Scott Munford's Professional Portfolio: March 2017

Saturday, March 18, 2017

Standard 1: Criteria A

Provides multiple forms of evidence of student learning and growth to students, families, and staff

I chose the Campus Grade book as my first artifact because it shows strength and competency in this criteria.

Artifact: Student summary, campus grade book

I chose Quia to show competency in the standard. I use it with students throughout the year. Here you will find a list of online activities and quizzes that can be accessed by students and parents to follow growth throughout the year. Students and parents can log in to look at scores for quizzes and activities.
Artifact: Quia page

Reflection: I like using the different online resources because it gives kids the opportunity to navigate through different websites. Students like the games and activities as a way to "gamify" traditional social studies curriculum. Because I can keep track of their online activity, I have been able to see that many of them spend time playing a favorite game or activity outside of school. Also, between my blogspot and these other sites, kids who are absent or behind in their work can easily access lessons to catch up.

Standard 1: Criteria B

Implements strategies supporting student, building, and district goals.

I chose a document used for FMS professional development because it shows strategies that the building principal and I created and used for IA Core, MTSS, Data work this year.

Artifact: Professional Development Strategy

Reflection: We used this tool through out the year to keep tabs on where building teachers were at in the learning process. It was valuable to us because we used the same strategy to teach that we were asking teachers to learn. It was a way for us to practice and to walk the talk.

Standard 1: Criteria C

Uses student performance data as a guide for decision making.

I chose the following artifact to show strength and competency in this particular standard:
5-8 Data Analysis

Reflection: The above link is a data analysis that was completed for the IA Assessment test for the Building. The focus was on what types of categories questions fit into; vocabulary that might not have been familiar to students; and the amount of growth shown over the previous school year. What I discovered was that there were significant gaps (at least where the test was concerned) in the curriculum. Not only mine but in building wide curriculum due to lack of focus on the IA Core standards.

Standard 1: Criteria D

Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.

Artifact 1: American Revolution Essay Outline

Artifact 2: Causes of the American Revolution- Battleship Game

Artifact 3: Too Late to Apologize- Declaration of Independence music video

Artifact 4: Shot Heard 'round the World- school house rock

Artifact 5: Battle of Bunker Hill Battle Map

Reflection: In a typical unit of study I have attempted to create lessons that reach every student at some point. The essay is for those who enjoy research and writing (I know, but there are some!). The Battleship game for those who love a little competition and video games. Artifact 3 connects the Declaration of Independence with a modern MTV music style video. Artifact 4 is for my auditory learners who can listen better than they can read. Finally, the Bunker Hill map for those who are artistic and those who consider themselves military tacticians.

Standard 1: Criteria E

Creates an environment of mutual respect, rapport, and fairness.

I chose the Trojan Pride poster in my room because it shows competence in this standard.

It is a guide for all students to follow.

Trojan Pride Lesson Plan

Reflection: The Trojan Pride rules have been important in establishing fairness and mutual respect. All students know the expectations and can recognize that they are the same for everyone.

Standard 1: Criteria F

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

I chose the following artifact to show growth in this particular standard criteria.

Artifact: IA/Core MTSS professional development planning

Reflection: This has been my work for the last 2 years as the district Data Specialist. I have grown tremendously in my own practice.

Standard 1: Criteria G

Communicates with students, families, colleagues, and communities effectively and accurately.

I chose my blogspot as an artifact because it shows strength and competence for this criteria.

Artifact:

Mr Munford's History Blog

Reflection: When I created this blog in 2009, I wanted to create a space online where parents, teachers, community members, and students could see lesson plans, do research, and play fun activities related to social studies. In the last 8 years, people from every state in the U.S. as well as 117 different countries have used my blog for its designed purpose.

It has been a really great tool for kids who are absent or are missing an assignment because they can simply go to my blog, search for the assignment and find exactly what they need. I link activities from Quia, icivics, films, interactive maps, fun activities and quizzes to my blog. Nearly every week at least one teacher contacts me through the blog and asks about using lesson plans that I have designed. It has turned out to be a great way for parents to see what we are doing on a daily basis.

Standard 2: Criteria A

Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area.

