WisconsinTeacherStandard#10:Professionalism

ErikaGalewski
EDUW696
JamesSauter
St.MarysUniversity

WisconsinTeacherStandard#10:Professionalism

Teachersareconnectedtootherteachersandthecommunity.Theteacherfostersrelationshipswith
schoolcolleagues,parents,andagenciesinthelargercommunitytosupportstudentslearningand
wellbeing.

GoalPage

NationalBoardCoreProposition#5:
Teachersaremembersoflearningcommunities.

NBCTscollaboratewithotherstoimprovestudentlearning.

Theyareleadersandactivelyknowhowtoseekandbuildpartnershipswithcommunity
groupsandbusinesses.

Theyworkwithotherprofessionalsoninstructionalpolicy,curriculumdevelopmentand
staffdevelopment.

WisconsinTeacherStandard#10:
Selectgoalsfromknowledge,skills,anddispositions.
Knowledge
Theteacherunderstandsschoolsasorganizationswithinthelargercommunity
contextandunderstandstheoperationsoftherelevantaspectsofthesystem(s)within
whichs/heworks.
Theteacherunderstandshowfactorsinthestudents'environmentoutsideofschool
(e.g.familycircumstances,communityenvironments,health,andeconomic
conditions)mayinfluencestudentslivesandlearning.

Dispositions
Theteacheriswillingtoconsultwithotheradultsregardingtheeducationand
wellbeingofhis/herstudents.
Theteacheriswillingtoworkwithotherprofessionalstoimprovetheoverall
learningenvironmentforstudents.

Performances
Theteachermakeslinkswiththelearners'otherenvironmentsonbehalfofstudents,
byconsultingwithparents,counselors,teachersofotherclassesandactivitieswithin
theschools,andprofessionalsinothercommunityagencies.
Theteachercanidentifyandusecommunityresourcestofosterstudentlearning.

DanielsonDomain4
:
ProfessionalResponsibilities
Component4d:ContributingtotheSchoolandDistrict
Relationshipswithcolleagues
Servicetotheschool
Participationinschoolanddistrictprojects
Component4e:GrowingandDevelopingProfessionally
Enhancementofcontentknowledgeandpedagogicalskill
Servicetotheprofession

ProfessionalDevelopmentGoals:
WhatdoyouwanttodoregardingthisStandard?
1) Maintainastrongrapportwithfellowcolleagues.
2) Collaboratewithadministrationandcolleaguestoassessstudentprogressutilizinga
studentsupportteam.
3) Establishamoremeaningfulrapportwithschoolfamiliesandcommunitymembers.
4) Developmyunderstandingofcurriculumdesignandinstructionalmethodstoenhance
studentlearning.

IntroductionPage
ForthelasttwoyearsIhavebeenaprivatetutorinthecoreacademicareasofmathand
reading.Ihaveprivatelyinstructeduptoninestudentsweekly,rangingingradesfrom
Kindergartenthroughfourthgradeinstrengtheningbasicdecoding,comprehension,andmathskills.
Outsideofmyclassroomsetting,Ihavealsoservedasasummerprogrammingteacherforthirdand
fourthgradersattheBoys&GirlsCluboftheGreaterChippewaValley.Mostrecently,Ihave
beenreceivingtrainingandpracticumexperienceintheOrtonGillinghammethodof
language/readinginstructionthroughtheChildrensDyslexiaCenterofUpperWisconsin.
Outsidetheclassroom,Ihavedevotedtimetocreatingateachingblog,Facebookpage,and
settingupmyownTeachersPayTeachersonlinestore.Eachoftheseexperienceshasconnected
mewithfelloweducatorsacrossthecountry.TheserelationshipsIhavebuiltthroughmyblogand
storehaveprovidedmewithexceptionalresourcestoenhancemyteaching.Ihavelearnedhowto
developeducationalmaterialsthatsupportavarietyoflearningstylesintheareasofmathand
reading,aswellas,establishedprofessionalconnectionswithfelloweducatorsinanenvironmentof
collaborationandsharing.

