Contact Information: trishweber22@yahoo

1. Tricia Weber Professional Portfolio Assisting a presenter with one of our Cultural Assemblies Created in partial fulfillment of project requirements for EDCI570 Contact Information: trishweber22@yahoo.com

2. Table of Contents Reflection on Portfolio Assessment Proficiencies Menu Table of Contents Exit Teaching Philosophy Curriculum Vitae’ Continuing Professional Development Reflection on Portfolio vs. Comprehensive Exam Article Reviews Teaching Proficiencies Menu Extra- Curricular Activities Master’s Degree Coursework Samples & Reflections Closing Thoughts

3. Philosophy of Teaching • Children are a product of their experiences. I strive daily to provide my students with rich, engaging learning opportunities and exposure to different types of technology-based learning experiences. • Respect for one's self, others, and property (both intellectual and physical) is one of the most important requirements in our society and must be modeled and encouraged. • Learning, and reflection on what we have learned, is a lifelong process. If we can share with students the joy of learning then we can encourage them to be lifelong learners over the course of their future. Philosophy of Management Philosophy of Management Philosophy of Management A Reflection on Teaching Proficiencies Menu Table of Contents Exit

4. Curriculum Vitae’Credentials & Education • Credentials/Certificates Held • Clear California Multiple Subject Credential with CLAD Certification • Supplemental Credential, Music • Supplemental Credential, Technology (In Process) – Application Submitted to CCTC • Subject Matter Competency met through Waiver Program from CSU, Fullerton • Education • California State University, Bakersfield, Bakersfield, California • Currently Enrolled in Curriculum & Instruction Master’s Degree Program • Cumulative GPA 4.00, Expected Date of Completion – September 2006 • CalStateTEACH – California State University System-Wide Multiple Subject Credential Preparation Program • Multiple Subject Credential with CLAD Certification • Cumulative GPA 4.00 • California State University Fullerton, Fullerton, California • B.S. in Child Development, Music Minor • Appointed to Dean’s List Fall 1995 Degree Awarded January 1996 Continued on Next Page… Proficiencies Menu Table of Contents Exit

5. Curriculum Vitae - Teaching Experience • Junipero Serra School, Carmel, California – Technology Director and Teacher for Kindergarten through Eighth Grades: August 2004 to Present • Responsibilities Include: • Administrative responsibility for the school’s technology curriculum, software/hardware evaluation and purchasing, and full responsibility for software/hardware support for approximately 60 campus Windows-based systems and Linux-based Server and Network • Creation, design, documentation, and implementation of a Long-Range Curriculum Plan • Creation of technology Staff In-service Sessions with follow-up “just-in-time” support • Assistance to teachers in all grades in the creation and implementation of technology integration throughout the curriculum • Technology teacher for 200 students (Kindergarten through 8th Grades) in a curriculum that covers all aspects of computer productivity software, Digital Image Manipulation, and Digital Video, Internet-based Research Skills, HTML coding and web design and historical and ethical issues in Technology • Webmaster for the Junipero Serra School Website Continued on Next Page… Proficiencies Menu Table of Contents Exit

6. Curriculum Vitae - Teaching Experience Woodland School, Portola Valley, California – Technology Teacher for Kindergarten through Eighth Grades: August 2001 to June 2004 •Designed and implemented a new long-range curriculum for Kindergarten through Eighth Grade students •Improved students’ familiarity with technology through short and long-term units •Collaborated with classroom teachers to integrate technology into grade-appropriate curriculum •Created an HTML/web design unit in which students used their skills to post a web version of their Science Fair projects •Developed technology in-service opportunities for teachers and staff •Provided troubleshooting and support as needed for a campus of 28 lab computers and 20 other on-site systems •Webmaster for the Woodland School Website Continued on Next Page… Proficiencies Menu Table of Contents Exit

7. Curriculum Vitae - Teaching Experience Belmont Oaks Academy, Belmont, California— Assistant Teacher in Second and Third Grades: August 1997 to August 2001 •Shared responsibilities for designing and implementing curriculum in all core subjects including Spanish, Music, & Art •Created long-term thematic units and research projects and incorporated California Curriculum Standards in all subject areas •Documented and evaluated students’ progress in social and curricular areas •Coordinated with colleagues to modify the curriculum to enhance students’ learning experiences •Organized field trips to augment students’ appreciation of subject matter Computer Teacher—Belmont Oaks Academy Afterschool Program from October 1997 to March 2001, and Summers of 1999, 2000, 2001 •Developed grade appropriate curriculum and guided students in learning technology skills •Advised and trained staff members on the use and implementation of technology •Led staff members in creation of a comprehensive technology curriculum for Kindergarten through Fifth Grades •Evaluated and recommended software titles and equipment for purchase •Determined the usefulness of donated equipment and software and allocated the donations to appropriate classrooms •Diagnosed problems and provided hardware and software technical support for the campus’ 45 computers Proficiencies Menu Table of Contents Exit

