Mary CampbellMary CampbellSpring 2010

Reading Reading

E-PortfolioE-Portfolio

PresentationPresentation

Table of Contents~ Table of Contents~

• Who I Am: where I began and Who I Am: where I began and what I’ve becomewhat I’ve become

• My insights and growth as My insights and growth as student of Readingstudent of Reading

• My understandings and My understandings and growth as a teacher of growth as a teacher of ReadingReading

• My future plans as bothMy future plans as both

Who am I?Who am I?

I am a 6I am a 6thth grade grade Language Arts & Language Arts & Science Teacher.Science Teacher.

I see my roles as being I see my roles as being a student, teacher, a a student, teacher, a wife, and a mother.wife, and a mother.

I would say that many I would say that many times these roles times these roles overlap, and I overlap, and I sometimes don’t know sometimes don’t know how to do them very how to do them very well. Yet I enjoy them. well. Yet I enjoy them. However I felt I needed However I felt I needed to improve the best I to improve the best I could. I wanted more.could. I wanted more.

So, I began the So, I began the READ program for READ program for the sole purpose of the sole purpose of learning to teach learning to teach students I was students I was unprepared to unprepared to teach; however, I teach; however, I learned and learned and understand so much understand so much more about more about education, education, leadership, literacy leadership, literacy and practice that I and practice that I ever realized I ever realized I would.would.

Now I can add Now I can add Researcher, Leader, Researcher, Leader, and Practitioner to and Practitioner to my list of roles.my list of roles.

My Work My Work and and

Growth Growth as a as a

Master Master Reading Reading StudentStudent

Development Development of a of a

Researcher, Researcher, a Leader, a Leader,

and a and a PractitionerPractitioner

Highlighted Highlighted through the through the

following following courses:courses:

READ 6406READ 6406

READ 6421READ 6421

SPED 6002SPED 6002

EDUC 6480EDUC 6480

ELEM 6550ELEM 6550

EDUC 6001EDUC 6001

BECOMING A BECOMING A RESEARCHER:RESEARCHER:

Research: EDUC 6480 was one of my first courses as a READ Student, along with READ 6418.

I developed vocabulary, insights, and analytical skills throughout the journey.

These courses prepared for my next steps in READ 6406:

It was in this class I felt an actual member of the field of educational research.

Therefore, as my exemplification in the competencies of RESEARCHER, I chose my research for the

LITERATURE REVIEW AND PROPOSAL.

Why I chose this task:Why I chose this task:

The number one goal that I want for my students is that students apply what they have learned. They go beyond basic understanding to true knowledge.

The Literature Review and Proposal shows my own meeting of that goal. It exemplifies my critical reading of reading education literature and the investigation of action research.Competency Goal C: Research Uses research to examine and improve reading instruction effectiveness and student achievement.

Research Leads to Research Leads to Expanded Expanded

Content KnowledgeContent Knowledge

As I researched and planned for my own investigation into literacy education, I not only became more apt in research but in the realm of literacy education.

The domino effect of this project allowed me to demonstrate not only my understanding of research but also my understanding of current practices, theories, and trends.

D. Content KnowledgeDemonstrates advanced depth and breadth of knowledge and skills in reading education.

Research Leads to Research Leads to Expanded Expanded

Instructional Instructional ExpertiseExpertise

Being an expert is difficult. I still have room to grow; yet, through this research process I explored many practices and implemented procedures to improve student learning.

•The theoretical base

•The design of instruction

•Instructional actions

•Linkage of subject matter

A. Instructional ExpertiseDemonstrates instructional expertise in reading by applying the theoretical, philosophical, and research bases for education practice in P-12 settings to improve student learning.

BECOMING A BECOMING A LEADER:LEADER:

As a young student I received the “leadership qualities” comment on report cards until I became the Student Council guru in High School; yet, leading in a field where you have little expertise is difficult.

My basis in Research and in Leadership courses gave me the confidence to try to be a Literacy Leader in my School

I felt qualified to share research and opinions with colleagues and serve in a capacity to teach both my students and other teachers.

Therefore, as my exemplification in the competencies of LEADERSHIP, I chose my completion of theHOME SCHOOL PARTNERSHIP PROJECT.

Why I chose this task:Why I chose this task:This assignment led to me to become an authority on a specific topic: the communication and importance of a home-school connection, and to then be a presenter on this topic.

The most memorable experience from this assignment is that I thought I had failed.

Disequilibrium & Disequilibrium &

Piaget’s Theory of Piaget’s Theory of LearningLearning

My assumed failure as a leader in literacy actually caused more development as a leader than I first thought.

I understood how to be a better letter when I was not at first accepted as one.

By completing the Home School Partnership Project I learned to evaluate leadership and its place in the school.

