Teacher Portfolio

Standard 1: Demonstrates ability to enhance academic performance and support for implementation of the school district's student achievement goals.
Provides multiple forms of evidence of student learning to students, families, and staff.

The Spring Art Show during Confernces. (also on my web site)
Teacher and student evaluation form in their journal (used at Adams and CMS).
Walk -Through 10-9-09 (6th Grade-Students evaluated their pottery and were given comments)
Implements strategies supporting student, building, and district goals.

Goal setting (contour line drawing, realistic portraits)
Uses student performance data as a guide for decision making.

Because I teach a fluency group for tiger time, I feel it is important to use the dibels data as a guide to be sure the program I use fits the student needs and the 5th grade reading target goal.
Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.

On the first day of class, a cooperative learning lesson is taught to engage students to critically think about respect in the art room. The final part of the respect lesson includes placing one rule from each of the 10 classes on the front bulletin board.
Creates an environment of mutual respect, rapport, and fairness.

Student Behavior Form
Participates in and contributes to a school culture that focuses on improved student learning.

Email from Principal on student involvement.
Communicates with students, families, colleagues, and communities effectively and accurately.

Newsletters are a great way to communicate and my web site is easily accessible for students, parents, staff, and the community. I also sent home a small congrats sheet for students that had art work from the Art Show selected by other students or staff as their favorite art work.