Nicole Murley

Teaching Portfolio

Table of Contents:

Standard 1: Learner Development 2

Standard 2: Learning Differences 4
Standard 3: Learning Environments 7
Standard 4: Content Knowledge 9
Standard 5: Application of Content 11
Standard 6: Assessment 13
Standard 7: Planning for Instruction 15
Standard 8: Instructional Strategies 17
Standard 9: Professional Learning and Ethical Practice 19
Standard 10: Leadership and Collaboration 21

Evidence sources mentioned in these portfolio pages are included as

separate files.
1(b): The teacher creates developmentally appropriate instruction that takes into account
individual learners’ strengths, interests, and needs and that enables each learner to
advance and accelerate his/her learning.

In EDU 3300, we designed a lesson plan while successfully differentiating

instruction for both gifted learners and learners with disabilities or special needs. Our team selected a
Common Core State Standard for 9th-10th grade writing and developed a lesson about behavior
management in our particular school’s PBIS model and in the federal judicial system. We first planned the
activity for the majority of students in our simulated classroom, which included a day of research, an in-
class debate, and a summary essay to either support or reject the PBIS model. We then modified the
assignment to adjust the amount of research necessary and made accommodations for the final
assignment for those students who differ significantly from the “average” student in our classroom.

Differentiated instruction is an essential element of lesson planning because it

allows for students with disabilities or with an accelerated learning pace to remain engaged and to benefit
from instruction. The modifications made for those with below-average functioning allow for them to
contribute to the discussion in a way that develops confidence in the classroom and encourages them to
relate their personal experiences to the topic. On the other end of the spectrum, gifted students have the
chance to develop research and public speaking skills while using creativity and critical thinking to evaluate
the topic at a much more in-depth level. With the use of differentiated instruction, every learner is given
the right amount of scaffolding to build upon prior knowledge and succeed in the classroom.

2
EDU 3300: The Exceptional Learner in the Classroom In-Class Activity
1(j): The teacher takes responsibility for promoting learners’ growth and development.

My cooperating teacher, Mr. Tahrebandi, is teaching two students from different

backgrounds how to perform a barbell deadlift in the pictures above. The first student (left) was an English
Language Learner who played soccer but never had weight lifting exposure prior to this fitness class. With
this student, Mr. Tahrebandi demonstrates the movement while explaining it slowly with short verbal
cues. This student was working on keeping his spine in a neutral position while performing the deadlift, so
Mr. Tahrebandi only focused on that part of the movement for his instruction. The second student (right)
has a more extensive athletic background and learned how to keep her spine in a neutral position easily.
Mr. Tahrebandi uses quick verbal cues to make minor adjustments to her movement and as she performs
each repetition, she makes those minor adjustments quickly until she can perform some of the other
objectives of the barbell deadlift.

I understand that students come from diverse backgrounds and therefore will
develop and master skills at different paces. It is my responsibility, therefore, to spend time with each
student to determine what their individual strengths are and what gaps they are missing in order to move
forward. Like Mr. Tahrebandi, I will need to give equitable attention to all students, not just those
struggling with the basic concepts, in order to benefit all of my students. This is not an easy task, but by
providing time for students to show what they know, I can better assess how to tailor my instruction to
help them develop their skills further.

3
Second Field Experience at Warren Mott High School, Lifetime Fitness Class with Mr. Shaun Tahrebandi
2(a) The teacher designs, adapts, and delivers instruction to address each student’s diverse
learning strengths and needs and creates opportunities for students to demonstrate their
learning in different ways.

In my science
classroom, my students demonstrate their
learning in a number of different ways. To
appeal to visual learners, students created
posters showing the parts of the cell involved in
cellular respiration and reactions that take place
(right). For kinesthetic learners, students
created models of cellular respiration using
small pieces of paper. They presented their
“working models” to the class by moving the
pieces of paper to their proper places in the cell,
then flipping, ripping, or taping them to
demonstrate reactions that were taking place
(below). Other students provided a narrative or
written description of the sequences of steps
involved.

Students have diverse

and unique sets of skills, experience, and
interests, which means that no two students
learn in exactly the same way. Instructional
methods must account for these unique
needs and must incorporate a variety of
strategies to allow every student to be
successful in their own way. While the
content remains the same, it must be
delivered in a way that makes sense to a
student who is a visual, auditory, or
kinesthetic learner. Students also need to
have opportunities to demonstrate their
knowledge and understanding using different
forms. Using a diverse set of instructional
methods will increase the likelihood that the
student will successfully understand the
concepts they are learning.

