Talia Shade

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• Talia Shade
• Electronic Portfolio

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Table of Contents

• Introduction
• Philosophy
• Resume
• Conceptual Frame Work/ 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
• Acknowledgements
• Praxis 19 Criteria
• (A-B) and (C-D)

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Introduction

• WELCOME TO TALIA SHADES ELECTRONIC PORTFOLIO
• The following electronic portfolio is based
  upon Wright State Universitys conceptual
  framework for education. This portfolio includes
  all of the necessary criteria according to Wright
  State Universitys College of Education and Human
  Services. The 19 Praxis criteria are also
  included in this portfolio and correlate within
  the conceptual framework categories.
• This portfolio was organized and designed with
  the viewer in mind. The table of contents page
  includes all sections of the portfolio in a
  hyperlinked fashion for easy accessibility.
  There are a variety of slides throughout the
  presentation that include hyperlinks to evidence
  documentation. These hyperlinks are highlighted,
  underlined, and in bold face type. There are
  also hyperlinks available on various slides to
  easily navigate back to the table of contents.
  Thank you for taking the time to view my
  portfolio, I hope you enjoy.
• GO BACK TO TABLE OF CONTENTS

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Philosophy

• As an effective art educator, it is my goal to
  promote skill development for all students by
  encouraging and enhancing students creative
  thinking and problem solving skills.
• As an art educator I will
• Encourage students to extend their thinking
• Offer students opportunities that promote
  individuality, creativeness, and self expression
• Introduce students to the history of art from the
  perspectives of a variety of cultures
• I believe that it is important for students to
  have the knowledge of art from a variety of
• Academic Disciplines
• Art Media and Processes
• As an art educator, I believe that the
  production of art assists in the development of
• Perceptual skills
• Cognitive skills
• Psychomotor skills
• Social skills
• I understand that all students have the
  capability to learn, achieve, and get better at
  everything that they do. In my classroom,
  students will feel comfortable, encouraged, and
  eager to learn all that the arts have to offer.

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ResumeTalia E. Shade101 Beckenham Rd. Apt B.
Englewood, Oh 45322(937) 470-2538
jackson.148_at_wright.edu

• Education
• Master of Education in Multi-Age Visual Arts
  Education July 2007
• Wright State University, Dayton, Ohio
• Bachelor of Fine Arts in Art Studio March 2006
• Wright State University, Dayton, Ohio
• Associate of Arts in Fine Arts May 2003
• Sinclair Community College, Dayton, Ohio
• Experience
• Student Teacher / Student Intern Jan 2007-May
  2007
• Milton-Union Middle School, Milton-Union
  Exempted Village Schools
• 11 weeks lead teaching (including all necessary
  disciplinary action), substitute teaching (as
  needed), individual student assistance
• Student Teacher / Student Intern Sep 2006-Dec
  2006
• Trotwood Madison High School, Trotwood Madison
  City Schools
• 3 weeks lead teaching, substitute teaching (as
  needed), individual student assistance

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Resume

• Activities
• Solo Exhibition of Paintings, Drawings and
  Prints Oct 2005
• Experimental Gallery
• Wright State University, Dayton, Ohio
• Senior Art Auction, Funds Carrier Apr 2005
• Wright State University, Dayton, Ohio
• Gallery Assistant Sep 2001- Jun 2002
• Sinclair Community College, Dayton, Ohio
• Honors Exhibition Mar 2000
• Sinclair Community College, Dayton, Ohio
• References
• Evelyn Brady Art Educator, Milton-Union Middle
  School
• 945 Cliffbrook Ct
• Vandalia, Oh 45377
• [phone]

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Conceptual Framework /Praxis III Criterion

• The following information will exhibit how I
  have achieved the knowledge of the Conceptual
  Framework by including evidence for each of the
  19 Praxis III criterion, which are aligned with
  the Ohio Department of Education.
• This evidence was collected during my student
  teaching experience from January 2007 through
  May 2007 at Milton Union Middle School. The
  evidence that has been documented in this
  portfolio includes, but is not limited to
  Photographs, Rubrics, Charts, Word Documents,
  etc
• Strand 1 Content Knowledge
• Strand 2 Pedagogical Knowledge
• Strand 3 Diversity
• Strand 4 Technology
• Strand 5 Professionalism
• Strand 6 Emotional Intelligence
• Conclusion
• GO BACK TO TABLE OF CONTENTS

