency in applying what is learned to

improve their marketability.

The following list is five key areas that must be applied in my classroom in order for me to meet my objective.

Provide each student an education tailored to his or her strengths and needs.

As an educator, I must strive to challenge and support students according to their individual strengths and

needs. I give a pre-assessment to determine the level of existing knowledge in order to create and/or modify

lesson plans and assignments. My rubrics are developed to ensure the objectives of the assignment is clearly

stated, met, and evaluated. I also take into consideration the individual strengths and needs when assignment

weights/points to the various portion of the rubric.

Allow students to construct their knowledge through exploration and discussion.

I encourage students to be part of the instructional method (lecture and lab assignments) by being active

contributors in the classroom. This allows them to delve into and take part responsibility in their own

learning. Class discussions, verbal and/or written, allow students to use language to synthesize their

knowledge and make their work public (improving their marketability skills).

Engage students in the development of certain tasks in the classroom.

I believe that engaging students in the development of certain tasks helps with classroom management.

Adult-learners love to contribute to how and what they learn. I allow students to give suggestions on how

certain tasks should be developed and/or delivered. This can possibly prevent frustration from them not

understanding an assignment/activity.

Display optimism and encouragement.

I strive to create a positive learning environment. I privately encourage students that may be struggling in

certain areas as to not bring embarrassment upon them. However, I publicly recognize strengths,

contributions, and given credibility within the classroom.

A teacher is (I am) always a student.

Being an educator does not mean that I have all the answers and know all there is about my subject matter.

The classroom should not only be a where students learn, but also a place where I can learn and improve. I do

this by my relationship with veteran teachers, through in-services offered inside and outside of the company.

This allows me to collect ideas, increase my content, and increase my pedagogical knowledge. In addition,

encouraging, welcoming, and reflecting on student feedback allows me to continuously refine my teaching

practice.

Classroom Techniques

Students are not asked to complete the lessons independently, but rather the class is instructor led. To maximize

coverage of the material, thorough lessons are prepared in advance to capture the key points of each chapter.

Although the class is instructor-led, the delivery of course material (lecture) should be interesting, interactive, and fun.

Therefore, I use a variety of methods which include multimedia—PowerPoint, videos, and the Internet; as well as

traditional lecture. In addition, students are given the opportunity to introduce and share their knowledge on the given

topic.

Another method includes extensive hands-on activity. This affords students the opportunity to apply what they have

just learned during lecture. Students are encouraged to notify me immediately whenever they encounter any

difficulties in understanding the concepts. Repetition is emphasized. After covering a new topic, often I reverberate

back to a past topic by questioning a student at random. Care is taken to address every student at least twice a week,

thus I am in the habit of learning all names by the 2nd or 3rd day of each term.

After material is covered in class, the lab activity completed is posted on the Learning Management System (LMS)—

Moodle to allow students to repeat the exercise if reinforcement is required. The postings also allow students who

were not present to complete the assigned material. SEE Sample Course Postings on the following pages.

Assessment Techniques

The course syllabus clearly makes students aware how they will be assessed. Exams are given in two parts - Theory

and Production. Because the emphasis is performance, the production segment of the exam contributes more weight

to the final evaluation. The Theory portion of the exam is securely delivered in the Learning Management System

(LMS)—Moodle. It is comprised on multiple choices and short answer questions. Immediate feedback is available to

students. The Production portion of the exam is completed on the computer and uploaded in Moodle. Feedback is

usually provided by the next class period, but no later than a week (two class periods).

Other assessments include quizzes, labs, individual review exercises/study guides, class review exercises, one-minute

paper, the muddiest point, and direct paraphrasing.

One-Minute Paper. This paper consists of three questions; what was covered, areas that the

student(s) still have questions about, what can be done for me, the instructor, to me more effective.

The Muddiest Point. After a 45-minute lecture block, students anonymously write down the

―muddiest‖—most unclear point of the lecture. These responses are reviewed during break and, if

necessary, recovered during the next lecture block.

Direct Paraphrasing. Volunteers or randomly chosen students are asked reverberate, by

paraphrasing, what they retained from the lecture.

On the first day of class, students are directed to Moodle, and various links including the Syllabus, Course

Information, and Professionalism / Participation links. This posting is available for viewing throughout the term and

alleviates misunderstandings as the term progresses. SEE Sample Course Postings on the following pages.

