PreStudentTeachingPortfolio(2)

KimberlyCaruk
Createdon:03/14/201604:16:00PMEDT
LastModified:03/14/201604:15:54PMEDT

TableofContents
PreStudentTeachingPortfolio(2)

DomainAPlanningandPreparingforStudentLearning

A1DemonstratingSubjectMatterKnowledgeandPCK

A2Usinglearningprinciplestounderstandchildren

A3Usingcontextualfactorsinplanning

A4Developingappropriateinstructionalgoals

A5Designingcoherentlearningopportunities

A6InstructionalResources

A7Preparinganappropriatelearningenvironment

DomainBTeaching
B1Engagingteaching

B2Monitoringandassessingstudentlearning

B3Managingclassroomprocedures

B4Managinglearningandbehavior

B5Communicatingeffectively

DomainCAnalyzingStudentLearningandInquiringintoTeaching

C1Monitoringandadjustinginstruction

C2Analyzingassessmentdata

C3Usingdatatoevaluateteaching

DomainDFulfillingProfessionalResponsibilities

D1Meetingexpectationsandfulfillingresponsibilities

D2Establishingandmaintainingcollaborativerelationships

D3Valuingandseekingprofessionalgrowth

D4Demonstratingprofessionalism

Appendix

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PreStudentTeachingPortfolio(2)
KimberlyCaruk

PreStudentTeachingPortfolio(2)

MynameisKimberlyCaruk,andIamcurrentlyaprestudent
teacherinEnglish/CommunicationsatPennStateUniversity.For
myfieldexperience,IhavebeenplacedatAltoonaAreaHigh
SchoolinAltoona,Pennsylvania,teachingwithMrs.Quinn,inan
11thand12thgradeclassroom.
Theroleofaneducatoristoprovidestudentswithskillsand
knowledgethatcanbeusedbothinsideandoutsideoftheclassroom.Asafuture
teacher,itismygoaltotopreparestudentstoentersocietyasanindependent
individualwhohasthedriveanddeterminationtoachievesuccess.Inorderto
accomplishthistask,itisimperativethatIcreateaclassroomenvironmentthat
encouragesgrowthanddevelopment,aswellasbeingacomfortablespacefor
studentstoexpressthemselves.Ibelievethatateacherplaysanimportantrolein
theclassroom,astheyarebotharolemodelaswellasaprofessionalguidetotheir
students.
Myportfolioisacompilationofmyeffortsthusfarinsidetheclassroom,asIwillkeep
continuetogrowduringtheprestudentteachingprocess.Throughthisportfolio,I
amdevelopingmyownunderstandingofwhatitmeanstobeaneducator,inaddition
tolearningmoreaboutwhoIamasaprofessional.Asmyteachereducationtraining
continues,Iamlookingforwardtobecomingastrongereducatorformyfuture
students.

PreStudentTeachingPortfolio(2)
KimberlyCaruk

DomainAPlanningandPreparingforStudentLearning

ThePennStateteacherplansinstructionandassessmentsdesignedtofosterstudent
understandinganddevelopment.

A1DemonstratingSubjectMatterKnowledgeandPCK

Theteacherdemonstratesanunderstandingofsubjectmatterandsubjectspecificpedagogy
duringplanning.

A2Usinglearningprinciplestounderstandchildren

Theteacherusesprinciplesoflearninganddevelopment,andunderstandingoflearnersand
learnerdiversityduringplanningofinstructionandassessment.

A3Usingcontextualfactorsinplanning

Theteacherusesrelevantcommunity,district,school,andclassroomfactorsandcharacteristics
inplanning.

A4Developingappropriateinstructionalgoals

Theteacherdevelopsandselectsappropriateinstructionalgoalsandobjectives.

A5Designingcoherentlearningopportunities
Theteacherdesignscoherentshortrangeandlongrangeopportunitiesforstudentlearning
andassessment.
IchosedomainA5overtheotherselectionsfordomainAbecauseIfeelthatitisimportant
forstudentstolearndifferentskillsthatwillhelpthemworktowardsalongtermgoal.Ahigh
schoolstudentoftenhasdifficultygraspingthenecessityoflearningatopiciftheassessmentis
longterm,duetothefactthattheyoftenliveonadaytodaybasis.Therefore,byincorporating
theseskillsoractivitiesthataretaughtonadailybasis,thestudentsthenfeelthatthe
materialtheyarelearningisuseful,astheycanapplyittotheircurrentstudiesorotherevents
occurringoutsidetheclassroom.Whenteaching,itisimportantfortheteachertobeableto
gaugethestudents'understandingatdifferentpointsinalongtermopportunity,suchasa
unit,andthisiswheretheshortrangeopportunitiescanenhancethisexperience.Ifirmly
believeinreinforcementoflargerconceptsandthemes,andthroughshortrangeactivities,the
studentsareabletodemonstratetheirunderstandingandapplicationoftheideaspresented.

