Portfolio by hannahj0228

Initial Level The Developmental Teaching Portfolio

Hannah Johnson

Initial Level The Developmental Teaching Portfolio

Hannah Johnson Special Education Department of Curriculum and Instruction Clemmer College of Education East Tennessee State University

Spring, 2014

Table of Contents SECTION ONE: BACKGROUND INFORMATION Introduction Working Resume Statement of Philosophy Program of Study Unofficial Transcript Praxis I Scores SECTION TWO: SELECTED ENTRIES Planning and Teaching Strategies: Bloom’s Taxonomy Assignment Lesson Plans Actual Teaching: Assessment and Evaluation: Performance-Based Grading Rubric Learning Environment: Guided Observation #1- Contextual Factors Guided Observation #2 – Physical Arrangements Guided Observation #5-Placement and Grouping Professional Growth: STEA Membership Communication: Letter to parents PBL Power Point Presentation SECTION THREE: PROFESSIONAL EVALUATION Field Placement Journals Field Placement Evaluations Timesheets Concluding Reflection

Section One: Background Information

Introduction My name is Hannah Johnson and I am currently attending Walters State Community College to earn my associates degree is special education. I will be attending East Tennessee State University in the summer of 2014 to complete my bachelorâ&#x20AC;&#x2122;s degree. My graduation date is in May of 2016. Once I have earned my degree I will be certified to teach in a modified special education classroom, or a CDC classroom. Becoming a teacher is something I have always felt has been my calling in life and I am very excited to be on the path to achieving that goal. Throughout my education I have completed assignments that are compiled into this portfolio to represent different concepts, strategies, and lessons I have learned that I believe will aid me when the time comes for me to teach in my own classroom. This portfolio is still in progress and will continually be added to as I go throughout my next years as a student pursuing my degree. When I am in a professional teaching setting I plan to refer back to this portfolio and use the resources in it for ideas and advice in different subject areas. This will be a helpful tool along with many other things I have acquired during my education and will a valuable piece of reference in my classroom.

Context Statement Type of Artifact: Resume Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: The following is a copy of my working resumeâ&#x20AC;&#x2122;.

Hannah Noel Johnson 1025 Lees Dr. Seymour, TN 37865 (865)255-7320/ hannahjohnson@sevier.org Professional Objective: To teach special education children needed academic knowledge as well as life skills to apply later in life. Education: 2014-2016 Bachelors of Science in Special Education, East Tennessee State University 2010-2014 Associate of Science in Special Education, Walters Sate Community College 2007-2010 High School Diploma, Seymour High School Honors and Awards: Fall 2013 WSCC Deanâ&#x20AC;&#x2122;s List Related Educational Experience/ Professional Experience: Spring 2014 Service Learning, North Intermediate School Fourth grade Fall 2013 Service Learning, Boys and Girls Club of Seymour K-eighth grade Fall 2013 Service Learning, Northview Intermediate School Fifth grade College Related Professional/ Academic/ Service Activities: 2013-2014 STEA Member Additional Work Related Experience: August 2013- Sevier County Board of Education Para-professional 2011- July 2012 Kids Place Inc. Site Director June 2010-2011Kids Place Inc. Site Counselor

Placement File: Please contact the ETSU Career and Internship Services Office. Website: http://www.etsu.edu/careers TEL: 423-439-4450 FAX: 423-439-6176

Context Statement Type of Artifact: Philosophy of Education Date: Spring, 2014 Courses: EDUC 2300 Introduction to Education Description: This is my Philosophy of Education paper written in EDUC 2300 Introduction to Education class.

My Philosophy of Education Educators may not have an input into the DNA makeup of the children they teach; but they certainly have a huge impact to the “DNA of the heart” that each child will carry with them for the remainder of their lives. In order to see children succeed to their highest potential, there needs to be a collaborative effort between both the teachers and the students. There are many lessons to learn from one another and some trial and error situations to go through before an educator can truly know what a successful teacher is and the qualities one possesses. One important fact to remember as an educator is that there will never be one correct answer to all problems in a classroom. Finding solutions to the issues an educator faces in a classroom is one of the many obstacles that sets educators apart from other professionals and gives them the ability to constructively mold and shape future generations. Three attributes of an effective teacher are: having the calling, collaboration with one another, and acceptable standards for each child. The “calling” to be a teacher holds extreme importance and is one that should never be taken lightly. Educators spend valuable time studying, researching, planning, testing, and developing creative and interesting ways to grab their students’ interest in order for them to learn the material set before them. Teaching is something that requires great dedication and calls for many unlogged hours to be spent devoted to those children in the classroom. The famous phrase, “give a man a fish he will eat for a day, but teach a man to fish he will eat for a lifetime” has been the theme for many educators through the years and still holds true today. Teaching children the basics and helping them develop their critical thinking skills will enable them to be curious, productive, able-bodied individuals in the future.

Just as two musical entities join together to form a collaborative piece, students and teachers have to have a relationship in which they collaborate with one another. There will never be another teacher just like you, and there will never be two students or two bodies of students who are exactly the same. The principles and guidelines for being a successful teacher can fluidly be applied to each classroom as the years pass, but there will be differences that you have to recognize and accommodate in order to meet the needs of each child and each group of children entrusted to you. There is always a transition period that is needed in the introduction phase of having a new class; and in this time, it would be most beneficial to help your students learn you, but to also learn your students, while still maintaining the teacher role and having them still maintain the student role. This could potentially change the successfulness of a classroom. Success is measured on many different scales. It is extremely important to have high standards for the children that, as an educator, you are responsible to teach; but one important factor is that every student has a different gift and has different capabilities to consider when upholding them to the goals and standards set before them. Watching children learn and comprehend the material educators require of them is an amazing accomplishment to behold, and in order to be able to witness those moments, there will have to be high expectations for each child. However, the definition of â&#x20AC;&#x153;high expectationsâ&#x20AC;? is not universal. The goals for one child may be to have a conversation with someone and have the correct social etiquette, while another is to be able to write a five paragraph paper, both of which are being used to measure their language competency. While being able to write a proper essay is an extremely important skill, it also hinges on a studentâ&#x20AC;&#x2122;s ability to carry on a conversation and use correct language while doing

so. Setting attainable goals for students is a key factor in their success and will play a huge role in how connected they will be to their own education. Tasting defeat is never easy but is a necessary life skill to face throughout life to encourage maturity. However, knowing the thrill of victory can have more of an impact on the dedication and determination a student has and gives him/her the confidence to keep pursuing his/her education at the same time. Education is an ongoing endeavor and is one that continues long after the degrees are earned and are hanging on the wall. Being someone who is “called” to be an educator is one of the greatest thrills in my life. Being able to share in the joy of student’s success’ and to also help them pick up the pieces after a defeat is something I hold dear to my heart. Knowing I can change a student’s life and have an everlasting impact on him/her, just like some of the teachers I was blessed enough to have, will always have a special meaning to me.

Context Statement Type of Artifact: Program of Study Date: Fall 2012-Spring 2016 Courses: All Courses Description: The following is a copy of my Program of Study.