PortfolioPages

FamiliesandCommunity
InmyrecentyearsspentatSt.Marys,Ihavefosteredcommunityserviceopportunities
withinmyclassroomthatreachouttofamiliesandcommunitymembers.Duringthepasttwo
seasonsofAdvent,Icollaboratedwithasecondgradeteachingcolleaguetoorganizethecollection
ofitemsforTheBoys&GirlsCluboftheGreaterChippewaValleyfromclassroomfamilies
(ArtifactA).Duringthesummer,IworkedasathirdandfourthgradeteachertostudentsatThe
Boys&GirlsClub.Iprovidedweeklyinstructionintechnology,health/nutrition,reading,science,
theater/drama,andteambuilding.Duringmytimeasateacherattheclub,Ihadtheopportunityto
workwithawidevarietyofstudentsfromdiverseculturalandsocioeconomicbackgrounds.I
gainedadeeperinsightintothehardshipsstudentsfaceandhowtosupporttheirdevelopment
socially,physically,andacademicallythroughuniquelessonsandactivitiesIprovided.Sincethe
populationofthestudentsatSt.Marysisnotasdiverseasotherschoolsintermsofsocioeconomic
orculturalbackgrounds,mytimespentatTheBoys&GirlsClubprovidedmewithopportunitiesto
enhancemyunderstandingofmorediversegroupsofstudents,aswellasfurtherdevelopmy
behaviormanagementskillsusingpositivereinforcementtechniques.Thismademeamore
knowledgeableandeffectiveteacherinmyownclassroom.Forexample,duringmytimespent
teachingattheBoys&GirlsClub,Ihadtomanagediversestudentpopulationsthatincluded
studentswitharangeofbehaviors.Onestudentinparticularhaddifficultiesdealingwithauthority
anddisplayedaggressivebehaviorstowardsteachersandpeers.ThroughtheprogramIwastrained
inapositiveredirectionprocesswithclearlydefinedexpectationsandproceduresfordiscipline.
Thestudentwouldgetthreeattemptstoredirectthebehavior.Ifthestudentwassuccessfulin

redirecting,praisewasoffered.Ifthebehaviorwasnotpositivelyredirectedafterthreeattempts,
thestudentwouldtakeabreakfromtheactivity.Itooktheseproceduresandappliedthemintomy
classroomsettingwhileworkingwithanADHDstudentwhostruggledwithselfcontroland
impulsivityduringthe201516schoolyear.Theclearexpectations,redirection,andpositive
reinforcementhelpedthisstudenttransitionmuchmoresuccessfullywithlessoutburstsand
opposition.ThisexperiencealsomadememoreawareoftheneedsofTheBoys&GirlsClub,
whichinspiredmetocontactSt.Marysfamiliestoorganizeacollectionofpersonalhygiene
products,games,schoolsupplies,andwinterclothingtobedistributedtostudentsattheclub.
Throughthiscommunityservice,mythirdgradestudentswereabletohelpdropoffthedonations,
seetheclub,andalsomeetsomeoftheteacherswhotalkedaboutTheBoys&GirlsClubandits
roleinhelpingallchildreninthecommunity.Studentscouldunderstandthebenefitsofhavingan
organizationlikethisinthecommunity,andweremoreawareoftheneedsofchildrenandfamilies
inourcommunity.
InadditiontomyworkforTheBoys&GirlsClub,duringthepasttwoLentenseasons,I
collaboratedwithafirstgradeteachingcolleaguetohelporganizeLentenserviceprojectsforfirst
andthirdgradefamilies.Duringthisproject,familiesworkedinconjunctionwithclassroom
teacherstocollectandorganizedonationsforgrabbagsandrafflebasketsthatstudents,families,
andparishionerscouldpurchase.Allmoneycollectedthroughthisschoolwideprojectwasplaced
intoascholarshipfundformedbytheparishandadministrationofSt.MarysSchool.Itookan
activeleadinworkingwithfamiliesduringtheseservicesbyhelpingdevelopcommunicationtools
likeemails,flyers,andposterstopromotetheservice.Ialsoworkedcloselywiththefamiliesto
organizethedonationsandcoordinatetheschoolwideraffle.

Theseprojectshelpedstudentsconnecttotheschoolcommunity,parishcommunityandthe
greatercommunitywithintheChippewaValley.Studentsandfamiliesworkedacrossgradelevels
inpartnershipwhichstrengthenedtheschoolcommunityasawhole.Asthirdgradersandfirst
graders,alongwiththeirfamilies,workedsidebysidetocollectdonationsandorganizeafundraiser
foraSt.Marysscholarship,aclosersenseofcommunitywascreated.Theseprojectsconnectedus
closertotheparishcommunityasweworkedtoadvertiseoureffortsandreachouttocommunity
membersfordonationswhilepromotingourschoolanditsvalues.Studentsbecamemore
knowledgeableabouttheactofserviceandteamwork,andhowtheycouldhelpotherstudentsbe
abletoaffordtuitiontoSt.Marys.Ithinkthatstudentsbecamemoreempathetictowardsothers,
anddevelopedadeepersenseofgenerosity.
Inadditiontothethirdgradeserviceprojects,Iinstructedawritingandartprojectwithmy
studentsbasedontheserviceofFatherJosephWalijewski.Duringaninserviceearlyintheschool
year,staffmembersweretaughtaboutFatherWalijewskiandhismissiontoserveothers.Wewere
givenprayercardsforhisbeatification.FatherWalijewskiwasknowntosayhewasapencilin
thehandsofourLord.ItooktheinitiativetoteachmystudentsaboutFatherWalijewskiandthey
createdaclassbookandmovietoinspireotherstolistentoGodandserveothersinsmallways.I
sharedtheirvideoandbookwithSt.MarysfamiliesduringaCatholicSchoolsWeekbreakfastand
withtheDioceseofLaCrosseSchoolSuperintendent.Fromthere,ourclassvideowaspostedona
DioceseofLaCrossewebpagedevotedtothebeatificationofFatherJosephWalijewski(ArtifactB).
Iinvitedourschoolfamiliesandourparishstafftoviewthewebsite.Thirdgraderswereabletosee
howimpactfultheirprojectwastoothers.ToseetheirworkonaDiocesanwebsiteencouraged
themtocontinuetoputforthgreateffortintotheirworkaswellunderstandtheimportanceof

