Bobbie Allen

Webfolio Defense Presentation

EducationBachelor’s Degree in Elementary EducationBegan the Master’s of Special Education

program in January of 2011Professional

After graduationSorensen Elementary School (now Sorensen

Magnet School of the Arts and Humanities)Woodland Middle School

PersonalFamily and how they have inspired me

Introduction

Standard One: Philosophy and Educational Organizations

Artifact“Statement of Philosophy”

Fit with the Master’s of Special Education ProgramKnowledge of school programs, and how Special

Education became what it is today and the direction it should be going

Fit with College of Education VisionCultural ProficiencyAssessment, Teaching, and LearningReflective Scholarship and PracticeEngagement in Community Building and Partnerships

My Professional PostureAwareness that learning never ends

Heuristic View

Incredibly meaningfulHuge personal achievementAbility to better meet my students’ needs

Increased Alignment With College of Education VisionSupremely aware of what each component means

and how they apply to the education of my students and my own philosophy of education

Effect on My Professional ActivitiesCompleting the Master’s of Special Education

program has allowed me to broaden both my educational strategies and my ability to effectively communicate with everyone within my professional sphere

Service View

Before the Master’s of Special Education ProgramEvery student can learn, but how?What is the best school design?

After the Master’s of Special Education Program I now have a collection of strategies to use and the capability

to research new ones.The best school design is the one which keeps the students’

best interests at heart.New Skills, Dispositions, and Concepts

I now have a collection of teaching strategies to use, the ability to communicate more effectively, and the capability to research new strategies and programs.

New LanguageVocabulary for expressing my educational philosophy, the

history and present status of special education, and what I believe should be its future

Learning View

Standard Two: Curriculum

Artifact“Curricular Approach or Model”

Fit with the Master’s of Special Education ProgramSelecting curricula and interventions which are relevant

to the needs and desires of my studentsSelecting curricula and interventions which have been

proven through researchFit with the College of Education Vision

Cultural Proficiency, Assessment, Teaching and Learning, Reflective Scholarship and Practice, & Engagement in Community building and Partnerships

My Professional PostureUltimately more prepared for being a knowledgeable

source of information about appropriate choice of curricula

Heuristic View

More Knowledgeable About How to Choose Curriculum Individual learner needs Interest and motivation levelsOpportunities for social interactionDiversity

Increased Alignment with College of Education’s VisionAbility to locate, use, and adapt research-based, relevant

curricula and interventionsEffect on My Professional Activities

Clear strategies for selecting the appropriate curricula and interventions for my students

Language to communicate which curricula and interventions to use and the ability to aid in their selection

Service View

Before the Master’s of Special Education ProgramResearch-based curricula and interventions (Why?)Choosing the appropriate curricula and

interventions (How?)After the Master’s of Special Education

ProgramReasons for using research-based curricula and

interventionsStrategies for selecting curricula and interventions

New Skills, Concepts, and DispositionsStrategies for how and why to select certain

curricula and interventionsNew Language

Use of the language found in curriculum documentAbility to explain why a certain curriculum or

intervention is better than another

Learning View

Standard Three: Instruction

Artifact “Analyzing a Lesson”

Fit with the Master’s of Special Education Program The selection of lessons which are tailored to the needs of my

students physically, developmentally, and academically Ability to adapt lessons and choose specific interventions for

teaching important academic, collaborative, and communication skills

Fit with the College of Education Vision Adapting lessons to address academic & cultural needs and

utilizing community partnerships for providing the best education possible

The ability to reflect upon a practice and adapt it according to student need

My Professional Posture Knowledgeable about selecting and utilizing learning

opportunities which address the needs of my students

Heuristic View

Creation, Selection, and Use of Learning OpportunitiesAbility to ensure that each student has access to the

learning being providedLessons which challenge students and aid them in using

higher order thinking skillsIncreased Alignment with College of Education’s Vision

Increased knowledge of how and what to teach my students in order for them to access as much learning as possible

Effect on My Professional Activities Increase in reflective practice and skillful selection and

implementation of physically, developmentally, academically, socially, and culturally appropriate learning opportunities

Service View

Before the Master’s of Special Education ProgramDesire to create lessons which were tailored to my studentsLittle or no knowledge regarding how to create lessons which

addressed all of my students’ needs, including how to attend to cultural needs

After the Master’s of Special Education ProgramConcrete knowledge of how to create and deliver lessons

which ensure that each student’s needs are met, whether they be physical, educational, social, or cultural

New Skills, Concepts, and DispositionsCreating lessons, the use of universal design, and the patience

for making sure lessons address all the needs of my studentsNew Language

Ability and vocabulary to explain how and why to create and/or adapt lessons to meet the needs of each student

Learning View

Standard Four: Assessment and Evaluation

Artifact“Using Multiple Assessments”

Fit with the Master’s of Special Education ProgramThe use and evaluation of multiple assessmentsThe use of assessments for identifying, monitoring,

and evaluating students and for modifying instructionFit with the College of Education Vision

Expert use of assessment for modifying instructionUtilizing assessment for self-evaluation and reflection

My Professional PosturePrepared for creating, utilizing, and critiquing a

variety of assessments in order to identify, monitor, and evaluate my students and modify instruction

Heuristic View

Selection of Appropriate Assessments and the Evaluation of ResultsEnsuring my students receive what they need to be

successfulConfidence of knowing how and why to choose

certain assessments and how to evaluate resultsIncreased Alignment with College of Education’s

