Kansas Performance Teaching Portfolio - Weebly
Kansas Performance Teaching Portfolio Teacher Education and Licensure Kansas State Department of Education th 120 SE 10 Avenue Topeka, KS 66612-1182 www.ksde.org Contact: Nikk Nelson (785) 291-3371 nnelson@ksde.org
Kansas Performance Teaching Portfolio KPTP Templates Note: Text fields and tables can be manipulated as needed to fit responses. Task #1 - Contextual Information & Learning Environment Factors Narrative 1.1.1 General Contextual Information (limited to 1 page) I am student teaching in a small rural community, but it has very strong and supportive citizen and their main goal is the children. The citizens want to see all of their children become successful and in most cases the results have been shown thanks to all the caring and loving people in our small community. The community has one elementary school, one middle school and one high school. The elementary school Pre-K-5th grade on an average enrolls 350 students, the middle school 6th-8th grade has approximately 156 students and the high school has 199 students. Within the Tonkawa district there are 353 students that receive free lunches and 75 that receive reduced lunches. The town has many ethnic groups present in our community, but Native American and Caucasians maintain the highest percents. Located just one mile east of the town is the Tonkawa Tribe and village; all of those children attending this school district. The Department of Education has incorporated the new report card system to grade each district and this district has maintained a “B”, the Pre-K-5th grade scored a 3.67 GPA and the district as a whole scored 2.83 GPA. Overall, I think this district is doing a wonderful job with their students and I am proud to have my children be a part of their district and I believe it was the perfect choice for student teaching. The teachers at the elementary school have been nothing but wonderful and there is many years of teaching experience throughout the entire district. The thing that means the most in my eyes is that many of the teachers have been in the district for several years and have no intentions on leaving until retirement. Page 1 Kansas State Department of Education Template-Jan2013
Kansas Performance Teaching Portfolio Table 1.2.1. Class Contextual Information (limited to 1 page) Grade level: 2nd Content area (e.g., mathematics): Social Studies & Reading Age range of students: 7-8 years old Number of male students: 8 Total number of students: 18 Number of female students: 10 Topic (e.g., geometry): Character Percentage of students receiving free lunch : 193 PK-5th Percentage of students receiving reduced lunch: 32 PK-5th [if free/reduced lunch information not available for class, provide school percentages] Area in which students live (check all that apply) Ethnicity of students (give numbers) Urban Suburban Rural X African American or Black 1 Hispanic or Latino 4 Native American/Alaskan Native 13 White Asian or Pacific Islander Other (specify) Language proficiency of students (give numbers) 16 Fluent English Proficient 1 English Language Learners Identified special needs categories represented (give numbers) Specific Learning Disability 4 Speech/Language Impaired Hard of Hearing Visually Impaired Deaf Orthopedically Impaired Deaf-Blind Emotionally Disturbed Other Health Impaired Autism 2 Multiple Disabilities Intellectually Disabled Brain Injury Gifted 1 Established Medical Disability (0-5 yrs) Developmentally Delayed (0-10 yrs) At risk for developmental disabilities Other (Specify) Page 2 Kansas State Department of Education Template-Jan2013
Kansas Performance Teaching Portfolio Subgroup Selected (describe the group): One student male gender has an established medical disability and has been home schooled until now and is far behind in each content area, one male student has multiple disabilities he is academically achieved, but has social and emotional needs on a daily basis, one male student achieves academically but has a speech impairment that affects his reading and talking and the one female student achieves below grade level and has social, emotional and behavior issues on a daily basis. Rationale for Selection: Each of the subgroup students selected has various differences, but similarities as well and they require extra support and individual needs from the teacher on a daily basis. Table 1.2.2 Student Characteristics and Implications for Instruction (limited to 1 page) Student Characteristics Intellectual Characteristics - Including readiness, cognitive abilities, learning needs, developmental levels, etc. Previously demonstrated academic performance/ ability: % Above standard % Meets standard % Below standard Social Characteristics - Including emotional, attitudinal, motivational, etc. Indicate whether this was for the Whole Class (W) and Subgroup (S) W S 6 students have different Similar developmental levels of development levels, but various and learning needs, 75% learning needs, each of show and maintain these students are easily readiness and cognitive distracted and