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google sites

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https://sites.google.com/site/kathrynclappertonportfolio/standard-2-know-the-content-and-how-to-teach-it

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Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

Aside from knowing your students, the next most important thing is to know and understand the content in which you are about to teach. Through my teaching rounds I focused heavily on AusVELS but as of next year I will have to focus on the Victorian Curriculum (Vic Curric), which will be newly introduced. It is important to know what is being taught in each level and how this relates to the next level. It is all about progress of learning. Through AusVELS science is broken into three stands. They included-

Science Understanding

Science Inquiry Skills

Science as a Human Endeavour

Through each of these stands areas such as Biological, Chemical, Earth and space and Physical science has to be taught. Each of these areas of study has to fall within the three standard.

Victorian Curriculum and Assessment Authority, AusVELS, 2016

My knowledge of the teaching area content is shown through both my final professional placement report and my first teaching rounds report. An exert is below.

Through the understanding of the structure of the content which has to be taught, as seen in the attached document below, teaching strategies will improve. One of the key and most successful teaching strategies that can be utilised in science is the use of experiments. Students highly enjoy and are always engaged when conducting experiments. The successful completion of experiments also heavily relies on the knowledge base the teacher has with the content, concepts and a wide variety of teaching strategies to keep the students on task while following the correct safety measures. This can be seen in the attached lesson plan below.

2.2: Content selection and organisation

Organise content into an effective learning and teaching sequence.
Once the content is known and fulling understood by the teacher, the next step is to organise this content into an effective learning and teaching sequence. The purpose of a teaching sequence is to guide student learning to a particular point. This might mean students understanding a particular key point in the learning area.

With the lesson sequence which can be found in the attached documents for Standard 3.4, a certain point of understanding was achieved. This lesson sequences fell into the AusVELS category of-

Students were learning about neurotransmitters and their effects on the nervous system, which falls perfectly into this AusVELS category. It is important that all content taught to students falls within the standards set in throughout the curriculum. If you are teaching students something which is not in the curriculum in will not further their knowledge and help with the achievement in the next level.

In my first year of uni we looked at common misconceptions in the area of general science. The assessment that we completed looked at this misconception, why is happens, how this matches AusVELS and how we would improve the teaching of this concept. This shows a wide range of teaching strategies for this key area of knowledge and how to sequences these lessons.

2.3: Curriculum, assessment and reporting

Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

In order to adequately design learning sequences and lesson plans, it is important that the teacher first understands the curriculum, assessment and reporting knowledge. From my placements this involved an understanding of AusVELS. Throughout all of my placements I never got the chance to start at the beginning of a topic and see it all the way through. I either started teaching it at a few weeks in or near the end. This just meant I had to pick up where my mentor teacher had left it.

When I began teaching any topic, I first made sure I knew where if fell in the curriculum. For this example I will be looking at a genetics topic I taught to Year 10 students. The area of genetics which I was teaching worked with the AusVELS standard-

This meant the topic I was about to teaching is in line with AusVELS. Secondly, the assessment that were chosen also work within AusVELS standards. This meant that the knowledge in which the students were going to be asked to demonstrate were appropriate with the Science Achievement Standards.

For appropriate reporting of student achievement, this also has to fit within the AusVELS standards. Students are expected to show an understanding of the general capabilities. As I was only a PST I never completed student report. I did have a hand in progress report. Below I have attached a document of my lesson plans which aimed to allow students to show their understanding of the above AusVELS standard.

Professional Placement Comments

2.4: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians Demonstrate broad knowledge of, understanding of an respect for Aboriginal and Torres Strait Islander histories, culture and languages.

In order to promote reconciliation between Indigenous and non-Indigenous Australians, students first have to learn about Indigenous culture and why it is important to maintain this culture for Australian history. Reconciliation can be achieved if respect for Indigenous people and culture can first be achieved. Many students have not yet been introduced to Indigenous culture and if so, do not realise the importance and varied struggles that Indigenous peoples face in daily life.

