Electronic Portfolio Nancy B Smart Middle School Assistant

Electronic Portfolio Nancy B. Smart Middle School Assistant Principal 770 -736 -2075 Component #1 – Artifact 1 Component #5 – Artifact 1 Component #1 – Artifact 2 Component #5 – Artifact 2 Component #2 – Artifact 1 Component #6 – Artifact 1 Component #2 – Artifact 2 Component #6 – Artifact 2 Component #3 – Artifact 1 Component #7 – Artifact 1 Component #3 – Artifact 2 Component #7 – Artifact 2 Component #4

Component #1 Desktop Publishing for Instruction Artifact 1 Reflective paragraph: One of my responsibilities is organizing summer school. I create many handouts to help the teachers get started with their summer school plans. One example is below. The teachers really appreciate how clear my handouts usually are.

Component #1 Desktop Publishing for Instruction Artifact 2 Reflective paragraph: This is a flyer I did in Publisher to try to entice parents to an evening training class on “Learning to Rate Student Writing. ”

Component #2 Research and Media for Instruction Artifact 1 Reflective paragraph: One of my concerns is how our teachers can best meet the needs of our ESOL students. After doing a search in Google, I came up with so many great resources that my search culminated with a Web page of resources for our teachers.

Component #2 Research and Media for Instruction Artifact 2 Reflective paragraph: I am currently in a Specialist program majoring in Educational Leadership. The purpose of my thesis was to research and determine teacher and parent perceptions about the effectiveness of email communication. In researching information relevant to the topic of this study, several themes emerged. I concluded that communication between home and school is vital to parent involvement and student achievement. Convenience of e-mail makes it an invaluable method of communication. However, this same convenience can cause misunderstanding. A lack of etiquette and formal conventions lead to miscommunication of e-mail content. A search of the literature conducted using web-based resources identified related themes. References for research paper entitled, “Teacher and parent perceptions of the effectiveness of e-mail communication” (This link is not active in this sample portfolio, but would link to the actual document in a test-out portfolio. )

Component #3 Communication for Instruction Artifact 1 Reflective paragraph: Parent communication is extremely important. E-mail has made this communication easier and immediate. This has been especially beneficial to our parents who work and can retrieve e-mail at the worksite.

Component #3 Communication for Instruction Artifact 2 Reflective paragraph: The Summer Reading List generated by the language arts teachers, media specialist, and myself was shared with parents and students in hard copy and posted on our Web site. This has made the list available to parents during the summer if the hard copy is misplaced. The list is also available at bookstores and the Gwinnett County Public Libraries via the Internet.

Component #4 Presentation for Instruction To view the full document click on this link to see my sample: (This link is not active in this sample portfolio, but would link to the actual document in a test-out portfolio. ) Reflective paragraph: I created this Power. Point presentation as a tool to use with students who enter our school after the new year begins. The slide presentation is reviewed with new students in small groups and made available to parents when they register their child.

Component #5 - Spreadsheets and Databases Artifact 1 To view the full document, click on this link: (This link is not active in this sample portfolio, but would link to the actual document in a test-out portfolio. ) Reflective paragraph: This is a record of the language arts staff development for which I am responsible. This is part of the data I compile for my RBES report to my principal. Once I enter the data, I manipulate the data in a a variety of ways by creating pivot tables and charts.

Component #5 - Spreadsheets and Databases Artifact 2 To view the full document, click on this link: (This link is not active in this sample portfolio, but would link to the actual document in a test-out portfolio. ) Reflective paragraph: Documentation on student progress is used to make informed instruction decisions. As the assistant principal who supervises the Reading Intervention Program at my school, data on student improvement is reviewed as one piece of evidence to judge the effectiveness of the program.

Component #6 - Web Pages Artifact 1 http: //www. crews. org/curriculum/la/AR/index. htm Reflective paragraph: The Accelerated Reader list created with language arts teachers and the media specialist during language arts curriculum meetings was posted on the Crews Web site for parents and students. This makes the list available in the public library and community bookstores as well. Parents have indicated this has been a tremendous help for them during the summer.

Component #6 - Web Pages Artifact 2 http: //www. crews. org/curriculum/la/mosaic 02/index. htm Reflective paragraph: The Mosaic Writing School Winners were hosted on the school Web site to celebrate student creativity and success in writing. Student pieces were hosted with parent permission. Feedback from out-of-town relatives and community members has been very positive.

Component #7 Assessment Artifact 1 Reflective paragraph: After I taught a staff development on rubrics, teachers created one of their own. This is one of the many rubrics that were created that day. Teachers especially loved this one.

Component #7 Assessment Artifact 2 Reflective paragraph: This is an assessment tool I created that is used to improve instruction. After I taught a Book Study staff development, teachers practiced one of the strategies they learned in class, filled in this assessment of the strategy, and returned to class to share and discuss the pros and cons of the strategy. This type of assessment is called “Dare to Share. ”