2024/25 Amber Mausteller Portfolio

24/ 25 Teacher Portfolio

Amber Mausteller

Chemistry

"Have faith in your skills. Doubt kills more dreams than failure ever will."

Suzy Kassem

Personal Belief StateMent:

All students can learn given the right content and support. In my seven years as a teacher, I have encountered a number of students in my career with challenging backgrounds and struggles, both academic and otherwise. I have been able to help some of them push past those struggles to earn the credits required for graduation. Addressing these needs, no matter where they fall on Maslow’s Hierarchy, is key to the success of all learners. As teachers, we may be the only individuals addressing the various needs of our learners. In particular, our setting allows students to help fulfill their family obligations, whether it is contributing while working with them in a combination of recorded, live class sessions, evening office hours, as well as simulated and hands-on activities to meet or surpass the learning goals, earning their diploma.

Banner Question

What additional tools or resources can I better utilize to determine and meet the needs of various learners, while maintaining a safe and secure virtual learning environment that is engaging?

REsume

CURRICULUM VITAE

Education

Achievements

• Master of Science, Secondary Education Biology, Western Governors University, Salt Lake City, UT - March 2020
• Bachelor of Arts, Secondary Education Chemistry, Lock Haven University, Lock Haven, PA - December 2014

Mentor 23/24 School Year Mentor 24/25 School Year

Experience

• Chemistry Teacher, Commonwealth Charter Academy, Williamsport FSC, PA
• Biology Teacher, Commonwealth Charter Academy, Williamsport FSC, PA
• Science Teacher, SusQ-Cyber Charter School, Bloomsburg, PA

Information

Skills

• Increased student ownership within units and lessons utilizing exam-wrappers
• Developed and maintain methods to track student progress, grades, plagiarism, and catch-up plans
• Collaborates with Caretakers and CCA staff to improve student communication and success in courses,

amausteller@ccaeducate.me

570-651-3327

Training

training

• Attached is a screenshot of my current PERMs requirement for 2022-2028.
• Currently, 218.5/180 hours have been completed to satisfy this in the last year and a half.

Next

Domain 1

Transcripts from WGU

Certifications

This page displays my Certificates to teach, college transcripts and other supporting evidence.

Lock Haven Transcripts (Click to Access)

Level II Certifications in Biology and Chemistry

Mausteller Teaching Portfolio 23/24

Teaching guide

with Learning units

Couse Expectations: ST Created

Course expectations were developed by the class at the beginning of the year. We also have a routine built into the day that I try to start class 5 minutes early, playing a song from our chemistry playlist. While students are getting logged into our zoom classroom, and into our daily nearpod lesson. The first 5 minutes of the class also include a bellringer/ review question either from the previous day's content or previewing student understanding. In addition the guided notes are embedded into the Nearpod to help students follow along and fill in the blanks of their notes as we are reviewing content in edio. The class ends with a ticket out the door which helps me determine what we might need to review or spend more time on in either a live lesson or as a possible bellringer for the next class. In addition to this, students will often log in and help to share the nearpod link or code with classmates who are logging in late or other files that are shared in the Zoom chat, taking ownership of their education and aiding in the classroom management and expectations.

Nearpods

Unit 1

Unit 2

Unit 3

Domain 2

DoMain 2 Additional Evidence

Personalized Birthday Cards for each student

Chemistry Playlist

• Songs from this playlist are suggested by students and previewed by me before being played in class. This is something that I use as a tool to give students appropriate amounts of thinking time - since timers tend to induce anxiety.
• These songs also give me a way to connect with students outside of the typical class subject. For example, many of the learners this year are fans of video games and anime-style music. So, sometimes, playing a song may lead to a discussion about anime or a show. It also can provide other connections to students' cultures and hobbies. For example, Starfall, one of the bands suggested by students, is known for its music in video games.

