Justin t. marnon

1. Justin t. marnon Elementary Education Teaching Portfolio

2. Table of Contents • Teaching Philosophy • Artifacts and Reflections • The Four Teaching Domains (PA Standards) • Domain I: Planning and Preparation • Domain II: Classroom Environment • Domain III: Instruction • Domain IV: Professional Responsibilities • Photos • Resume • Praxis Scores

3. Teaching Philosophy A successful teacher must relate to his students and connect with them emotionally and intellectually.  It is my aspiration that each student possesses the motivation and desire to learn and think critically about the world around them. I teach my students that literacy, thinking, and problem solving are as important to them in life as breathing. I hope to foster an environment that creates lifelong learners.  I want my students to grow daily in their ability to be independent learners, problem solvers and deep thinkers. It takes a variety of teaching techniques to accommodate individual differences, diverse classroom demographics and different subject matter.  For this reason I am committed to differentiating instruction to ensure that every child is given the opportunity to learn and succeed in the classroom. Experience has taught me that different students respond differently to different teaching techniques; therefore I must always be ready and willing to adjust my plans to make certain that students are being instructed at the appropriate level. A good teacher will tailor his approach to account for as many differences as possible in order to facilitate the most effective learning environment.

4. Artifacts and Reflections The Four Teaching Domains (PA Standards)

5. Domain I: Planning for Instruction

6. THIRD GRADE ESTIMATION WEBQUEST INTRODUCTIONWelcome to a very interesting and exciting WebQuest where you are going to explore ESTIMATION. As a participant you are asked to use your imagination to consider where you use ESTIMATION in real life.By using addition, subtraction, multiplication and division, this WebQuest will show you how ESTIMATION is important everyday. You will use your new found ESTIMATIONability to help your friends at East High throw a rockin’ musical celebration.You will examine all four types of estimation: front-end estimation, clustering, rounding, and compatible numbers. WRITING STRATEGIES At the conclusion of the webquest each student will be required to write a brief reflection on their experience and how they use estimation every day. The response should be completed in the form of a journal entry and should also include an explanation of which strategy they find easiest to use. The entry should be at least one paragraph and each student will be asked to share their thoughts with the class.

7. ASSIGNMENT and OBJECTIVES • Students are to complete a WedQuest that challenges their ability to properly use estimation. Students will understand strategies such as front-end estimation, compatible numbers, clustering, and rounding upon completion of the task. Students will also be able to proficiently navigate the world wide web in order to locate and use factual information. • WHY IT WORKED • Students enjoy working at their own pace and teaching themselves new ideas and concepts while using hands-on activities. • I designed this webquest as a project that used a very popular movie to illustrate the problems. High School Musical is a motion picture that has captivated the attention of nearly third grader in the class. The students felt that the project brought them closer to all the stars of the film. • Technology is a resource that students must know how to use properly if they desire to be efficient learners. An immense amount of information can be obtained and put to use through the world wide web. • RUBRIC • SCALE: • Beginning – 1 • Developing – 2 • Accomplished – 3 • Exemplary – 4 • CRITERIA: • Solves problem correctly and explains each step • Uses all websites to solve the problem • Uses all four estimation strategies: front-end, compatible numbers, clustering, and rounding to solve the problem THIRD GRADE ESTIMATION WEBQUEST

8. Domain II: Classroom Environment

9. Creating Success in the Classroom • Physical Attributes of the Classroom • Display relevant and useful graphic organizers • Display student work • Arrange desks in a way that promotes student collaboration • Educational and interactive bulletin boards Creating a classroom environment in which all students are welcomed and encouraged is vital to the success of each individual. I achieve this goal by: • Establishing positive relationships • Modeling appropriate behavior • Teaching listening skills • Eliminating the use of force, bullying and coercion • Using natural consequences • Praising accomplishments and efforts • Teaching and promoting self-management skills

10. Getting to Know My Students STRATEGY I began by reading “Miss Malarkey Doesn't Live in Room 10”. As a class, we discussed the fact that teachers are "real people" and have normal lives. Next, I shared a few pictures with the students. I included pictures of my family, my home (and all of the rooms in it), pets, what I do over the summer, things I do for fun, etc. After I shared, the students were to write an introduction of themselves. I also asked each student to bring in one picture from home that shows them doing something that they enjoy. When they finished writing their draft and editing and they brought in their picture I made a collage of their introductions and included their picture on a large poster that is displayed in the classroom. WHY IT WORKED Students love to connect with their teachers in a variety of ways. Anytime that students and teachers can learn more about one another the transfer of information will become less challenging and more enriching for both parties. The students also enjoy sharing pictures and stories that make them feel special and unique. Overall this activity touches a number of areas that each and every student thrives on and no child is left feeling unimportant or not needed in the classroom.

11. Domain III: Instruction

12. INDEPENDENT INVESTIGATION The Independent Investigation Method (IIM) is a teaching model that enhances student’s comprehension of the proper techniques of research. IIM allows the teacher to merge required curriculum and state standards with essential research skills while choosing from a variety of integration options that will differentiate instruction.

