Documente Academic
Documente Profesional
Documente Cultură
KimberlyCaruk
Createdon:03/14/201604:16:00PMEDT
LastModified:03/14/201604:15:54PMEDT
TableofContents
PreStudentTeachingPortfolio(2)
DomainAPlanningandPreparingforStudentLearning
A1DemonstratingSubjectMatterKnowledgeandPCK
A2Usinglearningprinciplestounderstandchildren
A3Usingcontextualfactorsinplanning
A4Developingappropriateinstructionalgoals
A5Designingcoherentlearningopportunities
A6InstructionalResources
A7Preparinganappropriatelearningenvironment
DomainBTeaching
B1Engagingteaching
B2Monitoringandassessingstudentlearning
B3Managingclassroomprocedures
B4Managinglearningandbehavior
B5Communicatingeffectively
DomainCAnalyzingStudentLearningandInquiringintoTeaching
C1Monitoringandadjustinginstruction
C2Analyzingassessmentdata
C3Usingdatatoevaluateteaching
DomainDFulfillingProfessionalResponsibilities
D1Meetingexpectationsandfulfillingresponsibilities
D2Establishingandmaintainingcollaborativerelationships
D3Valuingandseekingprofessionalgrowth
D4Demonstratingprofessionalism
Appendix
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PreStudentTeachingPortfolio(2)
KimberlyCaruk
PreStudentTeachingPortfolio(2)
MynameisKimberlyCaruk,andIamcurrentlyaprestudent
teacherinEnglish/CommunicationsatPennStateUniversity.For
myfieldexperience,IhavebeenplacedatAltoonaAreaHigh
SchoolinAltoona,Pennsylvania,teachingwithMrs.Quinn,inan
11thand12thgradeclassroom.
Theroleofaneducatoristoprovidestudentswithskillsand
knowledgethatcanbeusedbothinsideandoutsideoftheclassroom.Asafuture
teacher,itismygoaltotopreparestudentstoentersocietyasanindependent
individualwhohasthedriveanddeterminationtoachievesuccess.Inorderto
accomplishthistask,itisimperativethatIcreateaclassroomenvironmentthat
encouragesgrowthanddevelopment,aswellasbeingacomfortablespacefor
studentstoexpressthemselves.Ibelievethatateacherplaysanimportantrolein
theclassroom,astheyarebotharolemodelaswellasaprofessionalguidetotheir
students.
Myportfolioisacompilationofmyeffortsthusfarinsidetheclassroom,asIwillkeep
continuetogrowduringtheprestudentteachingprocess.Throughthisportfolio,I
amdevelopingmyownunderstandingofwhatitmeanstobeaneducator,inaddition
tolearningmoreaboutwhoIamasaprofessional.Asmyteachereducationtraining
continues,Iamlookingforwardtobecomingastrongereducatorformyfuture
students.
PreStudentTeachingPortfolio(2)
KimberlyCaruk
DomainAPlanningandPreparingforStudentLearning
ThePennStateteacherplansinstructionandassessmentsdesignedtofosterstudent
understandinganddevelopment.
A1DemonstratingSubjectMatterKnowledgeandPCK
Theteacherdemonstratesanunderstandingofsubjectmatterandsubjectspecificpedagogy
duringplanning.
A2Usinglearningprinciplestounderstandchildren
Theteacherusesprinciplesoflearninganddevelopment,andunderstandingoflearnersand
learnerdiversityduringplanningofinstructionandassessment.
A3Usingcontextualfactorsinplanning
Theteacherusesrelevantcommunity,district,school,andclassroomfactorsandcharacteristics
inplanning.
A4Developingappropriateinstructionalgoals
Theteacherdevelopsandselectsappropriateinstructionalgoalsandobjectives.
A5Designingcoherentlearningopportunities
Theteacherdesignscoherentshortrangeandlongrangeopportunitiesforstudentlearning
andassessment.
