Tricia Weber
Professional Portfolio
Assisting
a presenter
with one of
our Cultural
Assemblies
Submitted to the School of Education, California State University, Bakersfield
in partial fulfillment of the requirement for the degree of
Master Of Arts: Curriculum and Instruction - Educational Technology
Contact Information:
trishweber22@yahoo.com
Table of Contents
Curriculum Vitae’
Teaching
Philosophy
Masters’ Degree
Coursework Samples Masters’
Project
& Reflections
Continuing
Professional
Development
Overall Program
Reflection
Teaching Proficiencies Menu
ExtraCurricular
Activities
Table of Contents
Reflection on
Portfolio
Assessment
Exit
Closing
Thoughts
Proficiencies Menu
Philosophy of Teaching
 Children are a product of their experiences. I strive daily to
provide my students with rich, engaging learning opportunities
and exposure to different types of technology-based learning
experiences.
 Respect for one's self, others, and property (both intellectual
and physical) is one of the most important requirements in our
society and must be modeled and encouraged.
 Learning, and reflection on what we have learned, is a lifelong
process. If we can share with students the joy of learning then
we can encourage them to be lifelong learners over the course
of their future.
Philosophy of
of Management
Management
Philosophy
A Reflection on Teaching
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Curriculum Vitae’
Credentials & Education
Credentials/Certificates Held
•Clear California Multiple Subject Credential with CLAD Certification
•Supplemental Credential, Music
•Supplemental Credential, Technology (In Process) – Application Submitted to CCTC
•Subject Matter Competency met through Waiver Program from CSU, Fullerton
Education
California State University, Bakersfield, Bakersfield, California
Currently Enrolled in Curriculum & Instruction Master’s Degree Program
Cumulative GPA 4.00, Expected Date of Completion – September 2006
CalStateTEACH – California State University System-Wide Multiple Subject Credential
Preparation Program
Multiple Subject Credential with CLAD Certification
Cumulative GPA 4.00
California State University Fullerton, Fullerton, California
B.S. in Child Development, Music Minor
Appointed to Dean’s List Fall 1995
Degree Awarded January 1996
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Curriculum Vitae - Teaching Experience
Junipero Serra School, Carmel, California – Technology Director and Teacher
for Kindergarten through Eighth Grades: August 2004 to Present
Responsibilities Include:
•Administrative responsibility for the school’s technology curriculum,
software/hardware evaluation and purchasing, and full responsibility for
software/hardware support for approximately 60 campus Windows-based systems
and Linux-based Server and Network
•Creation, design, documentation, and implementation of a Long-Range
Curriculum Plan
•Creation of technology Staff In-service Sessions with follow-up “just-in-time”
support
•Assistance to teachers in all grades in the creation and implementation of
technology integration throughout the curriculum
•Technology teacher for 200 students (Kindergarten through 8th Grades) in a
curriculum that covers all aspects of computer productivity software, Digital
Image Manipulation, and Digital Video, Internet-based Research Skills, HTML
coding and web design and historical and ethical issues in Technology
•Webmaster for the Junipero Serra School Website
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Curriculum Vitae - Teaching Experience
Woodland School, Portola Valley, California – Technology Teacher for
Kindergarten through Eighth Grades: August 2001 to June 2004
•Designed and implemented a new long-range curriculum for Kindergarten
through Eighth Grade students
•Improved students’ familiarity with technology through short and long-term units
•Collaborated with classroom teachers to integrate technology into gradeappropriate curriculum
•Created an HTML/web design unit in which students used their skills to post a
web version of their Science Fair projects
•Developed technology in-service opportunities for teachers and staff
•Provided troubleshooting and support as needed for a campus of 28 lab
computers and 20 other on-site systems
•Webmaster for the Woodland School Website
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Curriculum Vitae - Teaching Experience
Belmont Oaks Academy, Belmont, California— Assistant Teacher in Second and Third Grades:
August 1997 to August 2001
•Shared responsibilities for designing and implementing curriculum in all core subjects including
Spanish, Music, & Art
•Created long-term thematic units and research projects and incorporated California Curriculum
Standards in all subject areas
•Documented and evaluated students’ progress in social and curricular areas
•Coordinated with colleagues to modify the curriculum to enhance students’ learning experiences
•Organized field trips to augment students’ appreciation of subject matter