connectingwithfamilies,theparishcommunity,andthelargercommunityoftheDiocese.This
projectalsoinstilledinthemasenseofprideandtheunderstandingthattheirvoicesmatterandcan
influenceothersinapositiveway.
Inconclusion,mytimespentasateacheratTheBoys&GirlsClub,andmyleadingrolein
organizingcommunityserviceprojectsformyclassroomissignificantinthefactthatI,alongwith
mystudents,gainedadeeperinsightintotheimportanceofcommunityserviceandhowtowork
togetherinpartnershipstoachieveagoal.AsIreflectontheeffectivenessandpersonalimpactof
thisaccomplishment,IcanhonestlysaythatIammoreawareoftheneedsofourschooland
community,andplantocontinueservingbothwhileconnectingwithstudentsandreachingoutto
theirfamilies.

Learner
Duringthesummerof2015,IbeganayearlongOrtonGillinghamtrainingandpracticum
experiencewiththeChildrensDyslexiaCenterofUpperWisconsin(ArtifactC).Thisopportunity
cametomyattentionthroughaparentofaformerstudentItaughtduringthe201213schoolyear.
Theparentservedasacommunityliaisonforthecenterandprovidedinformationaboutthecenter
tolocalschools.Throughcontactwiththisparent,IlearnedthattheChildrensDyslexiaCenterhad
receivedagrantfromtheStateofWisconsinsReadtoLeadprogram.Theirgrantwasdesignedto
educateteachers,andotherprofessionalsinthecommunityaboutdyslexiaandhowtohelpchildren
andadultswithlanguageprocessingdifficulties.ThegoaloftheDyslexiaCenterstrainingand
practicumexperienceistoprovideeducatorsandotherprofessionalsineducationalsettingswiththe
knowledgeandtoolstohelpchildrenandadultsthatstrugglewithlanguageprocessing,andserveas
advocatesformultisensoryteachingaswellasserveasfutureadvocatesfordyslexiaawareness.
Throughmonthlytrainingsessionsandweeklytutoringsessionswithstudents,Ilearnedabout:the
characteristicsofstudentswithlanguageprocessingdelaysandhowtoplanexplicitinstructional
activitiesthatwerebasedonguideddiscoveryandmultisensoryprinciples.
Duringthetrainingandpracticumexperience,Iwasabletoimplementtheseelements
withinmythirdgradeclassroom.DuringsmallgroupreadingandlanguageartsinstructionI
implementedtheuseofguideddiscovery,multisensorytechniques,anddirect,explicitinstruction
withagroupofthreestudentswhowerereadingbelowgradelevelatthebeginningofthe201516
schoolyear.Aspartofthesmallgroupreadingandlanguageinstruction,Iprovidedactivitieslike:
visualphoniccarddrills,blendingdrills,S.O.S.spelling,dictation,explicitinstructioninlanguage
rulesandconcepts,andcontrolledreadingwithdecodabletexts.Bytheendofthesecondquarter,

onestudentinthegroupprogressedtoreadingattherecommendedbenchmarklevelforthirdgrade
andtransitionedintoamoreadvancedreadinggroup.Allthreegroupmembersmadesignificant
gainsinfluencyandaccuracyinoralreading,aswellasimprovedwrittencommunicationinterms
oftotalwordswritten,wordsspelledcorrectly,andcorrectwritingsequencesfromfalltowinter
benchmarkassessments.
AsIbegantowitnessthepositiveeffectsproducedbymyenhancedunderstandingof
languageprocessingandinstructionalstrategieswithstudentsItutoredandwithinmyown
classroom,Irealizedthesignificanceinsharingmytrainingandclassroomexperiencewith
colleaguesandparentswithinmyschoolcommunity.Iprovidedinformationtomyschool
administrationandcolleaguesregardingtheoutreachprogramstheChildrensDyslexiaCenter
provides.Asaresult,afifthgradeteacherandtwoschoolsystemparentsattendedadyslexia
simulationinformationalseminarwithmeinthefallof2015.Theseminarprovidedadditional
insightintothemindofadyslexicstudentandhowtosupportthesestudentsatschoolandathome.
Fromthere,wecontactedschooladministrationtoexpresstheneedforasystemwidestaff
developmentondyslexia.IcoordinatedwiththeDyslexiaCenterandadministrationtodevelopan
inserviceforK12teachersinthefallof2016.Thisinservicehasthecapabilityofenhancing
teachersawarenessoflanguageprocessingdelays,andtheirknowledgeofresourcesand
instructionalpracticestoemploy,whichwillinturnleadtoenhancedstudentprogressovertime.
Inconclusion,mytimespenttrainingasatutorwiththeChildrensDyslexiaCenteris
significantinthefactthatI,alongwithfellowcolleaguesandparents,becamemoreawaredyslexia
andwhatservicescanbeprovidedforstudents,parents,teachers,andschools.AsIreflectonthe
effectivenessandpersonalimpactofthisaccomplishment,Iambetterequippedwiththetoolsand

