Effective Art Educator Portfolio              

Masters of Education in Educator Effectiveness MAEE

University: Western State Colorado University

Student: Klara Lapp

Email: Klara.lapp@western.edu

Dates: Fall 2015 through Fall 2017

Overall Graduate level Masters GPA: 4.0

Total MA Credits: 30

 

The information below is quoted from each course syllabus:

 

EDUC 681 Curriculum & Collaboration in Schools

 

Fall 2015

 

Grade: 4.0 A

 

Credits: 3

 

Instructor: Dr. Ian Renga  irenga@western.edu

Course Description/Objectives

Within this course you will investigate best practice in curriculum reform, decision making, collaboration, and evaluation strategies as they affect the educational program. You will also develop problem solving skills through theory and simulation.

 

Course Objectives

• Assess one’s knowledge of rigorous curriculum and how teachers and schools can effectively implement academically rigorous curriculum

• Connect curriculum design to the "big picture" of standards, pacing, assessment and instruction

• Reflect upon and further develop personal understandings of the purposes and strategies of curricular design and assessment

• Develop competence with the concepts and key steps necessary for designing and assessing the quality of curricula

• Formulate strategies for ensuring a differentiated curriculum

• Practice skills necessary for leading curricular development and change

 

 

Colorado Teacher Quality Standards Addressed in this Course

 

Standard 1. Demonstrate mastery and pedagogical expertise in content area. (A, B, C, D, F)

Standard 2. Establish safe, inclusive, and respectful learning environment. (A, B, C, D)

Standard 3. Plan and deliver effective instruction (B, C)

Standard 4. Reflect on practice (B, C)

Standard 5. Demonstrate leadership (B, C)

 

 

Textbooks/Course Materials

 

Ainsworth, L. (2010). Rigorous curriculum design. Englewood, CO: The Leadership and Learning Center. ISBN: 978-1-935588-05-4

 

Williamson, R. (2011).  Rigor in your school: A toolkit for leaders. Larchmont, NY: Eye On Education. ISBN: 978-1-59667-176-8

 

EDUC 603 Content Area Learning (subbed for EDUC 605)

 

Fall 2015

 

Grade: 4.0 A

 

Credits: 3

 

Instructor: Mary Nordberg  mnordberg@gunnisonschools.net

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Course Description/Objectives

This course is a continuation of the experiences that began at the WSCU Summer Session. The goal of this course is to allow students to further explore some of the fundamental areas of teaching and implement in the classroom setting during the internship experience.

 

Unit 1 Objective: Students will plan curriculum aligned to the Colorado Academic Standards for the first semester. 

            Goal: Utilize the extensive resources provided in the CAS in order to increase your depth of understanding of the standards.

          

Unit 2 Objective: Evaluate an assessment used in the content area being taught.

            Goal: Participate in a Professional Learning Community in Colorado's Content Collaborative Project.

            Goal: Evaluate a current assessment in subject area using Colorado's Assessment Review Tool.

 

Unit 3 Objective: Identify and Participate in discussions with colleagues to share ideas to improve teaching performances.

            Goal: Reflect on challenges and successes as well as internship responsibilities.

Unit 4 Objective: Identify reluctant students and develop ideas/plan to increase student participation and engagement.

            Goal: Observe and analyze student behavior and participation in class.

Textbooks/Course Materials

Internet based

 

EDUC 625 Relevant Data Analysis to Inform Instruction

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Spring 2016

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Grade: 4.0 A

 

Credits: 3

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Instructor: Brooke Hanks  bhanks@western.edu

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Course Description:
Identify and utilize all levels of data to inform instructional decisions. Daily measures of student performance are analyzed along with summative assessments to develop relevant plans for instruction that may include interventions and differentiation. Explore resources to assist in tracking of student progress and develop evidence of effectiveness relative to Teacher Quality Standards. 

Course Objectives:
Upon mastery of the course objectives (correlated to the Colorado Teacher Quality Standards) the education student will be able to demonstrate the following:

• Unit 1 Objective: Learner will create a website diagram for a digital professional portfolio.

• Unit 2 Objective: Learner will use multiple sources of data to analyze his/her effectiveness as an educator.

