E-portfolio for Maria Sansalone

E-portfolio for Maria SansaloneAmerican International College

Master of EducationModerate Disabilities GR 5-12

XCP ProgramJune 2016

This electronic portfolio contains supporting evidence that illustrates how I have met Massachusetts Department of Elementary and

Secondary Education professional standards for teachers.

Teaching Philosophy

I see myself developing, over the next few years and into

the future, a student-centered philosophy that would be

reflected in my teaching workspace or classroom setting.

I see students and teachers working in collaboration on

projects, celebrating our individual views, and immersing

ourselves in discovery and creativity. I would like to

continually develop a deepening understanding of

modified and differentiated strategies for presenting the

curriculum, so that no student ever feels left out. I am

looking forward to connecting with my students, my

school community, and to fully immersing in developing

my profession and my craft, for all the years I have to

give toward teaching.

“I believe in instilling

a passion for lifetime

learning into my students.

One way that I can instill

this passion is by being a

model lifetime learner for

my students. For instance,

in my classroom, you will

hear me thinking aloud,

interacting with the text

during reading, and

demonstrating inquiry by

asking questions. I believe

that every child can reach

their learning potential,

with high expectations,

the necessary support

and opportunities, and

a caring classroom.”

Road to Teaching

Standard A – Plans Curriculum and Instruction

1. Draws on content standards of the relevant curriculum

frameworks to plan sequential units of study, individual

lessons, and learning activities that make learning

cumulative and advance students’ level of content

knowledge.

Demonstrated at Central High School by the lesson set on the Poet Langston

Hughes (biography, Time and Place in The Harlem Renaissance, Biography.com

video, instruction and discussion of theme of Irony throughout the short story

“Salvation”), which was presented to Supervising Practitioner Sharon Abel’s Grade

9 Language Learning Disabilities Small Class and Grade 9 Pullout. Followed by

close review (through partner Jigsaw reporting) of the five drafts that Langston

Hughes typically edited and revised for all of his poems. The poem reviewed:

“Ballad for Booker T.” (Library of Congress primary source materials). Followed by

a step-by-step lesson on Collaborative Slam Poetry with structured framework—for

students at, below, or above grade level who may be new to creating poetry, ELL

learners, or students with learning disabilities—for writing, editing, and revising

Slam Poems for storyline, descriptors, and literary devices, as well as specific

“Keys” to Performance; the latter of which was observed by Mr. Sal Anzalotti on

March 11, 2016. The following Massachusetts Curriculum Frameworks were cited:

RL.9-10.10. By the end of grade 9, read and comprehend literature, including

stories, dramas, and poems, in the grades 9-10 text complexity band proficiently,

with scaffolding as needed at the high end of the range.

W.9.10-5. Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach, focusing on addressing what is most

significant for a specific purpose and audience.

Grade 11

Inclusion

Bilingual

Slam

Poem


2. Draws on results of formal and informal assessments as

well as knowledge of human development to identify

teaching strategies and learning activities appropriate

to the specific discipline, age, level of English language

proficiency, and range of cognitive levels being taught.

Formative assessments include: Activators, classroom check-ins for understanding, Word of the Day and text-related vocabulary quizzes, a quiz developed for Intro to Greek Theater, Reading Checks (for comprehension and to determine if reading assignments were completed at home) for Euripides’ Electra, Slam Poetry Performances, Student Reflections. Summative assessments include: Screenplays for Grade 12 Honors Inclusion, and Slam Poems for three Grade 9s and Grade 11 Inclusion. Summative and one of the formative outcomes according to goal-specific Rubrics. Summative and formative grades were entered into PowerTeacher application for Grade 12 Honors Inclusion. Grade 12 Honors Inclusion

Langston HughesOpen Response Question

The title of the short story

“Salvation” by Langston Hughes

refers to his experience with

going to church as a young

teen. How are his feelings and

actions in the story ironic? Use

specific information from the

text to support your answer.