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Strand 1 Content Knowledge

• Praxis Correlation
• C1 Makes learning goals and instructional
  procedures clear to students
• C2 Makes content comprehensible to students
• A2 Articulating clear learning goals for the
  lesson that are appropriate to
• the students
• B3 Communicating challenging learning
  expectations to each student

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Content KnowledgeRubric

• C1 Makes learning goals and instructional
  procedures clear to students
• A2 Articulating clear learning goals for the
  lesson that are appropriate to students
• A5 Creating evaluation strategies that are
  appropriate for the students and that are aligned
  with the goals for the lesson
• B3 Communicating challenging learning
  expectations to each student
• Rubrics are handed out with each assignment that
  is given so that students are aware of what
  criteria they are expected to meet for a given
  project. I believe that rubrics serve as a way
  pf articulating clear learning goals for each
  lesson. Each rubric is designated to communicate
  the learning expectations of each assignment.
• GO BACK TO TABLE OF CONTENTS

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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 2 Pedagogical Knowledge

• Praxis Correlation
• B1 Creating a climate that promotes fairness
• D1 Reflecting on the extent to which learning
  goals were met
• D2 Demonstrating a sense of efficacy

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Pedagogical Knowledge

• Praxis Correlation
• C1 Making learning goals and instructional
  procedures clear to students
• C2 Making content comprehensible to students
• C5 Using instructional time effectively
• Talias goals are always clearly written and
  communicated in written instruction in the copy
  of the rubric which she issues to all students.
  Her content is always appropriately aligned with
  the curriculum. Talia plans out her lessons,
  taking into account the time needed to process
  the assignment and manages her non-instructional
  time effectively.
• - Mrs. E. Brady (Cooperating teacher at
  Milton-Union Middle School)
• 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.
• Talia displays solid content knowledge and
  strives to make connections between previous and
  future lessons.
• - Mr. Luby (Wright State Universitys field
  supervisor)

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Pedagogical KnowledgePraxis II PLT Scores

• Praxis Correlation
• A4 Creating or selecting teaching methods,
  learning activities, and instructional materials
  or other resources that are appropriate to the
  students that are aligned with the goals of the
  lesson
• C4 Monitoring students understanding of
  content through a variety of means, providing
  feedback to students to assist learning, and
  adjusting learning activities as the situation
  demands

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Strand 3 Diversity

• Praxis Correlation
• A2 Articulating clear learning goals for the
  lesson that are appropriate to the students
• A4 Creating or selecting teaching methods,
  learning activities, and instructional materials
  or other resources that are appropriate to the
  students that are aligned with the goals for the
  lesson
• C2 Making content comprehensible to students
• C3 Encouraging students to extend their
  thinking
• Assignment sheets are given to students with
  each project that is assigned. Assignment sheets
  are important in an art classroom because they
  articulate clear learning goals to the students
  and make the content comprehensible to students.
  All of the assignments that I create are focused
  on encouraging students to extend their thinking.
  (Assignment Sheets)
• Below is a student work sample of the project
  listed on the assignment sheet.
• GO BACK TO

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Diversity

• Praxis Correlation
• A2 Articulating clear learning goals for the
  lesson that are appropriate to the students
• A3 Demonstrating an understanding of the
  connections between the content that was learned
  previously, the current content, and the content
  that remains to be learned
• A5 Creating or selecting evaluation strategies
  that are appropriate for the students and that
  are aligned with the goals for the lesson
• (Adinkra Printmaking Unit Plan)

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Diversity

• Praxis Correlation
• A1 Becoming familiar with relevant aspects of
  students background knowledge
• C4 Monitoring students understanding of
  content through a variety of means, providing
  feedback to students to assist learning, and
  adjusting learning activities as the situation
  demands
• D1 Reflecting on the extent to which the
  learning goals were met

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Strand 4 Technology

• Praxis Correlation
• B1 Creating a climate that promotes fairness
• D2 Demonstrating a sense of efficacy
• A4 Creating or selecting teaching methods,
  learning activities, and instructional materials
  or other resources that are appropriate to the
  students that are aligned with the goals for the
  lesson

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Technology

• Praxis Correlation
• B3 Communicating challenging learning
  expectations to each student
• C3 Encouraging students to extend their
  thinking
• D2 Demonstrating a sense of efficacy
• I encourage students to extend their thinking
  by creating a variety of assignments which
  involve students in using a variety of art media
  and processes.
• The image to the left shows an example of an
  8th grade students painting. This was the first
  time that the 8th grade students had ever
  painted. The students were very successful and
  proud of their work.
• The image to the right shows an example of 6th
  grade students drawing a still-life set up in the
  classroom. This assignment encouraged students
  to extend their thinking because they had to
  directly observe and study what they were
  drawing.