8. Continuing Professional Development • NECC (National Educational Computing Conference) Attendee, 2006 • CUE (Computer Using Educators) Conference Attendee, 2002, 2004, 2005 • Santa Clara University Ethics Camp, August 2005 • New Management by Rick Morris, October 2005 • Topic: Classroom Discipline • Diocese of Monterey, March 2005 • Topic: Workshop on the Eucharist • New Management by Rick Morris, October 2004 • Topic: Classroom Management Proficiencies Menu Table of Contents Exit

9. Master’s Degree Coursework Samples California State University, Bakersfield Courses EDCI 516 – Foundations of American Education Coursework Sample: Horace Mann: A Biography of America’s Foremost Educator Reflection: EDCI 520 – Modern Instructional Strategies Reflection: EDCI 570 – Technology and Assessment Coursework Sample: JSS Technology Program Culminating Activity Reflection: Continued on Next Page… Proficiencies Menu Table of Contents Exit

10. Master’s Degree Coursework Samples California State University, Bakersfield Courses (Continued) EDCI 572 – Teaching to California Standards Coursework Sample: California Missions Unit Culminating Activity Reflection: EDRS 680 – Educational Statistics Reflection: EDCI 573 – Fundamentals of School Legal Issues Re: Technology Coursework Sample: Evaluating Webquests Reflection: EDCI 604 – Special Topics: Webquests Coursework Sample: E-Waste Reflection: Continued on Next Page… Proficiencies Menu Table of Contents Exit

11. Master’s Degree Coursework Samples California State University, East Bay (Hayward) Courses TED 6020 – Research in Education Coursework Sample: Influencing Factors on Teachers’ Use of Technology Integration in the K - 12 Curriculum TED 6300 – Foundations of Curriculum Development Coursework Sample: The No Child Left Behind Act: It’s Effect on Curriculum in American Schools TED 6700 – Advanced Educational Psychology Coursework Sample: Reading Unit – A Gift for Mama Proficiencies Menu Table of Contents Exit

12. Teaching Proficiencies Designing Instruction Conducting Assessment Using Technology Classroom Management Accommodating Differences N.C.L.B. Efforts Research Interests Publishing, Presenting Leadership Experiences Proficiencies Menu Table of Contents Exit

13. Designing Instruction: Continued on Next Page… Description of Project: Early on in my teaching I created a Reading Unit based on A Gift for Mama. In the Unit, Third Grade students explore traditions and values. I included this unit as it was one of my first multi-week Reading Units and gave me a chance to include different instructional strategies. The unit spans approximately 6 hour-long sessions and includes modifications for integrating technology. Proficiencies Menu Table of Contents Exit

14. Example of Designing Instruction Project’s Date Third Grade Reading Unit: A Gift for Mama Notes on this Project: I have used this unit with several different classes and it has been well received. The unit calls for a significant amount of independent seatwork (required by the school it was written for), but could be easily modified to include different partner reading and cooperative learning strategies. Proficiencies Menu Table of Contents Exit

15. Conducting Assessment: As a technology teacher, assessment is primarily completed in two ways: anecdotal observations, and completion of specific products. Many times I will use simple assessments such as “Thumbs Up, Thumbs Down” when assessing students understanding of a concept. For more formal assessments I normally use rubrics. Students are often involved in creating the rubrics and are usually given the rubric prior to the end of the project. The rubric serves as a checklist and allows students to have a clear understanding of my expectations for the project. Proficiencies Menu Table of Contents Exit

16. Using Technology in the Classroom: As a full time technology teacher and Technology Director, using diverse types of technology is just part of my daily routine. From creating a long-range, comprehensive technology curriculum to designing the lessons for daily use I am intimately familiar with the productivity tools required to implement technology effectively. In addition to classroom duties, I am responsible for supporting teachers’ technology needs and questions as well as helping them design technology-integrated lessons and activities. Proficiencies Menu Table of Contents Exit

17. Classroom Management: I feel that efficient classroom management is the key to being a successful teacher. Students and teachers cannot work effectively in a classroom full of disruptions. The classroom is a place where learning and, of course, fun takes place, but it is always one of respect and order. The photograph below is a lesson I did one summer with students from First through Sixth Grades. The students had already had me as their teacher during the regular school year, but it was important to make sure that I set behavioral expectations early. In addition, this lesson included the taboo of food in the computer lab. It was the respect that I had already fostered between myself and the students that allowed me to feel comfortable allowing them to work with food for a fun spreadsheet lesson. My Classroom Management Philosophy is stated in the link below. Philosophy of Management Proficiencies Menu Table of Contents Exit

