Performance Assessment Portfolio

Julianne Stirling

This portfolio was compiled to provide some insight into my teaching knowledge and competency.
It has been organized under four main headings or domains which correspond to Charlotte
Danielsons Framework for Teaching (1996). Under each domain The Idaho Core Teaching
Standards are referenced and my personal insights are highlighted. Following a review of each
domain and standard, I have inserted examples I have used in my classroom which reflect my
teaching style and understanding of the standards for teaching.

Danielsons Domain # 1: Planning and Preparation

Demonstrating knowledge of content and pedagogy
Demonstrating knowledge of students
Selecting instructional goals
Demonstrating knowledge of resources
Designing coherent instruction
Assessing student learning

Idaho Core Teaching Standard #1: Knowledge of Subject Matter

The teacher understands the central concepts, tools of inquiry, and structure of the discipline(s)
he or she teaches and can create learning experiences that make these aspects of subject
matter meaningful to students.
Idaho Core Teaching Standard #2: Knowledge of Human Development and
Learning
The teacher understands how children learn and develop and can provide learning opportunities
that support their intellectual, social, and personal development.
Idaho Core Teaching Standard #7: Instructional Planning Skills
The teacher plans instruction based on knowledge of subject matter, students, the community,
and curriculum goals.
Having an understanding of the instructional goals for students goes hand in hand with an
understanding of the common core standards adopted by Idaho schools. In order to understand those
standards better, I have striven to become familiar with them in both a horizontal and vertical standpoint.
In my class, I integrate the standards into each subject I teach. I have also become familiar with how the
standards in my grade evolve into the learning goals for the following year, and so on.
When planning lessons and activities for the students in my class, I generally begin with the end in
mind. I start by determining which standard they need to master, then perform a formative assessment
where I determine the depth of understanding of the standard, then plan the most appropriate method for
teaching it. I always highlight the standard in my lesson plans, and post it for the students to read. We
refer to the standards often because I believe when the students also begin with the end goal in mind they
are much more likely to end up where they are expected to be.
During the learning process, I incorporate several informal assessments to determine if the teaching
and learning activities are working effectively. Some of these informal assessments include group discussion
and reporting, exit slips, journaling, end of the day sharing, worksheets, re-telling, questioning, hand
signals, personal observation, and learning games. From these assessments, I can determine where the
direction of learning will go from that point to assure mastering of the identified standard.
Another concept I have found to be very effective in my teaching is to make the subject matter
relevant. When the tasks for students are closely related to real life experiences and accessible to their
background knowledge and importance they take more of an interest and have more ownership in the
outcome. In my lessons, I try to incorporate development of the childrens imagination and creativity, and
whenever possible, I include resources that develop social, emotional, and moral characteristics in the
students I teach.

EXAMPLE #1:
WEEKLY LESSON PLAN This is an example of my weekly lesson plan that I created. Each subject
plan includes the primary standard that is being addressed during that lesson. I create lesson plans
weekly and submit them each to my principal for review.

EXAMPLE #2:
This unit lesson plan and assessment rubric is for a unit that I created and taught about fables to
my reading group. The unit covered a period of 4 days. The rubric covers the final writing
assignment, in which students were to write their own fable that include all elements of fables
that were discovered and discussed throughout the unit.

Fables Shared Reading to Writing Lesson Plan

Content Core Objectives:
RL.1 Demonstrate understanding of
key details in a text.
RL.2 Recount fables from diverse
cultures and determine their central
message, lesson, or moral
RL.5- Describe overall structure of a
story
RL.6 Acknowledge differences in the
points of view of characters.
RL.10- Read and comprehend literature.
SL.1 Participate in collaborative
conversations.
SL.4 Tell a story with appropriate facts
and details.
SL.5 Create audio recordings or stories
W.3 Write narrative
W.5 With support, revise and edit
writing as needed.
Guided Reading Strategy:
Discuss components of fables as students
place them on chart.
Identify components during and
following reading and use fable elements
as an aid when brainstorming and
planning narrative writing assignment.