IchosedomainA5overtheotherselectionsfordomainAbecauseIfeelthatitisimportant
forstudentstolearndifferentskillsthatwillhelpthemworktowardsalongtermgoal.Ahigh
schoolstudentoftenhasdifficultygraspingthenecessityoflearningatopiciftheassessmentis
longterm,duetothefactthattheyoftenliveonadaytodaybasis.Therefore,byincorporating
theseskillsoractivitiesthataretaughtonadailybasis,thestudentsthenfeelthatthe
materialtheyarelearningisuseful,astheycanapplyittotheircurrentstudiesorotherevents
occurringoutsidetheclassroom.Whenteaching,itisimportantfortheteachertobeableto
gaugethestudents'understandingatdifferentpointsinalongtermopportunity,suchasa
unit,andthisiswheretheshortrangeopportunitiescanenhancethisexperience.Ifirmly
believeinreinforcementoflargerconceptsandthemes,andthroughshortrangeactivities,the
studentsareabletodemonstratetheirunderstandingandapplicationoftheideaspresented.
IspecificallychosetheinterviewquestionspowerpointthatIusedinmylessonasithelped
solidifyskillsthatthestudentswerelearninginordertoreachtheirlongtermgoalof
completingtheirmockinterviews.Thislessonwasjustonepieceoftheentireunit,asstudents
composedresumes,compiledreferences,aswellaspracticedelevatorspeeches,butIbelieve
thatitwasimportantcomponentofachievingsuccessuponthedayoftheirmockinterview.
Throughthepowerpoint,IwasabletomodelascenariothatImayhavewithaninterviewer
PreStudentTeachingPortfolio(2)
KimberlyCaruk
whenIamapplyingforjobsineducation,inadditiontoprovidingstudentswithgeneral
interviewquestionstojumpstarttheirthinkingprocessofquestionstheymayask.Althoughmy
powerpointwasjustonelessoninthisentireunit,itallowedthemtousethepriorskillsthat
theyhadlearned,suchaspublicspeakingwiththeirelevatorskills,andpracticeaskinganother
individualaquestionthattheymayhave.Thesesmallerlessonsareteachingstudentsskills
thatcanhelpwithlongtermgoalsthattheymightnotevenrealizeexistyet,suchasgoingfor
acollegeinterviewer,orevenspeakingwithaprofessoroncetheybegincollege.WhenIcan
incorporateactivitiesthatteachstudentslessonsthattheycanuseoncetheyexitthe
classroom,myjobhasbeenfulfilled,asIhavedemonstratedtheimportanceofthelongterm
goalwithoutevenmentioningaword.
FileAttachments:
1. InterviewQuestionsPowerpoint(Seeappendix)
A6InstructionalResources
Theteacherselects,adapts,and/orcreatesappropriateinstructionalresourcesandmaterials,
includinginstructionaltechnologies.
A7Preparinganappropriatelearningenvironment
Theteacherplansforaninclusive,nurturing,stimulating,andacademicallychallenginglearning
environment.
PreStudentTeachingPortfolio(2)
KimberlyCaruk
DomainBTeaching
ThePennStateteacheractivelyencouragesstudentsdevelopmentandlearningby
creatingapositiveclassroomlearningenvironment,appropriatelyusingavarietyof
instructionalandassessmentstrategiesandresources,includinginstructionaltechnologies.
B1Engagingteaching
Theteacheractivelyandeffectivelyengagesalllearners.
B2Monitoringandassessingstudentlearning
Theteacherassessesstudentlearninginmultiplewaysinordertomonitorstudentlearning,
assiststudentsinunderstandingtheirprogress,andreportstudentprogress.
IchoseB2outofallthechoicesfordomainB,asitdemonstratestheimportanceof
implementingassessmentintotheclassroom.Byincludingassessments,theteacherisableto
gaugestudentunderstandingoftheconceptsthatarebeingtaughtwithintheclassroom.
Althoughthereisalotofcontroversysurroundingassessmentsandtheirplaceinthe
classroom,Ibelieveassessmentsdonothavetobeinsuchaformalenvironmentthatgives
studentsanxiety,butproducethesameresultsusinganinteractivegameoractivity.Even
thoughstudentsmaynotseethevalueofassessmentintheclassroom,itallowsmyself,the
teacher,tobeabletohelpstudentsthatmaynotbefullyunderstandingatopiciftheydisplay
lowperformanceintheassessment.Oftenstudentsaretooafraidtoaskforhelp,andby
providingthemwithamoreinformalassessment,thestudentcanreceivetheattentionthey
needwithoutbeingsingledoutfromtheirpeers.
