| Exit Portfolio Task #1 My Beliefs about Teaching & Learning Rubric- Spring 2003 | ||||||||||||||||
| Note: All data taken from Mr. Scott Adams Access Database (Table 'Task 1) Under 'Internship'/ Exit Internship / Portfolio / Portfolio data Spring 2003 | ||||||||||||||||
| N=62 | Criteria | |||||||||||||||
| Evaluator's Name |
# of Students | Date | Program | Major | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | Comments | ||
| Byra Ramsey | 1 | 4/27/2003 | ECED | ECED | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | Professional and well presented. | ||
| Byra Ramsey | 2 | 4/28/2003 | ECED | ECED | 2 | 3 | 3 | 2 | 2 | 2 | 2 | 3 | 2 | |||
| Byra Ramsey | 3 | 4/28/2003 | ECED | ECED | 2 | 2 | 1 | 2 | 3 | 3 | 2 | 2 | 2 | You made some very good points. | ||
| Byra Ramsey | 4 | 4/27/2003 | ECED | ECED | 3 | 2 | 2 | 2 | 3 | 2 | 3 | 3 | 2 | |||
| Byra Ramsey | 5 | 4/26/2003 | ECED | ECED | 3 | 3 | 0 | 2 | 2 | 3 | 2 | 2 | 2 | Your heart was very much into your writing of your beliefs or philosophy. | ||
| Byra Ramsey | 6 | 4/26/2003 | ECED | ECED | 2 | 1 | 1 | 2 | 1 | 2 | 2 | 2 | 1 | The organization of joining ideas within the philosophy was in disjointed parts rather than in a completed whole. It appeared that ideas and theories were borrowed rather than felt or fully understood. The understanding of importance of children help | ||
| Byra Ramsey | 7 | 4/24/2003 | ECED | ECED | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |||
| Byra Ramsey | 8 | 4/21/2003 | ECED | ECED | 3 | 2 | 2 | 3 | 2 | 3 | 2 | 2 | 3 | This was well written and touched on important points. | ||
| David Bell | 9 | 4/29/2003 | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 0 | 2 | 2 | |||
| David Bell | 10 | 4/23/2003 | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 2 | 3 | Very complete, multifaceted philosophy. Emelia and Piaget are both important to Eced educators. This should serve you well as you begin teaching. | ||
| David Bell | 11 | 4/28/2003 | ECED | ECED | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 2 | 3 | Well written broadly based philosophy. | ||
| David Bell | 12 | 4/29/2003 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | I agree with you that education should never stop. | ||
| David Bell | 13 | 4/29/2003 | ECED | ECED | 3 | 3 | 0 | 2 | 3 | 2 | 2 | 2 | 3 | YOur philosophy is well thought out and draws from several schools of thought. It well serve you well as a beginning philosophy. | ||
| Gwen Morgan | 14 | 4/28/2003 | ECED | ECED | 3 | 3 | 3 | 2 | 3 | 3 | 2 | 3 | 2 | |||
| Gwen Morgan | 15 | 4/28/2003 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |||
| Gwen Morgan | 16 | 5/12/2003 | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | |||
| Gwen Morgan | 17 | 4/28/2003 | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | |||
| Gwen Morgan | 18 | 4/28/2003 | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | |||
| Michelle Linch | 19 | 4/28/2003 | ECED | ECED | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | |||
| Michelle Linch | 20 | 4/29/2003 | ECED | ECED | 3 | 3 | 3 | 2 | 2 | 3 | 2 | 3 | 3 | Strong theory to practice! | ||
| Sammie Stephenson | 21 | 4/28/2003 | ECED | ECED | 2 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | |||
| Sammie Stephenson | 22 | 4/28/2003 | ECED | ECED | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 3 | 3 | |||
| Sammie Stephenson | 23 | 4/29/2003 | ECED | ECED | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | |||
| Sammie Stephenson | 24 | 4/28/2003 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |||
| Sammie Stephenson | 25 | 4/28/2003 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |||
| Sid Womack | 26 | 4/28/2003 | ECED | ECED | 2 | 3 | 2 | 3 | 3 | 3 | 2 | 3 | 3 | Mostly well written; shows good connections between theory and practice. Essay shows "heart" for teaching. | ||
