Continuing Teaching License (CTL) Digital Portfolio

I. Pre-Assessment and Analysis 

It only seems natural that pre-assessment and analysis should be the first competency addressed in this portfolio. Pre-assessing and analyzing must be continually drawn upon throughout the teaching process, if the teacher's goal is to teach more meaningfully to every student. It is necessary because student knowledge and skill level varies dramatically from class to class and from student to student. It is also essential because students should be ever-learning. If the teacher is successful, each student should be in a constant state of growth. Pre-Assessment and analysis can be both involved and time consuming, but without this element, most teaching would be ineffective and often redundant.

Nowhere has the ability and knowledge discrepancy between students been more evident than in Transcript English classes. Transcript English is a relatively new concept at Forest Grove High School. It was formally put into place during the 2008-2009 school year. The premise for this course was to direct students who nearly passed (50% - 59%) previously required English classes into a classroom situation where they would have the opportunity to re-do a failed requirement, with the intent of moving the student from a failure in that course (below 60%) to a passing grade (above 60%). 

The next competency addressed is classroom climate. I believe that a positive classroom climate is vital for learning. the classroom should be a place where the students feel welcome and comfortable. Every student needs to have a space to call his/her own while in the room, where he or she can work and study undisturbed by others. An effective classroom setting should also be safe, meaning a safe place to voice opinions and ideas, as well as a safe place physically. The room should reflect excitement in the subject material, a love for the students and pride in individual student work. The teacher should be able to call students by name, and show an interest in each individual student's well-being. Each student's individual needs should also be considered (such as this ball that I supplied for one of my hyperactive students to sit on). The classroom should be clean, comfortable and and student-centered, as well as organized.

Not surprisingly, the classroom tends to run better when classroom boundaries are established from the beginning. Students respond more positively to me as a teacher when they know and understand what to expect from me, and what is expected from them. For this reason, I prefer to give a handout to the students at the onset of the semester, outlining both classroom rules and teacher expectations. It is also vital that I support established rules and guidelines, as not doing so gives the students the message that the teacher is not to be taken seriously. Just as in raising my own children, my following through establishes an atmosphere of trust. Students also do better when they have boundaries. They feel more secure. Rules which are created "because I'm the teacher and I said so" are doomed to end in power struggle (neither side ever wins in a power struggle). Every boundary should have a logical reason behind it. Going over the rules and discussing them with each class at the beginning of the semester helps to form a good classroom foundation. The number of rules should be limited, so I pick wisely. With good and logical classroom rules, the students usually enforce order within themselves. 

Students also learn best when they understand the learning goals. Each semester's learning goals should be visible to every student throughout the semester, as well as clearly defined in the syllabus, which should also be given to all students at the onset of the term. The learning goals, are determined by grade-specific PLC teams and selected from the state standards. I refer to the posted learning goals often while I am working with the students, to reinforce how assignments, tests and projects will assist them in reaching their goals.  Daily class activities and assignments are always posted and clearly visible in my classroom to give students the opportunity to pace themselves and to complete daily work. Student work is generally collected and returned promptly, giving students an opportunity to improve in areas where they need feedback.

The classroom also needs to be a place where learning tools are available and where learning is reinforced. Dictionaries, texts, and other resources should be readily accessible. Technology, such as computers, should be available in the room, or readily accessible.  Grades (without posting names) and student projects should be praised and displayed. I know that I have created a comfortable classroom climate when I have difficulty getting my students to leave the room.

IV. Implementing Instruction

All of the instructional plans developed for my students are created from a research standpoint with a focus on literacy enrichment using Bloom's Taxonomy, planned course statements, a S.I.O.P. based teaching approach, and through the incorporation of the state standards. 

After determining the unit goals, an overarching unit plan is designed. I have learned that a good unit plan should address a myriad of learning objectives. Take, for example, the following  unit plan, which centers around the novel, Animal Dreams, by Barbara Kingsolver. The goal of the unit plan should go far beyond a simple student understanding of a text merely for test results.