struggle abilities. with staying on task. W 4 students are able to achieve above standard, 7 are able to meet standards and 6 fall below the standard mark. W 7 students are motivated consistently, 5 students show signs of emotional problems in school and at home and 3 students Specific Implications For Instruction Whole Class (W) and Subgroup (S) W S Most students are ready Must be redirected and change content areas frequently and provide smoothly, others need direct instruction on task constant reminders with and when changing direct instructions when content areas. completing task or changing areas. S W S 2 students are able to 75% are able to achieve 2 students need direct meet the required the required standard and instruction and require standard and 2 achieve there is no need for manipulative in math, below the standard. implication. also provide picture and word cards during reading, phonics and language. S W S All 4 students lack 75% volunteer on a Provide positive motivation on a regular basis and feedback, promote social consistent schedule, 2 participate in discussions, skills when working in students have consistent promote participation and groups and simple behavior problems during group activities. rewards when task are Page 3 Kansas State Department of Education Template-Jan2013
Kansas Performance Teaching Portfolio Personal Characteristics - Including physical, social, individual experiences, talents, language, culture, family and community values, etc. have consistent behavior problems on a daily basis. class and 3 have various emotional issues. W Diverse classroom, one student that struggles with the English language, culture is strong with the 4 Native Americans, various talents, 75% strong in social skills and 4 students that struggle with physical appearance and hygiene. S 3 students need improvement on social skills and interaction with others, 2 need help with physical appearance and hygiene, 1 student struggles with speech and only one has support outside of the classroom. completed. W Model organization and cleanliness, promote positive interaction with social skills during group task, encourage all cultures and support from the families and community. S Provide and promote guided instruction and model social skills while working in groups give positive feedback and reward when task is successful, group with other students that will encourage positive interaction. Page 4 Kansas State Department of Education Template-Jan2013
Kansas Performance Teaching Portfolio Table 1.3.1 Focus Student Information (limited to 1 page) Describe this student using information from Table 1.2.1 STUDENT A Male Caucasian, fluent in English, established medical disability, has speech impairment and achieves below standards. Student is very emotional and has been home schooled until this year of 2nd grade. Why was this student selected? This male student was selected because he has an established medical disability, has been home schooled and achieves far below state standards. What was learned about this student? Address characteristics from Table 1.2.2 Based on this information, what are implications for this student’s instruction? Intellectual Student has various learning needs, low developmental levels, struggles with motivation and has behavioral issues frequently. Removed student from 3 groups working tables and paired with a single partner, provide positive feedback when task are completed and provide manipulative during math and provide guided instruction in other content areas. Social Student does not work well with others, he is very emotional and gets feelings hurt easily, struggles with cognitive abilities and acts out when he does not get his way. Partnered student with a student with positive helping and social skills to learn how to interact with others, promote participation and model effective problem solving skills Personal Student has a neat and clean physical appearance, is unable to use positive social skills to work with others, has been home schooled due to medical condition, family is not overly involved with community or activities, but family is very supportive of the student and his education. Encourage student and family to promote positive attitude and behavior with other children, reward when expressing positive social skills and interaction with others during group task and involvement. Page 5 Kansas State Department of Education Template-Jan2013
