Martin Portfolio

Chelsey Martin
Professional Portfolio
University of Arkansas
Master of Arts in Teaching
2014-2015

Table of Contents
Resume.........................................................................................3
Philosophy of Education..............................................................5
Action Research Summary..........................................................6
Curriculum Unit Summary..........................................................8
Classroom Management..............................................................10
Summary of Literacy Assessment Case Study.............................11
Master of Arts in Teaching Description and Placements...........13
Self-Assessment Based on Danielson..........................................15
Danielson End of 2nd Placement Evaluation..............................17
Evidence of Understanding, Respecting, and Valuing
Diversity......................................................................................23
2

Chelsey'Martin'
5441$Chardonnay$Ct$
Rogers,$AR$72758$
(479)$685;1016$
lovelyfrisson@hotmail.com$
Seeking'an'elementary'teaching'position'in'grade'P54'
'
EDUCATION'
The'University'of'Arkansas,'Fayetteville,$AR$
B.S.E.$in$Childhood$Education,$May'2014'
M.A.T.$in$Childhood$Education,$May'2015'
Awards$and$Scholarships:$Chancellor’s$List$Fall$2013;$Arkansas$Academic$Challenge$Scholarship$
Fall$2013,$Spring$2014,$Fall$2014,$Spring$2015$
$
INTERNSHIP'EXPERIENCE'
1st$grade,$Old$Wire$Road$Elementary$School,$Rogers,$AR$$ $ $ $$$$$$$$$$$$$$$$$$$$$$$$$Fall'2014$
• Instructed$25$students$in$a$general$education$classroom$
• Prepared$and$presented$lessons$aligned$with$the$Common$Core$State$Standards$
• Carried$out$a$Literacy$Case$Study$over$one$student$where$I$conducted$pre$and$post$
assessments,$instructional$strategies$and$interventions,$and$analyzed$the$data$
• Attended$district$professional$developments$
$
4th/5th$grade,$Old$Wire$Road$Elementary$School,$Rogers,$AR$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$Fall'20145Spring'2015'
• Instructed$28$students$in$a$general$education$classroom'
• Designed$and$implemented$an$integrated$Literacy/Social$Studies/Science$unit$over$Stories$
of$Earth$and$Sky$where$students$engaged$in$research$and$presentations'
• Differentiated$instruction'
• Attended$and$participated$in$parent;teacher$conferences'
'
Kindergarten,$Old$Wire$Road$Elementary$School,$Rogers,$AR$ $ $ $$$$$$$$$$$$$$$$$$$$Spring'2015'
• Instructed$20$students$in$a$general$education$classroom'
• Prepared$and$presented$lesson$plans$aligned$with$the$Common$Core$State$Standards'
'
EARLY'FIELD'EXPERIENCE'
Kindergarten,$Lee$Elementary$School,$Springdale,$AR$ $ $ $ $$$$$$$$$$$$$$$$$$$$Spring'2014'
1st$grade,$Holcomb$Elementary$School,$Fayetteville,$AR$ $ $ $ $$$$$$$$$$$$$$$$$$$$$$$$$Fall'2013'
Early$Childhood$Center,$Springdale,$AR$ $ $ $ $ $ $$$$$$$$$$$$$$$$$$$$$$$$$Fall'2012'
'
ADDITIONAL'EXPERIENCE'WITH'CHILDREN'
Nanny$for$a$family$with$two$young$children$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$Summer'20135Summer'2014$
$
PROFESSIONAL'ORGANIZATIONS'
The$National$Society$of$Collegiate$Scholars$(NSCS),$Member'
'
'
'
'
3

REFERENCES

Vicki
Collet
–
Student
Internship
University
Liaison

University
of
Arkansas,
Fayetteville,
AR

Phone:
(970)
231-‐2773
Email:
collet@uark.edu

Beth
Allen
–
1st
Grade
Teacher

Old
Wire
Road
Elementary
School,
Rogers,
AR

Phone:

(479)
621-‐3394
Email:
ballen@rps.k12.ar.us

Trisha
Grayson
–
4th/5th
Grade
Teacher

Old
Wire
Road
Elementary
School,
Rogers,
AR

Phone:
(479)
927-‐3230
Email:
tgrayson@rps.k12.ar.us

Nicole
Blood
-
Kindergarten
Teacher

Old
Wire
Road
Elementary
School,
Rogers,
AR

Phone:
(479)
925-‐8112
Email:
nblood@rps.k12.ar.us

Edwin
Nelson
–
National
Account
Manager

First
Quality
Consumer
Products

Phone:
(479)
531-‐1000
Email:
edro@cox.net

4

Teaching Philosophy
Since I have become a teacher I've come to understand that being a teacher
means that you can touch the lives of countless numbers of children by
instructing and guiding them to reach the fullest of their potential. In order
to create an environment in which students can strive and reach that
potential I believe there must be some essential classroom components in
place prior to any expectations being met.
o As a teacher, I must first and foremost lead by example.
o The classroom should be a community of friends who respect one
another.
o There should be ongoing communication between families and
myself to encourage students' to excel and do their very best every
day.
o The classroom needs to be a place where students feel safe to take
chances and learn from mistakes and others.
o As a teacher, I need to be supportive and understanding, as well as,
nurturing and challenging.
o Expectations are and should be held for each student in order for
them to reach their full potentials.
o The ways the classroom is organized should seek to make children
feel significant and cared about.
o Students need to learn that people can be different and unique, yet
still have much in common.
o Teaching should always take into consideration each student and
have the goal of maximum learning in mind. All students are diverse
and so are their learning experiences.
o Differentiation is key in the process of leading students to their full
potential.
o Appropriate assessments should be given in order to allow each
student to show what he/she knows.
5

Summary of Action Research
An important part of the MAT program is conducting a research
project in a local elementary school. The project is designed to develop an
appreciation of the importance of reviewing literature, evaluating empirical
studies, and analyzing data. The research is conducted in an effort to
determine the productivity of certain teaching strategies.
Research Question
“Does explicit instruction using elaborated word exposure improve
vocabulary acquisition in one fourth-grade classroom?”
Grade Level:
Fourth-Grade
Rationale:
The National Center for Education Statistics (NCES) stated that many
students struggle to achieve basic proficiency in reading. One of the critical
areas of reading in the fourth-grade is recognizing and comprehending
vocabulary. It is crucial for students to develop vocabulary acquisition skills
as they not only help students develop further reading ability and
comprehension, they help students develop and produce language.
Participants:
18 Students
o 12 females/ 6 males
o 10 Hispanic
o 6 White
o 1 Black
o 1 Pacific Islander
Procedure:
During the eight-week study, students participated in instruction and
activities that taught vocabulary acquisition through elaborated word
exposure. Data were gathered before and after the intervention to
determine the impact of this intervention on the students' vocabulary
acquisition. The CORE Vocabulary Screening and a Vocabulary Knowledge
Rating Scale (VKRS) were given to measure the students' growth between
pre- and post-assessment scores. Weekly assessments were given to
measure growth over time and track students' improvement.
6

Results:
The results of this study concluded that direct instruction of vocabulary
through extensive exposure and repetition helped improved these students’
vocabulary acquiring skills. After analyzing the results of the pre-
assessments and post-assessments, an improvement in scores was evident.
Comparison of Pre-Assessment and Post-Assessment Scores for the CORE
Vocabulary Screening
Comparison of Pre-Assessment and Post-Assessment Scores for the VKRS
0
10
20
30
40
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
VocabularyAcquisition
Skills
Students
Pre-Test
Post-Test
0
50
100
150
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
DepthofVocabulary
KnowledgeScores
Students
Pre-Test
Post-Test
7