methodstoreachlearnerswithlanguageprocessingdifficultieswithinmyclassroom,andtobean
advocateforfurtherprofessionaldevelopmentwithinourschoolsystemintermsofeducation,
training,andsupportforteachers.

Leader/Collaborator
AsanelementaryeducatorwithintheRegisCatholicSchoolSystem,Ihaveservedasa
cooperatingteachertotwoblockstudentsattheUniversityofWisconsinEauClaire(2015Artifact
D),andIhaveelectedtoserveonamultitudeofcommittees.Mostnamely,Iservedon:the
DiocesanACECollaborativeMathCurriculumdesigncommittee(201416),theinitialRegis
AccreditationcommitteeasachairpersonofAdvancEdStandard1:PurposeandDirection
(201314),theRegisAccreditationimprovementteamasoneofthreechairpersonsofAdvancEd
Standard5:UsingDataforImprovement(ArtifactE),andtheRegisStudentSupportTeam(SST)
(2016).
Duringthefallof2015,theRegisCatholicSchoolSystemstartedtheprocessofusing
AIMSwebtoassessstudentsmathskillsingradestwothroughtwelve,threetimesayear.Itooka
leadroleinsupportingourcurriculumdirectorwiththeimplementationofAIMSwebmath
assessmentsthroughouttheelementaryschools.Ielectivelywentthroughonlinetrainingandtested
theAIMSwebsystemthroughoutthesummermonths.Fromtheinitialtraining,Idevelopeda
PowerPointslideshowthatIsharedwithallelementaryteachersusingGoogleDrive.Teachers
wereabletocompletetrainingbycompletingthepresentationbeforecomingbacktoschoolinthe
fall.Duringthefirstteacherinserviceinthefallof2015,IledanAIMSwebtrainingsessionforall
teachersinsecondthroughfifthgrades(ArtifactF).Theinteractivetrainingsessionoffered:an
overviewofhowtousetheAIMSwebassessmenttoolswhenandhowtoassessstudents
instructionsonenteringdatahowtoanalyzethedataandacollectionoforganizedAIMSweb
documentsforsimpleretrieval.Throughouttheschoolyear,teacherscouldaccessmyonline
trainingpresentation,completewithassessmenttimeframes,instructions,gradelevelbenchmarks,

samples,andlinkstohelpfulwebsites.IoftenservedasamentorwithinSt.Maryselementary
schooltoseveralteacherswhoneededsupportintheinitialprocessofusingtheAIMSwebmath
assessmenttools.SeveralelementaryteachersexpressedthatthepresentationIcreatedwasteacher
friendlyandeasytoaccessthroughGoogleDrive.SinceIdownloadedthesupplementalprint
materialsfromtheAIMSwebwebsite,Iwasabletoorganizegradelevelassessmentsandfileson
GoogleDriveinaspecificmannerwherematerialswereclearlylabeledforteacherstoaccessand
savetotheircomputers.ThiseasyaccessmadetheinitialprocessusingAIMSwebmath
assessmentslesstimeconsumingforteachers.Withlesstimespentontryingtofigureoutthe
AIMSwebtools,teacherscouldmoreeffectivelyusetheirtimetoaccuratelyassessthestudent
resultsandplaninstructionbasedonthedatacollected.
OnceAIMSwebassessmentswerecompleteinthefallandwinterofthe201516school
year,Imetwithelementaryadministrationandcolleaguestoformastudentsupportteam,anda
committeefortheRegisAccreditationrenewalthroughAdvancEd.Oneareainneedof
improvementwasStandard5:UsingDataforImprovements.Ivolunteeredtoheadtheeffortsin
improvingIndicator5.2Professionalandsupportstaffcontinuouslycollect,analyze,andapply
learningfromarangeofdatasources,includingcomparisonandtrenddataaboutstudentlearning,
instruction,programevaluation,andorganizationalconditions.Imetwithcolleaguesand
administrationonamonthlybasisbeginninginJanuaryof2016tostartdevelopingaplanforour
systemtocollectandanalyzestudentdata,andusethatdatatomakenecessarychangesin
curriculumandinstructionalpractices.Ourgoalwastocreateasystemwidepolicythatwould
providestructureforstudentassessmentproceduresandcurriculumstructures.Thiscommitteehas
thepotentialtohelpteachersunderstandwhatformsofassessmenttouse,whentouseit,howto