Kansas Performance Teaching Portfolio STUDENT B Female Caucasian, fluent in English, she is able to meet standards but chooses to achieve below standards because of behavior and involvement with other students. Developmental level is low and she lacks in motivation in the learning environment. Student does have speech impairments. She was selected because of her educational capabilities; she is capable but is making the choice not to be successful. She struggles with behavior and does not like to follow the rules or directions on assigned task. Intellectual Student needs direct instruction, positive motivation often and needs improvement in the behavior department. Student does not mind staying from recess or going to the office. Student has chose to set alone and does not want to be in a group, but lacks motivation. Promote and model motivation and positive behavior, reward with encouragement. Provide direct and guided instruction to stay on task and focus on turning behavior around and make it positive. Social Student can work in groups with others, but does not participate, she waits for the other students to find the answers; she has excellent social skills but is based on her mood and attitude that vary. She is not self-motivated and needs encouragement. Student tends to be very emotional and mood changes often. Personal Student’s physical appearance is fair and the family seems to struggle outside of school. Family is involved in the community and sports. Student has a poor attitude about learning, but has a positive attitude when playing with others. Encourage involvement in group settings and reward with positive feedback when task are completed. Work on emotional skills and involvement with others and problem solving techniques and skills. Encourage organization and cleanliness. Encourage family to support positive behavior and attitude while in the classroom setting. Help to promote motivation and involvement in the classroom as she does outside of school. Promote fairness when playing and working with others. Page 6 Kansas State Department of Education Template-Jan2013
Kansas Performance Teaching Portfolio Narrative 1.4.1 Classroom Learning Environment Implications (limited to 2 pages) WHOLE CLASS: Students will be encouraged to work together as a team and to inspire one another. Positive feedback and encouragement on behavior and achievement will be two of the main goals. Students will be seated by partners that offset each other so that the entire group can become successful. Limit distractions in the classroom while instruction is going on and individuals are working on task. Create and promote a positive learning environment for all learners in the same setting. Keep students motivated and encouragement involvement from every student in a positive manner. SUBGROUP: Model and encourage a positive learning environment. Model working with others successfully and using positive behavior and social skills to inspire productive learning. Provide each learner with a list of daily task that they can refer to when the veer off task and strive for motivation. Promote positive social skills when interacting with others. Monitor and promote appropriate behavior in the classroom and reward when task have been achieved. Pair with other students that will encourage each student to achieve above their abilities and expectations when working in assigned groups on task. Enforce discipline on a routine basis and redirect when disrupting others. Model and teach positive problem solving skills to help improve interaction with others and when working alone. FOCUS STUDENTA: Promote positive behavior and interaction with others while in the classroom and on the playground. Provide individual direct and guided instruction when time allows. Teach and model social skills and how to problem solve when a problem occurs without becoming emotional or distracted. Encourage the family provide extra support and assitance outside of the classroom. Do not place in groups, but assign one partner to begin practicing new skills. Assign a partner that will motivate the learner to exceed expectations and participate equally. Provide manipulative, word cards, picture cards and skills sheets to promote individual working conditions and increase skill levels. Reward positive behavior and social skills, but redirect when veering off task or showing inappropriate behavior. FOCUS STUDENT B: Encourage positive behavior when working in-groups with others or working individually. Limit distraction in her presence, she is easily distracted. Provide a positive and rewarding learning environment. Encourage student to participate in an appropriate behavior with fellow classmates. Group with other students that will inspire and encourage her to exceed expectations daily on assigned task. Reward when task are achieved and discuss with the student when she did not meet her goals and find out why. Model organization and cleanliness in the classroom and at each individuals seating area. Encourage family members to help promote and encourage positive behavior and attitude in the classroom and outside of school. Redirect when student veers off task from distractions and reward with positive feedback when staying on task. Provide extra opportunities for the student to work on behavior and social skills with others while in the classroom. Encourage participation in small groups and the class as a whole. Page 7 Kansas State Department of Education Template-Jan2013