This particular unit plan, for instance, incorporates student exposure to the novel's Native American cultures in a more in-depth and personal way. The use of physical realia offers an opportunity for students to personally experience the cultures they have only been exposed to superficially within the text. As students go through this experience, knowledge increases. According to Bloom's Taxonomy, students have not obtained knowledge unless they can recall previously learned information. Tools such as realia help kinesthetic, auditory (I play different Native American music) and visual learners, as well as other types of learners develop knowledge, because it helps the students call to memory what they have learned; moreover, student learning is always increased when learning experiences are more varied, interesting, and fun. Examples of successful lesson plans include the following  activity, game, and paragraph assignment.

V. Collaboration

There is no room for ego when it comes to successful teaching practices. I learned early in my career that it isn't about me; it's about my students. A good education system could be likened to a clock. Every facet of the inner-workings is vital for it to function properly.  Our school system is designed with collaboration in mind. If a student seems unusually depressed, and we are not able to assess the situation, we call counseling and report it. Our special education department notifys us of every student on our roster who requires an individual education plan. Our Language Development coordinator alerts us to second language learners and trains us how to make learning accessible to that population. We meet as teams within departments and within grade levels to plan curriculum, develop formative assessments and create common rubrics. Our electronic grade book is accessible to both students and parents, and we are required to answer our emails within twenty four hours. 

One specific example of collaboration that I am involved with is the Senior Project. Every student graduating from Forest Grove High School is required to complete a Senior Project prior to graduation.  All English 12 teachers, a representative from the administration, a special education representative,  a representative from the counseling department, and a second language representative, all  participate in the Senior Project Board.  The board determines how to implement the Senior Project guidelines.  Members of the board meet approximately six to eight times a year to coordinate the Senior Project portion of the English 12 curriculum.

As an English 12 teacher, it is also my responsibility to guide and assist every one of my graduating seniors through the Senior Project process. The actual project has many facets, most of which require collaboration. An example of the collaboration which takes place at the onset of the senior project follows: 

At the beginning of second semester, every student is given a form to take home to the parent(s)/guardian(s) which outlines the senior project, why it is a graduation requirement, and what will be expected to successfully complete it.  After discussing the possible project ideas with their parent(s)/guardian(s), the student declares the project he/she has selected.  This declaration is in the form of a letter written to the English teacher.  The teacher examines the declaration letter and determines whether the student's selection is realistic.  At some point during the first few weeks, the teacher will contact each student's parent(s)/guardian(s) to ensure that the family is supportive of the project selection. 

Once a project has been selected and accepted, the student must also find a member of the community, a mentor, to assist them through the completion of the project. Mentor selection is often difficult.  The mentor must be at least 18, cannot be a family member, cannot be a student, must have knowledge and/or ability pertinent to the specific project, and must reside within the local area. Normally, if the student is unable to locate a suitable mentor, the counseling department will try to assist them, but, I prefer to assist my students myself.  I have developed a network of local individuals who are willing and able to help most of my students. Once a student has exhausted all avenues themselves, I contact one or more of these individuals, discuss their qualifications and availability, and then pass their name on to the student. 

During the next two months, the student and mentor work together. The mentor must meet with the student a minimum of three times.  Prior to presenting the project, the student must bring in signed documentation that he/she has worked with the mentor.

Collaboration is an essential element of the Senior Project.  The teacher, the student, the mentor, the administration, and most parent(s)/guardian(s) remain in constant communication from the onset of second semester, through completion of the Senior Project, and on through graduation.

VI. Evaluation

Evaluation, or assessment, is multi-faceted in education. In teaching, it is an annual, semester, six-week, weekly, daily and even moment-by-moment process. Evaluation is required for each individual student, for each class, for each teacher and for the school in general. Student evaluation and progress cannot be addressed without the educator also evaluating and assessing his/her strategies. What's more, a teaching strategy that works for one student may not be effective for another student. Similarly, a strategy that is highly effective for one class may not be pertinent to the next.  A good teacher is not only aware of how his/her students are learning, both as a class and individually, but that teacher must be flexible and ready to refine instruction as the need presents itself. There is also no room for self-indulgence on the part of the educator. Teaching can be a humbling career, especially when the teacher comes to the realization that she/he may not have all the answers, that teaching creatively is a given, and that student learning, not teacher knowledge, determines effective instruction. For this reason, the teacher's unit and lesson plans should be filled with as many ideas to support the initial goals of the lesson as possible, giving the educator ideas and opportunities to adjust the lesson as needed. Although the ideas may not be used, the inclusion of them in the plan can inspire teacher confidence to try new ways to approach student learning, knowing that there are other avenues through which to direct learners, if need be.