I chose a lesson plan as an artifact to show strength and competence in this criteria
Historical Fiction Story

Columbian Exchange Chart

Reflection: This lesson plan was a culmination of our study of European Explorers, Pre-Columbian Native Americans, and the Columbian Exchange. Students were asked to write a historical fiction story as either a Native American coming in contact with an actual European Explorer for the first time, or a European explorer on an actual expedition coming in contact with a real Native American tribe that they might have come into contact with. Students had to take into consideration, geography, customs, animal life, etc., as well as create new characters that are from different cultures who come into contact with each other for the first time.

Standard 2: Criteria B

Uses knowledge of student development to make experiences in the content area meaningful and accessible for every student.

I chose the following artifacts to reflect the idea that there are many different learning styles that exist in every classroom. Each artifact represents a different type of activity for a different type of learner.

Artifact 1: American Revolution Essay Outline

Artifact 2: Causes of the American Revolution- Battleship Game

Artifact 3: Too Late to Apologize- Declaration of Independence music video

Artifact 4: Shot Heard 'round the World- school house rock

Artifact 5: Battle of Bunker Hill Battle Map

Reflection: In a typical unit of study I have attempted to create lessons that reach every student at some point. The essay is for those who enjoy research and writing (I know, but there are some!). The Battleship game for those who love a little competition and video games. Artifact 3 connects the Declaration of Independence with a modern MTV music style video. Artifact 4 is for my auditory learners who can listen better than they can read. Finally, the Bunker Hill map for those who are artistic and those who consider themselves military tacticians.

Standard 2: Criteria C

Relates ideas and information within and across content areas.

For this criteria I chose a lesson plan that shows the use of Language Arts skills as well as social studies.

Artifact: The First Thanksgiving

Reflection: In this lesson plan, students had to create new characters and place them in historical perspective of the First Thanksgiving. They have already studied and read historical fiction in Language Arts by this time in 8th grade, so it was a natural to ask them to create a fictional story out of actual historical events. The students, for the most part really enjoyed the assignment. It was not the run of the mill social studies activity. We used the same writing process that they are asked to use in language arts. The story was graded in my class, but was also used for a writing piece for language arts if students chose to use it for that purpose. It was eye-opening for students to see that a good grade in language arts did not necessarily mean a good grade in social studies, and vice versa. Although we used the same skills and the same process, each class had a different purpose for the assignment.

Standard 2: Criteria D

Understands and uses instructional strategies that are appropriate to the content area.

I chose a lesson plan for an artifact to show strength and competence in this criteria.

It is a totem pole project and it links to my blog.

The Totem Pole Project

Reflection: I chose this particular lesson because it reflects the traditional social studies strategy of connecting geography, economics, social, and political aspects of culture when studying a civilization.

My goal was to get students thinking about how their own lives have these same aspects. It was a successful lesson in that most students were able to make some kind of connection and to represent it on a totem pole that they designed. It matches the criteria because we used hands-on learning, created a project, introduced the aspects of culture through an activity that would stick with them.

Standard 3: Criteria A

Uses student achievement data, local standards, and the district curriculum in planning for instruction.

I chose the 5-8 social studies social studies analysis document as an artifact in order to show strength and growth in this criteria.

Artifact: 5-8 IA Assessment Analysis

Reflection: This was work that was done during the 2015-2016 school year in order to align curriculum to the IA Core, with special emphasis on the strengths and weaknesses found on the IA Assessments.

Standard 3: Criteria B

Sets and communicates high expectations for social, behavioral, and academic success of all students.

I chose the PBIS matrix for this criteria because I think it shows strength and growth.

It is a guide for all students to follow.

Trojan Pride Lesson Plan

Reflection: The Trojan Pride rules have been important in establishing fairness and mutual respect. All students know the expectations and can recognize that they are the same for everyone. Each part of the matrix can help everyone become better students- behaviorally and academically.

Standard 3: Criteria C

Uses student's developmental needs, backgrounds, and interests in planning for instruction.

I chose a lesson plan for an artifact because I think it shows strength in the criteria.