Vocabulary:
Fable
Folktale
Admitted
Greedy
Humble
Flatter
Jealous
Luxury
Moral

VISUAL AID
POSTER

Title
Author
Country Of Origin
Characters
Central Message Or Moral
Setting Of The Fable
Basic Plot, Problem
Solution

Vocabulary

Shared Reading Instruction (I Do)

Modeled and Explicit Instruction with Teacher Talk

The Boy Who Cried Wolf (I read while they follow in books)
Whole Class Shared Reading (We Do)
Tortoise and the Hare; Lion and the Mouse (Group reading)
Small Group/Partners Shared Reading No Independent Work (We
Do)
Interacting and Reinforcing

Various Aesops Fables. Fables will be distributed to groups of 2-3 students,

who will read, complete chart to determine fable elements, and re-tell to the
class.
Writing Instruction (I Do)

Modeled and Explicit Instruction with Teacher Talk

Complete fable chart with ideas for a fable that teaches a lesson about
honesty. Discuss and demonstrate importance of beginning, middle and
ending in addition to fable components already discussed.
Writing Whole Class (We Do)
Interactive with Explicit Teacher Talk

Brainstorm ideas for a fable that teaches a lesson about kindness. Write as a
group on mimeo board.
Writing in Small Group/Partners (We
Do)
Complete fable chart with a partner, brainstorming together. Edit and write
fables independently of each other. Work together on visuals to enhance
stories. Fables will be recorded and shared in class.
Independent Writing (You Do)
Write your own fable patterned after those that have been read and written
thus far.
Assessment
Literacy Assessment:
Use narrative rubric to assess writing
assignment.

Content Assessment:
Assessment will include each
component of a fable to determine if
each is identified and evident in writing
assignment.

2nd Grade
Fables Rubric

Punctuatio
n
Capitalizati
on

Poor-1

Good-2

Excellent
-3

Many Errors

1-2 Errors

No Errors

Many Errors

1-2 Errors

No Errors

2nd Grade
Words
Spelled
Correctly
Some
Letters
Hard to
Read

Spelling

Many Errors

Handwritin
g

Hard to
Read

Vocabulary
Usage

Uses Same
Words Over
and Over

Uses Some
Interesting
Words

Complete
Sentences

Most
Sentences
are
Incomplete

Most
Sentences
Have a
Subject
and Action

All Words
Spelled
Correctly
Neat
Printing and
Good
Spacing
Uses a
Variety of
Interesting
and
Different
Words
All
Sentences
are
Complete
and Vary

Score

Story Plot

No Problem
and Solution

Problem is
Unclear,
More Than
One or
Solution
Doesn't Fit
the
Problem

Story
Sequence

Story
Doesn't
Move
Through
Time

Story is
Out of
Order

Story Has a
Beginning,
Middle and
End

Fable
Elements

One point
for each
element
present:

___Title
___Charact
ers
___Problem
___Solution

___Setting
___Moral

There is One
Main
Problem and
the Solution
Makes Sense

Comments
:
Final
Score:
(Out of
31)

EXAMPLE #3:
One teaching strategy I use to encourage cooperative learning and differentiation is the Jigsaw
Approach to learning. This picture shows how I organized the students into groups to accomplish
this type of learning arrangement for a science lesson. For this particular lesson, students first
researched a science topic, and then compared what they learned with others who had the same
topic assigned to them, then shared or taught what they learned to another group who each had
been given a different topic. Following their discussion and teaching, the students were given an
assessment on what they learned both on their own and from each other. The use of this strategy
causes students to be accountable for their own learning in addition to assuring success of the
other students in their group as well. Because they are given the opportunity to share and
compare before presenting, the lower achieving students are able to get the help they need and
then are confident as they share with their group what they learned. I divided this lesson into 2
days.