Community College & ETSU Collaborative Undergraduate Degree Program in Special Education- Comprehensive and Modified REVISED Special Education Cohort Program of Studies Highlighted courses are completed through Walters State Community College, Sevier County Campus (or other local community college). All others will be completed through East Tennessee State University in Sevierville, Greenville, Kingsport, or Morristown. Part 1: Complete General Education Core Courses Fall Spring Summer 1 Summer 2

Fall 2012 (6 credits) WSCC MATH 1530 ENGL 1010

Spring 2012 (6 credits) WSCC SPCH 1010 HIST 2010 Spring 2013 (9 credits) WSCC EDUC 2010 PHIL 2020 ENGL 1020

Summer I 2012 (7 credits) WSCC BIOL 1020/1021 (4 credits) PSYC 2130 (online) Summer I 2013 (7 credits) WSCC MUSC1030 PSYC 1030

Summer II 2012 (6 credits) WSCC SOCI 1010 (online) INFS 1010 Summer II 2013 (6 credits) WSCC HLTH 2310 HIST 2020

Part 2: Complete Education Courses Required for Teaching License in Special Education Fall Spring Summer 1 Summer 2 Fall 2013 (7 credits) (at WSCC Sevierville campus) PHED 1137 (1 credit) SPED 2010 BIOL 1010/1011

Fall 2014 (9 credits) (ETSU in Sevierville) SPED 3300 SPED 3400 SPED 4825 MEDA 3570

Fall 2015 (11cr Comp) (ETSU in Sevierville) SPED 4587 SPED 4750 SPED 4710R1

Spring 2014 (9 credits) (at WSCC Sevierville campus) EDUC 2300 ENG Lit Math 1410 or 1420- can be taken at a community college or online at ETSU *Admission boards before Summer 1 or Sp 2015 (10 cr Sp 2015 (10 cr Comp) Modified) (ETSU in (ETSU in Sevierville) Sevierville) SPED 4767 SPED 4757 SPED 4367 SPED 4497 SPED 4825 SPED 4825 SPED 3445 SPED 3445 Spring 2016 (8 credits) SPED 4850 R2

Summer II 2014 (6 credits) (ETSU in Sevierville) Read 3100 EDFN 3310

Summer I 2015 (6 credits) (ETSU in Sevierville) SPED 4753 EDFN 3301

Summer II 2015 (6 credits) (ETSU in Sevierville) CUAI 4517 SPED 4470 SPED 4425-Pre R 1

Fall 2015 (11credits) (ETSU in Sevierville) SPED 4567 READ 4437 SPED 4710 â&#x20AC;&#x201C; R1 Evidence of completing ONE of the following must be presented BEFORE Admission Boards

ACT: 22 - E,R,M, & S only (21 prior to 10/89) OR SAT: 1020 - R (old V) & M only (920 prior to 4/1/95) OR PRAXIS I: Reading Math Writing

Summer I 2014 (6 credits) (ETSU in Sevierville) SPED 4302 Social & Beh Sci

174 173 173

Context Statement Type of Artifact: Transcript Date: Fall 2010- Spring 2014 Courses: All Courses Description: The following is an unofficial copy of my current transcript.

Transcript Data STUDENT INFORMATION Birth Date: Feb 28, 1992 Student Type: Continuing Curriculum Information Current Program Associate of Science Program:

AS Special Education College: Behavioral Social Science Major and Department: Special Education, Education ***This is NOT an Official Transcript*** INSTITUTION CREDIT -TopTerm: Fall Term 2010 College: Major: Student Type: Academic Standing: Subject Course Campus Level

CPSC

1100

WSCC UG Sevier Co Campus

Behavioral Social Science Early Childhood Education New First Time Freshman Good Standing Title Grade Credit Quality Start R Hours Points and End Dates Using C 3.000 6.000 Information Technology

DSPM

0800* WSCC DS Sevier Co Campus DSPM 0850* WSCC DS Sevier Co Campus ENGL 1010 WSCC UG Sevier Co Campus Term Totals (DSP Only)

Current Term: Cumulative: Term Totals (Undergraduate)

Elementary Algebra

3.000 12.000

Intermediate Algebra

3.000

9.000

Composition I

3.000

6.000

Attemp Passe Earne GPA Qualit GPA t Hours d d Hours y Hours Hours Points 6.000 6.000 6.000 6.000 21.000 3.500 6.000 6.000 6.000 6.000 21.000 3.500

Attemp Passe Earne GPA Qualit GPA t Hours d d Hours y Hours Hours Points 6.000 6.000 6.000 6.000 12.000 2.000 6.000 6.000 6.000 6.000 12.000 2.000

Current Term: Cumulative: Term: Spring Term 2011 College: Behavioral Social Science Major: Early Childhood Education Student Type: New First Time Freshman Academic Standing: Good Standing Subject Course Campu Level Title Grade Credi Qualit Start R s t y and Hours Points End Dates ENGL 1020 WSCC UG Composition II C 3.000 6.000 Sevier Co Campus

MATH

1530

WSCC UG Probability and Sevier Statistics Co Campus MUS 1030 WSCC UG Music Sevier Appreciation Co Campus SPCH 2010 WSCC UG Intro to Speech Sevier Communication Co Campus Term Totals (Undergraduate)

Term: Fall Term 2011 College: Major: Student Type: Academic Standing: Subjec Cours Campu Leve t e s l

2010

3.000

0.000

3.000

9.000

3.000

9.000

Attemp Passe Earne GPA Qualit GPA t Hours d d Hours y Hours Hours Points 12.000 9.000 9.000 9.000 24.000 2.666 18.000 15.000 15.000 15.00 36.000 2.400 0

Current Term: Cumulative:

HIST

Walters UG State CC, Main Campus

Behavioral Social Science Psychology Emphasis Continuing Good Standing Title Grade Credit Qualit Start R Hours y and Points End Date s American History C 3.000 6.000 I

MATH

1530

Walter UG Probabilit B s State y and CC, Statistics Main Campu s PSYC 1030 Walter UG General C s State Psycholog CC, y Main Campu s SOCI 1010 Walters UG Intro to State CC, Sociology Main Campus Term Totals (Undergraduate)

Current Term: Cumulative: Term: Spring Term 2012 College: Major: Student Type: Academic Standing: Subjec Cours Campus Lev t e el

BIOL

1020

BIOL

1021

Walters UG State CC, Main Campus Walters UG State CC, Main Campus

3.000

9.000

3.000

6.000

3.000

6.000

Attemp Passe Earne GPA Qualit GPA t Hours d d Hour y Hours Hours s Points 12.000 12.000 12.000 12.00 27.000 2.250 0 30.000 27.000 27.000 27.00 63.000 2.333 0 Behavioral Social Science Psychology Emphasis Continuing Good Standing Title Grade Credi Qualit Start R t y and Hour Points End s Date s Introductory W 3.000 0.000 Biology II

Introductory Biology II Lab

1.000

0.000

Term Totals (Undergraduate)

Current Term: Cumulative: Term: Summer Term 2013 College: Major: Student Type: Academic Standing: Subjec Cours Campu Leve t e s l

BIOL

1010

Attemp Passe Earne GPA Qualit GPA t Hours d d Hours y Hours Hours Points 4.000 0.000 0.000 0.000 0.000 0.000 34.000 27.000 27.000 27.00 63.000 2.333 0 Behavioral Social Science Special Education Readmitted Good Standing Title Grade Credit Qualit Start R Hours y and Points End Date s Introductory A 3.000 12.000 Biology I

Walters UG State CC, Main Campus BIOL 1011 Walters UG Introductory State Biology I Lab CC, Main Campus HLTH 2310 WSCC UG Safety and First Sevier Aid Co Campus Term Totals (Undergraduate)

Current Term: Cumulative:

1.000

4.000

3.000 12.000

Attemp Passe Earne GPA Qualit GPA t Hours d d Hours y Hours Hours Points 7.000 7.000 7.000 7.000 28.000 4.000 41.000 34.000 34.000 34.00 91.000 2.676 0

Term: Fall Term 2013 College: Major: Student Type: Academic Standing: Additional Standing: Subje Cours Campus ct e

EDUC

2010

HIST

2020

PHED

1137

PHIL

2020

PSYC

2130

SPED

2010

Term Totals

Behavioral Social Science Special Education Continuing Good Standing Dean's List Lev Title Grad Credit Qualit Star R el e Hours y t Point and s End Date s UG Psy of Hum Dev for A 3.000 12.00 Tchrs 0

WSCC Sevier Co Campus WSCC UG American History II Greenvl/Gre en Co Campus WSCC UG Power Walking Sevier Co Campus Walters UG Self and Values State CC, Main Campus WSCC UG Life Span Psychology Sevier Co Campus WSCC UG Introduction to Sevier Co Special Educat Campus (Undergraduate)

Current Term:

3.000 12.00 0

1.000 0.000

3.000 12.00 0

3.000 9.000

3.000 12.00 0

Attem Passe Earne GPA Qualit GPA pt d d Hour y Hours Hours Hour s Point s s 16.000 15.00 16.00 15.00 57.00 0 0 0 0

3.800

Cumulative:

57.000 49.000 50.000 49.000 148.000 3.020

Unofficial Transcript TRANSCRIPT TOTALS (DSP ONLY) -Top-

Total Institution: Total Transfer: Overall:

Attempt Passed Earned GPA Quality GPA Hours Hours Hours Hours Points 6.000 6.000 6.000 6.000 21.000 3.500 0.000 0.000 0.000 0.000 0.000 0.000 6.000 6.000 6.000 6.000 21.000 3.500

Unofficial Transcript TRANSCRIPT TOTALS (UNDERGRADUATE) -Top-

Total Institution: Total Transfer: Overall:

Institution Combined: Transfer Combined: Overall Combined:

Attempt Passed Earned GPA Quality GPA Hours Hours Hours Hours Points 57.000 49.000 50.000 49.000 148.000 3.020 0.000 0.000 0.000 0.000 0.000 0.000 57.000 49.000 50.000 49.000 148.000 3.020 Attempt Passed Earned GPA Quality GPA Hours Hours Hours Hours Points 63.000 55.000 56.000 55.000 169.000 3.072 0.000 0.000 0.000 0.000 0.000 0.000 63.000 55.000 56.000 55.000 169.000 3.072

Unofficial Transcript COURSES IN PROGRESS -TopTerm: Spring Term 2014 College: Behavioral Social Science Major: Special Education Student Type: Continuing Subject Course Campus Level Title Credit Hours

BIOL

1020

WSCC UG Sevier Co Campus

Introductory Biology II

3.000

Start and End Dates

BIOL 1021 WSCC Sevier Co Campus EDUC 2300 WSCC Sevier Co Campus ENGL 2410 WSCC Sevier Co Campus MATH 1410 RODP Unofficial Transcript

UG Introductory Biology Lab II

1.000

UG Foundations of Education

3.000

UG Western World Literature I

3.000

UG Number Concepts and Algebraic Structure

3.000

Context Statement Type of Artifact: Praxis I Scores Date: December 13, 2013 Courses: All Courses Description: The following is a copy of my Praxis I scores.

Section Two: Selected Entries

Planning and Teaching Strategies:

Context Statement Type of Artifact: Bloom’s Taxonomy Activity Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is the Bloom’s Taxonomy Activity we did in EDUC 2300 Introduction to Education.

Name: Hannah Johnson Date: April 14, 2014 Class: EDUC 2300 Semester: Spring 2014 Bloomâ&#x20AC;&#x2122;s Taxonomy Activity 1. Targeted grade level: Fourth 2. Subject area: Math 3. Specific content to be taught: How to convert fractions to decimals and decimals to fractions. 4. Questions: a. Remembering 1. Can you restate the place values of number in front of and behind a decimal? 2. Can you label the place values on a chart? 3. Can you relate the place value of a number in a decimal and recall its place in a fraction?

b. Understanding 1. Can you describe to another student how to change a decimal to a fraction? 2. Can you locate where a decimal goes by reading a number written in words? 3. Can you explain why zeroes are so important to a decimal? c. Applying 1. Can you show how to convert a decimal to a fraction and a fraction to a decimal? 2. Can you create practice problems for your peers? 3. Can you demonstrate your knowledge through written words?

d. Analyzing 1. Can you compare fractions and decimals to see which is larger? 2. Can you solve fractions conversion problems created by a peer? 3. Can you distinguish between fractions to determine which is larger? e. Evaluating 1. Can you show the value of a fraction with a drawing? 2. Can you compare fractions by finding a common denominator? 3. Can you predict which fraction or decimal will be larger in a set of numbers? f. Creating 1. Can you compose a set of fractions and decimals for peers to solve? 2. Can you arrange a set of fractions and decimals into sequential order? 3. Can you set up an example of the board and show how to do a conversion?

Context Statement Type of Artifact: Lesson Plan Assignment Date: Spring, 2014 Courses: EDUC 2300 Introduction to Education Description: The following is a fraction to decimal conversion lesson plan created for my EDUC 2300 Introduction to Education class.

Name: Hannah Johnson Title of Lesson: Conversions Grade: Fourth Date: April 14, 2014

Materials Needed:      

Space for children to pair up and work together. Enough dice for every child in the room to have two. Paper Pencils Calculators ( if allowed to use) A reward

Goals:  

For children to be able to construct fractions and convert them into decimals. For children to be able to compare fractions and decimals and use <,>,=

Objectives:   

4.NF.A.2- Number & Operations. Compare two fractions with different numerators and different denominators. 4.NF.A.2- Number & Operations. Understand decimal notation for fractions, and compare decimal fractions. 4.NF.C.7- Number & Operations. Compare to decimals to hundredths by reasoning about their size.

Instructional Procedures:     

After going through the procedures of converting the numbers using board, the projector, models, and other resources have the children explain to you their understanding of the concept. Divide the children into appropriate groups. They each need a piece of paper, a writing utensil, and two dice. They will each roll their dice and create a fraction with the two numbers they roll. They will turn the fractions into decimals (or mixed numbers)

Questions:  (See Bloom’s Taxonomy assignment) Closure: After the children have had time working in their groups the teacher will draw stick for students to come to the board and present their examples on the board. The class will discuss the problems and then the paper they kept their records on will be used ad an exit ticket.

Adaptations to meet Individual Needs: The teacher can assign the assistant to work with students who need extra help. Evaluation Assessment:  See attached rubric

Actual Teaching:

Assessment and Evaluation:

Context Statement Type of Artifact: Rubric Date: Spring, 2014 Courses: EDUC 2300 Introduction to Education Description: This is a rubric developed for my Bloomâ&#x20AC;&#x2122;s Taxonomy Assignment from EDUC 2300 Introduction to Education.

Participation

Attitude/ Cooperation

Listening Skills Neatness and Organization

0 Did not give ideas or answers during class discussion and instruction

1 Gave one or two ideas or answers during class discussion and instruction

Unacceptable attitude/ did not want to cooperate with others

Acceptable attitude/ had to be reminded of how to work with others

Did not listen during class discussion and activities Did not follow directions of how to set up paper and did not keep neat records.

Listened, but was disruptive Set up paper as instructed but did not keep correct records of fractions rolled

2 Gave at least three ideas or answers during class discussion/ instruction time Great attitude/ worked well with others and was easy to work with Listened with no disruptions Paper was set up correctly and had all fractions readable and correctly labeled on paper. Total Score

Score ____ / 2

____ / 2

____ / 8 7-8 5-6 3-4 0-2

= = = =

Excellent Satisfactory Needs Improvement Unsatisfactory

Learning Environment:

Context Statement Type of Artifact: Guided Observation #1 Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is a guided observation pertaining to the classroom I served during my service learning project.

Guided Observation #1- Contextual Factors Name: Hannah Johnson Date: February 12, 2014 Course: EDUC 2300 Introduction to Education School: Northview Intermediate

1. Record the number of males, females, and the ratio of ethnicity within the classroom.

While working in the classroom for my service learning I gathered information and learned there where 24 children in the classroom, sixteen males, and eight females. There is little variations in the ethnicity ratios, the majority are Caucasian. 2. What are the developmental levels of the students within the classroom you are observing?

There are many different levels within the classroom I am working in. Out of the class of 24, twelve go to reading 180. Of the twelve that are left in the classroom five are pulled to work with the paraprofessional in the classroom during their reading time. The group of â&#x20AC;&#x153;average readers has three students who are above average which read very well and have great comprehension. The others in this group read well and have moderate comprehension but throughout the year have made growth in language arts. The tier two students that are pulled t work with the paraprofessional started with very little reading ability. These students scored too low to be in the reading 180 class when school first started but have made huge growth with the small group instruction they receive in class. 3. How is the instruction modified to meet the diverse needs of the students?