On one of my placements, I was lucky enough to be involved in a Cultural Infusion Day. This day involved an Indigenous Elder and his sons coming to the school and letting students experience a little of Indigenous culture. Through the experience of Indigenous culture there is a hope that through understanding steps towards reconciliation can be made. With understanding and respect of culture being made at the younger years, it is hoped that respect for different cultures will be formed and maintained. Students experienced Indigenous culture through a number of different ways. This included Indigenous dancing, painting and storytelling. Students participated in Indigenous dancing and put on a performance at the end of the day, painting including an explanation of what each symbol means and the chance for form their own story, as seen in the picture below, and storytelling in which they got told about Indigenous culture and the struggles Indigenous people face on a daily basis.

2.5: Literacy and numeracy strategies

Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

Literacy and numeracy are key areas of the curriculum in which all teachers need to be aware of how to teach. Even though literacy and numeracy are not directly taught in Science, they are still used on a daily basis. Most schools have a school wide literacy and numeracy strategy. My placement school had the strategy that for 45 minutes every weeks students were given time to read. This was done with the hope that students would improve reading skills and literacy on the whole.

When ever I introduced a new activity it was always important that I knew the literacy and numeracy strategies which would lead to a successful completion of the tasks. The main key to successful completion of tasks were to model and scaffold the activities. When the activities were scaffolded it allowed all students an equal opportunity to reach the learning outcomes.

Some of the strategies which I incorporated into my teaching practice included-

For Year 7 students

Low stakes writing , which included summary slide. For students that had low literacy this was scaffolded into fill in the blanks. This allowed all students to participate in the activity and a complete set of notes.

When maths was involved in the task, it was important that the activity was modeled for the students. This meant examples of how to complete the equations were on the board and explained to the whole class. An example for an activity has been added below.

For Year 8 students

I focused very heavily on their literacy skills. many of the activities I ran in my classes focused on low tasks writing. This included activities such as-

Copy down learning intent (can be seen on any year 7 or 8 lesson plan attached)

Writing dot point from videos can also include some basis dictation

Learning key science literacy words from Quizlet

2.6: Information and Communication Technology (ICT)

Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

ICT is a major part of the curriculum in schools. All of my placement schools had a 1:1 device policy. So it was expected that these devices were utilised for classroom learning. I tried to use as many different forms of ICT within the classroom without taking away from students who still liked to learn in a more traditional way ie, copying notes into writing books. Although students seemed to understand the use of ICT it was still important that when a new form was introduced that clear instruction were given. I found that students highly enjoyed using ICT but it was important that I as the teacher made sure that they stayed on task. This usually invloved walking constantly around the room checking their screens. ICT was being used to extend student learning opportunities I still made sure, through traditional methods ie, class discussion and stick notes, that learning was happening with the help of these activities.

Different forms of ICT that I have implemented into the classroom include-

Balancing chemical equation games

Animations

Videos

BBC Bitesize

PowerPoint animations in which students create

Jeopardy

Online quizzes

Quizlet and Quizlet live

Kahoot!

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Standard 2: Know the content and how to teach it - Kathryn Clapperton Teaching Portfolio

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Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. Aside from knowing your students, the next most important thing is to know and understand the content in which you are about to teach.

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1. Make it organized
2. Use a template
3. Provide introduction, summary, artifacts
4. Mostly professional with touches of personality
5. Can be used for job search and to communicate with parents and admin

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not a one & done! you have to keep it updated

A lot of tools now give you templates to make it easier to create the portfolio

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- it can be time consuming, roughly tow or three days to complete for a quality portfolio
- it is helpful to set aside a small portion of time each week (say, 15 minutes) to add and update it in small portions, that way it stays relevant and accurate
- omit irrelevant information that does not necessarily pertain to your life as an educator
- make sure it is aesthetically pleasing and simple; easy to navigate and straight forward
- the URL should be simple and unique so that it is easy to identify and share

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- While time consuming to build, a portfolio is a great asset to teachers
- It should be constantly updated
- It is a 21st Century business card
- It should be aesthetically pleasing, neat and organized
- It can be decisive during interviews

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constantly updating the portfolio to keep it relevant and reflect on anything that you update to show growth and professionalism

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https://nicolesparbanie.wixsite.com/teaching-portfolio

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My name is Nicole Sparbanie, and I am so excited to pursue a teaching opportunity which would allow me to share my passion for English and Physical Education with students in Middle School and High School.

