Jacquelyn C. Olson Exit Portfolio

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Jacquelyn C. Olson Exit Portfolio
Portfolio Links Table of ContentsIntroductionMy
Philosophy Site Description Resume INTASC
Standard 1 INTASC Standard 2 INTASC Standard
3 INTASC Standard 4INTASC Standard
5 INTASC Standard 6 INTASC Standard 7 INTASC
Standard 8 INTASC Standard 9 INTASC Standard
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Welcome to my Student Teaching Exit Portfolio.
This document contains evidence of my teaching
experiences during the BEST Education Program at
McDaniel College, through the Carroll County
Public School System, and based upon the Ten
INTASC Teaching Standards.

• As you go through my portfolio, please follow the
  links to see examples of my
• Gradual Release Method of Instruction
• Multiple Intelligence Lesson Plans
• Two Group Model of Learning
• Collaborative Science Unit Plan
• Application of Technology
• Classroom Management Style

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Table of Contents

• Opening Page
• Table of Contents
• Introduction
• Resume
• My Philosophy of Education
• INTASC Standard 1
• INTASC Standard 2
• INTASC Standard 3
• INTASC Standard 4
• INTASC Standard 5
• INTASC Standard 6
• INTASC Standard 7
• INTASC Standard 8
• INTASC Standard 9
• INTASC Standard 10
• Insect Field Trip Slideshow

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Introduction

• This presentation represents a collection of my
  teaching experiences through McDaniel Colleges
  Master of Science in Elementary Education
  Program. My artifacts represent the culmination
  of McDaniels classroom learning and application
  of program instruction within Carroll County
  Public Schools, and my five years of Paraeducator
  and Substitute Teaching experiences within the
  Howard County Public School System.
• I set the individual needs of students at the
  pinnacle of my lesson design and presentation of
  instruction. Gardners theory of Multiple
  Intelligences guide my planning and
  implementation of instructional activities.
  Through this theory, I can differentiate for the
  needs of students individual learning styles and
  provide authentic, real-life experiences. My
  goal is to provide meaningful, sustainable
  learning.
• McDaniel College has provided me with an
  extensive, transferable background of methods to
  effectively incorporate professional standards of
  teaching and educational psychology within the
  classroom setting. I observed Carroll County
  Public Schools management and teaching
  philosophies. Each observance caused me to
  reflect upon, and modify my teaching strategies
  to incorporate updated instructional practices to
  help my students obtain a greater level of
  understanding and retention..

Table of Contents l My Philosophy
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My Philosophy

• I believe the most critical aspects of teaching
  are to provide students with the knowledge and
  the means to become honorable, civic-minded
  citizens who possess the cognitive and social
  characteristics to be successful in their lives
  and society as a whole. Entrusted with our
  countrys youth, educators have the
  responsibility to be examples of societys values
  for their students. I will strive to be the type
  of person I would like my students to become. I
  will be respectful and command respect be honest
  and expect honesty be open-minded and fair and
  expect open-mindedness and fairness and be
  civically conscious and active and encourage my
  students to demonstrate the same. I will
  continuously reflect on my behavior, and question
  whether I project a role model which embodies
  these characteristics.
• Students learn best when they are in Vgotskys
  Zone of Proximal Development. Educators need to
  constantly present students with challenges and
  goals to strive toward. I also feel a
  cooperative learning environment complements
  direct instruction methods. I will model
  concepts, provide guided and independent
  practice, reinforce my instruction with group
  collaboration activities and reflect upon each
  days learning success. When individuals work
  with peers, their interactions exemplify
  diversity, demonstrate that everyone is capable
  of learning and that every student learns in a
  different way. Respect for individual
  differences promotes cooperation and a global
  classroom environment. Each student benefits
  through multiple sources of support.
• Instruction that places students at the center of
  learning encourages responsibility for effort and
  work product. By meeting the needs of individual
  students, I will provide meaningful learning,
  demonstrate concern and care, and provide
  multiple avenues for successful learning.
• Every student has different goals to strive
  toward and an ultimate destination. Whether this
  destination is college, technology school, or
  work place, every student is moving toward the
  place they want to be. I hope my students will
  take advantage of the resources the school and I
  have to offer. My personal goal is to encourage
  my students to keep reaching beyond their
  capabilities. Once they achieve one goal, a new
  goal will be set in place. I never want my
  students to feel stagnant or bored. I believe
  that everyone deserves to be a life-long
  learner. I will challenge my students to keep
  moving forward and keep reaching.
• My role as an educator is a facilitator of
  learning. I will provide my students with the
  tools they need to be successful learners and
  encourage them to succeed. The needs of my
  students motivate me to be an effective
  instructor and move me to offer them
  opportunities for learning in the Intelligence
  Style they learn best. Through the Gradual
  Release Model of instruction, I will model,
  provide guided and individual practice, reinforce
  cooperative learning strategies and review. I
  will formatively assess my students learning
  daily as I observe their level participation and
  engagement. I will question them during
  activities, and modify instruction to accommodate
  their needs. I will always reflect upon the
  effectiveness of my teaching and look for ways to
  improve my methods and skills.

