SELF-DIRECTED PORTFOLIO SUPERVISION MODEL

Portfolio Model

Mrs. Alexis McCarthy

start

Table of contents

Belief Statement/ Banner Question

Danielson Domain 1

Danielson Domain 2

Danielson Domain 3

Danielson Domain 4

Banner Question

Personal Belief Statement

Maximizing student engagement and improving learning outcomes for all students can be achieved through effective integration of technology.

How can we empower students with the tools and resources they need to thrive beyond the classroom, recognizing that learning extends far beyond traditional educational settings ?

Demonstrating Knowledge of Content and Pedagogy

Demonstrating Knowledge of Students

Setting Instructional Outcomes

Domain 1

Planning and Preparaton

Designing Student Assessments

Designing Coherent Instruction

Demonstrating Knowledge of Resources

Creating an Environment of Respect and Rapport

Establishing a Culture for Learning

Managing Classroom Procedures

Domain 2

Classroom Enviorment

Managing Student Behavior Expectations

Organizing Physical and Digital Space

Questioning and Discussion Techniques

Engaging Students in Learning Activities and Assignments

Communicating with Students

Domain 3

Instruction

Using Assessment in Instruction

Demonstrating Flexibility and Responsiveness

Maintaining Accurate Records

Communicating with Families

Reflecting on Teaching

Domain 4

Professional Responsibilities

Participating in a Professional Community

Showing Professionalism

Growing and Developing Professionally

4C: Communication with families

What process do you use to communicate the instructional program to families on a regular basis? How do you provide clear, consistent access to daily and weekly schedules, meeting links, and assignments for families and caregivers?

Communication Artifacts

Example interactions of communicating with families) The first showing flexibility and responsiveness to students needs after communication occured with the CT. The second displays results of the communication with caregivers that happens before each unit is opened in my course. Additionally, communication is continuous throughout HPE7- before the opening of any unit a overview email is send in advance to Care takers and students to get a sneak peek at what is to come, this also allows learners or care takers to request alternative topic choices if they deem them necessary for their learner.

Health and Physical Education 7 Welcome Email

DOMAIN 1: Planning and Preparation

Effective teachers plan and prepare for lessons using their extensive knowledge of the content area, the relationships among different strands within the content and between the subject and other disciplines, and their students’ understanding of the subject as identified through the effective use of assessments. Instructional outcomes are clear, represent important learning in the subject, and are aligned to academic standards. The instructional design includes relevant learning activities and modalities that are well-sequenced and support all students in meeting high expectations in an environment that provides positive, equitable, and inclusive opportunities for learning

Game Plans & Progress Bars

3a Communicating with Students

How do you measure student understanding and engagement in a learning task?

After each gimkit game, I discuss the importance of why I am collecting this wholistic and individual data. This data allows me a real time snap shot of student progess that I then use to monitor student understand/ growth. Here you can see me explaining the results of a review game before we take the Unit 1 Quiz.

How do you communicate learning objectives to students? Students can visually see the objectives at the beginning of each lesson after our positive moment. Students then hear the objectives as an overview and then each objective is reiterated during the lesson while it is being completed in the form of verbal statements and visual progress bars.

1.6 Quiz Review Recording ( Time stamp for 3a 4:37)

Annoucements Page Posts

Knowledge of Content and Pedagogy

How do you determine what professional development would enhance your content knowledge and instructional practice?

To determine which professional development opportunities would enhance my content knowledge and instructional practice, I first assess areas where I feel less confident or where new approaches could benefit my teaching. I seek input from colleagues, reflecting on their successes and recommendations. Additionally, I stay informed about current trends and research in education, identifying workshops, conferences, and online courses that align with my goals. Finally, I prioritize opportunities that offer practical strategies and hands-on learning experiences, ensuring that I can directly apply what I've learned to benefit my students.

Evidence of Practice: • Class surveys to determine knowledge level • Simulated activities • Practice skill levels with students • Accurate answers to student questions • Feedback provided to students • Lesson plans accommodate prerequisite relationships among concepts and skills

Comet Hours- Choice PD

4E Growing & Developing Professionally

How do you seek out opportunities for continued professional development?

