Jacquelyn C. Olson
Exit Portfolio
Portfolio Links
Table of Contents
Introduction
My Philosophy
Site Description
Resume
INTASC Standard # 1
INTASC Standard # 2
INTASC Standard # 3
INTASC Standard # 4
INTASC Standard # 5
INTASC Standard # 6
INTASC Standard # 7
INTASC Standard # 8
INTASC Standard # 9
INTASC Standard #10
Welcome to my Student Teaching
Exit Portfolio. This document contains
evidence of my teaching
experiences during the BEST
Education Program at McDaniel
College, through the Carroll County
Public School System, and based
upon the Ten INTASC Teaching
Standards.
As you go through my portfolio, please follow the links to see
examples of my:
•Gradual Release Method of Instruction
•Multiple Intelligence Lesson Plans
•Two Group Model of Learning
•Collaborative Science Unit Plan
•Application of Technology
•Classroom Management Style
Table of Contents
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Opening Page
Table of Contents
Introduction
Resume
My Philosophy of Education
INTASC Standard # 1
INTASC Standard # 2
INTASC Standard # 3
INTASC Standard # 4
INTASC Standard # 5
INTASC Standard # 6
INTASC Standard # 7
INTASC Standard # 8
INTASC Standard # 9
INTASC Standard #10
Insect Field Trip Slideshow
Introduction
 This presentation represents a collection of my teaching experiences through McDaniel
College’s Master of Science in Elementary Education Program. My artifacts represent the
culmination of McDaniel’s classroom learning and application of program instruction within
Carroll County Public Schools, and my five years of Paraeducator and Substitute Teaching
experiences within the Howard County Public School System.
 I set the individual needs of students at the pinnacle of my lesson design and presentation of
instruction. Gardner’s theory of Multiple Intelligences guide my planning and implementation of
instructional activities. Through this theory, I can differentiate for the needs of students’
individual learning styles and provide authentic, real-life experiences. My goal is to provide
meaningful, sustainable learning.
 McDaniel College has provided me with an extensive, transferable background of methods
to effectively incorporate professional standards of teaching and educational psychology
within the classroom setting. I observed Carroll County Public School’s management and
teaching philosophies. Each observance caused me to reflect upon, and modify my teaching
strategies to incorporate updated instructional practices to help my students obtain a greater
level of understanding and retention..
Table of Contents l My Philosophy
My Philosophy
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I believe the most critical aspects of teaching are to provide students with the knowledge and the means to become
honorable, civic-minded citizens who possess the cognitive and social characteristics to be successful in their lives and
society as a whole. Entrusted with our country’s youth, educators have the responsibility to be examples of society’s
values for their students. I will strive to be the type of person I would like my students to become. I will be respectful and
command respect; be honest and expect honesty; be open-minded and fair and expect open-mindedness and fairness;
and be civically conscious and active and encourage my students to demonstrate the same. I will continuously reflect on my
behavior, and question whether I project a role model which embodies these characteristics.
Students learn best when they are in Vgotsky’s Zone of Proximal Development. Educators need to constantly present
students with challenges and goals to strive toward. I also feel a cooperative learning environment complements direct
instruction methods. I will model concepts, provide guided and independent practice, reinforce my instruction with group
collaboration activities and reflect upon each day’s learning success. When individuals work with peers, their interactions
exemplify diversity, demonstrate that everyone is capable of learning and that every student learns in a different way.
Respect for individual differences promotes cooperation and a global classroom environment. Each student benefits
through multiple sources of support.
Instruction that places students at the center of learning encourages responsibility for effort and work product. By meeting
the needs of individual students, I will provide meaningful learning, demonstrate concern and care, and provide multiple
avenues for successful learning.
Every student has different goals to strive toward and an ultimate destination. Whether this destination is college,
technology school, or work place, every student is moving toward the place they want to be. I hope my students will take
advantage of the resources the school and I have to offer. My personal goal is to encourage my students to keep
reaching beyond their capabilities. Once they achieve one goal, a new goal will be set in place. I never want my
students to feel stagnant or bored. I believe that everyone deserves to be a life-long learner. I will challenge my
students to keep moving forward and keep reaching.
My role as an educator is a facilitator of learning. I will provide my students with the tools they need to be successful
learners and encourage them to succeed. The needs of my students motivate me to be an effective instructor and move
me to offer them opportunities for learning in the Intelligence Style they learn best. Through the Gradual Release Model
of instruction, I will model, provide guided and individual practice, reinforce cooperative learning strategies and review. I
will formatively assess my students’ learning daily as I observe their level participation and engagement. I will question
them during activities, and modify instruction to accommodate their needs. I will always reflect upon the effectiveness of
my teaching and look for ways to improve my methods and skills.