| Sid Womack | 27 | 4/28/2003 | ECED | ECED | 2 | 3 | 2 | 2 | 3 | 3 | 2 | 2 | 2 | |||
| Sid Womack | 28 | 4/29/2003 | ECED | ECED | 2 | 3 | 3 | 2 | 3 | 3 | 2 | 2 | 3 | Nicole expressed herself clearly in writing and wrote well to the outline she was expected to address. | ||
| Sid Womack | 29 | 4/27/2003 | ECED | ECED | 3 | 3 | 2 | 3 | 2 | 3 | 3 | 3 | 3 | Unusually effective for an intern in ability to connect theory to practice. Good section on lifelong learning for teachers. Good attitude towards methods and professional responsibility. | ||
| Timothy Leggett | 30 | 4/29/2003 | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 2 | 2 | |||
| Timothy Leggett | 31 | 4/29/2003 | ECED | ECED | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 3 | |||
| Timothy Leggett | 32 | 4/29/2003 | ECED | ECED | 3 | 3 | 3 | 2 | 2 | 3 | 2 | 3 | 3 | |||
| Timothy Leggett | 33 | 4/29/2003 | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | |||
| Timothy Leggett | 34 | 4/29/2003 | ECED | ECED | 2 | 3 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | |||
| Timothy Leggett | 35 | 4/29/2003 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |||
| Timothy Leggett | 36 | 4/29/2003 | ECED | ECED | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | |||
| Michelle Linch | 37 | 4/30/2003 | MLED | math/ science | 3 | 3 | 3 | 2 | 2 | 3 | 2 | 2 | 2 | |||
| Michelle Linch | 38 | 4/28/2003 | MLED | math/ science | 2 | 3 | 1 | 3 | 1 | 3 | 3 | 1 | 3 | "All I have to do is stand in front of the classroom and tell students everything they need to know"-is this best practice & what you truly believe? What theories are you working from? | ||
| Michelle Linch | 39 | 4/27/2003 | MLED | math/ science | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | Mature and powerful insights. Your last two sentences are incredible. | ||
| Connie Zimmer | 40 | 4/25/2003 | SEED | Business | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | She has incorporated all the components required in this task. | ||
| Connie Zimmer | 41 | 4/29/2003 | SEED | Spanish | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 2 | 1 is well done. This has been developed over time and I am sure is different from what Angela would have written two years ago. | ||
| Connie Zimmer | 42 | 5/7/2003 | SEED | History | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | Sherrie has developed her philosophy over time and appears to have thought a great deal about this. | ||
| Connie Zimmer | 43 | 4/25/2003 | SEED | H/PE
K-12 |
3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | The philosophy is very effective. There were a couple of errors that would not have been caught by spell check. Overall 1 was well thought out and appropriate for a professional beginning his career as an educator. | ||
| Connie Zimmer | 44 | 4/28/2003 | SEED | H/PE
K-13 |
3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | All necessary tasks were performed at the 2 or above rating. | ||
| Connie Zimmer | 45 | 5/7/2003 | SEED | Business | 2 | 3 | 2 | 3 | 2 | 3 | 2 | 2 | 2 | Well thought out. | ||
| Gwen Morgan | 46 | 4/28/2003 | SEED | English | 3 | 3 | 3 | 3 | 2 | 3 | 2 | 3 | 3 | |||
| Patricia B. Roach | 47 | 4/24/2003 | SEED | Music | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | Strong,
positive statement of belief about learners and learning. |
||
| Scott Adams | 48 | 4/23/2003 | SEED | Life Science | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 2 | 2 | This is one of the better philosophies I have read. Excellent job, and well documented ideas. | ||
| Scott Adams | 49 | 4/29/2003 | SEED | HPE | 3 | 2 | 3 | 3 | 3 | 3 | 2 | 2 | 2 | An interesting phiilosophy with some well presented ideas | ||
| Sid Womack | 50 | 5/5/2003 | SEED | BIOL | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | Communicates well in writing. | ||