General Course Information Snap Shot

File Access Page Snap Shot

Lab Instruction Access Page Snap Shots

Professionalism / Participation Page Snap Shot

Teaching Experience Courses Taught

From June 2004 to December 2010, I have provided instruction for 267 classes totaling 2,573 students. The various

courses taught are listed below by course number and name:

BUS 115 Records Management

BUS 120 Introduction to Business

BUS 122 Principles of Business and Management

BUS 193 Customer Relations

BUS 230 Business Communication

CIS114 Microcomputer Applications

CIS115 Microcomputer Applications

COM110 Principles of Speech

CSA101 Keyboarding I

CSA102 Keyboarding II

CSA111 Computer Spreadsheets

CSA122 Word Processing

CSA212 Advanced Spreadsheets

CSA222 Advanced Word Processing

CSA236 Computer Database Applications

CSA250 Integrated Computer Applications

ENG096 Introduction to Writing Workshop

ENG099 Introduction to Writing

FOR 112 College Orientation

IST 120 Computer Applications

MED120 Medical Transcription

Teaching Awards

2009 Instructor of the Year

College Involvement

Phi Theta Kappa Honor Society Advisor

Intuitional Effectiveness Committee

CIS Curriculum Development Committee

Sample of Reviewed Teaching Materials Sample Material for CSA 111 (Computer Spreadsheets)

After expounding on the need for documentation and the major types, students are asked to perform. (See Class

Activity)

Financial Function - PMT

1. The PMT function finds the monthly payment that will pay off a loan at a fixed interest rate

2. The syntax for the PMT function is = PMT (rate, nper, pv)

o Rate – interest rate (express in terms of months, that is divide yearly rate by 12)

o Nper – number of loan payments (express in months)

o Pv – present value of the loan

NOTE: Results are returned as a negative to indicate that this is the amount person must spend. Add a minus in front

of the formula if you prefer to see it expressed as a positive number

Example: What is the monthly payment for a $50,000 loan at 9% annual interest for 10 years?

= PMT (.09/12, 10*12, 50000) Result: -633.38

= -PMT (.09/12, 10*12, 50000) Result: 633.38

Class Activity

1. With cell E11 active, click the Insert Function button on the formula bar.

2. Type loan payment in the Search for a function text and click the Go button.

3. Select PMT and click OK.

4. Click the Collapse Dialog Box button; click in cell E6, type / , click in cell E9, and click the Expand Dialog Box

button. (E6/E9 should now appear in the Rate box)

5. Click in the Nper box, and enter E10 either by typing it directly or selecting it from the workbook.

6. Click in the Pv box, and enter E4 and click OK. ($993.63 is displayed in E11)

7. Type House Payment in cell A9 (replacing the word ―Rent‖) and press Tab.

8. In B9 type =E11 and press Enter.

9. In E4, type -250,000 as the new loan amount, and press Enter. Click Undo.

10. Type 6.5% in E6 and press enter. Click Undo.

11. Click D13, type Is the loan affordable?, and press Enter.

12. Type Required Savings in cell D14, press Tab, type 5,000, and then press Enter.

13. In cell D15 type Calculated Savings, press Tab, type =B22*12, and press Enter.

Sample Material for CSA 236 Lesson (Creating a Switchboard)

Creating a Switchboard

The Switchboard Manager is a Microsoft Access tool that helps you create and customize a Switchboard.

The Switchboard Manager creates a table called Switchboard Items, which appears after the Switchboard is

created.

Click Database Tools, Database Utilities, Switchboard Manager. Answer Yes to create new Switchboard

A Main Switchboard (Default) page appears (NEVER delete Main page, renaming is allowed)

