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Teaching Portfolio

Teaching Portfolio of Vanessa Crupi

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Teaching Portfolio

  1. 1. Teaching Portfolio Vanessa Crupi
  2. 2. Vanessa Crupi Degrees Bachelor of Education, Faculty of Education, Lakehead University, Ontario 2008 Bachelor of Arts, Lakehead University, Ontario 2008 Basic Qualifications Primary and Junior Divisions July 2008 Senior Division: History June 2009 Intermediate Division: English July 2012 Additional Qualifications Religious Education, Part 1 July 2009 Special Education, Part 1 August 2011 Guidance and Career Education, Part 1 July 2013 Family Studies, Part 1 June 2014 Special Education, Part 2 December 2015
  3. 3. • Grade 7/8- History, Language, Math, Religion (2017) • PALS- Peer Assisted Learning Strategies (2016) • ELKP (2016) • Grade 3 Health/Phys. Ed (2016) • Grade 2 (2015/2016) • Grade 8- History, Geography, Language, Religion (2014/2015) I’ve Taught…
  4. 4. TBCDSB Collaborative Inquiry Plan 2014-2015 What is the inquiry topic/focus? How does co-teaching affect teacher/student performance and engagement? Why is this topic of importance to the team? We want to discover if co-teaching: -relates to increased student engagement -contributes to higher academic success -can diminish teacher stress -can increase support for teacher and students in the classroom What question will your inquiry follow? Does having 2 teachers in the classroom engage students in taking an active role in their own learning? **How do we get students to initiate their own learning?** V. Crupi, K. Eade, V. DaSilva Pope John Paul School
  5. 5. What does current research say about your question/topic? Found in an online article from October 2014, an executive director of pupil services for schools in Ohio states that having co-teaching allows the pairing of a learning specialist with a content specialist. So while teachers specializing in content are teaching, learning specialists are assessing whether students need extra help. She continues to add that co-teaching adds on the spot staff development. This article says that co-teaching prevents students from slipping through the cracks as well as students having the opportunity to enjoy having two teachers. Another article we found from October 2014 also supports co-teaching. It states that in a middle school, co-teaching can always look different depending on the day and the class. One teacher may be instructing, while another checks student understanding. Both teachers may instruct and offer two different styles and methods of presenting the same information. Or at times, each teacher can offer work stations and one-on-one interaction with students. The students were interviewed and said when they had two teachers, they paid more attention and it was more fun. Students weren’t nervous to talk in front of the class and admitted that they became better learners. What do current ministry documents say? Co-teaching boosts confidence of teachers. Teachers grow as a teacher and deepen their understanding of curriculum content. “Two bodies and two brains can access that many more students”. The dialogue and collaboration that takes place as a result of co-teaching has the biggest effect on student learning. http://curriculum.org/secretariat/coplanning/coteaching.shtml What curriculum expectations does your inquiry focus upon? B2. Inquiry: Perspectives on a Changing Society FOCUS ON: Historical Perspective; Historical Significance
  6. 6. How does your inquiry relate to your School Improvement Plan? Well Being: Teachers will be valuing students cultures, perspectives, interests and achievements, as well as promoting decision making. Students will be using creative, innovative and diverse perspectives to collaborate and think critically in the classroom. Academic Success: Teachers will be designing relevant, rich, authentic tasks, and using instructional strategies that increase collaboration, student voice, engagement and vocabulary. The students will be taking risks, and engaging in problem solving, as well as working together to promote discussion and challenge their thinking. How will your team go about investigating your inquiry? -utilizing engagement checklists -pre (1 teacher) and post (2 teachers) diagnostic assessments -questionnaire after 1 teacher, again after 2 teachers -personal questionnaire (how we felt, compared to student responses) How will your inquiry reflect the characteristics outlined in the Inquiry Monograph? relevancy, collaborative Outline the observation and documentation tools you plan to use for student learning. -checklists -student questionnaires -audio recordings in groups -end evaluation How will your team capture changes in instructional practice? How will you document them? -trial and error -experimentation -charting
  7. 7. • Track and Field • Floor Hockey • Christmas Mass • Easter Mass School Community Involvement Stations of the Cross Terry Fox Walk
  8. 8. Field Trips • Fort William Historical Park • Pen Pals in the Park Max Eisen SpeakerThunder Bay Art Gallery Nutcracker Play
  9. 9. Workshops Sip Smart! Ontario GAFE (Google Apps For Education)Benchmark Assessment Systems
  10. 10. Student Work Boy in the Striped Pyjamas Culminating Activity, Diorama Text Connections Writing Activity Lent Art and Reflections
  11. 11. Student Work Catholic Education Week Catholic Education Wordles
  12. 12. Teaching in Australia After graduation, I gained experience as an occasional teacher here in Ontario for two years. Then I followed my dream to teach abroad. I taught in Melbourne, Australia in 2010. I worked as a Casual Relief Teacher for 6 months and loved every minute of it! ANZUK was the agency that I worked for and they were amazing! My time spent teaching overseas has definitely helped shape the person and teacher I am today!

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