Travis McNaughton’sEducation Portfolio

“A teacher affects eternity; he can never tell where his influence stops.”Henry Adams

Table of Contents

Leadership Teacher/Parent

Relationships Teacher/Student

Relationships Extra Curricular

Activities Student Service Staff Relationships

Teaching and Learning Strategies

Teacher Planning Assessment Professional

Development Technology Discipline Celebrations of Success

and Recognition

Leadership

“Example is not the main thing in leading

others, it is the only thing.”

Albert

Schwieter

Regularly fulfilled Acting Administration duties

Led Professional Learning Communities

Administered Assemblies

Collaborated to initiate new technology trial policy

Initiating Junior High Career Technology Studies Program

Contributed to initiation of Renaissance Program – an award based program promoting student success in academics and behavior

Parent/Teacher Relationships

“It takes a whole village to raise a child.”Proverb

Collaborating with parents is essential to enabling students to reach their potential

I seek and encourage often, effective communication with parents

Parent volunteers are essential to successful events and are vital to the school community

Teacher/Student Relationships

“Treat your students the way you want to be treated.”

The Golden Rule

Positive relationships between students and the teacher is imperative to education

Respect is the cornerstone of my relationships with students

I express value to my students by displaying an interest in them as individuals

Every student is unique

I treat students with fairness according to their individual needs, however, not necessarily with equality

…and I try to make them laugh!

Extracurricular Activities

“Life is a learning experience, only if you learn.”

Yogi Berra

Learning does not stop when the “bell rings”

Extracurricular activities provide opportunity for students to showcase their individual abilities and interests

I have coached the Junior High Basketball Program for the last three years

I have co-coached the Junior High Track team for the last four years

I have contributed to a number of extracurricular events such as yearbook, grade nine camping trip, Christmas concert and many others

Student Service

“He who wishes to secure the good of others, has already secured his own.”

Confucius

My Junior High Extended Physical Education option helped to make Eldorado School’s Positive Playground event a huge success

Staff Relationships

“Individual commitment to a group effort – that is what makes a team work, a company work, a society work, a civilization work.” Vince Lombardi

Teachers should work together to provide the best education for students possible

I make myself available to my colleagues to collaborate and help in any way I can

I collaborated with colleagues on a number of projects

Creating a CTS program Physical Education differentiated Fitness unit Cross grade Space and Sky Science differentiated unit

Teaching and Learning Strategies

“A good teacher must be able to put himself in the place of those who find learning hard.”

Eliphas Levi

Students are unique and learn in unique ways

I employ a multitude of differentiated strategies to assist students in their learning such as:

Jigsaw groups

Smart learning strategies

Guided reading

Peer evaluations

Teacher Planning

“A good plan is like a road map: it shows the final destination and usually the best way to get there.”

H. Stanley Judd

I believe in being rigidly planned and flexible enough to accommodate teachable moments

My year, unit, and lesson plans are working documents

My reflection informs and improves my planning for the future

Knowledge Structure of Badminton (A)

Shuffle Lunge Run

Cout Movement

Locomotor Manipulative(See Charts B, C, D)

Basic Skills

Space Time Force Uncertainty

Strategy

Application of Basic Skills

Knowledge Structure of Badminton

SCOPE & TEACHING SEQUENCE FOR BADMINTON

N =New R=Review C=Continue A=Application

Name Of Activity: Badminton

Level of Learner: Beginner- Intermediate

Steps Activity Session Number 1 2 3 4 5 6 7 8 9 10

Introduction/Orientation N 1 Grips/General Swinging N R C 2 Court Movement (shuffle, lunge, run) N R C C C C A A A A 3 Serving (Deep/Shallow) N R C C C C A A A A 4 Forehand Underhand Clear N R C C C A A A A 5 Forehand Overhead Clear N R C C C A A A A 6 Backhand Underhand Clear N R C C A A A A 7 Backhand Overhead Clear N R C C A A A A 8 Forehand Underhand Drop N R C A A A A 9 Backhand Underhand Drop N R C A A A A 10 Forehand Overhead Drop N R A A A A 11 Backhand Overhead Drop N R A A A A 12 Forehand Smash N R/A A A A 13 Backhand Smash N R/A A A A 14 Singles Game Strategy N R C C 15 Doubles Game Strategy N R C 16 Tournament Game Play N C C

Social Studies 9 Lifestyle and Living Conditions in Communist Russia

RAFT Writing Assignment

Imagine you are living in Russia when the economic system was a command economy. Your assignment is to write a paper exploring your lifestyle, living conditions, working conditions, and major events in Russia during this time. In order to complete this assignment you must choose:

Role of the Writer - Who are you as the writer? (See Roles below) Audience - To whom are you writing? Is your audience the Canadian people? A friend? Your teacher? Readers of a newspaper? Your government? Format - What form will the writing take? Is it a letter? A classified ad? A speech? A poem? Topic + strong Verb - What's the subject or the point of this piece? Is it to persuade your reader about your specific situation in the command economy? To provide support for your government? To inform your reader about your life in Russia?

Questions to Consider:

What are your living conditions and working conditions like? Do you like working in a command economy? Do you have a family and if so does working in the command economy help you and your family? Are any of your rights being compromised in the centrally planned economy? If so what rights and is this okay?

What are your responsibilities in the centrally planned economy?

Roles: 1. Worker/Laborer: You are an average worker in Russia when the economic

system is a command economy. Choose a job of your choice (ie. janitor, salesman etc.).

2. Professional: You are a professional working in Russia’s command economy (ie. doctor, dentist etc.).

3. Entrepreneur: You are a business owner (or were a business owner) in Russia’s command economy.

4. Farmer: You are a farmer who owns (or owned) your own land in Russia’s centrally planned economy.

5. Stalin: You are Stalin. Why did you introduce your five-year plans? Why is a centrally planned economy best for Russia?

