1. Welcome to Romena Garrett’s Electronic Portfolio

2. Introduction Philosophy Resume Praxis II Scores Praxis III Praxis III -- Executive Summary Domain A -- Organizing Content for Learning Domain A Domain B -- Creating an Environment for LearningDomain B Domain C -- Teaching for LearningDomain C Domain D -- Teaching ProfessionalismDomain D Exit Portfolio Table of Contents

3. Introduction Welcome to my electronic portfolio. This is based on the Praxis III domains and criteria. This portfolio provides evidence that I have met each criterion. You have several options of navigating this portfolio. One option is to view each slide in order. Click anywhere on the slide to advance to the next slide. Another option is to go to specific slides. To do this begin from the table of contents. Click the box next to the domain or slide you wish to go to. To get to a specific criterion, first select the domain from the table of contents, then select the criterion. You can return to the table of contents at any time by clicking the box at the bottom of each page. Go Back to Table of Contents

4. Philosophy I believe that science is the study of life and its associated processes. To bring science to life for my students, it is my duty to not only impart content understanding to my students, but also to make science both relevant and natural to them. Students often find science intimidating. To make science inviting to students, I must engage them in the practical applications of science as it relates to their world and their experiences through student-centered standards-based activities. My classroom management technique is also student centered. I believe that to incorporate students in the formulation of classroom guidelines is to increase student ownership of classroom expectations and to guide students in self-correction of negative activities is to develop and foster both process ad interpersonal skills in the students. Go back to Table of Contents

5. Praxis Tests Go back to Table of Contents Praxis II Scores Passing Score My Score Status Biology Content I158166Passed Biology Content II144162Passed PLT165185Passed

6. Resume Go back to Table of ContentsGo back to Table of Contents

7. Praxis III This portfolio is based on the Praxis III domains and criteria that are emphasized in the the state of Ohio. This portfolio provides evidence that I have met each criterion during my internship in the 2002-2003 school year. The evidence takes the form of photographs, statements from colleagues I have worked with, and narratives describing my teaching experience. Go back to Table of Contents Domain ADomain A: Organizing Content Knowledge for Student Learning Domain BDomain B: Creating an Environment for Student Learning Domain CDomain C: Teaching for Student Learning Domain DDomain D: Teacher Professionalism

8. Domain A Domain A Organizing Content Knowledge for Student Learning Go back to Table of Contents Criterion A1Criterion A1: Becoming familiar with relevant aspects of students’ background knowledge and experience Criterion A2Criterion A2: Articulating clear learning goals for the lesson that are appropriate to the students. Criterion A3Criterion A3: Demonstrating an understanding of connections between learning in past, present, and future. Criterion A4Criterion A4: Creating and selecting teaching methods, learning activities, and instruction material Criterion A5Criterion A5: Creating and selecting appropriate evaluation methods. Ms. Garrett wore an “eclectic” outfit for “wacky Wednesday”

9. Criterion A1 “Romena relates well to all of the students, from General Bio, to Honors to AP. She has spent a lot of personal time working with students and they appreciate that.” -Pat Stanley Cooperating Teacher Xenia High School “Romena is very gifted in observing a student and deciding how to help that person.” - Ruth Hogsten Cooperating Teacher Weisenborn Middle School I create an opportunity to speak to each student, to develop a one-on-one relationship. To learn from one another, we have to communicate. -Romena Garrett Go back to Table of Contents Go back to Domain AGo back to Domain A Becoming familiar with relevant aspects of students’ background knowledge and experience

10. Criterion A2 It is important that students are aware of what is expected of them. When I begin a unit I make clear the connections to past and future learning and what I will teach and how learning will be assessed. In addition to this, I write the agenda on the board each day and maintain a permanent written copy and an online copy that the students can refer to. Go back to Table of Contents Go back to Domain AGo back to Domain A Articulating clear learning goals for the lesson that are appropriate to the students..

11. Student Calendar Go back to Table of ContentsGo back to Table of Contents Go back to Domain AGo back to Domain A I provided the students with a monthly online calendar detailing due dates and in class assignments to assist students in managing their time to get work turned in on time.

12. Criterion A3 In science, the relationship between what has been learned, what is being learned, and what will be learned is extremely important due to the cause and effect nature of scientific investigation. Early in the term, I presented students with a problem to solve by means of an experiment, we brainstormed possible experiments and solutions. By the end of the year, students were able to use the process skills we developed together to formulate their own questions, experiments and answers.By helping students to refer to the learning that had taken place in the past, I was able to facilitate the expansion of their knowledge base and to build on our experiences as we progresses to more complex ideas and topics. Go back to Table of Contents Go back to Domain A Demonstrating an understanding of connections of learning in past present and future.