While Mrs. Chambers is giving instruction she not only tells them what they are doing, but she generally displays written instruction on the board or gives them an example on the projector. She is very clear on her expectations and she gives the students instructions in multiple ways to accommodate each different type of learner. 4. Research the school and the Tennessee State Government web site to obtain information about the school community, school report card, and school population. The school population is roughly 449 students; 300 of those students are economically disadvantaged making 66.8% of the school at a disadvantage. TCAP results show in math that 59% of the students scored basic or proficient, in reading language 78.6% scored basic or proficient, in science 67% scored basic or proficient, and in social studies 65.1 scored basic or proficient. 5. What are the specialized programs/activities found within the school that would assist special needs children, those who need enrichment activities, or remediation? List the specific programs that are available.

Mrs. Chambers has done a lot of activities to make sure the tier two students have language arts activities that are comparable to the students who are reading on level. The new reading series, introduced this year offers a â&#x20AC;&#x153;write-in-readerâ&#x20AC;? for the students in the tier two group who work with the paraprofessional. In these books the students have a reading story that is based on the same information that is in the text book the other students use; but these stores are more easily read and comprehended. Mrs. Chambers and the paraprofessional guide them through the reading unit for the week and they answer questions related to the story. At the end of the week they take a test with the same information and half of the vocabulary the other students are responsible for that has been made by Mrs. Chambers.

Context Statement Type of Artifact: Guided Observation #2 Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is a guided observation from my service learning in EDUC 2300 Introduction to Education.

Guided Observation #2- Physical Arrangement Name: Hannah Johnson Date: 5/2/14 Course: EDUC 2300 School: Northview Intermediate 1. Draw the classroom you worked in:

2. Effectiveness of: The technology in Mrs. Chamberâ&#x20AC;&#x2122;s classroom plays a big role in the instructional methods she uses to explain activities to the students. She uses her computer to show clips from the internet pertaining to the reading lesson they are discussing during any given week. She has an Elmo projector that she uses to demonstrate specific steps to an activity or to show written instructions to the students. There is only one door in and out of her classroom and the kids generally come and go as a class. Between class changes and after lunch and special areas they go to the restroom as a class, which cuts down on traffic during the instruction time. When giving instructions Mrs. Chambers gives verbal instructions, she uses her computer, the Elmo projector, and the white board. She tries to accommodate each different learning style when giving instructions and the kids seem to benefit from her doing this. Mr. Chambers has very good classroom management. She

usually maintains a calm and collected voice when she is giving instructions and explaining her expectations to the kids for the day. When the class is loud or is having trouble maintaining their focus she draws them back in by asking questions and getting them to be involved more with the daily activity. The school as a whole has a policy they use to motivate and encourage good behavior called “Cougar Cash.” The cougar is the school’s mascot and they involve him as much as possible. They give cougar cash for good behavior and excellence and they take it away for bad behavior. They have reward days and dances the kids have the opportunity to attend if they have the designated amount of cougar cash. It seems to be a very useful tool to use when trying to motivate the children to do what they are being asked to do. 3. Draw your perfect classroom:

Context Statement Type of Artifact: Guided Observation #5 Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is a guided observation of the placement and grouping I saw in Mrs. Chamberâ&#x20AC;&#x2122;s classroom.

Guided Observation #5- Placement and Grouping Name: Hannah Johnson Date: Spring 2014 Course: EDUC 2300 Introduction to Education School: Northview Intermediate 1. Though whole-group instruction may be used more frequently, when , if at all, does the teacher use small group instruction? Mrs. Chambers uses whole-group instruction at the beginning of every class. She explains what the dayâ&#x20AC;&#x2122;s lesson will be and go over any announcements while she has the attention of the entire class. When half of the class dispenses to go to reading 180 she then breaks up the remaining class into two smaller groups. 2. When students are placed into small groups, how is grouping formed? Heterogeneously or by some other method? What representation of ability grouping or distribution do you see? Students seem to be broken up by their academic level. Reading 180 calls have of them out, and those students would be considered the mid-level children. This leaves the top tier and the bottom tier in the room to be taught in the same area. Mrs. Chambers has a paraprofessional that is in her room while her reading/ language arts class in going on and she gets the children who are considered lower tier. There are two boys and three girls in her group and she works with them every day. Mrs. Chambers has four girls and three boys in the group she instructs every day. This method seems to work well. 3. Does the teacher review and adjust groups often, moving students when achievement levels change? Mrs. Chambers keeps good records of the studentâ&#x20AC;&#x2122;s achievement and has made a few adjustments while I have been observing her classroom. One student was not succeeding with the regular instruction so she moved him into the intervention group with the assistant where he has made much progress.

Professional Growth:

Context Statement Type of Artifact: STEA Membership Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: The following is a copy of my STEA welcome letter.

Welcome Dear Hannah Johnson: Your membership has already been processed. Consider this page your receipt. Welcome to the National Education Association! Your 1 year NEA Student Membership application has been processed successfully. Your transaction of September 09, 2013 was approved in the amount of $30.00. The confirmation number for this transaction is EXHEAF8A4D6B and your NEA member id number is 0008551225. Educator's Employment Liability coverage is in effect from today, September 09, 2013 through August 31, 2014. PLEASE PRINT THIS LETTER AS PROOF OF YOUR MEMBERSHIP AND COVERAGE IN THE PROFESSIONAL LIABILITY INSURANCE PROGRAM. Thank you for joining the National Education Association, Tennessee Education Association and your local chapter. You are now a member of our united family at the local, state and national levels. We encourage you to become active in the Association as well as to take advantage of the information, services and programs the Association has to offer. Among the resources available to you are: 

 



The NEA website, www.nea.org, including an area dedicated to the Student Program. While much of the site is open to the general public, there is an area accessible to members only. Your State Association website; you can find the URL in the directory. Two publications sent directly to you from NEA that can help you follow education trends; Tomorrow's Teachers, published annually, and NEA Today, published eight times per year. Access to GEM-Gateway to 21st Century Skills with thousands of lesson plans and other teaching resources at your fingertips. Access to tips and advice from practicing teachers. Works4Me is an online NEA resource that links you to success stories in the classroom, subscription to an E-Newsletter with classroom tips, and a discussion board for sharing ideas or asking advice. Access to NEA Member Benefits for discounts on such things as car rentals, magazines, car insurance, credit card programs and much more. Register today!

A package with membership materials will be mailed to you in the next few weeks. We look forward to your participation and to your help with making sure there are great public schools for every child.

Communication:

Context Statement Type of Artifact: Letter to Parents Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is a letter to the parents of the students I worked with during my service learning project.

February 11, 2014

Dear Parents, My name is Hannah Johnson and I am a student at Walters State Community College in their Introduction to Education class. For our class we are being required to complete at least eighteen hours of service learning in a classroom setting. I have chosen Mrs. Chambersâ&#x20AC;&#x2122; language arts class to complete this assignment. I am looking forward to working with your students and being involved in their classroom. I believe that by spending time in the classroom with your child and Mrs. Chambers I will gain helpful experience for my future as an educator myself. If you have any questions or concerns please contact Mrs. Chambers at Northview Intermediate School 865-9339161. Thank You, Hannah Johnson Hannah Johnson

Context Statement Type of Artifact: PBL Power Point Presentation Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: The following is a power point presentation for the PBL Project created in myEDUC-2300 Introduction to Education class.

Section Three: Professional Evaluation

Context Statement Type of Artifact: Field Placement Journal Date: Fall 2013 Courses: EDUC 2010 Phycology of Human Development for Teachers Description: The following is a journal record of my service learning experience for EDUC 2010 Phycology of Human Development for Teachers.