Computer Teacher—Belmont Oaks Academy Afterschool Program from October 1997 to March
2001, and Summers of 1999, 2000, 2001
•Developed grade appropriate curriculum and guided students in learning technology skills
•Advised and trained staff members on the use and implementation of technology
•Led staff members in creation of a comprehensive technology curriculum for Kindergarten
through Fifth Grades
•Evaluated and recommended software titles and equipment for purchase
•Determined the usefulness of donated equipment and software and allocated the donations to
appropriate classrooms
•Diagnosed problems and provided hardware and software technical support for the campus’ 45
computers
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Continuing Professional Development
• NECC (National Educational Computing Conference)
Attendee, 2006
• CUE (Computer Using Educators) Conference Attendee, 2002,
2004, 2005
• Santa Clara University Ethics Camp, August 2005
• New Management by Rick Morris, October 2005
Topic: Classroom Discipline
• Diocese of Monterey, March 2005
Topic: Workshop on the Eucharist
• New Management by Rick Morris, October 2004
Topic: Classroom Management
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Master’s Degree Coursework Samples
California State University, Bakersfield Courses
EDCI 516 – Foundations of American Education
Coursework Sample: Horace Mann: A Biography of America’s Foremost Educator
Reflection: This course provided me with an eye opening look at the history of
Education in America. Prior history of education classes were mostly snippets of
historical information focused on the judicial decisions that affected our
educational system. It was an enlightening moment for me when I realized that
many of the social and governmental pressures placed on the educational
community are cyclical. Much of what we face now, increased federal
government interference, concerns over curriculum quality, and parental apathy
have been seen in centuries past. I left the course with the view that today’s
pressures are not as unique as we may think and that an understanding of how the
issues were dealt with historically could provide us with ideas on how to manage
these issues in the future. The information I gleaned from the course was
fascinating and it is proving to be one of the more influential ones in my academic
career.
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Master’s Degree Coursework Samples
California State University, Bakersfield Courses
EDCI 520 – Modern Instructional Strategies
Reflection: The coursework for Modern Instructional Strategies provided me with
guidance in areas of professional practice that I was marginally aware of prior to
taking the course. I found the course materials interesting and very pertinent to
my daily practice as both a technology teacher and technology director. The
course allowed me to form ideas that I could integrate into my own curriculum
while providing me with strategies that I could share with colleagues to help them
increase their own knowledge of diverse instructional strategies. The
investigation and application of these strategies has allowed me to enhance my
curriculum. These enhancements have already shown their relevancy through
increased student participation and understanding in my classroom.
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Master’s Degree Coursework Samples
California State University, Bakersfield Courses
EDCI 570 – Technology and Assessment
Coursework Sample: JSS Technology Program Culminating Activity
EDCI 572 – Teaching to California Standards
Coursework Sample: California Missions Unit Culminating Activity
EDRS 680 – Educational Statistics
Reflection: This was one of the more difficult classes taken during the Program. I
expected it to be challenging but understanding the theoretical reasoning behind
the use of statistics in educational research was a bit confusing. I have always
enjoyed math courses and did well in my prior statistics classes—this course was
much more difficult. Although I did not achieve the grade I had worked for I
realized that my understanding of the concepts and their applications was really
what was most important and I did take away a competent understanding of
working with educational statistics.
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Master’s Degree Coursework Samples
California State University, Bakersfield Courses (Continued)
EDCI 573 – Fundamentals of School Legal Issues Re: Technology
Coursework Sample: Evaluating Webquests
Reflection: I was already personally aware of many of the legal issues facing
technology education. They are simply part of my daily practice. What I really
took away from this course were strategies with which to enhance other’s
understanding. Tactics and information from the course allowed me to enhance
my staff’s understanding of Legal Issues which, in turn, minimizes our School’s
exposure to liability.
