# data[].attributes.body
I included my teaching philosophy statement because it reflects the beliefs and values that guide every decision I make as an educator. It captures my commitment to culturally responsive teaching, bilingual education, student-centered learning, and inclusive classroom practices. This statement serves as a foundation for the instructional strategies and classroom routines I’ve developed, many of which are represented in the other artifacts in my portfolio. Writing it gave me the opportunity to reflect on my role not just as a teacher, but as an advocate, collaborator, and lifelong learner. This document is a testament to the kind of learning environment I strive to create—one where all students feel seen, supported, and empowered to thrive.

# data[].attributes.body
I selected this lesson because it demonstrates how I engage early elementary students in foundational social studies concepts while integrating literacy and language development. This lesson introduces the distinction between needs and wants through a culturally responsive and multilingual lens, using visuals, read-alouds, group work, and differentiated activities for three tiers of learners. The topic is not only age-appropriate but deeply relevant, encouraging students to reflect on their own families, values, and experiences. I’m especially proud of how this lesson includes personalized storytelling, student voice, and scaffolded support for Spanish-speaking ELLs. It reflects my early growth as a bilingual educator and my commitment to making content accessible, meaningful, and inclusive.

# data[].attributes.body
I included this lesson because it highlights my ability to teach foundational math fluency through hands-on, scaffolded instruction tailored to early elementary learners. This lesson focuses on helping students master combinations that make ten using visuals, partner games, number sentences, and manipulatives. The activity “Tidy Sum 10” allows students to apply their understanding in a fun, interactive way that reinforces mental math strategies. What makes this lesson especially meaningful is the detailed differentiation provided for multilingual learners and students at varying performance levels. The use of home language supports, small group instruction, and culturally responsive practices reflects my commitment to equity and access in mathematics instruction. This artifact captures how I make abstract concepts concrete and engaging for all students.

# data[].attributes.body
I included this writing lesson because it showcases how I help young learners become confident, reflective writers through structured routines and scaffolding. In this lesson, students revise their “small moment” stories using an editing checklist, building on narrative writing skills they’ve developed across previous sessions. I model the writing process using personal anecdotes and visual storytelling, which makes the task more relatable and accessible. The tiered support ensures all students, including those learning English and those below grade level, are able to engage with the task at their own pace. This artifact reflects my commitment to developing writing fluency, independence, and voice in early elementary students through modeling, practice, and meaningful feedback.

# data[].attributes.body
I chose this reading lesson because it bridges literacy, social studies, and geography in a meaningful and accessible way for young learners. Through the context of the book Going to School, students connect their own lives to the experiences of children around the world while learning how to read and create maps. The lesson integrates technology (Google Earth), visuals, hands-on activities, and tiered scaffolds to support English Language Learners at all levels. It also incorporates academic vocabulary and encourages real-world connections, which helps students build both comprehension and confidence. This artifact reflects my ability to design cross-curricular instruction that is engaging, inclusive, and culturally responsive.

# data[].attributes.body
This mini-unit was developed as part of my graduate coursework and implemented with my 6th-grade bilingual students during our study of Refugee by Alan Gratz. I selected this artifact because it reflects how I design literacy instruction that is culturally responsive, standards-aligned, and grounded in social-emotional learning. The lessons focus on character development, point of view, and figurative language—skills essential for both language development and literary analysis. What makes this work meaningful to me is how it integrates English and Spanish supports to ensure access for all learners, particularly my Emerging and Transitioning ELLs. This unit not only showcases my ability to create rigorous and inclusive instruction, but also captures my deep commitment to building empathy and critical thinking through literature.

# data[].attributes.body
This lesson plan was created and delivered as part of my instruction for 6th-grade bilingual students, focusing on the novel Refugee by Alan Gratz. I chose this artifact because it represents my ability to scaffold literary analysis skills—such as character development and perspective—while supporting English Language Learners through strategic use of visuals, sentence frames, and bilingual questioning. The lesson also integrates social studies concepts related to migration and global conflict, encouraging students to make personal and historical connections. What I’m most proud of is how the lesson balances academic rigor with emotional engagement, helping students develop empathy and voice while navigating complex texts in a second language.

# data[].attributes.body
This lesson plan was developed and taught during a unit on the novel Refugee and is centered on helping students analyze how characters’ experiences shape their identity and choices. I selected this lesson as an artifact because it exemplifies my use of inquiry-based strategies and bilingual scaffolds to engage multilingual learners in critical thinking. Through structured discussion, evidence-based writing tasks, and culturally relevant texts, this lesson reflects my commitment to creating meaningful, inclusive learning experiences. It also demonstrates my growth in planning instruction that aligns with grade-level standards while remaining accessible to students at different levels of English proficiency.