VISION FOR MY FUTURE Here is what I want to accomplish this year: Education: This school year I plan to earn my associates degree in education. I have extremely enjoyed being in classes pertaining to my degree and learning things to help me in the classroom. Career: I have been working as an assistant in a CDC classroom for the past two years and have loved it! The plan is to continue working in the school system and learning how to be in a classroom and be a productive member of a school team. Family and Friends: I come from a very strong family unit; and we are all very close. I still live with my mom and siblings so itâ&#x20AC;&#x2122;s easy to be close with them. My plan for the upcoming year is to be more patient with my brothers and sisters and to do more with my immediate family. I also would like to visit my family that lives out of state more often. Involvement and Service to My Community: Unfortunately between work and school I stay very busy so doing things for my community take a back seat. I feel that being a Paraprofessional is doing a service to the community; but maybe this year I will take more steps to help in other ways. Personal Growth: In this next year I would like to grow spiritually. I am involved in my church and love being a part of my church family; but this year I would like to grow on a more personal level. Read my bible more, be a more diligent prayer, and be closer to God.

Service Learning Project Name: Hannah Johnson Course Title: EDUC 2010 Date: 09/13/13 Agency Name: Northview Intermediate School Agencyâ&#x20AC;&#x2122;s Mission Statement/ Grades Served/ Community Needs: Northview Intermediate School envisions a partnership dedicated to providing the paths that inspire lifelong learners to value human dignity, contribute to society, and strive for excellence. At our school we serve grades four to six. Academics are of the up most importance as in every school. Due to our amazing administrators and teaching staff teaching children valuable life skills is also a priority. For the most part we all operate as a team and we all have the best interest at heart for the children we have. Progression is not measured on the same scale for every child and I believe we do a good job at recognizing the strides each individual student makes in their specific goals for their success.

Prologue: I am hoping to learn a lot of valuable information from my service learning project. I am a firm believer there are only so many things you can learn from reading a book or listening to a lecture and in order to get a full glimpse into what your career choice is it is hard to know with 100% certainness itâ&#x20AC;&#x2122;s what you want to do with your life. Being involved with the school system already I have a good grasp on what to expect when I go into the classroom. Seeing as how the students and teachers are already familiar with me I am not worried about how they will react to me being in the classroom with them. Goals for this project are still elusive and I am trying to not have any preconceived notions about what the experience will be like. I would like to learn new ideas on how to manage and maintain a classroom as well as be an innovative teacher with fun and exciting ideas for the students. My fears that I have found myself thinking about are just making sure I get all the paperwork turned in and in the correct fashion.

Reflective Journal Entries

First Day Overview: Today was a normal day in Mrs. Miller’s math class. She introduced the new math lesson, which was multiplying by one digit numbers, and she assigned the independent work they needed to do. I walked around the classroom and helped the students who were needing extra guidance. The kids responded well to me being in the class, and they seemed comfortable to ask me questions and take the help I was giving. ABCs of Reflections Affect: After leaving the class to go back to work I felt today was a success. The children I helped received my help well and they seemed to understand the concept of multiplying one digit numbers. In the thirty minutes I was in the classroom I felt I had helped the teacher and the students by walking around and helping anyone who needed it. The teacher and the students were excited I was there, and when I left they told me they can’t wait until Monday for me to come back to class. Having their support and excitement about me being in the class made me excited as well. Behavior: When I went into the class the students recognized who I was, seeing as how I have worked with some of them before and I am in the building on a daily basis. It was a very warm welcome and the students and teacher where both excited for me to b in class with them. I was nervous to go in and was apprehensive to work with them knowing I was only going to be in the class for thirty minutes and I did not want to be a bother or a distraction to the students. When I went in and got acquainted with what the assignment was I walked around and started helping individual students and they received the help well. After leaving the class I felt okay with the thirty minute time allotment and felt we got something accomplished. Content: The teacher I am working with, Mrs. Miller, is a wonderful teacher. I observed some of the INTASC principles while I was in the classroom. What I noticed most was her ability to calm and control the classroom. She is very good at getting the attention of her students and holding it, while also supporting each student when they have a question or issue in the classroom. She is able to have each student make a connection with the material she is teaching by having them come up with examples for the math problems they are solving. The ability to do these things falls under Principle #5. Which states the teacher understands how to connect with concepts and uses differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Another thing I observed was her involvement with as many parents as she can. I heard her talking to a student at her desk and she mentioned the discussion she had with the student’s mother. They had tried to come up with some strategies about how they were going to work as team to keep him more focused on the materials he was supposed to be learning. She then asked the student if he thought those strategies where helping, the student was not as willing to adhere to the things the teacher and mother had planned so Mrs. Miller asked the student to come up with some ways he thought he could focus better on the day’s lessons. This is in line with Principle #10, which is leadership and collaboration. By collaborating with the families of this student she is making her best effort to come up with certain a consistent plan of action for helping child stay on task. Only time will tell if the strategies they three of them have agreed upon will work but I will keep watching his progress.

Reflective Journal Entry Overview of Events: Today was a relatively challenging day in Mrs. Miller’s classroom. The children were more rambunctious today than in the previous days of me being in there. I came in and a few of the children hollered at me to say hello and this is something that normally does not happen. Mrs. Miller handled their behavior and explained that interrupting her while she was giving a lesson was rude and she did not want it to happen again. After the class was settled back down they seemed to pay attention to the new lesson and behaved the way Mrs. Miller wanted them to behave. ABCs of Reflections Affect: After the kids had made a big deal about me being in the classroom today I was apprehensive to stay because I did not want to be a distraction to the students or the teacher. After the class was settled and Mrs. Miller continued to teach the day seemed to go by smoother. Mrs. Miller was close finishing up her lesson when I arrived and when she finished introducing the new material to the kids we both walked around the room and helped the children solve the problems assigned. Behavior: Aside from the initial disruption to the class the day was productive and by me being there it helped the kids get an extra person to call on for help. Mrs. Miller was able to not feel so rushed and could spend more individual time with the students she was helping. She is very appreciative of me being in there and helping her and the students. The kids are very receptive to me and today was no different, they voiced that they are glad I am helping them and that I am in the classroom with them. Cognition/Content: I have learned from Mrs. Miller great classroom control techniques as well as great ways to engage the students into a math lesson that makes it fun for them to learn. All of the things I see Mrs. Miller doing in her classroom demonstrates her understanding of principle #7, Planning for instruction, which says: 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 community context. Every day while they check the previous day’s assignments they come to the board and write their answer so the entire class can see how they figured the problem out. Sometimes she has them come to the board and write down problems as she introduces the new material to give them more practice but to also have someone on the same cognitive level as the other students explain in “their” terms how to complete a problem. She also uses “passes” as incentives such as “comfy toes” or “comfy chair” to motivate the kids to stay on task and cooperate with the guidelines set up in her classroom. She uses different techniques to teach and reinforce what she is teaching which goes along with principle #1, Learning development, which states the teacher knows and understands how learners grow and develop, recognize that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Reflective Journal Entry Overview of Events: Today was not like any other day, it was Halloween. The staff and students of Northview Intermediate dressed up like book characters. When I came into the class there twenty students dressed up and they were very excited about it. After we discussed what each one was Mrs. Miller announced she would not be introducing a new math lesson and that we would be working on Halloween related things. The kids were very excited and after their initial hyperness wore off they settled down nicely. ABCs of Reflections Affect: My presence in the classroom was not a distraction today. They were already extremely excited and upbeat today due to the fact that it was such an eventful day. After Mrs. Miller explained to the class we were going to be working on Halloween related math activities we got right to work and Mrs. Miller and I were helping them solve problems. Behavior: The behavior of the class as a whole was quite good. They were cooperative and worked well in the pairs they were split off into. The majority of the class completed their worksheets and activities they were assigned and then began to help the other students in the class. They were rewarded for good behavior with a little bit of candy and they got to enjoy that while they were finishing up what they were working on. Cognition/Content: In this time I saw Mrs. Miller take the opportunity to do a math notebook check. This is when she calls each student to the back where her desk is and they go through the student’s math journal together. Mrs. Miller checks to make sure they have any notes they were supposed to copy from the board while she was introducing a new lesson and to make sure they have assignments they needed to complete as independent practice. This falls under principle #6, Assessment which says: the teacher understands and uses multiple methods of assessment to engage learner’s in their own growth, to monitor learner’s progress, and to guide the teacher’s and learner’s decision making. By having these one on one meeting with each student she is using good communication and helping them by giving them an opportunity to assess their own progress.

