Kevin Hill

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Kevin Hill
Electronic Portfolio
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Table of Contents

• Introduction
• Philosophy
• Resume
• Conceptual Framework/PRAXIS III Criterion
• Strand 1 Content Knowledge
• Strand 2 Pedagogical Knowledge
• Strand 3 Diversity
• Strand 4 Technology
• Strand 5 Professionalism
• Strand 6 Emotional Intelligence

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Introduction
The following electronic portfolio is designed
in accordance to Wright State Universitys
guidelines for the expression of a candidates
educational teaching experience in the field and
beyond. It will demonstrate the successful
completion of the six Conceptual Framework
Strands and PRAXIS III Criterion, as well as the
nineteen Praxis Domains.
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Philosophy
I believe that the purpose of teaching is not
just to fill students with facts and numbers, but
also to help them grow as individuals. To be
sure, the facts are important and necessary, but
it is the character of the individual to
appreciate their importance and place in our
ever-more-complex world that is also very
important. A good teacher promotes active
learning in students, encourages them to think
and grow on the merit of being a better human
being. Social Studies in particular is a
necessary field to allow students the chance to
look beyond the narrow perspective in which most
students have grown. The teacher should
encourage students to think critically, make
connections, and to foster a spirit to continue
their own education in whatever shape or form
they can, as far as they can.
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Resume
Kevin P. Hill 4296 Fowler Drive Bellbrook, Ohio
45305 [phone] hill.77_at_wright.edu

• Objective To obtain a position in teaching 7th
  12th Social Science Education
• Education
• Masters in Education 7 / 07 (expected)
• Wright State University Dayton, OH
• Bachelors in Social Science Education 6 / 06
• Wright State University Dayton, OH
• Licensure
• Adolescent to Young Adult (AYA) Integrated
  Social Studies
• Expected date to acquire license 6 / 07
• Passed Praxis II Content 12 / 05
• Passed Praxis II Principles of Learning and
  Teaching (PLT) 3 / 07
• Teaching Experience
• Student Teacher (Winter Spring 2007)
• West Carrollton Middle School, West Carrollton,
  OH 7th Grade
• Multiple substitutions, including teaching
  content instruction
• Teachers aide for one quarter duration
• Full teaching responsibilities for one quarter
  duration
• Chaperoned in-school class field trips
• Student Observer (Fall 2006)

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Resume Continued

• Organizations and Memberships
• Rho Sigma chapter of Phi Alpha Theta History
  Honor Society Inc.
• Work Experience
• CUB Foods Grocery 5/05 7/06 Centerville, OH
  Cashier / Bagger
• Honors
• Graduated Magna Cum Laude
• Deans List Highest Honors Spring 04, Fall 04,
  Winter 05, Spring 05, Fall 05
• Deans List High Honors Spring 03, Winter 04,
  Winter 06, Spring 06
• Graduate Tuition Scholarship 9 / 06 7 / 07
• Salutatorian Scholarship 9 / 02 6 / 06

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Conceptual Framework/PRAXIS III Criterion
The following pages will demonstrate the
successful acquisition of competence benchmarks
set by the Ohio Department of Education. The
majority of the evidence documented was acquired
while student teaching at West Carrollton Middle
School. Additional evidence comes from other
sources such as PRAXIS test scores and other
educational related activities.
Strand 1 Content Knowledge Strand 2
Pedagogical Knowledge Strand 3
Diversity Strand 4 Technology Strand 5
Professionalism Strand 6 Emotional
Intelligence Conclusion
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Strand 1Content Knowledge
Praxis Correlation A3 Demonstrates an
understanding of the connections between the
content that was learned previously, the current
content, and the content that remains to be
learned in the future