# data[].attributes.attachment_link.title
Raymond's Run - Mini Task #4 Lesson Plan (1)

# data[].attributes.body
This ELA lesson was designed to engage students in a critical discussion about the historical impact of segregation and the Jim Crow Laws on African American communities. I chose this lesson as an artifact because it showcases my commitment to culturally responsive teaching and my ability to design instruction that fosters both historical understanding and emotional empathy. Through multimedia resources, guided discussions, and differentiated group work, students were able to explore complex issues of race and justice while developing their academic vocabulary and literacy skills. This lesson reflects my belief that ELA classrooms can be powerful spaces for social awareness, student voice, and deeper reflection.

# data[].attributes.body
I selected this first-grade math lesson plan because it highlights my ability to differentiate instruction in a diverse classroom, particularly for multilingual learners. The lesson focuses on making 10 through doubles and near doubles, which supports foundational fluency and problem-solving skills. What makes this plan meaningful is the intentional scaffolding I designed for newcomers and ELLs, including native language support, manipulatives, and peer collaboration. It demonstrates how I use culturally and linguistically responsive strategies to ensure all students, regardless of language proficiency, can access rigorous math content and actively participate. This artifact reflects my growth as an inclusive educator who values equity in every content area—including mathematics.

# data[].attributes.body
I included this ESL lesson on bodies of water because it reflects my ability to develop content-based instruction that integrates language development with science and geography concepts. Designed for multilingual learners, this lesson uses a combination of visual aids, partner discussions, and targeted vocabulary to help students distinguish between lakes, rivers, oceans, and other bodies of water. What makes this lesson significant is how it supports all language domains—speaking, listening, reading, and writing—while also building academic vocabulary in a meaningful context. The use of flexible grouping and scaffolded supports demonstrates my commitment to equity and differentiation in ESL instruction.

# data[].attributes.body
I selected this slide deck because it represents how I structure and deliver culturally responsive, bilingual instruction at the beginning of the school year. These lessons were designed to build classroom community while developing students’ academic language and foundational literacy skills through themes like identity, leadership, and perspective. The materials include bilingual scaffolds, multimedia integration, and strategies that support newcomers and transitioning English Language Learners. This artifact reflects my intentional effort to create a safe, inclusive space where students can build confidence as readers, writers, and critical thinkers from day one. It also showcases how I align instruction with language standards while making learning engaging and meaningful.

# data[].attributes.body
I selected this unit because it captures the foundational work I’ve done with my 6th grade newcomer ESL students during the first eight weeks of school. This unit integrates academic language development with real-world vocabulary and functional grammar in a way that’s culturally responsive and highly scaffolded. Through visuals, bilingual supports, sentence frames, and collaborative tasks, I designed lessons that help students build confidence while learning to express themselves in English. The consistent structure—anchored in learning targets, turn-and-talks, and group work—reflects my belief in routine, equity, and student voice. This artifact shows how I create a safe, engaging space where language learning is both rigorous and joyful.

# data[].attributes.body
I included this Teacher Performance Assessment because it serves as formal, third-party evidence of my development and readiness to enter the profession as a certified bilingual educator. Completed by my BPS mentor, this assessment reflects consistent ratings of “Effective” and “Highly Effective” across key categories, including lesson planning, classroom interaction, and professional responsibility. It affirms my ability to collaborate with colleagues, differentiate instruction, and adapt to the needs of diverse learners, especially English Language Learners in early elementary settings. This document also highlights the positive impact of my work in a 1st-grade dual-language classroom and my growth mindset as a reflective and motivated teacher candidate.

# data[].attributes.body
I selected this co-created slide deck because it reflects the collaborative, multilingual approach I take to teaching social studies in a 6th grade bilingual classroom. Designed alongside Mrs. Feliciano, this unit introduces students to geography through engaging visuals, bilingual vocabulary, videos, and scaffolded writing tasks. It highlights our use of real-world connections, collaborative activities, and culturally relevant themes like travel writing and human-environment interaction. What I value most about this unit is how it empowers students to explore the world while building academic language in both English and Spanish. This artifact captures my ability to co-plan, differentiate, and create rich learning experiences that promote inquiry, literacy, and global awareness.