13. Criterion A4 Ms. Garrett aids students in understanding metric measurement by having them write a booklet reflecting real life measurement experiences. Go back to Table of Contents Go back to Domain A Creating and selecting teaching methods, learning activities, and instruction material.

14. Model Earthworm Ms. Garrett drew a model earthworm and laminated it so it could be written on by students with overhead markers each period. Go back to Domain A Go back to Domain A Go back to Table of ContentsGo back to Table of Contents

15. Criterion A5 Using a variety of evaluations is important so that each student has an opportunity to showcase his or her strengths. I prepared evaluations before delivering lessons and made them as student- friendly as possible. Go back to Table of Contents Go back to Domain AGo back to Domain A Creating and selecting appropriate evaluation methods. Test sheet that included a cartoon, we used diagrams and cartoons for interpretation during instruction.

16. Student Websites To display their understandings of our Insect Unit, students were able to create a webpage on an insect of their choice based on a rubric I provided. http://www.xenia.k12.oh.us/xhs/Science/etillmaa/etillmaa.htm Go back to Table of ContentsGo back to Table of Contents Go back to Domain AGo back to Domain A

17. Domain B Creating an Environment for Student Learning Go back to Table of Contents Criterion B1Criterion B1: Creating a climate that promotes fairness. Criterion B2Criterion B2: Establishing and maintaining rapport with students. Criterion B3Criterion B3: Communicating challenging learning expectations to each student. Criterion B4Criterion B4: Establishing and maintaining consistent standards of classroom behavior. Criterion B5Criterion B5: Making the physical environment as safe and conducive to learning as possible Chris observes a live earthworm to form a hypothesis

18. Criterion B1 When engaged in group activities, each student has a specific role. At the close of the class period, students are able to evaluate their own contributions and those of their teammates. Reflection has enhanced group productivity and classroom climate. Go back to Table of Contents Go back to Domain B Creating a climate that promotes fairness.

19. Criterion B2 Ms. Garrett presents PowerPoint presentation both introducing herself and the fundamentals of PowerPoint during Spirit Week. Andrea is the first student to select a presentation topic. Go back to Table of Contents Go back to Domain BGo back to Domain B Establishing and maintaining rapport with students.

20. Criterion B2 Establishing and maintaining rapport with students On a snow day, Ms. Garrett returns to a previous placement to visit with and encourage the students. Go back to Table of ContentsGo back to Table of Contents Go back to Domain B Go back to Domain B

21. Criterion B3 “At the beginning of her lessons Ms. Garrett presents clear learning goals to her students. As the lesson unfolds she asks “tough” questions that require higher level thinking of the students. Ms. Garrett gets the students to work “extra hard” and still have fun. “ Pat Stanley Cooperating Teacher Xenia High School Go back to Table of Contents Go back to Domain B Communicating challenging learning expectations to each student.

22. Criterion B4 Go back to Table of Contents Go back to Domain BGo back to Domain B Establishing and maintaining consistent standards of classroom behavior. “One voice” is a focusing strategy that I adapted from a fellow intern. A combination of a focusing gesture and a quiet statement gently reminds the students to respect the speaker.

23. Criterion B5 Ms. Garrett maintains an orderly classroom in which students may stop in to observe lab protocol sheets between classes. Go back to Table of Contents Go back to Domain BGo back to Domain B Making the physical environments safe and conducive to learning as possible

24. Domain C Teaching for Student Learning Go back to Table of Contents Criterion C1Criterion C1: Making learning goals and instructional procedures clear to students. Criterion C2Criterion C2: Making content comprehensible to students. Criterion C3Criterion C3: Encouraging students to extend their thinking. Criterion C4Criterion C4: Monitoring students’ understanding of content through a variety of means. Criterion C5Criterion C5: Using instructional time effectively. Ms. Garrett created and maintains the science department website as a source of instructions, rubrics and resources for students.

25. Criterion C1 When giving the students an assignment, clear instructions were always given verbally and in writing. We discuss questions that we want to address in the days lesson at the beginning of class. Go back to Table of Contents Go back to Domain C Making learning goals and instructional procedures clear to students. Absent students can find out what they missed by reading the class record book.

