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Contact Information: Tricia Weber Professional Portfolio Submitted to the School of Education, California State University, Bakersfield.

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Presentation on theme: "Contact Information: Tricia Weber Professional Portfolio Submitted to the School of Education, California State University, Bakersfield."— Presentation transcript:

1 Contact Information: Tricia Weber Professional Portfolio Submitted to the School of Education, California State University, Bakersfield in partial fulfillment of the requirement for the degree of Master Of Arts: Curriculum and Instruction - Educational Technology Assisting a presenter with one of our Cultural Assemblies

2 Table of Contents Overall Program Reflection Extra- Curricular Activities Closing Thoughts Continuing Professional Development Curriculum Vitae’ Masters’ Degree Coursework Samples & Reflections Teaching Philosophy Teaching Proficiencies Menu Masters’ Project Proficiencies Menu Table of Contents Exit Reflection on Portfolio Assessment

3 Philosophy of Management Philosophy of Teaching  Children are a product of their experiences. I strive daily to provide my students with rich, engaging learning opportunities and exposure to different types of technology-based learning experiences.  Respect for one's self, others, and property (both intellectual and physical) is one of the most important requirements in our society and must be modeled and encouraged.  Learning, and reflection on what we have learned, is a lifelong process. If we can share with students the joy of learning then we can encourage them to be lifelong learners over the course of their future. A Reflection on Teaching Proficiencies Menu Table of Contents Exit Philosophy of Management

4 Credentials/Certificates Held Clear California Multiple Subject Credential with CLAD Certification Supplemental Credential, Music Supplemental Credential, Technology (In Process) – Application Submitted to CCTC Subject Matter Competency met through Waiver Program from CSU, Fullerton Education California State University, Bakersfield, Bakersfield, California Currently Enrolled in Curriculum & Instruction Master’s Degree Program Cumulative GPA 4.00, Expected Date of Completion – September 2006 CalStateTEACH – California State University System-Wide Multiple Subject Credential Preparation Program Multiple Subject Credential with CLAD Certification Cumulative GPA 4.00 California State University Fullerton, Fullerton, California B.S. in Child Development, Music Minor Appointed to Dean’s List Fall 1995 Degree Awarded January 1996 Curriculum Vitae’ Credentials & Education Proficiencies Menu Table of Contents Exit Continued on Next Page…

5 Junipero Serra School, Carmel, California – Technology Director and Teacher for Kindergarten through Eighth Grades: August 2004 to Present Responsibilities Include: Administrative responsibility for the school’s technology curriculum, software/hardware evaluation and purchasing, and full responsibility for software/hardware support for approximately 60 campus Windows-based systems and Linux-based Server and Network Creation, design, documentation, and implementation of a Long-Range Curriculum Plan Creation of technology Staff In-service Sessions with follow-up “just-in-time” support Assistance to teachers in all grades in the creation and implementation of technology integration throughout the curriculum Technology teacher for 200 students (Kindergarten through 8 th Grades) in a curriculum that covers all aspects of computer productivity software, Digital Image Manipulation, and Digital Video, Internet-based Research Skills, HTML coding and web design and historical and ethical issues in Technology Webmaster for the Junipero Serra School Website Curriculum Vitae - Teaching Experience Proficiencies Menu Table of Contents Exit Continued on Next Page…

6 Continued on Next Page… Woodland School, Portola Valley, California – Technology Teacher for Kindergarten through Eighth Grades: August 2001 to June 2004 Designed and implemented a new long-range curriculum for Kindergarten through Eighth Grade students Improved students’ familiarity with technology through short and long-term units Collaborated with classroom teachers to integrate technology into grade- appropriate curriculum Created an HTML/web design unit in which students used their skills to post a web version of their Science Fair projects Developed technology in-service opportunities for teachers and staff Provided troubleshooting and support as needed for a campus of 28 lab computers and 20 other on-site systems Webmaster for the Woodland School Website Curriculum Vitae - Teaching Experience Proficiencies Menu Table of Contents Exit