| Sid Womack | 51 | 5/7/2003 | SEED | MUED | 2 | 2 | 2 | 3 | 2 | 3 | 2 | 2 | 2 | |||
| Sid Womack | 52 | 5/5/2003 | SEED | MUED | 2 | 2 | 3 | 3 | 3 | 2 | 2 | 2 | 2 | #8 barely met the standard. Evidence was in hard copy. | ||
| Tim Carter | 53 | 4/27/2003 | SEED | Math | 2 | 3 | 1 | 2 | 3 | 3 | 2 | 2 | 2 | It is clear that you have seriously reflected upon your potential role as a classroom teacher. | ||
| Tim Carter | 54 | 4/28/2003 | SEED | Business | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 2 | 2 | It is clear that you have considered improving yourself as a professional in the field. It is also clear that you have considered creating a positive classroom environment and following what we currently understand about best practice. | ||
| Tim Carter | 55 | 4/29/2003 | SEED | HPE | 2 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | It is clear that you have considered how learning is to take place in your classroom. You expectations for the class are clearly stated and it involves students learning from both you and each other. Do not forget that you too should be exhibiting a | ||
| Tim Carter | 56 | 4/29/2003 | SEED | Art | 3 | 3 | 3 | 2 | 3 | 3 | 2 | 2 | 2 | It is clear that you have begun to reflectively consider teaching as a professional endeavor. Your discussion of diversity was particularly useful to help people understand your professionalism. | ||
| Tim Carter | 57 | 4/29/2003 | SEED | HPE | 2 | 3 | 2 | 2 | 3 | 3 | 2 | 2 | 2 | Very strong on classroom environment, positive role modeling, and your belief that teaching is an extremely important endeavor. Be sure to consider the theories behind these ideas that will be a good foundational support for you as a professional. | ||
| Tim Carter | 58 | 4/29/2003 | SEED | Music | 2 | 3 | 2 | 2 | 3 | 3 | 2 | 2 | 2 | It is clear that you are serious about being a professional educator. | ||
| Tim Carter | 59 | 4/27/2003 | SEED | Math | 2 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | I hope you continue with these goals. It is clear that you have considered theory in practice and have also looked at the diversity in your future classrooms along with the need to improve in practice and technology. | ||
| Scott Adams | 60 | 4/24/2003 | SEED | HPE | 2 | 2 | 3 | 2 | 2 | 3 | 2 | 2 | 2 | Your summary was good. However, you may want to do a few more drafts for rewrite before job hunting. | ||
| Scott Adams | 61 | 4/24/2003 | SEED | HPE | 2 | 3 | 3 | 2 | 2 | 2 | 2 | 2 | 1 | You have some good ideas in your phihlosophy. However, you need some proofreading before passing this document further. | ||
| Scott Adams | 62 | 4/29/2003 | SEED | English | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | Great job. Well written and communicated clearly | ||
| Scroll Down & Over to See Summary By Programs | Task 1 | |||||||||||||||
| Overall Programs N= | 62 | 62 | 62 | 62 | 62 | 62 | 62 | 62 | 62 | |||||||
| Total Count | % Rating | |||||||||||||||
| Total Category 3 | 34 | 43 | 31 | 29 | 35 | 44 | 17 | 22 | 24 | 279 | 51.10% | |||||
| Total Category 2 | 27 | 17 | 24 | 30 | 24 | 17 | 43 | 38 | 35 | 255 | 46.70% | |||||
| Total Category 1 | 0 | 1 | 4 | 2 | 2 | 0 | 0 | 1 | 2 | 12 | 2.20% | |||||
| % of Times in Category 3 | 54.84% | 69.35% | 50.00% | 46.77% | 56.45% | 70.97% | 27.42% | 35.48% | 38.71% | 546 | ||||||
| % of Times in Category 2 | 43.55% | 27.42% | 38.71% | 48.39% | 38.71% | 27.42% | 69.35% | 61.29% | 56.45% | |||||||
| % of Times in Category 1 | 0.00% | 1.61% | 6.45% | 3.23% | 3.23% | 0.00% | 0.00% | 1.61% | 3.23% | |||||||
| Task 1 | ||||||||||||||||
| ECED N= | 36 | 36 | 36 | 36 | 36 | 36 | 36 | 36 | 36 | |||||||
| Total Count | % Rating | |||||||||||||||
| Total Category 3 | 21 | 23 | 14 | 13 | 18 | 22 | 8 | 14 | 15 | 148 | 47.44% | |||||