I graduated from Hope College in May 2015. My teaching placements at local schools, working as a student researcher, as a Teaching Assistant, as a Resident Assistant, and as a Student Assistant Resident Director has challenged me and shaped me as an individual and as a teacher.

After graduation, I served as a Peace Corps Volunteer in Rwanda from September 2015-November 2017. As a PCV, I taught English to students in secondary school, and worked on a number of secondary projects. You can read about my work in my Description of Service.

I am committed to earning a position which will allow me to use my certification in Secondary English and Secondary Physical Education to positively influence students.

All pictures have been taken with permission.

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My name is Nicole Sparbanie, and I am so excited to pursue a teaching opportunity which would allow me to share my passion for English and Physical Education with students in Middle School and High School. I graduated from Hope College in May 2015.

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https://sites.google.com/site/kathrynclappertonportfolio/standard-4-create-and-maintain-supportive-and-safe-learning-environments

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Identify strategies to support inclusive student participation and engagement in classroom activities.

Setting up an inclusive classroom environment will promote student participation and engagement in activities. All of my placements schools had a set of college values, such as the ones below. This allowed for all students, teacher and parents to understand their role within the school community. This was done on a school wide level and within the classroom it was expected that me as the teacher also upheld these values.

Within the classroom I make sure that I used a wide variety of different techniques to help create an environment of inclusive student participation. I always endeavour to use a wide variety of different teaching techniques which take into account each of my students different learning styles. Within all of my classroom I focused on the idea of respect for yourself and others. When group work was conducted I made sure to group students accordingly. All of these techniques were used to help create a safe learning environment for all of the students. When students feel safe they are more likely to participate and engage with classroom activities.

Particular strategies that I used included-

Forming a safe learning environment through the value or respect

Class agreement

College values

Taking into account students different learning styles and using a wide variety of techniques

Copying notes into writing books

Use of ICT for learning

Videos including informative and songs

Online quizzes

Visual aids such as pictures and flow charts

Group work

Particular care taken into forming groups to make sure that all students participated equally and felt that they could

Clear set of learning outcomes/intent

Allows all students to know what was going to be taught and when this outcome was achieved (ie, success criteria), example of learning objectives below

4.2: Manage classroom activities

Demonstrate the capacity to organise classroom activities and provide clear direction.

The ability to organise classroom activities is a key point in making the activity a success. The organisation of these activities relies on clear direction provided by the teacher. Through my teaching placements I found this is a skill that needs to be constantly worked on and improved. Referring to my placement comments below, I was able to identify when an activity did not go as planed and improve it for the next time. Constantly reflecting and improving on my teaching practice was key in the management of these activities.

An example of the organisation in activities, can be seen in the attached lesson plan document below. It details how I ran the lesson and set up the activities. I introduced a think-pair-share activity to the students. Due to experiences in group work, I decided to groups the students myself. This allowed me to group students who I thought would work best together. I knew that they would need clear instructions on how to complete this task. On the projector I showed the instructions for this activity. The questions in which the students had to answer were present on a handout. I found that more structured that an activity was, the better and more successful it ran. As this type of activity was ran a number of times, students became aware of what they were doing but I still made sure that the activity was still heavily structured for student who needed the scaffolding in place.

4.3: Manage challenging behaviour

Demonstrate knowledge of practical approaches to manage challenging behaviour.

Managing challenging behaviour of students is one of the key areas of concern for most graduate teachers. There is a need to have a wide variety of strategies that can be used to manage challenging behaviour. Through my placements I have very different experience of student behaviour. At my first placement school there were no behaviour management issues. I put this down to the school being a elite private all-girls school, with very high expectation of their students. At my second placement school I got the chance to work and constantly improve on my behaviour management techniques. One of the key things that I worked on was, when I said something I always followed it through. If the students know you are serious they will improve their behaviour.