interpretit,andwhatcurriculummethodswouldbebest.Ihelpeddevelopdocumentswithinthe
RegisStudentSupportTeam(SST)tooutlineapolicyforhowtoreferstudentswhoneedacademic
orbehavioralsupports.
MyinvolvementwithintheDiocesanACECollaborativemathcurriculumcommittee,
Accreditationcommittees,andRegisStudentSupportTeamissignificantbecausethroughthe
collaborationwithawidevarietyofcolleagues,Ibecamemoreconnectedwithfellowteachers,
administratorsandsupportstaff.Thesecolleaguesprovidedvaluablesupportintheareaof
classroomassessment.Wewereableshareresearchonbestpractices,instructionalstrategies,and
technologytools.ThiscollaborationprovidedmewithacollectionofresourcesthatIcould
referencewhenlessonplanning,makingmodifications,oranalyzingassessments.Forexample,as
partofmyexperienceworkingontheRegisStudentSupportTeam,Iwasabletoanalyzemy
classroomdatainwritingandmathascomparedtootherschools.Fromthere,myfellowcolleagues
andIdevelopedaprogressmonitoringchartstotrackstudentsrequiringinterventions.Iwasableto
usethecharttoorganizedatafromAIMSwebtoplaninterventionswithintheclassroom.Iwasalso
abletodiscussinstructionalmethodswithgradelevelcolleaguesandsupportservicesstaffto
determinethebestpracticestoutilizewhenprovidingsupportinwritingandmath.Thestudents
whorequiredprogressmonitoringwereputonasetscheduleasoutlinedbytheSST,datawas
collectedeachweekafterinterventions,andthedatawasenteredintoAIMSweb.Fromthere,the
teamwentoverthedatatogetherattheendofthemonth,anddeterminediftherewassignificant
studentprogress(Figure1).Dependingontheamountofprogress,thestudentmonitoringand
interventionscouldbeadjusted.


Figure1AIMSwebwritingdatafromthirdgradewritersplacedoninterventionusingthe
OrtonGillinghammethodofinstruction.

Inconclusion,mytimespentservingonseveralcommitteeswithintheDioceseandRegis
SchoolSystemissignificantinthefactthatIwasabletofosterprofessionalrelationshipswith
colleaguesinordertobringaboutapositivechangeinourschools.AsIreflectontheeffectiveness
andpersonalimpactofthisaccomplishment,Iammoreawareoftheneedsofourschooland
students,andplantocontinueworkingwithcolleaguestoenhanceourcurriculumandsupport
servicesforteachers.

ReflectiveSummary
Throughthoughtfulexaminationofmycontributionstolearning,leadingandadvocatingfor
students,apatternthatemergedwasmyconnectednesstofelloweducators.Iconnectedtoa
numberofcolleaguesinawidevarietyofsettings.ThroughmyinvolvementwiththeBoys&Girls
Club,ChildrensDyslexiaCenter,ACECollaborative,AdvancEdAccreditationCommittees,
UWECCollegeofEducationandHumanSciences,andtheRegisStudentSupportTeam,I
demonstratedahighlevelofcommitmenttocollaboratingwithcolleaguesinordertobecomea
moreeffectiveeducatormyself,aswellassupportothereducatorsintheirownprofessional
development.Workingwithinthesesettingsinspiredmetodevotemoretimeresearchingand
implementingcollaborativelearningopportunitieswithinmyclassroomformyownstudentsto
experience.Ihavebecomeamoreinsightfulteacherbylisteningtoandconversingwithcolleagues
ontopicsofassessment,curriculum,specialservicesandbestpractices.Iplantoembrace
opportunitiestoworkwithcolleaguesinthefutureforthebettermentofourschoolsandstudents.
WorkingontheRegisStudentSupportTeaminthefuturewillprovideanavenuetoworkclosely
withourdistrictcommission,curriculumdirector,pupilservices,administrators,teachersand
familiesinordertoenhancestudentprogress.
Themosteffectivecontributioninimprovingstudentlearningwasmytimedevotedasan
OrtonGillinghamtutorattheChildrensDyslexiaCenter.MyexperienceattheChildrens
DyslexiaCenterwasofextremevaluetomeasaneducatorwithinthegeneralclassroomsetting.I
becamemoreawareofdyslexiasymptomsaswellaseffectiveinstructionalstrategiestoutilizein
theclassroomtosupportlanguageprocessinginallstudents.Theguideddiscoveryapproachwith
kinesthetic,auditoryandvisualcomponentsappealedtoadiversegroupoflearners.Mypracticum

