I have claimed Washington State as my home for my entire life. I grew up in Federal Way where I was heavily engaged in my community. After graduating high school, I moved to Bellingham to earn a BS in Mathematics at Western Washington University. Most weekends, you could find me at a local coffee shop sipping on a vanilla latte studying for an upcoming exam. Currently, I attend Seattle Pacific University to earn a Masters in Teaching Math and Science. In my free time, I like to explore the local family owned shops. I consider myself a foodie, so I enjoy finding niche places that have amazing food, Seattle is the perfect place for great home cooked food. In the summer, I like to find hiking trails and winter time if perfect for skiing at Crystal Mountain or Mt. Baker.
Interest and Experience in Education
Algebra was one of my favorite subjects in high school, I enjoy learning new tricks for math and problem solving. My interest in mathematics has fluctuated many times as I struggled to understand challenging topics, but there was always a drive to learn more. One skills that I’ve noticed in myself is the ability to simplify challenging ideas into “bite size” pieces of information and working with others to make logical connectives. My interest in teaching is derived from these two passions, helping other and a drive to problem solve.
Throughout my college career, I’ve sought out opportunities to work with students to connect these passions, particularly with high school and middle school students. I worked as a summer day camp counselor planning morning workshop sessions. Interests for students ranged from sports to chemistry to theater. Later that year, I worked in a middle school math class in Sedo-Wolley, WA. I noticed students craving great instructions and watched as my skills help improve theirs. In my pursuit of education, I found an opportunity to work with teachers at my former high school to teach a preparation class for students who were preparing for the AP Calculus AB course. My volunteer experience confirmed my decision to work with high school students teaching math, I am excited to continue my journey of becoming a professional educator.
Purpose of This Portfolio
A complete bportfolio (blog portfolio), which is assembled across the program, shows knowledge and skills I am acquiring as an emerging teacher. Professional knowledge and skills are summarized in Principles of HOPE, which are program standards aligned with certification requirements authored by the State of Washington (WAC 181-78A-270).
H – Honor student diversity, development and their right to learn.
H1 – Honor student diversity and development.
Teacher candidates plan and/or adapt learner centered curricula that engage students in a variety of culturally responsive, developmentally, and age appropriate strategies.
H2 – Honor student access to content material.
Teacher candidates use multiple instructional strategies, including the principles of second language acquisition, to address student academic language ability levels and cultural and linguistic backgrounds.
H3 – Honor the classroom/school community as a milieu for learning.
Teacher candidates implement classroom/school centered instruction, including sheltered instruction that is connected to communities within the classroom and the school, and includes knowledge and skills for working with others.
H4 – Honor family/community involvement in the learning process.
Teacher candidates inform, involve, and collaborate with families/neighborhoods, and communities in each student’s educational process, including using information about student cultural identity, achievement and performance.
H5 – Honor student potential for roles in the greater society.
Teacher candidates prepare students to be responsible citizens for an environmentally sustainable, globally interconnected, and diverse society.
O – Offer an organized and challenging curriculum.
O1. – Offer an organized curriculum aligned to standards and outcomes.
Teacher candidates align instruction to the learning standards and outcomes so all students know the learning targets and their progress toward meeting them.
O2. – Offer appropriate challenge in the content area.
Teacher candidates plan and/or adapt curricula that are standards driven so students develop understanding and problem-solving expertise in the content area(s) using reading, written and oral communication, and technology.
P – Practice effective teaching: inquiry, planning, instruction & assessment.
P1 – Practice intentional inquiry and planning for instruction.
Teacher candidates plan and/or adapt standards-based curricula that are personalized to the diverse needs of each student.
P2 – Practice differentiated instruction.
Teacher candidates apply principles of differentiated instruction, including theories of language acquisition, stages of language, and academic language development, in the integration of subject matter across the content areas of reading, mathematical, scientific, and aesthetic reasoning.
P3 – Practice standards-based assessment.
Teacher candidates use standards-based assessment that is systematically analyzed using multiple formative, summative, and self-assessment strategies to monitor and improve instruction.
P4 – Practice the integration of appropriate technology with instruction.
Teacher candidates use technology that is effectively integrated to create technologically proficient learners.
E – Exemplify service to the teaching profession.
E1 – Exemplify professionally-informed, growth-centered practice.
Teacher candidates develop reflective, collaborative, professional growth-centered practices through regularly evaluating the effects of his/her teaching through feedback and reflection.
E2 – Exemplify collaboration within the school.
Teacher candidates participate collaboratively and professionally in school activities and using appropriate and respectful verbal and written communication.
E3 – Exemplify an understanding of professional responsibilities and policies.
Teacher candidates demonstrate knowledge of professional, legal, and ethical responsibilities and policies.
Elements of a Model Entry
There are different formats for writing portfolio entries. However, responding to writing prompts 1-6 increases the likelihood of writing a quality entry, that attends to current and desired performance on professional knowledge and skills, and impact on K-12 student learning.
1. Citation of the program standard (one standard from HOPE principles) along with an interpretation of what the standard means.
2. Presentation of evidence with description. The description includes context and related research or theory associated with the creation of the evidence.
3. Justification of how the evidence demonstrates competence, or emerging competence, on the program standard.
4. Summary of what was learned as a result of creating the evidence or having the experience.
5. Comment on the implications for student learning.
6. Propose specific changes or next steps to increase effectiveness in the area under examination.