Accurate student assessment should be determined in a myriad of ways, not the least of which is keen observation (see video presentation). Although formal testing has its place, there are so many variables that can skew its accuracy, that it cannot always be altogether trusted. As an educator, I believe that daily exit slips, student enthusiasm, and in-class projects and discussions paint a far more accurate picture of student learning. This type of evaluation is also on-going, which gives the teacher more of an opportunity to seize the moment and refine instruction on a moment to moment and day to day basis. Daily assignments also provide work samples to evaluate, painting a more complete picture and offering more opportunities for comparison and assessment.

Formal assessments, unfortunately, are also important, primarily because they are mandated by the government and required for entrance into our higher institutions. Formal assessments are the norm in this country, necessitating the need for primary and secondary teachers to help their students become successful in this type of assessment. Formal  assessments are also the most practical way to compare classes, grades and schools. It is the teacher's responsibility, therefore, to help students become comfortable enough with formal assessments that students' progress can be measured as accurately as possible. Otherwise, the tests may not genuinely reflect student learning or progress, but may instead be a reflection of teacher failure in preparing the students to effectively exhibit current knowledge and skill levels.

VlI. Documentation and Reporting

Documentation of student abilities and student growth is essential for every aspect of successful teaching. Without documenting a baseline, for instance, how would a teacher know what he/she needs to address in the lesson plans, and without the documentation of student growth or lack of growth, how can the educator assess the effectiveness of his/her teaching strategies? In regard to departmental or school-wide curriculum and success, reporting must be candid and accurate. Only when the individual educators are able and willing to lay their cards out on the table, so to speak, are PLC teams equipped to design a curriculum appropriate to their specific student population. And, school-wide as well as district-wide alignment is only achievable when documentation and reporting are accurate and accessible.

With the school-wide implementation of Credit by Proficiency (CBP), students cannot receive credit for their classes without meeting the specific content goals which have been selected by grade-level PLC teams and overseen by the district to ensure district standards. Previous to the 2009-2010 school year, student progress was much more subjective; the individual teacher was at liberty to determine what constituted a passing grade. As of the 2009-2010 school year, however, with the collaboration  between the district; the various grade levels; and teachers within each grade level, standards, documentation and reporting have made alignment possible. Although the individual teacher is still at liberty to select their own texts, create their own lesson plans, and  determine grades for any project or assignment, only those grades which reflect proficiency in the content areas selected and approved by the PLC teams can determine a pass or fail status. Due to this new approach, most teachers find it necessary to weight their grades in such a way that, regardless of student effort, a student can only pass the class when he/she successfully meets proficiency in a required content area. This shift in grading has necessitated that teachers not only use the same rubrics, but that they are also willing to discuss exactly which projects and assignments directly exemplify proficiency.  Because this approach is new to education, specifically to the language arts, PLC teams meet bi-monthly to discuss both pre- and post assessments,  as well as to discuss how different texts and approaches are being taught, assessed and used to determine proficiency. As a result, although the individual teacher's grade book might look much different from his/her fellow teachers, the weights insure that every student is being passed or failed by the same standards, criterion, and rubrics SEE EXAMPLE G).

VllI. Research

At Forest Grove High School, emerging research is the determining factor driving  the grade-level syllabus as well as in-grade and school-wide alignment.  Research is presented to the staff in an on-going fashion during staff meetings and throughout the year during in-service.  The recent switch to CBP is a direct response to emerging research.  

Credit by Proficiency also requires individual teachers to research on their own, as they struggle to implement the new standards. Lesson plans need to be adjusted to give students multiple opportunities for success. Not only do teachers need to research how CBP is accomplished in other schools and classrooms, but they frequently need to research new and different teaching approaches. Since all students need to pass specific proficiencies, regardless of their abilities, teachers need to be willing to adapt their teaching strategies so that students of all learning levels have the opportunities to both learn and succeed.