experienceatthecenterprovidedmewithresearchbasedbestpractices,multiplemodesof
instruction,andanenhancedknowledgeoftheEnglishlanguagethatIcouldrefertowhenteaching
thirdgraders.Withthisenhancedknowledge,Iwasabletoprovidedirectsmallgroupinstructionto
threethirdgradersreadingandwritingbelowgradelevel.Byusingtheprinciplesof
OrtonGillingham,eachstudentmadesignificantgainsinreadingandwritingoverthecourseofa
fewmonths.ItisevidenttomethatthisexperiencehasmademeabettereducatorandIplanto
continuetouseelementsofthisprogramwithfuturestudentsintheclassroomsetting.
IfIhadtheopportunityinthefuture,Iwouldliketocontributemoretimetoconnectingwith
familiesandthelargercommunity.Ifeelasthoughstudentsshouldbeexposedtoseveral
opportunitiestointeractwithotherschoolfamiliesandthecommunityaswell.Bybeingan
advocateforthosetypesofopportunities,Icouldhelpcreatemoremeaningfullearningexperiences
formystudents.Inthefuture,Iwouldliketoconnectwithlocalassistedlivingornursinghomesto
buildapartnershipbetweenourstudentsandtheirresidents.St.Marysparishiscurrentlyseeking
familiestocommitonehouraweektovisitanelderlyparishmemberattheirhome.Iwouldliketo
partnerwiththeparishinthefuturetohelpallstudentsconnectwithmembersofthecommunity
thatliveinthosetypesoffacilities.Ibelievethatanopportunitysuchasthatwouldhaveapositive
impactonallinvolved.Aconnectionlikethiswouldfostercompassion,adispositionforserving
others,andaconnectiontothecommunity.


ArtifactsandEvidence
ArtifactA
ThisartifactisemailcommunicationsbetweentheBoys&GirlsCluboftheGreater
ChippewaValleyregardingemployment,communityserviceopportunities,andphotosofmy
studentswiththedonationstheycollected.

ArtifactB
ThisartifactisascreenshotoftheDioceseofLaCrossewebpagededicatedtothe
beatificationofFatherJosephWalijewski.Theyellowarrowhighlightsthethirdgradevideomy
studentscreatedforCatholicSchoolsWeekthatwasselectedtobefeaturedonthewebsitebythe
Diocese.

ArtifactC
ThefollowingartifactisanemailitineraryformyOrtonGillinghampracticumwiththe
ChildrensDyslexiaCenter.

ArtifactD
ThisartifactisacertificateIreceivedfromtheUniversityofWisconsinEauClaire
recognizingmyroleasacooperatingteacherforblockstudentsduringtheFall2015semester.

ArtifactE
ThisartifactisanagendafortheRegisstaffdevelopmentinJanuary2016.Duringthestaff
developmentday,Imetwiththeaccreditationcommitteememberstofinalizeplansforcontinued
schoolimprovements.

ArtifactF
ThefollowingartifactisanagendaforaRegisstaffdevelopmentday.Duringthis
developmentday,IprovidedAIMSwebmathassessmenttrainingtoallelementaryteachersin
gradestwothroughfive.

ProfessionalDocuments
CommunicationLog

Date

Person
Contacted

Typeof
Communication

NatureofCommunication
(Reason&Outcome)

12/2/15

L.H.s
grandmother
(retiredteacher)

M.K.s
grandmother
(retiredteacher)

InPerson

Iapproachedbothgrandmothers(retiredteachers)
aboutvolunteeringtoworkwithtwostudentsfor
onehoureachweekinsupportingmathskills.
Weplannedtostartthefollowingweekon
ThursdayandFridaymornings.

12/3/15

GeneralSchool
Aide

InPerson

Iaskedourgeneralschoolaideifshewouldwork
for3045minutesonMondayafternoons,with
onethirdgradestudenttosupportreadingskills.I
gaveherphonics,decodingandblendingsound
cardstouse,aswellasspellingactivitieswith
controlledreaders.Weplannedtostartthe
followingweek.

12/8/15

E.V.sfather

Email

E.V.sfatherreachedouttomeregarding
concernsoverhomeworkroutines,andhisdesire
toknowmoreaboutmathcurriculum.Hefeltas
thoughhewasunawareofwhathissonshouldbe
workingon,andwhatcontentwasbeingtaught
andinwhatmanner.Heexpressedtheneedfor
moreclearcommunicationonthesematters.

12/8/15

St.Marys
Email
Principal

InPerson
DeanofStudents

ForwardedE.V.sfathersemailtotheDeanof
StudentsandSt.MarysPrincipal.Imetwith
eachinpersontosharemyrecentnewslettersthat
weresenthomewithall3rdgradersexplaining
ourmathcontentandhomeworkroutines.

Weagreedthatafacetofacecommunicationwith
E.V.smotherandfatherwouldbebeneficial.

12/9/15

E.V.smother& Email
father

DeanofStudents

St.Marys
Principal

Iemailedbackofferingtosetupafacetoface
meetingaboutmathhomeworkroutinesand
curriculumscopeandsequence.

12/11/15

E.V.smother
Email

DeanofStudents

St.Marys
Principal

E.V.smotheremailedbackthedaysandtimes
sheandE.V.sfatherwouldbeabletomeet.Iset
upatimethroughemail.