7 Belmont Oaks Academy, Belmont, California— Assistant Teacher in Second and Third Grades: August 1997 to August 2001 Shared responsibilities for designing and implementing curriculum in all core subjects including Spanish, Music, & Art Created long-term thematic units and research projects and incorporated California Curriculum Standards in all subject areas Documented and evaluated students’ progress in social and curricular areas Coordinated with colleagues to modify the curriculum to enhance students’ learning experiences Organized field trips to augment students’ appreciation of subject matter Computer Teacher—Belmont Oaks Academy Afterschool Program from October 1997 to March 2001, and Summers of 1999, 2000, 2001 Developed grade appropriate curriculum and guided students in learning technology skills Advised and trained staff members on the use and implementation of technology Led staff members in creation of a comprehensive technology curriculum for Kindergarten through Fifth Grades Evaluated and recommended software titles and equipment for purchase Determined the usefulness of donated equipment and software and allocated the donations to appropriate classrooms Diagnosed problems and provided hardware and software technical support for the campus’ 45 computers Curriculum Vitae - Teaching Experience Proficiencies Menu Table of Contents Exit

8 Continuing Professional Development NECC (National Educational Computing Conference) Attendee, 2006 CUE (Computer Using Educators) Conference Attendee, 2002, 2004, 2005 Santa Clara University Ethics Camp, August 2005 New Management by Rick Morris, October 2005 Topic: Classroom Discipline Diocese of Monterey, March 2005 Topic: Workshop on the Eucharist New Management by Rick Morris, October 2004 Topic: Classroom Management Proficiencies Menu Table of Contents Exit

9 Master’s Degree Coursework Samples California State University, Bakersfield Courses EDCI 516 – Foundations of American Education Coursework Sample: Horace Mann: A Biography of America’s Foremost EducatorHorace Mann: A Biography of America’s Foremost Educator Reflection: This course provided me with an eye opening look at the history of Education in America. Prior history of education classes were mostly snippets of historical information focused on the judicial decisions that affected our educational system. It was an enlightening moment for me when I realized that many of the social and governmental pressures placed on the educational community are cyclical. Much of what we face now, increased federal government interference, concerns over curriculum quality, and parental apathy have been seen in centuries past. I left the course with the view that today’s pressures are not as unique as we may think and that an understanding of how the issues were dealt with historically could provide us with ideas on how to manage these issues in the future. The information I gleaned from the course was fascinating and it is proving to be one of the more influential ones in my academic career. Proficiencies Menu Table of Contents Exit Continued on Next Page…

10 Master’s Degree Coursework Samples California State University, Bakersfield Courses EDCI 520 – Modern Instructional Strategies Reflection: The coursework for Modern Instructional Strategies provided me with guidance in areas of professional practice that I was marginally aware of prior to taking the course. I found the course materials interesting and very pertinent to my daily practice as both a technology teacher and technology director. The course allowed me to form ideas that I could integrate into my own curriculum while providing me with strategies that I could share with colleagues to help them increase their own knowledge of diverse instructional strategies. The investigation and application of these strategies has allowed me to enhance my curriculum. These enhancements have already shown their relevancy through increased student participation and understanding in my classroom. Proficiencies Menu Table of Contents Exit Continued on Next Page…

11 Master’s Degree Coursework Samples California State University, Bakersfield Courses EDCI 570 – Technology and Assessment Coursework Sample: JSS Technology Program Culminating ActivityJSS Technology Program Culminating Activity EDCI 572 – Teaching to California Standards Coursework Sample: California Missions Unit Culminating ActivityCalifornia Missions Unit Culminating Activity EDRS 680 – Educational Statistics Reflection: This was one of the more difficult classes taken during the Program. I expected it to be challenging but understanding the theoretical reasoning behind the use of statistics in educational research was a bit confusing. I have always enjoyed math courses and did well in my prior statistics classes—this course was much more difficult. Although I did not achieve the grade I had worked for I realized that my understanding of the concepts and their applications was really what was most important and I did take away a competent understanding of working with educational statistics. Proficiencies Menu Table of Contents Exit Continued on Next Page…

12 Master’s Degree Coursework Samples California State University, Bakersfield Courses (Continued) EDCI 573 – Fundamentals of School Legal Issues Re: Technology Coursework Sample: Evaluating WebquestsEvaluating Webquests Reflection: I was already personally aware of many of the legal issues facing technology education. They are simply part of my daily practice. What I really took away from this course were strategies with which to enhance other’s understanding. Tactics and information from the course allowed me to enhance my staff’s understanding of Legal Issues which, in turn, minimizes our School’s exposure to liability. EDCI 604 – Special Topics: Webquests Coursework Sample: E-WasteE-Waste Proficiencies Menu Table of Contents Exit Continued on Next Page…