Continued professional development is essential for staying current and advancing in one's field. I actively seek out opportunities that I feel will enhance my ability to create life long learners through online courses via our comet program, PD workshops, and conferences relevant to my position. This year I was able to expand my skills with Class Kick, Gim Kit, Genially, Kahoot + and Goosechase. By continuously learning and expanding my skills, I ensure that I remain adaptable and competitive in the ever-evolving digital learning enviorment.

Comet Hours Tracker

MTSS Summit Certificate

DOMAIN 4: Professional Responsibilities

Effective teachers have high ethical standards, a deep sense of professionalism, and are focused on improving their own teaching and supporting the ongoing learning of colleagues. Teachers provide frequent, proactive, and personalized communication with families about student learning and performance, while demonstrating understanding of and appreciation for different families’ home language, culture, and values. They assume leadership roles in both school and LEA projects, and they engage in a wide range of professional development activities to strengthen their practice. Reflection on their own teaching results in ideas for improvement that are shared across professional learning communities and contribute to improving the practice of all. Documentation is accurate and comprehensive and supports student learning

2e: Organizing Virtual Space

How does the organization of the learning environment support instructional goals and learning activities?

I have also developed an extensive resource to bring the brick-and-mortar learning environment to our virtual learners via the virtual gym. This robust, visually appealing resource includes student interests and lesson topics, thus allowing both synchronous and asynchronous health and physical education learning to take place with a UDL approach. Additionally, clear and consistent expectations establish our welcome and safe learning environment. Teired modifications on in place to support all levels of learners within my guided sessions. Students have the ability to contribute to class learning via extension tasks within our locker and virtual gym

Evidence of Practice

HPE7 Locker

In Class Resources

The Virtual Gym 2023-2024

4d Participating in the professional Community

Describe school activities, district, and community projects for which you have volunteered:

PLC MS 7 10 ---> Choice board style lesson build

In the past, I have volunteered to present on choice boards and gamified learning for our PLC meetings and to be one of CCA's ask-the-teacher representatives for PTL CBS Pittsburgh . Currently, I am volunteering to enhance LHU's block class with their technology integration. I come in once a month and guest speak about how cyber education can be successful and tools/tips/ and tricks on how to integrate technology properly within their environment. During PLC's I am the first to volunteer to present/share ideas I have created with not only my team but any teachers who could benefit from the resources shared. Additionally, I am planning on seeking opportunities to grow by joining the MTSS team when position open this spring.

PLC MS 7 9---> Quiz alternative assesment build

• Genially workshops in PLC's
• Choice Boards / Alternative assessment options
• Curriculum Uplifts- You Pick Unit 3
• PTL CBS Pittsburgh - CCA's Ask the Teacher
• Technology integration specialist for Lock Haven Univesities Block Class

DOMAIN 3: Instruction

Effective teachers ensure all students are highly engaged in learning and contribute to the success of the class. Teacher explanations are clear and invite student intellectual engagement. Instructional practices are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness. Teacher feedback is specific to learning goals and rubrics and offers concrete suggestions for improvement. As a result, students understand their progress in learning the content and can explain the learning goals and what they need to do in order to improve, and have autonomy in their learning. Effective teachers recognize their responsibility for student learning and make adjustments, as needed, to ensure student success.

Demonstrating Knowledge of Students

Describe how you track information about students’ context, mindsets, interests, and needs.

Student Trackers

I track information about students' context, mindsets, interests, and needs through various methods, including informal conversations, surveys, and observations. By engaging with students individually and as a group, I gain insight into their backgrounds, learning preferences, and areas of interest. Additionally, I encourage students to share their interests and concerns openly, allowing me to tailor instruction and support to meet their diverse needs effectively. Regular reflection and documentation help me maintain an up-to-date understanding of each student's context and mindset, ensuring a personalized and responsive approach to their education.

