Sabrina Kilbourne

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Sabrina Kilbourne 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
Greetings The following electronic portfolio
will be based primarily on Wright State
Universitys, College of Education, conceptual
framework. Along with the goals/objectives of
Wright State, this portfolio will also correlate
with the 19 Praxis criteria. The purpose is to
show that all criterion has been achieved and
progress documented through the Teacher Education
Department at Wright State. The format is
design to be as user friendly as possible and can
be observed in a variety of ways. First, the
slides can be viewed in order. Second, the table
of contents is hyperlink to allow visibility of
specific slides of interest. To do this, in the
table of contents, click on the text of the
concept of interest. At anytime, if desired to
return to the table of contents, click table of
contents on the bottom right corner of each
slide.
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Philosophy

• "Above all things I hope the education of the
  common people will be attended to convinced that
  on their good sense we may rely with most
  security for the preservation of a due degree of
  liberty."--Thomas Jefferson
• Education is one of the most important factors to
  having a better future. I feel that education
  must be exciting to each and every student so
  that they can better their life and their
  societies. As a teacher, I feel it is important
  to be a role model and to teach students by
  example. I want to make each and every student
  love education in some way. It may not happen
  while they are a student in my classroom, but I
  want to help them realize the importance of
  learning and how they can enjoy doing so.
• "The mediocre teacher tells. The good teacher
  explains. The superior teacher demonstrates. The
  great teacher inspires."--William Arthur Ward
• I feel that it is my responsibility as a teacher
  to inspire students to make themselves great.
  Every student, every child has it within them to
  do something spectacular, but it is necessary for
  this to be revealed to them. I want to help
  students realize their abilities to be whatever
  they truly want to be, while also being informed
  citizens. I will help students integrate social
  studies, history, government into their everyday
  lives, so that they will have the ability to live
  independently and to be well prepared for making
  decisions for their future.

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Resume

Sabrina Kilbourne 530 Heiss Ave, Dayton, OH
45403 [phone] Walden.6_at_wright.edu

• Professional Profile
• Excited to bring passion and professionalism to a
  secondary Social Studies classroom.
• Education, Honors, and Certifications
• Masters, Education
• Wright State University, Dayton, OH August 2007
• GPA 4.0
• Bachelors, Secondary Social Science Education
• Wright State University, Dayton, OH June 2006
• GPA 3.66 Cum Laude
• Associates, Liberal Arts
• Sinclair Community College, Dayton, OH June
  2004
• GPA 3.48
•  Provisional Licensure
• Ohio AYA Integrated Social Studies
• Key Qualifications
• Certified in AYA (7-12) Integrated Social Studies
  
• Hold high expectations for all students, based on
  individual differences
• Maintain a safe and orderly classroom climate
• Completed Praxis II Content Score 170