For instance, many of the students in my classroom struggled with writing conventions. Because of this, I had to research ways of presenting grammar without boring the students who already knew how to successfully write and punctuate their sentences. This research was essential because one fo the proficiencies required for first semester English 12 is the proper use of conventions, and many of my students were failing in that area. Through research, I located a wonderful program called "Daily Grammar Practice" (DGP) by Dawn Burnett (SEE EXAMPLE H). This program only takes five minutes per class period to present, and yet is extremely successful. Moreover, one of my more advanced students came back from taking her SAT test and praised the fact that we did DGP every day. In her own words she said, "Because of DGP, I knew exactly where to place my punctuation, and I could tell right away which sentences were not correct."

Per Oregon state requirement, every school district must adhere to either seat time (the number of actual hours students spend in the classroom) or CBP (credit by proficiency, credits earned through demonstrating proficiency in a specific content area rather than the amount to time spent in the class). During the 2009-2010 school year, Forest Grove High School (FGHS) began implementing credit by proficiency school-wide, as opposed to seat time. This implementation was a major transition which has taken several semesters to put into place, not to mention a phenomenal number of man hours and extensive planning. 

The reasoning behind this transition was evident in the test scores of our students. Moreover, many students who had graduated from high school having passed graduation requirements, found they were insufficiently prepared for college.  The administration began looking at ways to address these discrepancies. Ensuing discussions between staff and administration led to district adaptation of CBP over seat time.  

The conversion was a metamorphosis that began more than two years ago, although, at the time, none of us really actually understood the impact of the change. From a language arts standpoint, the first involvement I had was at the English teacher's retreat held on the coast during the first semester of 2007. The retreat included all of the language arts staff from the high school, along with representation from the administration. The middle school was also represented, as well as the district. During the two-day retreat, we discussed basic flaws in our curriculum and the problem of common language differences between teachers, and schools within the district. We also discussed how common language discrepancies impacted student understanding. Through the discussion, it became apparent that each school in the district was working independently from the others. For instance, some texts used in the eighth grade curriculum were duplicated in the tenth, and some basic skills were being missed entirely.

Because the Curriculum and Design Administrator was present at the retreat, a ball began rolling forward which eventually led to a re-vamping of the entire teaching approach at FGHS. The district immediately began holding inservice meetings to develop an inclusive, unified curriculum within grade levels which incorporated smooth transitions between grades without duplication. All members of the staff participated.

The high school  initially met as a general staff to discuss the process we would need to go through to align our curriculum. We were assured that we would still be free to create our own lesson plans using whatever appropriate means was at our disposal, as long as we were able to get our students proficient in the standards. 

Next, we divided into departments and then by grade level, where we outlined our current individual practices and goals. Using the state standards, we narrowed down which standards most needed to be the focus of that specific grade level and developed our scope and sequence. Once that was determined, we met again as a department and compared our findings with the other grade levels, reassessed to avoid duplication, and then met with the middle school and went through a similar process. We also discussed how specific standards could be overlapped and retaught at a more rigorous level.

In the midst of this process, the administration informed the staff that the school would be transitioning from seat time to CBP school-wide by the onset of the 2009-2010 school year. Needless to say, panic ensued in various degrees. The administration sent a team to a CBP conference for ideas and help. At the conference, they discovered there was another school, Scappoose, who was also attempting to make a similar transition, and were experiencing considerable success in regard to student learning. I volunteered to go with a team to observe first hand what Scappoose was doing. We were all impressed, and reported our findings to the administration, as well as to the district. 

The administration held several staff meetings following our visit to Scappoose where we discussed with the staff how CBP works, and answered concerns and questions. Many educators were leery of the drastic changes we would be facing, particularly in regard to the shift from the weight homework and attendance plays in grades, as with CBP teachers will not be allowed to fail students simply due to absences or homework neglect, as long as the students can prove they are proficient.

Transcript English classes, along with transcript math and transcript social studies, are an integral part of CBP, as there will always be those students who are unable to meet proficiency by the end of the semester, and will, therefore, need additional opportunities and help to pass.