Student Attendance

Get to know you form

Pawsitive Moments

Student Song Requests

Show and Tell

Evidence of Practice:

• Use of social or digital platforms and classroom web pages for communication and sharing • Student interest surveys • Learning projects based on student interest • Adapted lessons for students with disabilities and for varied learning styles

Variants- HPE7

3d: Using Assessment in instruction

What strategies do you use to elicit evidence of student understanding during the lesson?

I integrate a variety of learning tools like Class Kick, Nearpod, Mentimeter, Gimkit, Kahoot, and Blooket. These tools allow for record-keeping on both assessment and engagement data on my learners. I also take a creative approach to designing my lessons in a manner that will allow my students to become inspired to interact/ engage.

1.6 Quiz Review Recording ( Time stamp for 3a 4:37)

• Who wants to be a millionaire
• Random object scavenger hunts
• Gamified knowledge checks

4f Showing Professionalism

How do you ensure you are advocating for students best interests and providing opportunities for all students to succeed?

Peer feedback for 1 on 1 review of guided

• HPE tool kit- now has alterntive options available for students with latex allergies due to advocating this need last year.
• Unit 3 uplifted curriculum was found to be inappropriate with the choice of a video on the Olympics that highlights running nude after the winning of an event- my advocacy got an alternative implemented before students accessed the course content
• Curriculum standards have been discussed in length as throughout our 7th grade units we hit 9th grade standards- this is in the process of rebuild due to my advocacy within PLC meetings

• Committee participation
• Advocacy for students

• Rapport with colleagues
• Recognition by colleagues

DOMAIN 2: Classroom Environment

Effective teachers organize their classrooms so that all students can learn. Teachers know and value their students’ identities, as well as their academic, social, and emotional strengths and needs. They maximize instructional time and foster respectful interactions with and among students, ensuring that students find the classroom a safe place to take intellectual risks. Students themselves make a substantive contribution to the effective functioning of the class by assisting with classroom procedures, ensuring effective use of instructional space, and supporting and engaging in the learning of classmates. Students and teachers work in ways that demonstrate their belief that rigorous effort will result in higher levels of learning. Student behavior is consistently appropriate, and the teacher’s handling of infractions is subtle, preventive, and respectful of students’ dignity

4b: Maintaining Accurate Records

Communication is continuous in my course. Each unit has an overview email sent in advance to the unit opening to allow ST's + CT's a look at the content that is being covered. Students also receive a post via their announcements page for useful resources for the upcoming unit and opportunities to improve their earned scores. Additionally, students are monitored on course completion throughout the semester and are checked in on once they obtain 3 overdue assignments. If the overdues increase and their projected score drops below passing they are then included in a Teir 1 bi-weekly workshop group. Tier 1 (is working behind group) is communicated via Edio chat, as well as webmail. Students will also find the feedback to each lesson/assignment, if the score is below 70% it also gets a grade improvement reach out and link. Lastly, course progress check-ins are done bi-weekly to allow for positive praise to students who have earned a 90% or higher and have 0 overdue items, on the opposite side of the spectrum, reminders for overdue work are also sent to students to allow for an opportunity of reminder or to ask questions that are preventing completion of the assignment/lesson. All of this is done in addition to the many phone contacts home where each conversation is an in-depth coverage of how that learner is doing within the course.

How do you communicate to students- re: completed and/or missing assignments? How do students know how they are progressing in your class?

SPM Semester Course Tracker

Student Tracker- Spring 2024

3e: Demonstrating Flexibility and Responsiveness.

How do you determine when to make adjustments to the lesson to enhance understanding by groups of students?

Unit 3- Assessment was a make or break for students as it was worth 23% of their overall grade. Not completing it lowers the student's score significantly and often causes them to fail the course. Unit 2 was a group of lessons that I consistently had review games during- this allowed me to monitor student understanding and adjust supports of deeper learning, additional resources or discussions to allow for student success to increase.