13. INDEPENDENT INVESTIGATION THE SEVEN STEP PROCESS Topic Goal Setting Research Organizing Goal Evaluation Product Presentation MY EXPERIENCE My experience with the IIM has been very rewarding . I first implemented this model while student teaching in a 3rd Grade classroom. We used the IIM to expand our knowledge of our home state, in this case Pennsylvania. The students followed the seven step process to complete a research project that was met with interest and enthusiasm. REFLECTION After watching students struggle through the research process, I knew a change was necessary. That is when I began looking for a teaching model that would increase attention, enhance skill and generate excitement. This search led me to The Independent Investigation Model and although I will continue to adjust my approach to this model I know that I have found a tool that will create life-long researchers.

14. Domain IV: Professionalism

15. TEACHER COLLABORATION WHAT IS TEACHER COLLABORATION? • GUIDELINES • Students are first • Requires a shared goal • Involves shared responsibility • Includes shared accountability • Sharing resources is vital • Characterized by trust and respect One area on which I have focused as a educator is teacher collaboration. I view this concept as an opportunity for teachers to work with colleagues to strengthen their professional practice and deepen their understanding of teaching. WHAT IS THE RESULT? When teachers effectively join forces the real beneficiaries are the students. Teachers who collaborate will ultimately create students who are prepared, informed and interested in learning.

16. MY EXPERIENCE STAGES OF TEACHER MEETINGS (ALSO USED IN INCLUSION CLASSROOMS) TEACHER COLLABORATION • Forming (eager, high expectations, anxiety, fear) • Storming (dissatisfaction, frustration, feel stuck) • Norming (harmony, trust, support, respect) • Performing (empowered, committed, motivated) In my experience collaborating with fellow teachers I have seen substantial improvements in student achievement, behavior, and attitude. At the same time, I have developed professionally as a educator. Teachers in one school traced their students' remarkable gains in math achievement and the virtual elimination of classroom behavior problems to the revisions in curriculum, testing, and placement procedures they had achieved working as a group. In schools where teachers work collaboratively, students can sense the program coherence and a consistency of expectations, which may explain the improved behavior and achievement.

17. PHOTOS

18. PHOTOS A bulletin board that displays student’s work following a set of Memorial Day Activities. The students dedicated this board to every man and woman who has served in the armed forces. An interactive bulletin board that highlights famous dances from the 1940’s through the 1990’s. This came after students completed a unit on the importance of physical activity.

19. Resume

20. Justin T. Marnon2312 Spring Garden StreetWilliamsport, PA 17702Phone: (570) 447-4474 ~ e-mail: jtmarnon@hotmail.com PROFILE An enthusiastic motivator dedicated to providing a positive learning environment for every student. OBJECTIVE A teaching position that utilizes my communication, instructional, organizational and classroom management skills. CERTIFICATION Pennsylvania Instructional I Certificate, Elementary Education (Grades K-6) Classroom and Curriculum Related Strengths: Creative Lesson Planning PA Academic Standards Differentiating Instruction for Inclusion Classrooms Everyday Math Classroom Management Independent Investigation Diagnostic Teaching Guided Reading Continued…

21. EDUCATION Master of Science Degree, GPA: 3.8 Science of Instruction Drexel University, In Progress Post-Bachelors Teaching Certificate, GPA 3.8 Certification: PA Elementary Education Drexel University, 2008 Bachelor of Science Degree, GPA: 3.04 Major: Sport Administration Minor: Coaching Dean’s List 2005 & 2006 Lock Haven University of PA, 2006 • TEACHING EXPERIENCE • Student Teaching – St. John Neumann Regional Academy 3rd Grade (Spring 2008) • Planned, developed and instructed standards-based units and lessons designed to differentiate instruction • Designed and implemented effective classroom management techniques for a class comprised of 30 students. • Managed a classroom based on trust, respect and active participation. • Collaborated with other teachers • Substitute Teacher – Williamsport Area School District (2007 - Present) • Substitute Teacher -- St. John Neumann Regional Academy (2007 - Present) • Acted as both a short-notice and planned substitute for all grade levels. • Taught, assisted and observed students in all content areas • Executed daily lesson plans as instructed by the absent teacher. • Fulfilled all duties as outlined by school and district administrators. Continued…

22. OTHER EXPERIENCE • Director of Youth Programming, Lycoming Valley Baptist Church (2007 - Present) • Taught and instructed a variety of youth classes (Grades 7-12) • Mentored and advised area youth • Developed and implemented community service opportunities • Head Junior High Basketball Coach, St. John Neumann Regional Academy (2007-present) • Planned, organized and structured practice and game plans • Instructed players during practices and games • Improved the skills and work ethic of each team member • Assistant Varsity Baseball Coach, St. John Neumann Regional Academy (2007-Present) • Received and acted on instructions from head coach • Instructed players during practices and games • Planned and structured practice and game plans • Head Baseball Coach, West End Babe Ruth Baseball (2005 - Present) • Arranged, organized and structured practice and game plans • Taught and demonstrated skills related to the game of baseball • Managed and instructed during games • Assistant Activities Director (Internship), Jersey Shore YMCA (2006) • Coordinated summer youth camps (tennis, track and field, soccer) • Corresponded daily with volunteers and local community members • Organized 2nd Annual Jersey Shore YMCA Golf Tournament

23. Praxis Scores

24. Praxis Scores