4
Gabriel Richard High School, Honors 9th Grade Honors Biology Class
2(h): The teacher understands students with exceptional needs, including those associated
with disabilities and giftedness, and knows how to use strategies and resources to address
those needs.

In February and March The first step to addressing

2015, I observed in a special education classroom at all learners’ needs is to develop a relationship
Anderson Middle School in Berkley, Michigan. The with students. Each student, regardless of
class was used as a Learning Resource Center as classification under IDEA or other categorical
well as a speech and language class for moderately descriptors, has strengths and weaknesses that
impaired students. I worked individually with are unique to that individual. I learned through
students who had moderate cognitive impairments, my observation that there are multiple research-
emotional impairments, fetal alcohol syndrome, proven methods of instruction that may benefit
and specific learning disabilities. During my different individuals. I can use differentiated
observation I saw the teacher use many different instruction methods and tools in a general
strategies and resources to work with each student. education classroom setting for students with
For example, students in the language class used disabilities or giftedness, and I need to constantly
Words Their Way, a series of books and assess student progress to determine the success
instructional tools to improve vocabulary. They also of these methods for each individual. If I use
use Read Naturally to help students develop other teachers and staff, online tools, and
fluency and comprehension at their own pace. My research-based instructional methods as
observations of the school’s special education resources in the classroom, I can provide each
programs and the classroom resources are student with the instruction they need to advance
summarized in my reflection paper, shown above. A their achievement.
copy full reflection paper is included with this
portfolio page.

5
Third Field Experience at Anderson Middle School, LRC with Mrs. McChesney
2(g): The teacher understands and identifies differences in approaches to learning and
performance and knows how to design instruction that uses each learner’s strengths to
promote growth.

While observing Mr.

Tahrebandi’s Lifetime Fitness classes at Warren
Mott High School, I watched him modify his
lesson plans to meet the current physical
capacities of each of his students. For example,
every Monday students were to perform three
sets of pull-ups in the weight room. Few students
could perform multiple pull-ups with the
mechanics he desired, so he showed them
multiple ways to modify for themselves and then
modified individually as he walked from group to
group. Some students modified their pull-ups by
placing a band on the barbell rack to provide
assistance as they pulled overhead (right), while
others used a TRX hanging band to practice more
horizontal rows (below). As students performed
their pull-ups, we both circulated the weight
room and coached students based on what
movement faults they needed to correct,
modifying the pull-up further if necessary by
limiting range-of-motion or providing assistance. Modifying instruction is
important to make every learner feel adequate
and ready to improve. If the students in this class
were told to do strict pull-ups immediately, most
students would try, fail, and then most likely
never try again. When I modify instruction, I will
be aiming for each individual’s zone of proximal
development as much as possible to provide an
appropriately challenging platform to grow from. I
strive to push the high achievers and the less
experienced students alike in my content area, as
any exemplary teacher should. The best way to
modify instruction in Mr. Tahrebandi’s Lifetime
Fitness class was to place students in groups and
spend time with each group throughout the
lesson to quickly assess and provide additional
teaching when necessary. In order to make
differentiated instruction successful I will need to
constantly assess students and quickly modify to
meet their learning pace and needs.
6
Second Field Experience at Warren Mott High School, Lifetime Fitness Class with Mr. Shaun Tahrebandi
3(a): The teacher collaborates with learners, families, and colleagues to build a safe,
positive learning climate of openness, mutual respect, support, and inquiry.

One of the major assignments of my behavior management class involved

developing a Bullying Plan with three goals: bullying prevention, victim support, and bully discipline. For
each of these goals, I researched successful strategies and assigned specific roles to my students, my
colleagues, my students’ parents, and myself. As a teacher, my main responsibilities according to the plan
are to model respectful behavior, teach students how to cooperate successfully, and consistently enforce
class rules. I would encourage my students to form active support groups and develop student-led projects
to raise awareness of the consequences of bullying. Additionally, the school administration and parents
have important roles in reducing bullying behavior consistently when my students are not in my
classroom. Sample pages from this plan are shown below. The full bullying plan is included in this portfolio.

I cannot reduce bullying in my school alone. I need to form alliances with the rest of
the school faculty and administration, my students, and their families to ensure the school environment is
collaborative and not destructive. This is important especially in high school, when students are learning to
become independent thinkers. They are capable of great achievement, but only if we can work together to
establish a classroom that fosters creative thinking, constructive discussion, and collaboration. My
students also need support from their other teachers and from the school to teach students how to
behave civilly toward others. I also need to establish open lines of communication with parents so that we
can collaborate to provide what their children need to grow emotionally and socially. Without
cohesiveness my plan to reduce disrespectful behavior would never be successful. We all have
contributions to make to ensure our students are learning and achieving in a safe, welcoming school
environment.