13 Master’s Degree Coursework Samples California State University, East Bay (Hayward) Courses TED 6020 – Research in Education Coursework Sample: Influencing Factors on Teachers’ Use ofInfluencing Factors on Teachers’ Use of Technology Integration in the K - 12 Curriculum TED 6700 – Advanced Educational Psychology Coursework Sample: Reading Unit – A Gift for MamaReading Unit – A Gift for Mama Proficiencies Menu Table of Contents Exit Continued on Next Page…

14 Master’s Degree Coursework Samples California State University, East Bay (Hayward) Courses TED 6300 – Foundations of Curriculum Development Coursework Sample: The No Child Left Behind Act:The No Child Left Behind Act: It’s Effect on Curriculum in American Schools Reflection: This course was taken over three years ago. I include it, though, as it became one of my more eye-opening educational events. At the time comprehensive understanding of the impact of The No Child Left Behind Act was still limited. I taught in the private school and my understanding of the Act’s effects was very small. The readings and investigations provided by the coursework for this class allowed me a historical perspective with which to better understand the impact of such wide-reaching legislation. In addition, the culminating project for the class, a review of the Act itself and its expected impacts provided an opportunity for me to be deeply involved with the details as they affected educational practice. The course allowed me to be intensely involved with one of the most influential pieces of education legislation in our time. Proficiencies Menu Table of Contents Exit

15 Teaching Proficiencies Research Interests Classroom Management Conducting Assessment Publishing, Presenting Accommodating Differences Using Technology N.C.L.B. Efforts Designing Instruction Leadership Experiences Proficiencies Menu Table of Contents Exit

16 Designing Instruction: Proficiencies Menu Table of Contents Exit Description of Project: Early on in my teaching I created a Reading Unit based on A Gift for Mama. In the Unit, Third Grade students explore traditions and values. I included this unit as it was one of my first multi-week Reading Units and gave me a chance to include different instructional strategies. The unit spans approximately 6 hour-long sessions and includes modifications for integrating technology. Continued on Next Page…

17 Example of Designing Instruction Project’s Date Proficiencies Menu Table of Contents Exit Third Grade Reading Unit: A Gift for MamaA Gift for Mama Notes on this Project: I have used this unit with several different classes and it has been well received. The unit calls for a significant amount of independent seatwork (required by the school it was written for), but could be easily modified to include different partner reading and cooperative learning strategies.

18 Conducting Assessment: As a technology teacher, assessment is primarily completed in two ways: anecdotal observations, and completion of specific products. Many times I will use simple assessments such as “Thumbs Up, Thumbs Down” when assessing students understanding of a concept. For more formal assessments I normally use rubrics. Students are often involved in creating the rubrics and are usually given the rubric prior to the end of the project. The rubric serves as a checklist and allows students to have a clear understanding of my expectations for the project. Proficiencies Menu Table of Contents Exit

19 Using Technology in the Classroom: Proficiencies Menu Table of Contents Exit As a full time technology teacher and Technology Director, using diverse types of technology is just part of my daily routine. From creating a long- range, comprehensive technology curriculum to designing the lessons for daily use I am intimately familiar with the productivity tools required to implement technology effectively. In addition to classroom duties, I am responsible for supporting teachers’ technology needs and questions as well as helping them design technology-integrated lessons and activities.

20 Classroom Management: I feel that efficient classroom management is the key to being a successful teacher. Students and teachers cannot work effectively in a classroom full of disruptions. The classroom is a place where learning and, of course, fun takes place, but it is always one of respect and order. The photograph below is a lesson I did one summer with students from First through Sixth Grades. Proficiencies Menu Table of Contents Exit The students had already had me as their teacher during the regular school year, but it was important to make sure that I set behavioral expectations early. In addition, this lesson included the taboo of food in the computer lab. It was the respect that I had already fostered between myself and the students that allowed me to feel comfortable allowing them to work with food for a fun spreadsheet lesson. My Classroom Management Philosophy is stated in the link below. Philosophy of Management

21 Accommodating Differences Most of my teaching experience has been in the Private School Arena. Private schools, and especially the Catholic School that I work for now, do have more ethnic and learning ability diversity than many educators realize. What we do not have is a great diversity of students that require special education accommodations. Private schools resources in this area are limited. In my technology classroom I am often faced with a disparity in age and ability level. I enjoy pairing my upper grade students with younger students. I find that it allow the younger students to experience technology resources in a way that they would normally be unable to while also providing a opportunity for the older students to showcase their understanding. Proficiencies Menu Table of Contents Exit Continued on Next Page…

22 Example of Accommodating Differences Project’s Date Proficiencies Menu Table of Contents Exit Fourth Grade students paired with First Grade Students exploring a website with information on National Symbols. Seventh Graders paired with Second Grade Students (early in the instructional year) working on a Language Arts activity website.