Grade 9 LLD ELA


3. Identifies appropriate reading materials,

other resources, and writing activities for

promoting further learning by the full

range of students within the classroom.

Demonstrated in Mrs. Abel’s and Mr. Tiroletto’s classrooms with weekly in-class time devoted to leveled tests and guided reading lessons as part of Central High School’s Achieve3000 software application. In addition, Mr. Sal Anzalotti observed on April 8, 2016, “[Maria] provided all her students the opportunity to compare and contrast some of the main differences between modern plays/performances with the classic play Electra that was 3,000 years old.”

PowerPoints on Intro to Greek Theater and Youtube documentary

preceded and accompanied reading of Euripides’ Electra.


4. Identifies prerequisite skills, concepts,

and vocabulary needed for the learning

activities and design lessons that

strengthen student reading and writing

skills.

I would email Mr. Tiroletto a set of ten SAT words plus

additional questions relating to lessons of the day. This

material was used for the opening Activator Words of the

Day for Grade 12 Honors Inclusion. Example sentences on

the screen relate to that day’s lesson. Students must

record the word in their class notes, the definition, and

come up with their own example sentence, which would

be checked off on my teacher clipboard as part of the

daily participation grade. The set of ten words is posted

on a board and there is a Word of the Day quiz after all

ten words are presented. This has inspired me to

showcase grade-appropriate SAT words (as lexicon and

deduce) and core Bloom Taxonomy vocabulary (such as

disprove, classify, evaluate, analyze, summarize, etc.)

when I do my own classroom daily Words of the Day.


5. Plans lessons with clear objectives and relevant measurable outcomes. As background, this lesson on screenplays from

the world of modern drama was accomplished right before discussing Greek Mythology, which came before Intro to Greek Theater, which came before reading the ancient Greek Tragedy play “Electra” by the playwright Euripides. (Writing Screenplays – Greek Mythology – Intro to Greek Theater – Reading Euripides’ Electra). At this point, students are able to compare and contrast ancient Greek Theater plays and performance versus modern drama.

Out of 18 students total, 17 produced over 50 pages of screenplay rough drafts and final drafts. The Screenplay Rubric gave points for story development, using screenplay language and techniques, and for using up to 10 SAT words from the class’s daily Words of the Day (there were over 70 words to choose from). Of the 17 screenplays submitted, 5 screenplays were chosen to be table-read and video-recorded.Grade 12 Honors Inclusion Screenplay


6. Draws on resources from colleagues,

families, and the community to enhance

learning.

On-going and daily collaboration/reflective meetings with Special Education Teacher Mrs. Sharon Abel and ELA teacher colleagues (Jennifer Montagna, Katherine Carpenter, Michael Tiroletto).

Mr. Sal Anzalotti observed on April 8, 2016, “Maria interjected many of her students’ ideas into her lesson.”

I based the Collaborative Slam poetry lesson on cooperative learning activities from the middle school/high school poetry book by Connecticut Slam Poet and Youth Coach Elizabeth Thomas, “If Only Red Could Talk.” Ms. Thomas was one of my instructors for my Master of Arts in Oral Traditions program with whom I have regular communication.

Email Correspondence &

Bloom’s Taxonomy Flip

Questions from Mr. Tiroletto


7. Incorporates appropriate technology

and media in lesson planning.

My past experience as a cross-reference editor

at Merriam-Webster is a major plus in regard to

academic research and technology/media.

Central High School classrooms are well-

appointed. Students view documents and

Activators daily using SmartBoard technology. In-

class laptops and computers were used to create

final drafts of Slam Poems in Grades 9 and 11.

Created instructional PowerPoints with

embedded Youtube link for Grade 12 Honors

Inclusion class on Intro to Greek Theater and

Mini Lessons to accompany the reading of

Euripides’ Electra. Videos of screenplays were

made in the Grade 12 Honors Inclusion class and

stored on icloud.com for premiere viewing.

