Derek Marohn
M.Ed. Curriculum & Instruction – University of Idaho Exploring the integration of pedagogy, technology, and student-centered learning in the modern classroom.
Index
Professional Growth & Development
Professional Introduction
Pedagogical & Technology Beliefs
Technology Assessment Results
Performance Task 1
Resume
Lesson Plan
Performance Task 2
10
ISTE Standards for Educators
Performance Task 3
Name:Derek Marohn Email: educderekmarohn@gmail.com
Personal information
Professional Introduction I am an educator pursuing teacher certification through the University of Idaho’s M.Ed. program. My background includes over fourteen years as a National Park Service Interpretive Ranger, where I developed educational programs focused on geology, natural history, and public engagement. I now work as a Partner Teacher supporting students across subjects and grade levels while preparing to teach middle school Earth Science.
pedagogical & technological beliefs
Technological Beliefs Technology should enhance learning by promoting collaboration, creativity, and access to information. I believe technology is most effective when used intentionally to support student engagement, formative assessment, and differentiated instruction.
Pedagogical Beliefs I believe students learn best through inquiry, exploration, and meaningful connections to the real world. My teaching philosophy emphasizes student curiosity, critical thinking, and inclusive learning environments where every student feels supported and capable of success.
Derek Marohn – Future EducatorEducation M.Ed. in Curriculum & Instruction (In Progress) – University of Idaho Bachelor of Science in History - Southern Oregon University Professional Experience Partner Teacher (SPED Support), Gem Prep Meridian Interpretive Ranger, National Park Service (14+ years experience) Skills Student engagement and inquiry-based learning Differentiated instruction and SPED support Technology integration in classrooms Geology and Earth Science instruction Professional Goal My goal is to become a middle school Earth Science teacher who creates engaging, inquiry-based learning experiences that connect science to real-world environments and local geology.
resume
lesson plan
ISTE Standards for Educators Section
Learner – Educators continually improve their practice by learning from and with others. Leader – Educators advocate for equitable access to educational technology. Citizen – Educators inspire students to positively contribute and responsibly participate in the digital world. Collaborator – Educators collaborate with colleagues and students to improve practice. Designer – Educators design authentic, learner-driven activities and environments. Facilitator – Educators facilitate learning with technology to support student achievement. Analyst – Educators use data to inform instruction and support student learning.
professional growth & development
Professional Goals My professional goal is to become a certified middle school science teacher with endorsements in Earth Science and History. I am currently pursuing my Master of Education degree and working toward gaining the content knowledge and pedagogical skills necessary to effectively teach diverse learners. In the short term, I aim to strengthen my instructional practices by continuing to develop engaging, standards-aligned lessons that incorporate strategies such as CER (Claim-Evidence-Reasoning), UDL, and technology integration. In my current role as a SPED paraprofessional, I am gaining valuable experience supporting students with diverse learning needs, which has reinforced my commitment to creating inclusive and equitable classroom environments. I plan to continue building my ability to differentiate instruction and use data to guide decision-making, ensuring all students have access to meaningful learning opportunities. Long-term, I hope to grow into a highly effective educator who fosters curiosity, critical thinking, and a strong understanding of scientific concepts. I also aim to contribute to my school community by collaborating with colleagues, mentoring students, and continuously refining my practice through reflection and professional development.
Strengths One of my primary strengths as an educator is my ability to engage students through meaningful and interactive instruction. Drawing from my background as a National Park Service Ranger, I incorporate storytelling, questioning, and real-world connections to make content relevant and accessible. I am also skilled in building positive relationships with students, which helps create a classroom environment grounded in respect, trust, and my school’s EPIK values (Excellence, Perseverance, Integrity, and Kindness). Additionally, I have developed strong skills in supporting diverse learners, particularly through my work in special education. I am able to scaffold instruction, provide targeted support, and use strategies such as sentence frames and guided practice to help students access challenging content. I also effectively integrate technology tools like Nearpod and Kahoot! to increase engagement and provide real-time feedback. Areas of Improvement One area for growth is continuing to deepen my content-specific pedagogy in science, particularly in designing assessments that fully measure higher-order thinking and scientific reasoning. While I am developing strong lesson structures, I aim to refine my ability to create assessments that align tightly with standards and provide clear evidence of student understanding. Another area for improvement is strengthening my implementation of culturally responsive teaching practices. While I recognize the importance of incorporating diverse perspectives and students’ backgrounds into instruction, I am continuing to build my confidence and consistency in doing so effectively.