Class Activity

1. Open the Switchboard Manager (Database Tools, Switchboard Manager)

2. Click New to add a Switchboard Page names Searches, Database Forms

3. Click Close to return to Main page. Select Main Switchboard and click Edit

4. Change Name to Your Name Switchboard. Click New to begin adding buttons

5. Type as Text: Go to Forms Page, Command: Go to Switchboard – Database Forms, OK

6. Click New to add a Second button

7. Type as Text: Go to Search Pages, Command: Go to Switchboard – Searches, OK

8. Click New to add a Third button. Type As Text: Exit , Command: Exit Application

9. Click Close to return to Main Switchboard Page and Edit Forms Database

10. Add buttons : Add and Search – Open Animal Input Form in Edit Mode

Pet Image – Open Pet Image Form in Edit Mode

Back to Previous, Command: go to Switchboard – Main

11. Return to Main Switchboard Page and Edit Searches

12. Add buttons : Search by Pet Kind, Command: Run Macro - Kind of Pet

Search by Owner ID, Command: Run Macro – Owner ID

Search by Pet ID, Command: Run Macro – Pet ID Search

Back to Previous, Command: go to Switchboard – Main

13. Close Switchboard Manager. Test Switchboard

Click New button to create additional

Switchboard pages or to create items

(buttons) for a page created

Click Edit button to edit a Switchboard page to

add button items or to change the Switchboard

name. Click Edit to change an item created

Hot keys provide shortcuts to

activate a command item.

To create a hotkey place an &

before the letter that will serve

as hotkey

Example &Employer

Employer (Press Alt + E –

shortcut)

Efforts to Improve Teaching Teaching Conferences / Workshops

Managerial Accounting (Graduate Class) .................................................................... January 11, 2010 – March 29, 2010

Communication Technologies (Graduate Class) ......................................................... January 11, 2010 – March 29, 2010

Enterprise Architecture (Graduate Class) ............................................................................. April 5, 2010 – June 21, 2010

IT Project Management (Graduate Class) ............................................................................ April 5, 2010 – June 21, 2010

Enterprise Wireless Networks (Graduate Class) ......................................................... June 28, 2010 – September 13, 2010

Enterprise Network Management (Graduate Class) ................................................... June 28, 2010 – September 13, 2010

Network Architecture (Graduate Class) .................................................................. October 4, 2010 – December 19, 2010

Directed Research Project (Graduate Class) ............................................................ October 4, 2010 – December 19, 2010

Classroom Instructional Wheel Workshop ...................................................................................................... August 2010

Setting up a Student Mentorship Program Workshop ................................................................................ September 2010

LMS Administrators Training—Moodle 1.9 ........................................................................................ September 16, 2010

Annual Faculty Conference .......................................................................................................... November 11 – 13, 2010

Positive Communications Workshop ..................................................................................... November 11, 2010

SACS 101 and Reaffirmation 2013 Workshop ...................................................................... November 11, 2010

Communications: Start, Stop, Continue Workshop ................................................................ November 11, 2010

Pre and Post Tests Workshop ................................................................................................. November 11, 2010

The Role of Faculty in Institutional Effectiveness Workshop ................................................ November 11, 2010

The Learning Revolution and the Learning College Workshop ............................................. November 12, 2010

Microsoft Virtual Server Workshop ....................................................................................... November 13, 2010

Moodle 1.9 Training Seminar ................................................................................................ November 13, 2010

iPads in the Classroom Workshop .......................................................................................... November 13, 2010

Xen Desktop Workshop ......................................................................................................... November 13, 2010

Competency Based Teacher Education (CBTE) Modules Completed

Georgia Southern Faculty Training Modules (1-10)

E-Learning (InfoTech Training) Planned

Network+ Certification (2009) Course

IC3 Internet & Computing Core Certification Course

IC3 Internet & Computing Core Certification Professional Course

Wireless Network Security

Word 2007 MasterExam

Excel 2007 MasterExam

Access 2007 MasterExam

PowerPoint 2007 MasterExam

Education and Certifications

Degrees College Year Master of Science in Information Systems Strayer University 2010

Bachelor of Business Administration Bluefield State College 2001

Certifications Microsoft Office Specialist (Word, Excel, Access, PowerPoint)

*Please see accompanying Professional Development Plan for planned participation in professional organizations and planned

certifications.*

Evidence of Student Learning Pre/Post Test Data

My assigned courses during 2010 were not selected to participate in the pre/posttest assessments.

Student Comments

―Thank you for this term. I really feel like I have learned a great deal about Word 2007 that I truly did not know.‖

– K. Wagoner

―Thank you Mrs. Givens you made the class very exciting and fun as well. You taught me a lot ...Study Hints, Study

Tips, Teamwork and etc.‖ – L. Dublin

―This class was very interesting. I am happy that I have learned to type without looking and that I can type faster, it

was fun.‖ - Anonymous

Student Grade Summary

Thirteen Month Term Report - from January 2010 – December 2010

A37%

B34%

C14%

D3%

F12%

Student Sample (CSA 122)

265 Park Avenue South New York, NY 10003 P: (212)555.5555 F: (212) 555.6666 E-mail: [email protected]

OVE MORE

Make it a daily challenge to find ways to move your body.