Grade 12 Honors Inclusion Table-Reading Classmate’s Screenplay

Grade 9 English LLD Class Writing and Discussing Slam Poems

Grade 9 English LLD Class

Slam Poetry Wall


8. Uses information in Individualized Education Programs (IEPs)

to plan strategies for integrating students with disabilities into

general education classrooms.

Demonstrated by the knowledge of the

accommodations and modifications that

are in place for the students within the

classroom.


9. Uses instructional planning, materials, and student

engagement approaches that support students of

diverse cultural and linguistic backgrounds, strengths,

and challenges.

Demonstrated in the step-by-step lesson on Collaborative Slam Poetry with structured framework—for students at, below, or above grade level who may be new to creating poetry, ELL learners, or students with learning disabilities—for writing, editing, and revising Slam Poems for storyline, descriptors, and literary devices, as well as specific “Keys” to Performance; observed by Mr. Sal Anzalotti on March 11, 2016. Clear steps for creating first drafts, edits to add literary devices, final drafts; Word Bank descriptors, offering the option to add culturally significant words, modeled literary devices; guided then independent steps for practicing performance. Repeated in multiple class sizes – as Mrs. Sharon Abel’s LLD Grade 9s (7 + 12 students), Ms. Katherine Carpenter’s Read/Write 9 Inclusion (16 students), and Ms. Jennifer Montagna’s Grade 11 Inclusion (26 students). For example, in Ms. Carpenter’s class, on Day 2, I came up with a different Activator than used for previous classes to reinforce the concepts of alliteration, metaphor, rhyme, and repetition. I handwrote a poem that was projected on the SmartBoard screen, called “The Park”: Parents proudly parading / kids with eyes flaming fire / Young voices sounding dire / Young lives screaming, “We are all that should matter.” Alliteration appears in the first line, metaphor in the second, ending rhyme in the second and third lines, and repetition in the third and fourth lines. Individual responses were checked for understanding by the Paraprofessional, Mr. Caban, who supplements English spoken in class by providing the same material in Spanish, and then we went over the literary devices as a group.

Grade 11 Inclusion

Bilingual Slam Poem

Standard B – Delivers Effective Instruction

1. Communicates high standards and expectations when

beginning the lesson.

a. Makes learning objectives clear to students.

Demonstrated by posting clear and precise objectives and an Agenda daily on the whiteboard or chalkboard for all students to see.

Mr. Sal Anzalotti observed on March 11, 2016, “Maria’s objectives were clear, in turn, that will permit viable methods of assessment. Her language was expressive with good vocabulary.” On April 8, 2016, Mr. Anzalotti observed, “Maria’s objectives were clear. Her students knew what they were going to be taught.”

Communicating High

Standards at the Start.

Above: Objective, Agenda,

and Activator for LLD

English 11 class. Right:

Activator for Grade 11

English Inclusion


1b. Communicates clearly in writing, speaking and

through the use of appropriately designed visual

and contextual aids. Demonstrated by PowerPoints created for Grade 12 Honors Inclusion’s Intro to Greek Theater and Mini Lessons to accompany reading Euripides’ Electra (over 2 weeks).

Mini Lessons on Greek Theater to Accompany

Daily Readings of Euripides’ Electra


1c. Uses engaging ways to begin a new

unit of study or lesson. Students were drawn into the Time and Place of Langston Hughes through the Activator Journal initial question and the introductory video on his global role in advancing The Harlem Renaissance.

[After Activator, explained this is the same situation as Langston as a young man in the short story he published, “Salvation.” Stressed keeping a journal of your memories, you might want to publish one day!]

In Your Activator Journal:

Day 1: Write about a time

when someone pleaded for

you to go somewhere, and

you pretended you wanted

to go, but deep down you

knew you really did not

want to be there.

LLD Grade 9 English


1d. Builds on students’ prior

knowledge and experience.

Each student reads what they wrote for their Activator response or talks about their own life experience.