There are many practical approaches in managing challenging behaviour. Some of the different techniques I have utilised in my classroom are-

Setting and maintaining classroom agreements/expectations. As many classroom which I have taught in, already have a classroom agreement set, I am mindful in maintaining these expectations.

Refer to Standard 6.4 to see the reinforcement of the class agreement

Varying the use of my voice

This involves raising and lowering the level of my voice when the situation arises

Using non-verbal queues

This can include-

A look

Utalising the power of silence. Students do not like it when the teacher is silent

non-threatening hand gestures

Once I know my students better and they know me, this is much more effective

For the younger years, I found the idea of a seating plan and staying in at lunch to complete unfinished work, usually kept all students on task

Although I never had to use a seating plan, I did have one formulated just in case it was needed

It is very important when you enter a new school you are aware of their policy to manage challenging behaviour. All of my placement schools had policies to deal with challenging behaviour. Although I never had to follow this policy all the way to the end I did, in a few of my classes, use the first few steps. The steps in which I had to follow for a few of my students includes-

Use non-verbal queues

Have a word to the student about their behaviour and give them a warning

Have to student stand outside and have another word to them away from the other students. This is with the hope of trying to address the issue

I was lucky enough to never have to send a student to the office due to their behaviour. The first three steps that I employed worked quite well. If the next step was needed I knew the policy and how to act.

4.4: Maintain student safety
Describe strategies that support students' wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Maintaining student safety is one of the fundamental issues of all educators. Students need to feel safe and supported in order to achieve their learning outcomes. Safety for students can include within a classroom environment, outside of the classroom and overall student wellbeing. Safety can be looked at from a government, school and classroom level.

As of 2010, the government has introduced The National Safe Schools Framework. This initiative focused on areas such as bullying and cyber safety. The vision for this initiative is stated as-

All Australian schools are safe, supportive and respectful teaching and learning communities that promote student wellbeing.

Department of Education and Training, The National Safe Schools Framework, 2015.

All schools also have numerous policies which promote a safe school environment for all students. Although many of these polices are similar among school, they will be modified to be suite each individual schools needs. When ever I have entered a new school for my placement I make sure that I am aware of their policies regarding safety. A number of policies that I have read include-

Anaphylaxis

Bullying

Camps and excursions

Learning Culture Plans

For my placement school, the Learning Culture Plan policy could be viewed as the most important. It is used for the purpose of student engagement, behaviour and attendance for students that are deemed at risk. All schools want each student to achieve their personal best and some students need a little help in achieving this. As seen in the picture below, the learning culture plans work through steps with each student including establishing, maintaining and restoring. It is hoped that with the help of a learning culture plan all student will be able to learn in a safe environment.

Within my classroom I strived to create a safe learning environment for all of my students. I created this environment using a number of different methods. These included-

Establishing and following a classroom agreement

Re-enforcing the need to respect other students ideas when they are sharing with the class

Creating an environment of respect of each other and they work they do

During experiments, highlight safety

As a science teacher, I am always aware of the fact that all experiments that I conduct with my class has safety that needs to be followed. This can include things such as PPE and risk assessments. When I go through the safety with the class, I mix up the way I present this information. Sometime I tell the students the information and get them to repeat it for me and sometime I ask questions on what they think the safety will be. This constant change keep the students on their toes. When safety is not followed, the experiment stops and the whole class needs to understand the importance of safety. An example of a risk assessment that I generated for an experiment has been added below.

4.5: Use ICT safely, responsibly and ethically

Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
As most schools now use a large amount of ICT within their classroom it is imperative the all ICT is used safely, responsibly and ethically by students and teachers. ICT can lead to students being vulnerable to outside influences of the school and all ICT usage should be monitored very closely. All schools which I have completed placement in have a 1:1 device policy. As all students have a device, this means that they all have access to the internet. All schools have firewalls which blocks specific internet sites which students do not needs access to at school.

As all students have access to the internet it is important that they understand what is acceptable behaviour when using ICT and most importantly know what the consequences are when they do not follow the rules. Below is an example of an ICT agreement at one of my placement schools that students and parents sign before access to the internet at school is granted.