26. Making learning goals and instructional procedures clear to students Ms. Garrett develops a science extended response scoring rubric comprehensible to students that they can use to review their before submission to facilitate student success. This rubric was later used to reinforce scientific method concepts. Go back to Table of ContentsGo back to Table of Contents Go back to Domain C Go back to Domain C

27. Criterion C2 Go back to Table of Contents Go back to Domain CGo back to Domain C Making content comprehensible to students. I use the flexcam microscope to be sure that all students can see specific structures as we generate hypotheses about their function. Students are also able to manipulate the actual structure to support or counter their proposal.

28. Criterion C3 Ms. Garrett extends students’ thinking by having students devise relationships between concepts addressed in class, in text and in real world experiences. Students are then challenged to propose cause and effect relationships. Go back to Table of Contents Go back to Domain C Encouraging students to extend their thinking.

29. Criterion C4 In addition to traditional paper and pencil assessments of student understanding I also used group and performance assessments. In the photo above, Doug explains how an earthworm uses circular and longitudinal muscles to move without the support of bones. Go back to Table of Contents Go back to Domain CGo back to Domain C Monitoring students’ understanding of content through a variety of means…

30. Criterion C5 Instructional time is most effectively utilized when it is used in its entirety. I have established routines to ensure that the students are ready to work as soon as they enter the classroom. Homework is to be deposited in cubbies designated for each class period at the start of each class. Any assignments that are to be completed immediately are posted on the front chalkboard before the start of class and students are to be seated by the time the bell rings. In our classes, students are aware that they are not to leave the room or to stand near the door until they are dismissed by me at the closing bell. Utilization of the full class period from bell to bell emphasizes the importance of class time and students are aware that our classroom is a place for active learning. Go back to Table of Contents Go back to Domain CGo back to Domain C Using instructional time effectively

31. Domain D Teacher Professionalism Go back to Table of Contents Criterion D1Criterion D1: Reflecting on the extent to which the learning goals were met. Criterion D2Criterion D2: Demonstrating a sense of efficacy Criterion D3Criterion D3: Building professional relationships with colleagues to share teaching insights and to coordinate learning activities for students. Criterion D4Criterion D4: Communicating with parents or guardians about student learning. Ms. Garrett encourages students to who are initially uneasy with dissection.

32. Criterion D1 Reflection is one of the most important ways teachers can improve their teaching techniques. I reflect on my lessons in varied forms inclusive of discussions with my clinical faculty, entries in my journal and by adding notes in the margins of my lesson plans to indicate successes or improvements to my lessons. My conferencing and journaling helped me to determine the extent to which learning goals were met. Go back to Table of Contents Go back to Domain DGo back to Domain D Reflecting on the extent to which the learning goals were met. A sample of one of my revised lesson plans

33. Criterion D2 “[Ms. Garrett] used a variety of teaching approaches to help all students meet the learning goals. Rapport was established through her note to students and her belief in them. “They can succeed”. - Dick Wiggins Site Liaison Go back to Table of Contents Go back to Domain DGo back to Domain D Demonstrating a sense of efficacy A note I wrote to the students on the front of the packet we used for studying classification by means of Billy Joel’s “We Didn’t Start the Fire”

34. Criterion D3 I collaborated with teachers both within the school building and from other districts to gain insights and strategies for reaching students on all academic levels. I collaborated with teachers across the nation by means of the collegeboard website to facilitate student success and morale building in anticipation of anxiety regarding the Advanced Placement Exam. I also utilized my professional memberships to gain ideas from master teachers on a variety of teaching strategies including Dinah Zikes methods for “teaching science with foldables”. Go back to Table of Contents Go back to Domain DGo back to Domain D Building professional relationships with colleagues to share teaching insights and to coordinate learning activities for students.

35. Criterion D4 At each of my placements I contacted parents by means of telephone communication. At Weisenborn Middle School I was able to participate in parent conferences, IAT meetings and disciplinary meetings to facilitate student success in both academic and social settings. At Xenia High School I was able to participate in telephone conferences, parent conferences, home instruction meetings, career planning sessions, written contacts, and I also established and maintained a feedback form on our class website to maintain open lines of parent communication. Go back to Table of Contents Go back to Domain DGo back to Domain D Communicating with parents or guardians about student learning.

36. Introductions and closings were important to me, I was sure to let parents know that I cared about their child's success and t heir level of comfort by introducing myself and by thanking both parents and students for the experience at each placement. Go back to Table of ContentsGo back to Table of Contents Go back to Domain DGo back to Domain D

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