...always demonstrated a high degree of
professionalismher lessons were creative and
allowed for individual differences...is a caring,
compassionate individual and teacher... Mrs.
Cynthia AmbroseCooperating Teacher,
7th Grade World History Stivers School for
the Arts, 2006   ...has a confident demeanor
and a good presence in the classroom that has
earned the respect of the students...has
demonstrated a natural empathy for students in
need of special consideration and always seeks a
fair solution to any problem One of Sabrinas
strongest attributes is her ability and
willingness to reflect and seek input from more
experienced teachers ...is an excellent candidate
for any potential teaching position... Mr.
Robert Parks Cooperating Teacher
9th Grade World Studies Bellbrook High School,
2007
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Resume Continued
...is genuinely concerned with studens
achievements and is enthusiastic, fair,
empathetic, consistent, and approachable...She is
a highly motivated, self-reliant person who is
eager to try new teaching ideas and is able to
work well with other teachers Ms. Kilbourne is a
born teacher. Julieanne Phillips, Ph.D.
Coordinator Dayton Teaching
American History, 2006 Sabrina incorporates
effective classroom management techiniques that
allow her to respond to students in a fair and
consistent manner. ...stresses to her students
the importance of following routings and
proceduresfrequently reflects on her teaching
strategies in order to plan and adapt her lessons
so all students can experience success... John
Wiggins Supervisor
Wright State University, 2007
Related Experience      Student Clerk for Dayton
Teaching American History Program Dayton Public
Schools, Dayton, OH (2004 2007)     
Teacher-Advisor for the Dayton Public Schools
Chapter of Junior States of American in the
spring, 2005     Assisted Dayton Public Schools
students in the 2005 Mock Trial
Program     Assisted Dr. Ron Helms of Wright
State University on the Chesapeake Summer
Institute in June, 2005     Volunteered at
Kettering Middle School in Ms. Carol Daleys
sixth grade classroom creating a school newspaper
in the fall, 2005     Helped prepare for and
attended WOEA Day Workshops in 2005 and
2006     Dayton National History Day Judge
(2005-2007)   Professional Affiliations Ohio
Council for Social Studies
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Conceptual Framework/PRAXIS III Criterion
The following information will demonstrate how I
achieved the Teacher Educations Conceptual
Framework, which is aligned with the PRAXIS III
criterion. Concurrently, as I exhibit how I
successfully completed each of the Conceptual
Framework strands, I will be indicating how I
implemented the PRAXIS III criteria, aligned with
the Ohio Department of Education. Most of the
evidence was gathered during my student teaching
at Bellbrook High School. Evidence will take on
various formats. Most of which will be in the
form of photographs, statements from colleagues,
and narratives of my teaching experience.
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. C1 Makes learning goals
and instructional procedures clear to students.

• World Studies Name ___________________
• Ms. Kilbourne Period _____
• Time Articles India and Pakistan
• Directions We will read the articles from Time
  Magazine out loud, as a class. After the class
  finishes reading the articles, answer the
  following questions on a separate sheet of paper.
• . Who was the first Prime Minister of India?
• . Who was the first President of Pakistan?
• . Explain how Indias provinces were divided upon
  independence from Britain?
• 4. What group do you feel is most responsible for
  the violence between the Hindus and Muslims?
• . Knowing that an American magazine wrote these
  articles, do you feel that there were any obvious
  biases towards either India or Pakistan, the
  Hindus or the Muslims? Please explain.
• . Why is there such a concern worldwide about
  Pakistan having nuclear weapons capabilities?