IspecificallychosetheinterviewquestionspowerpointthatIusedinmylessonasithelped
solidifyskillsthatthestudentswerelearninginordertoreachtheirlongtermgoalof
completingtheirmockinterviews.Thislessonwasjustonepieceoftheentireunit,asstudents
composedresumes,compiledreferences,aswellaspracticedelevatorspeeches,butIbelieve
thatitwasimportantcomponentofachievingsuccessuponthedayoftheirmockinterview.
Throughthepowerpoint,IwasabletomodelascenariothatImayhavewithaninterviewer

PreStudentTeachingPortfolio(2)
KimberlyCaruk

whenIamapplyingforjobsineducation,inadditiontoprovidingstudentswithgeneral
interviewquestionstojumpstarttheirthinkingprocessofquestionstheymayask.Althoughmy
powerpointwasjustonelessoninthisentireunit,itallowedthemtousethepriorskillsthat
theyhadlearned,suchaspublicspeakingwiththeirelevatorskills,andpracticeaskinganother
individualaquestionthattheymayhave.Thesesmallerlessonsareteachingstudentsskills
thatcanhelpwithlongtermgoalsthattheymightnotevenrealizeexistyet,suchasgoingfor
acollegeinterviewer,orevenspeakingwithaprofessoroncetheybegincollege.WhenIcan
incorporateactivitiesthatteachstudentslessonsthattheycanuseoncetheyexitthe
classroom,myjobhasbeenfulfilled,asIhavedemonstratedtheimportanceofthelongterm
goalwithoutevenmentioningaword.

FileAttachments:
1. InterviewQuestionsPowerpoint(Seeappendix)

A6InstructionalResources

Theteacherselects,adapts,and/orcreatesappropriateinstructionalresourcesandmaterials,
includinginstructionaltechnologies.

A7Preparinganappropriatelearningenvironment

Theteacherplansforaninclusive,nurturing,stimulating,andacademicallychallenginglearning
environment.

PreStudentTeachingPortfolio(2)
KimberlyCaruk

DomainBTeaching

ThePennStateteacheractivelyencouragesstudentsdevelopmentandlearningby
creatingapositiveclassroomlearningenvironment,appropriatelyusingavarietyof
instructionalandassessmentstrategiesandresources,includinginstructionaltechnologies.

B1Engagingteaching

Theteacheractivelyandeffectivelyengagesalllearners.

B2Monitoringandassessingstudentlearning
Theteacherassessesstudentlearninginmultiplewaysinordertomonitorstudentlearning,
assiststudentsinunderstandingtheirprogress,andreportstudentprogress.
IchoseB2outofallthechoicesfordomainB,asitdemonstratestheimportanceof
implementingassessmentintotheclassroom.Byincludingassessments,theteacherisableto
gaugestudentunderstandingoftheconceptsthatarebeingtaughtwithintheclassroom.
Althoughthereisalotofcontroversysurroundingassessmentsandtheirplaceinthe
classroom,Ibelieveassessmentsdonothavetobeinsuchaformalenvironmentthatgives
studentsanxiety,butproducethesameresultsusinganinteractivegameoractivity.Even
thoughstudentsmaynotseethevalueofassessmentintheclassroom,itallowsmyself,the
teacher,tobeabletohelpstudentsthatmaynotbefullyunderstandingatopiciftheydisplay
lowperformanceintheassessment.Oftenstudentsaretooafraidtoaskforhelp,andby
providingthemwithamoreinformalassessment,thestudentcanreceivetheattentionthey
needwithoutbeingsingledoutfromtheirpeers.