18. Accommodating Differences Continued on Next Page… Most of my teaching experience has been in the Private School Arena. Private schools, and especially the Catholic School that I work for now, do have more ethnic and learning ability diversity than many educators realize. What we do not have is a great diversity of students that require special education accommodations. Private schools resources in this area are limited. In my technology classroom I am often faced with a disparity in age and ability level. I enjoy pairing my upper grade students with younger students. I find that it allow the younger students to experience technology resources in a way that they would normally be unable to while also providing a opportunity for the older students to showcase their understanding. Proficiencies Menu Table of Contents Exit

19. Example of Accommodating Differences Project’s Date Fourth Grade students paired with First Grade Students exploring a website with information on National Symbols. Seventh Graders paired with Second Grade Students (early in the instructional year) working on a Language Arts activity website. Proficiencies Menu Table of Contents Exit

20. No Child Left Behind Efforts My school is currently preparing for a mid-year accreditation evaluation by WASC (Western Association of Schools and Colleges) and WCEA (Western Catholic Education Association). I am leading the effort to align our School’s adherence to standards and reporting capabilities to those required by NCLB. The process includes a full review of our curriculum and evaluating and documenting its adherence and/or extension beyond grade specific state standards. In addition, we are evaluating software that will help us meet NCLB reporting requirements for our stakeholders. Proficiencies Menu Table of Contents Exit

21. Research Interests: • Gender Differences • Classroom Technology Delivery Models • The Spanish Missions of California and their role in California Education • Technology Instruction Delivery Methods for Veteran Teachers Proficiencies Menu Table of Contents Exit

22. Publications and Presentations: March 2002 Student Portfolio Used During CCTC Accreditation Review of Cal State TEACH Credentialing Program Letter of Acknowledgement January 1996 Senior Thesis, “Children and Television: Differences in Gender Portrayals and Perceptions” Nominated for Child Development Department Award Proficiencies Menu Table of Contents Exit

23. Leadership Experiences Throughout my teaching tenure I have served on several curriculum committees as well as software evaluation reviews. In my most recent post as Technology Director I am now solely responsible for technological decisions that impact our school, staff, and students. Throughout my teaching tenure I have served on several curriculum committees as well as software evaluation reviews. In my most recent post as Technology Director I am now solely responsible for Technological decisions that impact our school, staff, and students. With these responsibilities it is my privilege to take the lead in Technology decisions as well as being responsible for documenting our curriculum’s comprehensiveness and adherence to State standards. I have recently been asked to serve as one of six committee members working with our Superintendent on a new Language Arts Framework that is being created for our Diocese. I was also invited to be the Diocese liaison between our school and the Diocese of Monterey’s Bishop for the Diocesan Newsletter. Proficiencies Menu Table of Contents Exit

24. Extra-Curricular Activities: I am the Webmistress and on the Committee for the Showcase of Miniatures held each October in San Jose, California. The show is held as a benefit to raise funds for the PlaneTree Health Library. The Showcase of Miniatures is the largest miniatures show in the West and the fourth largest in the United States. Each year our show provides hundreds of miniaturists, old and young alike, an opportunity to come together to share skills, information, and new ideas. Proficiencies Menu Table of Contents Exit

25. Closing Thoughts This Portfolio is the initial step in the creation process for a final EDCI Program portfolio. As the months progress I hope to add more artifacts (video, images, etc.) that illustrate my best practices in the classroom. In addition, as my role at my school is shifting more towards administration, I plan to add additional artifacts that relate to my increasing role as an administrator. Lastly, as the plans for my Culminating Project progresses, and is eventually completed, evidence of that project will be included, as well. It has always been my goal to pursue higher levels of education. I enjoy learning and discovering information about a variety of topics. It is my philosophy that a wide range of knowledge makes me more informed and able to better understand the world around me. It is my hope that continuing my education experiences will help me advance professionally. I hope to one day teach at the college or university level and possibly pursue a Doctoral Degree. Proficiencies Menu Table of Contents Exit

26. Article Reviews Review of Victoria L. Bernhardt’s Article No School Left Behind Review of Thomas R. Guskey’s Article How Classroom Assessments Improve Learning Review of James H. McMillan’s Article Fundamental Assessment Principles for Teachers and School Administrators

27. Reflection on Portfolio Assessment Narrative Reflection on Portfolio Assessment

28. Tricia Weber Professional Portfolio Thank you for viewing the portfolio. Questions can be directed to me at the email address below. Press the “escape” key to exit the Portfolio. Table of Contents Proficiencies Menu Contact Information: trishweber22@yahoo.com