EDCI 604 – Special Topics: Webquests
Coursework Sample: E-Waste
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Master’s Degree Coursework Samples
California State University, East Bay (Hayward) Courses
TED 6020 – Research in Education
Coursework Sample: Influencing Factors on Teachers’ Use of
Technology Integration in the K - 12 Curriculum
TED 6700 – Advanced Educational Psychology
Coursework Sample: Reading Unit – A Gift for Mama
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Master’s Degree Coursework Samples
California State University, East Bay (Hayward) Courses
TED 6300 – Foundations of Curriculum Development
Coursework Sample: The No Child Left Behind Act:
It’s Effect on Curriculum in American Schools
Reflection: This course was taken over three years ago. I include it, though,
as it became one of my more eye-opening educational events. At the time
comprehensive understanding of the impact of The No Child Left Behind Act
was still limited. I taught in the private school and my understanding of the
Act’s effects was very small. The readings and investigations provided by the
coursework for this class allowed me a historical perspective with which to
better understand the impact of such wide-reaching legislation. In addition,
the culminating project for the class, a review of the Act itself and its
expected impacts provided an opportunity for me to be deeply involved with
the details as they affected educational practice. The course allowed me to
be intensely involved with one of the most influential pieces of education
legislation in our time.
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Teaching Proficiencies
Designing
Instruction
Conducting
Assessment
Using
Technology
Classroom
Management
Accommodating
Differences
N.C.L.B.
Efforts
Research
Interests
Publishing,
Presenting
Leadership
Experiences
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Designing Instruction:
Description of Project: Early on in my teaching I created a
Reading Unit based on A Gift for Mama. In the Unit, Third
Grade students explore traditions and values. I included this
unit as it was one of my first multi-week Reading Units and
gave me a chance to include different instructional
strategies. The unit spans approximately 6 hour-long sessions
and includes modifications for integrating technology.
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Example of Designing Instruction
Project’s Date
Third Grade Reading Unit: A Gift for Mama
Notes on this Project: I have used this unit with
several different classes and it has been well received.
The unit calls for a significant amount of independent
seatwork (required by the school it was written for),
but could be easily modified to include different
partner reading and cooperative learning strategies.
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Conducting Assessment:
As a technology teacher, assessment is primarily completed
in two ways: anecdotal observations, and completion of
specific products.
Many times I will use simple assessments such as “Thumbs
Up, Thumbs Down” when assessing students understanding
of a concept.
For more formal assessments I normally use rubrics.
Students are often involved in creating the rubrics and are
usually given the rubric prior to the end of the project.
The rubric serves as a checklist and allows students to have
a clear understanding of my expectations for the project.
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Using Technology in the Classroom:
As a full time technology teacher and Technology
Director, using diverse types of technology is just
part of my daily routine. From creating a longrange, comprehensive technology curriculum to
designing the lessons for daily use I am intimately
familiar with the productivity tools required to
implement technology effectively.
In addition to classroom duties, I am responsible
for supporting teachers’ technology needs and
questions as well as helping them design
technology-integrated lessons and activities.
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Classroom Management:
I feel that efficient classroom management is the key to being a successful
teacher. Students and teachers cannot work effectively in a classroom full of
disruptions. The classroom is a place where learning and, of course, fun takes
place, but it is always one of respect and order. The photograph below is a
lesson I did one summer with students from First through Sixth Grades.
The students had already had me as
their teacher during the regular school
year, but it was important to make sure
that I set behavioral expectations early.
In addition, this lesson included the
taboo of food in the computer lab. It
was the respect that I had already
fostered between myself and the
students that allowed me to feel
comfortable allowing them to work
with food for a fun spreadsheet lesson.
My Classroom Management Philosophy
Philosophy of Management
is stated in the link below.
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Accommodating Differences
Most of my teaching experience has been in the Private School
Arena. Private schools, and especially the Catholic School that I
work for now, do have more ethnic and learning ability diversity
than many educators realize. What we do not have is a great
diversity of students that require special education
accommodations. Private schools resources in this area are
limited.
