Timothy J' Hucke

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Timothy J. Hucke Electronic Portfolio
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Table of Contents
Introduction Philosophy Resume Conceptual
Framework/PRAXIS III Criterion Strand 1
Content Knowledge Strand 2 Pedagogical
Knowledge Strand 3 Diversity Strand 4
Technology Strand 5 Professionalism Strand
6 Emotional Intelligence Conclusion Final
Reflection Acknowledgments Praxis 19 Criteria
(A-B) (C-D)
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Introduction
Greetings The following electronic portfolio
will be based primarily on Wright State
Universitys, College of Education, conceptual
framework. Along with the goals/objectives of
Wright State, this portfolio will also correlate
with the 19 Praxis criteria. The purpose is to
show that all criterion has been achieved and
progress documented through the Teacher Education
Department at Wright State. The format is
design to be as user friendly as possible and can
be observed in a variety of ways. First, the
slides can be viewed in order. Second, the table
of contents is hyperlink to allow visibility of
specific slides of interest. To do this, in the
table of contents, click on the text of the
concept of interest. At anytime, if desired to
return to the table of contents, click table of
contents on the bottom right corner of each
slide.
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Philosophy
My classrooms will be a place that students will
come to knowing that their teachers enjoys what
he is doing. I believe that a classroom should
be a safe and enjoyable environment for the
students to learn in. Students should be
entertained by the lessons of the class and
should want to be a part of the class. This is
the attitude I will make possible for the
students. By understanding the students and
getting to know them better along with making
mathematics as fun as it can be, I believe this
type of classroom atmosphere is possible with
every class. Technology is an ever-increasing
part of our society and part of the education
process. Incorporating technology into the
classroom and allowing the students to learn and
interact with that technology will help bridge
the gap between learning and external societal
lives. Technology also allows the information to
be presented in a multitude of ways, thus aiding
in the necessary differentiation of the material
so that all students can learn equally.
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Resume

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Conceptual Framework/PRAXIS III Criterion
The following information will demonstrate how I
achieved the Teacher Educations Conceptual
Framework, which is aligned with the PRAXIS III
criterion. Concurrently, as I exhibit how I
successfully completed each of the Conceptual
Framework strands, I will be indicating how I
implemented the PRAXIS III criteria, aligned with
the Ohio Department of Education. Most of the
evidence was retrieved, during my
internship/student teaching, at Fairborn High
School during the 2006-2007 school year. Evidence
will take on various formats. Most of which will
be in the form of lesson materials, statements
from colleagues, and narratives of my teaching
experience.
Strand 1 Content Knowledge Strand 2
Pedagogical Knowledge Strand 3
Diversity Strand 4 Technology Strand 5
Professionalism Strand 6 Emotional
Intelligence Conclusion
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Strand 1Content Knowledge
Praxis Correlation A2 Articulates clear
learning goals for the lesson that are
appropriate to the students A3 Demonstrates an
understanding of the connections between the
content that was learned previously, the current
content, and the content that remains to be
learned in the future. C1 Makes learning goals
and instructional procedures clear to students.
The goal is clearly stated so that students
understand the purpose for the assignment. To
complete this, the students would need to use
information specifically learned during the past
two units and then also throughout the year.
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Content Knowledge
Praxis Correlation A2 Articulates clear
learning goals for the lesson that are
appropriate to the students. B3 Communicates
challenging learning expectations to each
student. C1 Makes learning goals and
instructional procedures clear to students.
Students were given a syllabus at the beginning
of the year with class expectations for the class
and it was explained that students homework
would be scored on completions alone. It was
explained that tests would account for 90 of the
final grade and homework assignments for 10.
There would also be ample opportunities to earn
extra credit.
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Content Knowledge
Praxis Correlation A3 Demonstrates an
understanding of the connections between the
content that was learned previously, the current
content, and the content that remains to be
learned in the future. C3 Encourages students to
extend their thinking.

• This assignment asked students to organize the
  given information and infer as to the missing
  data into a tree diagram. More importantly they
  were asked to interpret and analyze the data so
  that they could answer the questions.