Policies such as this are implemented into schools in accordance with Government standards. The education department provides schools with these policies for students, teachers and parents and the broader community to help raise awareness and counter the inappropriate use of technology. There are both national and sate policies that schools follow to ensure cyber safety. These include-

National policies

National Safe School Framework (NSSF)

State level policies

For Victoria include cyberbullying

What is cyberbullying?

Advice to parents

Student engagement policies

Strategies for schools

Australian Government, Office of Children's eSafetycommissioner, National and State Education Department policies, 2016

Professional Placement Comments

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Standard 4: Create and maintain supportive and safe learning environments - Kathryn Clapperton Teaching Portfolio

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Identify strategies to support inclusive student participation and engagement in classroom activities. Setting up an inclusive classroom environment will promote student participation and engagement in activities. All of my placements schools had a set of college values, such as the ones below. This allowed for all students, teacher and parents to understand their role within the school community.

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Mr. C's Science Class
- Widgets are not updated and are inaccessible
- Uninviting feel
- Overly basic layout
- Minimal information

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https://sites.google.com/view/elanjusticepavlinich-teaching/digital-humanities?authuser=0

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The first section of the website introduces Old and Middle English to students developing proficiency and confidence with their approaches to early phases of English literature. We practice reading these texts every week in the classroom, but to facilitate their independent studies and to ensure they retain these skills well beyond our semester together, I require students to recite the opening lines of and Chaucer's , in Old and Middle English respectively. This subpage of The Canterbury Tales provides a chart that illustrates the phases of the English language, and some tools for refining pronunciations. In class, I provide interlinear translations of the relevant lines of poetry, and I demonstrate a proper recitation: I read one line and students repeat so that I can make corrections as necessary. Then, I direct them to the website where they will find a video of my reading and translating the , and a video of me reciting Wabash Medievalists with visual cues indicating the meaning of the words. Finally, to prevent students from getting bored with my recitations, and to make the experience a little more entertaining, I created two additional videos starring my cat, Thorn, reading the opening lines of Beowulf and the , with captions so viewers can follow the text. This subpage of Wabash Medievalists supports students' independent studies, so they can practice their recitations as needed. Chaucer's Middle English Old English Middle English

Following this, Pieces of History is both a publicly accessible reference page and a record of students' contributions. This subpage is evidence of students' research practices, their abilities to clearly communicate one aspect of medieval cultures, and an introduction to web design. First, students selected a topic from a pre-approved list, including bestiaries, women writers, and the expulsion of the Jews from England in 1290. This collaborative assignment required students to draw from credible sources to construct a short overview of the subject. Following a peer review and revisions, each group uploaded their document to the website. Then, I presented a tutorial about and fair-use images. Putting these lessons into practice, students enhanced their projects with copyright-free pictures, supported with captions, citations, and alt-text for visually-impaired readers. Finally, students participated in an online discussion group, via Canvas, in which they read and responded to the other projects by their peers uploaded to the website to identify overlapping historical events and themes. Consequently, students developed a broader understanding of medieval cultures through their own research and interactions among peers, while constructing a public-facing resource. multimodal, inclusive writing

Additionally, Wabash Medievalists also served as a platform for creative expression. The Covid-19 pandemic hindered students' full college experience. Passion was flagging. Depression was prevalent. And so, we turned to the Old English elegies, such as those found in the Exeter Manuscript. Old English elegies meditate on difficult circumstances. Speakers' expressions of grief connect with audiences through a shared sense of loss. Tragedy is located within natural cycles of ebb and flow, suggesting that true stability is rooted in inner peace. As Wabash scholars, we are united by our experiences including the difficult circumstances of a global pandemic. After studying the Old English elegies, students contributed their own personal versions to our digital collection: Pandemic Elegies . Using as a model, each Wabash Medievalist constructed their own verse, employing either the Old English refrain, "Þæs ofereode; þisses swa mæg," or a Modern English translation, "that passed away; so shall this." Students expressed their contemporary experiences within a medieval poetic form, connecting their current frustrations to a broader historic arc, and thus resonating with medieval perspectives. Despite the social-distancing imposed by the pandemic, Wabash scholars forged connections with people across temporal and cultural boundaries, adding nuance to their understanding of the human condition. Regarding their immediate circumstances, they employed poetic conventions to look through the pandemic for sources of humor and hope.