FormyartifactinB2,Ichosetousetothedatafromthevocabularyactivitythatthe
studentscompletedinclasstocheckforunderstandingofthevocabularywords.Thestudents
findtheuseoftheapp,Nearpod,veryenjoyable,thereforetheydonotmindcompletingthisas
anintroductoryactivitybecausetothem,theydonotseeitasassessment.Throughtheuseof
thisapp,Iwasabletoaskstudentsquestionsregardingtheirvocabularywordsfortheweek,
inadditiontoaskingthem"whattheywouldliketolearninMissCaruk'slessons"asthiswill
helpmeteachtothestudents'needs.Animportantcomponentofassessmentisteachingto
whatthestudentsfeelthattheyneedtolearn,asthiswillhelpotherpartsoftheirlearning
experience.Forexample,onestudentrespondedthattheywantedtolearnmoregrammar,
whichwillthenhelpthemwiththeirwritingactivities,aswellasfutureassessments.Ihave
foundinmypersonaluseofassessmentthatIcanlearnmoreaboutastudents'abilitiesthanis
typicallydemonstratedonaneverydaybasisinclassastheyputforthagreatereffortinorder
tomeetthestandardsoftheassessment.

FileAttachments:
1. DatafromVocabularyActivity(Seeappendix)

B3Managingclassroomprocedures

Theteacherappropriatelymanagesclassroomprocedures.

PreStudentTeachingPortfolio(2)
KimberlyCaruk

B4Managinglearningandbehavior

Theteacherappropriatelymanagesstudentlearningandbehavior.

B5Communicatingeffectively

Theteachercommunicateseffectivelyusingverbal,nonverbal,andmediacommunication
techniqueswhileteaching.

PreStudentTeachingPortfolio(2)
KimberlyCaruk

DomainCAnalyzingStudentLearningandInquiringintoTeaching

ThePennStateteachercontinuallyandsystematicallyinquiresintothequalityofhis/her
teachingandtheconditionsofschoolinginordertoenhancestudentlearningand
development.

C1Monitoringandadjustinginstruction

Theteachermonitorsandadjustsinstructionalandassessmentstrategiesduringteaching.

C2Analyzingassessmentdata

Theteachersystematicallyanalyzesassessmentdatatocharacterizeperformanceofwhole
classandrelevantsubgroupsofstudents.

C3Usingdatatoevaluateteaching
Theteacherusesdatafromhis/herownclassroomteachingtoevaluatehis/herownstrengths
andareasforimprovement.
IchoseC3overtheotherdomainsinCbecauseasaprestudentteacher,itisimportantfor
metobeconstantlyreflectingonmyteachingexperiences.Byreflectingonmyteaching,Ican
assessmystrengthsandweaknesses,whichallowsmetobrainstormideasabouthowIcan
improvemyfutureteachingexperiences.Asateacherintraining,Ihavefoundthatself
evaluationhasaidedmeinbecomingabetterteacherbecausewhenIcanidentifystrengths
thatencompass,Icanthenusethesetohelpmeimprovesomeofmyweaknesses.Reflectionis
imperativeforanewteacher,asoneisconstantlytryingtobetterthemselvesfortheir
students,andthroughthisprocesscantrulyconsiderhowthismaybepossibleinthe
classroom.Additionally,reflectionallowsonetotakeastepbackfromthechaosoftheirdaily
routineandthinkaboutthelargerpictureofthelesson,andifthegoalsandtheobjectives
weresuccessful.

TheartifactthatIhavechosenisapersonalreflectionbasedonthefirstlessonthatItaught
independentlyintheclassroomaswellasbeingthelessonthatmymentorteachercompleteda
formalobservationfor.Iremembertakingahugebreathafterthefinalclasswasdismissed,as
Ifeltliketheweighthadbeenfinallyliftedoffofme,asIwasabletosiftthroughthechaosand
confusionofanactiveclassroomandaccomplishthegoalsforthelesson.Ithenanxiously
awaitedmymentorteacher'sevaluation,findingthatIwasharderonmyselfthanIneededto
be,becauseareasthatIlookedatasweaknesses,wereactuallystrengths.Reflectionis
important,asitallowedmetotakeastepbackfrommypersonalfeelingsandallowmyselfto
hearpositivecommentsaboutmyexperience.Beingmyownworstcritic,Ioftenlookforthe
weaknesseswhenIthinkofmyself,butthroughthereflectionexperienceIwasabletosee
whereIfeltmystrongestaswellasidentifyareasofimprovement.Forexample,mytime
managementskillsneededimprovement,butIalsodisplayedconfidencewheninstructingmy
students,whichhidmyanxietyaboutrunningoutoftimeforthelesson.Overall,thereflection
processtaughtmealotaboutmyselfasaspeaker,alistener,acritic,andmostimportantly,a
teacher.