7
Behavior Management Course, Madonna University
 3(o): The teacher values the role of learners in promoting each other’s learning and
recognizes the importance of peer relationships in establishing a climate of learning.

I spent my first semester in the Professional Education Sequence

observing Mrs. McMahon’s second grade classroom at Our Lady Queen of Martyrs Catholic School in
Beverly Hills, Michigan. Some teachers would find Mrs. McMahon’s classroom unruly and loud, but
she sees her students actively sharing their learning experience with their peers. Her teaching style
allows for students to interact with each other as they learn. She allows students to work in groups
multiple times throughout the day to share supplies, discuss stories, and tackle difficult
assignments. The middle photo shows Mrs. McMahon and her students “greeting” each other using a
special handshake before they start their day. Each student has a chance to make their own
handshake and use it to greet others. Later in the morning, students have reading assignments to
complete at their table, then a comic writing assignment that lets them write their own stories. On
the right, students are writing short stories together and drawing comics to illustrate their stories.
In this environment, students learn to respect each other as they interact in collaborative learning
experiences. These students learn to work together to create, explore, and solve problems in small
group lessons and open discussion.

As part of my first experience in education, this standard enhances my view

of the social component of learning. Humans are innately social beings, but living in a diverse society
makes it easy for us to succumb to prejudices that separate us from those who are different.
Empathy can only be taught through cooperative experiences with others, and those experiences
can be controlled in a classroom environment. It is important to develop empathy and foster
positive peer relationships from an early age to create an environment that supports creative
thinking, collaboration, and excitement about learning. As a teacher, I will need to structure group
activities that allow students to establish positive relationships with their peers. These relationships
can serve as an educational support system. People learn in many different ways, and they can
explain concepts in new ways that might contribute to a deeper collective understanding of the
content.
8
First Field Experience at Our Lady Queen of Martyrs Elementary School, 2nd Grade with Mrs. McMahon
4(g) The teacher uses supplementary resources and technologies effectively to ensure
accessibility and relevance for all learners.

I developed an online unit

of instruction using CourseSites in my Instructional
Media course. The unit included an interactive
PowerPoint; two YouTube videos explaining
portions of the content; three additional hyperlinks
with practice questions and additional reading
material; and an online quiz. I also created a
discussion board corresponding to the unit, where
students were to respond to reflection questions
after completing the online lesson. A screenshot of
my unit of instruction is included (left).

Technology provides the

opportunity to make learning more accessible than
ever before in a variety of ways. Students of all
abilities and with all learning styles benefit from the
resources available online. I incorporated a variety
of resources, including video demonstrations, walk-
through pages, and additional sites for those who
need more of a challenge. Students can use
CourseSites to review material at their own pace
and practice concepts they struggle with
individually. As a teacher, I will use CourseSites or
similar software to organize the resources I want
my students to use. I can then use the grouping
feature to organize my class into smaller learning
communities and tailor their resources to make
them more relevant for each learner. This
additional technological tool will make class time
more productive and help every student make
progress.

9
EDU 3460: Instructional Media Coursework
4(o) The teacher realizes that content knowledge is not a fixed body of facts but is
complex, culturally situated, and ever evolving. She keeps abreast of new ideas and
understandings in the field.

As part of my Foundations of Education course, I contemplated how I plan to

change the world as a teacher. I reflected on my experiences as a CrossFit Trainer and discussed the
potential for new teaching methods that would incorporate physical activity and appeal to kinesthetic
learners. Then I researched effective teaching practices and discussed how I planned to carry out those
practices in an essay. I specifically discussed the importance of collaboration with other educators,
integration of student culture into the curriculum, and reflection for the improvement of my professional
practice. Additionally, I prepared a presentation to share my ideas and findings with the other students in
my class (screenshot below). A larger-print copy of this presentation is also included in the portfolio.

I learned from completing

this reflective assignment that, like any
profession, teaching is a dynamic role. In order to
provide the best opportunity for my students to
learn, I will need to employ the methods I
discussed in this assignment and adapt my
instructional methods as the content I teach
changes. More importantly, though, I need to
adapt to the learners in my classroom to meet
their unique needs and experiences. In my paper,
I addressed kinesthetic learners in particular
because they tend to be neglected in traditional
teaching methods, and all types of learners can
benefit from experiential learning. I also need to
make the content relevant to students’
experiences, which will differ from student to
student and from year to year. Ultimately, my
ability to remain flexible and to stay in touch with
new ideas and understandings within my content
area and the field of education will enable me to
fill my role in a way that best meets the needs of
my students.