Artifact: 19th Century Reform Movements

Reflection: I think this particular lesson plan taps into all types of student backgrounds. Whether they come from upper, middle, or lower socio-economic households, all students can connect with someone or group that they believe is now, or has in the past been mistreated here in America. The choice to choose who or what they want to research gives them choices to meet their developmental needs. Students were able to choose any type of project that would meet the objectives of the lesson. They were also encouraged to reform their own world and make connections to their own lives and what they have the power to change.

Standard 3: Criteria D

Selects strategies to engage all students in learning.

Artifact 2: Causes of the American Revolution- Battleship Game

Artifact 3: Too Late to Apologize- Declaration of Independence music video

Artifact 4: Shot Heard 'round the World- school house rock

Artifact 5: Battle of Bunker Hill Battle Map

Reflection: In a typical unit of study I have attempted to create lessons that reach every student at some point. The essay is for those who enjoy research and writing (I know, but there are some!). The Battleship game for those who love a little competition and video games. Artifact 3 connects the Declaration of Independence with a modern MTV music style video. Artifact 4 is for my auditory learners who can listen better than they can read. Finally, the Bunker Hill map for those who are artistic and those who consider themselves military tacticians.

Standard 3: Criteria E

Uses available resources including technologies, in the development and sequencing of instruction.

I chose the 6-8 social studies social studies analysis document as an artifact in order to show strength and growth in this criteria.

Artifact #1: 6-8 social studies analysis

Reflection: I was searching for a way to map the social studies curriculum for grades 6-8. Justin Copeland and I had been working together in our professional development plan in order to design common formative assessments for the social studies department. It became apparent that our first move would be to properly map the curriculum. This gave us a foundation to look for gaps in our curriculum when it comes to the Iowa Core Curriculum. When we made our analysis, we saw gaps as well as places where we perhaps "over-taught" some content. We created the 6-8 ss analysis document to keep track and make changes as necessary. The curriculum is not yet properly mapped, but we are at least in the process and know in which direction to go. We have certainly been able to utilize technology in our endeavors. Google Docs has been very useful. Not only to us.

Week	Big Ideas	Enduring Understandings	Essential Skills	Essential Questions	Vocabulary	Iowa Core Connection	Student Success Statement
8/27/2012	Culture	Pre-Columbian Native Americans had economic, social, and political aspects of culture before European colonization	Analyze maps; make inferences; synthesize product	What is culture? What are the 3 aspects of culture?	confederation; matrilineal; culture; economic; social; political; civilization	BS 1,2,3,4,6 E1, G2,3,4 H1,2,3,5,6,8,

9/3/2012	Culture	Pre-Columbian Native Americans had economic, social, and political aspects of culture before European colonization	Collect and organize information; Form and support an opinion; Write a 5 paragraph essay	Were Pre-Columbian Native Americans Worthy of Respect?	same	BS 1,2,3,4,5,6 E1, G2,3,4 H1,2,3,5,6,8,

I am also currently working with teachers to sequence their unit plans into Canvas as well.

Standard 4: Criteria A

Aligns classroom instruction with local standards and district curriculum.

I chose to use a unit plan as an artifact because it is the best evidence I have to show that I have attempted to align classroom instruction with local and district curriculum.

Artifact: Unit Plan

Reflection: Our local and district curriculum is intended to match the Iowa Core Curriculum. The unit plan uses prioritized standards, unpacks them, breaks them down into' I Can' statements and then repacks the standards into a summative assessment.

Standard 4: Criteria B

Uses research-based instructional strategies that address the full range of cognitive levels.

Artifact 1: American Revolution Essay Outline

Artifact 2: Causes of the American Revolution- Battleship Game

Artifact 3: Too Late to Apologize- Declaration of Independence music video

Artifact 4: Shot Heard 'round the World- school house rock

Artifact 5: Battle of Bunker Hill Battle Map

Reflection: In a typical unit of study I have attempted to create lessons that reach every student at some point. The essay is for those who enjoy research and writing (I know, but there are some!). The Battleship game for those who love a little competition and video games. Artifact 3 connects the Declaration of Independence with a modern MTV music style video. Artifact 4 is for my auditory learners who can listen better than they can read. Finally, the Bunker Hill map for those who are artistic and those who consider themselves military tacticians.

Standard 4: Criteria C

Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.

I chose this extended lesson to show strength in this criteria.