FileAttachments:
1. ReflectiononInterviewLesson.docx(Seeappendix)

PreStudentTeachingPortfolio(2)
KimberlyCaruk

1. ReflectiononInterviewLesson.docx(Seeappendix)

PreStudentTeachingPortfolio(2)
KimberlyCaruk

DomainDFulfillingProfessionalResponsibilities

ThePennStateteacherexhibitsthehigheststandardsofprofessionalisminallthathe/she
does.

D1Meetingexpectationsandfulfillingresponsibilities
Theteacherconsistentlymeetsexpectationsandfulfillsresponsibilities.

IchosedomainD1becauseIbelievethatitisimportantthattheteacherfulfillsany
responsibilitiesthattheymayhave,asitdemonstratesprofessionalismwithintheclassroom.
Teachingisadifficultoccupation,duetothefactthatwhenthebellringsat3:00pmto
announcetheendingoftheschoolday,yourjobisonlyjustbeginning.Asateacher,one
constantlyhasresponsibilitiesthatareaskedofhim/herbyfacultyandfamily,aswellasforthe
benefitoftheirstudents.Asmymentorteacheroncetoldme,"teachingisneveraboutyou.Itis
allforthestudents".Thesestudentsnotonlylooktomeasarolemodelintheclassroom,butI
amalsoexpectedtoteachthemtheneededmaterialtopreparethemtotakestateexams,as
wellaspreparethemforwhateverpaththeychoosetotakeupongraduation.Consistencyis
thekeytobeingsuccessful,becausethemomentthatIbegintoloosemotivation,thestudents
doaswell.Whenteaching,IhavetomaintaintheexpectationsthatIholdofmyself,whilestill
meetingtheneedsofallmystudentsinordertobethebestteacherthatIcan.Forateacher,
professionalismiscreatedonceoneisabletoestablishthemselvesintheclassroomandhold
theirstudentstothesameexpectationsthattheyholdoneselfat,whichdisplaysthe
responsibilityfelttohelpthestudentsachievesuccess.
TheartifactthatIchosetouseasproofforthisdomainisapictureofabulletinboardthatI
createdinmyfirstweekasaprestudentteacher.ThefirstdaythatIenteredmypracticum,my
mentorteacheraskedmetocreateabulletinboardbyasetduedate.Afterreceivingthetask,
Icreatedabulletinboardthatmettheneedsofmyteacher,aswellasincorporatedthesame
activitythatmystudentswerecreatinginclass.Thebulletinboardfeaturesaprofessional
twitterpage,exactlylikemystudentscreatedinclass,whichdisplaysmycommitmentto
meetingthesameexpectationsasIholdformystudentsaswellasdisplayingprofessionalism
ineducation.Byfulfillingmyresponsibilitytocompletethebulletinboard,Iwasalsoableto
demonstrateprofessionalism,asmymentorteacherknewIwastakingmyplacementvery
seriously.Bysettingthistonewithinthefirstweekofclasses,Ihavegainedtherespectofmy
mentorteacher,asshenowknowsthatshecantrustmetocompletealltasksthatIamgiven
tothebestofmyabilitiesandtherespectofmystudents,aswereabletoviewmyprofessional
twitterpage.

FileAttachments:
1. BulletinBoard.docx(Seeappendix)

D2Establishingandmaintainingcollaborativerelationships

Theteacherestablishesandmaintainsproductive,collaborativerelationshipswithcolleagues
andfamilies.

D3Valuingandseekingprofessionalgrowth

PreStudentTeachingPortfolio(2)
KimberlyCaruk

Theteachervaluesandseeksprofessionalgrowth.

D4Demonstratingprofessionalism

Theteachercontinuouslydemonstratesintegrity,ethicalbehaviors,andappropriate
professionalconduct.

PreStudentTeachingPortfolio(2)
KimberlyCaruk

Appendix

A. InterviewQuestionsPowerpoint(PowerPointPresentation
(OpenXML))
B. DatafromVocabularyActivity(AdobeAcrobatDocument)
C. ReflectiononInterviewLesson.docx(WordDocument(Open
XML))
D. BulletinBoard.docx(WordDocument(OpenXML))

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