10
EDU 4800: Foundations of Education Coursework
The teacher understands how to connect concepts and use differing perspectives to
engage learners in critical thinking, creativity, and collaborative problem solving related
to authentic local and global issues.

In EDU 4250, Literacy

Education in the Secondary School, I developed a
lesson plan for a 6th grade mathematics classroom
studying the concepts of parallel lines, transversals,
and congruent angles. The students use concepts
covered in previous lesson including angle
measurements and the concept of “parallel” to
discover relationships between the angles formed
by parallel lines intersected by a transversal.
Throughout the lesson, students work in pairs or
small groups to construct these geometric figures
using Geometer’s Sketchpad or equivalent
software, make observations about the angles Top Right: Geometer’s Sketchpad computer
when the lines are manipulated, and formulate exploration activity
hypotheses (which angles are always equal to each Bottom Left: Grade 6 mathematics lesson
other? What would happen to these angles if the plan
lines were not parallel?). The lesson concludes with
a mapmaking project, in which students have to The full lesson plan is included in this
design a map using the geometric relationships portfolio.
they learned.
The lesson I created in this
course was designed to engage students in a
deeper way with geometry through the use of
exploration, collaboration, and application to the
map of a city. In this class, I learned the importance
of developing critical thinking skills in deeply
analyzing and creating ideas. I also learned that,
through the use of exploratory software such as
Geometer’s Sketchpad, as well as group
discussions, students have the chance to use
kinesthetic, visual, and auditory processes to more
deeply understand the concepts in the lesson.
Finally, the conclusion of any lesson should be
applicable to real life experiences. When groups of
students work together to develop a map using the
definitions and concepts from this lesson, they are
able to better understand how the geometry they
study models the geometry of the world around
them. As a result of this class, I feel more capable of
creating authentic, engaging learning experiences
11 for my students.
EDU 4250, Literacy Education in the Secondary School, Madonna University
5(a) The teacher develops and implements projects that guide learners in analyzing the
complexities of an issue or question using perspectives from varied disciplines and cross-
disciplinary skills (e.g., a water quality study that draws upon biology and chemistry to
look at factual information and social studies to examine policy implications).

In my Instructional Media
course, I prepared a WebQuest exploring lead
poisoning from contaminated water (top right). The
WebQuest explores the physical and chemical
properties of lead, chemical reactions, and the
 
mechanism for lead poisoning using a series of
Lead Poisoning in Water 
websites and guided questions (middle right).
A Chemistry Webquest 
Students are also to read about the Flint Water
Crisis to examine the issue from a political
standpoint and research various methods for
reversing lead contamination. Finally, students
write a letter to their mayor proposing a solution to
a water contamination problem in their hometown
(bottom right) using their knowledge of chemistry  
and making rational judgments about costs and Mrs. Murley’s High School AP “Mad Scientists”   

community resources. The full Webquest is

included in this portfolio.

As a teacher, I will use

project-based learning and a multidisciplinary
approach to make learning more meaningful for my
students. Additionally, projects like this WebQuest
should help my students develop research, critical
thinking, and problem solving skills that will
prepare them for the future. Through this
WebQuest, students practice compiling factual
information pertaining to the chemistry concepts
they’ve learned in class. Then they can use those
facts to examine a larger issue and learn how those
concepts have meaning beyond the classroom. I
hope to use projects like this throughout the course
to engage students in higher-order thinking and
help students make connections between the
various subjects they are studying.

12
EDU 3460 Instructional Media Coursework
The teacher understands and uses multiple methods of assessment to engage learners in
their own growth, to monitor learner progress, and to guide the teacher’s and learner’s
decision making.

In fall 2015, I observed three different 7th-8th grade mathematics classrooms at

McBride Middle School in Belleville, Michigan. Each teacher used different strategies for assessment. Mrs.
Healy, for example, used short exit slips to assess students’ ability to solve equations involving the
distributive property and variables on both sides of the equation. She then placed students into two
groups based on the skill they needed most practice with. I worked with a group of students who did not
correctly solve equations with variables on both sides. The group solved problems on a worksheet that
gradually became more difficult while I worked with individuals, asking students to show their work for
each step and explain their method. Using this approach, I explained to them why their method was
incorrect, showed them the correct method, then had them practice the correct method with other similar
problems. I assessed the students informally throughout our individual discussions and they checked their
own work before showing me for a final informal assessment. I then reflected on the effectiveness of my
assessment strategy in the reflection paper shown below.