Summary of Curriculum Unit
Title: Stories of Earth and Sky Grade Level: Fourth-Grade
Discipline: Language Arts, Reading, Science, and Social Studies were all
integrated into the two-week unit, following the Understanding by Desing
model.
Essential Questions:
o How are the earth and sky portrayed in fiction?
o How are the earth and sky portrayed in non-fiction?
o How does reading non-fiction influence a reader's life?
Standards:
RI.4.3 Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based on
specific information in the text.
RI.4.9 Integrate information from two texts on the same topic in order to
write or speak about the subject knowledgeably.
Assessments Used:
o Pre-assessment and post-assessment based on Common Core State
Standards and content used in the unit
o Exit tickets to see where the students were at in terms of their
understanding of the content
o Teacher observation during class discussions and partner/group
activities
o Research presentation
Learning Experiences:
o Think/Pair/Share
o Individual and cooperative discussions
o Independent and Group activities
o Student self-assessment
Evidence of Student Learning:
The students' final product of a presentation over research on a
constellation showed their understanding of comparisons and contrasts
between fiction and non-fiction, thus proving that they learned that the
earth and sky are portrayed differently in fiction and non-fiction. Also, the
students' responses on the post-test were more accurate than those on the
post-test.
8

Evidence of Student Learning
Student Research Presentation Samples
9

Classroom Management
My classroom management approach is student-centered as I help students
develop a sense of responsibility for their actions. The behavior standards
in my classroom are high and developmentally appropriate for the age I am
teaching. Together as a class, we decide what is appropriate behavior for
our classroom, and write these rules as positive statements to be displayed
in the room. I ensure that all students understand the expectations of our
classroom. I strive to be firm, kind, and consistent in my approach to rules
and rule breaking. I aim to have a calm, safe, and orderly classroom - one
in which I can teach and my students can learn.
Classroom Rules Behavior Clip Chart
Important Aspects of my Classroom Management
o Classroom rules enforced consistently
o Logical rules and consequences
o Students are responsible for their own learning environment
o Constant feedback on behavior
o Different learning paces are kept in mind
o Connect parents early and often
o Be organized!!
10

Summary of Literacy Assessment Case Study
During the first nine weeks of the school year, I conducted a literacy case
study in a first grade classroom. The goal was to become familiar with
conducting assessments, implementing interventions, evaluating students'
strengths and weaknesses, and relaying information to parents.
Student Data:
The student I studied is a six-year-old Hispanic, male. He expressed
interest in reading during his informal interview by stating that he likes to
read. He says that his family members read at home, often to him. He
scored consistently between phonics and reading engagement, but much
lower on fluency and comprehension. His instruction was then focused on
his comprehension skills as well as reading fluency.
Procedures:
The methods used included listening to passages and oral, repeated
readings. The student would listen to passages first, while following along
with the teacher. The student would then reread the passage aloud. This
helped the student practice the pronunciation of words and their meanings
with automaticity. Comprehension was broken down into smaller parts
(summarizing, questioning, and making connections) in order to teach the
student different ways to comprehend text. These methods were utilized
throughout the duration of this case study.
Running Record scores for fluency
Report to Parents:
The student's parents were notified of the study before it began.
After the conclusion of the study, I met with his parents to discuss the
progress their son had made over the period of the intervention. I informed
the parents of the assessments used, including the pre- and post-
assessment data, showing them the advances their son had made over the
course of the study.
50
52
48

55
58
54

61
63
62
65

0

20

40

60

80

4.2
4.4
5.2
5.4
6.2
6.4
7.2
7.4
8.2
8.4

Words
Read
Per

Minute

Week

11

Master of Arts in Teaching Program
Rationale:
The Master of Arts in Teaching (M.A.T.) is a graduate level
teacher preparation program that is offered by the University of
Arkansas. This program allows future teachers with the opportunity to
participate in a year-long internship/student teaching experience.
Successfully completing the program, students will receive a teacher
licensure to teach Pre-Kindergarten through fourth grade.
Requirements:
Participants are required to complete 33 graduate hours, which
also includes a yearlong internship in an elementary school in
Northwest Arkansas. The internship consists of three different grade-
level placements. As an intern, one participates in family-community
events that take place during the school year, professional
development, and district and school faculty meetings. As an intern,
one completes several different projects: literacy case study, action
research project, and a curriculum unit of study based on the
Understanding by Design Model by Wiggins and McTighe.
Scholar-Practitioner Model:
Graduates of this program are required throughout the process
to show the knowledge, skills, and areas of growth in each of the
Scholar-Practitioner Model:
1. One who assesses, uses, and/or generates knowledge
2. One who plans, implements, and models best practices
3. One who understands, respects, and values diversity
4. One who is a developing professional and lifelong learner
5. One who communicates, cooperates, and collaborates with
others
6. One who makes decisions based upon professional standards
and ethical criteria
7. One who is knowledgeable about teachers and teaching,
learners and learning, schools and schooling
13

