Welcome to Lynn M. Cannarozzi’s Electronic Portfolio

1. Welcome to Lynn M. Cannarozzi’s Electronic Portfolio

2. Table of Contents Introduction Philosophy Resume NTE Scores Praxis III Domain A-- Organizing Content for Learning Domain B-- Creating an Environment for Learning Domain C-- Teaching for Learning Domain D-- Teaching Professionalism Exit Portfolio

3. Introduction Welcome to my portfolio! On the following slides, I will share with you my teaching philosophy, resume, NTE scores, and Praxis III beliefs. For the past year I have been involved with the Professional Educator’s Program through Wright State University. I have experienced an entire school from first day of school to last day of school. The year has provided various experiences for me. I have learned through my successes and my mistakes. This has been the start of my years of life long learning in education. Go back to Table of Contents

4. Philosophy My teaching philosophy involves the following constants. *ALL students have the right to learn *Reading is the foundation of learning *Each child learns differently *Teachers must be flexible, consistent, fair, and positive all of the time.

5. Philosophy (continued) • Teaching is a career that involves many different roles: an educator, a coach, a nurse, a detective, a substitute parent, a judge, a role model, and a “jack of all trades.” • A great teacher must utilize a variety of resources including fellow teachers, professors, administration, area businesses and agencies, and technology. • Students must learn skills to live with outside of the classroom. These skills include empathy, teamwork, and accountability. Skills learned through modeling, discussion, consistency, and role-reversal. • Professionalism is demonstrated with respectful behavior and appearance at all times to all people of all ages. Go back to Table of Contents

6. Resume LYNN M. CANNAROZZI 2841 Meadow Park Drive Kettering, OH 45440 lyncanna@yahoo.com Education Wright State University Elementary Education/ Teaching Certificate 1-8 3.8 G.P.A. Passed Praxis II Test, January 2000 Professional Educators Program Intern Ohio University B.S. in Therapeutic Recreation Graduated Summa Cum Laude (3.6 G.P.A.) Dean’s Scholarship Recipient Athletic Grant-In-Aid Participant for Volleyball Mid-American Conference Presidential Award Mid-American Conference Commissioner Scholar Athlete Award

7. Teaching Experience Fairborn City Schools Substitute Teacher Taught fifth and sixth grade classes Student Teacher Taught sixth grade Developed integrated unit on inventions and inventors Developed and implemented integrated unit on European Countries Related Experience Franciscan Medical Center Recreational Therapist Coordinated group and individual sessions for adult psychiatric unit Developed and facilitated community reintegration programs Coordinated and chaired committee of 12 for a 2-day conference Developed individual treatment plans with social workers and nurses Trained in non-violent crisis intervention

8. Youth and Community Activities Counselor for local senior high youth Class I volleyball official Franciscan Games participant and coach Junior Olympic volleyball coach Summer day camp counselor University summer volleyball camp coach *Graduate & Undergraduate Transcripts are available upon request. Go back to Table of Contents

9. NTE Scores Test My Possible Average Name Score Score Range Score Range Elementary Education Curriculum 184 100-200 169-188 Instruction Assessment Principles Learning & 187 100-200 165-181 Teaching Go back to Table of Contents

10. Praxis III Domain A: Organizing Content Knowledge for Student Learning Domain B: Creating an Environment for Student Learning Domain C: Teaching for Student Learning Domain D: Teacher Professionalism Go back to Table of Contents

11. Domain AOrganizing Content Knowledge for Student Learning Criterion A1: Becoming familiar with relevant aspects of students’ background knowledge and experience Criterion A2: Articulating clear learning goals for the lesson that are appropriate to the students. Criterion A3: Demonstrating an understanding of connections. Criterion A4: Creating and selecting teaching methods, learning activities, and instruction material Criterion A5: Creating and selecting appropriate evaluation methods. Go back to Table of Contents

12. Criterion A1 Becoming familiar with relevant aspects of students’ background knowledge and experiences. Even before meeting the students, I looked at their personal file looking for academic and personal information about each student. By asking questions, I learned the turn-over rate of students at the school where I did my internship. Through student journals and everyday interactions with the students, I learned about their families and personal interests.

13. Criterion A2 Articulating clear learning goals for the lesson that are appropriate to the students. Before each lesson a basic learning goal is shared with the students. Lesson goals for each subject are printed on the bulletin board in clear view for all the students to see. Goal for the Lesson!

14. Criterion 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. Through discussion or written format, a connection must be shared by the student (or a representative of a group) why information is being learned and what is to come. Brainstorming and K-W-L charts aredifferent techniques that I have used to assess knowledge and make a connection of the material being taught.

15. Criterion A4 Creating and 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. By using a variety of materials and methods, I am able to find appropriate learning tools. Through experience and experimentation, I have learned what works and what needs improvement. Variety and common sense are the two main requirements when I am creating a lesson.