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Strand 5 Professionalism

• Praxis Correlation
• A1 Becoming familiar with relevant aspects of
  students background knowledge and experience
• D3 Building professional relationships with
  colleagues to share teaching insights and to
  coordinate learning activities for students
• The image to left shows Mrs. Brady (my
  cooperating teacher) and I discussing student art
  work. Mrs. Brady and I reflect on lessons and
  outcomes at the end of every class day.
• The image to the right shows Mrs. Dynes (the
  life skills teacher) and I discussing students
  background experiences and behaviors in our
  classrooms.
• The image on the bottom shows the school
  secretary and I discussing the discipline issues
  of the students.

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Professionalism

• A1 Becoming familiar with relevant aspects of
  students background knowledge and experience
• B2 Establishing and maintaining rapport with
  students
• C4 Monitoring students understanding of content
  through a variety of means, providing feedback to
  students to assist learning, and adjusting
  learning activities as the situation demands
• C5 Using instructional time effectively

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Professionalism

• Praxis Correlation
• B4 Establishing and maintaining consistent
  standards for classroom behavior
• B5 Making the physical environment as safe and
  conductive to learning as possible
• D2 Demonstrating a sense of efficacy

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Professionalism

• Praxis Correlation
• B2 Establishing and maintaining rapport with
  students
• The image to the left is an example of how I
  establish and maintain rapport with students.
  The two students in this image would come in
  during their study halls each day to speak with
  me and to work on their paintings. I always make
  time to speak with my students and maintain
  rapport with them before, during, and after class
  time.
• The image to the right is an example of me
  assisting students during class with their
  projects. The students in my classes enjoy
  hearing my input on their works in progress. I
  always give positive feedback to student work in
  order to boost their self-confidence.
• GO BACK TO TABLE OF CONTENTS

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Strand 6 Emotional Intelligence

• Praxis Correlation
• B4 Establishing and maintaining consistent
  standards for classroom behavior
• B5 Making the physical environment as safe and
  conductive to learning as possible

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Emotional Intelligence

• Praxis Correlation
• B1 Creating a climate that promotes fairness
• B2 Establishing and maintaining rapport with
  students
• C3 Encouraging students to extend their
  thinking
• C5 Using instructional time effectively

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Emotional Intelligence

• Praxis Correlation
• D4 Communicating with parents or guardians
  about student learning
• LETTER HOME (example of a letter sent home
  for a missing assignment)

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Emotional Intelligence

• Praxis Correlation
• A5 Creating or selecting strategies that are
  appropriate for the students and that are aligned
  with the goals of the lesson
• B4 Establishing and maintaining consistent
  standards for classroom behavior
• D1 Reflecting on the extent to which the
  learning goals were met
• Talia uses evaluation criteria that is
  appropriate for the age and experiences of her
  students. She assesses their success in meeting
  the objectives and tailors the next assignment to
  provide the student with the best instruction
  method for the lesson.
• - Mrs. E. Brady (Cooperating Teacher at
  Milton-Union Middle School)
• (LETTER OF RECOMMENDATION)
• The above hyperlink is a letter of
  recommendation that Mr. Luby, my Wright State
  field supervisor had the courtesy of writing.
  This letter of recommendation explains how I
  establish and maintain consistent standards for
  classroom behavior.

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Conclusion

• I started my field experience in August of
  2005, during my Undergraduate, at Meadowdale
  Elementary School. During this placement I
  learned a lot about the diversity of students and
  about how to interact with students in a
  classroom setting. I was at this placement from
  August 2005-November 2005. It was an interesting
  experience working with students in an Elementary
  School setting.
• The second placement that I had was at Wayne
  High School from January 2006-March 2006. The
  transition from an Elementary School to a High
  School was much different than I had expected.
  At this High School I observed students in upper
  level art classes as well as beginning art
  classes. I also had the opportunity to assist
  students in an IEP based art classroom. This
  school setting was a wonderful opportunity for me
  because I was able to observe and work with four
  different art teachers. It was a good experience
  to have learned from a variety of teachers with a
  variety of artistic knowledge and teaching
  strategies.
• After my Undergraduate studies, I began the
  Masters program in Fall of 2006. During this
  time I was placed at Trotwood Madison High School
  to teach grades 9-12. At this placement I
  learned a great deal of information on how to
  handle classroom management situations and how to
  influence students to learn the material. At
  this placement I learned a lot about a variety of
  art techniques that I was not familiar with such
  as jewelry making and copper enameling. Also,
  during my placement at Trotwood Madison High
  School, I had the opportunity to substitute
  teach, which was a learning experience in and of
  itself.
• Go Back to Table of Contents