In fact, the Pandemic Elegies were so well received by the broader Wabash College community, that it seemed only natural to follow this with a foray into Middle English poetic conventions. In the following semester, during National Poetry Month in April, students took inspiration from the opening lines of Chaucer's The Canterbury Tales : First, we analyzed the meter and rhyme scheme of Chaucer's text, and identified multicultural intersections. Then, students composed their own poetry, expressing their 2021 experiences in Chaucerian style. "Whan that Aprille . . ."

Finally, students designed their own original medievalisms for the webpage. First, I provide students with , or modern recreations of medieval signs and cultures. This video includes critical terminology, textual examples, criticism, and a brief overview of some of the medievalisms that are specific to Wabash College. The publicly accessible video ensures that students have a reference text to consult over the course of the semester, while also demonstrating how online platforms such as YouTube and Google Sites intersect. ENG 180: Medieval Magic / Modern Monsters introduced students to medieval cultures through literature, then challenged them to analyze modern representation and interactions with the Middle Ages. The capstone project for the course presents two paths: either critically analyze a medievalism or create a medievalism. I assigned individual consultations with students, during which they were required to pitch their project ideas with support from credible research. Whether students selected the critical or creative project, they were required to identify 3-5 credible sources that inform their approach to medievalisms. Finally, students imported their medievalisms onto the website and presented their work to the class, which includes critical analyses of some modern masculinities expressed through medieval cultures, queerness in neomedievalisms, and a medieval role-playing game that encourages audiences to think critically about modern social justice issues. a short video introducing them to medievalisms

Upon completion of the course, students have a digital record of their research and writing for a professional portfolio. Because Wabash Medievalists foregrounds students' research and development, this website ensures each collaborator has a refined internet presence beyond their social media posts. And so a simple internet search yields better results, broadcasting the work each scholar has done, and enhancing their public, professional images. Moreover, students demonstrate effective communication and public outreach by working beyond the boundaries of the college to make resources available to our broader communities. The feedback has been overwhelmingly positive. Students were excited to develop publicly accessible projects because they understood the utility of sharing their research and creativity with others. The risk and reward are higher when others can criticize the output. I never pointed this out, but I believe they intuited this because they approached each assignment with elevated professional comportment. Students were proud of their original website, and they were delighted to learn that months after our first semester together Wabash Medievalists was awarded second place in the 2020 international Digital Humanities Awards in the category of Best Public Engagement .

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Professional Portfolio of E.J. Pavlinich - Digital Humanities

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I employ an array of digital humanities, such as Mind Maps and Google Sites to accommodate different learning styles, to enhance students' digital literacies, and to provide tools that will serve them beyond our semester together. For example, students report using some of these digital resources

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it feels too eclectic and not very consistent; could be difficult for users to interact with

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https://sites.google.com/wcpss.net/chriszirkleportfolio/about?authuser=0

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Christopher Zirkle I have been serving in the Wake County Public School System since 2003. I was a Language Arts teacher for ten years, an In School Suspension Coordinator for two and a half years, and an Instructional Technology Facilitator for two and a half years.

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https://nicolesparbanie.wixsite.com/teaching-portfolio

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My name is Nicole Sparbanie, and I am so excited to pursue a teaching opportunity which would allow me to share my passion for English and Physical Education with students in Middle School and High School.

I graduated from Hope College in May 2015. My teaching placements at local schools, working as a student researcher, as a Teaching Assistant, as a Resident Assistant, and as a Student Assistant Resident Director has challenged me and shaped me as an individual and as a teacher.

After graduation, I served as a Peace Corps Volunteer in Rwanda from September 2015-November 2017. As a PCV, I taught English to students in secondary school, and worked on a number of secondary projects. You can read about my work in my Description of Service.

I am committed to earning a position which will allow me to use my certification in Secondary English and Secondary Physical Education to positively influence students.