Master of Arts in Teaching Program Placements
at Old Wire Road Elementary School
First Placement:
First Grade
Teacher: Beth Allen
Number of
Children: 25
Diversity: 17
Hispanic students, 7
White students, 1
Asian student, 1 Black
student
Responsibilities:
- Taught phonics,
math, science, reading,
writing, spelling
- Led small reading
groups that varied in
readiness levels
- Created,
implemented, and
reflected on lessons
taught
-Led small reading
groups varying on
readiness levels
-Taught one solo week
- Performed a literacy
case study
- Met weekly with
grade level team
- Collaborated with
other interns and
grave level teachers to
create lessons
Second Placement:
Fourth/Fifth Grade
Teacher: Trisha
Grayson
Number of
Children: 28
Diversity: 18
White students, 1
Black student, 1 Pacific
Islander student
Responsibilities:
- Taught math,
science, social studies,
reading, writing, and
spelling
- Led small reading
readiness levels
- Created,
implemented, and
taught
-Taught two solo
weeks
-Taught an eight-week
intervention
increasing vocabulary
acquisition through
word exposure
- Assessed students
weekly
- Met weekly with
grade level team
- PARCC preparation
Third Placement:
Kindergarten
Teacher: Nicole
Blood
Number of
Children: 19
Diversity: 10
White students, 2
Pacific Islander
students, 1 Black
student
Responsibilities:
- Taught phonics,
math, science, reading,
writing, spelling
- Led small reading
readiness levels
- Created,
implemented, and
taught
-Led small reading
groups varying on
readiness levels
-Taught one solo week
- Met weekly with
grade level team
- Collaborated with
other interns and
grave level teachers to
create lessons
14

Self-Assessment Based on Danielson
Strengths:
Domain 1: Planning and Preparation
o Demonstrating knowledge of content and
pedagogy
o Teacher selects instructional outcomes
o Teacher demonstrates knowledge of resources
o Assessing student learning
Domain 2: The Classroom Environment
o Establishing a culture for learning
o Organizing physical space
Domain 3: Instruction
o Using questioning and discussion techniques
o Engaging students in learning
Domain 4: Professional Responsibilities
o Reflecting on teaching in terms of accuracy and
use in further teaching
o Maintaining accurate records
o Communicating with families
o Participating in a professional community
o Developing and growing professionally
o Demonstrating professionalism
Areas That Need Growth:
Domain 1: Planning and Preparation
o Demonstrating knowledge of students
o Designing coherent instruction
Domain 2: The Classroom Environment
o Designing an environment of respect and report
o Managing classroom procedures
o Managing student behavior
Domain 3: Instruction
o Communicating with students
o Using Assessment in Instruction
o Demonstrating flexibility and responsiveness
15

Plan for Growth:
Although I do have many strengths, I also have areas
that need improvement. I believe that many of my
strengths lie in planning and preparation and professional
responsibilities. However, I need improvement in
classroom environment and instruction. As an educator, I
am continually learning ways to improve in all areas of the
classroom. In order to improve classroom environment, I
will continue to reinforce classroom procedures and rules,
make learning relevant to students, and always be positive.
In order to improve instruction, I will continue to focus on
lesson objectives, use active learning in class, and use
assessments to guide instruction.
Fall 2014 and Spring 2015:
Between Fall 2014 and Spring 2015, I grew in several
areas. I improved in all areas of planning and preparation.
However, for classroom environment, I only grew in
establishing a culture for learning and organizing physical
space. Designing an environment of respect and report,
managing classroom behavior, and managing student
behavior stayed consistent. I also grew in all but one area
for instruction. Communicating with students stayed
consistent. Finally, I grew in all areas of professional
responsibilities.
16

