Professional

About 

I was raised in southern California for most of my life and attended college at the University of California, San Diego—where I majored in Biochemistry and met my husband. After starting a family and living in Chicago for about two years, my husband and I chose to settle our family here in the Greater Seattle area because the lifestyle, culture, and the multicultural mindset of this metropolis best match what we grew up with in California. A nomadic childhood and relocating sporadically until about four years ago more times than I can count on the fingers of both hands makes me truly appreciate the tranquility of living life locally—enjoying the great outdoors and culture that Seattle has to offer. Some activities I enjoy include reading, cooking, weightlifting, and taking long hikes and building things with my two little children and husband.

Interest and Experience in Education 

I finally decided to become a teacher when I realized I had always been teaching in some capacity inside and outside of school and that it was a constant in my life that I clearly gravitated toward and enjoyed. I have taught and tutored in various capacities since even before high school, but my recent experience with shadowing teachers really solidified my decision to teach. Glimpses of positive student-teacher interaction such as student excitement from quiz games and the skill the teachers displayed at directing classroom learning gave me the final push toward making the decision to become a high school science and math teacher.

The teachers I observed were skillful classroom managers in spite of some challenging student behavior. I find this to be especially admirable because my opinion is that effective teachers are essentially leaders that can lead groups of students toward accomplishing their learning goals. My goal as a new teacher is to quickly become an effective leader for my students and help them empower themselves with the value of knowledge and confidence derived from achieving academic goals.

My experience in teaching includes spiritual mentorship of younger children for 11 years in the local Vietnamese Eucharistic Youth Group, tutoring students with learning disabilities at a community college, and talking with kids about the myriad of interesting sea creatures at the local aquarium during my time in college. 

My endorsement is in Secondary Biology. I find the technical and factual nature of the subject appealing, and Biology is like a complex chronicle I enjoy reading, learning, and teaching to kids of all ages. I enjoy teaching kids of all ages and have no especial preference for any grade level. But, I would like to help out with the current critical need for STEM educators in high schools by teaching high school Biology. Additionally, I hope to acquire endorsements for Earth & Physical Science, Chemistry, Mathematics, and Special Education in the future. I hope to diversify and meaningfully reach out to all type of learners and instill in them a love for learning.

Program Standards and Elements of a Model Entry

Program Standards

Expected outcomes are expressed as program standards derived from RCW 28A.405.100, which are aligned with State-designated teacher preparation approval standards shown in WAC 181-78A-270. Program standards include criteria (e.g. 1.), elements (e.g. 1.1), and examples. Any level of the program standard is appropriate for reflection, feedback, or evaluation.

1.      Expectations - The teacher communicates high expectations for student learning.

1.1 Demonstrating Knowledge of Content and Pedagogy

E.g. Teacher recognizes the value of understanding students’ interests and cultural heritage and displays this knowledge for groups of students.

1.2 Communicating with Students

Teacher’s explanation of content is appropriate and connects with students’ knowledge and experience.

1.3 Engaging Students in Learning

The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is generally appropriate.

2.      Instruction - The teacher uses research-based instructional practices to meet the needs of all students.

2.1 Using Questioning and Discussion Techniques

Most of the teacher’s questions are of high quality. Adequate time is provided for students to respond.

2.2 Engaging Students in Learning

Most activities and assignments are appropriate to students, and almost all students are cognitively engaged in exploring content.

2.3 Reflecting on Teaching

Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment.

3.      Differentiation - The teacher acquires and uses specific knowledge about students’ cultural, individual intellectual and social development and uses that knowledge to adjust their practice by employing strategies that advance student learning.

3.1 Demonstrating Knowledge of Students

Teacher recognizes the value of understanding students’ skills, knowledge, and language proficiency and displays this knowledge for groups of – students.

3.2 Demonstrating Flexibility and Responsiveness in Lesson Adjustments

Teacher makes a minor adjustment to a lesson, and the adjustment occurs smoothly.

3.3 Demonstrating Flexibility and Responsiveness in Persisting to Support Students

Teacher persists in seeking approaches for students who have difficulty learning, drawing on a broad repertoire of strategies.

4.      Content Knowledge - The teacher uses content area knowledge, learning standards, appropriate pedagogy and resources to design and deliver curricula and instruction to impact student learning.

4.1 Demonstrating Knowledge of Content and Pedagogy

Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline.

4.2 Setting Instructional Outcomes

All the instructional outcomes are clear, written in the form of student learning. Most suggest viable methods of assessment.

4.3 Designing Coherent Instruction in the area of Learning Activities

All of the learning activities are suitable to students or to the instructional outcomes, and most represent significant cognitive challenge, with some differentiation for different groups of students.

4.4 Designing Coherent Instruction in the area of Lesson and Unit Structure

The lesson or unit has a clearly defined structure around which activities are organized. Progression of activities is even, with reasonable time allocations.

5.      Learning Environment - The teacher fosters and manages a safe and inclusive learning environment that takes into account: physical, emotional and intellectual well-being.

5.1 Creating an Environment of Respect and Rapport

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of the students. Students exhibit respect for the teacher.

5.2 Managing Classroom Procedures through Transitions

Transitions occur smoothly, with little loss of instructional time.

5.3 Managing Classroom Procedures through Performance of Noninstructional Duties

Efficient systems for performing noninstructional duties are in place, resulting in minimal loss of instructional time.

5.4 Managing Student Behavior by Establishing Expectations

Standards of conduct are clear to all students.

5.5 Managing Student Behavior by Monitoring

Teacher is alert to student behavior at all times.

6.      Assessment - The teacher uses multiple data elements (both formative and summative) to plan, inform and adjust instruction and evaluate student learning.