In Your Activator Journal:

Day 1: Write about a time

when someone pleaded for

you to go somewhere, and

you pretended you wanted

to go, but deep down you

knew you really did not

want to be there.

LLD Grade 9 English


2. Communicates high standards and expectations when carrying out the lesson.

a. Uses a balanced approach to teaching skills and concepts of elementary reading and writing.

Demonstrated by all Rubrics and Lessons at Central High School, such as the Screenplay Lesson for Grade 12 Honors Inclusion, which not only required a fully developed original storyline, screenplay terminology, and correct formatting, but also the correct integration of up to 10 SAT words into the text covering the action and/or lines of dialogue. A minimum of 3 typed pages per student was required.

Balanced approach to reading and writing demonstrated by annotating and reading Langston Hughes’ short story “Salvation” followed by finding quotations for a T Chart called “Metaphor or Irony?” then writing an Open Response Essay question by selecting the same or new quotations for an 11-sentence graphic organizer.

Snapshot

from

Mensa

Rubric for

Writing

Screenplay

Extended

to Include

SAT Words


2b. Employs a variety of content-based and content-oriented

teaching techniques from more teacher-directed strategies

such as direct instruction, practice, and Socratic dialogue,

to less teacher-directed approaches such as discussion,

problem solving, cooperative learning, and research

projects (among others).

Demonstrated as in the Lesson for developing and writing screenplays at Central High School, which included direct instruction, rough draft practice, collaborative discussion, and problem solving for this summative grade multi-sensory project.

Grade 12 Honors Inclusion Table-Reading Classmate’s Screenplay


2c. Demonstrates an adequate knowledge of and

approach to the academic content of lessons.

Demonstrated with Grade 12 Honors Inclusion class. I gave two PowerPoints (one including a 7-minute documentary by the British National Theatre). The first was called Intro to Greek Theater and the second Daily Mini Lessons for Reading Electra. The PowerPoints explain in general and greater detail the important components of ancient Greek Theater: From present-day theater remains (some of which are used today) to the 3 major parts of the theater space (skene, orchestra, theatron) and how they differ from modern theater space to the three major Greek Tragedians (Aeschylus, Sophocles, Euripides) to the 5 parts of a Greek Tragedy play (prologue, parodos, episode, stasimon, exodus) to the major playwright of Comedy (Aristophanes) and Satyrs to the use of up to 3 male actors for all the parts, regardless of gender of the character, to the use of exaggerated Masks and platform-shoed Costumes (like rock stars). The Chorus would be composed of up to 12 male actors in Masks. Demonstrated standards, checking, and homework during Intro to Greek Theater lesson when assigning Exit Tickets (2 things learned and 1 question that remains) and Rubric detailing the creation of an ancient Greek Theater Mask as an activity before reading Euripides’ Electra. The mask needed to incorporate one of 4 quotations chosen from the Tragedy play. The exaggerated features of the mask should match or establish the tone of: the honest Peasant, the revenge-driven Electra, weak Orestes, or the commentary quotation, “… Justice arraigns the reckless adulteress,” which comes from The Chorus. Mr. Sal Anzalotti observed on April 8, 2016, “The class started out as a large group with a group discussion. They then broke up into smaller groups (3 in a group). Maria expected all students to be on task. She used many visual clues in her lesson and in the classroom, to help enhance the lesson for English language learners and special education learners.”

Mini Lessons on Greek Theater to

Accompany Daily Readings of

Euripides’ Electra; Greek Theater

Masks & Rubric; Mask Template


2d. Employs a variety of reading and writing

strategies for addressing learning objectives.

The lesson on Langston Hughes incorporates a variety of teaching techniques, including annotating using your own words, visualizing and verbalizing, small group discussions, tone word banks, and real-life reading applications of his non-fiction biography from Biography.com.

Not only did Langston Hughes write

the first draft of this poem,

he made edits to a second draft,

he made edits to a third draft,

he made edits to a fourth draft,

and THEN he typed his final draft.

That’s five drafts!

We’re going to work in partners now.

