Professional

Alyssa Arias

I have lived in Washington for the past 10 years. Before that I grew up in California, where  much of my family still remains. Upon moving to the Evergreen State, I met my best friend and husband. We have been together for over 10 years and are enjoying the diverse culture of Seattle living up on Queen Anne hill with our two cats. I can often be found touring the best of the local eats! After all, Seattle has a lot to offer when it comes to food! When I am not trying something new around the Emerald City, I am daydreaming about my next trip to a new country. I love the beach and some delectable eats!

Interest and Experience in Education

I have worked with children since I was a child as young as 12. When I was in the 6th grade, I would tutor 2nd-grade students at my school in spelling. I continued assisting my peers throughout middle and high school. Once I left to college, I spent my summers working with children aged 5 months-5 years in an in-home daycare. I have always enjoyed the enthusiasm that young children bring to learning, and I have always loved learning myself. A year after I graduated from college I was certain that I wanted to get into the field of education. I took this opportunity to challenge myself with an age group that I had not spent much time with in my recent years. I became a Middle School Teaching Assistant and learned that I absolutely love that age group. Language arts was always my favorite subject, along with second language learning. I aspired to be both an English Language Arts and ELL teacher. Though I prefer to work with middle school students, I have taken the 2016-17 school year to become more familiar with different developmental phases, as well as different types of learners. As a 4th grade teacher at a school for students with language-based learning differences, I have further broadened my scope as an educator. Additionally, with my M.A. in Teaching English to Speakers of Other Languages, as well as my Secondary Language Arts and ELL teaching endorsements, I am prepared to teach language arts to a variety of ages. I look forward to taking this experience abroad, building upon my practice.

Purpose of This Portfolio

Expected outcomes are expressed as program standards, which are aligned with State-designated teacher preparation approval criteria shown in WAC 181-78A-270. Program standards include criteria (e.g. 1.), elements (e.g. 1.1), and examples. Any level of the program standard is appropriate for reflection, feedback, or evaluation.

1. Expectations – The teacher communicates high expectations for student learning.

1.1 Demonstrating Knowledge of Content and Pedagogy

E.g. Teacher recognizes the value of understanding students’ interests and cultural heritage and displays this knowledge for groups of students.

1.2 Communicating with Students

Teacher’s explanation of content is appropriate and connects with students’ knowledge and experience.

1.3 Engaging Students in Learning

The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is generally appropriate.

2. Instruction – The teacher uses research-based instructional practices to meet the needs of all students.

2.1 Using Questioning and Discussion Techniques

Most of the teacher’s questions are of high quality. Adequate time is provided for students to respond.

2.2 Engaging Students in Learning

Most activities and assignments are appropriate to students, and almost all students are cognitively engaged in exploring content.

2.3 Reflecting on Teaching

Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment.

3. Differentiation – The teacher acquires and uses specific knowledge about students’ cultural, individual intellectual and social development and uses that knowledge to adjust their practice by employing strategies that advance student learning.

3.1 Demonstrating Knowledge of Students

Teacher recognizes the value of understanding students’ skills, knowledge, and language proficiency and displays this knowledge for groups of – students.

3.2 Demonstrating Flexibility and Responsiveness in Lesson Adjustments

Teacher makes a minor adjustment to a lesson, and the adjustment occurs smoothly.

3.3 Demonstrating Flexibility and Responsiveness in Persisting to Support Students

Teacher persists in seeking approaches for students who have difficulty learning, drawing on a broad repertoire of strategies.

4. Content Knowledge – The teacher uses content area knowledge, learning standards, appropriate pedagogy and resources to design and deliver curricula and instruction to impact student learning.

4.1 Demonstrating Knowledge of Content and Pedagogy

Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline.

4.2 Setting Instructional Outcomes

All the instructional outcomes are clear, written in the form of student learning. Most suggest viable methods of assessment.

4.3 Designing Coherent Instruction in the area of Learning Activities

All of the learning activities are suitable to students or to the instructional outcomes, and most represent significant cognitive challenge, with some differentiation for different groups of students.

4.4 Designing Coherent Instruction in the area of Lesson and Unit Structure

The lesson or unit has a clearly defined structure around which activities are organized. Progression of activities is even, with reasonable time allocations.

5. Learning Environment – The teacher fosters and manages a safe and inclusive learning environment that takes into account: physical, emotional and intellectual well-being.

5.1 Creating an Environment of Respect and Rapport

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of the students. Students exhibit respect for the teacher.

5.2 Managing Classroom Procedures through Transitions

Transitions occur smoothly, with little loss of instructional time.

5.3 Managing Classroom Procedures through Performance of Noninstructional Duties

Efficient systems for performing noninstructional duties are in place, resulting in minimal loss of instructional time.

5.4 Managing Student Behavior by Establishing Expectations

Standards of conduct are clear to all students.

5.5 Managing Student Behavior by Monitoring

Teacher is alert to student behavior at all times.

6. Assessment – The teacher uses multiple data elements (both formative and summative) to plan, inform and adjust instruction and evaluate student learning.

6.1 Designing Student Assessments around Criteria and Standards

Assessment criteria and standards are clear.

6.2 Designing Student Assessments with an Emphasis on Formative Assessment

Teacher has a well-developed strategy to using formative assessment and has designed particular approaches to be used.