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Conclusion Continued

• During spring quarter I was placed at
  Milton-Union Middle School and completed my
  student teaching there from January 2007-June
  2007. This school placement was different from
  all of my other placements because it was at a
  small school district where all of the staff and
  students had a tight knit relationship. This was
  also my first time having students in a Middle
  School setting. I was in charge of teaching
  students in grades 5th, 6th, 7th, and 8th. I was
  lucky to have a cooperating teacher that I got
  along with better than I could have ever asked
  for. My cooperating teacher and I collaborated
  on projects and every other aspect of teaching.
  My experience at Milton-Union Middle School has
  prepared me to become an effective art educator.
  I have learned about classroom management
  strategies, how to keep in contact with parents
  about their students work, how to carry out
  lesson plans and how to be flexible with
  assignments when things do not always go as
  planned.
• In conclusion, my experiences at a variety of
  school districts and a variety of school settings
  has made me even more confident that I will
  become an influential teacher to all students. I
  feel that I have learned a great deal from
  spending so much time in the classroom setting
  however, I do know that teaching will be a
  life-long learning process, one which I will
  enjoy more than anything else.
• Go back to Table of Contents

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Final Reflection

• I completed my Undergraduate Degree in both the
  areas of fine arts and education. In the
  beginning of my Graduate Degree Program I was a
  little apprehensive about teaching and was not
  sure that I was going to be able to do as well as
  I had hoped. A short year later, however, I have
  found that I have grown very much in the field of
  education and know now, more than ever, that this
  is where I belong. I believe that I have
  succeeded beyond what I had ever hoped for and I
  am glad that I was able to learn as much as I
  have.
• I have found that Wright States 6 Strands of
  Conceptual Framework coincide very well with the
  Praxis criterion. It was easier than I thought
  it would be to pick and choose where each of the
  19 Praxis criteria would fit into the Conceptual
  Framework. The first strand, Content Knowledge,
  is simply that the teacher must be proficient in
  all that there is to know in their certified
  licensure area. The second strand, Pedagogical
  Knowledge, is the art of being a teacher and
  refers to teaching strategies that are used every
  day by a classroom teacher. The third strand,
  Diversity, is that teachers should be aware of
  their diverse set of students in a classroom and
  that all students have diverse learning needs
  that need to be taken into consideration when
  teaching. The fourth strand, Technology, relates
  to how everything in the classroom is slowly
  leading towards technology and that teachers need
  to be aware of and use technology when it best
  fits into the students learning of the material.
  The fifth strand, Professionalism, refers to how
  teachers need to be professional at all times in
  the classroom, with their students, and with
  their peers. The last strand in the CEHS
  Conceptual Framework is Emotional Intelligence
  which refers to how teachers communicate and work
  cooperatively with others. All of the Conceptual
  Framework Strands and the Praxis Criterion relate
  to how teachers go about their jobs in a
  professional manner, every day.

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Acknowledgements

• The successful experiences that I have had
  through Wright State University have come to me
  only with the appreciation and honor of working
  so closely with so many wonderful people. I
  dedicate this page for acknowledgements to all of
  the people that have assisted in my knowledge and
  growth throughout my time at Wright State
  University.
• First, I would like to thank all of my
  cooperating teachers throughout my field
  experience. I would like to thank Mrs. Campise,
  Mr. Brenneman, Mrs. Staley, and Mrs. Brady for
  inviting me into their classrooms and for
  assisting in my journey to becoming an art
  educator.
• Second, I would like to thank all of my art
  professors over at the creative arts center for
  assisting me in the knowledge and talent that I
  needed during my Undergraduate degree in order to
  get where I am today.
• Third, I would like to thank all of the
  education professors in the Graduate program for
  being helpful and understanding in guiding me
  through the program.
• To all of those who I have left out, THANK YOU,
  I could not have been where I am today if it was
  not for everyones help along the way.
• Go Back to Table of Contents

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Praxis III CriteriaA-B (TABLE OF CONTENTS)
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Praxis III CriteriaC-D (TABLE OF CONTENTS)
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THANK YOU FOR VISITINGTALIA SHADESELECTRONIC
PORTFOLIO

• Self-Portraits by artist and teacher of the arts
  Talia Shade