23 No Child Left Behind Efforts My school is currently preparing for a mid-year accreditation evaluation by WASC (Western Association of Schools and Colleges) and WCEA (Western Catholic Education Association). I am leading the effort to align our School’s adherence to standards and reporting capabilities to those required by NCLB. The process includes a full review of our curriculum and evaluating and documenting its adherence and/or extension beyond grade specific state standards. In addition, we are evaluating software that will help us meet NCLB reporting requirements for our stakeholders. Proficiencies Menu Table of Contents Exit

24 Research Interests: Gender Differences Classroom Technology Delivery Models The Spanish Missions of California and their role in California Education Technology Instruction Delivery Methods for Veteran Teachers Proficiencies Menu Table of Contents Exit

25 Publications and Presentations: March 2002 Student Portfolio Used During CCTC Accreditation Review of Cal State TEACH Credentialing Program Letter of Acknowledgement January 1996 Senior Thesis, “Children and Television: Differences in Gender Portrayals and Perceptions” Nominated for Child Development Department Award Proficiencies Menu Table of Contents Exit

26 Leadership Experiences Throughout my teaching tenure I have served on several curriculum committees as well as software evaluation reviews. In my most recent post as Technology Director I am now solely responsible for Technological decisions that impact our school, staff, and students. With these responsibilities it is my privilege to take the lead in Technology decisions as well as being responsible for documenting our curriculum’s comprehensiveness and adherence to State standards. I am also the lead staff member involved in our regional re-accreditation through WASC/WCEA (Western Association of Schools and Colleges/Western Catholic Education Association). I have also been involved at the Diocese level. I was one of six committee members that created a new Language Arts Framework scheduled for release in September I have also been invited to be the Diocese liaison between our School and the Diocese of Monterey’s Bishop for the Diocesan Newsletter. Proficiencies Menu Table of Contents Exit

27 Extra-Curricular Activities: I am the Webmistress and on the Committee for the Showcase of Miniatures held each October in San Jose, California. The show is held as a benefit to raise funds for the PlaneTree Health Library. The Showcase of Miniatures is the largest miniatures show in the West and the fourth largest in the United States. Each year our show provides hundreds of miniaturists, old and young alike, an opportunity to come together to share skills, information, and new ideas. Proficiencies Menu Table of Contents Exit

28 Closing Thoughts This Portfolio represents a culmination of many months work— actually several years since a few of the artifacts date from my time as a second and third grade teacher. As time progresses I hope to add more artifacts (video, images, etc.) that illustrate my best practices in the classroom. In addition, as my role at my school is shifting more towards administration, I plan to add additional artifacts that relate to my increasing role as an administrator. It has always been my goal to pursue higher levels of education. I enjoy learning and discovering information about a variety of topics. It is my philosophy that a wide range of knowledge makes me more informed and able to better understand the world around me. It is my hope that continuing my education experiences will help me advance professionally. I hope to one day teach at the college or university level, hopefully with pre-service teachers, and to pursue a Doctoral Degree. Proficiencies Menu Table of Contents Exit

29 Proficiencies Menu Table of Contents Exit Article Reviews Review of Victoria L. Bernhardt’s Article No School Left Behind Review of Thomas R. Guskey’s Article How Classroom Assessments Improve Learning Review of James H. McMillan’s Article Fundamental Assessment Principles for Teachers and School Administrators

30 Proficiencies Menu Table of Contents Exit Reflection on Portfolio Assessment Narrative Reflection on Portfolio Assessment

31 Contact Information: Tricia Weber Professional Portfolio Thank you for viewing the portfolio. Questions can be directed to me at the address below. Press the “escape” key to exit the Portfolio. Proficiencies Menu Table of Contents


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