Several teachers piloted CBP during the second semester of the 2008-2009 school year, myself included. English 9 and English 10 teachers bought in, as well as most of the math teachers and the Transcript English, Transcript Math and Transcript Social Studies teachers. The transcript teachers' main objective was to help each individual student achieve proficiency in the grade level they had previously failed, to the extent of earning a passing grade. (An example of this process is outlined in pre-assessment and analysis above.)  Because some teams were still in the process of formulating their scope and sequences for specific semesters and grade levels, and what would actually constitute proficiency, not everyone chose to make the transition in the middle of the 2008-2009 school year.  

Those of us who did buy in early found CBP particularly challenging in regard to grades. With CBP, students begin with an "0" and earn their grades as they prove proficiency in each state standard. Many parents became upset when students with previously high g.p.a.'s brought home "F"s on their six-week reports. On the other hand, being able to look on ESIS (our online grading system) and see exactly what the student had mastered and what they still needed to work on, helped many parents become more supportive. 

Once students adapted to the new system, most of them actually liked it better. State standards were posted and assignment expectations were clearly outlined in the classroom. Students no longer wondered what the expectations were, and teachers were forced to grade more equitably. Teachers also had to give students multiple chances to succeed. They also had to create opportunities for more motivated learners to go above and beyond.  

Needless to say, change is difficult. Many of the staff have balked at the transitions we have adopted. Moreover, we are still in the baby-phase of the program, much of which is still trial and error. It is somewhat chaotic, and no one likes confusion, but as educators, we must be willing to be life-long learners, and adapt, just as our students are expected to. We must be willing to put student growth and success before everything else.

Beyond district and school-wide practices and requirements, successful teachers should be willing to be life-long learners themselves.  Having started college at the age of 50, I found learning both invigorating and inspiring. I determined even before completing my degree that, once I began teaching, I would not be satisfied by merely pursuing professional development points, I would take at least one for-credit graduate class a year for as long as I was able. 

The summer following my first year of teaching, I applied for, and won, a grant which made it possible for me to travel to the University of South Florida, in Tampa, Florida, where I was taught the latest technology, techniques and practices in regard to high school journalism. That information and knowledge helped me as a journalism adviser. Because of the training I received there, I was able to bring our school paper from a third class paper to a first class paper. 

The summer following my second year of teaching, I began working on my continuing teaching license. I enrolled in ED 625 at Pacific University, offered by Dr. Mike Charles, and began developing my teaching portfolio. I also took a new teacher class through Lewis and Clark. Both courses helped me become cognizant of the importance of effective classroom practices as well as an awareness of student achievement and the necessity of peer collaboration along with documentation. (This portfolio is an example of the learning that resulted from those courses.)

After my third year of teaching, I enrolled in two classes at Pacific University: Ed 635, taught by Deborah Parsons and Ed 682, taught by Dr. Mike Charles.  

In the Ed 635, Language Development and Literacy, taught by Deborah Parsons, I learned how to assess literature from a language and literacy standpoint. I also created a tri-fold for my English classes that alerted parents to my teaching approach and goals in regard to twelfth grade English (see physical file). 

The Ed 682, Technology Enhanced Learning Environments class, taught by Dr. Mike Charles, was essential in learning how to use technology in my classroom. I learned how to do webquests, set up blogs, and instruct though other technology based learning tools. My final project was my teacher website which outlines the courses I teach, guidelines, rubrics, and personal information about me as a teacher. (Sorry, this website is currently down.)

At the moment, I am enrolled in Ed. 686, the culmination of which will result in the presentation of this portfolio.

For-credit classes are not the only evidence of my continued desire for learning. I have received extensive Renaissance Reading training both in and out of state. I am also Sheltered Instruction Observation  Protocol (S.I.O.P.) trained, and I just recently completed 12 hours of UUR (Uniting to Understand Racism) training, to alert myself to personal biases and to ensure equity within my classroom. 

The Forest Grove High School administration also works closely with the staff in regard to performance goals, and, currently, most inservice trainings are presented by peers, highly qualified teachers from our own district. A year ago, for instance, the English department taught a mini course piloted by me on ways to encourage improvment in student writing.

The most significant learning occurs for me, however, right within the walls of my own classroom. Sometimes it comes from such simple sources as a self administered survey (SEE EXAMPLE I), but usually, it comes directly from the students themselves. I am confident that I learn more from my students when I teach, than they do from me.

