Jacquelyn C. Olson Exit Portfolio

1. 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 #10 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

2. 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

3. Introduction • This presentation represents a collection of my teaching experiences through McDaniel College’s Master of Science in Elementary Education Program. My artifacts represent the culmination of McDaniel’s 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. Gardner’s 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 School’s 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

4. 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 country’s youth, educators have the responsibility to be examples of society’s 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 Vgotsky’s 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 day’s 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

5. Site Description Linton Springs Elementary School 375 Ronsdale Road Sykesville, MD 21784 Phone: 410-751-3280 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 1:16. 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

6. 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

7. Resume Jacquelyn C. Olson Olson.Jackie742@Gmail.com 742 Chessie Crossing Way, Woodbine, MD 21797 (410) 707-5295 Education Master’s 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. Implemented the Gradual Release Model of instruction throughout content areas. (Continued on next slide) Table of Contents | Introduction

8. 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 NCTM’s Virtual Manipulatives, calculators to practice Number and Operations (Number Sense), and King’s 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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 Entomologist’s In-House Field Trip Insect Unit Reflection Supervisor Comments Table of Contents l Introduction

16. 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

17. 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

18. 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

19. Entomologist Kay TaubSecond Grade In-house Field TripNovember 5, 2010 (click picture to start Slideshow) Table of Contents | Introduction