6. Member of the government: You are a member of the Russian government. Choose which branch of the government you are working for (ie. Gosplan, communist party etc.).

Values and Ideologies Lesson Plan #5 Course: Social Studies 30/33 Class Length: 82 minutes Teacher: Travis McNaughton General and Specific Outcomes: See unit plan

Activity Teaching/ Learning Strategies

Procedure Time Evaluation

Administration N/A Take attendance o Use teacher logic

2 min N/A

Introduction Teacher centered lecture

o Provide focussed direction for students learning

Provide Direction for class

o Quiz: Values and Ideologies Vocabulary

o Finalize group presentations for approx. 15 min.

o Group Presentations

2 min N/A

Quiz: Values and Ideologies

Individual Student activity

Distribute quiz to students o Have students complete

the quiz working on their own

o Collect the quizzes when the students are finished

20 min Formal evaluation of quiz

Group work assignment

Student centered approach Group work

Finalize group assignment so that students are ready to present

o Put finishing touches on assignment

o Practice/plan for presentation (who is going to speak when etc.)

15 min Informal evaluation based on how groups are working and what they have completed

Group Presentations: Features of Political Systems

Student centered approach Group work

Group Presentations o Remind students to

provide utmost respect to classmates when they are presenting

o Groups will present in order (groups 1-6)

o Collect each groups notes in order to photocopy and distribute to classmates

o Start next lesson if presentations do not take up the rest of class (lesson 6)

15 min Formal evaluation of group presentations (see marking rubric)

Conclusion Teacher centered approach Bring closure to the class and provide direction for next class

Provide conclusion for class

o Feedback o Provide direction for

next class (see lesson 6)

2 min N/A

Assessment

“As long as there are tests, there will be prayer in public schools.”

Anonymous

I consistently use formative and summative assessment in my classroom

The assessment of my students is based on curricular outcomes and informs my planning

Social Studies: Napoleon Unit Plan

Grade: 11 Teacher: Travis McNaughton Number of Classes: 7 Class Length: 82 minutes Knowledge Objectives:

Students will understand and be able to describe how Napoleon rose to power in France. Students will be able to describe the changes that occurred in France under the reign of Napoleon. Students will be able to identify and describe major Napoleonic battles that occurred. Students will be able to identify the countries, sites of major land battles, and major bodies of water in Napoleonic Europe.

Skill Objectives:

Reading for Comprehension Gathering main concepts for understanding Computer skills

Lesson General Outcomes

Specific Outcomes

Learning/Teaching Strategies and Points Assessment / Evaluation

1 1 2

1.1 1.4 1.6 1.8 1.9

1.11 2.1 2.2 2.3 2.4

Provide Direction for class Review French revolution

o Where we left off: The reign of the “Directory”

Introduce Napoleon o Have students copy notes from

overhead – Napoleon Section Review: pg 45 # 1-5 in “World History: Patterns of Civilization”

o SS 23 - # 2-5 o Due next day (lesson 2)

Provide conclusion for class o Feedback o Provide direction for next class (see

lesson 2)

Informal evaluation based on class discussion Formal evaluation of section review Content knowledge on Unit exam

2 1 2

1.1 1.4 1.6 1.8 1.9

1.11 2.1 2.2 2.3 2.4

Provide Direction for class Mark Section Review pg 45

o Collect marks Review notes on Napoleon Continue notes: The Rise of Napoleon

o Take notes from overhead Section Review pg 48 #1-6 in “World History: Patterns of Civilization”

SS 23 – only do # 2-6 Due next class (lesson 3)

Provide conclusion for class o Feedback o Provide direction for next class (see

lesson 3)

Informal evaluation based on class discussion Formal evaluation of Section Review Content knowledge on Unit exam

3 1 2

1.1 1.4 1.6

Provide Direction for class Mark Section Review pg 48

o Collect marks

Informal evaluation based on class discussion

Professional Development

“He who dares to teach, must never cease to learn.”

Anonymous

I love to learn

I have attended many professional development opportunities this past year including the Education Symposium, Leading and Learning, and Instructional Coaching CARC conferences

I am always reading books related to teaching and leadership

Everywhere I drive I listen to podcasts and speaking regarding personal, professional and leadership development

Technology

“If we teach today as we taught yesterday, we rob our children of tomorrow.”

John Dewey

I believe technology is a vital tool to educating this generation

I have had the privilege of teaching Language Arts grade eight and nine in the computer lab

I incorporate technology in some way to almost every lesson I teach

I consistently support staff by helping them utilize technology

I have ample experience in a wide variety of computer programs including SIRS

I am confident in my ability to learn virtually any computer program quickly

Discipline

“Discipline is the refining fire by which talent comes ability.”

Roy L. Smith

I believe discipline should be done with respect

I believe action and programs should be implemented to teach values that decrease discipline issues

Discipline is more than consequences: it is a tool to help students become their best

I believe that inappropriate student behavior should be matched with natural consequences

Celebrations of Success and Recognition

“Most successful men have not achieved their distinction by having some new talent or opportunity presented to them. They have developed the opportunity that was at hand.”

Bruce Barton

Awarded the Wild Rose Public Schools Student Select Award 2008

Nominated for Wild Rose School Division Apple Award 2010

My science grade six class achieved 20% higher than the provincial average on the Provincial Achievement Test and 100% of them wrote and met the acceptable standard

The EndTravis McNaughton’s Education Portfolio

Phone: 780-946-6008Cell: 780-242-9037E-mail: travdmc@gmail.com

32 Landon DriveSpruce Grove, AlbertaT7X 4S1