Kansas Performance Teaching Portfolio Task #2 - Designing Instruction Table 2.1.1 Grade Level, Content, Topic, and Rationale (limited to 1 page) Category Description Grade Level Content Area Unit Topic 2nd Social Studies Character- learning to do the right thing, being honest, fairness, respect, being a good friend, being a good citizen and always doing your best. Each lesson will focus on a person from history that relates to the topic such as: Helen Keller, Abraham Lincoln, The Wright Brothers, Florence Nightingale, George Washington and Harriet Tubman. KS.4. History (Kansas, United States, and World History): The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. 4.1. The student understands the significance of important individuals and major developments in history. State Standards Addressed (written format) 4.1.2. (A) The student compares and contrasts the ways people communicate with each other past and present. 4.4. The student engages in historical thinking skills. 4.4.3. (A) The student uses information to understand cause and effect. 4.4.4. (A) The student compares and contrasts to draw conclusions. 4.4.5. (A) The student uses research skills (e.g., discusses ideas; formulates broad and specific questions; finds and selects information with help; records, organizes and shares information). Page 8 Kansas State Department of Education Template-Jan2013
Kansas Performance Teaching Portfolio KS.1. Reading: The student reads and comprehends text across the curriculum. 1.4. The student comprehends a variety of texts (narrative, expository, technical, and persuasive). 1.4.3. The student uses pictures, content, and prior knowledge to make predictions. 1.4.4. The student generates and responds logically to literal, inferential, and critical thinking questions before, during, and after reading the text. Average Lesson Time Why was this unit topic selected? How does this unit address state curriculum standards? Why is this unit appropriate at this time? 8 days with each lesson being 30 - 45 minutes. I selected this unit because it not only teaches the students how to treat others on a daily basis, but shows how people in history learned and used the same techniques and skills to become better people and helped support our country. This unit covers several areas of the state standards in social studies, reading, vocabulary, writing and art; it is even possible to incorporate math and phonics. In the 2nd grade there is hardly any time for science or social studies and this is something new that my cooperating teacher suggested. 2nd grade is when they are trying to teach the students to be more independent, responsible for their self and their actions and working together as a team. Table 2.2.1 Unit Design Table (limited to 4 pages) Obj. No. 1 2 Unit Objectives Students will learn how to do the right thing in various situations by using honesty, loyalty and good citizenship. Abraham Lincoln Level(s) (e.g. Bloom’s Taxonomy) Knowledge, Comprehension and Evaluate Knowledge, Comprehension, Application and Evaluate Knowledge, Comprehension, Students will learn how to be a good friend to others by using compassion, caring and treating each other equally. Florence Nightingale Students will learn how to be a good citizen in school and out in the community by helping others, 3 being a leader and lending a hand to our neighbors. George Washington Page 9 Kansas State Department of Education Template-Jan2013
Kansas Performance Teaching Portfolio 4 5 Students will learn how to treat one another fairly even though we all have different characteristics. Show and provide examples on equal rights. Helen Keller Students will learn to respect one another by standing up for a friend that is being bullied, showing courage, notice the differences of each person and how that makes our world unique. Harriet Tubman 6 Students will learn how to always do their best even though things go wrong, they must keep trying with courage. The Wright Brothers Preassessment: Describe the preassessment used Class discussion, observation, questioning, predictions and modeling. Application and Evaluate Knowledge, Comprehension, Application, Analysis and Evaluate Knowledge, Comprehension, Application and Evaluate Knowledge, Comprehension, Application and Evaluate Provide power point, activate background knowledge, role play and modeling. Observation and participation. Students will review unit and make predictions based on their findings. Explain the specific Describe specific Explain adaptation(s) made Which objectives Identify how the student results and rationale for for Students A and does this assessment will be how those results choosing this B OR why no assessment scored will impact the unit assessment adaptation(s) are address? plan needed I chose this No adaptations were This allows for me to assessment needed because I discover the areas I method to was checking for will need to focus on activate background for any background All objectives 1-6 Observation knowledge and their misconceptions and in knowledge and own personal the end better make predictions thoughts and understanding for before beginning feelings. each student. the unit Page 10 Kansas State Department of Education Template-Jan2013