Artifact: The Freedom Project

Reflection: The Freedom Project is linked to my blog and is often used as an extended lesson. In the past I have found that advanced students were sometime able to finish lessons before the rest of the class. I discovered that I could do more than give them busy work, and extend most any lesson by finding online sources for them. This particular site is to CNN and I use it when we discuss slavery, the Industrial Revolution, pirates, and many other concepts. Students can design reports to share with the rest of the class, using a large array of technological platforms.

Standard 4: Criteria D

Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.

I chose a lesson plan to meet this criteria because it shows strength in this criteria.

Artifact: The Jury Decides

Reflection: In this lesson, students watch a video about a young man who commits a crime. Students spend the rest of the period and the next day trying to decide how he should be punished. They work in groups (juries), and take into consideration the exceptional situation of the person and the crime that he committed. Students are encouraged to empathize with the accused and place themselves in his shoes before coming to a decision. Students must work together, have meaningful conversations, and in the end, be unanimous in their decision. I believe this is a good example of students learning social, and emotional growth.

Standard 4: Criteria E

Connects students' prior knowledge, life experiences, and interests in the instructional process.

I chose a lesson plan for an artifact because I think it shows strength in the criteria.

Artifact: 19th Century Reform Movements

Reflection: I think this particular lesson plan taps into all types of student backgrounds. Whether they come from upper, middle, or lower socio-economic households, all students can connect with someone or group that they believe is now, or has in the past been mistreated here in America. The choice to choose who or what they want to research gives them choices to meet their developmental needs. Students were able to choose any type of project that would meet the objectives of the lesson. They were also encouraged to reform their own world and make connection to their own lives and what they have the power to change.

Standard 4: Criteria F

Uses available resources, including technologies, in the delivery of Instruction.

I am using my blog, Quia, and icivics to meet this particular criteria because I think it shows strength and growth.

I chose my blog because it is the best delivery system of online instruction that I have found. Any lesson can be linked to it and found at a later time if needed. I often link films, games, activities, google docs, maps, instructions, anything at all that I want students to see today. It is especially useful if we have the computer cart, but I also use it when we do not. It is just a great jumping off point for any lesson. I use it as a planning book and a way of looking at what we were doing last year, or even 5 years ago during the same month.
Artifact: Mr Munford's History Blog

Standard 5: Criteria A

Aligns classroom assessment with instruction.

I chose a unit plan for this artifact because it shows that I build my instruction around assessment.

Artifact: Unit Plan

Reflection: I plan my unit and create a summative assessment before I ever attempt to teach the unit, that way I can look at the standards first and align my instruction to the core.

Standard 5: Criteria B

Communicates assessment criteria and standards to all students and parents.

I chose an activity from my class as an artifact that shows strength and growth in the above criteria.

Artifact: I Can statements Unit Intro.

Reflection: The purpose of the description on the above link is to inform students and parents of exactly what will happen and what the expectations are for this particular unit. I like to begin each unit this way to communicate clearly to students and parents what will be taught in a unit.

Standard 5: Criteria C

Understands and uses the results of multiple assessments to guide planning and instruction.

I am using Quia, and icivics to meet this particular criteria because I think it shows strength and growth.

I chose icivics because like Quia, students and parents can log in to see what we are learning in class as well as see scores for games, activities and even read essays written by students online. This site has many formative assessments that can be tracked and help to guide instruction and planning in my classroom.
icivics.

Standard 5: Criteria D

Guides students in goal setting and assessing their own learning.

I chose a pre-test as an artifact because it shows strength in this criteria.

Artifact: Pre-Test

Reflection: The artifact is a pre-test students take before we take study the Causes of the Civil War. It gives them a feel for the vocabulary and also lets them know what they know and what they will need to know. That is, after all, the focus of the criteria, for students to assess their own learning. This is a criteria I would like to show some growth in. For now, this is a pretty good example of what I do.

Standard 5: Criteria E

Provides substantive, timely and constructive feedback to students and parents.

I chose a campus grade book student summary because it shows daily and unit grades that students and parents can see on a daily basis.

Artifact: Campus

Reflection: Campus has been very helpful in that parents and students know when a student is missing an assignment or has done poorly on a particular assignment. It helps to start a conversation about strengths and weaknesses.