Climb stairs if given a choice between that and escalators or elevators. Walk your dog; chase your kids; toss balls with friends, mow

the lawn. Anything that moves your limbs is not only a fitness tool, it’s a stress buster.

UT FAT

Avoid the obvious such as fried foods, burgers and other fatty

meats (i.e. pork, bacon, ham, salami, ribs and sausage). Dairy products such as cheese, cottage cheese, milk and cream should be eaten in low fat versions. Nuts and sandwich meats, mayonnaise, margarine, butter and sauces should be eaten in limited amounts.

EAR YOUR SEAT BELT

Statistics show that seat belts add to longevity and help

alleviate potential injuries in car crashes. Thought for the day: Buckle down and buckle up.

LOSS YOUR TEETH

Recent studies make a direct connection between longevity

and teeth flossing. Nobody knows exactly why. Perhaps it's because people who floss tend to be more health conscious than people who don't? Thought for the day: Floss and be your body's boss.

EEP A POSITIVE MENTAL OUTLOOK

There's a definitive connection between living well and

healthfully and having a cheerful outlook on life. Thought for the day: You can't be unhappy when you're smiling or singing.

M

C

W

F

K



Student came in Week 1 typing 24 wpm*

*Words per minute (after subtracting errors)

Student passed in Week 5 typing 38 wpm!!!

Student Evaluations The statements below are actual comments students voiced concerning their experience in my class.

Positive Comments

―I will forever appreciate the difference you made in my life.‖ – B. Zainule

―You are truly a gift to your profession.‖ – T. Cline

―You are a great teacher, and keep up the good work.‖ – T. Ramsue

―…externship is going great. I put some Excel and a little bit of Access to use!‖ – J. Gillon

―Mrs. Givens you have been a pleasure to work with this semester and I will miss being in your class. Never stop

doing what you are doing because you are truly walking in your calling. I know God is proud of you and I am too.‖ –

C. Davis

―Thanks for your patience with me during this class.‖ – C. Davis

―You are a great teacher and I have learned so many things in this class. Keep up the good work!‖ – K. Lao

―I think the class was good, we did a lot examples, you gave us homework, we participated as a group, we wrote some

short essays and paragraph in class, we share some of our papers with classmates, it was really nice having you as a

teacher.‖ – H. Salazar

―Mrs. Givens made this class interesting to me. I could completely focus on my work in Mrs. Givens' stable

classroom. I am very pleased with the knowledge that Mrs. Givens has put upon me.‖ – B. Lackey

―Ms. Givens is doing a great job. She took time out to help with a class that she was not teaching. She is

knowledgeable of her work.‖ – Anonymous

―A very good teacher.‖ – Anonymous

―She is really a good teacher‖. - Anonymous

―In my opinion, Mrs. Givens should teach ALL of the computer classes!!! She is very thorough and speaks in a way

that you can understand and makes you feel comfortable/confident about the course. She is an expert with the new

Moodle Site also! I know that I received my money’s worth when I especially take one of Mrs. Givens’ classes! ECPI

had invested in an excellent instructor!‖ – Anonymous

Negative Comments

―I think you should do more group activities and maybe some games, I know we are in college but a lot of people

learn from touching and also seeing.‖ – A Kasongo

―Give more homework assignments to bring grades up.‖ – E. Smith

―This (CSA122) should really be offered as an online class‖ – Anonymous

Course Survey Results

201007 Course Survey Results

Student End of

COURSE CRITIQUE

6.37 College

Wide

6.06 Campus

Wide

6.57 This

Instructor

This

Course

Concord Givens, Natisha (3/5) 60%

1. Faculty 1.1 - I received a syllabus on the first day of class. (Y/N) 0 100

1.2 - Would you recommend this faculty member to other students? (Y/N) 0 100

1.3 - The faculty member clearly presented class information and materials. 6.67

1.4 - The faculty member demonstrated his/her knowledge in the subject matter. 6.67

1.5 - The faculty member explained the skills or competencies required for

successful completion of the course, including grading.

6.67

1.6 - The faculty member was available for assistance/tutoring outside of class

time.