Goals E1: initiates professional inquiry in reading education through reading, dialogue, reflection, professional

development, and action research;

LINKS TO ELEM 6550LINKS TO ELEM 6550“Good teachers are born with the ability to lead. Sometimes it takes the person finding the leadership niche; however, innately, we all can do it. Some are more comfortable leading their students to success and are exceptional at it; while others find balance in teacher and helping to make decisions for their schools. I respect those teachers that serve above their school level because of the simple dedication required to do this. All teachers are leaders in some form or fashion: it simply depends on where our underlying talents direct us to lead.”

•Reframing the Path to School Leadership by Bolman and Deal

•Who Moved My Cheese by Spencer Johnson, M.D

Goal E: engages in continued professional development and provides leadership in reading instruction at the classroom, school, and community levels and within the profession.

BECOMING A BECOMING A PRACTITIONER:PRACTITIONER:

By far the most difficult and challenging task for me. Why?

•Increased knowledge in instructional trends

•Change is painstaking for one, enduring for a group

•Change in isolation

•Strive for perfection

Since this was my most challenging yet productive transition I chose to exemplify my journey through the WORDS THEIR WAY TEACHING ASSIGNMENT.

Why I chose this task:Why I chose this task:

This assignment wasn’t perfect.

This assignment allowed me more insight into myself as a teacher and a learner.

This assignment was one I rebelled against, struggled with, yet valued in the end.

This assignment stretched my knowledge of learners and my approach to teaching strategy in a literacy classroom.

I came in the with the question of how to reach my students and through this assignment I found my answer.

Goal B: Knowledge of Learners incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating into the planning, delivery, and evaluation of reading instruction.

WORDS THEIR WAY, WORDS THEIR WAY, EDUC 6001, & SPED EDUC 6001, & SPED

60026002

The connection between the strategies and principles of Words Their Way by Bear, Invernezzi, Templeton, and Johnston and the ideas behind the education of students with special needs and meeting diversity is quite a perfect match.

Both allow for students to receive the assessments that drive instruction and instruction that fits their needs, respectfully

I now have first hand knowledge of this pairing.

My ReflectionMy Reflection

“Going into these lessons, I looked at the tasks as spelling. I wasn’t open minded about the possibilities the lessons had, and I honestly dreaded having to take the time to teach the lessons. I didn’t see their place in a middle school classroom or with my school’s goal of increasing Reading EOG scores. However, by the end of the lessons, I did have a different opinion about word sorts and their place in the classroom.”

My Work My Work and and

Growth Growth as a as a

Master Master Reading Reading TeacherTeacher

When the student is ready, the

master appears. 

~Buddhist Proverb

A Metamorphosis A Metamorphosis In ProgressIn Progress

Throughout the courses I have taken in the READ program, I have grown in the three main areas of Literacy Education. All of these areas affect my day to day duties in the classroom.

My courses have changed the way I view many things:

Instruction and its organization

Testing

Diversity

Assessment and its place

Teaching leadership and reaction to change

The power of “the connection to reading”

While I am now much more confident in my own knowledge and leadership capabilities, I am working on the transformation in the classroom.

As I have read about leaving “tracks of learning” in Strategies that Work by Harvey and Goudvis, I am slowly starting to lay the tracks for my students and colleagues to follow me.

In time, I will transform my classroom, but I keep telling myself that the baby tracks I’m making do count.

My Future My Future Plans for Plans for

ProfessionProfessional Growthal Growth

I am I am learning all learning all the time.  the time. 

The The tombstone tombstone will be my will be my diploma. diploma. 

~Eartha Kitt~Eartha Kitt

1. A joy that I have found while completing all my courses is seeking out and reading educational literature. I plan to continue seeking, reading, and researching new trends to help my students.

2. Sharing with others brings me a sense of ownership to the ideas I learn. I plan to continue doing so on various levels in my district and community.

3. The desire for change in classroom instruction will guide my decision making and instructional practices.

My Goals and My Goals and AspirationsAspirations

Ultimately…Ultimately…

I would love to develop into someone that serves in a literacy leadership capacity; whether it be a specialist or a curriculum developer. Wherever that path may lead me I’d still want contact with students and the opportunity to see the joy of learning when they finally understand something they couldn’t understand before.

The important thing is not so much that The important thing is not so much that every child should be taught, as that every child should be taught, as that every child should be given the wish to every child should be given the wish to learn.  ~John Lubbocklearn.  ~John Lubbock

ReferencesReferences

Bear, D. R., Invernezzi, M., Templeton, S., & Johnston, F. (2007). Words Their Way (Fourth Edition). Columbus, OH: Prentice Hall.

Bolman, L.G., & Deal, T. E.  (2010).  Reframing the path to school leadership.  Thousand Oaks, CA: Corwin Press (2nd ed.).

-Harvey, S. and Goudvis, A. (2007). Strategies That Work (Second Edition). York, Maine: Stenhouse Publishers.

Johnson, Spencer. (1998). Who moved my cheese?. Penguin Putnam.

Piaget's Theory of Child Development http://www.simplypsychology.pwp.blueyonder.co.uk/piaget.html

Quotations about Learning http://www.quotegarden.com/learning.html

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