Danielsons Domain #2: The Classroom Environment

Creating an environment of respect and rapport

Establishing a culture for learning
Managing classroom procedures
Managing student behavior
Organizing physical space

Idaho Core Teaching Standard #5: Classroom Motivation and Management

Skills
The teacher uses an understanding of individual and group motivation and behavior to create a
learning environment that encourages positive social interaction, active engagement in learning,
and self-motivation.
Creating an environment for learning is one of the most important roles a teacher must
develop. In my classroom, my goal is to create a safe, mutually respectful environment where

students are free to make mistakes, try new things, and work cooperatively to attain learning
goals. I want all students to be responsible for their own learning and share successes with their
fellow classmates. I also expect them to be respectful and obedient to me as the authority figure
in the classroom and abide by the boundaries that are established.
I have been able to accomplish this in my classroom by establishing those boundaries as
well as routines and procedures, at the beginning of each year. I also utilize the classroom space
by arranging things according to the learning goals I have. I change desks often depending upon
where I want the students attention to be, and remind them at the beginning of each new
activity about the expected behavior.
In my experience, it is much more beneficial to reward positive behavior than to punish
unwanted behavior. I try to maintain a positive classroom environment by continued praise and
acknowledgement of appropriate performance. In my classroom, I reward whole class, group, and
individual conduct. As a whole class I daily provide a word on the board (usually BINGO). As the
day progresses, if the class as a whole gets off task or is impeding the school or classroom
learning, I erase a letter. The next day they earn numbers for a BINGO game according to how
many letters are remaining. Students take turns having each other guess which number it is,
which has helped improve their number sense as well.
To encourage group cooperation and improve transitions between tasks, I give points to
groups who are on task, ready quickly, and have a clean and organized learning area. This is
especially helpful at the beginning of the day or when students come in from lunch or recess and
are expected to get to work on daily tasks on their own. When their fellow classmates are
reminding them to get on task, it gives me more time to focus my attention on those students
who need extra assistance, or reward those individual students who are behaving appropriately.
To those students, I give appropriate praise and positive feedback, and occasionally I pass out
Cougar Awards, which is a school wide reward system.

EXAMPLE #1:
TEACH- TOs These are the routines and procedures I cover during the first week or two of school
to establish order, routine, and a sense of community in the classroom. Classroom rules that I have
established and refer to often use the mnemonic be SMART. Show kindness to everyone, Make
your teacher happy, Always be prepared, Respect others and yourself, and Try your best.
-

Entering Classroom (quiet, no running, get right to work)

Hallways (no talking, no bouncing balls, no running)
Classroom rules (explain)
Safe (Bully Free) Environment (read Molly Lou Melon by Susan Kinney)
What to expect this year (review standards what you will learn)
Classroom supplies (Classroom treasure hunt game)
Morning procedures
o Sharpening Pencils

o Lunch Count
o Daily Question
o DOL
o Breakfast
o Water Bottle
o Turn in Take Home Folder
Classroom Jobs (how to turn on/off computers, feed pets, etc)
Getting Drinks/ Water Bottles (recesses and after lunch, drink pass)
Going to the Restroom (When?, only 1, leave better than you find it)
Fire Drill Practice
Desk/Personal Items (leave others alone, how to ask for something, where does everything go?)
When you Finish Early (always read/finish other work, ask to help others, extra worksheets)
My library (keep books in correct place, how to check out a book, AR/not AR books)
Attention Signal (Class/Yes; 3-2-1)
When/how to ask questions
Lunch Rules and Procedures
If Absent
Take Home Folders
Dismissal
Bus Procedures
Listening to, responding to and participating in questions and discussions (take turns, dont take others
thinking away)
What if not done with assignment (keep on right side of desk to work on later)
Discuss with a partner procedure (table voice)
Moving about the room (do not disturb others)
When a school announcement is made
Interruptions from unexpected guests
Paper Headings (Name, #, Date)
Library procedures
Class visitors
If suddenly ill
Computers (dont change settings, headphones, etc)
Hand washing
Code Red/Code Blue

EXAMPLE #2:
BULLETIN BOARD. This is one of the bulletin boards in my room. Shown here are several tools I use
for classroom organization. The first shows which of the children are my special helpers for the
day. These students help with the calendar, breakfast clean-up, passing out papers, and running
errands as needed. The students morning routine is also displayed as well as our Good Behavior
Bingo which was previously explained. I use the homework folders to determine at a glance which
students havent turned in homework from the night before and the lunch count is quickly
determined for the lunchroom each morning.

EXAMPLE #4:
STUDENT OF THE WEEK BOARD
For this bulletin board, I highlight one student each week. They complete a poster about
themselves and bring photographs from home to display. They also are able to bring a show and
tell item to school on the last day of the week. When all students have had a turn I change the
board to show some of the students best work of the week. This remains until the end of the year.