Table of Contents | Introduction
Site Description
LINTON SPRINGS ELEMENTARY SCHOOL
375 Ronsdale Road
Sykesville, MD 21784
Phone: 410-751-3280
The mission of Linton Springs Elementary School is to ensure students meet or
exceed expectations by being active, responsible learners.
"Today's Connection To Tomorrow."
Located in Eldersburg, Maryland, a small suburb in Carroll County, Maryland,
Linton Springs Elementary provides its six hundred and eighty students with
excellent instruction from grades Kindergarten through Fifth. Forty-three
teachers are distributed among grade levels making the teacher/student
ratio 1:16. The number of students per grade ranges from a low of 102
students in third grade, to a high of 126 students in fifth grade. Fifty-two
percent of the student body are boys, and forty-eight percent are girls.
Table of Contents | Introduction
Site Description Continued
My student teaching experience has been in second grade. There
are five classrooms of approximately twenty- one to twenty-three
students per room. I am fortunate to instruct one classroom of twentyone students. The percentage of boys to girls within this classroom is
nearly fifty percent boys to fifty percent girls. There are three
instructional levels for each content area. The challenge has been
rotating between these instructional levels to provide equitable
instruction to all. Student interests vary from sports to gaming
technology to dance. These interests provide me with a wide range of
authentic experiences to use during instruction in order to build
student background knowledge, and help them connect to my teaching
points.
The surrounding neighborhood of Eldersburg, Maryland consists of
single family homes on lots of approximately one to two acres. Rolling
hills and open backyard areas create aesthetic appeal, and functional
fields for aspiring young soccer and football superstars to practice on.
In close proximity to the school are amenities such as the Carroll
County library, churches and shopping. Local businesses support
Linton Springs’ Parent Teacher Association, and student activities
through their pledges and donations. Within this close knit community,
parents, local citizens and teachers collaborate to encourage the
academic success of students.
Table of Contents | Introduction
Resume
Jacquelyn C. Olson
Olson.Jackie742@Gmail.com
742 Chessie Crossing Way, Woodbine, MD 21797
(410) 707-5295
Education
Master’s of Science in Elementary Education, McDaniel College, Westminster, MD
December 2010
Maryland Approved Program for Education, Elementary Grades 1 - 6
B.A. in Criminology, University of Maryland, College Park, MD
December 1983
Minor in Sociology
Honor Societies and Organizations
Kappa Delta Pi International Honor Society in Education
Spring 2010 – Present
MSTA, NEA
2004 – Present
National Council of Teachers of Mathematics
2009 – Present
Professional Experience
Student Teacher, Grade 2, Linton Springs Elementary, Sykesville, MD
Fall 2010
Designed and taught curriculum based content area lessons using Carroll County Benchmark guidelines.
Designed and taught an Insect unit based on Carroll County Science Curriculum Benchmarks.
Collaborated with classroom instructor and team members to design and coordinate content area unit launches and anchor lessons.
Integrated technology and multiple intelligence activities in instruction to accommodate and differentiate for learning level groups and
individual student learning style.
Implemented the Gradual Release Model of instruction throughout content areas.
(Continued on next slide)
Table of Contents | Introduction
Resume Continued
Practicum Intern, Grade 2, Linton Springs Elementary, Sykesville, MD
Spring 2010
Completed an extensive Early Literacy Case Study on a struggling emergent reader to outline and deliver a reading intervention program.
Administered and scored The Observation Survey and The Qualitative Reading Inventory 4 to create developmentally appropriate reading, writing
and word study goals and lessons.
Designed and taught interactive mathematics lessons featuring the two-group model of instruction incorporating NCTM’s Virtual Manipulatives,
calculators to practice Number and Operations (Number Sense), and King’s Dominion website to model/practice Solving Real World Problems.
Designed a social studies unit entitled ‘The World and Me,’ including a Webquest adventure on Australia.
Practicum Intern, Grade 2, Linton Springs Elementary, Sykesville MD
Fall 2009
Designed and taught small group guided and whole group reading lessons on story sequencing, and identifying main ideas and details during which
students created graphic organizers to develop their understanding.
Designed and taught comprehension strategy lessons on questioning/inferring, summarizing, context clues and imagery using childrens’ literature and
expository texts.
Administered and analyzed running records.
