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Professional Development Quest Portfolio

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on 23 November 2013

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Transcript of Professional Development Quest Portfolio

Professional Development Quest Portfolio
Krystle Shertz (Johnson)
National University
TED 690 Capstone Course

California Teacher Performance Expectations
A. Making Subject Matter Comprehensible to Students
TPE 1: Candidates demonstrate the ability to teach the state-adopted academic content standards and instruct in ways within a learning environment that develops knowledge, skills, and abilities.

B. Assessing Student Learning
TPE 2: Monitoring Student Learning During Instruction
TPE 3: Interpretation and use of Assessments

C. Engaging and Supporting Students in Learning
TPE 4: Making Content Accessible
TPE 5: Student Engagement
TPE 6: Developmentally Appropriate Teaching Practices
TPE 7: Teaching English Learners

D. Planning instruction and Designing Learning Experiences for Students
TPE 8: Learning About Students
TPE 9: Instructional Planning

E. Creating and Maintaining Effective Environments for Student Learning
TPE 10: Instructional Time
TPE 11: Social Environment

F. Developing as a Professional Educator
TPE 12: Professional, Legal, and Ethical Obligations
TPE 13: Professional Growth

TPE 4-7 Artifacts
"Krystle loves children and they love her. There is never a dull moment in her classroom. If she knows that you love spiders, the next week's lesson will somehow include them. She always has visuals and incorporates a lot of technology for all of her students . She develops curriculum that differentiates for all students and connects especially with our special needs students." - Debbie Spellman-Smith, student teaching mentor for Krystle and 5th grade teacher, Student Teaching Profile

"Krystle is interested in working with students in both general and special education and has taken an active role in collaborating with special and general education teachers in a full inclusion program. Krystle is works hard to know students as individuals and make accommodations and modifications to her plans as necessary. She is driven by a belief that all children can be successful in the classroom, and a desire to differentiate in a student-centered learning environment. Krystle works to make a personal connection with all children, with a wide range of abilities, needs, and personalities. She understands the essential role relationships have in the educational process. "- Kate Dickinson, Lead Teacher in Primary, Letter of Recommendation.

Author: Nancy Frey
Title: The Effective Teacher's Guide 50 Ways to Engage Students and Promote Interactive Learning

TPE 4: Making Content Accessible
"In this phase, the teacher steps aside and provides students, working in groups, with a task that allows them to consolidate their understanding."

TPE 5: Student Engagement
"Highly effective teachers know that responses allow for every child to respond and be included. Of course, it also has to be of interest."

TPE 6: Developmentally Appropriate Teaching Practices
"Every student needs to belong in the in the flow of the classroom instruction."

TPE 7: Teaching English Learners
"Active participation by all students allow for an important channel of information. Visual photos help special needs and ELL learners alike."

Artifact TPE 4-7: Literature Review
TPE 8-9 Artifacts
"Krystle is loved by the school community and described by her mentors as a team player with a strong work ethic. She comes up with her own curriculum while maintaining the standards set before her." - Dr. Golden, University Support Provider

"Her confidence is a key she holds that most new teachers struggle with in their first few years. She is not afraid to take leadership roles, chances, make mistakes or volunteer to put in the extra time. Her work ethic is incredible." - Anthony Villasenior, Principal
Author: Harry and Rosemary Wong
Title: First Day of School: How to be an Effective Teacher

TPE 1:
"Make sure your classroom is ready. Teachers who prepare their
classrooms in advance maximize student learning and minimize
student misbehavior. Readiness is the primary determinant of teacher

Artifact TPE 1: Literature Review
"Krystle obviously spends a lot of time planning
her lesson. Her gold rush lesson involved spray painting
rocks, making paper money, and having paper supplies
for all the students. All of this was to make the lesson
of the gold rush hands-on." -Debbie Spellman-Smith, mentor teacher

"As a kinesthetic learner herself, she understands the
importance of bringing it to their level. It's one of her
biggest strengths." - Dr. Golden, University Support Provider
TPE 1 Artifacts
TPE 8-9: Literature Review
TPE 10-11 Artifacts
TPE 10-11 Literature Review
TPE 12-13 Artifacts
TPE 12-13 Literature Review
Author: Robert A. Reiser and Walter Dick
Title: Instructional Planning: A Guide for Teachers

TPE 8: Learning About Students
"While this is a systems analysis, it is always important to note that students are individuals and you need to take the time to get to know them and let them get to know you if you want to succeed."

TPE 9: Instructional Planning
"This book is designed to teach readers how to plan instruction and develop effective lesson plans"
Author: Lisa A. Bloom
Title: Classroom Management: Creating Positive Outcomes for All Students

TPE 10: Instructional Time
"For kindergarten and first grade, they can not sit with you on a carpet and give their full attention for more than 10 minutes...so make those minutes count"

TPE 11: Social Environment
"Use a social environment to your advantage. Ask students to ask the person next to them what they think will happen next. Create beneficial partners for projects. Students that are able to learn socially are more apt and likely to want to and to then actually learn academically."
Author: Patricia Costantino
Title: Developing a Professional Teaching Portfolio: A Guide for Success

TPE 12: Professional, Legal, and Ethical Obligations
"Expert teachers adjust their thinking to accommodate the level of reflection a situation calls for."

TPE 13: Professional Growth
"Because of their ability to reflect, great teachers know not only what to do, but also why...they find the opportunities to answer questions if they are unsure of what to do."
"Socaially she tries to make the
lesson so interesting that every
student is participating...as opposed to
control." -Anthony Villasenior

"When she is giving instructions it is
informative and brief. She knows how long to
talk before it is too long to sit still for her
students"- Kate Dickinson
"Krystle is always planning. She
knows where she is and where she is going. It's inspiring."- Lauren Pipppin, fellow teacher

"Krystle is always interested in professional development. She wants to already know everything, aready." -Debbie Spellman-Smith
Artifact TPE 2 and 3: Literature Review
Author: Marjorie J. Kostelnik, Anne K. Soderman, Alice P. Whiren
Title: Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education (5th Edition)

TPE 2: "This is why small groups are so important. It allows peers to help one another but also allows for you to observe informally and jot down notes about how and where your students needs help."

TPE 3: "Checking learning should be done after every concept and at the end of a large unit. One should never move on until 80% of students understand the concept, at the very least."
TPE 2 and TPE 3
"Her assessment plan included a lot of informal assessment and she does
adhere to the final assessment on a project. This falls in line with our school's theory of project-based learning" Debbie Spellman-Smith, Mentor teacher
"I appreciated her method for students to be assessed. A jeopardy game in which every student answers one question is very clever." -Dr. Golden, University support provider
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