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Example Kahoots (click for a live Kahoot review lesson):

Domain 3

In addition to logged emails, chats and calls the following items are evidence for domain 3:

• Chemistry playlist, see domain 2 for link and explanation.
• Exam Wrappers after each test for student ownership of their results.
• This includes 3 - 4 variants typically due to student performance
• Passing - asks students how they prepared for the test.
• Not Passing - asks students questions related to how they prepared for the test and if they reviewed feedback. Also asks students if they would like a retake
• Incomplete - gives students links and reminders of review material to review before completing their assessment
• New St/Exempt - provides students with previously completed notes and reminds them that if the content is unfamiliar or if they have questions, to meet with me.
• 3 methods of test corrections/ retakes
• Resetting the lesson
• Test Correction form
• Kahoot Correction assignments - students retake MC portion in the game format, only answering questions they got incorrect with the previously incorrect answer eliminated as an option

Additional Resources - Click here

Domain 3

In addition to logged emails, chats and calls the following items are evidence for domain 3:

• Catch-Up Plans - Students are placed in these if they are falling behind or request one. These plans help to reduce stress for students, by reducing the number of overall overdues and providing them with the "meat and potatoes of the content.

• Condensed lessons before each quiz or test with a review
• Quiz
• Test
• Project

Click for an example of a condensed lesson in Unit 9

Domain 4

In addition to IEP, 504 input, variants 1:1 lessons, chats and emails the following are additional evidence for domain 4:

• PLC Notes and work fall (4a)

• Catch Up/ Review Genially (4b)

• New Mentee (4d *2 and resources provided in link) )
• Amanda Forgione
• 3 mentees starting in December 2023-

• Matthew - Graduated December 2024
• Colleen - Graduated March 2025
• Cynthia - Now an AP as of Sept 2024!
• provided 1:1 training on-site for 2 days at the FSCs for each of these teachers
• Monthly minimum check-ins
• Providing feedback and support during and after school as needed

• GSO attendance - presented on Participation/Attendance - 3/5 (4e)

• 2 Field trips (4c)- Resin and Thanksgiving PNO
• Reading for personal and professional growth (4d)

Domain 4a

Exam Wrappers Examples (4a)

This is a post-assessment reflective piece I offer after almost every unit for learners to reflect on their scores, their efforts to prepare and if needed whether or not they would like a retake or complete a test correction.

MP1 Lesson Plans (4a)

Domain 4

Variants Examples (4b)

Click here to explore the different variants for the lesson above

Domain 4

(4b) Homeroom Contacts - Tabhub Link

Fall Attendance Email (4c)

(4b) SDI Tab - color coded and marking learners needs for variants.

(4a) Monthly supervisory Tab

Domain 4

Fall Newsletter Email (4c)

Domain 4

Unit Newsletters (4c *2)

Each unit I email out key dates, assessments, heads up for lab and my evening office hours. This newsletter is translated into Russian, Spanish and Portuguese to meet learner and caretaker needs.

Domain 4

IEPs and 504s that I have participated in to date. -10 are homeroom related -10 are content learners

SSIP Work (4d) - spend time working with the School Special Education Improvement Plan Team Since Fall 2023.

Domain 4

Current Outlook Calendar for May (4e)

Comet Hours (4e)

Updated Edio Calendar (4e)

Course revamp for CASA kiddos - started Mid Unit 6 Jan. 13th

Domain 4

Evening Support hours offered 2 times a month - 2 hours at a time (4f)

Domain 4

Course revamp for CASA kiddos - started Mid Unit 6 Jan. 13th

CASA emails between myself and room supervisor there

Additional Data Tracking & End of Year Question

In addition to the required tracking in tabhub, I have also been attempting to track the following information for my students throughout the year.

• Content Tracking Notes

• Extra Credit Tracking

• Math/English Repearing Learners

Replies coming in from the motivational cards that I have been sending out:

9 Principles

Ch.1 Why is it difficult to make school enjoyable for ST? - Work can be too difficult for students - People are naturally curious, but not good thinkers - "Thinking is the hardest work there is, which is why so few people engage in it." -Thinking is slow, is effortful and uncertain - When we can get away with it we don't think, we rely on memory. - Traveling is exhausting because we can't go on autopilot and need to take extra time and care to familiarize ourselves from the destination and roads to the new location/surrounding. - Learning to drive vs. driving now - with practice it becomes an action with little to no thought- Pleasure is in the solving of a problem, not working on it. -Content matters -motivation improves cognition