Standard 5: Criteria F

Works with other staff and district leadership in analysis of student progress.

I chose the 5-8 IA Assessment Analysis because it shows collaboration with staff and district leadership

Artifact:

5-8 IA Analysis

Reflection:

I collaborated with the curriculum director, the building principal, the literacy specialist is creating a process for analyzing IA Assessment scores with teachers to determine priority standards, match curriculum to the Iowa Core, and work towards differentiation of students.

Standard 6: Criteria A

Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.

I chose a lesson plan as an artifact to show strength and growth in the above criteria.

Artifact: Got Games?

Reflection: This lesson allows students to work in groups, create a board game of their own creation, and comes with a scoring rubric for groups to choose their grade. It is a very active, engaging lesson as students get to design a game of their own as well as play games that other student have created. It also acts as a review lesson for the American Revolution. Positive social interaction, active engagement and self-regulation are definitely a part of this lesson plan.

Standard 6: Criteria B

Establishes, communicates, models, and maintains standards of responsible student behavior.

I chose the Trojan Pride poster in my room because it shows competence in this standard.

It is a guide for all students to follow.

Trojan Pride Lesson Plan

Standard 6: Criteria C

Develops and implements classroom procedures and routines that support high expectations for student learning.

I chose the Trojan Pride poster in my room because it shows competence in this standard.

It is a guide for all students to follow.

Trojan Pride Lesson Plan

Reflection: The Trojan Pride rules have been important in establishing modeling and maintaining standards of responsible behavior. All students know the expectations and can recognize that they are the same for everyone. The Trojan Pride expectations help to develop classroom procedures and routines that support high expectations for student learning.

Standard 6: Criteria D

Uses instructional time effectively to maximize student achievement.

I chose a lesson that incorporates two artifacts to show strength and growth in this criteria.

Artifact #1: Drafting Board
Artifact #2: Freedom of Expression Supreme Court Case

Reflection: Students play a game called freedom of expression in which they make decisions in a real Supreme Court case involving a student wearing a banned T-shirt. Next they learn to write a persuasive essay using the drafting board. This is a self-directed assignment that allows students to work at their own speed and produce a quality product. I think this is an effective use of time to maximize student achievement because it allows students to do their very best no matter what their level.

Standard 6: Criteria E

Creates a safe and purposeful learning environment.

I chose the Trojan Pride poster in my room because it shows competence in this standard.

It is a guide for all students to follow.

Trojan Pride Lesson Plan

Standard 7: Criteria A

Demonstrates habits and skills of continuous inquiry and learning.

I chose a flier for an AEA learning opportunity that I was responsible for delivering to 35 social studies teachers to show growth in this particular criteria.

Artifact: Social Studies Literacy

Reflection: This is an example of a typical social studies professional event. I am open to going to most any conference where I can learn and have professional conversations with other social studies teachers. It is part of professional growth demonstrates habits of continuous inquiry and learning.

Standard 7: Criteria B

Works collaboratively to improve professional practice and student learning.

I chose a professional development lesson designed for teachers to show growth and strength in this criteria.

Artifact: AIW Teacher Professional Development

Reflection: This is a professional development plan created by myself, two other teachers, and the building principal. Its purpose was to encourage continuous improvement of instructional practice that drives student learning. We worked collaboratively during the summer at a conference to create 'buy in" from staff and perhaps a greater understanding of the basic concepts of AIW.

Standard 7: Criteria C

Applies research, knowledge, and skills from professional development opportunities to improve practice.

I chose a unit plan developed through ideas shared at professional development

Artifact: Age of Jackson Unit

Reflection: In this unit, I used my knowledge of choosing priority standards; unpacking; writing 'i can' statements; repacking standards, etc. This is an example of what my work looks like now on a daily basis as a result of PD.

Standard 7: Criteria D

Establishes and implements professional development plans based on the teacher's needs aligned to the Iowa teaching standards and district/building student achievement goals.

I chose a professional development plan to meet the above criteria as it shows strength and growth.

Artifact: Professional Development Plan

Reflection: Throughout the year I have worked diligently to align my curriculum to the Core, as well as to prioritize weaknesses as shown in the IA Assessments. It has been a growing experience for me.