Table of Contents Introduction
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Site Description

• Linton Springs Elementary School
• 375 Ronsdale Road
• Sykesville, MD 21784
• Phone [phone]
• The mission of Linton Springs Elementary School
  is to ensure students meet or exceed expectations
  by being active, responsible learners.
•                               "Today's
  Connection To Tomorrow."
•                                           
• Located in Eldersburg, Maryland, a small suburb
  in Carroll County, Maryland, Linton Springs
  Elementary provides its six hundred and eighty
  students with excellent instruction from grades
  Kindergarten through Fifth. Forty-three teachers
  are distributed among grade levels making the
  teacher/student ratio 116. The number of
  students per grade ranges from a low of 102
  students in third grade, to a high of 126
  students in fifth grade. Fifty-two percent of
  the student body are boys, and forty-eight
  percent are girls.

Table of Contents Introduction
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Site Description Continued

• My student teaching experience has been in second
  grade. There are five classrooms of
  approximately twenty- one to twenty-three
  students per room. I am fortunate to instruct
  one classroom of twenty-one students. The
  percentage of boys to girls within this classroom
  is nearly fifty percent boys to fifty percent
  girls. There are three instructional levels for
  each content area. The challenge has been
  rotating between these instructional levels to
  provide equitable instruction to all. Student
  interests vary from sports to gaming technology
  to dance. These interests provide me with a wide
  range of authentic experiences to use during
  instruction in order to build student background
  knowledge, and help them connect to my teaching
  points.
• The surrounding neighborhood of Eldersburg,
  Maryland consists of single family homes on lots
  of approximately one to two acres. Rolling hills
  and open backyard areas create aesthetic appeal,
  and functional fields for aspiring young soccer
  and football superstars to practice on. In close
  proximity to the school are amenities such as the
  Carroll County library, churches and shopping.
  Local businesses support Linton Springs Parent
  Teacher Association, and student activities
  through their pledges and donations. Within this
  close knit community, parents, local citizens and
  teachers collaborate to encourage the academic
  success of students.

Table of Contents Introduction
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Resume

• Jacquelyn C. Olson
• Olson.Jackie742_at_Gmail.com
• 742 Chessie Crossing Way, Woodbine, MD 21797
• [phone]
• Education
• Masters of Science in Elementary Education,
  McDaniel College, Westminster, MD
  December 2010
• Maryland Approved Program for Education,
  Elementary Grades 1 - 6
• B.A. in Criminology, University of Maryland,
  College Park, MD
  December 1983
• Minor in Sociology
• Honor Societies and Organizations
• Kappa Delta Pi International Honor Society in
  Education Spring 2010 Present
• MSTA, NEA 2004 Present
• National Council of Teachers of Mathematics
  2009 Present
• Professional Experience
• Student Teacher, Grade 2, Linton Springs
  Elementary, Sykesville, MD Fall
  2010
• Designed and taught curriculum based content area
  lessons using Carroll County Benchmark
  guidelines.
• Designed and taught an Insect unit based on
  Carroll County Science Curriculum Benchmarks.
• Collaborated with classroom instructor and team
  members to design and coordinate content area
  unit launches and anchor lessons.
• Integrated technology and multiple intelligence
  activities in instruction to accommodate and
  differentiate for learning level groups and
  individual student learning style.

Table of Contents Introduction
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Resume Continued

• Practicum Intern, Grade 2, Linton Springs
  Elementary, Sykesville, MD
  Spring 2010
• Completed an extensive Early Literacy Case Study
  on a struggling emergent reader to outline and
  deliver a reading intervention program.
• Administered and scored The Observation Survey
  and The Qualitative Reading Inventory 4 to create
  developmentally appropriate reading, writing and
  word study goals and lessons.
• Designed and taught interactive mathematics
  lessons featuring the two-group model of
  instruction incorporating NCTMs Virtual
  Manipulatives, calculators to practice Number and
  Operations (Number Sense), and Kings Dominion
  website to model/practice Solving Real World
  Problems.
• Designed a social studies unit entitled The
  World and Me, including a Webquest adventure on
  Australia.
• Practicum Intern, Grade 2, Linton Springs
  Elementary, Sykesville MD Fall
  2009
• Designed and taught small group guided and whole
  group reading lessons on story sequencing, and
  identifying main ideas and details during which
  students created graphic organizers to develop
  their understanding.
• Designed and taught comprehension strategy
  lessons on questioning/inferring, summarizing,
  context clues and imagery using childrens
  literature and expository texts.
• Administered and analyzed running records.
• Practicum Intern, Grade 3, Winfield Elementary,
  Westminster, MD Fall 2008
• Taught supplemental reading, writing and word
  study lessons during language arts leveled group
  instruction.
• Related Experience
• Substitute Teacher, Howard County Public Schools,
  Ellicott City, MD Spring
  2009
• Paraeducator, Grade 2, HCPSS, Bushy Park
  Elementary, Glenwood, MD 2004 -
  2009
• Planned and taught guided reading lessons to
  at-risk readers using the A to Z Reading Program.
• Taught supplemental math, science and social
  studies lessons to accommodate student learning
  needs and instructional goals.