Evidence of Practice:• Teachable moments (Positive moments + Expanding on student learning (Serial Skills Ex.) • Student ability- and/or interest-based lessons- Star Warz, Mario Kart, Choice board lessons • Flexibility in schedule changes/completion options

Unit 2 Test Data + Kahoot Review Analysis ) Data drive instruction.

2d Managing Student Behavior Expectations

What behavior strategies do you use to reward positive behavior?

Evidence of Practice:

Classroom standards posted

I use a Marble Jar Points system to incentivize and reward positive behavior while in the virtual learning environment.

Awareness of student conduct/behavior (Acknolwdge)

Additionally, I use preventative measures to monitor student behavior such as; focus mode and host-only settings in Zoom. I have found that setting expectations at the start has allowed my students to even debate on topics while staying respectful with their classmates responses.

Non-verbal Behavioral Management techniques (Silence symbol or stop sign in the chat)

Positive Behavioral Supports

Reinforcement of positive behavior

2C: Managing Classroom Procedures

Describe how you continuously model expectations, routines, and procedures

Guided sessions are meticulously set up to allow for minimal transition time. Any resources needed throughout the lesson are ready to go to cut down on off task time. Each day the classroom rules, routines and expectations are read by students and modeled by myself. My goal is always to have students drive the learning process as I feel this gives them practice in taking control of their own learning.

3.4 Activities around the world lesson deck

Evidence of Practice: • Use of redirection to encourage smooth transitions • Established procedures, communications, and non-verbal signals • Timers used or other tools for transition (Classroom screen tools) • Student transitions (these are first modeled and then checked for understanding before students transition.)

3b Using Questions and Discussion Techniques

How do you measure active student engagement in discussions?

I meticulously plan ways to measure student engagement by scaffolding questions throughout my lessons so that students start of with a 1/2 (DOK) style of questions and then move to level 3 H.O.T. Questioning.

Additional ways: Through a variety of checks for understanding moments scattered throughout the lesson. Ex. after each sport there was a "Badge earning question" This checked in on student understanding and incentivized participation within the lesson. With a to the closure that contains a ticket out the door.

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https://commonwealthcharter.padlet.org/amccarthy106/global-sports-ticket-out-the-door-qahhywehke8gjq57

2a Creating an Enviorment for Respect and Rapport

Describe your knowledge and use of active positive behavior management.

Team Points A marble jar approach requires a class to work together to all reach one reinforcer, in this course its a chance to spin the prize wheel. This then incentivizes whole-class participation. Moments, where students have stepped up to score points, have been opportunities to create rapport with students in this virtual environment. Our team points reset after each Unit.

Evidence of Practice: • Engagement in meaningful conversations (Daily Positive moments) • Active listening by teacher and student • Modeling of positive responses (e.g., turn-taking) • Approaches to correcting negative interactions among students • Respect for students’ cultural differences

Demonstrating Knowledge of Resources

Describe the procedure you use to provide resources outside the class for students to draw upon.

I regularly curate a list of supplemental materials, including articles, videos, and online resources, tailored to the topics we're studying. These resources are shared with students through our class website or learning management system, allowing them to access them anytime, any where. Additionally, I encourage students to suggest relevant resources they find, fostering a collaborative approach to expanding our learning beyond the classroom. Additionally, I lead workshops during out PLC time that allows colleagues to grow their skills and implement this learning tools into their teaching eviorment.

Evidence of Practice: • Range of Internet-based and physical resources (including district-provided materials) • Community resources and partnerships (including businesses) • Guest speakers • Materials provided by professional organizations

Participation in Professional PLC's

1e: Designing coherent instruction

How do identify and integrate a variety of materials and/or resources to challenge students?

To identify and integrate a variety of materials and resources to challenge my students, I consider their interests, learning styles, and academic needs. I explore multimedia resources like videos, podcasts, and interactive websites alongside traditional materials such as textbooks. I incorporate real-world examples, primary sources, and current events to keep learning relevant and engaging. I also leverage technology tools and educational apps to enhance interactive learning experiences. Collaboration with colleagues, utilization of online repositories, and attendance at professional development workshops help me discover new resources and best practices. By continuously seeking and integrating diverse materials and resources, I provide dynamic and stimulating learning opportunities that inspire and challenge my students.