Each partner is to review one section

of the drafts and make notes on what

they find. Teaching notes for Analyzing Langston Hughes’ Drafts

of “Ballad of Booker T.” for LLD Grade 9 classes


2e. Uses questioning to stimulate thinking and

encourages all students to respond.

The lesson on Langston Hughes incorporates a variety of teaching techniques, including annotating using your own words, visualizing and verbalizing, small group discussions, tone word banks, and real-life reading applications of his non-fiction biography from Biography.com.


2f. Uses instructional technology appropriately.

Demonstrated as by the use of a Youtube video by the British National Theatre on Intro to Greek Theatre, and use of the SmartBoard for Activator questions and showing films, Achieve3000 software application, and PowerTeacher for recording grades.

Inputting Formative Assessments including

Participation Points into PowerTeacher


2g. Uses effective strategies and techniques for making

content accessible for English language learners.

Demonstrated by Slam Poetry and Performance Lesson: Included the option for bilingual word choices, and a structured framework—for students at, below, or above grade level who may be new to creating poetry, ELL learners, or students with learning disabilities—for building a poem step-by-step using clear and concise instructions. Students, additionally, write notes (annotate) in their own words. Small group (or peer to peer) work assigns a stronger reader partner with a less strong reader. Line by line poem framework. Collaborative performances (groups of two) should lessen anxiety. Wait time for responses. Slow down instruction over days. Allow breaks, if needed.

Left: Grade 9 Read/Write Inclusion Slam Poem

Right: Grade 11 Inclusion Bilingual Slam Poem

Far Right: Grade 11 Inclusion Slam Poems


2h. Demonstrates knowledge of the difference between social and academic language and the

importance of this difference in planning, differentiating and delivering effective instruction for

English language learners at various levels of English language proficiency and literacy.

Demonstrated by various class discussions; development of screenplays using the lexicon of film writing; integration of SAT Words of the Day for Grade 12 Honors Inclusion; and, the structured framework for writing Slam Poetry with “Keys” to Performance—for students at, below, or above grade level who may be new to creating poetry, ELL learners, or students with learning disabilities—as well as Word Banks and modeled literary devices using the writing of contemporary singers (as Katy Perry’s “Baby, you’re a firework” language and metaphor) for Grades 9 and 11 Inclusion.

Left: Grade 9 Read/Write Inclusion Slam Poem

Right: Grade 11 Inclusion Bilingual Slam Poem

Far Right: Grade 11 Inclusion Slam Poems


3. Communicates high standards and expectations when extending and

completing the lesson.

a. Assigns homework or practice that furthers student learning and checks it.

Demonstrated standards, checking, and homework during Intro to Greek Theater lesson when assigning Exit Tickets (2 things learned and 1 question that remains) and Rubric detailing the creation of an ancient Greek Theater Mask as an activity before reading Euripides’ Electra. The mask needed to incorporate one of 4 quotations chosen from the Tragedy play. The exaggerated features of the mask should match or establish the tone of: the honest Peasant, the revenge-driven Electra, weak Orestes, or the commentary quotation, “… Justice arraigns the reckless adulteress,” which comes from The Chorus.

Communicating High Standards at

Completion, Homework, and Practice.


3b. Provides regular and frequent feedback to students on their progress.

Demonstrated by correcting vocabulary quizzes and homework in a timely fashion in order to give effective feedback to students. Comments on student’s projects (as screenplays or Slam poems) were another way that I demonstrated regular and frequent feedback.

Grade 9 LLD Class Slam Poem


3c. Provides many and varied opportunities for students to achieve competence.

Demonstrated by daily conversations with Central High School students regarding clear expectations. Achieved by employing various strategies during scaffolded differentiated instruction, such as: collaborative peer learning, Graphic Organizers and goal-specific Rubrics—the consistent use of which provides opportunities for all students to achieve without exception.