12/11/15

2ndGrade
Teacher

InPerson

Iapproachedthesecondgradeteacherwhotaught
E.V.thepreviousschoolyear.Wediscussedher
interactionswithE.V.andhisparents.She
suggestedkeepingdocumentationonall
conversationswithE.V.sparentsandcopiesof
notessenthome.

12/14/15

E.V.smother&
father

St.Marys
Principal

InPerson

WewentoverE.V.sstandardizedtestscores,
discussedmathcontentobjectivesthatweresent
homeatOpenHouse,andreviewedtheweekly
andmonthlynewslettersthatweresenthomefor
eachcontentareainthirdgrade.Wediscussed
nightlyhomeworkroutinesandhowtohave
conversationsathomeregardingtheschoolday.
Weagreedto:
Usemodifiedweeklyreportformsthat
provideweeklytestresultsand
cumulativeprogressreportsforthe
quarterinmath,reading,spellingand
languageartsforE.V.(andforall
students).
Usethenightlyassignmentnotebookasa
dailycommunicationtoolforaddressing
questions/concernsofteacherorparents.
Designapositivereinforcementmethod
forstudentswhosuccessfullysharetheir
takehomefoldermaterials(newsletters,
assignments,projects)withtheirparents.
Explorethepossibilityofhostinga
CurriculumNightinthefuturetosupport
parentinvolvementandawarenessof
curriculumgoalsandobjectivesrather
thananOpenHouse.

12/15/15

DeanofStudents InPerson

St.Marys
Email
Principal

TalkedwiththeDeanofStudentsinperson,
reflectingaboutthegoalsofthemeeting.She
approvedthestrategiesweplannedonusingto
boostcommunicationbetweenschoolandhome
withallfamilies.

TheSt.MarysPrincipalemailedmewithanote
ofsupportandfollowupsuggestions.
12/21/15

E.V.smother&
father

All3rdgrade
parents

Email

IemailedtheweeklyprogressformIstartedusing
withallstudentswithweeklyassessments.The
formoutlinedweeklyassessmentscoresinmath,
reading,languageandspelling.Italsoreported
cumulativequartergradesforeachsubject.
Writtenteachercommentswereattached.Parents
wereinstructedtolookoverthescoresandnotes,
thensignthereportformandreturnittoschool
thefollowingday.Parentswereencouragedto
alsoleavetheircommentsorquestionsonthe
parentfeedbackformattached.

1/4/16

All3rdgrade
families

Email

Website

Provideddigitallinkstoonlineweeklyand
monthlynewslettersinadditiontosendinghome
papercopieswithallstudents.

Parentswereinstructedtosignacopyofthe
weeklynewsletterandreturntoschool,orwritea
messageintheassignmentnotebookto
communicatetheyhadseenacopyandwereclear
ofweeklyexpectationsintheclassroom.

1/11/16

All3rdgrade
families

Email

PrintedLetter

Website

Weeklyprintednewsletterssenthomewith
students.Digitalcopiesweresentthroughemail
andmadeavailableonthe3rdgradewebsite.
Parentswereinstructedtosignacopyofthe
weeklynewsletterandreturntoschool,orwritea
messageintheassignmentnotebookto
communicatetheyhadseenacopyandwereclear
ofweeklyexpectationsintheclassroom.

1/18/16

All3rdgrade
families

Email

PrintedLetter

Website

Weeklyprintednewsletterssenthomewith
students.Digitalcopiesweresentthroughemail
andmadeavailableonthe3rdgradewebsite.
Parentswereinstructedtosignacopyofthe
weeklynewsletterandreturntoschool,orwritea
messageintheassignmentnotebookto
communicatetheyhadseenacopyandwereclear
ofweeklyexpectationsintheclassroom.

1/19/16

2ndGrade
Teacher

InPerson

Thesecondgradeteacherapproachedmeabout
methodstousewhenteachingastudentwith
languageprocessingdelays(dyslexia).Shewas
havingameetingwiththestudentsmotherand

wantedtoknowifshecouldoffermynamefor
privatetutoring.

Igavetheteacherthelistof
orderedlessonstousewhenteachingphonics
skills.

Iofferedtomeetwiththestudentsmotherafter
schooltodiscussthestudentsneeds.
1/25/16

S.B.smother
(2ndgrade)

InPerson

ImetwithS.B.smotherafterschool.We
discussedOrtonGillinghamtrainingmethodsand
hersonscurrentstrengthsandweaknesses.I
offeredtoadministerandOGlevelonepretest
withS.B.Wesetupaweeklytutoringschedule
forS.B.onetimeaweekforonehour.

1/26/16

All3rdgrade
families

Email

PrintedLetter

Website

Weeklyprintednewsletterssenthomewith
students.Digitalcopiesweresentthroughemail
andmadeavailableonthe3rdgradewebsite.
Parentswereinstructedtosignacopyofthe
weeklynewsletterandreturntoschool,orwritea
messageintheassignmentnotebookto
communicatetheyhadseenacopyandwereclear
ofweeklyexpectationsintheclassroom.