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Content KnowledgePraxis II Content Scores
Praxis Correlation A3 Demonstrates an
understanding of the connections between the
content that was learned previously, the current
content, and the content that remains to be
learned in the future.
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Strand 2Pedagogical Knowledge
Praxis Correlation A2 Articulates clear
learning goals for the lesson that are
appropriate to the students. B1 Creates a
climate the promotes fairness. C5 Uses
instruction time effectively.
Clear plans are written for classes. Mr. Hucke
plans specific goals for each lesson that will
keep students challenged and occupied for the
entire class period.
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Pedagogical Knowledge
Praxis Correlation B1 Creates a climate the
promotes fairness. B4 Establishes and maintains
consistent standards of classroom behavior. D1
Reflects on the extent to which the learning
goals were met.
This instructor is very self-confident and has
used his personality to built excellent rapport
with his students. Mr. Hucke was well prepared
and made good use of the Smart Board throughout
this class period. This small group of students
was very attentive and cooperative throughout the
class period. Steve Graham, WSU Supervisor
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Pedagogical KnowledgePRAXIS II PLT Scores
Praxis Correlation A4 Creates of selects
teaching methods, learning activities, and
instructional materials of other resources that
are appropriate for the students and that are
aligned with goals of the lesson. C4 Monitors
students understanding of content through a
variety of means, provides feedback to students
to assist learning, and adjusts learning
activities as the situation demands.
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Strand 3Diversity
Praxis Correlation A4 Creates or selects
teaching methods, learning activities, and
instructional materials or other resources that
are appropriate for the students and that are
aligned with goals of the lesson. C2 Makes
content comprehensible to students. C3
Encourages students to extend their thinking.
The Smart Board was used for every lesson. Often
times the students were encouraged to write on
and interact with it. Working in pairs or small
group was a part of many lessons like this one as
well.
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Diversity
Praxis Correlation A4 Creates or selects
teaching methods, learning activities, and
instructional materials or other resources that
are appropriate for the students and that are
aligned with goals of the lesson. A5 Creates or
selects evaluation strategies that are
appropriate for the students and that are aligned
with the goals of the future lessons. C3
Encourages students to extend their thinking.
The students were allowed to work in groups
creating graphs of functions. The students were
asked to determine the locations for the critical
values of the function and their association.
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Diversity
Praxis Correlation A4 Creates or selects
teaching methods, learning activities, and
instructional materials or other resources that
are appropriate for the students and that are
aligned with goals of the lesson.
Good verbal feedback supplied to students as
they asked questions concerning today's
lesson. Steve Graham, WSU Supervisor
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Diversity
Praxis Correlation A4 Creates or selects
teaching methods, learning activities, and
instructional materials or other resources that
are appropriate for the students and that are
aligned with goals of the lesson. D1 Reflects on
the extent to which the learning goals were met.
This survey was used to cater to the students
learning needs. Lessons were constructed based
on the student responses to the survey on what
instruction tools and methods serve them best.
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Strand 4Technology
Praxis Correlation B1 Creates a climate that
promotes fairness. B3 Communicates challenging
learning expectations to each student. B5 Makes
physical environment as safe and conducive to
learning as possible. C2 Makes content
comprehensible to students. C Monitors students
understanding of content through a variety of
means, provides feedback to students to assist
learning, and adjusts learning activities as the
situation demands. C5 Uses instruction time
effectively.
Detailed lessons were constructed using the Smart
Boards software to be presented in class.
Students were often given time to work through
example problems during the lesson.
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Technology
Praxis Correlation B1 Creates a climate that
promotes fairness. C2 Makes content
comprehensible to students. D2 Demonstrates a
sense of efficacy.
Material is presented in an understandable
manner and makes great use of the Smart Board.
Steve Graham. WSU Supervisor Detailed
explanation given at the beginning of class of
the lesson for the day. Used the SmartBoard
interactively with the students to present the
lesson.
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Technology
Praxis Correlation B3 Communicates challenging
learning expectations to each student. B4
Establishes and maintains consistent standards of
classroom behavior. B5 Makes physical
environment as safe and conducive to learning as
possible. C2 Makes content comprehensible to
students. C5 Uses instruction time effectively.
Fully detailed layouts using the Smart Board help
the students get a clear picture on the subject
at hand.
