| Exit Portfolio Task #2 Fall 2002 | ||||||||||||||
| Criteria | ||||||||||||||
| Evaluator | ID# | Date | Program | Major | Q1 | Q2 | Q3 | Q4 | Q5 | Q6 | Q7 | Q8 | Q9 | Comments |
| Helen Holland | 1 | ######## | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 2 | 3 | is very sensitive to children and their needs. She believes that she can make a difference. |
| Timothy W. Leggett | 2 | ######## | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |
| Sid Womack | 3 | ######## | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | Student is a very strong writer and presents ideas compellingly in print. She mentioned a number of theories and theorists and related what she believed to them. Essay was strong on teacher as a continuous learner. |
| Sid Womack | 4 | ######## | ECED | ECED | 3 | 2 | 2 | 3 | 3 | 3 | 3 | 2 | 3 | This was her second attempt. This time she passed. |
| Sid Womack | 5 | ######## | ECED | ECED | 2 | 3 | 2 | 2 | 2 | 2 | 1 | 2 | Evidence of theory and theorists not found. Otherwise, she writes well and communicates her views about teaching in positive and constructive ways. | |
| Helen Holland | 6 | ######## | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | philosophy covers all areas for a beginning educator to consider. She expressed herself in an interesting and convincing manner. |
| Patricia B. Roach | 7 | ######## | ECED | ECED | 3 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | Strong, positive statement of belief. |
| Helen Holland | 8 | ######## | ECED | ECED | 2 | 3 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | desire to help children is evident. |
| Linch | 9 | ######## | ECED | ECED | 2 | 3 | 1 | 1 | 1 | 3 | 1 | 1 | 1 | No theory mentioned. Grammer is very poor. |
| Linch | 10 | 12/05/02 | ECED | ECED | 2 | 3 | 2 | 2 | 2 | 3 | 1 | 2 | 2 | |
| Helen Holland | 11 | ######## | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | positive and enthusiastic attitude about her chosen profession will help to keep the world of "education" positive. |
| Helen Holland | 12 | ######## | ECED | ECED | 3 | 3 | 2 | 3 | 2 | 3 | 3 | 3 | 3 | philosophy presents her as a caring and aspiring teacher. She'll be an asset to our profession. |
| Helen Holland | 13 | ######## | ECED | ECED | 3 | 3 | 2 | 3 | 2 | 3 | 3 | 3 | 3 | |
| Helen Holland | 14 | ######## | ECED | ECED | 3 | 3 | 2 | 3 | 2 | 3 | 3 | 3 | ||
| Helen Holland | 15 | ######## | ECED | ECED | 3 | 3 | 2 | 3 | 2 | 3 | 3 | 3 | 3 | |
| Helen Holland | 16 | ######## | ECED | ECED | 3 | 3 | 2 | 3 | 2 | 3 | 3 | 3 | 3 | philosophy presents her as a caring and aspiring educator. She will be an asset to our profession. |
| Helen Holland | 17 | ######## | ECED | ECED | 3 | 3 | 2 | 3 | 2 | 3 | 3 | 3 | 3 | |
| Timothy W. Leggett | 18 | ######## | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | There are some errors in the typing of your text. Also, check the spelling on some words. I almost gave you an unacceptable for the written communication on question 9. | |
| Byra Ramsey | 19 | ######## | ECED | ECED | 2 | 3 | 1 | 2 | 2 | 3 | 2 | 2 | 2 | if you use someone else's ideas you must credit them with the idea and cite direct quotes. 1. A teachers role is (you need an apostrophe with teacher's) 2. I also respect that each (respect the "fact") 3. . . . image it [is] the purpose of education 4. . . . they will reciprocate[by responding with a positive]attitude in the classroom. 5. "The most important activity that takes place in a classroom is not teaching, but learningö (cite). 6. . . . must never cease himself to be a student (the teacher must never cease being a student himself) Check out the Dunns work with learning styles. |
| Byra Ramsey | 20 | ######## | ECED | ECED | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 1. ôparticular child is at,ö [you might say, of a particular child,]\ 2. ôI believe [it is] my responsibility to create a positive working relationship with students, parents, and the community.ö 3. ôwe are [better equipped (able)] to meet the needs of our children.ö 4. ôwithin g Initiativeö In the list above you will find some suggestions. Your beliefs about teaching are very well written. I am glad that you looking forward to continuing your education. I wish you the very best in your future endeavors. | |