# data[].attributes.body
This formal observation report documents a math lesson I led in a 1st grade dual language classroom, focusing on fact families and number patterns. I included this artifact because it offers detailed, objective feedback from my mentor on my instructional planning, classroom management, and responsiveness to student needs. The observation highlights my use of scaffolds such as sentence frames, visual aids, and flexible grouping to support English Language Learners in mastering foundational math concepts. While the lesson was rated “Effective” overall, it also identifies specific areas for growth, such as increasing guided practice and pacing adjustments—insights I’ve since applied in future lessons. This artifact demonstrates my commitment to reflective teaching and professional development.

# data[].attributes.body
This formal observation represents one of my earliest experiences leading a full-class lesson in a 1st grade bilingual setting. I included this artifact because it highlights my growth in instructional planning, classroom management, and student engagement—particularly with young English Language Learners. The lesson on “Needs and Wants” integrated visuals, video, real-life connections, and scaffolded activities that supported various levels of language proficiency. Although the observation noted areas still in development, it affirmed my strong classroom presence, clear lesson structure, and ability to foster respectful relationships with students. This experience laid the foundation for the more refined lessons I’ve since delivered and showcases my ongoing learning as a reflective educator.

# data[].attributes.body
I included this final score report from my Teacher Performance Portfolio (TPP 1) because it reflects a comprehensive assessment of my instructional knowledge, planning, and student understanding at an early stage of my teacher preparation program. Receiving a score of 98 out of 100, with top marks in key areas like “Demonstrating Knowledge of Content and Pedagogy” and “Demonstrating Knowledge of Students,” affirms my readiness and dedication to meeting the needs of all learners. This artifact demonstrates my ability to design effective, inclusive instruction and my commitment to reflective practice and continuous improvement in teaching.

# data[].attributes.body
This section of my TPP 1 score report illustrates my strengths in planning and assessment, key components of effective teaching. I earned a level 5 in “Selecting Learning Goals and Designing Coherent Plans for Teaching” and a level 4 in “Designing Student Assessments,” demonstrating both proficiency and thoughtful alignment between objectives, instruction, and evaluation. I included this artifact to highlight my ability to design purposeful, standards-aligned lessons and create assessments that measure student progress accurately. This evidence affirms my readiness to meet diverse learner needs through intentional instructional planning and ongoing formative assessment.

# data[].attributes.body
This section of my TPP 1 score highlights two of my greatest strengths as an educator: building positive relationships and fostering a strong learning culture. I received level 5 scores in both “Creating an Environment of Respect and Rapport” and “Establishing a Culture for Learning,” which reflect my commitment to creating safe, inclusive, and supportive classroom communities. These scores validate my ability to build trust with students, celebrate their identities, and encourage high expectations in ways that are culturally and linguistically responsive. I included this artifact because it speaks to the heart of who I am as a teacher—someone who values human connection as much as academic growth.

# data[].attributes.body
This portion of my TPP 1 final evaluation emphasizes my strengths in engaging students in learning and responding to their needs through assessment. Earning level 5 scores in both “Engaging Students in Learning” and “Assessing and Responding to Learning” reflects my ability to create interactive, student-centered lessons that are both rigorous and responsive. I included this artifact to demonstrate how I prioritize active participation, monitor student progress in real time, and adjust instruction based on student feedback and performance. These skills are essential to my identity as a reflective practitioner committed to equitable outcomes for all learners.

# data[].attributes.body
This case study log documents my targeted instructional interventions and progress monitoring for two multilingual learners over a sustained period. I selected this artifact because it highlights my ability to assess, differentiate, and respond to students' evolving language and literacy needs through data-driven instruction. The log captures how I designed and adjusted lessons across foundational skills—phonemic awareness, writing, comprehension, and vocabulary—while incorporating culturally responsive strategies and ongoing formative assessments. It is a testament to my commitment to reflective practice and equitable teaching, ensuring that every learner receives the individualized support they need to succeed.

# data[].attributes.body
This Teacher Intern Activity Log documents my professional growth and daily classroom experiences across multiple subject areas during my internship at I.S. 254. I selected this artifact because it demonstrates my adaptability, reflective practice, and ongoing commitment to meeting the needs of diverse learners—especially English Language Learners. The log highlights how I collaborated with mentor teachers, implemented differentiated strategies, and made instructional decisions based on student needs. Through these entries, I show how I built instructional confidence, strengthened my classroom management, and consistently advocated for linguistically inclusive practices. This artifact is a testament to my readiness for a full-time teaching role.