The full reflection

paper is included in
this portfolio.

Through the use of constant reflection, I can continuously improve my assessment

strategies to more effectively gauge student progress. I learned many different methods from the teachers
I observed at McBride Middle School, including short exit slips, warm-up activities, and questioning to
check for understanding. The exit slip seemed was a successful method of guiding future lessons. I can also
quickly assess students during class time by having them explain a concept or procedure in their own
words, either in the form of writing, a whole-class discussion, or small-group discussion. It is essential for
student growth to engage in frequent assessments at every stage of learning a concept. I will use the
strategies I learned in this field experience as well as research new assessment methods. Then I will reflect
on the effectiveness of my assessments and modify them to meet the needs of my classroom and each
individual within it. 13
Fourth Field Experience at McBride Middle School, 7th and 8th grade Mathematics
6(c): The teacher works independently and collaboratively to examine test and other
performance data to understand each learner’s progress and to guide planning.

Left: pre-test and post-test score comparison by student

Right: screenshot of item analysis for a commonly missed question

In my chemistry class, I created a quiz on Google Forms to collect data and guide
planning. I first administered the quiz as a pre-test survey, after which I was able to see which concepts
students already knew. I reviewed the question item analysis to determine the most commonly missed
questions, and added them to our unit PowerPoint as checkpoints to gauge whether students made
progress. After the instruction for the unit was finished, students completed the post-test. I then reviewed
the frequently missed questions on the post-test with students as part of their test review. I further
analyzed the data to compare each student’s pre-test score with their post-test score to measure student
growth. The full pre-test and post-test results are included in this portfolio.

Before this unit, most students were not familiar with the content, as evidenced in
the pre-test distribution. I observed that most students significantly improved from the pre-test to the
post-test after completing this unit. However, there were still several questions that at least 25% of the
class answered incorrectly. I shared this data with the other chemistry teacher, and we determined that
the question wording played more of a role than lack of understanding in most cases. Additionally, I
noticed that student 3 only improved by two points from the pre-test to the post-test.
Analyzing assessment data is vital to understanding student development and in adjusting
instruction to meet the needs of diverse students. Part of this planning involves preparing students for
certain types of questions. By administering a pre-test, I can focus on only those types of questions where
students struggle the most and spend time discussing strategies to determine the answer. I can then use a
post-test as a formative assessment to gauge what students retained and understood throughout the
course of a unit. Using an item analysis, I can guide further instruction or review of the unit to address the
questions that were most commonly missed. Finally, I can measure individual student progress and
determine how to differentiate instruction, as in the case of student 3. In summary, using assessment data
makes it possible to identify student misconceptions and track growth.

14
Gabriel Richard Catholic High School, 10th grade chemistry
The teacher plans instruction that supports every student in meeting rigorous learning
goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills,
and pedagogy, as well as knowledge of learners and the community context.

In EDU 4250, Literacy Education in the Secondary School, I created a lesson plan
for a10th grade chemistry course on the topic of the mole concept. In this lesson, using the gradual release
model, students learn the relationship between the amount of mass of matter and the amount of particles
of matter. They practice calculations with my guidance first, then complete calculations on their own.
After they are introduced to the content and calculations, they use these skills and laboratory techniques
of weighing and measuring to determine the amount of molecules in a sample of a household substance
(like water, baking soda, and sugar). Finally students work in groups to solve complex, multi-step problems
that require students to make reasonable estimations, gather information such as unit conversions, and
combine mathematical skills they have learned in previous lessons or classes. Each group presents their
results to the rest of the class and critiques the methods of other groups.

I learned the importance of

deliberate instruction, varied methods, and
engaging, relatable instructional activities in this
course. Every student has a different set of
experiences and ways of thinking that I must plan
for and address as a teacher. In my lesson plan, I
use heterogeneous groups to promote the sharing
of ideas, knowledge, and viewpoints that further
reinforce the content. Additionally, students must
be deliberately taught cognitive skills, such as
researching a molecular formula, making
reasonable estimations, and error checking, which
are useful across all content areas. While the lesson
is designed to meet state content area and literacy
standards, it is also important to leave students
with a lasting lesson, or an enduring understanding.
The real purpose of teaching is to engage students
in deeply thinking about their world in a new
context, which is a purpose I kept in mind while
creating challenging, immersive, multi-step
exploration problems. In my lesson, I first need to
provide my students with essential content area
The full lesson plan is included in this knowledge in a way that allows all learners to
portfolio. connect with and own what they learn. Next, I need
to gradually challenge my students to relate the
knowledge they learned to real life scenarios.
Finally, I need to engage them in combining the
content-area knowledge from the lesson with
essential cognitive skills to make a deeper
15connection with the content as it relates to
EDU 4250 Literacy Education in theexperiences
Secondary they
School Coursework
have both personally and in their
community.
7(a): The teacher individually and collaboratively selects and creates learning experiences
that are appropriate for curriculum goals and content standards, and are relevant to
learners.

