Teaching Portfolio - Heather McNeill
Here you can find lesson plans and supplementary materials required for the teaching portfolio with specific state standards (FEAPs) identified.
Statement of Teaching Philosophy
Children are our future and I have the most amazing opportunity to prepare and help our children become productive, successful citizens who are active members in an ever changing society. To successfully do my part, I feel as though It is my responsibility to provide a safe and supportive learning environment which allows each student the opportunity the excel in every aspect of their life. I am not only a teacher, but a coach, a mentor, and a role model.
Being a teacher however is so much more than teaching lessons and testing students. I believe that students should explore ideas and concepts on their own and make meaning for themselves. Students should work with their peers discovering patterns and methods. It is important that the students understand it is perfectly fine to make mistakes, many times we truly learn from mistakes we make and come away with a better understanding.
Statement of Teaching Philosophy
Children are our future and I have the most amazing opportunity to prepare and help our children become productive, successful citizens who are active members in an ever changing society. To successfully do my part, I feel as though It is my responsibility to provide a safe and supportive learning environment which allows each student the opportunity the excel in every aspect of their life. I am not only a teacher, but a coach, a mentor, and a role model.
Being a teacher however is so much more than teaching lessons and testing students. I believe that students should explore ideas and concepts on their own and make meaning for themselves. Students should work with their peers discovering patterns and methods. It is important that the students understand it is perfectly fine to make mistakes, many times we truly learn from mistakes we make and come away with a better understanding.
Table of Contents
~ Resume
~ Classroom Management Implementation Plan
FEAP addressed:
9.3 - Written copy of student-developed rules and procedures for use during the internship experience.
~ Parent/Student Letter
FEAPs addressed:
2.3 - Student-prepared portfolio submissions that include examples of written communication with parents, students, and/or other stakeholders.
11.2 - Records or copies of written communication to student families.
~ Instructional Lesson Plans
FEAPs addressed:
1.1 - Instructional plans for class and/or individual preK-12 students that include descriptions of assessment procedures to be used.
2.2 - Student-prepared lesson plans that provide K-12 students with opportunities for varied types of interactions.
4.1 - Student-developed lessons plans, including instructional objectives that promote critical, creative, and evaluative thinking.
7.1 - Student-developed lesson plans that use multiple learning activities in developmentally appropriate ways.
8.3 - Student-developed lesson plans correlated to Sunshine State Standards that address specific science content topics.
~ Lecture Outlines & Student Worksheets
FEAP addressed:
8.5 - Student papers, products or course assignments that focus on teaching specific science content.
~ Technology Lesson Plan
FEAP addressed:
12.1 - Cooperating teacher and university supervisor’s reports of student use of available computers and other forms of technology
~ Assessment Instruments
FEAPs addressed:
1.2 - Student products, papers, or course assignments requiring analyses of preK-12 standardized and/or classroom assessments to determine cognitive, social, linguistic, cultural, emotional, and physical needs prior to instructional planning.
1.4 - Student-developed traditional and alternative assessment instruments submitted for portfolio inclusion or course grade.
~ Instruction & Learning Environment Reflective Logs
FEAPs addressed:
3.3 - Student’s written self-assessment of teaching competencies during or after practicum or internship experiences, including specific reflections on progress made and areas of improvement needed.
7.4 - Student papers, products, or course assignments requiring analyses of developmentally appropriate techniques used to provide a positive learning environment during internship experiences.
9.4 - Student self-evaluation of techniques used for creating and maintaining a positive learning environment and managing student behavior during internship experiences.
~ Personal and Learning Development Plan
FEAP addressed:
3.1 - Student’s written personal professional development plan, including short-term and long-term goals with strategies for accomplishing them.
~ Teacher Education Apprentice Rating Sheets
FEAPs addressed:
1.3 - Cooperating teacher and university supervisor assessment of use of traditional and alternative assessment strategies.
2.1 - Evaluation reports of student communication/interaction skills with students, parents, and other school personnel by cooperating teacher and university supervisor.
3.2 - Cooperating teacher and/or university supervisor’s report on student’s actions regarding self- and school improvement.
4.2 - Evaluation reports of university supervisor and cooperating teacher on use of techniques for promoting and enhancing critical, creative, and evaluative thinking.
5.1 - University supervisor’s assessment of student’s ability to recognize diverse student needs, background, and linguistic differences in learning and treat K-12 students equitably and respectfully.
5.2 - Cooperating teacher’s assessment of student’s ability to create and maintain a classroom climate that fosters pluralism while promoting learning for all students.
6.1 - Reports of university supervisor and cooperating teacher regarding behavior in relation to protection of students, personal and professional honesty, support of colleague rights, and compliance with legal statute and school/district policy.