Observation of

Graphic Organizer

Instruction for “Of

Mice and Men”

Themes for Essay –

Given by

Ms. Carpenter to

Grade 9 Read/Write

Inclusion

Rubric for Slam Poetry

Developed for Grade 9

Read/Write and Grade

11 Inclusion


4. Communicates high standards and expectations when evaluating student learning.

a. Accurately measures student achievement of, and progress toward, the learning objectives with a

variety of formal and informal assessments, and uses results to plan further instruction.

Formative assessments include: Activators, classroom check-ins for understanding, Word of the Day and text-related vocabulary quizzes, a quiz developed for Intro to Greek Theater, Reading Checks (for comprehension and to determine if reading assignments were completed at home) for Euripides’ Electra, Slam Poetry Performances, Student Reflections. Summative assessments include: Screenplays for Grade 12 Honors Inclusion, and Slam Poems for three Grade 9s and Grade 11 Inclusion. Summative and one of the formative outcomes according to goal-specific Rubrics. Summative and formative grades were entered into PowerTeacher application for Grade 12 Honors Inclusion.

Rubric for Grade 9 Read/Write

Inclusion and Grade 11 Inclusion

Grade 9

English

LLD Class

Writing

and

Discussing

Slam

Poems


4b. Translates evaluations of student work into records that accurately convey the level

of student achievement to students, parents or guardians, and school personnel.

Inputting Formative Assessments including

Participation Points into PowerTeacher

Standard C – Manages Classroom Climate and Operation

1. Creates and maintains a safe and collaborative learning environment that

values diversity and motivates students to meet high standards of conduct,

effort and performance.

Grade 9 English LLD Class Writing

and Discussing Slam Poems


2. Creates a physical environment appropriate to a variety of learning activities.

Discussing Ancient

Theater Performance.

Grade 12 Honors

Inclusion class sits in

double U shape for

readings.


3. Maintains appropriate standards of behavior, mutual respect, and safety.

Assigning players

for live reading

of Euripides’

Electra. Grade

12 Honors

Inclusion class

listening and

following along

in books.


4. Manages classroom routines and procedures without loss of significant

instructional time.

I have taken up the daily use of a simple

clipboard, suggested by Mrs. Abel, for (1) holding

a copy of the posted Agenda, (2) a copy of the

day’s lesson, along with (3) Bloom Taxonomy

questions. The same was suggested, with printed

class list and accompanying grid, by Mr. Tiroletto,

for keeping track of (1) attendance, (2) Word of

the Day sentence checking and Activator

responses, (3) points (“plus points” I’ve decided)

for focus and participation, and (4) recording

homework or projects (as Greek Theater Masks)

turned in by the deadline.

Standard D – Promotes Equity

1. Encourages all students to believe that effort is a key to achievement.

Demonstrated by encouraging all students to

believe that effort is key to achievement and by

visually checking off full or partial daily

participation points (Michael Tiroletto), issuing

success tickets (Sharon Abel), or awarding buck

passes for free homework (Brent Northup) for

those students who display effort by completing

class assignments and homework.


2. Works to promote achievement by all students without exception.

Demonstrated by daily conversations with Central High School students

regarding clear expectations. Also achieved by employing various

strategies during scaffolded differentiated instruction, such as:

collaborative peer learning, Graphic Organizers and goal-specific

Rubrics—the consistent use of which provides opportunities for all

students to achieve without exception. Observed by Mr. Sal Anzalotti

on March 11, 2016, “Critical thinking was shown by all students. Maria

expects all students to do their part during the lesson.”

Rubric for Grade 9 Read/Write

Inclusion and Grade 11 Inclusion

Grade 9

English

LLD Class

Writing

and

Discussing

Slam

Poems


3. Assesses the significance of student differences in home experiences, background

knowledge, learning skills, learning pace, and proficiency in the English language

for learning the curriculum at hand and uses professional judgment to determine if

instructional adjustments are necessary.