The culminating
assignment in my Theories and Techniques of
Instruction course was a unit plan, complete with
a sample of six lessons from the unit as well as a
performance assessment. I designed a 9th grade
biology unit focused on ecology, aligning lessons
to NGSS life science standards, CCSS literacy
standards for science, and CCSS math practice
standards (below right). The lessons were
designed to draw upon student prior knowledge
and focus on solving real problems related to
climate change and ecosystem disturbance in our
local community. The performance assessment
requires students to write a story to explain what
they learned in the unit to an elementary school
student. As an extension to this unit, students
would ideally visit a local elementary school and
read their story to a student there. I drafted this
unit plan with my content area mentor, a retired
science teacher with NGSS training. A full copy of
the unit plan is included in this portfolio.

Below: screenshot of sample lesson plan As I created this unit plan, I

simulating the processes and human impacts of examined the content standards and collaborated
the carbon cycle with my content area mentor to design relevant
lessons. I used current news videos about climate
change to discuss with students the impact of
human activity in the biosphere. Students further
engaged in simulations that immersed them into an
ecosystem and allowed them to experience for
themselves the dynamics that take place in food
webs and in the carbon cycle. I also designed a
performance assessment with multiple options so
that students could use their diverse talents and
focus their story on an ecosystem of personal
interest to them. It is important to tie content
standards to a relatable scenario or experience so
that students retain and apply what they learn in
their everyday lives. When students make
connections to what they learn, they are more
engaged, they achieve more, and they enjoy
16
learning.
EDU 4570 Theories and Techniques of Instruction Coursework
8(c): The teacher collaborates with learners to design and implement relevant learning
experiences, identify their strengths, and access family and community resources to
develop their areas of interest.

In my EDU 4550 Field Experience, I designed a problem-based learning

assignment for an 8th grade honors algebra I class to help them practice writing and evaluating equations. I
wrote an assignment called “Planning your dream vacation!” where students first decided how they
wanted to spend their $10,000 budget and where they wanted to travel to. This assignment was meant to
be a relevant experience that was interesting to students as they practiced these skills and determined
what activities they would do with their family, how many nights they could stay, and other components of
a “dream vacation.” Samples of student work are shown below. The full assignment is included in this
portfolio.

Learning is a student-focused process, so it is vital that learning activities are

relevant and interesting to a student. Students are more likely to invest and engage in the activity if they
have a personal interest in the topic. As students completed this problem-based assignment, they
discussed with their friends where they were planning to go, how long they wanted to stay, and what they
could do based on their budget. Since there were a variety of selections available, students sometimes
came up with answers that were decimals or negative numbers, which then prompted a discussion of the
meaning of those results. When students were able to apply their problem solving to a relevant task, they
were able to see the value in what they were learning and interpret their results in a more authentic way.

17
EDU 3300: The Exceptional Learner in the Classroom In-Class Activity
8e: The teacher provides multiple models and representations of concepts and skills with
opportunities for learners to demonstrate their knowledge through a variety of products
and performances.

In my chemistry class, I used a “group quiz” on the whiteboard for students to

demonstrate knowledge about valence electrons, the octet rule, and ion formation (above). Each student
was responsible for completing the electron dot diagram, writing the number of valence electrons, and
writing the charge of the ion for one of the atoms on the board. Students as a class were then in charge of
making corrections before the entire class received a grade for the “group quiz.”
The athletic training class demonstrated their knowledge of lower leg anatomy by taping the
anatomical terms learned in the lesson onto the correct location on their partner (below). I formatively
assessed student understanding by checking each partner after they finished and asking them to adjust
any that were incorrectly taped.

When I used a whiteboard for a group

quiz, students were able to individually demonstrate their
knowledge, then collaborate to help each other make
corrections and learn from any mistakes. They discussed the
concepts and were able to explain to each other their
understanding, further demonstrating their knowledge of the
concept. Using multiple representations of the same terms in
anatomy, including a labeling worksheet followed by the
taping activity below, allowed students to apply their
knowledge in a more tangible way. These different forms of
demonstration, discussion, and practice allow for
differentiation as students work together to fill gaps in
understanding. I will continue to use multiple representations
of presenting and assessing content so that students will
develop a more complete understanding of what they learn
and apply it in a practical way.
18
Gabriel Richard Catholic High School, Chemistry and Athletic Training
9(m) The teacher is committed to deepening understanding of his/her own frames of
reference (e.g., culture, gender, language, abilities, ways of knowing), the potential biases
in these frames, and their impact on expectations for and relationships with learners and
their families.

