Teacher Work
Sample Portfolio
EC 2900-02
May 5, 2009
Table of Contents:
I.) Introduction………………………………………………………...Page 1
II.) Philosophy Statement………………………………………………Page 2
III.) Contextual Factors………………………………………………… Page 4
Page 1
Introduction:
The purpose of this Level I Teacher Work Sample portfolio is to demonstrate the progression
and proficiency of my comprehension in the developmentally appropriate practices of educating
young children. My involvement in Sophomore Field has enhanced my comprehension of the
learning outcomes, which includes the knowledge, skills, and dispositions professional and
appropriate teachers possess.
I have acquired knowledge of some of the learning outcomes through the first hand
experiences I obtained while observing the diverse settings of both an urban and suburban school
which correlates with Learning Outcome C in the Knowledge category, The beginning teacher has
experiences with diverse populations. Learning Outcome C in the category of Dispositions states,
The beginning teacher is a reflective practitioner. Through completing the Contextual Factors of the
district, school, and classroom setting, I was able to reflect on the course readings to analyze how
contextual factors have implications for the classroom.
This portfolio presents the implementation of my experience and attained knowledge.
Included is a philosophy statement, which is the connection drawn between the evidence experienced
in my observations and the learning outcomes that produces a definition of a child-focused
philosophy rooted in developmentally appropriate practices. Following the Philosophy Statement is
a supported application of contextual factors regarding an understanding of the correlation found
between the teaching-learning process and the contextual factors of the individual student, classroom,
school and community.
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Philosophy Statement:
Children learn best when they are provided with an education that is developmentally
appropriate, that can challenge and help to expand their knowledge. Teachers who are
developmentally appropriate use their own knowledge to enhance the learning and development of
each child. An exceptional teacher utilizes her knowledge about the contextual factors of the
individual student, classroom, school, and community to develop suitable goals, plans of instruction
and forms of assessment for each child. In having an underlying comprehension and understanding
for each individual student, the educator is better able to provide for the child’s mental, physical and
emotional needs. Assessments of the students assist in determining any information about the child,
which can further help evaluate, monitor and analyze him or her. The teacher is to exercise his/her
comprehension on subject matter pertaining to professional and national standards as a means by
which to present the student with an optimal learning environment.
The classroom environment is a crucial aspect of the child’s education. A developmentally
appropriate classroom consists of an atmosphere in which each child’s individual needs may be
fostered. The educator is responsible for creating a caring community of learns. In my field
experience, a pre-school teacher broke the boundary between special needs children and regular
education children by creating an environment where the children interacted socially and accepted
each other’s differences. When a disabled child was unable to follow directions or understand a
concept she would ask another student to show the disabled child through the activity, which
ultimately rewarded both students with a sense of success when the activity was rightfully completed.
A teacher appreciates the diversity of each child, the classroom and embraces these differences as a
means to teach students about acceptance and self-confidence. Individual and cultural differences
along with student talents and abilities are implemented by the teacher to create a diverse classroom
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where each child is comfortable and able to thrive. As part of understanding the child and the cultural
norms of the each child and the community the teacher builds reciprocal relationships with the
students’ families. A teacher leads the classroom as a role-model for tolerance and acceptance of
diversity, while also using personal knowledge about each child’s diverse needs to accommodate him
or her. In understanding each child, the teacher sets exceeding yet appropriate expectations that
challenge the child and allows for success.
A teacher employs specific skills in educating children. Copple and Bredekamp (2009)
editors of Developmentally Appropriate Practice in Early Childhood Programs: Serving Children
from Birth through Age 8, state that “an excellent teacher establishes a caring community of learners,
teaches to enhance to enhance development and learning, plan curriculum to achieve goals, asses
children’s development and learning and establishes reciprocal relationships with families,” when
providing an appropriate practiced in education young children. By planning curriculum to achieve
important goals, the educator supports standards, assesses the child formally through tests and
informally by observation, creates a network of student support, and implements various instructional
strategies that accommodate each child. The teacher exercises techniques such as Vygotsky’s theory
of scaffolding to illustrate classroom activities for the student’s comprehension of a topic or activity.