Danielsons Domain #3: Instruction and Assessment

Communicating clearly and accurately

Using questioning and discussion techniques
Engaging students in learning
Providing feedback to students
Demonstrating flexibility and responsiveness

Idaho Core Teaching Standard #3: Adapting Instruction for Individual Needs
The teacher understands how students differ in their approaches to learning and creates
instructional opportunities that are adapted to diverse learners.
Idaho Core Teaching Standard #4: Multiple Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage students
development of critical thinking, problem solving, and performance skills.
Idaho Core Teaching Standard #6: Communication and Technology
The teacher uses knowledge of effective verbal, nonverbal, and media communication
techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Idaho Core Teaching Standard #8: Assessment of Student Learning
The teacher understands and uses formal and informal assessment strategies to ensure the
continuous intellectual, social, and physical development of the learner.
It is my belief that students need to be challenged in the learning environment for growth
to occur. In the classroom setting, what is a challenge for one student may be a review for
another, or in other cases completely misunderstood. However, students reviewing previously
gained knowledge can master their acquired skill which causes deeper understanding and transfer
to other subjects and skills while the others are simply grasping the initial concept. The key, I
believe, is to provide an environment for learning where those students who need an additional
challenge can find it through available resources, personal exploration, and peer discussion, while
those who need additional enlightenment can receive individualized instruction.
As a teacher, my challenge is to have continual and ongoing assessments to determine which
students need that individualized assistance. It is also imperative that I am well prepared and
flexible enough to change direction with a concept when I see that students need an additional
challenge, or when students arent gaining an understanding when an idea is being presented.
Knowing that all students learn through different methods, I strive to incorporate a variety
of teaching techniques and activities to appeal to all learning styles. I also understand that when
students are active participants in the learning process, concepts are learned at a deeper level. I
try to incorporate as many of the five senses as I can into my presentations and I also use music as
a tool whenever possible. Technology is used daily in my classroom through use of a smart board,
PowerPoint presentations, learning videos, and an overhead mimeo board. Computers in the
classroom and in a lab are used by students daily as well to develop computer skills and to
practice various concepts. Actively participating keeps the students attention on the lesson and
increases interest in learning.
As you can see from my lesson plan examples, I pattern my lessons based on an I do, we
do, you do method. I believe students need to be provided with a concrete model of what needs
to be accomplished, followed by discussion and collaboration with their peers, before they can be
expected to complete a learning task on their own. This method has proven to be very successful
for my students.
EXAMPLE #1:

At a writing class I attended, we were introduced to the concept of using a TREE diagram to teach
opinion writing. We began using this approach; however, my students still didnt understand how
to transfer the diagram to the actual writing piece. I came up with this idea to have them work
backwards from the writing to the diagram by cutting apart a book report I had written and having
them put it in the correct order on the form. This helped them see how to get from the plan to the
actual writing. Then, I had them write their own book report. My rubric for assessment is also
included.
NAME: __________________________________

Directions: Paste the Book Report in the correct order.

TITLE
Topic
Reason
Explain Reason
Reason
Explain Reason
End It.
----------------------------------------------------------------------------------------------Tacky the Penguin Book Report
I enjoyed reading Tacky the Penguin and I think you will like it too.
I liked this book because it was very funny.
It made me laugh when Tacky dressed and acted silly.
I also liked this book because it has a good message.
The message this book teaches is that its okay to be yourself, even if you are different from everyone else.
I think you should read Tacky the Penguin because it is a funny book with a good message.

Book Report Rubric

3 Excellent

2 Good
1 - Needs Improvement
____
____
____
____
____
____
____
____
____
____

Focused on Book
Showed Persuasion
Supplied 2 Reasons
Supplied Explanations
Capitalization and Punctuation
Spelling
Complete Sentences
Introduced opinion in 1st sentence
Re-stated opinion in last sentence
Illustrations

____ Total Score (out of 30)

EXAMPLE #2:
During the first few weeks of school, we discuss various ways of resolving conflict. These ways are
posted in the classroom for students to refer to. Every Thursday afternoon, we have circle time.
During circle time we read the suggestions and issues that have been submitted to the suggestion
bucket during the week. The students then get to share ideas to help resolve any problems or
make our classroom better. These activities are meant to promote cooperation, interaction, and
social development of the students and give them more ownership of their learning environment.