technology assessment results
The results of the pre- and post-technology assessment survey demonstrate clear and measurable growth in my technology integration skills. My overall score increased from 129 on the pre-survey to 159 on the post-survey, reflecting a gain of 30 points. This improvement indicates my increased confidence and proficiency across multiple domains, including digital tools, instructional design, and data-driven decision-making. Growth was very evident in areas related to emerging technologies, such as generative artificial intelligence and instructional applications of digital tools. These results suggest that I have developed a stronger ability to design technology-rich learning environments that support student engagement, differentiation, and real-time assessment.
performance task 1
performance task 2
performance task 3
Facilitator
I facilitate student learning by integrating technology in meaningful ways that enhance engagement and understanding. Using tools such as Nearpod and Kahoot!, I provide real-time feedback and interactive opportunities for students to demonstrate their understanding. I guide students through inquiry-based learning experiences, asking probing questions and supporting them as they construct their own understanding of scientific concepts.
Analyst
I use data to inform instruction and support student learning by analyzing formative and summative assessment results. For example, when student data shows that a portion of the class is below proficiency, I identify specific areas of misunderstanding, such as vocabulary or data interpretation, and implement targeted reteaching strategies. I also use tools like Nearpod to collect real-time student responses, allowing me to adjust instruction immediately and provide additional support where needed.
Citizen
I model and reinforce responsible digital citizenship by setting clear expectations for appropriate technology use in the classroom. Students are guided to use digital tools respectfully, stay on task, and engage in academic discourse. Through structured activities, I encourage students to contribute positively in digital environments, such as responding thoughtfully to peers’ ideas during interactive lessons and maintaining academic integrity when completing online work.
Designer
I design authentic, learner-centered activities that align with content standards and support diverse learners. For example, in my “Fossils as Clues to Earth’s Past” lesson aligned to MS-ESS1-4, students analyze rock strata and fossil evidence to construct scientific explanations using CER. The lesson incorporates UDL principles by offering multiple means of engagement (discussion, visuals), representation (diagrams, video), and expression (written and verbal responses), ensuring accessibility for all learners.
Learner
I continually improve my practice by engaging with coursework in my M.Ed. program and applying research-based strategies such as Universal Design for Learning (UDL), CER (Claim-Evidence-Reasoning), and literacy strategies from Vacca et al. In my classroom, I actively reflect on lesson effectiveness, such as refining my fossils lesson after implementation, and adjust instruction based on student needs and feedback. I also learn from colleagues and mentor teachers by observing classroom management techniques and instructional strategies, then integrating those into my own teaching practice.
Collaborator
I collaborate with colleagues, other paraprofessionals, and substitute teachers to maintain consistency in classroom expectations and instructional delivery. In my SPED role, I work closely with general education teachers to support student accommodations and modify instruction as needed. Additionally, I collaborate with students through group-based activities, such as analyzing rock layer diagrams together, which promotes peer discussion and shared problem-solving.
Leader
I advocate for equitable access to educational technology by ensuring all students, including those in SPED and ELL populations, can access and engage with digital tools. For example, I use platforms like Nearpod to provide multiple entry points for learning through visuals, interactive questions, and scaffolded responses. I also support students in accessing and navigating technology independently, helping to reduce barriers and promote inclusive participation in a college-preparatory environment.