Kansas Performance Teaching Portfolio Lesson V T R I C* Date Lesson Objective(s) 9-23 T All 9-24 R/I 1 9-25 T/R/I/ V 2 9-26 R/I/C 3 9-30 T/R/I/ V 4 10-1 T/R/I 5 10-2 T/R/I 6 10-3 R/I All 1 2 3 4 5 6 7 8 Instructional Activities/ Strategies Formative Assessment (formal/informal) Modeling, questioning, predictions and open classroom discussion Prediction, questioning, observation, vocabulary, comprehension Prediction, questioning, comprehension, modeling Prediction, questioning, comprehension. modeling Prediction, questioning, comprehension, modeling, observation Prediction, questioning, comprehension Prediction, questioning, comprehension, analysis Questioning for review, observation, Describe Specific Adaptations/ Differentiation Informal-Questioning and observation (PowerPoint) None Formal-Short 5 question quiz (true or false) Flag craft Picture cards for new vocabulary words, direct instruction as needed and positive feedback when task are completed and promote participation. Picture cards for new vocabulary, positive feedback, direct and guided instruction as needed. Formal-5 question quiz (fill in the blank) The students will complete quiz with only an oil lamp for lighting. Formal-5 question quiz (fill in the blank) Police Chief Bill will provide resources from the community on how the students can help and become a good citizen. Formal-5 question quiz (fill in the banks) Formal- 5 question quiz (true or false) Formal- 5 question quiz (true or false) Informal- Study guide Picture cards for new vocabulary, guided instruction, positive feedback when task are completed. Positive feedback and guided instruction. Use direct and guided instruction as needed along with positive feedback. Picture cards for new vocabulary, guided instruction and positive feedback for task completed. Direct instruction, guided instruction as needed and positive feedback. Page 11 Kansas State Department of Education Template-Jan2013
Kansas Performance Teaching Portfolio comprehension 9 10-4 R/I Summative Assessment: All Evaluation Summative- 20 question( true or false) Read the test aloud; allow time for students to answer each question. Formal- 20 question exam (multiple choice) It will cover focus areas from each lesson to evaluate comprehension and understanding. *V-Lessons (must identify two) to be video recorded and observed; T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields; C- Lesson utilizes community resources Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix A. Page 12 Kansas State Department of Education Template-Jan2013
Kansas Performance Teaching Portfolio Table 2.2.2 Unit Design Narrative (limited to 2 pages) Why are the objectives appropriate? Why are the lessons sequenced in this manner? Why were these instructional strategies/activities selected? How do the instructional strategies/activities address the learning objectives for this unit? How will a variety of levels of thinking skills be addressed (e.g., Bloom’s Taxonomy)? Give specific examples of use. Explain the reading strategies that will be used throughout the unit. Give specific examples. (Remember that using text is not a reading strategy) What resources will be needed for this unit (include The objectives are set to teach each student how they can be a better citizen and friend. The lessons also teach students how they can help in their community and learn to be a better neighbor by helping and respecting others at all times. This unit shows the students how and why they should treat others fairly and stand up for what is right in various situations. The lessons are sequenced in this manner based on the people from history and the activities that were planned for each lesson. It was not necessary to sort them by objectives, but needed to be sorted by the classroom time available for each lesson. The strategies and activities were selected to show and give the students better understanding and examples on how they can develop better character skills just as people from history have done in the past to help improve our country and communities. Each lesson is presented with a different character skill and a person from history that proved the skill is possible and how to accomplish it in our everyday lives. Students will gain knowledge from each lesson and be able to relate it to the background knowledge they already contain. Students will be able to analyze various situations that they can use the skill in their lives through classroom discussions. Students are able to apply the skills learned in the classroom with activities such as, Helen Keller was a blind and deaf woman that accomplished her college degree, I will give the students brown paper sacks with various items in it and they will work in groups of four as a team to figure out each item in the bag. Also, Florence Nightingale was a helping woman that cared dearly for others before electricity and was able to provide care for wounded soldiers; the students will complete the lesson by only the light of an oil lamp and assist their friends that are struggling with not being able to read or see their paper by being a good friend. I will evaluate the students at the end of each lesson with an informal 5 question quiz to check for comprehension and understanding. Students will use reading strategies to introduce and learn new vocabulary from each lesson with picture cards and various examples. Students will be allowed to work with partners to research the person of the day in computer lab and the library. Students will make a KWL chart over one of the lessons. Students will help me to develop the study guide by reviewing the lessons and retelling the information they recall from each lesson. The community resource will be the local police chief and if a student has a parent Page 13 Kansas State Department of Education Template-Jan2013