Most assignments are to be worked on in class.
Directions are given as the assignment is being
handed out. I then ask students if they need
clarification or have any questions. After
which, I will then walk around the class to make
sure instructions are being followed
appropriately.
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Content KnowledgeRubric
Praxis Correlation C1 Makes learning goals and
instructional procedures clear to students. C5
Uses instruction time effectively.
All extensive projects are correlated with an
appropriate scoring rubric. The rubric helps the
students prioritize the assignment. It also shows
the students what I am looking for and how to get
the best possible grade.
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Content KnowledgePraxis II Content Scores
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.
A goal of mine, as a Social Studies teacher, is
to help students learn the connection between
events. I want students to realize that
everything that happens in history, government,
or any other social studies course did not just
happen. Students should know that what is
happening now is a result of what has happened in
the past and what will happen in the future will
be the result of what is happing now.
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Strand 2Pedagogical Knowledge
Praxis Correlation A2 Articulates clear
learning goals for the lesson that are
appropriate to the students. B1 Creates a
climate the promotes fairness. C5 Uses
instruction time effectively. She is well
prepared and capable of directing student
grouping efficiently and effectively in the
classroomSabrina has demonstrated a natural
empathy for students in need of special
considerations and always seeks a fair solution
to any problemhas successfully fostered a fair a
safe learning environment in which all students
can excel. Bob Parks Social Studies
Teacher Bellbrook High School
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Pedagogical KnowledgePRAXIS II PLT Scores
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. 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.
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Strand 3Diversity
Praxis Correlation A2 Articulates clear
learning goals appropriate to students. A4
Creates or selects teaching methods, learning
activities, and instructional materials or other
resources that are appropriate for the students
and that are aligned with goals of the
lesson. C2 Makes content comprehensible to
students. C3 Encourages students to extend their
thinking. 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. D1 Reflects on the extent to which the
learning goals were met. D2 Demonstrates a sense
of efficacy.
Sabrina has been willing to modify her teaching
and assessment methods when appropriate and has
provided students with individual attention and
remediation during lunch and planning periods
She has developed imaginative lesson plans and
successfully enriched student learning by going
beyond the textbook to include the use of primary
source materials. Bob Parks Social Studies
Teacher Bellbrook High School
Students are given overhead notes in class and
given sufficient time to write them out. If a
student misses notes I work with them to make
sure they receive the information. In order to
extend my students thinking, I seek out sources
outside of the textbook.
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Diversity
Praxis Correlation A4 Creates or selects
teaching methods, learning activities, and
instructional materials or other resources that
are appropriate for the students and that are
aligned with goals of the lesson. A5 Creates or
selects evaluation strategies that are
appropriate for the students and that are aligned
with the goals of the future lessons. B2
Establishes and maintains rapport with
students B3 Communicates challenging learning
expectations to each student. C3 Encourages
students to extend their thinking.
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Diversity
Praxis Correlation A4 Creates or selects
teaching methods, learning activities, and
instructional materials or other resources that
are appropriate for the students and that are
aligned with goals of the lesson. A5 Creates or
selects evaluation strategies that are
appropriate for the students and that are aligned
with the goals of the future lessons. B2
Establishes and maintains rapport with
students B3 Communicates challenging learning
expectations to each student. B5 Makes physical
environment as safe and conducive to learning as
possible. C3 Encourages students to extend their
thinking.
As a teacher, I implement lessons that will help
students understand how everything in history is
intertwined. One of my goals is to inform
students how what we studied in one lesson fits
in with what we will study in other lessons so
that they can make the connections between the
different topics, while making my classroom a
safe, fair and unbiased learning environment.
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Diversity
Praxis Correlation A1 Becomes familiar with
relevant aspects of students background
knowledge and experiences. A2 Articulates clear
learning goals appropriate to students. A4
Creates or selects teaching methods, learning
activities, and instructional materials or other
resources that are appropriate for the students
and that are aligned with goals of the
lesson. A5 Creates or selects evaluation
strategies that are appropriate for the students
and that are aligned with the goals of the future
lessons. B3 Communicates challenging learning
expectations to each student. C3 Encourages
students to extend their thinking. D1 Reflects
on the extent to which the learning goals were
met.
Sabrinas teaching methods are structured to
help students succeed and meet the learning goals
through a variety of activities and methods. She
uses a variety of techniques to monitor student
learning. When activities don't product the
expected student success, she changes to meet the
needs of the students Sabrina frequently
reflects on her teaching strategies in order to
plan and adapt her lessons so all students
experience success. John R. Wiggins Supervisor W
right State University
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Strand 4Technology
Praxis Correlation B1 Creates a climate that
promotes fairness. B2 Establishes and maintains