Epilogue: Reflect on your semesterâ&#x20AC;&#x2122;s service learning experience. I have really enjoyed working with the students and Mrs. Miller during my service learning project. I have learned very valuable ways to properly control the classroom and to deal with interruptions while trying to teach a lesson. Revisit the prologue. Have your expectations been met? I believe I have gained the knowledge I was looking to gain through my service learning project. Being in the class with Mrs. Miller who is very good at working with all the children in her classroom I have been able to witness and apply many techniques when dealing with the children I work with. She has a good combination of discipline to keep the kids on task, while she also gives them freedom to work in groups and be in a more relaxed learning environment. I have also been able to watch her teach using many different techniques so all the different types of students can grasp the concept she is introducing. How have you been surprised, delighted, or dismayed by the experience? Give specific examples. I have been surprised by the extreme levels of diverse ability in the classroom I worked in. There was one child in the class who was labeled as â&#x20AC;&#x153;giftedâ&#x20AC;? and he called for more challenging assignments than the rest of the class. We also had students who were academically delayed and they called for abbreviated assignments and extra help completing those assignments. Getting a lesson plan to accommodate all the needs would b a challenging thing to complete. I was delighted that the students in the class who have an IEP and have identified learning disabilities were able to understand general concepts with a small amount of one on one help from either Mrs. Miller, the assistant in the room, or me. Seeing the excitement on their face when they understood what the solution to the problem was so exciting to me and it made me really understand the importance of individual or small group instruction is. How could this experience be improved? I do not have any suggestions as to how this project could be improved. I feel that I got everything I was supposed to get from going through this experience the way it is. I have enjoyed getting the chance to work in the class I did and learn strategies that reflect what we are learning in our class.

VISION FOR MY FUTURE Here is what I want to accomplish in the next five years: Education: In the next five years I hope to have graduated with my bachelors in special education from ETSU. I would really love to also earn my license to teach in a general education classroom. I plan on continuing my education and eventually get my masterâ&#x20AC;&#x2122;s in education, but I am not sure if I will pursue it within the first few years after graduating or wait for a little while before I continue with school. Career: I have considered moving to a bigger city after I earn my degree. Whether I am living in Sevier County or a larger city I plan on working in a school system as a teacher. Family and Friends: I have a very close knit group of friends and I hope we stay as close as we are now five years from now. I am also blessed enough to have a very involved family who is very close to one another. As far as a family of my own I am not sure what the near future has to offer. I do not intend to get married in the next few years, but five years is a long time to say absolutely not. I would prefer to not have children until I at least earn my bachelorâ&#x20AC;&#x2122;s degree. Involvement and Service to My Community: I think being a teacher serves as a community service which is what I hope to be doing within the next five years. Personal Growth: I hope grow spiritually within the next five years. Being involved with my church is very important to me now and I hope five years from now it is still the same way. I also hope within the next five years that I develop as an educator and bring energy, positivity, creativeness, and a good structure to teach kids that I will eventually work with.

REFLECTIONS Here are the Knowledge and Skills that I have acquired as a direct result of taking part in this Service Learning project: While doing this project I have learned many valuable things to help me as a future educator. Mrs. Miller has taught me how to have a balance of classroom control while also letting the students have a sense of freedom. I have learned how to accommodate all of the needs each student has and how t still help them develop the skills they are required to learn. Communication is extremely important when working with children and building good relationships is something that is of great importance as a teacher. I learned techniques for good communication and ways to have a partnership with parents in order to ensure a childâ&#x20AC;&#x2122;s success. Here is how this Service Learning project ties in with my EDUC 2010 Psychology of Human Development for Teachers class: While in EDUC 2010 I have learned the basic principles of Piagetâ&#x20AC;&#x2122;s theory. His basis assumptions are: 1. children are active and motivated learners, 2. children construct rather than absorb knowledge, and 3. children continually learn new things through two complementary processes: assimilation and accommodation, 4. interactions with oneâ&#x20AC;&#x2122;s physical and social environments are essential for cognitive development, 5. the process of equilibration promotes progression toward increasingly complex thought, 6. in part of as a result of maturational changes in the brain, children think in qualitatively different ways at different ages. With all the information I have been able to watch most of these assumptions Piaget made about children and their development during this service learning project. My Contribution to the Community I have devoted 18 hours to my Service Learning project. Here are four lasting experiences that are an outcome of my Service Learning project: 1. I have learned how to deal with children who have a tendency to be very disruptive in class. Mrs. Miller stays calm and stays in control of the situation and gives the child the choice to either cooperate with the rest of the class or if they want to suffer the consequences previously discusses with the discipline team, the parents, the teacher, and the child. 2. I have learned how to accommodate many different teaching techniques to make a lesson more understandable to all the different learning styles in the classroom. She verbally discusses the new lesson while also writing it down for the visual learners. She references the book and tells the kids where to look and what they are doing that day. 3. I have learned that making positive connections with parents can make the difference between a child not succeeding at the rate they need to and them accomplishing the academic progress they need to. 4. I have learned not every child has the same exact goals that they need to be required to meet. Not every child can be expected to meet the exact same goals at the same rate as everyone else. With the principle of inclusion there are many different levels to accommodate when introducing a new lesson.

Context Statement Type of Artifact: Field Placement Journal Date: Fall 2013 Courses: SPED 2010 Introduction to Special Education Description: The following is a journal record of my service learning experience for SPED 2010 Introduction to Special Education.

Reflective Journal Entries

Hannah Johnson Friday September 27, 2013 5:00 – 7:00 pm Grade/subject observed: K- 12, multiple subjects Overview: Today was my first day at the boys and girls club in Seymour. A few of the kids knew who I was because I had worked with them prior to doing my service learning. I was assigned to help in the education room where children do homework after school and do other educational things while in there. Ms. Alicia Thompson is the education director and is who I worked with while I was performing my service learning. Reflection: The first day was very nerve racking. I was very nervous to meet the new kids and the staff that works at the Boys and Girls club. After I go tin and started meeting new people I felt better, especially because I found out I already knew some of them from previous jobs. After a short while of being there I went straight in and started helping with homework. Affect – I believe I was a good asset to the team of staff while I was working with them. I went in and helped with homework, which was exciting for the kids because it was someone new that they were not used to. After the initial warm up time and the kids getting to know me they were very receptive and they were just as excited to have me there as I was to be there. Behavior – I went straight in and started helping children with their homework. I listened and assisted a first grade girl read her story for the week. We looked over vocabulary and spelling words and reviewed the story before he left for the day. I then moved to some high school math and helped a pair of freshman with the word problems they were working on. When home work time was done I then helped with clean up for the day by vacuuming the carpeted areas, and sweeping the bathrooms. We were all done cleaning and ready to go by seven. Content – While I was there on the first day I witnessed the education director perform principles that are in the INTASC standards. Principle #1 Learner Development, by separating children into age brackets while they are working on school work and completing tasks that are assigned to them she is demonstrating her understanding that learners do not develop at the same rate. While deciding what assignments they are going to do to meet the requirements The Boys and Girls club has set before them she is very decisive as to what each age bracket can do and comprehend. Principle #3 Learning environments are also implemented by Ms. Alicia when she incorporates the other staff in what she is trying to teach the kids the objective for the week. She will have games that go along with the theme for the kids to play in the game center, and physical activities to either play in the gym or on the playground, she will find n art project for them to do while they are in the art room. She tries to create meaningful ways for them to learn and retain the knowledge she is teaching them.