| Helen Holland | 21 | ######## | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | positive philosophy indicates that she is sincere about education. |
| Byra Ramsey | 22 | ######## | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | I really like the way you think about and wrote about particular points in your philosophy. You may want to read over your philosophy and look for places where you: a. have missed placing some short words such as "be", b. go from singular to plural (e.g., to "student" "students" in the same area or sentence), c. need commas at the beginning of sentences, and d. need to begin new paragraphs. |
| Helen Holland | 23 | ######## | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | philosophy reflects that she has learned processes, theories,etc. She also exhibits the ability to implement what she has learned. |
| Helen Holland | 24 | ######## | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | philosophy reflects that she has learned processes, theories,etc. She also exhibits the ability to implement what she has learned. |
| Patricia B. Roach | 25 | ######## | ECED | ECED | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 3 | 3 | Strong, positve statement of belief |
| Sammie Stephenson | 26 | ######## | ECED | ECED | 2 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | Discuss more indepth reflection, lifelong learning, and self-improvement. |
| Helen Holland | 27 | ######## | ECED | ECED | 3 | 3 | 3 | 2 | 3 | 2 | 3 | 3 | 2 | philosophy states that she will be a student-centered teacher. |
| Helen Holland | 28 | ######## | ECED | ECED | 3 | 3 | 3 | 2 | 3 | 2 | 3 | 3 | 2 | philosophy states that she will be a student-centered teacher. |
| Helen Holland | 29 | ######## | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | philosophy revealed her beliefs about the learner and learning. |
| Sammie Stephenson | 30 | ######## | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |
| Sammie Stephenson | 31 | ######## | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |
| Helen Holland | 32 | ######## | ECED | ECED | 2 | 3 | 2 | 1 | 2 | 2 | 2 | 2 | ||
| Sammie Stephenson | 33 | ######## | ECED | ECED | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | |
| Timothy W. Leggett | 34 | ######## | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |
| Helen Holland | 35 | ######## | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | ideas and goals were coupled with information from theorists. She evidenced a thorough background in educational theory. Also, he goals are high but attainable. |
| Helen Holland | 36 | ######## | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |
| Helen Holland | 37 | ######## | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | philosophy covered all criteria. |
| Byra Ramsey | 38 | ######## | ECED | ECED | 2 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | We need to sit down and read through your philosophy and then discuss several things. |
| Byra Ramsey | 39 | 12/02/02 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | Please look over all of your work and check on grammatical errors. |
| Sammie Stephenson | 40 | ######## | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | Edit for errors in spelling and grammar. |
| Helen Holland | 41 | ######## | ECED | ECED | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 2 | philosophy indicates that she will be a student-centered teacher. |
| Sid Womack | 42 | ######## | ECED | ECED | 2 | 3 | 2 | 2 | 2 | 3 | 2 | 1 | 2 | Essay does a good job of developing the teacher's philosophy toward teaching and learning. Constructivism is discussed but never by name. No statements relating theory to practice or naming theories/theorists were found. |
| Patricia B. Roach | 43 | ######## | ECED | ECED | 3 | 3 | 2 | 2 | 2 | 3 | 2 | 2 | 3 | Clear, positive statement of belief |
| Sid Womack | 44 | ######## | ECED | ECED | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 2 | 2 | Related theory to practice well. Knew names and key concepts of theories. Showed understanding of the social as well as cognitive dimensions of learners in classrooms. Overall, a well-written section 1. |
| Byra Ramsey | 45 | ######## | ECED | ECED | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | The last sentence of the first paragraph would make a good opening sentence for the first paragraph. |