# data[].attributes.body
I chose to include this weekly conference log because it provides an in-depth reflection of my growth as an educator throughout my internship year. These conversations with my cooperating teacher allowed me to think critically about essential topics like bilingual methodologies, student-centered instruction, assessment, and classroom culture. The entries demonstrate how I learned to apply theory to practice—whether through implementing formative assessments, creating restorative classroom systems, or planning bilingual lessons with family involvement. This artifact represents the heart of my development as a reflective practitioner, showing my willingness to take initiative, accept feedback, and adapt in real time to the needs of students.

# data[].attributes.body
I chose to include this photo because it captures the kind of classroom environment I work hard to build every day—one that feels safe, welcoming, and focused on learning. Whether it’s the way students are engaged, the setup of the room, or the energy in the moment, this image reflects the routines, relationships, and culture we’ve developed together. It connects directly to how I’ve been evaluated in areas like building respect and promoting a strong learning culture. More than anything, it shows what it looks like when students feel comfortable, motivated, and ready to take ownership of their learning.

# data[].attributes.body
This observation rubric reflects my performance in two key areas: “Managing Student Behavior, Classroom Procedures, and Physical Environment” and “Communicating with Students.” I received a level 4 (“considerable but not complete evidence of proficiency”) in both domains, which shows that I have established effective routines, behavioral expectations, and clear communication strategies in the classroom. The feedback affirms that protocols for group work and discussions were evident and that my instruction is grounded in mutual respect and clarity. I included this artifact because it demonstrates my growing proficiency in maintaining a productive, supportive learning environment and communicating effectively with diverse learners.

# data[].attributes.body
This rubric captures my performance in “Creating an Environment of Respect and Rapport” and “Establishing a Culture for Learning,” where I received the highest rating of level 5 in both areas. The feedback describes my tone as calm, respectful, and business-like, reflecting my ability to maintain professionalism while making students feel safe and valued. These scores affirm my commitment to fostering a positive classroom climate where students are encouraged to take academic risks and support one another. I included this artifact because it reflects the intentional atmosphere I strive to create—one where dignity, curiosity, and growth are central to the learning process.

# data[].attributes.body
This observation rubric highlights my performance in “Selecting Learning Goals and Designing Coherent Plans for Teaching” and “Designing Student Assessments.” I earned a level 4 in planning, with feedback noting my effective modeling and preparation that enabled students to work independently—evidence that they had internalized the learning process through repeated, intentional practice. I received a level 3 in assessment, indicating developing proficiency and awareness of where I can strengthen alignment between instructional goals and measurement tools. I included this artifact because it reflects my thoughtful, student-centered planning approach while also showing my commitment to ongoing growth in using assessment data to guide instruction.

# data[].attributes.body
This rubric illustrates my ability to design developmentally appropriate tasks that build on prior learning and respond to students' academic and linguistic needs. I earned a level 4 in both “Demonstrating Knowledge of Content and Pedagogy” and “Demonstrating Knowledge of Students.” The feedback notes the smooth sequence of instructional tasks and how they connected to students’ learning paths. I included this artifact because it shows that I plan with intentionality, ensuring my lessons are both content-rich and responsive to the needs of multilingual learners.

# data[].attributes.body
I chose to include this assignment page and feedback from my TPP 1 Observation #1 because it captures the context, structure, and qualitative assessment of a formal lesson I designed and implemented. The lesson focused on episode mapping and was commended for its smooth instructional flow, anticipation of student needs, and strong classroom protocols. This artifact reflects my ability to plan meaningful, scaffolded instruction that builds on prior learning while promoting student dialogue and critical thinking. The feedback confirms my progress as an effective communicator and instructional leader who values preparation, structure, and responsiveness to learners.

# data[].attributes.body
I selected this lesson plan because it highlights my ability to teach literary analysis through a scaffolded, culturally responsive approach that supports both comprehension and critical thinking. In this lesson, students use an “Episode Map” to track setting, plot events, and character responses in Raymond’s Run by Toni Cade Bambara. This strategy not only deepens students’ understanding of character development and theme, but also builds their capacity to engage with complex texts. The lesson includes multiple ELL supports—visual aids, sentence stems, and peer scaffolding—which reflect my commitment to accessibility and equity in instruction. This artifact demonstrates my strength in lesson design, differentiation, and literacy development.