Education Portfolio
Derek Marohn
Created on March 6, 2026
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Transcript
Derek Marohn
M.Ed. Curriculum & Instruction – University of Idaho Exploring the integration of pedagogy, technology, and student-centered learning in the modern classroom.
Index
Professional Growth & Development
Professional Introduction
Pedagogical & Technology Beliefs
Technology Assessment Results
Performance Task 1
Resume
Lesson Plan
Performance Task 2
10
ISTE Standards for Educators
Performance Task 3
Name:Derek Marohn Email: educderekmarohn@gmail.com
Personal information
Professional Introduction I am an educator pursuing teacher certification through the University of Idaho’s M.Ed. program. My background includes over fourteen years as a National Park Service Interpretive Ranger, where I developed educational programs focused on geology, natural history, and public engagement. I now work as a Partner Teacher supporting students across subjects and grade levels while preparing to teach middle school Earth Science.
pedagogical & technological beliefs
Technological Beliefs Technology should enhance learning by promoting collaboration, creativity, and access to information. I believe technology is most effective when used intentionally to support student engagement, formative assessment, and differentiated instruction.
Pedagogical Beliefs I believe students learn best through inquiry, exploration, and meaningful connections to the real world. My teaching philosophy emphasizes student curiosity, critical thinking, and inclusive learning environments where every student feels supported and capable of success.
Derek Marohn – Future EducatorEducation M.Ed. in Curriculum & Instruction (In Progress) – University of Idaho Bachelor of Science in History - Southern Oregon University Professional Experience Partner Teacher (SPED Support), Gem Prep Meridian Interpretive Ranger, National Park Service (14+ years experience) Skills Student engagement and inquiry-based learning Differentiated instruction and SPED support Technology integration in classrooms Geology and Earth Science instruction Professional Goal My goal is to become a middle school Earth Science teacher who creates engaging, inquiry-based learning experiences that connect science to real-world environments and local geology.
resume
lesson plan
ISTE Standards for Educators Section
Learner – Educators continually improve their practice by learning from and with others. Leader – Educators advocate for equitable access to educational technology. Citizen – Educators inspire students to positively contribute and responsibly participate in the digital world. Collaborator – Educators collaborate with colleagues and students to improve practice. Designer – Educators design authentic, learner-driven activities and environments. Facilitator – Educators facilitate learning with technology to support student achievement. Analyst – Educators use data to inform instruction and support student learning.
professional growth & development
Professional Goals My professional goal is to become a certified middle school science teacher with endorsements in Earth Science and History. I am currently pursuing my Master of Education degree and working toward gaining the content knowledge and pedagogical skills necessary to effectively teach diverse learners. In the short term, I aim to strengthen my instructional practices by continuing to develop engaging, standards-aligned lessons that incorporate strategies such as CER (Claim-Evidence-Reasoning), UDL, and technology integration. In my current role as a SPED paraprofessional, I am gaining valuable experience supporting students with diverse learning needs, which has reinforced my commitment to creating inclusive and equitable classroom environments. I plan to continue building my ability to differentiate instruction and use data to guide decision-making, ensuring all students have access to meaningful learning opportunities. Long-term, I hope to grow into a highly effective educator who fosters curiosity, critical thinking, and a strong understanding of scientific concepts. I also aim to contribute to my school community by collaborating with colleagues, mentoring students, and continuously refining my practice through reflection and professional development.