Demonstrated by reviewing IEPs to assess student

home and life experiences and incorporating

pacing and pauses (as captured on video) into

teaching style. Central High School students also

incorporated culturally significant bilingual word

choices into their Collaborative Slam Poems for

Grades 9 Small Class and Grade 11 Inclusion.


4. Helps all students to understand American civic culture, its underlying

ideals, founding political principles and political institutions, and to see

themselves as members of a local, state, national, and international

civic community.

Mr. Sal Anzalotti observed on February 24, 2016,

“Maria introduced some American poets. During

this election year, she researched different styles

of poetry that were introduced over the last 40

years. …”

Standard E – Meets Professional Responsibilities

1. Understands his or her legal and moral responsibilities.

Demonstrated by the in-class folder of IEPs at-a-

glance—readily accessible from a lesson planning

cabinet near the SmartBoard in Mrs. Sharon Abel’s

Room 330 at Central High School.


2. Conveys knowledge of and enthusiasm for

his/her academic discipline to students.

… Ms. Sansalone has spent her weeks as

classroom teacher leading students to

meaningful learning and has left students with

memorable classroom experiences that they will

take with them forever. Maria possesses a

positive and enthusiastic personality; she will

build a great rapport with the students that she

will work with. Maria is articulate, and always

ready with a smile and a kind word, furthermore

her experience working for a dictionary

company will truly benefit her as an educator.

I am confident that Ms. Sansalone will be an

asset to any staff that she works with. She is

confident, knowledgeable, and has the skills to

become a seasoned teacher. I believe that she

will continue to grow and become even more

effective as a teacher with further

opportunities.

Mike Tiroletto

Reference

from

Central HS

English 12

Honors

Inclusion

Teacher

Michael

Tiroletto


3. Maintains interest in current theory, research,

and developments in the academic discipline and

exercises judgment in accepting implications or

findings as valid for application in classroom

practice.

The M.Ed program at American International College took

place over two years plus this Practicum experience at

Central High School, resulting in licensure in Moderate

Disabilities. My Bachelor of Arts’ content area is English. I

have a Master of Arts in Oral Traditions, which included

studies in Children’s Literature, Myth, and Cultural Diversity.

The M.A. in Oral Traditions’ two-year program is a

performance-based collaborative learning cohort experience.

I completed back-to-back Master degrees. The first inspired

and still inspires the second. My personal focus during the

M.Ed program was learning how to integrate multi-sensory

strategies through practical application.

Can assistive technology benefit Will?

Assistive technology that might benefit this student

includes the list of high-tech gadgets provided for CalPoly

Institute college students. ... As listed in Chapter 22 (page

665), a reading software program would be life-changing for

a child with multiple learning challenges. Much like glasses,

or a cane, or a wheelchair, or a voice simulator for Stephen

Hawking. Assistive technology provides the means for

freedom:

Reading digital text out loud

Highlights text as it reads

Allows the reading rate to be adjusted

Provides options for voice type

Reads text files

Reads text on the Internet

Allows text to be edited and altered

Includes options for writing

Spellchecks

Assists with word prediction

Assists with homophone detection

Provides reference tools, such as a dictionary and thesaurus

Provides a means for digitizing text

Provides a means for note-taking

From Research

Paper on

Assistive

Technology for

M.Ed Program

at American

International

College


4. Collaborates with colleagues to improve instruction,

assessment, and student achievement.

Demonstrated by weekly or daily meetings with teacher

colleagues (as Sharon Abel, Katherine Carpenter, Michael

Tiroletto), and also by the Grade 11 team meeting of

Special Education teachers in the office of Assistant

Principal Michael Chiarizio at Central High School to

review student progress. Mr. Sal Anzalotti observed on

March 11, 2016, “Use of Paras is good.”

Email from

Mike Tiroletto


5. Works actively to involve parents in their

child’s academic activities and performance,

and communicates clearly with them.

News Brief

Sent Home

to Parents


6. Reflects critically upon his or her teaching experience,

identifies areas for further professional development as

part of a professional development plan that is linked to

grade level, school, and district goals, and is receptive

to suggestions for growth.