6.3 Designing Student Assessments to Inform Planning

Teacher plans to use assessment results to plan for future instruction for groups of students.

6.4 Using Assessment to Provide Feedback to Students

Teacher’s feedback to students is timely and of consistently high quality.

7. Families and Community – The teacher communicates and collaborates with students, families and all educational stakeholders in an ethical and professional manner to promote student learning.

7.1 Communicating with Families

Teacher communicates with families about students’ progress on a regular basis, respecting cultural norms, and is available as needed to respond to family concerns.

8. Professional Practice – The teacher participates collaboratively in the educational community to improve instruction, advance the knowledge and practice of teaching as a profession, and ultimately impact student learning.

8.1 Participating in a Professional Community

Relationships with colleagues are characterized by mutual support and cooperation.

8.2 Growing and Developing Professionally

Teacher welcomes feedback from colleagues when made by supervisors or when opportunities arise through professional collaboration.

Elements of a Model Entry

There are different formats for writing portfolio entries. However, responding to writing prompts 1-6 helps to address desired performance on professional knowledge and skills, along with identifying steps for having a greater impact on K-12 student learning.

1. Citation of the program standard (either criteria, element, or example) along with an interpretation of what the standard means.

2. Presentation of evidence with description. The description includes context and related research or theory associated with the creation of the evidence.

3. Justification of how the evidence demonstrates competence, or emerging competence, on the program standard.

4. Summary of what was learned as a result of creating the evidence or having the experience.

5. Comment on the implications for student learning.

6. Propose specific changes or next steps to increase effectiveness in the area under examination.

 

A complete bportfolio (blog portfolio), which is assembled across the program, shows knowledge and skills I am acquiring as an emerging teacher. Professional knowledge and skills are summarized in Principles of HOPE, which are program standards aligned with certification requirements authored by the State of Washington (WAC 181-78A-270).

H – Honor student diversity, development and their right to learn.

H1 – Honor student diversity and development.
Teacher candidates plan and/or adapt learner centered curricula that engage students in a variety of culturally responsive, developmentally, and age appropriate strategies.

H2 – Honor student access to content material.
Teacher candidates use multiple instructional strategies, including the principles of second  language acquisition, to address student academic language ability levels and cultural and  linguistic backgrounds.

H3 – Honor the classroom/school community as a milieu for learning.
Teacher candidates implement classroom/school centered instruction, including sheltered   instruction that is connected to communities within the classroom and the school, and         includes knowledge and skills for working with others.

H4 – Honor family/community involvement in the learning process.
Teacher candidates inform, involve, and collaborate with families/neighborhoods, and         communities in each student’s educational process, including using information about         student cultural identity, achievement and performance.

H5 – Honor student potential for roles in the greater society.
Teacher candidates prepare students to be responsible citizens for an environmentally         sustainable, globally interconnected, and diverse society.

O – Offer an organized and challenging curriculum.

O1. – Offer an organized curriculum aligned to standards and outcomes.
Teacher candidates align instruction to the learning standards and outcomes so all students know the learning targets and their progress toward meeting them.

O2. – Offer appropriate challenge in the content area.
Teacher candidates plan and/or adapt curricula that are standards driven so students develop understanding and problem-solving expertise in the content area(s) using reading, written and oral communication, and technology.

P – Practice effective teaching: inquiry, planning, instruction & assessment.

P1 – Practice intentional inquiry and planning for instruction.
Teacher candidates plan and/or adapt standards-based curricula that are personalized to the diverse needs of each student.

P2 – Practice differentiated instruction.
Teacher candidates apply principles of differentiated instruction, including theories of language acquisition, stages of language, and academic language development, in the integration of subject matter across the content areas of reading, mathematical, scientific, and aesthetic reasoning.

P3 – Practice standards-based assessment.
Teacher candidates use standards-based assessment that is systematically analyzed using multiple formative, summative, and self-assessment strategies to monitor and improve instruction.

P4 – Practice the integration of appropriate technology with instruction.
Teacher candidates use technology that is effectively integrated to create technologically proficient learners.

E – Exemplify service to the teaching profession.

E1 – Exemplify professionally-informed, growth-centered practice.
Teacher candidates develop reflective, collaborative, professional growth-centered practices through regularly evaluating the effects of his/her teaching through feedback and reflection.

E2 – Exemplify collaboration within the school.
Teacher candidates participate collaboratively and professionally in school activities and using appropriate and respectful verbal and written communication.

E3 – Exemplify an understanding of professional responsibilities and policies.
Teacher candidates demonstrate knowledge of professional, legal, and ethical responsibilities and policies.

Elements of a Model Entry

There are different formats for writing portfolio entries. However, responding to writing prompts 1-6 increases the likelihood of writing a quality entry, that attends to current and desired performance on professional knowledge and skills, and impact on K-12 student learning.

1. Citation of the program standard (one standard from HOPE principles) along with an interpretation of what the standard means.

2. Presentation of evidence with description. The description includes context and related research or theory associated with the creation of the evidence.

3. Justification of how the evidence demonstrates competence, or emerging competence, on the program standard.

4. Summary of what was learned as a result of creating the evidence or having the experience.

5. Comment on the implications for student learning.

6. Propose specific changes or next steps to increase effectiveness in the area under examination.