• Unit 3 Objective: Learner will analyze student data to develop student outcome goals.

• Unit 3 Objective: Learner will develop educator effectiveness growth goals aligned to Teacher Quality Standards.

• Unit 4 Objective: Learner will create an instructional plan aligned to student outcome goals.

• Unit 4 Objective: Learner will outline actionable steps and a timeline for achieving educator effectiveness professional growth goals, as well as tools to demonstrate progress toward meeting goals.

Textbooks:

Internet based

 

EDUC 620: Engaging Diverse Learners

 

Spring 2016

 

Grade: 4.0 A

 

Credits: 3

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Instructor: Jeff Hulbert  jhulbert@western.edu

​

Course Description
As a teacher you are charged with providing high quality instruction for all students. Of course, students differ in a number of ways that can make it challenging to engage them in their learning. To address this challenge through one’s teaching it helps 1) to understand what engagement is and looks like in the classroom and 2) to continue expanding one’s understanding of students’ differences. In this course, you will conduct a series of inquiries into engagement and diversity through formal observations, reflections, readings, and a chance to implement and evaluate research-based strategies for engaging the diverse learners in your classroom.

Course Objectives

By the end of this course students will show that they are able to

• define engagement and what it looks like in the classroom;

• see difference and diversity in the classroom—including cultural and linguistic diversity—in ways that enrich all students’ opportunities to learn;

• and enact and evaluate the effectiveness of instructional practices in increasing the engagement of students in their learning.

Colorado Teacher Quality Standards Addressed in this Course

Standard I. Demonstrate mastery and pedagogical expertise in content area. (A, F)

Standard II. Establish safe, inclusive, and respectful learning environment. (A, B, C, D, F)

Standard III. Plan and deliver effective instruction (C, F, G, H)

Standard IV. Reflect on practice (A, C)

Reading Materials

Required textbooks:

Cohen, E. G., & Lotan, R. A. (2014). Designing groupwork: Strategies for the heterogeneous classroom (3rd Ed.). New York, NY: Teachers College Press.

Marzano, R. J., & Pickering, D. J. (2010). The highly engaged classroom. Bloomington, IN: Solution Tree Press.

Additional readings (accessible in Blackboard):

Villegas, A. M., & Lucas, T. (2007). The culturally responsive teacher. Educational Leadership, 64(6), 28-33.

 

EDUC 621 Creating Effective Online Learning Environments

 

Fall 2016

 

Grade: 4.0 A

 

Credits: 3

​

Instructor: Chrissie Nehrenberg  cnehrenberg@western.edu

​

Course Description:
The course is a study of quality online instruction to engage diverse learners, whether they are online learners or learners in a blended classroom. The focus will be on methods and strategies for creating and managing learning experiences that will maximize student engagement and achievement in the online and blended environment.
Prerequisite: Admission to M.A. degree in Education Program.

Course Objectives:
Upon mastery of the course objectives (correlated with the iNACOL National Standards for Quality Online Teaching Standards) the education student will be able to demonstrate the following:

Standard A
The online teacher knows the primary concepts and structures of effective online instruction and is able to create learning experiences to enable student success.

Standard B
The online teacher understands and is able to use a range of technologies, both existing and emerging, that effectively support student learning and engagement in the online environment.

Standard C
The online teacher plans, designs, and incorporates strategies to encourage active learning, application, interaction, participation, and collaboration in the online environment.

Standard D
The online teacher promotes student success through clear expectations, prompt responses, and regular feedback.

Standard E
The online teacher models, guides, and encourages legal, ethical, and safe behavior related to technology use.

Standard F
The online teacher is cognizant of the diversity of student academic needs and incorporates accommodations into the online environment

Standard I
The online teacher demonstrates competency in using data from assessments and other data sources to modify content and to guide student learning.

Standard K
The online teacher arranges media and content to help students and teachers transfer knowledge most effectively in the online environment.

Textbooks:
Internet based

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EDUC 606 Content Area Reading

​

Fall 2016

 

Grade: 4.0 A

 

Credits: 3

​

Instructor: Jeff Hulbert jhulbert@western.edu

​

Course Description:

Analyze, evaluate, and apply methods for developing effective reading strategies that improve student academic achievement in the content area.
Prerequisite: Admission to M.A. degree in Education Program.