My PRAXIS II content score for Social Studies
demonstrates my level of competency for
understanding a wide range of material,
including history, political science, economics,
and geography.
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Content Knowledge
Praxis Correlation A3 Demonstrating an
understanding of the connections between the
content that was learned previously, the current
content, and the content that remains to be
learned in the future A4 Creating or selecting
teaching methods, learning activities, and
instructional materials or other resources that
are appropriate to the students and that are
aligned with the goals of the lesson
Kevin demonstrated strong content knowledge and
punctuality during the entire internship...He
understands the content area very well and he is
willing to learn and adapt to achieve his
goal. Rob Berger Social Studies Cooperating
Teacher West Carrollton Middle School
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Content Knowledge
Praxis Correlation A2 Articulating clear
learning goals for the lesson that are
appropriate to the students A3 Demonstrating an
understanding of the connections between the
content that was learned previously, the current
content, and the content that remains to be
learned in the future C1 Making learning goals
and instructional procedures clear to
students C3 Encouraging students to extend their
thinking
The second-to-last week of the fourth quarter was
entirely review of material that students had
learned throughout the entire school year.
Despite having not been present during the first
half of the school year, I successfully reviewed
all of the material to students, emphasizing
material they needed to know for final exams, and
especially making connections between the
different subjects and topics being discussed.
During the review, students were encouraged to
remember old material they had many months before
without references, and to think critically about
material.
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Content Knowledge
Praxis Correlation A1 Becoming familiar with
relevant aspects of students background
knowledge and experiences A2 Articulating clear
learning goals for the lesson that are
appropriate to the students A5 Creating or
selecting evaluation strategies that are
appropriate for the students and that are aligned
with the goals of the lesson B3 Communicating
challenging learning expectations to each
student C1 Making learning goals and
instructional procedures clear to students C2
Making content comprehensible to students C3
Encouraging students to extend their thinking C5
Using instructional time effectively
Student activities included many worksheets for a
variety of purposes note-taking,
lesson-learning, and for review. Questions
ranged from standard fact-answering, comparisons
of material, and critical thinking,
extended-response questions.
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Strand 2Pedagogical Knowledge
Praxis Correlation A4 Creates of selects
teaching methods, learning activities, and
instructional materials of other resources that
are appropriate for the students and that are
aligned with goals of the lesson. B3
Communicating challenging learning expectations
to each student B4 Establishing and maintaining
consistent standards of classroom behavior B5
Making the physical environment as safe and
conductive to learning as possible C4 Monitors
students understanding of content through a
variety of means, provides feedback to students
to assist learning, and adjusts learning
activities as the situation demands. C5 Using
instructional time effectively
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Pedagogical Knowledge
Praxis Correlation B1 Creating a climate that
promotes fairness B4 Establishing and
maintaining consistent standards of classroom
behavior B5 Making the physical environment as
safe and conductive to learning as possible D4
Communicating with parents or guardians about
student learning
During my student teaching experience, I
established a classroom discipline plan as a
guideline for classroom management procedures
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Pedagogical Knowledge
Praxis Correlation B1 Creating a climate that
promotes fairness B2 Establishing and
maintaining rapport with students B3
Communicating challenging learning expectations
to each student B4 Establishing and maintaining
consistent standards of classroom behavior B5
Making the physical environment as safe and
conductive to learning as possible
Kevin treats students equally and has improved
students treatment of others. He makes
himself available to students. Students have
been working better in class. Classroom behavior
has been better and more consistent. Classroom
has become a safer environment with improvement
of classroom behavior. Evaluation comments Rob
Berger Cooperating Teacher West Carrollton Middle
School
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Pedagogical Knowledge
Praxis Correlation A1 Becoming familiar with
relevant aspects of students background
knowledge and experiences C3 Encouraging
students to extend their thinking C4 Monitoring
students understanding of content through a
variety of means, providing feedback to students
to assist learning, and adjusting learning
activities as the situation demands D3 Building
professional relationships with colleagues to
share teaching insights and to coordinate
learning activities for students
In February of 2007, I volunteered as a judge for
the Dayton Public Schools sub-section of
National History Day. I worked with other
volunteer judges to interview students about
their projects, what they learned, how they
studied their material, and evaluated the
projects.