Danielson End of 2nd Placement Evaluation
17

Student Profiles for Second Placement
Emily
• very sweet
• hard worker
• is able to work quietly and diligently during independent work time
• takes time to complete work
• needs glasses to read and to complete assignments correctly
• contributes to classroom discussions
Dylan
• REACH
• very smart
• very sweet
• hard worker
• tends to talk during lessons and independent work time, but will work hard when asked
DJ
• very smart
• very sweet
• hard worker
• works hard during independent work time, but is easily distracted
• very neat handwriting
Yvette
• outgoing personality
• very smart
• hard worker
• can work hard during independent work time, but likes to talk to those around her
• tends to goof off a lot in class
• follows directions well
Taylor
• IEP
• easily overwhelmed
• typically needs assistance to get started on independent work
• very sweet
• likes to hug
• hard worker
• likes to read – tends to read during lessons
Jimena
• very quiet
• works well during independent work time, but can become easily distracted
• takes time with work
• does not contribute to classroom discussions unless called on
Victoria
• very sweet
• very smart
• easily distracted
• is able to complete independent work, but will talk to her peers
• does not contribute to classroom discussions unless called on
19

Cooper
• very outgoing
• always contributes to classroom discussions
• very smart
• can complete independent work, but always gets distracted
• very sweet
• easily tends to goofs off in class
Ana
• new student
• very quiet
• very sweet
• very easily distracted during independent work time
• asks a lot of questions
Aylin
• very helpful
• very sweet
• very smart
• very hard worker
• contributes to classroom discussisons
• always completes independent work quietly
Kayla
• very sweet
• very easily distracted during independent work time, but can get back on task when asked
• silly personality
• likes to talk
Giovanny
• very smart
• likes to talk during independent work time
• very outgoing
• works hard when asked
Abel P.
• very quiet
• works very well during independent work time
• will contribute to classroom discussions when called on
• very sweet
• very smart
Gael
• very outgoing
• very sweet
• very smart
• can work well during independent work time, but can also become distracted
• tends to goof off in class
Enoc
• very quiet
• very sweet
• BEAUTIFUL handwriting
• goofs off when next to certain students in class
• will contribute to classroom discussions when called on

20

Kimberly
• very sweet
• hard worker
• always willing to help around the classroom
Kiersten
• very easily distracted
• very sweet
• needs assistance with work
• needs reminders to stay on task
Jojo
• very smart
• very sweet
• works very hard
• always does her best work
• does a very good job at helping others stay on task
Vianney
• new student
• speaks no English
• very sweet
• needs assistance with work
Yanely
• very hard worker
• very helpful to those around her
• very quiet, but can be goofy in certain situations
• very sweet
• works well during independent work time
Leslie
• very sweet
• very quiet, but can be goofy in certain situations
• needs to be reminded many times to stay on task
• likes to talk
Daniel
• tends to mumble when speaking
• very sweet
• easily gets off task, but can just as easily get back on task
• works hard
Abel J.
• very sweet
• likes to talk
• needs assistance on work

21

Alex
• very smart
• very sweet
• works hard during independent work time
• likes to talk
• outgoing personality
Dayri
• very sweet
• very quiet
• has a hard time staying on task
• will work hard when asked
• will only contribute to classroom discussions when called on
Jose
• new student
• very outgoing
• hard worker
• very sweet
• likes to talk

22

Evidence of Understanding, Respecting, and Valuing
Diversity
In order to understand, respect, and value diversity, a teacher
must first be aware that everyone not only has cultural, ethnic, and
gender differences, but also differences in how they think, feel, and
act. When students’ differences are respected, they feel safe,
empowered and confident. When they are misunderstood or ignored,
students will feel threatened, and no one can be productive or high
achieving when they are afraid. I demonstrate a respect for diversity
by interacting with all the individuals in a similar manner. I also
demonstrate a value for diversity by building positive relationships
with all individuals. I plan to use my experience during my internship
to continue learning about the people around me and to build positive
relationships in my future classroom.
Evidence:
o Differentiating instruction to meet the needs of all students
o Discussing student progress at parent/teacher conferences
o Working with English Language Learners (ELLs)
o Promoting family involvement in education at a Family Math
and Literacy Night
o Observed a preschool classroom and an elementary classroom
that consisted of students with special needs
o Coursework in a class titled Family Partnerships
o Coursework in a class titled Multicultural Education
o Creating a Multicultural Resource Toolkit
23

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