Practicum Intern, Grade 3, Winfield Elementary, Westminster, MD
Fall 2008
Taught supplemental reading, writing and word study lessons during language arts leveled group instruction.
Related Experience
Substitute Teacher, Howard County Public Schools, Ellicott City, MD
Spring 2009
Paraeducator, Grade 2, HCPSS, Bushy Park Elementary, Glenwood, MD
2004 - 2009
Planned and taught guided reading lessons to at-risk readers using the A to Z Reading Program.
Taught supplemental math, science and social studies lessons to accommodate student learning needs and instructional goals.
Table of Contents | Introduction
INTASC Standard # 1 – Subject Matter
The teacher understands the central concepts, tools of inquiry, and structures of
the discipline(s) he or she teaches and can create learning experiences that make
these aspects of subject matter meaningful for students.
Rationale Statement
Virtual Manipulatives Lesson Plan
Number and Operations (Number Sense) Lesson Plan
Digital Portfolio for Mathematics
Grading Rubric with Instructor Comments
Table of Contents | Introduction
INTASC Standard # 2 - Student Learning
The teacher understands how children and youth learn and develop, and can
provide learning opportunities that support their intellectual, social and
personal development.
Rationale Statement
Second Grade Mathematics Lesson: Estimation
Table of Contents l Introduction
INTASC Standard # 3 - Diverse Learners
The teacher understands how students differ in their approaches to learning and
creates instructional opportunities that are adapted to learners from diverse
cultural backgrounds and with exceptionalities.
Rationale Statement
Early Literacy Case Study Goals
Screening Summary
Reading Analysis
Word Study Analysis
Writing Analysis
Guided Reading Lesson
Interactive Writing Lesson
Word Study Lesson
Running Record Screening Summary Pre-test
Final Running Record Screening Summary
Final Report
Early Literacy Case Study Reflection
Table of Contents l Introduction
INTASC Standard # 4 - Instructional Strategies
The teacher understands and uses a variety of instructional strategies to
encourage students' development of critical thinking, problem solving, and
performance skills.
Rationale Statement
Social Studies Lesson: Responsible Citizens
Table of Contents l Introduction
INTASC Standard # 5 - Learning Environment
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.
Rationale Statement
Initial Classroom Design and Seating Chart
Revised Classroom Design and Seating Chart
Classroom Design and Seating Chart Narrative
and Reflection
Table of Contents l Introduction
INTASC Standard # 6 – Communication
The teacher uses knowledge of effective verbal, nonverbal, and media
communication techniques to foster active inquiry, collaboration, and supportive
interaction in the classroom.
Rationale Statement
Digital Exit Portfolio
Table of Contents l Introduction
INTASC Standard # 7 - Planning Instruction
The teacher plans and manages instruction based upon knowledge of subject
matter, students, the community, and curriculum goals.
Rationale Statement
Insect Unit Required Elements
Pre-test
Lesson Number Three: Classifying Insects
Lesson Number Six: Metamorphosis
Metamorphosis PowerPoint
Lesson Number Nine: Spiders
Butterfly Observation Journal
Review Game
Posttest
Slideshow of Entomologist’s In-House Field Trip
Insect Unit Reflection
Supervisor Comments
Table of Contents l Introduction
INTASC Standard # 8 – Assessment
The teacher understands and uses formal and informal assessment strategies to
evaluate and ensure the continuous intellectual, social and physical development
of the learner.
Rationale Statement
Second grade Mathematics Lesson: Place Value
Table of Contents l Introduction
INTASC Standard # 9 - Reflection and Professional Development
The teacher is a reflective practitioner who continually evaluates the effects of
her/his choices and actions on others (students, parents, and other professionals
in the learning community) and who actively seeks out opportunities to grow
professionally.
Rationale Statement
Technology Professional Development Plan
Student Safety On-Line
Evaluating Websites
Search Engine Directory
Clipart Bibliography
Teacher Website Bibliography
Social Studies Lesson Plan: Community
Leaders
Language Arts Lesson Plan: Visualization
PowerPoint Presentation Visualization
Table of Contents l Introduction
INTASC Standard #10 - Collaboration, Ethics, and Relationships
The teacher communicates and interacts with parents/guardians, families,
school colleagues, and the community to support students' learning and wellbeing.
Rationale Statement
Service Project Final Report
and Reflection
Table of Contents l Introduction
Entomologist Kay Taub
Second Grade In-house Field Trip
November 5, 2010
(click picture to start Slideshow)
Table of Contents | Introduction