FormyartifactinB2,Ichosetousetothedatafromthevocabularyactivitythatthe
studentscompletedinclasstocheckforunderstandingofthevocabularywords.Thestudents
findtheuseoftheapp,Nearpod,veryenjoyable,thereforetheydonotmindcompletingthisas
anintroductoryactivitybecausetothem,theydonotseeitasassessment.Throughtheuseof
thisapp,Iwasabletoaskstudentsquestionsregardingtheirvocabularywordsfortheweek,
inadditiontoaskingthem"whattheywouldliketolearninMissCaruk'slessons"asthiswill
helpmeteachtothestudents'needs.Animportantcomponentofassessmentisteachingto
whatthestudentsfeelthattheyneedtolearn,asthiswillhelpotherpartsoftheirlearning
experience.Forexample,onestudentrespondedthattheywantedtolearnmoregrammar,
whichwillthenhelpthemwiththeirwritingactivities,aswellasfutureassessments.Ihave
foundinmypersonaluseofassessmentthatIcanlearnmoreaboutastudents'abilitiesthanis
typicallydemonstratedonaneverydaybasisinclassastheyputforthagreatereffortinorder
tomeetthestandardsoftheassessment.
FileAttachments:
1. DatafromVocabularyActivity(Seeappendix)
B3Managingclassroomprocedures
Theteacherappropriatelymanagesclassroomprocedures.
PreStudentTeachingPortfolio(2)
KimberlyCaruk
B4Managinglearningandbehavior
Theteacherappropriatelymanagesstudentlearningandbehavior.
B5Communicatingeffectively
Theteachercommunicateseffectivelyusingverbal,nonverbal,andmediacommunication
techniqueswhileteaching.
PreStudentTeachingPortfolio(2)
KimberlyCaruk
DomainCAnalyzingStudentLearningandInquiringintoTeaching
ThePennStateteachercontinuallyandsystematicallyinquiresintothequalityofhis/her
teachingandtheconditionsofschoolinginordertoenhancestudentlearningand
development.
C1Monitoringandadjustinginstruction
Theteachermonitorsandadjustsinstructionalandassessmentstrategiesduringteaching.
C2Analyzingassessmentdata
Theteachersystematicallyanalyzesassessmentdatatocharacterizeperformanceofwhole
classandrelevantsubgroupsofstudents.
C3Usingdatatoevaluateteaching
Theteacherusesdatafromhis/herownclassroomteachingtoevaluatehis/herownstrengths
andareasforimprovement.
IchoseC3overtheotherdomainsinCbecauseasaprestudentteacher,itisimportantfor
metobeconstantlyreflectingonmyteachingexperiences.Byreflectingonmyteaching,Ican
assessmystrengthsandweaknesses,whichallowsmetobrainstormideasabouthowIcan
improvemyfutureteachingexperiences.Asateacherintraining,Ihavefoundthatself
evaluationhasaidedmeinbecomingabetterteacherbecausewhenIcanidentifystrengths
thatencompass,Icanthenusethesetohelpmeimprovesomeofmyweaknesses.Reflectionis
imperativeforanewteacher,asoneisconstantlytryingtobetterthemselvesfortheir
students,andthroughthisprocesscantrulyconsiderhowthismaybepossibleinthe
classroom.Additionally,reflectionallowsonetotakeastepbackfromthechaosoftheirdaily
routineandthinkaboutthelargerpictureofthelesson,andifthegoalsandtheobjectives
weresuccessful.
TheartifactthatIhavechosenisapersonalreflectionbasedonthefirstlessonthatItaught
independentlyintheclassroomaswellasbeingthelessonthatmymentorteachercompleteda
formalobservationfor.Iremembertakingahugebreathafterthefinalclasswasdismissed,as
Ifeltliketheweighthadbeenfinallyliftedoffofme,asIwasabletosiftthroughthechaosand
confusionofanactiveclassroomandaccomplishthegoalsforthelesson.Ithenanxiously
awaitedmymentorteacher'sevaluation,findingthatIwasharderonmyselfthanIneededto
be,becauseareasthatIlookedatasweaknesses,wereactuallystrengths.Reflectionis
important,asitallowedmetotakeastepbackfrommypersonalfeelingsandallowmyselfto
hearpositivecommentsaboutmyexperience.Beingmyownworstcritic,Ioftenlookforthe
weaknesseswhenIthinkofmyself,butthroughthereflectionexperienceIwasabletosee
whereIfeltmystrongestaswellasidentifyareasofimprovement.Forexample,mytime
managementskillsneededimprovement,butIalsodisplayedconfidencewheninstructingmy
students,whichhidmyanxietyaboutrunningoutoftimeforthelesson.Overall,thereflection
processtaughtmealotaboutmyselfasaspeaker,alistener,acritic,andmostimportantly,a
teacher.