Table of Contents Introduction
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INTASC Standard 1 Subject MatterThe teacher
understands the central concepts, tools of
inquiry, and structures of the discipline(s) he
or she teaches and can create learning
experiences that make these aspects of subject
matter meaningful for students.

• Rationale Statement
• Virtual Manipulatives Lesson Plan
• Number and Operations (Number Sense) Lesson Plan
• Digital Portfolio for Mathematics
• Grading Rubric with Instructor Comments

Table of Contents Introduction
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INTASC Standard 2 - Student LearningThe
teacher understands how children and youth learn
and develop, and can provide learning
opportunities that support their intellectual,
social and personal development.

• Rationale Statement
• Second Grade Mathematics Lesson Estimation

Table of Contents l Introduction
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INTASC Standard 3 - Diverse LearnersThe
teacher understands how students differ in their
approaches to learning and creates instructional
opportunities that are adapted to learners from
diverse cultural backgrounds and with
exceptionalities.

• Rationale Statement
• Early Literacy Case Study Goals
• Screening Summary
• Reading Analysis
• Word Study Analysis
• Writing Analysis
• Guided Reading Lesson
• Interactive Writing Lesson
• Word Study Lesson
• Running Record Screening Summary Pre-test
• Final Running Record Screening Summary
• Final Report
• Early Literacy Case Study Reflection

Table of Contents l Introduction
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INTASC Standard 4 - Instructional
StrategiesThe teacher understands and uses a
variety of instructional strategies to encourage
students' development of critical thinking,
problem solving, and performance skills.

• Rationale Statement
• Social Studies Lesson Responsible Citizens

Table of Contents l Introduction
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INTASC Standard 5 - Learning EnvironmentThe
teacher uses an understanding of individual and
group motivation and behavior to create a
learning environment that encourages positive
social interaction, active engagement in
learning, and self-motivation.

• Rationale Statement
• Initial Classroom Design and Seating Chart
• Revised Classroom Design and Seating Chart
• Classroom Design and Seating Chart Narrativeand
  Reflection

Table of Contents l Introduction
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INTASC Standard 6 CommunicationThe teacher
uses knowledge of effective verbal, nonverbal,
and media communication techniques to foster
active inquiry, collaboration, and supportive
interaction in the classroom.

• Rationale Statement
• Digital Exit Portfolio

Table of Contents l Introduction
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INTASC Standard 7 - Planning InstructionThe
teacher plans and manages instruction based upon
knowledge of subject matter, students, the
community, and curriculum goals.

• Rationale Statement
• Insect Unit Required Elements
• Pre-test
• Lesson Number Three Classifying Insects
• Lesson Number Six Metamorphosis
• Metamorphosis PowerPoint
• Lesson Number Nine Spiders
• Butterfly Observation Journal
• Review Game
• Posttest
• Slideshow of Entomologists In-House Field Trip
• Insect Unit Reflection
• Supervisor Comments

Table of Contents l Introduction
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INTASC Standard 8 AssessmentThe teacher
understands and uses formal and informal
assessment strategies to evaluate and ensure the
continuous intellectual, social and physical
development of the learner.

• Rationale Statement
• Second grade Mathematics Lesson Place Value

Table of Contents l Introduction
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INTASC Standard 9 - Reflection and Professional
DevelopmentThe teacher is a reflective
practitioner who continually evaluates the
effects of her/his choices and actions on others
(students, parents, and other professionals in
the learning community) and who actively seeks
out opportunities to grow professionally.

• Rationale Statement
• Technology Professional Development Plan
• Student Safety On-Line
• Evaluating Websites
• Search Engine Directory
• Clipart Bibliography
• Teacher Website Bibliography
• Social Studies Lesson Plan Community Leaders
• Language Arts Lesson Plan Visualization
• PowerPoint Presentation Visualization

Table of Contents l Introduction
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INTASC Standard 10 - Collaboration, Ethics, and
RelationshipsThe teacher communicates and
interacts with parents/guardians, families,
school colleagues, and the community to support
students' learning and well-being.
Rationale Statement Service Project Final
Report and Reflection
Table of Contents l Introduction
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Entomologist Kay TaubSecond Grade In-house Field
TripNovember 5, 2010
(click picture to start Slideshow)
Table of Contents Introduction