Reflective Journal Entries

Hannah Johnson Wednesday October 16, 2013 4:00 – 5:30 pm Grade/subject observed: K- 12, multiple subjects Overview: Today was my sixth visit to the Boys and Girls Club in Seymour. The kids and staff are very used to me being with them by now and we have a good routine every day I come. I went in and checked with the director of the club and headed straight to the education room to start helping with homework. On Wednesdays we have a group meeting with Keystone, which is a 14 and older group of students who work together for the betterment of the community. Due to the fact the location of the club is located at a church we are required to close by 5:30 so the church members can come in. Reflection: Affect- Today went very well and it was a productive time. The kids and I worked on their homework and we got the majority of it finished before the Keystone meeting started. I am an alumni Keystone member and to now be able to be an adult who helps the children meet the requirements of the club is an honor. The director asked me to keep volunteering and helping with the Keystone members, and I was more than happy to. Behavior – After checking in I went to the education room, as usual, and stated helping with homework. After homework time the Keystone meeting started and we discussed that week’s business and plans for the upcoming events. We discussed ordering t-shirts for the members, the community service project we are going to do for the months, and we made mention of the National conference and the requirements to become a recognized club. We came up with a few fund-raising activities we are going to look into doing so we can have money in our budget to go on trips and get things we need for the club. It was a very successful meeting. Content – Today I observed principle #4 during the meeting with the Keystone members. Ms. Alicia was persistent when discussing the key components of the Keystone club and what they represent as a group. She wanted each teen to understand the importance of what they were doing and how much it will affect their life and the lives of people around them. Principle #5 also ties into this in a big way. During the meeting she discussed and had the kids discuss how the concepts of Keystone will apply to other areas of their life now and in the future. Such as: leadership, community service, public speaking, career choices and so many more. By the end of the meeting the teens were coming up with ways in which being a Keystone member would benefit them. Their creativity was running wild and they were working as a group so well.

Reflective Journal Entries

Hannah Johnson Friday October 18, 2013 5:00 – 7:00 Grade/subject observed: K- 12, multiple subjects Overview: Today was hectic at the Boys and Girls club! They were hosting what is referred to as “Power Hour Store.” This happens once every six weeks and the kids go crazy for it! Reflection: After arriving and checking in I went straight to work in the power hour store. We were selling treats and toys and things that had been purchased specially for this event. The kids earn power hour money for completing homework and education assignments that can be spent in this store. After all the fun was over we started to clean up. Affect – I am sure an extra pair of hands was appreciated during this time at the Boys and Girls club. I felt like I was a big help and was able to be of great assistance not only during the “Power Hour Store” but also when it came time to clean up. I was worn out by the time the end of the day came! Behavior – After checking in I immediately went to the “power hour” room and started selling items and taking the power hour money. The store stayed open for about an hour after I got there and started working. When the kids ran out of money we started cleaning up all the left over merchandise, we had three Rubbermaid containers filled with leftovers. After the hustle and bustle settled down from that we had a snack and we finished the day off with a movie to calm the kids down. The staff and myself started cleaning up the club and we were ready to go a little after seven. Content – During the “Power Hour Store” Ms. Alicia set principle #10 into motion. She assigned the teens who were involved with Keystone as salespeople and money collectors to help monitor younger kids and help run the store. This gave them a feeling of accomplishment and also helped the teens gain leadership experience. They worked great with the little kids and were very on top of the details that went into making the day a success. By having a store and showing students how relevant money management and math skills are in everyday life is something that until you experience them they are hard concept to grasp. By helping the children understand the basic life lesson that you are not always able to get everything you want and you have to make choices between things is a valuable lesson that the children will need for the rest of their life. Teaching and demonstrating this falls under principle #9.

Context Statement Type of Artifact: Field Placement Journal Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: The following is a journal record of my service learning experience for EDUC 2300 Introduction to Education.

VISION FOR MY FUTURE Here is what I want to accomplish this year: Education: This school year I plan to earn my associates degree in education. I have extremely enjoyed being in classes pertaining to my degree and learning things to help me in the classroom. Career: I have been working as an assistant in a CDC classroom for the past two years and have loved it! The plan is to continue working in the school system and learning how to be in a classroom and be a productive member of a school team. Family and Friends: I come from a very strong family unit; and we are all very close. I still live with my mom and siblings so itâ&#x20AC;&#x2122;s easy to be close with them. My plan for the upcoming year is to be more patient with my brothers and sisters and to do more with my immediate family. I also would like to visit my family that lives out of state more often. Involvement and Service to My Community: Community involvement is something I am trying to dedicate more time to. Completing one of my service learning projects at The Boys and Girls Club in Seymour is something I feel is something positive for my community. Working for the school system as a para-professional is something I also feel is working towards the betterment of the Kodak community. Personal Growth: In this next year I would like to grow spiritually. I am involved in my church and love being a part of my church family; but this year I would like to grow on a more personal level. Read my bible more, be a more diligent prayer, and be closer to God.

Service Learning Project Name: Hannah Johnson Course Title: EDUC 2300 Date: 03/20/14 Agency Name: Northview Intermediate School Agencyâ&#x20AC;&#x2122;s Mission Statement/ Grades Served/ Community Needs: Northview Intermediate School envisions a partnership dedicated to providing the paths that inspire lifelong learners to value human dignity, contribute to society, and strive for excellence. At our school we serve grades four to six. Academics are of the up most importance as in every school. Due to our amazing administrators and teaching staff teaching children valuable life skills is also a priority. For the most part we all operate as a team and we all have the best interest at heart for the children we have. Progression is not measured on the same scale for every child and I believe we do a good job at recognizing the strides each individual student makes in their specific goals for their success.

Prologue: I am hoping to learn a lot of valuable information from my service learning project. I am a firm believer there are only so many things you can learn from reading a book or listening to a lecture and in order to get a full glimpse into what your career choice is it is hard to know with 100% certainty it is what you want to do with your life. Being involved with the school system already I have a good grasp on what to expect when I go into the classroom. Seeing as how the students and teachers are already familiar with me I am not worried about how they will react to me being in the classroom with them. Goals for this project are still elusive and I am trying to not have any preconceived notions about what the experience will be like. I would like to learn new ideas on how to manage and maintain a classroom as well as be an innovative teacher with fun and exciting ideas for the students. My fears that I have found myself thinking about are just making sure I get all the paperwork turned in and in the correct fashion.

Reflective Journal Entries

First Day Overview: Today was my first day in Mrs. Chamberâ&#x20AC;&#x2122;s language arts classroom and it was very interesting to meet all the kids and get to know them. With the new common core being introduced this year she is implementing a new intervention program for the second tier children in her classroom. The reading program they school uses they give a â&#x20AC;&#x153;write-inâ&#x20AC;? journal for the students in the intervention group. They read an on-level story, complete vocab assignments, answer questions, and due spelling words related to the story. Today was the introduction to all these new programs. ABCs of Reflections Affect: Learning the kids and learning of all the new programs was a bit overwhelming today. It will take some time to learn the new concepts of common core being introduced. I am very optimistic and hopeful that with the new on-level curriculum for the tier two and three students we will be able to see more progress from them. Behavior: Mrs. Chambers seems to have great classroom control and the students fell in to line with her behavior requirements. The students were excited to hear all of the new things being introduced. They made a lot of comparisons between last year and this year. It was neat to hear all the things they did last year in third grade and then getting to see their reactions when Mrs. Chambers explained what they would be doing this year in fourth grade. Content: The teacher I am working with, Mrs. Chambers, seems to be a good teacher. I observed some of the INTASC principles while I was in the classroom. What I noticed most was her ability to calm and control the classroom. She is very good at getting the attention of her students and holding it, while also supporting each student when they have a question or issue in the classroom. She is able to have each student make a connection with the material she is teaching by having them come up with examples for the math problems they are solving. The ability to do these things falls under Principle #5. Which states the teacher understands how to connect with concepts and uses differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Another thing I observed was her involvement with as many parents as she can. At the very beginning of school she reached out to as many parents as possible to give them information about what their students were going to be doing in the upcoming year. She has had phone conversations with many parents concerning strategies to help the children learn. This is in line with Principle #10, which is leadership and collaboration. By collaborating with the families of this student she is making her best effort to come up with certain a consistent plan of action for helping child stay on task. Only time will tell if the strategies they three of them have agreed upon will work but I will keep watching his progress.