In my Foundations of Education course, I examined and developed my personal

philosophy of education. I identified myself as a progressive educator after reflecting on the learning
experiences that contributed to my success as a student. I also studied current research, which examined
the factors that contribute to student success and the benefits of collaboration and physical activity for
student learning. After research and reflection, I compiled my thoughts into an essay (screenshot below).
See appendix for the complete essay.

Screenshot, Personal
Philosophy of Education essay

As I compared current research to my experiences, I was better able to understand

why I was successful as a student. I realized that each student is unique, and I will need to adapt my
practice to make my ways of thinking relevant to each student. I have high expectations for all students,
but I also know that it is my responsibility to support them as they strive to meet those expectations. As a
progressive educator, it will be important for me to develop close relationships with my students and
work with their families. If I am successful, I will be able to encourage students to share their viewpoints,
experiences, and ideas. The most important part of my philosophy is my belief that every student can and
should be successful. I will constantly need to examine my methods to eliminate bias toward a particular
learning style, culture, or experience so that student success is a reality.
19
EDU 4800 Foundations of Education Course Coursework
9(l): The teacher takes responsibility for student learning and uses ongoing analysis and
reflection to improve planning and practice.

In my first field
experience, I taught a mini lesson about life cycles
to second grade students. In the lesson, I read a
story to them about the growth of a milkweed
plant and monarch butterfly, using the story to
facilitate discussion about the parts of a life cycle.
When I was in control of the conversation, there
were occasional outbursts relating to the story. I
thought I earned the students’ respect when I
showed them the life cycle drawing I made.
However, as soon as the students were allowed to
work independently, they were arguing noisily
about which animal to draw and whose coloring
utensils to use. I tried to make adjustments to
resolve these conflicts. Originally, I formed small
groups of students and asked them to draw the
same life cycle together. When I noticed that was
not working, I asked students to work
independently instead. After the students finished
their drawings (right), I used them as an
assessment tool to gauge their understanding and
discuss with my cooperating teacher what to do The lesson plan accompanying this activity, with
next. I recorded notes from our reflective reflection, is included in this portfolio.
discussion in the lesson plan, included in this
portfolio.

After I delivered this lesson I learned the importance of reflecting with another teacher. An
outside observer will be able to offer the most insight into what to change about the lesson, especially if they are an
experienced teacher. I am often critical of my weaknesses, so her support was crucial in helping me see that the
lesson was successful after all. No lesson I plan as a teacher will ever be carried out exactly the way I imagined it. I
will often have to make quick changes, like I did in my lesson, in order to keep the class running smoothly. My
biggest successes in this lesson came from creating a student-centered learning environment about topics that
interested the students. In the future, I will need to develop classroom management skills and learn how to more
effectively structure lessons to maintain a productive learning environment.
Effective teachers constantly reflect on their lessons to improve them and better understand how their
students learn best. Mrs. McMahon knew her students would talk noisily as they completed the lesson, but her
indication that they were learning was the content of their conversation. As a reflective practitioner I will find a
colleague to form a partnership to evaluate my teaching effectiveness from a different point of view. Overall, the
importance of on-the-spot decision-making skills and post-reflective thinking will make me an effective future
teacher.
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First Field Experience at Our Lady Queen of Martyrs Elementary School, 2nd Grade with Mrs. McMahon
10(d) The teacher works collaboratively with learners and their families to establish mutual expectations
and ongoing communication to support learner development and achievement.

In my behavior management
1. Treat everyone, especially including your teacher and classmates,

course, I drafted a plan for discipline that includes with respect and dignity.
2. Follow all directions the first time they are given.
3. Raise your hand and wait for permission to speak.
strategies to work collaboratively with students. First, I 4. Stay in your assigned seat unless you are given permission to do
otherwise.
5. Keep your hands, feet, and belongings to yourself.
created a student / teacher expectations contract **** Compliance with these rules will guarantee a pleasant, successful

(right). This contract includes the class rules I think are learning experience for everyone.