7.2 - University supervisor’s assessment of student’s effective use of learning and human development theory in planning, delivery of instruction, and evaluation of learning outcomes.
7.3 - Cooperating teacher assessment of student’s ability to adjust instruction to meet students’ developmental needs, maintain motivation and foster a supportive learning environment.
8.2 - University supervisor’s assessment of student command of subject matter and ability to communicate knowledge in developmentally appropriate ways.
9.1 - Cooperating teacher and university supervisor’s assessment of student’s ability to implement techniques that promote positive learning environment and adapt them to needs of particular students or situations.
10.1 - Cooperating teacher and university supervisor assessment of implementation of planned instruction that is comprehensible to all students.
11.1 - Cooperative teacher and university supervisor’s report of student’s ability to work cooperatively with families and colleagues.
12.2 -
~ Classroom Management Implementation Plan
FEAP addressed:
9.3 - Written copy of student-developed rules and procedures for use during the internship experience.
~ Parent/Student Letter
FEAPs addressed:
2.3 - Student-prepared portfolio submissions that include examples of written communication with parents, students, and/or other stakeholders.
11.2 - Records or copies of written communication to student families.
~ Instructional Lesson Plans
FEAPs addressed:
1.1 - Instructional plans for class and/or individual preK-12 students that include descriptions of assessment procedures to be used.
2.2 - Student-prepared lesson plans that provide K-12 students with opportunities for varied types of interactions.
4.1 - Student-developed lessons plans, including instructional objectives that promote critical, creative, and evaluative thinking.
7.1 - Student-developed lesson plans that use multiple learning activities in developmentally appropriate ways.
8.3 - Student-developed lesson plans correlated to Sunshine State Standards that address specific science content topics.
~ Lecture Outlines & Student Worksheets
FEAP addressed:
8.5 - Student papers, products or course assignments that focus on teaching specific science content.
~ Technology Lesson Plan
FEAP addressed:
12.1 - Cooperating teacher and university supervisor’s reports of student use of available computers and other forms of technology
~ Assessment Instruments
FEAPs addressed:
1.2 - Student products, papers, or course assignments requiring analyses of preK-12 standardized and/or classroom assessments to determine cognitive, social, linguistic, cultural, emotional, and physical needs prior to instructional planning.
1.4 - Student-developed traditional and alternative assessment instruments submitted for portfolio inclusion or course grade.
~ Instruction & Learning Environment Reflective Logs
FEAPs addressed:
3.3 - Student’s written self-assessment of teaching competencies during or after practicum or internship experiences, including specific reflections on progress made and areas of improvement needed.
7.4 - Student papers, products, or course assignments requiring analyses of developmentally appropriate techniques used to provide a positive learning environment during internship experiences.
9.4 - Student self-evaluation of techniques used for creating and maintaining a positive learning environment and managing student behavior during internship experiences.
~ Personal and Learning Development Plan
FEAP addressed:
3.1 - Student’s written personal professional development plan, including short-term and long-term goals with strategies for accomplishing them.
~ Teacher Education Apprentice Rating Sheets
FEAPs addressed:
1.3 - Cooperating teacher and university supervisor assessment of use of traditional and alternative assessment strategies.
2.1 - Evaluation reports of student communication/interaction skills with students, parents, and other school personnel by cooperating teacher and university supervisor.
3.2 - Cooperating teacher and/or university supervisor’s report on student’s actions regarding self- and school improvement.
4.2 - Evaluation reports of university supervisor and cooperating teacher on use of techniques for promoting and enhancing critical, creative, and evaluative thinking.
5.1 - University supervisor’s assessment of student’s ability to recognize diverse student needs, background, and linguistic differences in learning and treat K-12 students equitably and respectfully.
5.2 - Cooperating teacher’s assessment of student’s ability to create and maintain a classroom climate that fosters pluralism while promoting learning for all students.
6.1 - Reports of university supervisor and cooperating teacher regarding behavior in relation to protection of students, personal and professional honesty, support of colleague rights, and compliance with legal statute and school/district policy.
7.2 - University supervisor’s assessment of student’s effective use of learning and human development theory in planning, delivery of instruction, and evaluation of learning outcomes.
7.3 - Cooperating teacher assessment of student’s ability to adjust instruction to meet students’ developmental needs, maintain motivation and foster a supportive learning environment.
8.2 - University supervisor’s assessment of student command of subject matter and ability to communicate knowledge in developmentally appropriate ways.
9.1 - Cooperating teacher and university supervisor’s assessment of student’s ability to implement techniques that promote positive learning environment and adapt them to needs of particular students or situations.
10.1 - Cooperating teacher and university supervisor assessment of implementation of planned instruction that is comprehensible to all students.
11.1 - Cooperative teacher and university supervisor’s report of student’s ability to work cooperatively with families and colleagues.
12.2 -