XI. Technology

Today's classroom would be arcaic without the appropriate use of technology, particularly since most students are extremely technologically saavy.  Although the latest technology is not always available in every classroom, teachers today still need to be able to go beyond computers, printers and scanners; they need to know how to utilize such advances as InFocus projectors, Smart Boards, digital cameras, and ELMO projectors. They also need to know how to take full advantage of the technology available by becoming proficient in programs such as Power Point, InDesign, PhotoShop, and Easybib Online. They need to be well versed in how to download and display information, graphics, pictures, and sometimes even whole projects, as well as how to set up websites, blogs, and web searches. What's more, in many instances, teachers need to be able to learn how to teach these programs to their students. 

Because I am the journalism adviser and instructor for my high school newspaper, I had to learn how to use many different technological devices and programs just to put out a quality newspaper (SEE EXAMPLE J). I learned how to use some technology through college courses; I have also taught myself through trial and error; but I have learned the most by simply working with my students. 

It has taken me five years to learn our school's publishing programs proficiently, and since technology is always advancing, just when I think I have a handle on it, I have to learn something new. Initially, I learned how to use PageMaker because that was the publishing program that the journalism department had when I was hired. While I as being trained in Florida, I was told that everyone was moving to InDesign because Microsoft was discontinuing PageMaker. I quickly learned all I could in InDesign before retuning to Oregon, and it was a wise move. The following year, we adopted InDesign and I had to teach it to my students. Now, my students are continually showing me tricks and shortcuts. 

Technology is used in every one of my classes, but in no way  like it is for journalism. Putting out a newspaper requires a tremendous amount of technology, from digital recorders to surfing the net. We use three different types of digital cameras, card readers, scanners, computers and printers. My staff has to not only write articles, but communicate with advertisers through email, create ads, design pages, draw graphics, edit and place photos, and manipulate text, all through the use of technology.  Moreover, with this issue of the paper we will be changing our printing company. The change will require us to submit our document electronically. Due to the size of the document, we have never done that before. Even working hand in hand with the NewsTimes, we have had to download the document to a flash drive and take it down by hand to get it printed every month. Sending it electronically will require us to add a new step to the output of the paper, but it will streamline our process in the long run. This new step is a perfect example of how changes in technology continually shape my teaching and the learning process of my students. 

XIl. Reflection

Reflection is an integral part of both teaching and learning.  As a teacher, I am continually learning how to teach, and reflection is a key step in that process. There is a cycle to teaching that goes something like this: set the goal; create the plan; anticipate student response; present the plan; reflect on the outcome; adjust the plan; anticipate student response; present the plan; reflect on the outcome... and on and on. It never ends. Sometimes the reflection results in scrapping the plan completely. Sometimes it results in the most amazing teaching moments. 

Reflection is a moment-by-moment process, as well. I have found that I teach best when I assess my lessons as I go. I can see by student response and class interaction whether or not I have created a teaching moment. When I discover the right combination, I try to emulate it in the next class. If I am successful, I write it down in my teaching diary, or, if I am very busy, I will write it down on my desk calendar to use again for another class. I have kept every desk calendar since I started teaching. I also use these calendars to pace my lessons and to remind myself of successful (and not so successful) assignments and projects I have presented in the past. 

Sometimes, when I stumble upon an unusually good assignment, I will reflect upon why it worked the way it did. I have learned, for instance, that certain writing prompts result in much more buy-in from the students than others. When the students are interested in what they are writing about, their writing becomes far more reflective of their ability, so it is important to introduce them to prompts that are more stimulating to them. 

On the other hand, reflection can also be a painful process. There is nothing more discouraging than working hard to create a group activity, lesson or project and have it completely fail, but sometimes, it happens. A good educator will continually use reflection to assess the success of his/her teaching. Regardless of how much effort has gone into an activity or lesson, if it does not work, it is senseless to continue. I have seen teachers who have plunged forward knowing full well that they were setting themselves up for failure, but because they had invested so much time and energy into the project, they insisted on finishing it. Reflection is pointless if the educator is not willing to use it to improve their teaching. Just as in any other profession, it would be counter-productive for anyone to march forward in a career without stopping to reflect on whether or not they were actually moving in the right direction. In teaching, this is even more true, since the educator's direction impacts hundreds of burgeoning minds.