Reflective Journal Entry Overview of Events: Today was a great day in Mrs. Chambers’ classroom. I witnessed something that made me realize just why I want to become a teacher. One of the children in class read an entire story independently and was very proud of herself and had more joy than I had seen out of her throughout the entire year. ABCs of Reflections Affect: Today was such a joyous day for not only the little girl but also for the adults in the classroom. We were all so excited that she achieved a goal that was very hard for her and one that is of upmost importance in the real world. Behavior: Today started like a normal day in reading. The class broke up into their normal groups and the special education assistant started with the children on the story they were working on for the week. The group started the year with only one of the six children knowing how to read. The particular student who was so excited at her achievement only knew the letter sounds but had no concept of reading them in a word at the beginning of the year. She was the most delayed student in the classroom and was very insecure about her short comings compared to her peers. After many weeks of working with her in the small group she was reading more independently and was gaining confidence in her ability to read. The small group had made so much progress they had switched from the intervention book to the grade assigned reading book and started reading the stories the rest of the class was reading. The particular story that sparked her interest was the story of Owen and Mzee, who are a hippo and tortoise from Kenya. Not only did she read it to the group but we also got a call from her grandmother who said she had read the story to her and her grandmother was very proud of the progress she had made. Cognition/Content: I have learned from Mrs. Chambers great classroom control techniques as well as great ways to engage the students into a lesson that makes it fun for them to learn. All of the things I see Mrs. Chambers doing in her classroom demonstrates her understanding of principle #7, Planning for instruction, which says: 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 community context. Every day Mrs. Chambers has a detailed plan of what she has planned for the day. She has small groups and an intervention group that is designed to meet the needs of the specific students. I have seen so much progress this year while she has been working with these small groups. She also uses “passes” as incentives such as “comfy toes” or “comfy chair” to motivate the kids to stay on task and cooperate with the guidelines set up in her classroom. She uses different techniques to teach and reinforce what she is teaching which goes along with principle #1, Learning development, which states the teacher knows and understands how learners grow and develop, recognize that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Reflective Journal Entry Overview of Events: Last week we finished with our reading book. On Monday of this week we started our TCAP review. The kids were not very excited about having to start reviewing and their attitudes reflected it. Throughout this week Mrs. Chambers has tried to make it as exciting as possible, but the kids are still not being completely cooperative. ABCs of Reflections Affect: While I was in the classroom this week I have been helping the students answer the TCAP review questions. We are working out of the book from last year and trying to incorporate things they have learned this year to the questions they are answering. Behavior: The attitude of the class has been more negative than I have seen throughout the time I have been in there. Seeing the children answer the questions and understanding how and why they are getting the correct answers is very uplifting and is giving all of us the motivation to continue working. Cognition/Content: While the class is doing the practice questions Mrs. Chambers takes this opportunity to assess each child’s progress and has little conferences with them on assignments they are missing or have made a poor grade on. She gives them an opportunity to redo and ask questions on things they do not understand. This falls under principle #6, Assessment which says: the teacher understands and uses multiple methods of assessment to engage learner’s in their own growth, to monitor learner’s progress, and to guide the teacher’s and learner’s decision making. By having these one on one meeting with each student she is using good communication and helping them by giving them an opportunity to assess their own progress.

Epilogue: Reflect on your semesterâ&#x20AC;&#x2122;s service learning experience. I have really enjoyed working with the students and Mrs. Chambers during my service learning project. I have learned very valuable ways to engage students in meaningful activities and how to properly use the intervention strategies introduced through common core. Revisit the prologue. Have your expectations been met? I believe I have gained the knowledge I was looking to gain through my service learning project. Being in the class with Mrs. Chambers who is very good at working with all the children in her classroom I have been able to witness and apply many techniques when dealing with the children I work with. She has a good combination of discipline to keep the kids on task, while she also gives them freedom to work in groups and be in a more relaxed learning environment. I have also been able to watch her teach using many different techniques so all the different types of students can grasp the concept she is introducing. How have you been surprised, delighted, or dismayed by the experience? Give specific examples. I have been surprised by the extreme levels of diverse ability in the classroom I worked in. There were children on every different level imaginable and trying to accommodate all these needs can be extremely challenging. I was delighted that the students in the class who have an IEP or who were much delayed gained the needed skills through the intervention groups and one-on-one attention from the adults in the classroom. Seeing the excitement on their face when they understood what the solution to the problem was so exciting to me and it made me really understand the importance of individual or small group instruction is. How could this experience be improved? I do not have any suggestions as to how this project could be improved. I feel that I got everything I was supposed to get from going through this experience the way it is. I have enjoyed getting the chance to work in the class I did and learn strategies that reflect what we are learning in our class.

REFLECTIONS Here are the Knowledge and Skills that I have acquired as a direct result of taking part in this Service Learning project: While doing this project I have learned many valuable things to help me as a future educator. Mrs. Chambers has taught me how to have a balance of classroom control while also letting the students have a sense of freedom. I have learned how to accommodate all of the needs each student has and how to still help them develop the skills they are required to learn. Communication is extremely important when working with children and building good relationships is something that is of great importance as a teacher. I learned techniques for good communication and ways to have a partnership with parents in order to ensure a childâ&#x20AC;&#x2122;s success. Here is how this Service Learning project ties in with my EDUC 2300 Introduction to Education: While in EDUC 2300 My Contribution to the Community I have devoted 18 hours to my Service Learning project. Here are four lasting experiences that are an outcome of my Service Learning project: 5. I have learned how to deal with children who have a tendency to be distracted and distracting in class Mrs. Chambers stays calm and stays in control of the situation and gives the child the choice to either cooperate with the rest of the class or if they want to suffer the consequences previously discusses with the discipline team, the parents, the teacher, and the child. 6. I have learned how to accommodate many different teaching techniques to make a lesson more understandable to all the different learning styles in the classroom. She verbally discusses the new lesson while also writing it down for the visual learners. She references the book and tells the kids where to look and what they are doing that day. 7. I have learned that making positive connections with parents can make the difference between a child not succeeding at the rate they need to and them accomplishing the academic progress they need to. 8. I have learned not every child has the same exact goals that they need to be required to meet. Not every child can be expected to meet the exact same goals at the same rate as everyone else. With the principle of inclusion there are many different levels to accommodate when introducing a new lesson.

Context Statement Type of Artifact: Evaluation Date: Fall 2013 Courses: EDUC 2010 Phycology of Human Development for Teachers Description: After completing my service learning project for EDUC 2010 I was unable to relocate my evaluation papers to put in this document.

Context Statement Type of Artifact: Field Evaluation Date: Fall 2013 Courses: SPED 2010 Introduction to Special Education Description: After completing my service learning project I was unable to locate my evaluation paperwork from SPED 2010.

Context Statement Type of Artifact: Field Evaluation Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: The following is an evaluation of my service learning project in EDUC 2300 at Northview Intermediate.

Context Statement Type of Artifact: Timesheet Date: Fall 2013 Courses: EDUC 2010 Phycology of Human Development for Teachers Description: After completing my service learning project for EDUC 2010 I was unable to locate the timesheets to include in this document.

Context Statement Type of Artifact: Timesheet Date: Fall 2013 Courses: SPED 2010 Introduction to Special Education Description: After completing the service learning project for SPED 2010 I was unable to locate the time logs to include them in with this document.

Context Statement Type of Artifact: Timesheet Date: Spring 2014 Courses: EDUC 2300 Description: The following is the timesheet for my service learning in my EDUC 2300 class at Northview Intermediate School.

Conclusion Thank you for taking the time and reading through my portfolio. I have learned much in the last four years at Walters State and am very excited to continue my education to become an educator. Learning and growing is important for everyone to do, and it will be a privilege to one day help children become all they can be. Many of the experiences I have gained in my years in college have shaped and molded my ideas and philosophies that I will carry with me into the classroom. I have learned principles and concepts that I can use for many years to come.