Course Objectives:
Upon mastery of the course objectives (correlated with performance based standards for teachers) the education student will be able to demonstrate the following:

• Unit 1 Objective: Learner will develop a personal perspective on teaching academic literacy in the content-areas.

• Unit 2 Objective: Learner will analyze and teach before, during, and after reading strategies that can be utilized in content-area course

• Unit 3 Objective: Learner will create writing essentials and a writing rubric for his/her content area and pre-assess students in writing

• Unit 4 Objective: Learner will investigate writing strategies, implement a writing lesson, and post assess students

Textbooks:

Fisher, Douglas, Brozo, William, Frey, Nancy & Ivey, Gay. (2011) 50 Instructional Routines to Develop Content Literacy, 2nd Edition Boston, MA: Pearson ISBN-13: 978-0-13-705719-1

 

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EDUC 624 Managing to Differentiate

Spring 2017

​

Grade:A 4.0 GPA

​

Credits: 3

​

Instructor: Jeff Hulbert jhulbert@western.edu

​

Course Description/Objectives

 

This course provides a study of cognitive development as it impacts different learners’ ability to access academic content. Participants will build a foundation of understanding from which they will develop skills, strategies and resources that they can then apply in their teaching to address the complex challenges of meeting the diverse learning needs of all students.

Unit 1: The learner will investigate the theory of differentiation, its history and its importance in today's classrooms.

Unit 2: The learner will investigate student differences based upon learning style and readiness.

Unit 3: The learner will investigate what constitutes good curriculum and how differentiation can exist within a standards based model.  

Unit 4: The learner will investigate differentiation of content, process and product.

Unit 5: The learner will plan and implement a differentiated lesson and reflect upon the process. 

Unit 6: The learner will investigate the impact of differentiation on grading practices and assessment.

Unit 7: The learner will investigate the importance of learning environments and management strategies when differentiating instruction.

 

Textbooks/Course Materials

The Differentiated Classroom: Responding to Needs of all Learners. (2nd Edition) Tomlinson, (2014)

Differentiation and the Brain: How Neuroscience Supports the Learner Friendly Classroom. Sousa & Tomlinson (2011)

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EDUC 697 Special Topics in Education

Spring 2017

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Grade:A

​

Credits: 3, 4.0 GPA

​

Instructor: Gaye Jenkins gjenkins@western.edu and Kim Silbaugh ksilbaugh@western.edu

​

Course Description/Objectives

 

The goal of EDUC 697 is to study instructional, curricular, and/or assessment practices related to student’s professional growth goals.  There are three units that contain assignments that need to be completed. 

• Unit 1:

Upon completion of unit 1, students will be able to:

• Gather and

• Use data

• Unit 2:

Upon completion of unit 2, students will be able to:

• Research and explore literature relevant to the identified Problem Statement

• Develop a

• Unit 3:

Upon completion of unit 3, students will be able to:

• Create an , relevant to student’s context and is implementable

• Reflect on the academic learning and the process throughout the course

Teacher Quality Standards Addressed in this Course

TQS - I.d.   Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and specialized character of the disciplines being taught.

TQS - III.a. Teachers demonstrate knowledge of current developmental science, the ways in which learning takes place, and the appropriate levels of intellectual, social, and emotional development of their students.

TQS - III.b.  Teachers plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic standards, and advances students’ level of content knowledge and skills.

TQS - III.c. Teachers demonstrate a rich knowledge of current research on effective instructional practices to meet the developmental and academic needs of their students. 

TQS - III.h. Teachers use appropriate methods to assess what each student has learned, including formal and informal assessments, and use results to plan further instruction.

TQS - IV.a. Teachers demonstrate that they analyze student learning, development, and growth and apply what they learn to improve their practice.

TQS - IV.b. Teachers link professional growth to their professional goals.

TQS - IV.c. Teachers are able to respond to a complex, dynamic environment.

TQS - V.a.  Teachers demonstrate leadership in their schools.

TQS - V.b.  Teachers contribute knowledge and skills to educational practices and the teaching profession.