In my technology classroom I am often faced with a disparity in
age and ability level. I enjoy pairing my upper grade students
with younger students. I find that it allow the younger students
to experience technology resources in a way that they would
normally be unable to while also providing a opportunity for the
older students to showcase their understanding.
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Example of Accommodating Differences
Project’s Date
Fourth Grade students paired
with First Grade Students
exploring a website with
information on National
Symbols.
Seventh Graders paired with
Second Grade Students (early in
the instructional year) working on
a Language Arts activity website.
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No Child Left Behind Efforts
My school is currently preparing for a mid-year
accreditation evaluation by WASC (Western Association
of Schools and Colleges) and WCEA (Western Catholic
Education Association). I am leading the effort to
align our School’s adherence to standards and
reporting capabilities to those required by NCLB.
The process includes a full review of our curriculum
and evaluating and documenting its adherence and/or
extension beyond grade specific state standards. In
addition, we are evaluating software that will help us
meet NCLB reporting requirements for our
stakeholders.
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Research Interests:
•Gender Differences
•Classroom Technology Delivery Models
•The Spanish Missions of California and their role in
California Education
•Technology Instruction Delivery Methods for Veteran
Teachers
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Publications and Presentations:
March 2002
Student Portfolio Used During CCTC Accreditation
Review of Cal State TEACH Credentialing Program
Letter of Acknowledgement
January 1996
Senior Thesis, “Children and Television: Differences
in Gender Portrayals and Perceptions” Nominated for
Child Development Department Award
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Leadership Experiences
Throughout my teaching tenure I have served on several curriculum
committees as well as software evaluation reviews. In my most recent post
as Technology Director I am now solely responsible for Technological
decisions that impact our school, staff, and students. With these
responsibilities it is my privilege to take the lead in Technology decisions as
well as being responsible for documenting our curriculum’s
comprehensiveness and adherence to State standards. I am also the lead
staff member involved in our regional re-accreditation through WASC/WCEA
(Western Association of Schools and Colleges/Western Catholic Education
Association).
I have also been involved at the Diocese level. I was one of six committee
members that created a new Language Arts Framework scheduled for
release in September 2006. I have also been invited to be the Diocese
liaison between our School and the Diocese of Monterey’s Bishop for the
Diocesan Newsletter.
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Extra-Curricular Activities:
I am the Webmistress and on the Committee for the
Showcase of Miniatures held each October in San
Jose, California. The show is held as a benefit to
raise funds for the PlaneTree Health Library.
The Showcase of Miniatures is the largest miniatures
show in the West and the fourth largest in the United
States. Each year our show provides hundreds of
miniaturists, old and young alike, an opportunity to
come together to share skills, information, and new
ideas.
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Closing Thoughts
This Portfolio represents a culmination of many months work—
actually several years since a few of the artifacts date from my
time as a second and third grade teacher. As time progresses I
hope to add more artifacts (video, images, etc.) that illustrate my
best practices in the classroom. In addition, as my role at my
school is shifting more towards administration, I plan to add
additional artifacts that relate to my increasing role as an
administrator.
It has always been my goal to pursue higher levels of education.
I enjoy learning and discovering information about a variety of
topics. It is my philosophy that a wide range of knowledge
makes me more informed and able to better understand the
world around me.
It is my hope that continuing my education experiences will help
me advance professionally. I hope to one day teach at the
college
or university level, hopefully
teachers, Menu
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Article Reviews
Review of Victoria L. Bernhardt’s Article
No School Left Behind
Review of Thomas R. Guskey’s Article
How Classroom Assessments Improve Learning
Review of James H. McMillan’s Article
Fundamental Assessment Principles for Teachers and
School Administrators
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Reflection on Portfolio
Assessment
Narrative Reflection on Portfolio Assessment
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Tricia Weber
Professional Portfolio
Thank you for viewing the portfolio. Questions can be directed to me
at the email address below.
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Press the “escape” key to exit the Portfolio.
Contact Information:
trishweber22@yahoo.com