rapport with students. B3 Communicates
challenging learning expectations to each
student. B4 Establishes and maintains consistent
standards of classroom behavior. B5 Makes
physical environment as safe and conducive to
learning as possible. C2 Makes content
comprehensible to students.
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Technology
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. B1 Creates a climate that
promotes fairness. B4 Establishes and maintains
consistent standards of classroom behavior. C2
Makes content comprehensible to students. C5
Uses instruction time effectively. D2
Demonstrates a sense of efficacy.
I integrate technology in the classroom for
review games and other lessons by using
PowerPoint presentations. I also use the class
review to see what students are having difficulty
understanding. Everyone during the game must
answer a question, but they can receive help from
their teammates. In this photo we are playing
Jeopardy to review for the Final Exam.
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Strand 5Professionalism
Praxis Correlation A4 Creates or 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. D1 Reflects on
the extent to which the learning goals were
met. D3 Builds professional relationship with
colleagues to share teaching insights and to
coordinate learning activities for students.
D4 Communicates with parents or guardians about
student learning.
In this picture my Cooperating Teacher, Bob
Parks, and I are working in Progress book
entering student grades to be viewed online by
parents and students. Mr. Parks and I often
discussed how I could improve my lessons.
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Strand 5Professionalism
Praxis Correlation A4 Creates or 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. D3 Builds
professional relationship with colleagues to
share teaching insights and to coordinate
learning activities for students.
I have worked often with my cooperating teacher
Bob Parks, but I also have worked with other
teachers in the department creating and
perfecting lessons.
In this photo I am collaborating with another 9th
grade World Studies teacher, Ashley Osterman, on
the next weeks lessons.
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Strand 6Emotional Intelligence
Praxis Correlation A1 Becomes familiar with
relevant aspects of students background
knowledge and experiences. A2 Articulates clear
learning goals for the lesson that are
appropriate to the students. B1 Creates a
climate that promotes fairness. B4 Establishes
and maintain consistent standards of classroom
behavior. C1 Make learning goals and
instructional procedures clear to students.
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Emotional Intelligence
Praxis Correlation A1 Becomes familiar with
relevant aspects of students background
knowledge and experiences. B1 Creates a climate
that promotes fairness. B2 Establishes and
maintains rapport with students. B5 Makes
physical environment as safe and conducive to
learning as possible.
Building rapport with students is a very
important aspect of being a good teacher. I try
to build a strong rapport will all of my students
by learning about their lives and telling them
about mine, while still remaining professional.
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Emotional Intelligence
Praxis Correlation D2 Demonstrates a sense of
efficacy. D3 Builds professional relationships
with colleagues to share teaching insights and to
coordinate learning activities for students.
Sabrina has demonstrated the ability to work
well with other professionals. One of Sabrinas
strongest attributes is her ability and
willingness to reflect and seek input from more
experienced teachers This quality should allow
her to be an effective team member in academic
teaming situations such as mentoring programs or
team teaching scenarios Bob Parks Social
Studies Teacher Bellbrook High School
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Emotional Intelligence
Praxis Correlation D4 Communicates with
parents or guardians about student learning.
Students and parents are able to access Progress
book to see their class grade. I update the
scores as soon as possible so that the students
and parents know the most recent grade. When
students have an illness or some other reason
that they will not be in school for an extended
period of time, I make sure that they have
written instructions for each assignment they
must make up. I also make sure that parents and
students can contact me via email or a phone call
at the school regarding any questions they may
have.
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Conclusion
Teaching has always been a passion of mine. I
have been given wonderful opportunities in my
field placements. Phase I, I was placed at Wayne
High School in a 10th grade American History
classroom. I was placed there for ten weeks.
Phase II I was placed at Stivers School for the
Arts in Ms. Cindy Ambroses 7th grade World
History class for five months. I learned a lot
in this placement about diversity in the
classroom. Phase III, in which I conducted my
student teaching was at Bellbrook High School in
Mr. Bob Parks 9th grade World Studies and Mr.
Mark Carreiras 10th grade American Studies
classroom. I have learned a tremendous amount in
my student teaching regarding student
instruction, working with at-risk youth, and
classroom management. All of the experience that
I have gained in my field placements makes me
know that I have made the right career choice for
me.
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Acknowledgements
My journey to becoming a teacher has been a long,
but a great one. My Cooperating Teachers, Cindy
Ambrose and Bob Parks deserve a large amount of
thanks. Their mentorship has led me to the
comfort and confidence that I now feel in the
classroom. My professors all through my college
career deserve thanks for teaching me the content
that I will use in the classroom for the entirety
of my teaching career. I must also, thank my
husband for being so supportive of me through all
of the time that college and the classroom has
taken me.
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Praxis III CriteriaA-B
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Praxis III CriteriaC-D
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