Strengths One of my primary strengths as an educator is my ability to engage students through meaningful and interactive instruction. Drawing from my background as a National Park Service Ranger, I incorporate storytelling, questioning, and real-world connections to make content relevant and accessible. I am also skilled in building positive relationships with students, which helps create a classroom environment grounded in respect, trust, and my school’s EPIK values (Excellence, Perseverance, Integrity, and Kindness). Additionally, I have developed strong skills in supporting diverse learners, particularly through my work in special education. I am able to scaffold instruction, provide targeted support, and use strategies such as sentence frames and guided practice to help students access challenging content. I also effectively integrate technology tools like Nearpod and Kahoot! to increase engagement and provide real-time feedback. Areas of Improvement One area for growth is continuing to deepen my content-specific pedagogy in science, particularly in designing assessments that fully measure higher-order thinking and scientific reasoning. While I am developing strong lesson structures, I aim to refine my ability to create assessments that align tightly with standards and provide clear evidence of student understanding. Another area for improvement is strengthening my implementation of culturally responsive teaching practices. While I recognize the importance of incorporating diverse perspectives and students’ backgrounds into instruction, I am continuing to build my confidence and consistency in doing so effectively.
technology assessment results
The results of the pre- and post-technology assessment survey demonstrate clear and measurable growth in my technology integration skills. My overall score increased from 129 on the pre-survey to 159 on the post-survey, reflecting a gain of 30 points. This improvement indicates my increased confidence and proficiency across multiple domains, including digital tools, instructional design, and data-driven decision-making. Growth was very evident in areas related to emerging technologies, such as generative artificial intelligence and instructional applications of digital tools. These results suggest that I have developed a stronger ability to design technology-rich learning environments that support student engagement, differentiation, and real-time assessment.
performance task 1
performance task 2
performance task 3
Facilitator
I facilitate student learning by integrating technology in meaningful ways that enhance engagement and understanding. Using tools such as Nearpod and Kahoot!, I provide real-time feedback and interactive opportunities for students to demonstrate their understanding. I guide students through inquiry-based learning experiences, asking probing questions and supporting them as they construct their own understanding of scientific concepts.
Analyst
I use data to inform instruction and support student learning by analyzing formative and summative assessment results. For example, when student data shows that a portion of the class is below proficiency, I identify specific areas of misunderstanding, such as vocabulary or data interpretation, and implement targeted reteaching strategies. I also use tools like Nearpod to collect real-time student responses, allowing me to adjust instruction immediately and provide additional support where needed.
Citizen
I model and reinforce responsible digital citizenship by setting clear expectations for appropriate technology use in the classroom. Students are guided to use digital tools respectfully, stay on task, and engage in academic discourse. Through structured activities, I encourage students to contribute positively in digital environments, such as responding thoughtfully to peers’ ideas during interactive lessons and maintaining academic integrity when completing online work.
Designer
I design authentic, learner-centered activities that align with content standards and support diverse learners. For example, in my “Fossils as Clues to Earth’s Past” lesson aligned to MS-ESS1-4, students analyze rock strata and fossil evidence to construct scientific explanations using CER. The lesson incorporates UDL principles by offering multiple means of engagement (discussion, visuals), representation (diagrams, video), and expression (written and verbal responses), ensuring accessibility for all learners.
Learner
I continually improve my practice by engaging with coursework in my M.Ed. program and applying research-based strategies such as Universal Design for Learning (UDL), CER (Claim-Evidence-Reasoning), and literacy strategies from Vacca et al. In my classroom, I actively reflect on lesson effectiveness, such as refining my fossils lesson after implementation, and adjust instruction based on student needs and feedback. I also learn from colleagues and mentor teachers by observing classroom management techniques and instructional strategies, then integrating those into my own teaching practice.
Collaborator
I collaborate with colleagues, other paraprofessionals, and substitute teachers to maintain consistency in classroom expectations and instructional delivery. In my SPED role, I work closely with general education teachers to support student accommodations and modify instruction as needed. Additionally, I collaborate with students through group-based activities, such as analyzing rock layer diagrams together, which promotes peer discussion and shared problem-solving.
Leader
I advocate for equitable access to educational technology by ensuring all students, including those in SPED and ELL populations, can access and engage with digital tools. For example, I use platforms like Nearpod to provide multiple entry points for learning through visuals, interactive questions, and scaffolded responses. I also support students in accessing and navigating technology independently, helping to reduce barriers and promote inclusive participation in a college-preparatory environment.