| Timothy W. Leggett | 46 | ######## | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |
| Helen Holland | 47 | ######## | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | understands about the world of education. She expresses an eagerness to teach and evidences an adequacy to be a great teacher. |
| Helen Holland | 48 | ######## | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | philosophy reflects her desire to be a teacher. There is evidence that has also learned the fundamentals for being a successful educator. |
| Helen Hollandp | 49 | ######## | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | knowledge of thoeries coupled with her desire to teach will result in success for her. |
| Helen Holland | 50 | ######## | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | philosophy portrays her as a well-qualified and caring teacher. |
| Helen Holland | 51 | ######## | ECED | ECED | 1 | 3 | 2 | 2 | 1 | 2 | 1 | 1 | 2 | expressed her beliefs about classroom management and wanting students to learn; however, she did not mention theories or learning processes. |
| Tim Carter | 52 | ######## | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | It is obvious that you have not only considered your classroom as a learning community but have also considered children's role in learning, research-proven practices, your role as a teacher, and the importance of life-long learning. |
| Helen Holland | 53 | ######## | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | philosophy reflects her student-centered personality and her determination to make a difference. |
| Sammie Stephenson | 54 | ######## | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |
| Helen Holland | 55 | ######## | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | belief that learning should be hands-on, enjoyable, developmentally appropriate, and provide students with positive learning experiences convinces me that she is great teacher material. |
| Byra Ramsey | 56 | ######## | ECED | ECED | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | You wrote a very in-depth philosophy. I particularly like your last statement: ôMy main goal is to educate children so that they can continue to grow into successful adults who are capable of doing new things on their own.ö In your philosophy you may need to add the word ôinö: ôcomes from with[in] a person.ö |
| Helen Holland | 57 | ######## | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | philosophy covered all criteria. She expressed her ideas in an interesting manner. |
| Patricia B. Roach | 58 | 12/02/02 | ECED | ECED | 3 | 2 | 1 | 2 | 2 | 3 | 2 | 1 | 2 | Overall, a positive attitude toward students and teaching |
| Timothy W. Leggett | 59 | ######## | ECED | ECED | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |
| Timothy W. Leggett | 60 | ######## | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | Check your typing (form) again. |
| Helen Holland | 61 | ######## | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | knowledge she gained from college courses coupled with her training in the classroom have prepared her for her future in education. |
| Helen Holland | 62 | ######## | ECED | ECED | 3 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 1 | is very enthusiastic about teaching. |
| Sid Womack | 63 | ######## | MLED | MLED | 2 | 3 | 2 | 3 | 3 | 3 | 2 | 1 | 3 | Essay goes beyond the mere requirements and uses the terminology of progressivism and essentialism. |
| Patricia B. Roach | 64 | ######## | SEED | Music | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 2 | 3 | Document illustrates a positive belief statement that should result in a positive learning environment and positive learning experiences for all students. |
| Connie Zimmer | 65 | ######## | SEED | HPE | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | ||
| Tim Carter | 66 | 12/02/02 | SEED | HPE | 2 | 2 | 1 | 2 | 2 | 2 | 1 | 1 | 2 | It would be useful to consider your views about how people learn as well as your philosophies about education in general. |
| Scott Adams | 67 | ######## | SEED | 2 | 3 | 3 | 2 | 2 | 3 | 2 | 2 | 2 | ||
| Linch | 68 | ######## | SEED | Music | 3 | 3 | 2 | 2 | 3 | 3 | 3 | 3 | 3 | Great use of theories |
| Linch | 69 | ######## | SEED | Music | 3 | 3 | 2 | 2 | 3 | 3 | 3 | 3 | 3 | Great use of theories |
