Electronic Portfolio of Brooke Wood

Portfolio of:
Brooke Taylor

CLASS OF 2004

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DIGITAL FOLIO

grey button Resume

Interns '04

PDS Description
North Marion High School
Action Research Report (Journal Writing in Math)
Community Resource Project: Exploring Diversity
Philosophy of Education

Units:

Graphing Unit

Questions or Comments? enveolop

E-mail me at btaylor@ilovemath.net

ABOUT ME
My name is Brooke Taylor, and I am from Keyser, WV . I received a masters degree in Secondary Education and a Bachelors of Arts in Mathematics in May of 2004. My specialization is in mathematics for grades five through twelve. My PDS, where I did my student teaching, is North Marion High School located in Marion County in West Virginia. (See my description of North Marion) As a beginning teacher, I strive to follow the ten characteristics of a novice teacher. Out of these characteristics, I feel I have developed several strengths through my experiences at North Marion. I feel very strongly that education is a life-long pursuit. I never pass up the opportunity to learn something new and hope to pass this enthusiasm of learning onto my students. Also, I understand what a large responsibility teaching is. I consider myself a moral individual and strive to always remember that my students are human beings with thoughts and feelings. I truly believe that every student is capable of learning; and therefore, I continue to work to ensure that all students have an understanding of the material I teach. Due to countless years of studying and using mathematics, I believe I have excellent knowledge of my content, and I hope that with practice, I will become better able to integrate this content with pedagogy.
WEBSITE PURPOSE STATEMENT
Welcome to my electronic portfolio! In this portfolio you will find information about West Virginia University's five-year teacher education program and Benedum Collaborative. My portfolio is organized around the ten characteristics of a novice teacher as determined by the Benedum Collaborative.
REASONS FOR AN ELECTRONIC PORTFOLIO
an example of technology education it is easily accessible able to be viewed from any location In this portfolio you will find artifacts of my work which I believe correspond to each of the characteristics of a novice teacher. Feel free to look around.
FACTS AT A GLANCE ABOUT THE TEACHER EDUCATION PROGRAM
This is a five-year program Students receive a bachelor's degree in a content area and a master's in education at the end of the program. Students complete 60 hours of pre-approved volunteer work with children/youth by the end of the third semester to help students confirm their career goals. University faculty and practicing teachers collaborate with students throughout the program. Students accrue over 1000 hours of hands-on experience in the public schools prior to graduation. The program admits approximately 70 elementary students and 70 secondary students each year.
10 CHARACTERISTICS OF A NOVICE TEACHER
We believe that the novice teacher should have a commitment to and skills for life-long learning. View WVU Definition and Rationale View my Interpretation View Rationale View Artifact: NCTM Website We believe that the novice teacher should be an effective communicator. View WVU Definition and Rationale View my Interpretation View Rationale View Artifact: Introduction to Graphing Calculator PowerPoint Presentation with Lesson Plan and Assignment We believe that the novice teacher should recognize that teaching is a professional, moral, and ethical enterprise, should understand moral issues and ethical practices in educational environments, and should have developed ethical frameworks which facilitate effective teaching. View WVU Definition and Rationale View my Interpretation View Rationale View Artifact: Why I Want to be a Teacher (Paper) We believe the novice teacher should be a facilitator of learning for all students. View WVU Definition and Rationale View my Interpretation View Rationale View Artifact: Lesson Plan on Jigsaw Review of Properties with Group Assignment We believe that the novice teacher should have in-depth knowledge of pedagogy. View WVU Definition and Rationale View my Interpretation View Rationale View Artifact: Applied Math 1 Chapter 1 Test View Rationale View Artifact: Lesson Plan - Organizing Data We believe that the novice teacher should have in-depth knowledge of content. View WVU Definition and Rationale View my Interpretation View Rationale View Artifact: History of Math Test We believe that the novice teacher should effectively integrate content and pedagogy. View WVU Definition and Rationale View my Interpretation View Rationale View Artifact: Lesson Plan - Tables and Mappings View Rationale View Artifact: Lesson Plan - Order of Operations We believe that the novice teacher should be a reflective practitioner. View WVU Definition and Rationale View my Interpretation View Rationale View Artifact: Action Research Proposal View Rationale View Artifact: Modified Properties Lesson We believe that the novice teacher should be aware, of and have respect for human diversity. View WVU Definition and Rationale View my Interpretation View Rationale View Artifact: Model of Inclusion View Rationale View Artifact: Exploring Diversity WebQuest We believe that the novice teacher should be liberally educated. View WVU Definition and Rationale View my Interpretation View Rationale View Artifact: Proportional Photography View Rationale View Artifact: NASA Starlab Training Certificate References Strom, S. M. (1989). The ethical dimension of teaching. In M. C. Reynolds (Ed.), Knowledge Base for the Beginning Teacher (pp.267-276). New York: Pergamon Press

Trek 21
Advanced Ed. Studies
PO Box 6122
Morgantown, WV
26506-6122

Phone: 304.293.4198
Fax: 304.293.2279
Email: trek21@wvu.edu

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Updated: March 12, 2004