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Textbooks/Course Materials

Peer reviewed journal articles and other publications will be found and used by the student relevant to his/her area of study in practice.

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EDUC 616 Language Acquisition for Linguistically Diverse Students

Fall 2017

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Grade: A

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Credits: 3,       4.0 GPA

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Instructor: Donna Dino ddino@western.edu

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Course Description
Develop and apply understanding of language acquisition and awareness of the historical, legal, social and educational background surrounding linguistically diverse education.

 

Course Objectives
Upon mastery of the course objectives (correlated with performance based standards for teachers) the education student will show proficiency or higher in the following CLD Educator Standards:
8.22  (1)  The educator of CLD student populations must be knowledgeable, understand and be able to use the major theories, concepts and research related to language acquisition and language development for CLD students.  In support of student learning, the candidate must demonstrate understanding and ability to implement research-based knowledge about: 

8.22  (1)  (a)  linguistics that include orthography, phonology, morphology, vocabulary, syntax, semantics, and pragmatics applied to English language development for linguistically and culturally diverse students;

8.22  (1)  (b)  instructional practices that support acquisition of English language as an additional language for CLD students;

8.22  (1)  (c)  written and oral discourse that includes intention and functions of speech, genres, and organizational features and patterns;

8.22 (1) (d) sociolinguistics that include cultural references, register, varieties of dialects and accents, and nonverbal communication.

8.22  (2)  The educator of CLD student populations  must be knowledgeable, understand, and  be able to apply the major theories, concepts and research related to literacy development for CLD  students.   In support of student learning, the CLD educator must demonstrate understanding and ability to implement research-based knowledge about: 

8.22  (2)  (a)  literacy instruction, including the identification and use of linguistic interdependence, to support development of the four components of language development (listening, speaking, reading, writing and critical thinking) in English for CLD  students;

8.22  (2)  (b)  the basic elements of literacy and the ability to provide effective instruction that is systematic, comprehensive  and effective in support of the English language developmental needs of CLD students;

8.22 (2)   (d)   the contribution of native language to acquisition of English as an additional language; and

8.22 (3)  The educator of CLD student populations must understand and implement strategies and select materials to aid in English language and content learning. In support of student learning, the CLD educator must demonstrate understanding and ability to implement research-based knowledge about:

8.22  (3)  (a)  the functions of the English language to second language learners to support their development of both social and academic language skills;

8.22  (3)  (b)  effective instructional techniques, methodologies, and strategies to develop English language literacy and to meet the diverse needs of second language learners, including those students with learning disorders;

8.22  (3)  (c)  effective instruction and instructional planning that is systemic, sequential, well-articulated, and delivered in an engaging environment;

8.22  (3)  (d) selection and utilization of instructional materials and resources that are age, grade level, and language-proficiency appropriate, that are aligned with the curriculum, English language proficiency standards, and English language arts content standards, and that maintain and/or improve student achievement;

8.22  (3)  (e)    maintenance and support of high academic performance standards and expectations for CLD student populations;

8.22  (4)  The educator of CLD student populations must be knowledgeable, understand, and be able to apply the major theories, concepts and research related to culture, diversity and equity in order to support academic access and opportunity for CLD  student populations.  In support of student learning, the CLD educator must be able to demonstrate knowledge and understanding of:

8.22(4) (a) Colorado state law and federal law, history and socio-political context  related to CLD  student populations, education, multicultural education, and bilingual education;

8.22  (4)  (b)   the role of culture in language development and academic success;

8.22  (4)  (c) the relation of cultural identity and heritage language to English language learning and academic success;

8.22 (4) (e) the relationship of culture to family and community involvement in schools in order to communicate, collaborate, and enhance involvement.

8.22  (5)  The educator of CLD  student populations must be knowledgeable, understands, and be able to use progress monitoring in conjunction with formative and summative assessments to support student learning.  In support of student learning, the candidate must demonstrate knowledge and ability to:

8.22  (5)  (d)   demonstrate knowledge and ability to communicate and collaborate with other educators, service providers, and student population family members to identify and assist in the implementation of a comprehensive instructional plan that responds to the socio-economic, academic, and linguistic needs of CLD students.