Kansas Performance Teaching Portfolio school and community resources)? How will technology be integrated within the unit? Explain both teacher use and student use. How does the unit demonstrate integration of content across and within content fields? How does the unit demonstrate both teachercentered and student-centered instructional strategies? that is a nurse I would like for him or her to come and talk to the class about how they help others daily. School resources will be the smart board, computer lab and the library. I will also need various items for each lesson that will be provided by the school and I such as: construction paper, crayons, markers, brown paper bags, etc. Students will be allowed a visit to the computer lab to research the person of the day in partners to provide extra knowledge and facts on the person from history. I will incorporate technology into the pre-assessment with a PowerPoint on each character that will be presented during the unit. I will also show a short film about Helen Keller on the smart board during lesson 5. The unit incorporates new vocabulary words with each lesson. Lesson 3 provides handwriting skills because each student will rewrite a short paragraph about Florence Nightingale and uses Language to correct misspelled words and punctuation. Social Studies is included in each lesson, because I tie each lesson to a person from history that showed the character skill of the day. I also used art with Lesson 2, each student will draw and design the American flag and lesson 7 the students will make paper airplanes. The unit is taught by the teacher daily. Students are able to share the background knowledge before each lesson, they work in partners and groups to complete various task that apply to the daily lessons and the students do research and recall to help develop the final study guide before the exam. Provide a copy of two complete detailed lesson plans in Appendix B. Page 14 Kansas State Department of Education Template-Jan2013
Kansas Performance Teaching Portfolio Narrative 2.3.1 Lesson Plan Design (limited to 2 pages) Question Lesson Plan 1 What will the students entering this lesson already know about the topic? Students will know various skills that they use each day on how to be a good friend and show compassion to others. What type of assessment was chosen? Why? Informal 5 questions quiz fill in the blank to check for comprehension at the end of the lesson. Student also used skills by working in partners to help each other complete the handwriting task by the light of an oil lamp. How were the specific differentiated activities needed to adapt/accommodate for individual learning needs for the Whole Class, Subgroup, and Focus Students determined? Why was the specific reading strategy(ies) identified in the plan chosen? As a whole class they were assigned partners to complete each task, students in my subgroup and the two focus students were paired with a partner that would help to inspire them to insure successful completion of the assigned task. Students completed a cluster to show what they already knew about being a good friend and then they were able to read the paragraph provided to correct for spelling and punctuation errors. Students modeled the skills by working together as partners and completing the task. Students used critical thinking and problem solving skills by rewriting and cor
Kansas Performance Teaching Portfolio Page 1 Kansas State Department of Education Template-Jan2013 KPTP Templates Note: Text fields and tables can be manipulated as needed to fit responses. Task #1 - Contextual Information & Learning Environment Factors Narrative 1.1.1 General Contextual Information (limited to 1 page)
What is a Teaching Portfolio? A Teaching Portfolio Outline What makes it Reflective? Moving forward What are the parts of a Teaching Portfolio Teaching Responsibilities Teaching Philosophy Teaching Methodologies Course Materials & Student Learning Teaching Effectiveness Teaching Improvement Activities
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Kansas Performance Teaching Portfolio Page 2 Kansas State Department of Education Content Guidelines The Kansas Performance Teaching Portfolio (KPTP) is designed to provide the teacher candidate an opportunity to demonstrate how he/she uses contextual factors in a classroom to design and implement a unit of study.
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