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Strand 5Professionalism
Praxis Correlation A4 Creates of selects
teaching methods, learning activities, and
instructional materials of other resources that
are appropriate for the students and that are
aligned with goals of the lesson. D2
Demonstrates a sense of efficacy. D3 Builds
professional relationship with colleagues to
share teaching insights and to coordinate
learning activities for students.
Worksheets like this one were used for group
projects to strengthen understanding of the
concepts from the lessons. These also allow an
alternate assessment tool for checking the
student understanding of the material.
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Professionalism
Praxis Correlation D2 Demonstrates a sense of
efficacy
The graduate research project used data from my
classes evaluating the impact a Smart Board has
on student learning. This research influenced
how I used the Smart Board in the classroom.
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Professionalism
Praxis Correlation A4 Creates of selects
teaching methods, learning activities, and
instructional materials of other resources that
are appropriate for the students and that are
aligned with goals of the lesson. D2
Demonstrates a sense of efficacy. D3 Builds
professional relationship with colleagues to
share teaching insights and to coordinate
learning activities for students.
I worked closely with another mathematics teacher
specifically during the unit on probability and
combinatorics, using their personal knowledge to
help me instruct the students better. She also
aided with some materials that were to be used
later in those units. I had a team teaching class
for my Algebra 1. Daily the other teacher and
myself would work hand in hand with the students
on a personal level. I prepared the lessons and
presented them to the class with the help of my
partner teacher.
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Strand 6Emotional Intelligence
Praxis Correlation B1 Creates a climate that
promotes fairness. B4 Establishes and maintain
consistent standards of classroom behavior. B5
Makes physical environment as safe and conducive
to learning as possible. C1 Make learning goals
and instructional procedures clear to
students. C4 Monitors students understanding of
content through a variety of means, provides
feedback to students to assist learning, and
adjusts learning activities as the situation
demands.
My classroom dynamics had students from all over
the world. Having a very detailed goal was
essential to the class understanding of the
objectives for them.
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Emotional Intelligence
Praxis Correlation A1 Becomes familiar with
relevant aspects of students background
knowledge and experiences. B1 Creates a climate
that promotes fairness. B2 Establishes and
maintains rapport with students.
On the first day of school, this student
information sheet was given to each student so
that I and my CT had parental contact numbers. It
was also good to learn a bit about the students
home lives and interests.
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Emotional Intelligence
Praxis Correlation A1 Becomes familiar with
relevant aspects of students background
knowledge and experiences. B2 Establishes and
maintains rapport with students.
Quite a few of my students were in the musical
ensembles so I attended this concert.
A card received at the end of the year thanking
me for all the help. I would use free time to
help tutor these two students.
I also enjoyed attending the school play that was
put on in the spring. It was fun watching
students behavior on stage compared to that in
the classroom.
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Emotional Intelligence
Praxis Correlation A1 Becomes familiar with
relevant aspects of students background
knowledge and experiences. D4 Communicates with
parents or guardians about student learning.
Parental involvement is important and this sheet
informs the parent on the guidelines for our
classroom. On the syllabus is also information
on how to get in touch with my should the need
arise.
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Conclusion
I have always enjoyed the subject of mathematics
even throughout my own Middle and High school
experiences. It is my enjoyment and passion that
I will be bringing to the classroom. I hope to
show the students in my classes that even when
they dont like mathematics, that my classroom
will still welcome them and will be a place they
look forward to. My students will feed off my
excitement and learn mathematics in ways they
never thought maybe they could. My experiences in
the classroom already have prepared me for
constructing meaningful lessons, building a
strong rapport with students, handling stressful
situations, and building lasting relationships
with both staff and student alike. I look
forward to integrating technology into the
classroom and using it to create visual and
appealing lessons that help the students better
understand mathematics. Every student has their
own preferred method of learning style. Finding
out what each students style is and using it to
have an impact on each student is my goal. I am
greatly looking forward to getting to know each
student and be an intricate part in their
personal development, both in mathematics and
life.
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Praxis III CriteriaA-B
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Praxis III CriteriaC-D
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Thank you for visiting Tim Huckes electronic
portfolio!
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