# data[].attributes.attachment_link.title
Raymond's Run - Mini Task #4 Lesson Plan (1)

# data[].attributes.body
This rubric reflects my performance in “Engaging Students in Learning” and “Assessing and Responding to Learning,” where I received level 4 scores in both areas. The feedback commends the balance between teacher talk and student participation, emphasizing how I create space for meaningful engagement and dialogue. These scores demonstrate my ability to design interactive lessons and adjust instruction based on real-time student responses. I included this artifact because it highlights my commitment to active, student-centered learning and formative assessment practices that support all learners—especially English Language Learners—in achieving academic success.

# data[].attributes.body
This rubric documents my performance in “Managing Student Behavior, Classroom Procedures, and Physical Environment” and “Communicating with Students,” where I earned the highest rating of level 5 in both domains. These scores demonstrate that I consistently establish clear expectations, maintain a well-managed learning environment, and communicate effectively with all students. My attention to routines and my ability to use language that supports understanding—especially for multilingual learners—are at the core of my classroom practice. I included this artifact to illustrate my strengths in building structured, student-centered learning environments where all voices are heard and respected.

# data[].attributes.body
This rubric highlights my performance in “Selecting Learning Goals and Designing Coherent Plans for Teaching” and “Designing Student Assessments,” where I received level 4 ratings in both areas. The feedback acknowledges that all tasks were clearly aligned with the learning goal—analyzing character development—and that students were well supported through discussion and writing activities. It also encourages further growth by integrating advanced language structures to better support bilingual learners. I included this artifact because it reflects both my current strengths in planning purposeful instruction and my openness to continuous improvement, particularly in supporting academic language development across both English and Spanish.

# data[].attributes.body
This rubric highlights my performance in “Demonstrating Knowledge of Content and Pedagogy” and “Demonstrating Knowledge of Students,” with level 4 and 5 ratings respectively. The feedback commends my use of bilingual support and student-led textual analysis, showing that I understand how to facilitate rigorous learning while honoring students’ linguistic strengths. Rather than giving answers, I guided students to find evidence themselves—reinforcing critical thinking and ownership of learning. I included this artifact because it illustrates how I integrate language support into content instruction and personalize lessons to meet students where they are—socially, linguistically, and academically.

# data[].attributes.body
This lesson plan focuses on character development in Chapter 3 of The Watsons Go to Birmingham – 1963 and explores how Kenny’s perception of Rufus evolves. I chose this artifact because it demonstrates my ability to guide students through deep character analysis using scaffolded discussion, textual evidence, and structured writing tasks. The lesson includes purposeful differentiation for multilingual learners through sentence starters, visuals, bilingual resources, and tiered support, ensuring that all students can access complex literary concepts like empathy and dynamic characters. This artifact reflects my strength in planning inclusive, standards-aligned instruction that encourages reflection, perspective-taking, and language development.

# data[].attributes.body
This rubric shows my proficiency in managing classroom behavior and effectively communicating with students. With a score of level 5 in both categories, the observation confirms that I consistently create structured, respectful, and engaging learning environments. The feedback emphasizes that protocols for group work and class discussion were clearly established and followed. I included this artifact to highlight my strengths in classroom management and my intentional use of language to support student learning—especially for multilingual learners.

# data[].attributes.body
This rubric demonstrates my ability to foster both a respectful environment and a strong learning culture in the classroom. I received level 5 scores in both categories, supported by feedback noting a “calm, business-like, warm, and respectful tone throughout.” These scores reflect my commitment to setting high expectations while building trust and connection with students. By creating a space where all learners feel safe, seen, and supported, I promote a classroom culture that values effort, inquiry, and collaboration. This artifact captures the relational and motivational foundations of my teaching practice.

# data[].attributes.body
This observation rubric illustrates my ability to plan coherent lessons and support students through meaningful assessments. I earned level 4 scores in both planning and assessment, with feedback recognizing my effective modeling and guided practice, which enabled students to complete the task independently. The feedback also notes how students were clearly familiar with the structure of the task, demonstrating instructional consistency. I included this artifact to showcase how I structure learning intentionally and assess student understanding in ways that build both confidence and skill—especially when analyzing text through episodes or character development.

# data[].attributes.body
This observation rubric reflects my performance in “Demonstrating Knowledge of Content and Pedagogy” and “Demonstrating Knowledge of Students,” with level 4 ratings in both areas. The feedback notes a smooth flow of tasks built on prior learning, indicating my ability to connect instructional sequences effectively. These scores affirm that I know how to plan meaningful lessons grounded in strong pedagogical practice and an awareness of students’ academic and emotional needs. I included this artifact to showcase my growing expertise in designing content that is both developmentally appropriate and responsive to the diverse learners in my classroom.