In a second grade classroom I observed at a public suburban school the teacher used scaffolding to
instruct activities preformed by the class. During a science lesson she paired students of various
cognitive strengths and abilities together, this allowed the children to actively engage in a common
goal, provide each other with support and guidance, while interchanging skills and transmitting
knowledge. The goal of the educator is to employing his or her skills, knowledge and objective
disposition to accommodate for each child a curriculum which enhances the student’s growth and
development.
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Contextual Factors:
Community, District and school factors:
South Mountain Elementary School is located in Millburn, a town found in Essex County, New
Jersey. In 2000, according to Milburn Township’s website there were an approximate 19,765 residents
who lived in the 10 square mile town of Milburn (http://twp.millburn.nj.us/Demographics).
Demographically Millburn Township was 88.9% White, Caucasian, 1.1% Black or African American, 2%
Hispanic, and 8.4 % Asian, in a 2000 census. About 39% of the population’s family income was in the
$200,000 or more bracket, 12% had an income between $150,000-$ 199,999, and 15% between
$100,000- $149,999. Of the population 25 years or older that resided in Millburn 74% were college
educated, 38.4% have a graduate degree, while 35.6 % had a bachelor’s degree. Milburn, established 151
years ago in 1857, is now a predominantly White-Caucasian, well educated, wealthy suburban
community. The culture of this community is reflected in the district’s schools.
Of the seven schools in the district, South Mountain Elementary school is one of the thriving and
excellent school communities. The township of Milburn prides on being one of the top school districts in
the state of New Jersey. According to introduction page of Millburn Township Schools,
www.millburn.org “The Millburn Township School District consists of seven schools, all known for their
challenging curriculum and academic excellence.” This source also describes “Millburn’s five elementary
schools (grades K-5) [to have] consistently rank among the highest in New Jersey in the annual State
Report Card,” demonstrating the district’s exceptional school system.
South Mountain School along with the other schools in Millburn provides an excellent education
to all of students. The school is located on 2 Southern Slope Drive, in Millburn. Classes begin promptly at
8:40 and end at 3:00 PM. This school operates as a learning facility for approximately five hours and
forty minutes on an average day. South Mountain Elementary School’s, 2007-2008 New Jersey’s School
Reports Card specifies that the average class size at Southern Slope Elementary is 17.2 students per class,
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there is a 3:1 student to computer ratio, a total 362 students enrolled and 17.7% of the school population
has a disability and IEP. On average, 87% of students speak English as their dominate language at home,
5% speak Mandarin, 4.4% Russian and 3.6% speak another language as their dominate language at home.
In 2007 the students performed with a 94% attendance rate, and a 0% suspension or expulsion rate.
As a wealthy township, the financial data of the Millburn Township School district is on average
higher than the state average. New Jersey School’s Report Card expresses that 89% of revenues in the
district are from a local source in contrast to the state averages, where only 52% of revenues are at a local
level. For the 2007-2008 school year, New Jersey State Report card also states that the total cost per pupil
in the Millburn district budget is $15,338 when compared to the state average of $14,359 a significant
difference of almost about $1000 per student.
Classroom Factors:
South Mountain Slope Elementary School provides students with many optimal learning
advantages, such as an abundance of technology, a wide assortment of books and other classroom
materials, large spacious classrooms, and most importantly a warm caring yet organized environment.
The second grade class which I encountered while objectively observing the dynamics of a classroom, ran
smoothly and efficiently due to the open availability of resources. The teacher’s design for the room was
similar to that of her teaching. Her classroom was spacious and open, organized, yet inviting and warm.
The classroom had a carpet area where the class would constantly meet together to learn lessons, work
alone or together on assignments, or to simply relax and unwind after an eventful day of learning. The
carpet area filled with pillows and special hanging light, and was used for many different activities yet
also served as an element of softness that allowed students to gain a sense of warm inviting feelings. C.
Stephen White and Mick Coleman authors of Early Childhood Education: Building a Philosophy for
Teaching believe that “it is important to bring homelike softness into the classroom,” this creates an
inviting and enriching environment (303).