All pictures have been taken with permission.

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My name is Nicole Sparbanie, and I am so excited to pursue a teaching opportunity which would allow me to share my passion for English and Physical Education with students in Middle School and High School. I graduated from Hope College in May 2015.

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http://alscruggs.weebly.com/resumereferences.html

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Focused on obtaining a professional teaching career Middle Grades (6-9th) in the subject matters of Social Studies or Language Arts demonstrating my leadership, organizational, and pedagogical knowledge. One-on-one working with students in faculty/staff

North Carolina State University Fall 2010-Spring 2015
Bachelor of Science Degree in Middle Grades Education (6-9) English/Language Arts & Social Studies
Minor in Health, Medicine, & Human Values
3.39 GPA
Deans List Spring 2012-Spring 2015
Cum Laude Graduate
Social Studies Praxis II Certified
Health Education Praxis II Certified

Ligon Middle School - Raleigh, NC Fall 2011
10 hours of observation for 7th Grade Language Arts classroom learning the dynamic of classrooms
Salem Middle School - Apex, NC Fall 2012
10 hours of observation for 6th Grade Science classroom while learning to construct assessments
Centennial Campus Magnet Middle School Fall 2013-Fall 2014

interactive writing and literature between middle school students and NCSU students
8th Grade Social Studies - US History (NC concentration)
The Outsiders Project and Wolfpack Writing Project, engaging students in Observed 30+ hours fall semester while constructing methods and materials for spring semester
Completed full time classroom presence January 2015-April 2015
Created lesson plans correlating to NC Essential Standards/CCSS
Attended PLT, team, department, faculty, IEP/504 meetings, building professional relationships with school Apex Middle School - Apex, NC Student Teaching October 2014-May 2015

Apex Middle School - Apex, NC
Substitute for 8th Grade Social Studies
Participated and assisted with end of year activities for 8th grade students
Integrated 21st Century teaching skills and Web 2.0 technology in classroom lessons
Long Term Substitute Teaching May 2015-June 2015

Organization Social Studies Content Knowledge
Leadership English/Language Arts Content Knowledge
Multi-Tasking Health & Human Values Content Knowledge
Time Management Effective Unit/Lesson Plan Building
Public Speaking Classroom Management
Teamwork 21st Century Technology/Web 2.0 Knowledge

Alpha Delta Pi Sorority
-Executive Vice President (2014)
-Recording Secretary (2013)
-Meal Plan Coordinator (2012)
University Ambassador
-Fall 2012-Spring 2015
Education Council (NCSU College of Education)
-President (Fall 2014-Spring 2015)
-Secretary (Fall 2013-Spring 2014)
Order of Omega
-Fall 2014-Spring 2015
CSLEPS (Center for Student Leadership, Ethics, & Public Service)
-Youth Programs Committee (Fall 2010-Spring 2011)

-Philanthropy Chair (Fall 2010-Spring 2011) Tucker Hall Council
Rainbow Express
-Assisted in planning and being a camp counselor for children with special needs for a week-long camp
-Summers (2006-2012)

Vestique Clothing & Accessories
-Sales Associate (Spring 2014-Summer 2015)
-Customer service, opening and closing of store, counting drawers, organizing/displaying merchandise
Providence Produce Market
-Cashier (Summer 2011, Summer 2012)
-Restocked produce and was a cashier to customers while maintaining an organized cooler containing food
and equipment

Carpooled, prepared meals, and supervised two children (one middle school, one high school)
-20-30 hours per week
Summer 2013, Summer 2014

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Focused on obtaining a professional teaching career Middle Grades (6-9th) in the subject matters of Social Studies or Language Arts demonstrating my leadership, organizational, and pedagogical knowledge.

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google sites

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google sites

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Google Sites

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Google Sites

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I would like to add interviews I do with parents and students, in order to highlight their experiences in the realm of education and how their needs and concerns informs my thought and action as an educator. -MM

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Any previous work experience with kids, what I learned from it/how I grew from that experience

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Positive references from teachers and administrators

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photos of me actively teaching and references

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my teaching philosophy and class expectations