1/27/16

E.V.smother&
father

Phone

Email

IcalledE.V.smother,andemailedhisfather,to
askfortheirinputregardingaCurriculumNight
PowerPointpresentationIwasdevelopingasa
template.Iaskedthemwhattopicstheywould
likecovered,andwhatitemswouldbehelpfulto
knowasanewparentwithachildcominginto
3rdgrade.

Themotherprovidedpositivefeedbackregarding
theweeklyassessmentandprogressformsIwas
using.Sheexpressedthatshefeltmore
knowledgeableaboutthecontentbeingtaughtand
howtosupporthersonathome.

Themotheralsoprovidedfeedbacksuggestingto
includethefollowinginaCurriculumNight
presentation:

Ageneraloutlineofwhatwillbe
coveredbyquarter.
Clearexpectationsaswhatteachers
expectfromthestudentsandparents
throughouttheyear.
Howmanynightsaweekcan

homeworkbeexpected?
Howmuchtimecanweexpectto
spendoncompletingassignments?
Howmanyoutofschoolprojectswill
therebe?
Parentsandstudentssignacodeof
conductorsometypeof
acknowledgement/commitmentto
educationandpledgeofaccountability
bychildrenandparentstohelpand
supporteachother.
1/28/16

DeanofStudents Email

St.Marys
Principal

E.V.smother&
father

IsharedthecopyoftheCurriculumNight
presentationtemplateIwasdevelopingthrough
GoogleDrive.Iaskedforfeedbackregardingthe
content.

2/1/16

All3rdgrade
families

Email

PrintedLetter

Website

Continuedtosendweeklynewsletters(printed
anddigital)home,tobesignedandreturnedby
parents.
StudentsearnedClassDojo(onlinepositive
reinforcementtool)responsibilitypointsfor
signednewsletters.Ahigherpercentageof
parentsweresigningnewslettersandadding
questionsorcomments.

2/9/16

Curriculum
Coordinator

IC2ndGrade
Teacher

PupilServices
Director(Regis)

InPerson

Astudentsupportservicesteammettodiscuss
policyandproceduresforassessmentsatthe
elementarylevel.

2/16/16

S.M.smother

InPerson

S.M.smotheraskedmeifIneededanyweekly
helpwithclassroomtaskslikebulletinboards,
makingcopies,orlaminating.ItoldherIwould
comeupwithaweeklyscheduleforhertocome
inandvolunteer.Thiswouldgreatlyassistmein
addingadditionaltimeforlessonplanningand
assessment.

2/16/16

A.H.smother

Email

A.H.smotheremailedmetoexpressherdesireto

haveherchildtestedintheareaof
reading/languagethroughourpublicschool
services.
2/17/16

A.H.smother
Email

PupilServices
Director(Regis)

DeanofStudents

Principal

IrespondedtoA.H.smotherthroughemail,and
alsocopiedthemessagetoourpupilservicesand
administration.Irespondedwiththecontact
informationforourpublicschoolcontactsthat
wouldsetupthetestingatourschool.

2/17/16

S.B.smother

SenthomeatutoringprogresssheetwithS.B.
aboutourweeklytutoringlesson.Followedup
withanemailtoS.B.smotheraboutlessonsfor
thefollowingweeksandtheskillstrengthsI
observedinherson.

2/19/16

DeanofStudents InPerson

AskedtheDeanofStudentstoapprovethethird
gradeReadAcrossAmerica(2/29/163/4/16)
agendaofactivities.Sheprovidedfeedbackand
encouragedmetoinviteparentsintothe
classroomtobemysteryreadersthroughoutthe
week.

2/19/16

1stGrade
Teacher

Email

Askedthefirstgradeteacherifourthird
grade/firstgradebuddieswouldliketolistentoa
parentmysteryreaderonMondayduringRead
AcrossAmericaWeek.Sheapprovedtheidea.

2/20/16

All3rdgrade
families

Email

InvitedparentfeedbackregardingReadAcross
AmericaWeekactivities.Eightparentsexpressed
theirwillingnesstovolunteerintheclassroomas
amysteryreaderduringtheweek.

2/24/16
2/25/16

All3rdgrade
parents

InPerson

ParentTeacherConferences
Reviewed2ndand3rdquartergrades
Highlightedstudentgoalsin
reading,language,math
behavior
attention/timeontask
Reviewednightlyhomeworkroutines
Distributedhomeworkreferenceflipbook
asaparentresourceguide
Gatheredfeedbackandsuggestionsabout
apossibleCurriculumNightforthe
201617schoolyearinadditiontoan

InWriting
ProgressSheet

Email

OpenHouse

2/25

PublicSchool
School
Psychologist

Email

Thepublicschoolspsychologistemailedmeto
obtaininformationonA.H.Irespondedwith
informationregardingreadingandmath,aswell
asinterventionsandstrategiesIwas
implementing.