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The many resources of the classroom were efficiently organized while remaining accessible to the
children. Books were available in many bins placed throughout the room. These books were organized by
subject and topic making them easier to find. A classroom computer was located on a desk in a mutual
area of the room for all students to have access. Dictionaries, thesauruses, pencils, crayons, markers,
paper rulers and other materials were situated near the carpet area to form a division between the carpet
area and the rest of the classroom. These materials were placed near an area of the classroom, where most
of the learning took place, and the need for these materials was most necessary. The students’ desks were
arranged in rows; however most of the class’ learning took place in the carpet area or in other parts of the
room. When students met together on the carpet for lessons and other activities, a sense of closeness and
support was created between the pupils. White and Coleman convey that “large-group meeting are an
important component of the day,” during these meeting children develop social skills and create a sense
of stability in the classroom (306).
During morning meeting the class would discuss the schedule for the day. By implementing the
students with a schedule to follow, White and Coleman feel “provide[s] many organizational benefits,”
while also creating an environment of balance and stability (321). Although the teacher followed a
schedule she was open and flexible to change. At times she would find a scheduled activity more suitable
for a different time or felt that the students needed a break to rest and would allow them to have an early
snack or participate in a read out loud. Rules were another important factor of this second grade class, the
teacher did not enforce specific class rules that were listed; however she promoted good citizenship,
which included respect, sharing and caring. Other than being overly social the class the students followed
the teacher’s expectations well by respecting each other and themselves.
When working together the students were paired up with their partners or group based on the
“magic stick system” which grouped them together by using the element of chance. Each student would
pick a Popsicle stick from a cup, the stick would have another student’s name, and that person we be their
partner. Using this system for assigning partners and groups gave everyone a fair chance at being paired
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up without causing any problems or making any child feel left out. Most of the student’s parents worked
and therefore were not involved with the class often. Occasionally the teacher would receive emails from
various parents or would have a conference with parents to discuss their child’s progress and any
concerns either the teacher or parent might have.
Student Characteristics:
The students of this second grade class were diverse learners, each who stemmed from different
cultural values and norms, family contexts, and had particular interests, hobbies and needs. Together they
form a small community that defines their class as a whole. There were approximately four out of
seventeen students who struggled with a disability or learning disorder. These particular students needed
extra assistance, understanding and both mental and emotional support. Many of the students of the class
were considered to be average to low-average learners, which meant that they retained most of the
information they learned and were able to gain knowledge however were less competent in specific
subjects, needed extra support and had particular learning styles . The class was comprised of an
approximate even ratio of boys to girls. Most students were White-Caucasian and lived with their parents.
Each child had different hobbies, interests and learning abilities. These differences among the
students, along with the teacher’s effect on the class, formed a diverse classroom culture. White and
Colman explain that “children develop at their own pace,” this principle draws a link between early
childhood education and child development, which is an important factor in understanding the dynamics
of a classroom (11). Some students in the class behaved more maturely than others, although they were all
about the same age, and while some could read very well others were challenged in reading
comprehension this is because children develop at their own rate.
The class was filled with students of various developmental levels. Sebastian, a Hispanic ten year
old boy from the class, raised by his single working mother was one of the low-average learners in the
class. He had difficulty with writing, yet he loved to read comic books, and watch Dragon-Ball Z movies.
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He needed to be closely monitored for understanding and comprehension of instructions. His DRA was a
20, meaning that at seven months into second grade he was still only reading and comprehending as a
second grader in his first month of school. Karoline was another average learner in the class, she enjoyed
playing sports. She struggled with reading comprehension and read at a very slow pace. Her parents were
not as supportive in helping her complete 20 minutes of reading and a reading journal entry that was
assigned each night for homework, she had potential to be a higher learner but she needed the extra
support from her family in order to excel. Nine year-old Miriam was interested in art, she found pleasure
in drawing coloring and painting. She was a strong in reading but had difficulties with understanding
math. When learning she grasped concepts best through visually learning.
Most children in the class were reading on a second grade level, Jack however was only at a first
grade level. He had difficulty with comprehending most subjects, more specifically reading
comprehension. His strength was math but his inability to read and comprehend the directions hindered
his overall ability to perform well in math or any other subject. Jack’s parents were uncooperative in
accepting his weaknesses and refused to have him evaluated for extra help\. During class activities Jack
would often misunderstand directions, and would become easily confused, he would also had difficulty
remembering and maintaining a routine; overall he is not capable of keeping himself together. In contrast
to Jack, Sarah was the most proficient student in the class. She was of Polish decent, and her family was
extremely supportive and instilled important values about her education. Her passion was horses, she
loved to ride and take care of them. When creating lesson plans the teacher would usually try to find extra
side work that could challenge and enrich Sarah. She is reading beyond her grade level at almost DRA 34
(third grade, fourth month). These five students are diverse in their learning culture, personality and
interests; together they form the culture to one of South Mountain Elementary school’s second grade
class.