VisionAcquired broader skills for selecting, evaluating, and

utilizing assessmentsEffect on My Professional Activities

Ability to expertly choose assessmentsAbility to use the results from assessments to plan

and modify instruction

Service View

Before the Master’s of Special Education Program Some knowledge of curriculum-based measures Some knowledge of how to use CBMs for monitoring, evaluating,

and identifying students and for modifying instructionAfter the Master’s of Special Education Program

Ability to accurately choose appropriate assessments and use them Identification, monitoring, evaluation, and modification of instruction

Use of curriculum-based measures, state, local, and national testsNew Skills, Concepts, and Dispositions

More accurately choose and utilize assessments Ability to use standards-based/norm referenced assessments

New Language Vocabulary for knowing which assessments to use, how to

critique them, evaluate the results, and use the information gathered from assessments

Learning View

Standard Five: Research

Artifact“Why should I, as a practitioner care about research to

practice?”Fit with the Master’s of Special Education Program

Use of educational researchRole educational research to gather, analyze and share data

Fit with the College of Education VisionCreating and planning effective, culturally responsive

lessons and assessmentsUsing research to modify instruction before and after

reflecting on teaching performanceMy Professional Posture

Ability to utilize research for ensuring my students get a solid education and knowledge for conducting my own research

Heuristic View

No Need to Wait for Someone Else to Tell Me What “Research Says”Finding and analyzing research for myselfConducting research for testing my own theories

Increased Alignment with College of Education VisionTools for discovering and using teaching, learning,

and assessment strategies which are effective for students and culturally appropriate

Effect on My Professional ActivitiesMore prepared for providing a solid educationKnow where and how to search for research-based

practices and programs and how to analyze them

Service View

Before the Master’s of Special Education Program Knowledge of the “push” for using research-based practices, but not why

to do so Found some research-based programs to be restrictive and cumbersome

After the Master’s of Special Education Program Practices and programs which are research-based have been shown

effective for students through systematically discovering what works and what doesn’t

Students are varied—what works for one student may not work for another, so the teacher must be responsive and reflective even when using research-based practices

New Skills, Concepts, and Dispositions Using research for increasing effectiveness Analyzing research to determine its reliability Less reluctant to use research-based practices

New Language Vocabulary for analyzing research and ability to explain reasons for

using research-based practice

Learning View

Standard Six: Communication

Artifacts“Collaboration: Professional Relationships”“Conflict Management”

Fit With the Master’s of Special Education ProgramUsing collaboration to foster inquiry and best practiceSupportive communication using conflict management and

prevention in the classroom and beyondFit With the College of Education Vision

Using collaboration and conflict management for being culturally responsive, creating effective lessons, and ensuring appropriate assessments

Community partnershipsMy Professional Posture

Prepared for communicating with students, professionals, parents, and community members in an effective, responsive manner

Heuristic View

Ability to Communicate in a Collaborative Way While Also Keeping in Mind Conflict Management

Increased Alignment With College of Education VisionKnowledge of how to use communication skills for

creating and delivering lessonsKnowledge of how to communicate with community

members and build community partnershipsEffect On My Professional Activities

Using collaboration and conflict management in teaching practiceDirect instruction and teacher-to-student interaction

Ability to more effectively communicate with parents, professionals, and community members

Service View

Before the Master’s of Special Education Program Lacked the tools for collaborating and resolving conflict effectively Knew that collaboration was necessary, but not how to be a

valuable member of a collaboration teamAfter the Master’s of Special Education Program

Know the principles of effective communication More prepared for providing a solid education because of ability to

collaborate with students, professionals, parents, and community members

New Skills, Concepts, and Dispositions How and why to collaborate Ability to communicate in a way that ensures personal respect and

maximum effectivenessNew Language

Vocabulary for explaining how and why to collaborate Vocabulary for resolving conflict and maximizing collaboration

potential

Learning View

Standard Seven: Positive Learning Environment

Artifact “How Can I Make Literacy Important to Struggling Readers?”

Fit With the Master’s of Special Education Program Group motivation and self-motivation Social interactions and behavior Appropriate learning opportunities

Fit With the College of Education Vision Creating learning opportunities which are culturally responsive

and provide group and self-motivation Keeping assessments in perspective for students Use of community for providing motivation and as a basis for

understandingMy Professional Posture

Ensuring a solid education Motivation and how to create and foster it Engagement in learning Ability to prevent disruptive student behavior

Heuristic View

Knowledge of How to Create and Maintain Student Motivation and Learning EngagementUsing student interestTools for managing behavior

Increased Alignment With College of Education VisionAbility to use student motivation and behavior

management principles in the process of creating, conducting, and assessing learning opportunities

Knowledge that using community-based organizations or ideas can aid in motivation, engagement, and understanding

Effect On My Professional ActivitiesMore conscious of what creates student motivationAbility to use student interest to create lessonsAbility to test, monitor, and manage student behavior

Service View

Before the Master’s of Special Education Program Aware of the importance of student motivation and engagement, but

little knowledge of how to stimulate them Anecdotal knowledge of how to manage behavior

After the Master’s of Special Education Program Concrete knowledge of how to create and maintain student motivation

and engagement Knowledge of what causes student behavior and how to assess,

monitor, and manage it New Skills, Concepts, and Dispositions

Ability to determine the cause of student behavior and how to aide in ensuring that it does not continue to be disruptive

Skills for preventing disruptive behavior Skills for eliciting student motivation and engagement

New Language Vocabulary for behavior management Vocabulary for communicating, determining, and ensuring student

motivation and engagement

Learning View