Central HS

Professional

Development Day

Collaborative

Poster Using

WHERE

26 Feb 2016


7. Understands legal and ethical issues as they

apply to responsible and acceptable use of the

Internet and other resources.

Demonstrated by having read the Internet

Use Agreement and other online documents

issued by the Springfield School District. I

have currently taken coursework that keeps

me familiar with current laws, as NCLB and

IDEA.

Final Reflection“Some innocents ‘scape not the thunderbolt.” —William Shakespeare, Antony and Cleopatra

Twenty-five years on the editorial staff at Merriam-Webster Inc., the educational publishers, means I am uniquely qualified in production: Multi-tasking Cross-

reference checking with proofreading and keying vast amounts of data to meet deadlines of an array of on-going projects. After my son William’s passing, I was

moved to complete a Master of Arts in Oral Traditions, a two-year cohort-based collaborative learning program. I can now add Special Educator to those

accomplishments. And Special Education Surrogate Parent (IEP-related determinations) for a Middle School student in the Massachusetts system. Thanks to the

staff and faculty of and the XCP Program itself at American International College, I hold preliminary certification in Moderate Disabilities, English (5-8), and

English (8-12), and will complete my Master of Education.

I have devoted myself to bringing 21st-century project-based learning to the table, or the floor, or the great outdoors. I know that multi-sensory vocabulary

instruction is what Middle School and High School students (especially those with learning differences) desperately need. As a Special Educator, I now recognize

that key concepts from the Common Core domains of reading, writing, speaking, and listening can be utilized to develop and hone critical literacy skills across

content areas and curriculum.

On April 15, 2016, I completed Student Teaching at Central High School in Springfield. I am indebted to the master teacher colleagues I met there, including

Supervising Practitioner Sharon Abel, Katherine Carpenter, Jennifer Montagna, and Michael Tiroletto. They fully supported and encouraged me to bring practical

experience from the field of educational publishing to the classroom! 19 students in English 9 classes analyzed, through Jigsaw reporting, each of the five stages

of drafts that the Poet Langston Hughes would put all his poems through. In English 9 and English 11 Inclusion classes, a total of 60 students created Spoken-Word

Slam Poems and Performances, successfully utilizing a structured framework that supports ELL learners and students with learning disabilities. And 17 students in

English 12 Honors Inclusion produced ancient Greek Theater Masks as a pre-reading activity for Euripides’ Electra as well as 50 pages of Final Drafts for

Screenplays. I have taken up the daily use of a simple clipboard, suggested by Mrs. Abel, for (1) holding a copy of the posted Agenda, (2) a copy of the day’s

lesson, along with (3) Bloom Taxonomy questions. The same was suggested, with printed class list and accompanying grid, by Mr. Tiroletto, for keeping track of

(1) attendance, (2) Word of the Day sentence checking and Activator responses, (3) points (“plus points” I’ve decided) for focus and participation, and (4)

recording homework or projects (as Greek Theater Masks) turned in by the deadline.

Let me pick one favorite objective from the Massachusetts curriculum frameworks: “Analyze how an author’s choices concerning how to structure specific parts

of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning

as well as to its aesthetic impact.” Students in English 12 Honors Inclusion examining the ancient Greek Theater and Euripides’ Electra accomplished this

objective, and more.

My fully realized self, heart and mind, has been inspired to create ever more finely tuned multi-sensory project-based learning experiences that will build critical

language and literacy skills in the classrooms of Springfield.

CENTRAL HIGH SCHOOLEnglish Language Arts

LLD & Inclusion Teachers

Mike Tiroletto GR 12 Honors Inclusion

Sharon AbelLLD Program

Jen Montagna

GR 11 Inclusion

Not shown: Kate Carpenter (GR 9 Read/Write Inclusion), Brent Northup (GR 10/11 Read/Write)

Email: [email protected] Email: [email protected] Email: [email protected]

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Documents

E-portfolio for Maria Sansalone