| Tim Carter | 70 | ######## | SEED | HPE | 2 | 2 | 2 | 2 | 2 | 3 | 1 | 2 | 2 | It is obvious that you consider teaching to be an extremely important endeavor. I would encourage you to consider more fully what the developmental levels of students tell you.Good. |
| Linch | 71 | ######## | SEED | HPE | 3 | 3 | 3 | 3 | 2 | 3 | 1 | 1 | 3 | No connection to actual theories |
| David Bell | 72 | ######## | SEED | History | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | |
| David Bell | 73 | ######## | SEED | Business | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | Your description of behaviorists and of essentialism is limited. You do not exhibit many of the characteristics of the philosophies. |
| Linch | 74 | ######## | SEED | Music | 2 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | |
| Linch | 75 | ######## | SEED | HPE | 3 | 2 | 3 | 2 | 1 | 3 | 2 | 3 | 1 | |
| Scott Adams | 76 | ######## | SEED | Business | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | Excellent job! |
| Linch | 77 | ######## | SEED | History | 1 | 2 | 1 | 2 | 3 | 3 | 2 | 3 | 2 | Student needs to be more clear and specific |
| Scott Adams | 78 | ######## | SEED | History | 2 | 3 | 3 | 2 | 3 | 3 | 2 | 3 | 2 | |
| Scott Adams | 79 | ######## | SEED | History | 3 | 3 | 3 | 3 | 3 | 2 | 2 | 3 | 2 | Excellent thoughts on the subject! |
| Tim Carter | 80 | ######## | SEED | HPE | 2 | 2 | 1 | 2 | 1 | 2 | 1 | 1 | 2 | Need to discuss developmental issues, theories of learning, and how you will involve learners in the contribution of learning. A philosophical standpoint should guide what you do. Are you a constructivist? Discuss these things. |
| Connie Zimmer | 81 | ######## | SEED | History | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | All of this task is acceptable. I would have like to see more understanding of student development. |
| Connie Zimmer | 82 | ######## | SEED | History | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | Has an excellent understanding of classroom pracice |
| Tim Carter | 83 | ######## | SEED | HPE | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | A good bit of these ratings are based upon implicit judgments. You may want to make some of these things more explicit in detail. It is clear that you desire to have a positive impact on students and be a life-long learner. |
| Gwen Morgan | 84 | ######## | SEED | English | 2 | 2 | 3 | 2 | 2 | 3 | 2 | 2 | 2 | My perception is that building community is central to your teaching and your understanding of how learning takes place. |
| Connie Zimmer | 85 | ######## | SEED | HPE | 3 | 2 | 2 | 3 | 3 | 3 | 2 | 2 | 2 | A few spell-check errors but nothing detrimental |
| Scott Adams | 86 | ######## | SEED | Spanish | 3 | 2 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | |
| Patricia B. Roach | 87 | ######## | SEED | HPE | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | Strong concern for student and student welfare | |
| Gwen Morgan | 88 | ######## | SEED | Music | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |
| Connie Zimmer | 89 | ######## | SEED | Spanish | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | credits her CPI with influencing her beliefs about teaching as well as teaching theories. |
| Tim Carter | 90 | ######## | SEED | HPE | 2 | 2 | 1 | 2 | 2 | 3 | 3 | 2 | 2 | It is clear that you desire to be a "change" agent not only in your school but in your community. Continue to consider how students might contribute to the learning of others as well |
| Sid Womack | 91 | ######## | SEED | HPE | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 2 | Responses were adequate in all areas except realting theory to practice. No theorists were named and no theories were discussed. |
| Scott Adams | 92 | ######## | SEED | English | 2 | 3 | 2 | 3 | 2 | 3 | 3 | 2 | 3 | |
| Connie Zimmer | 93 | ######## | SEED | Music | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | There is a good analysis of the music classroom as opposed to a "normal" classroom. |
| Connie Zimmer | 94 | ######## | SEED | HPE | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | Being an essentialist fits in with the recent state initiatives, Smart Start, Smart Step, etc. |
| Criteria | ||||||||||||||
| Q1 | Q2 | Q3 | Q4 | Q5 | Q6 | |||||||||