• Novak Education course on UDL & PLC's

Certification

Evidence of Practice: • Alternate activities for all learning levels • Small group activities • Opportunities for student choice

Student Interest

3c: Engaging Students in Learning

Describe how you select materials and resources that support the learning goals and provide intellectual engagement

One way I achieve this is by getting to know my students personally and learning their interests I am then able to integrate their passions into our lessons. Example: Mario Kart was a game my students were constantly discussing during our social health time so I used it as a theme for a lesson that lacked a lot of student engagement in the past. Another way I select materials is relevance. Does it apply to today's learners? Will it be impactful? (Starwars lesson) With such little time together it is important to me to make the most out of our guided sessions. An example of integrating student interest (Crime shows) to create buy-in and drive up engagement is when I included a forensic artist Dove commercial and used it to discuss positive self image.

Class recording (Time stamp for 3c 16:22)

2b: Establishing a culture for learning

How do you communicate the importance of learning and the assurance that with focus, commitment, and hard work, all students can be successful?

During my guided sessions I communicate my passion for Health and PE as well as being a lifelong learner. I feel this establishes an environment where students see these actions being role modeled therefore they feel more comfortable asking questions or comments. If I do not know the answer I model the approach to exploring that curiosity and finding resources to provide answers.

Grade Improvement Options

• Students this semester have taken initative to improve the quality of their work with the grade improvement opportunities that have been integrated into our Locker.
• Reactions/chats and on-mic peer support can be seen & heard in my guided sessions
• Students often wish to share their work with their peers by sharing their screens to advocate their successes.

Designing Student Assessment

How do you determine when to modify an assessment?

I make sure to continually consider individual learning needs, including IEPs and 504 plans. In addition to taking time to review feedback from previous assessments to address areas of difficulty.By ensuring alignment with learning objectives and standards and offering differentiated instruction by providing alternative assessment formats.I make assessments accessible to all students, including those with disabilities with a focus on keeping assessments engaging and meaningful to students. I captilize on my ability to connect with learners on a personal level and use authentic scenarios or examples where possible. Finally, I seek feedback from students to inform modifications.

Evidence of Practice:• Test blueprint aligning assessment to instructional outcomes• Assessments (including modified/ formative assessments, etc.)• Non-traditional assessments - e.g., projects, portfolios, presentations.

Unit 4.6 Quiz Alternative Assesment

Course uplift feedback

Aligned Scope and Sequence

HPE7 Course Feedback

Variant Code Document

Setting Instructional Outcomes

Aligned Scope and Sequence

Describe how you connect outcomes to our local standards-based curriculum as well as to academic standards.

I ensure alignment between our classroom outcomes and our local standards-based curriculum by closely examining the standards and objectives outlined by our district. By mapping our learning goals to these standards, I guarantee that our curriculum remains in sync with broader educational expectations. Additionally, I regularly reference national and state academic standards to ensure our classroom instruction meets or exceeds these benchmarks, providing students with a comprehensive and rigorous educational experience.

Evidence of Practice: • Goal and concept maps • Project expectations, rubrics • IEP alignment, as needed

• Lesson Plan

4A. Reflecting on Teaching

Discribe the process you use to improve upon lesson?

I take multiple steps in enhancing my lessons. Each day in my daily tasks log I provide snap shot feedback on pros and cons of the lesson along with any ideas of how to improve the follow and function of the guided class enviorment. After some deep reflecting I found that the asynchronous students were struggling to communicate their needs till the very end of the semester. So this year I took the time to build in grade reflections to our Knolwedge checks. This allows all students regardless if they come to guided a simple 1 click option to expressing their need of support or content with their score. I use their response for reach outs and have seen students become more successful with improving their scores.

Monthly Reflections

Variant Code: A1525945