**** Failure to comply with these rules will result in an after-school detention.
necessary for success in my classroom as well as
expectations the students and I will draft together on In addition to these Golden Rules, I acknowledge the following expectations that I
believe are appropriate for a successful student:

the first day of school. The students’ parents will also _________________________________________________________________________________________________

read and sign the contract indicating that they agree to _________________________________________________________________________________________________

_________________________________________________________________________________________________
support our expectations for the class. I will also send _________________________________________________________________________________________________

home a parent letter (below) to ask for their preferred _________________________________________________________________________________________________

method of contact and invite them to participate in I agree to meet these expectations as long as Ms. Murley meets the following
the learning process throughout the semester. Full- expectations that I believe are appropriate for a successful teacher:

_________________________________________________________________________________________________
sized copies of the student / teacher expectations _________________________________________________________________________________________________

contract and parent letter are included in this _________________________________________________________________________________________________

portfolio. _________________________________________________________________________________________________

_________________________________________________________________________________________________

Student Signature: Parent Signature:

MANAGEMENT PLAN 8

Dear Parents,
Hello! My name is Ms. Murley, and your student is enrolled in my chemistry class this Communication is essential for
semester. I earned my teaching certification in both chemistry and mathematics from
Madonna University in 2017. I chose to become a teacher because I want to inspire the love learners and their families to remain involved in the
and fascination I have for chemistry in young people and to challenge them to achieve! learning process. If my students are involved in
By the end of this semester, your student will know and be able to explain how the
properties of matter, concepts of bonding, thermodynamics, and more play a role in our
creating mutually agreed upon expectations, then
everyday lives. We have many difficult topics to discuss, and as such will not waste precious they will be much more likely to meet those
class time. Your student will be expected to arrive on time every day with all of the materials
required for class and to actively participate in the entire lesson. They have signed a student
expectations. I also need to earn my students’ respect
contract detailing the rules for respectful and productive behavior in the classroom, a copy by meeting their expectations of me. The
of which is included in this letter. Please note that frequent or severe behavioral infractions
result in a 15-minute after school detention.
collaborative relationship I build with my students will
For up-to-date information about this course, you and your student may visit our class help foster student growth and achievement in an
website at (Insert Website Link Here). To ensure the success of your student, I will also be
communicating with you frequently to notify you of upcoming due dates, current grades, and
enjoyable fashion for both parties. Additionally, I need
important news. Please indicate your preferred method of contact on the next page so that to establish open lines of communication with my
we can work together and maintain open lines of communication. I also ask that you contact
me regarding any concerns you have for your student using my contact information listed
students’ families in order to ensure the home
below. environment encourages learning and achievement as
It is my firm belief that every student is capable of using their unique gifts and talents
well. I will keep the parents of my students informed
to accomplish great successes in the classroom. I hold my students to high standards
knowing that they can achieve them with support and encouragement from me and from of class and student progress so that they can be
you. As long as your student gives their best effort every day, they will be successful in my
involved as much as they desire to in the process.
classroom.
I look forward to working with you and your student this semester! Learning is a team process that requires support and
Sincerely, Ms. Nicole Murley collaboration from teacher, learner, and family.
(Insert Contact Information Here)
!

21
EDU 4400 Behavior Management Coursework
10(f) The teacher engages in professional learning, contributes to the knowledge and skill of others,
and works collaboratively to advance professional practice.

For the culmination of my

Foundations of Education course, I collaborated
with three classmates (right) to write a research
paper examining parental involvement in
education among special populations. We shared
ideas with each other as we compiled research and
delegated portions of the paper to complete. My
classmates studied the barriers to parent
involvement specific to English as a Second
Language families, low-income families, and
nontraditional families. I studied the role a teacher
plays in facilitating parent involvement at home, in
the classroom, and in the school community. After Above: My group members and I met each week
writing the research paper, we also prepared a after class to collaborate and discuss research
presentation (below) to present our findings to our findings.
instructor.

From this research paper

experience, I learned the importance of working
with other professionals to learn and grow. I was
able to successfully collaborate with my classmates
and, as a result, I learned from their ideas. I also
received important feedback for my ideas and
enhanced my ability to work as a learning team. In
order to advance my professional practice, I need
to keep myself updated on the current trends and
issues in education. Additionally, collaboration is
essential in any profession, because professionals
contribute to a growing body of knowledge and
Above: A screenshot of our group presentation, skills that benefit all. I need to give and receive
created collaboratively using the “Prezi” online feedback in order to promote professional growth
presentation program. for myself and others. In the future, I will
A large-print copy of the presentation is included communicate regularly with my fellow teachers
in this portfolio. and act as part of an instructional team so that we
have a unified approach to helping our students
succeed.

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Foundations of Education Course, Madonna University