Instructional Implications:
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A teacher’s knowledge about the students in her class and the community will help her determine
the most efficient and most successful ways to implement instructional planning and assessment. The
contextual characteristics of the community, the class, and the students create implications which the
teacher applies to create a developmentally appropriate practice that best suites each student. Editors of
Developmentally Appropriate Practice in Early Childhood Programs: Serving Children from Birth to Age
8, Carol Copple and Sue Bredekamp state that:
“Teachers [who are developmentally appropriate] establish positive, personal relationships with
each child and with each child’s family to better understand that child’s individual needs,
interests, and abilities and that family’s goals, values, expectations, and child rearing practices.
Teachers talk with each child and family and use what they learn to adapt their actions and
planning.” (18)
Through interaction with family members teachers gain an insight into the each child’s personal
family culture. Understanding the goals, values and morals of the child’s family creates a basis by which
the teacher can begin to develop a practice that will effectively teach and assess the child and will also
meet the standards of the family and the community. Living in the town, as part of the community the
family a child’s family can also be an excellent indicator of the community’s culture.
Understanding the context of the community can furthermore determine specific areas of a
developmentally appropriate practice. In a district such as Millburn, where families can afford to provide
their children with the materials they need to succeed, and school funds are largely supported by a
wealthy community, the education system is an important agenda of leaders and parents. When a school
district provides the teacher with advanced technologies, and an efficient amount of classroom materials,
the teacher is better able to plan instruction for the students. The more resources available in the
classroom, the more options the teacher has to optimize learning. In a district where technology is limited
a teacher may not be able to teach her class how to research topics by using the internet, where in a
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district with plentiful technology a teacher can base classroom projects and activities around computers
and other technologies. Access to these technologies can also help a teacher provide instruction to
children with a disability in a more efficient manner. During a sate required test, that measures the
student’s intellectual levels, the teacher at Milburn was able to utilize a personal microphone provided by
the school to project her voice, so that all students could clearly understand her directions. A child that
may have a hearing impairment or a child who has difficulty understanding directions is better able to
hear the instructions with the help of the microphone.
The most important contextual factor that alters a classroom’s instruction includes are the
students of the class. According to Copple and Bredekamp “teachers use the curriculum and their
knowledge of children’s interest in planning relevant, engaging learning experiences; and they keep the
curriculum in mind in their interactions with children throughout the day,” therefore in a developmental
practice the teacher utilizes the contextual characteristics of each student to develop a instructional
planning that appeals to the student, making learning fun and more developmentally appropriate (20).
Familiarizing with the students’ needs and understanding the context of each disability allows the teacher
develop a practice that will accommodate to all students, those who are regular education and those who
have special needs and are part of an inclusion program.
In the Second grade class at South Mountain Slope Elementary School, four students were
diverse in their learning and needed extra support. The disabilities these children have, also alters the
teacher’s practices. A developmentally appropriate teacher would apply her knowledge about the
disabilities and each child’s needs and apply them to an appropriate practice where their needs are
fulfilled. Children who are English Language learners, or special needs inclusion students, or have
multiple intelligences bring forward a new factor that the teacher must consider in her planning and
assessing the class.
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After observing two completely different school districts, Hillside and Millburn I now further
recognize how the cultural and diverse characteristics of community, students and the class as a whole
implies the consideration of various factors in planning a lesson or assessing the class. Milburn’s school
district is exceptional when compared to Hillside, because of the cultural context of the Milburn
community. Hillside residents are not as well off as those in Millburn and therefore the school has
limited resources. Each school has different priorities and ideal about education that are reflected by the
community. The residents of Hillside become preoccupied with other important issues, such as their
financial situation and tend to lose focus on the children’s education. However, each school functions on
its own terms, which are effected by the culture of the community, the needs and interests of the children
and their family.
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