FileAttachments:
1. ReflectiononInterviewLesson.docx(Seeappendix)
PreStudentTeachingPortfolio(2)
KimberlyCaruk
1. ReflectiononInterviewLesson.docx(Seeappendix)
PreStudentTeachingPortfolio(2)
KimberlyCaruk
DomainDFulfillingProfessionalResponsibilities
ThePennStateteacherexhibitsthehigheststandardsofprofessionalisminallthathe/she
does.
D1Meetingexpectationsandfulfillingresponsibilities
Theteacherconsistentlymeetsexpectationsandfulfillsresponsibilities.
IchosedomainD1becauseIbelievethatitisimportantthattheteacherfulfillsany
responsibilitiesthattheymayhave,asitdemonstratesprofessionalismwithintheclassroom.
Teachingisadifficultoccupation,duetothefactthatwhenthebellringsat3:00pmto
announcetheendingoftheschoolday,yourjobisonlyjustbeginning.Asateacher,one
constantlyhasresponsibilitiesthatareaskedofhim/herbyfacultyandfamily,aswellasforthe
benefitoftheirstudents.Asmymentorteacheroncetoldme,"teachingisneveraboutyou.Itis
allforthestudents".Thesestudentsnotonlylooktomeasarolemodelintheclassroom,butI
amalsoexpectedtoteachthemtheneededmaterialtopreparethemtotakestateexams,as
wellaspreparethemforwhateverpaththeychoosetotakeupongraduation.Consistencyis
thekeytobeingsuccessful,becausethemomentthatIbegintoloosemotivation,thestudents
doaswell.Whenteaching,IhavetomaintaintheexpectationsthatIholdofmyself,whilestill
meetingtheneedsofallmystudentsinordertobethebestteacherthatIcan.Forateacher,
professionalismiscreatedonceoneisabletoestablishthemselvesintheclassroomandhold
theirstudentstothesameexpectationsthattheyholdoneselfat,whichdisplaysthe
responsibilityfelttohelpthestudentsachievesuccess.
TheartifactthatIchosetouseasproofforthisdomainisapictureofabulletinboardthatI
createdinmyfirstweekasaprestudentteacher.ThefirstdaythatIenteredmypracticum,my
mentorteacheraskedmetocreateabulletinboardbyasetduedate.Afterreceivingthetask,
Icreatedabulletinboardthatmettheneedsofmyteacher,aswellasincorporatedthesame
activitythatmystudentswerecreatinginclass.Thebulletinboardfeaturesaprofessional
twitterpage,exactlylikemystudentscreatedinclass,whichdisplaysmycommitmentto
meetingthesameexpectationsasIholdformystudentsaswellasdisplayingprofessionalism
ineducation.Byfulfillingmyresponsibilitytocompletethebulletinboard,Iwasalsoableto
demonstrateprofessionalism,asmymentorteacherknewIwastakingmyplacementvery
seriously.Bysettingthistonewithinthefirstweekofclasses,Ihavegainedtherespectofmy
mentorteacher,asshenowknowsthatshecantrustmetocompletealltasksthatIamgiven
tothebestofmyabilitiesandtherespectofmystudents,aswereabletoviewmyprofessional
twitterpage.
FileAttachments:
1. BulletinBoard.docx(Seeappendix)
D2Establishingandmaintainingcollaborativerelationships
Theteacherestablishesandmaintainsproductive,collaborativerelationshipswithcolleagues
andfamilies.
D3Valuingandseekingprofessionalgrowth
PreStudentTeachingPortfolio(2)
KimberlyCaruk
Theteachervaluesandseeksprofessionalgrowth.
D4Demonstratingprofessionalism
Theteachercontinuouslydemonstratesintegrity,ethicalbehaviors,andappropriate
professionalconduct.
PreStudentTeachingPortfolio(2)
KimberlyCaruk
Appendix
A. InterviewQuestionsPowerpoint(PowerPointPresentation
(OpenXML))
B. DatafromVocabularyActivity(AdobeAcrobatDocument)
C. ReflectiononInterviewLesson.docx(WordDocument(Open
XML))
D. BulletinBoard.docx(WordDocument(OpenXML))
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