WHAT DO I DO IF THERE IS A CONFLICT?

Apologize
Talk it out
Take turns
Put it in the talk about it bucket
Walk away
Ignore it
Do something else
Count to 10
Use an I message:
I feel ___________
because___________________.
I wish _____________________.
EXAMPLE #3:
STUDENT EXAMPLES

Here are three examples of student writing. For this writing we used the TREE diagram and we
specifically focused on making sure their opinion was shown in the first and last sentences and they
had at least 2 supported reasons. The first example shown is my lowest performing student who is
on an IEP. This particular writing assignment was a quick write to assess their comprehension of
opinion writing.

EXAMPLE #4:
DAILY MATH CENTER

This photograph is a picture of my daily math board. Every day at the beginning of our math
lesson, students come in and complete a daily math count which includes calendar, temperature,
time, money, pattern to complete, a count by strip, a secret number, and a thinking problem which
I write on the board. I circulate and allow them to complete all articles and then we discuss each
before moving into the main lesson. This has greatly improved their number sense, practice time
for these essential skills, and the daily problem is a great springboard to discuss the various
problem solving strategies we use in math. Because it is part of our daily routine, students become
adept at completing this quickly, and I can make it as challenging as I need for all students by
directing additional questions about each concept according to what I want them to focus on.

EXAMPLE #5:
SCIENCE WORD WALL

In science, I use this approach to explicitly teach vocabulary. Students must find the word in the
glossary of their science book, write a definition, and draw a picture. I choose my favorites to put
on our science vocabulary wall. The extra incentive to have their paper chosen causes student to
do their best and this activity also addresses several standards for second grade. These include:

2.RI.4 I can figure out the meaning of words and phrases in a text.
2.RI.5 I know how to use text features to find information.
2.RI.7 I can tell how a picture helps explain something in the text.
2.RF.3 I can use word study and phonics skills to read words.
2.L.4e I can use glossaries and dictionaries to figure out the meaning of words and phrases.
2.L.5a I can use words to describe the world around me.

Danielsons Domain #4: Professional Responsibilities

Reflecting on teaching
Maintaining accurate records

Communicating with families

Contributing to the school and district
Growing and developing professionally
Showing professionalism

Idaho Core Teaching Standard #9: Professional Commitment and Responsibility

The teacher is a reflective practitioner who continually evaluates the effects of his or her
choices of actions on others (students, parents, and other professionals in the learning
community) and who actively seeks out opportunities to grow professionally.
Idaho Core Teaching Standard #10: School and Community Involvement
The teacher fosters relationships with school colleagues, parents, and agencies in the larger
community to support students learning and well-being.
During the past two years I have been teaching, I have been able to take advantage of many
great personal development opportunities. I welcome these opportunities as a way to improve my
teaching skills, collaborate with fellow teachers, and share ideas that work in the classroom. In
addition to formal classes I have attended, I have found great resources on the internet that have
provided insight and ideas that I use in my classroom.
My professional development plans for the near future include researching and seeking
information on reading instruction. Due to recent classes on math and writing instruction, I feel
confident in those areas, but feel I could benefit from information on reading for my students.
Also, next year we will be changing from in-between class grouping of students to an in-class
situation, so I will have a wider range of reading levels in my classroom that I will need to provide
instruction for.
In my school and community, I have been blessed to have great parent support and have
used their expertise in the classroom for a variety of lessons, including a human body seminar,
karate demonstrations, dental hygiene, money management, music, and literacy. I have also
accessed programs and resources developed by PBS, the Idaho Dairy Council, and Modern
Woodsmen of America to use in my lesson planning. I love giving my students new perspectives
that increase their background knowledge and insight into the world around them.
One other thing I like to do is send a little postcard out the week before school starts
introducing myself to the students and families and letting them know how excited I am for school
to begin. I think this helps get the year started out on the right foot and begins to open up
communication with the families.