In addition, the student will show proficiency of higher in the Literacy Standards and TESOL/NCATE standards listed in the table below. To access these standards in full, visit our course website, course orientation.

 

Textbooks:

• Díaz-Rico, Lynne T. (2014). The Crosscultural, Language, and Academic Development handbook: A Complete K-12 Reference Guide. 5th Edition Upper Saddle River, NJ: Pearson Education, Inc.

• Herrell, A., & Jordan, M. (2012). Fifty strategies for teaching English language learners, fourth edition. Upper Saddle River, NJ: Pearson Education.

 

 Course Topics

• Exploring language and second language acquisition (SLA)

  • Research, discussion, & reading around LA and emerging trends

  • Researching elements of language and literacy

• Discovering the relationship of culture to language

  • Cultures of origin in specific school settings

  • How culture and language are related and inform each other

• Observation and analysis of a local school CLD dynamic

  • Action research, analysis & presentation of local placement school setting

• Best Practices and assessment tools relevant to English Language Development

  • Impact of English fluency on academic achievement

  • How assessment drives and informs instruction for CLD students

  • Assessments – an introduction: formative and summative

• Evaluating and reflecting on practice

  • Evaluating personal experience

  • Relating own learning process and outcomes with CLD

  • Articulating and justifying applications of learning to specific CLD teaching

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EDUC 698 Research Problems

Fall 2017

​

Grade: A

​

Credits: 3,    4.0 GPA

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Instructor: Gaye Jenkins gjenkins@western.edu

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Course Goals:

• To revise, implement, monitor, assess and report on the Action Plan for teaching effectiveness and student growth that was created or started in EDUC 697, spring 2017.

• To provide pieces of evidence that can be added to previous artifacts and included in the required MA Portfolio and defense for degree completion in the MA in Educator Effectiveness. The evidence and defense will illustrate how the candidate has implemented and completed the cycle of continuous improvement necessary for maximized educator effectiveness and has used this process to demonstrate growth on the candidate’s target growth goals.

Course Content:

There are three units that contain assignments that need to be completed. 

• Unit 1: (3 weeks)

Upon completion of unit 1, students will have:

• Analyzed their Action Plan according to the required Portfolio Rubric, and revised the Action Plan as necessary

• Developed an implementable Action Plan that corresponds with the student’s target Teacher Quality Standards and professional growth goals

• Designed a location/page in the candidate’s portfolio to house course outcomes

• Unit 2: (9 weeks)

Upon completion of unit 2, students will have:

• Deepened their reflection on the impact of their Action Plan implementation through discussion, further research, observation, and analysis of student outcomes

• Developed a location/page in the candidate’s portfolio to be ready to course outcomes

• Unit 3: (4 weeks)

Upon completion of unit 3, students will have:

• Gathered, organized, analyzed and presented all data

• Provide implications of Action Plan outcomes relative to next steps in instruction

• Completed the section of the Portfolio relevant to this Action Plan

• Reflect on the academic learning and the process throughout the course

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Teacher Quality Standards covered in this course:

Including the target TQS for the candidate’s growth goals, the following are also addressed:

TQS - I.d.   Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and specialized character of the disciplines being taught.

TQS - III.a. Teachers demonstrate knowledge of current developmental science, the ways in which learning takes place, and the appropriate levels of intellectual, social, and emotional development of their students.

TQS - III.b.  Teachers plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic standards, and advances students’ level of content knowledge and skills.

TQS - III.c. Teachers demonstrate a rich knowledge of current research on effective instructional practices to meet the developmental and academic needs of their students. 

TQS - III.h. Teachers use appropriate methods to assess what each student has learned, including formal and informal assessments, and use results to plan further instruction.

TQS - IV.a. Teachers demonstrate that they analyze student learning, development, and growth and apply what they learn to improve their practice.

TQS - IV.b. Teachers link professional growth to their professional goals.

TQS - IV.c. Teachers are able to respond to a complex, dynamic environment.

TQS - V.a.  Teachers demonstrate leadership in their schools.

TQS - V.b.  Teachers contribute knowledge and skills to educational practices and the teaching profession.

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