6.5

1.7 - The faculty member used class time effectively. 6.67

1.8 - The faculty member provided timely feedback for graded exercises. 6.67

1.9 - The faculty member created a respectful and collegiate atmosphere in the

classroom.

5.67

1.10 - Quizzes, exams and labs were based on covered materials. 6.67

1.11 - Class started and ended class on time. 6.67

2. Course

2.1 - I received textbook(s) by the first day of class. (Y/N) 0 100

2.2 - The course syllabus effectively communicated the required competencies. 6.67

2.3 - There was enough lab equipment for the successful completion of

lab/classroom activities.

6.67

2.4 - The lab equipment is in good working order. 6.67

2.5 - The lab portion of this course was supervised by a faculty member. 0 100

2.6 - Would you recommend ECPI College of Technology to other students?

(Y/N)

33 67

3. Comments

Givens, Natisha •CSA122 - This really should be offered as an online class.


Student End of

COURSE CRITIQUE

6.38 College

Wide

5.95 Campus

Wide

5.5 This

Instructor

This

Course




1.3 - The faculty member clearly presented class information and materials. 6

1.4 - The faculty member demonstrated his/her knowledge in the subject

matter.

6



6

1.6 - The faculty member was available for assistance/tutoring outside of

class time.

6

1.7 - The faculty member used class time effectively. 6

1.8 - The faculty member provided timely feedback for graded exercises. 6

1.9 - The faculty member created a respectful and collegiate atmosphere in

the classroom.

6

1.10 - Quizzes, exams and labs were based on covered materials. 6

1.11 - Class started and ended class on time. 6

2. Course


2.2 - The course syllabus effectively communicated the required

competencies.

4



4

2.4 - The lab equipment is in good working order. 4



(Y/N)

0 100

3. Comments

Givens, Natisha •CSA112 - A very good teacher!


Student End of

COURSE CRITIQUE

6.4

College

Wide

6.21

Campus

Wide

6.71

This

Instructor

This

Course




1.3 - The faculty member clearly presented class information and materials. 6.67

1.4 - The faculty member demonstrated his/her knowledge in the subject

matter.

6.67



6.67

1.6 - The faculty member was available for assistance/tutoring outside of

class time.

6.67

1.7 - The faculty member used class time effectively. 6.67

1.8 - The faculty member provided timely feedback for graded exercises. 6.67

1.9 - The faculty member created a respectful and collegiate atmosphere in

the classroom.

6.5

1.10 - Quizzes, exams and labs were based on covered materials. 6.67

1.11 - Class started and ended class on time. 6.67

2. Course


2.2 - The course syllabus effectively communicated the required

competencies.

6.67



7

2.4 - The lab equipment is in good working order. 7



(Y/N)

0 100

3. Comments

Givens, Natisha •ENG099 - she is a really good teacher

Short and Long Term Goals

The future of ECPI will continue to integrate blended learning into the classroom. New students often are afraid of using the

computers, so blended learning can present a challenge to them. For this reason the initial face-to-face meeting has to

effectively relieve student anxiety.

Since blended learning has been implemented at the Concord Campus, my goal has been to aid students and instructors make a

smooth transition into this hybrid form of instructional delivery. This goal has been met in part by including a section in my

opening lecture that steps my students through the process of logging in, accessing links, and using various features of the

Moodle Platform. I have also provided (and will continue to provide) instructors with the proper training needed to implement

this technology into their classrooms. I plan to establish community within the hybrid environment early on to ensure that my

retention does not suffer.

Another short term goal I have is to increase the campus community activities. I will be able to meet this goal in part by

increasing the number of members that are targeted and join PTK. I plan to encourage other faculty members in various

departments to start a club related to their field to encourage our students to begin joining professional clubs that will enhance

their knowledge and networking within their respective fields.

My long term goals are to implement an Activity Day on campus, ideally once at term, but at least once a quarter, that would

allow our students to learn about the various clubs the campus offers and get an opportunity to join and become a part. In

addition, I would also like to implement a Community Resource network that would be beneficial to our students who are

facing challenges that are beyond our scope at ECPI to handle.

Appendices

See Next Pages

natisha givens 2010 teaching portfolio

Documents

philosophy of teaching

teaching beliefs

teaching experience

teaching awards

teaching conferences

sample material

teacher education cbte

college involvement