EXAMPLE #1:
PROFESSIONS EVALUATIONS

EXAMPLE #2:
FAMILY NEWSLETTER
I send a weekly newsletter to parents via e-mail letting them know what we have been working on
in class. I also include the next weeks spelling words and lunch menu. This is the first newsletter
I sent this year.
/w EPDw UKLTYx

645049649

Sent

Hello All!
It has been a great first week in 2nd grade getting to know each other and getting back into the routines of school. I'm
pretty sure I have the best class in the school! They have all shown this week that they are willing to try hard, work hard,
and show respect for each other. I have especially been impressed with the responsibility I am seeing. I do a lot of
cooperative learning in my class, and I have seen their growth already as they share their ideas with each other and help
each other learn new concepts.
Thank you for your support with the "name" homework this week as well as your encouragement with the nightly reading.
It's great to see them excited about their reading! I had a lot of parents say they were willing to help in the classroom and I
am so grateful for your support. I will be posting future opportunities for volunteers in the next few weeks.
You can ask your students about some of the things we did this week, including: our friendship web, our class size
number line, subatizing, science posters, musical curvy and straight art, what they wish were in our school, and the things
that make them unique and special.
We have decided to keep all of our students in the same math group, so all of my students will stay with me for math. We
will, however, be splitting for reading groups. Monday, the students will know whether they are in Mrs. Carpenter's reading
group or my group.
Spelling words for Mrs. Carpenter's group will be: leader, leave, neat, pointing, reach, repeat, soil, speak, year, tough,
again, friend.
Spelling words for my group will be: better, done, friends, good, green, listen, little, many, meet, need, over, quiet, should,
thought, through, took, where, wonder. CHALLENGE: wound, crowded, flowers
LUNCH MENU:
Monday Grilled Cheese and Tomato Soup, Tuesday Orange Chicken, Wednesday Chili Crispito, Thursday Pizza
I like to occasionally share with you fun, educational internet sites to check out with your child. This week, check out
www.vocabulary.co.il.
Have a great weekend, and thanks again for your support!
Mrs. Stirling

EXAMPLE #3:
VETERANS DAY ASSEMBLY
For the past two years, I have been in charge of our schools Veterans Day Assembly. Here is the
outline I created for that event which included families and Veterans in our community.

Veterans Day Assembly

November 13, 2012
Welcome
Star Spangled Banner Congregation (with Power Point)
Have any veterans stand and introduce themselves
Introduction and symbols of flag Student 1
Pledge of Allegiance- 1st Grade
Explanation of Veterans Day Video
Introduction to different branches of military Student 2 (with Power Point)
This Land is Your Land 3rd Grade
Final Thank You to Veterans Student 3 (with Power Point)
I Love My Country 2nd Grade
God Bless America Congregation (with Power Point)
Student 1 - The American flag is the symbol our nation. It is an emblem of patriotism and freedom.

We treat the flag with honor and respect and school children around the nation begin every day by
pledging allegiance to it. The 13 stripes represent the 13 original colonies of the United States and
the 50 stars in the blue field represent the states, one star for each.
The colors of the flag are: white which signifies purity and innocence, red for hardiness & valor, and
blue for vigilance, perseverance & justice. The nick name for the flag is Old Glory .
Student 2 Throughout our history, Americas soldiers have bravely answered the call to defend our

freedom. Our countrys military is divided into 5 branches. The Army protects the security of the
United States and its resources. The Navy defends the right to travel and trade freely on the worlds
oceans. The Air Force focuses on using air power to protect our nations interests at home and
around the world. The Marines are usually the first group called into combat in times of conflict and
the Coast Guard protects Americas waterways and works with the Navy during wartime.
Student 3 -

We can never fully show our appreciation to the men and women who have died to

protect our freedoms, but we can honor and thank the 25 million veterans still living today and those
service members who are now working to keep peace throughout the world. So, if you enjoy your
right to vote thank a veteran. If you enjoy choosing which church you attend thank a veteran. If
you are glad you can study what you want, say what you want and watch what you want thank a
veteran. If you feel safe thank a veteran. If you enjoy the blessings we have in this great country
thank a veteran. Thank you veterans!