16. Criterion A5 Creating or selecting evaluation strategies that are appropriate for the students and that are aligned with the goals of the lesson. Students need to be comfortable with tests, but there are other methods I use when evaluating a student. Portfolios, presentations, tests, and group projects are my four primary methods of evaluation. Again, variety and common sense are the main forces of the lesson. Go back to Table of Contents

17. Domain BCreating an Environment for Student Learning Criterion B1: Creating a climate that promotes fairness. Criterion B2: Establishing and maintaining rapport with students. Criterion B3: Communicating challenging learning expectations to each student. Criterion B4: Establishing and maintaining consistent standards of classroom behavior. Criterion B5: Making the physical environment as safe and conducive to leering as possible Go back to Table of Contents

18. Criterion B1 Creating a climate that promotes fairness. Fairness is not treating each student identically. Fairness is providing an equal opportunity for each student to grow academically and personally. My ideal classroom involves interactive bulletin boards, plants, animals, and lots of color. With interesting and interactive bulletin boards, students natural curiosity is awaken.

19. Criterion B2 Establishing and maintaining a rapport with students. By taking advantage of the little opportunities presented throughout a school day, I have gotten to know each student a little better. By being consistent and fair, students respected me and listened to me. Stating expectations and consequences up front eliminated an undue tension. Greeting the students when they arrive and when they are dismissed are two simple ways I learned different habits of each student.

20. Criterion B3 Communicating challenging learning expectations to each student. Through class discussion and brainstorming, I have found that students are often harder on themselves than adults are. By stating expectations from the beginning, students usually exceed expectations. Tell students what is expected and do not lower the standards! If we do not challenge students to go to the next level, who will?

21. Criterion B4 Establishing and maintaining consistent standards of classroom behavior. Allow students to assist in determining 4 or 5 class rules and consequences. Follow the rules and consequences consistently and fairly. Follow the rules from the first day to the last day. Be meticulous with the rules and consequences especially for the first month. Post the rules and consequences in a visible location with an aesthetic appeal.

22. Criterion B5 Making the physical environment as safe and conducive to learning as possible. Arrange the desks so that students can see the board or screen clearly. Have seats arranged in groups as appropriate for the class since this creates more space. Daily check the room for “hazards” ranging from electrical to situational. Go back to Table of Contents

23. Domain CTeaching for Student Learning Criterion C1: Making learning goals and instructional procedures clear to students. Criterion C2: Making content comprehensible to students. Criterion C3: Encouraging students to extend their thinking. Criterion C4: Monitoring students’ understanding of content through a variety of means. Criterion C5: Using instructional time effectively. Go back to Table of Contents

24. Criterion C1 Making learning goals and instructional procedures clear to students. I believe in stating the goal and how we are going to reach said goal from the beginning of the lesson. Through visual and auditory proclamations of the goal and procedures, most students are exposed to their style of learning. By keeping goals clearly stated, I am able to focus on the lesson appropriately and with the end product in mind.

25. Criterion C2 Making content comprehensible to students. The most solid measures of comprehension for elementary age students is through hands-on learning. By allowing students to manipulate a concept, they learn the value and the “realism” of the concept. By using at least two different styles of learning for each lesson, I keep myself involved as well as the students. Keeping it clear and concise assist the students in understanding the foundation.

26. Criterion C3 Encouraging students to expend their thinking. Bloom’s taxonomy provides a structured way of allowing students to extend their knowledge to the next level. Through enrichment exercises and peer teaching, students learn to apply their learning . By creating an environment where it is okay to make mistakes as long as you learn from them, allows students to forget failure and focus on knowledge.

27. Criterion 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. Through constant observation of students’ behavior and their work, I can assess their comprehension. When their comprehension is low, I change strategies mid-way to restate the information. This may mean going back to the beginning and doing it differently. “If at first you don’t succeed, try, try again!”

28. Criterion C5 Using instructional time effectively. Through additional teaching experience, I will be able to smoothly transition to each subject and to know the proper time for a lesson. I believe in over preparing for a lesson! This allows me to change plans quickly if a lesson is not working effectively and to be ready if the students grasp a concept quicker than I estimated. Go back to Table of Contents

29. Domain DTeacher Professionalism Criterion D1: Reflecting on the extent to which the learning goals were met. Criterion D2: Demonstrating a sense of efficacy Criterion D3: Building professional relationships with colleagues to share teaching insights and to coordinate learning activities for students. Criterion D4: Communicating with parents or guardians about student learning. Go back to Table of Contents

30. Criterion D1 Reflecting on the extent to which the learning goals were met. After each lesson (and during each lesson if applicable), I read the objectives and goals to see if I am going in the correct direction. A professional journal allows me to keep my thoughts organized and in proper perspective. By writing notes regarding successes and potential improvements on the lesson plan, I can keep myself organized.

31. Criterion D2 Demonstrating a sense of efficacy. Teachers educate students through gaining experiences of life skills. When a teachable moment occurs regarding feelings or coping, I grasp at the opportunity to demonstrate and explain empathy, health living skills, and healthy coping skills. By demonstrating flexibility and civility, I provide a positive role model.

32. Criterion D3 Building professional relationships with colleagues to share teaching insights and to coordinate learning activities for students. By observing and socializing with fellow teachers, a common bond is made which allows for each teacher to learn from each other without loss of respect. Scheduling learning activities with other classes allows colleagues to work together towards a common goal.

33. Criterion D4 Communicating with parents or guardians about student learning. Teachers and parents share a common goal of educating a student. Communication though Friday folders, phone calls, conferences, and notes is enhanced. By getting to know the parent, I get to know the child better. Go back to Table of Contents

34. Thank you for visiting Lynn M. Cannarozzi’s electronic portfolio Go back to Table of Contents