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Strand 3Diversity
Praxis Correlation A2 Articulating clear
learning goals for the lesson that are
appropriate for the students A5 Creating or
selecting evaluation strategies that are
appropriate for the students and that are aligned
with the goals of the lesson C1 Making learning
goals and instructional procedures clear to
students C2 Making content comprehensible to
students C4 Monitoring students understanding
of content through a variety of means, providing
feedback to students to assist learning, and
adjusting learning activities as the situation
demands
A number of students in my five classrooms were
on IEPs or were ESL students. I adjusted test
formats to compensate for this, following my
Cooperating Teachers example, and also read
tests to students as needed.
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Strand 4Technology
Praxis Correlation A4 Creating or selecting
teaching methods, learning activities, and
instructional materials or other resources that
are appropriate to the students and that are
aligned with the goals of the lesson A5 Creating
or selecting evaluation strategies that are
appropriate for the students and that are aligned
with the goals of the lesson C2 Making content
comprehensible to students C5 Using
instructional time effectively
One of the review activities I developed was a
PowerPoint presentation in the format of a
Jeopardy board. Students would select a subject
and points value, with a corresponding question.
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Strand 5Professionalism
Praxis Correlation D1 Reflecting on the extent
to which the learning goals were met D2
Demonstrating a sense of efficacy
During the student teaching experience, I
maintained a personal journal for the purposes of
reflecting on the effectiveness of the days
classroom management and lesson material progress.
Praxis Correlation D1 Reflecting on the extent
to which the learning goals were met D2
Demonstrating a sense of efficacy D3 Building
professional relationships with colleagues to
share teaching insights and to coordinate
learning activities for students
One of the requirements of the university
Education program was to post online personal
reflections on educational readings and
experiences with which to share amongst fellow
student teachers.
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Professionalism
Praxis Correlation D1 Reflecting on the extent
to which the learning goals were met D3 Building
professional relationships with colleagues to
share teaching insights and to coordinate
learning activities for students D4
Communicating with parents or guardians about
student learning
West Carrollton Middle School organized teachers
into teams who shared the same students through
their classes at their grade level. As part of
the Blasters team, I attended informal and formal
team meetings consistently (formal meetings once
a week and informal almost every other day). We
consulted with the school Dean of Students and
councilor regularly regarding student matters.
We also had an occasional meeting with students
parents regarding their childs performance in
school.
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Strand 6Emotional Intelligence
Praxis Correlation A1 Becoming familiar with
relevant aspects of students background
knowledge and experiences B1 Creating a climate
that promotes fairness B2 Establishing and
maintaining rapport with students D2
Demonstrating a sense of efficacy D4
Communicating with parents or guardians about
student learning
Kevin knows the classes and their make-up he is
aware of students on IEPs and physical
disabilitiesKevin was respectful to
studentstalked with students before
classTowards the end of student teaching he was
even high five sic a few students. He
modifies assignments and has very good ideas how
to proceed with IEP students. He has sent
emails, agenda sign-offs and phone calls. Kevin
has even had a parent conference Evaluation
comments Charles Schoenberger Wright State
Supervisor
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Emotional Intelligence
Praxis Correlation B2 Establishing and
maintaining rapport with students
I attempted to foster good relationships with all
of my students, and many appreciated the
experience of having me as their teacher for the
final quarter as demonstrated from this yearbook
sample.
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Conclusion
After my experiences teaching during the three
phases of the Wright State Teachers Education
program, I feel I made a good choice in entering
the program. I began at Mad River High School in
the undergraduate phase of the program, spent ten
weeks at Patterson Career Center during Phase II,
finished the experience at West Carrollton Middle
School. All three locations were enormously
helpful in their own respective ways in teaching
me about how to teach well. Although Ive
always enjoyed the content itself, Ive also
found a great deal of satisfaction working with
students from a wide range of age, skill, and
diverse backgrounds. There is enormous
fulfillment in seeing students succeed and
improve themselves in whatever manner they can.
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Acknowledgements
I would just like to thank everyone involved in
this educational process for what theyve done
for me, directly or indirectly. I owe much to my
cooperating teachers, university faculty, fellow
candidates, and especially my students for giving
me the crash course in teaching that no one can
do quite like them.
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Praxis III CriteriaA-B
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Praxis III CriteriaC-D
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