6.1 Designing Student Assessments around Criteria and Standards

Assessment criteria and standards are clear.

6.2 Designing Student Assessments with an Emphasis on Formative Assessment

Teacher has a well-developed strategy to using formative assessment and has designed particular approaches to be used.

6.3 Designing Student Assessments to Inform Planning

Teacher plans to use assessment results to plan for future instruction for groups of students.

6.4 Using Assessment to Provide Feedback to Students

Teacher’s feedback to students is timely and of consistently high quality.

7. Families and Community - The teacher communicates and collaborates with students, families and all educational stakeholders in an ethical and professional manner to promote student learning.

7.1 Communicating with Families

Teacher communicates with families about students’ progress on a regular basis, respecting cultural norms, and is available as needed to respond to family concerns.

8. Professional Practice - The teacher participates collaboratively in the educational community to improve instruction, advance the knowledge and practice of teaching as a profession, and ultimately impact student learning.

8.1 Participating in a Professional Community

Relationships with colleagues are characterized by mutual support and cooperation.

8.2 Growing and Developing Professionally

Teacher welcomes feedback from colleagues when made by supervisors or when opportunities arise through professional collaboration.

Elements of a Model Entry

There are different formats for writing portfolio entries. However, responding to writing prompts 1-6 helps to address desired performance on professional knowledge and skills, along with identifying steps for having a greater impact on K-12 student learning.

1. Citation of the program standard (either criteria, element, or example) along with an  interpretation of what the   standard means.
2. Presentation of evidence with description. The description includes context and related   research or theory associated with the creation of the evidence.
3. Justification of how the evidence demonstrates competence, or emerging competence, on the program standard.
4. Summary of what was learned as a result of creating the evidence or having the experience.
5. Comment on the implications for student learning.
6. Propose specific changes or next steps to increase effectiveness in the area under examination.

Meta-Reflection on Assessment

6. The teacher designs student assessments around clear criteria and standards to evaluate student learning and provide feedback to students. Teachers that continuously assess students per clearly-defined learning targets and provide high quality feedback will be able to modify their lessons and improve instruction so that learning is more effective for all students [1].

The learning target for this learning segment is that students can describe the structure of DNA and its function and explain the major steps of the processes of DNA replication, transcription, and translation. The learning target corresponds to the overarching NGSS Life Science standard:

HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. 

First, students learned DNA structure & function and the major steps of the process of DNA replication. To assess students for their extent of grasp on the learning targets, the formative assessment of students building a DNA model out of paper, using glue, markers, and other craft supplies promoted further student understanding of the structure of DNA and the major enzymes as well as their function in DNA replication [1]. The grading rubric required that students had to demonstrate the following elements: 

• The ends of the four complementary strands of DNA—two original and two replicated strands—are accurately labeled with 5’ or 3 (4 points);
• The strands are shown to be antiparallel in the nucleotides of one single-strand of DNA appears to be the upside down relative to its complementary strand (2 points);
• Major enzymes Helicase, DNA polymerase, and Ligase are correctly drawn and its role indicated on the model (3 points);
• The three major components of at least one nucleotide—phosphate group, sugar, and base—are accurately labeled (2 points);
• Analysis questions about DNA structure and replication (5 points);
• Nucleotides are arranged so that correct complementary base pairings of adenine (A) with thymine (T) and cytosine (C) with guanine (G) is shown (2 points);
• The direction of DNA replication of the leading and lagging strand is correctly indicated on the replicated strands with arrows (2 points).

Figure 1. DNA Paper Model & Analysis Grade Distribution. The total number of students in class is thirty. Students completed this formative assessment in groups of three students.

Figure 1 shows that 70-percent of students in a class of thirty-students scored at least 15 points out of the maximum score of 20 points. This reflects that most of the class attained a general understanding of DNA structure & function as well as the major steps in the process of DNA replication [3]. After instruction on DNA structure, function, the process of replication, the students moved into learning transcription and then translation. For assessing the students’ progress in learning and effectiveness of scaffolding the information from DNA function and structure to replication, transcription, and then, finally, translation, I administered a summative assessment with a formative assessment in the form of puzzle to especially engage and entertain the students. The assessment—called “CHNOPS Lab Activity”—consists of four (4) questions that evaluated student grasp of the following success criteria:

1. Student cites three macromolecules that are composed of the six elements C, H, N, O, P, and S (e.g., DNA, RNA, proteins): 2.5 points.
2. Student must use the academic language to generally describe the three major steps of how DNA forms proteins: DNA is transcribed into RNA in transcription that occurs in the cell nucleus; RNA leaves the nucleus and is then translated into a chain of amino acids on a ribosome through the process of translation; the chain of amino acids then folds into a protein—to earn the full 2.5 points;
3. Students demonstrate understanding that the type of mutation and where it occurs (e.g., DNA, RNA, or amino acids) determines the magnitude of effect on protein formation are given a total of 2.5 points;
4. Students showing understanding that several codons can code for the same amino acid, therefore allowing for point mutations to have no effect on the protein formation further down the Central Dogma of Molecular Biology scheme are given a total of 2.5 points;
5. Finally, students that transcribe and translation all the genes in the activity so that they can generate their unknown mythical creature are given a total of 5 points [2]. 

Out of a class of thirty students, 80-percent of students scored at least 80% and half the class scored 93-percent or better on the assessment [3]. Figure 2 exhibit the summative assessment of focus. 

Figure 2. CHNOPS Lab Activity. A summative assessment of success criteria and standards for learning segment on DNA structure, function, & processes.

Table 1. CHNOPS Activity Grade Distribution. The maximum points for the summative assessment called the CHNOPS Activity is 15 pts. The total number of students in the class and submitted the assignment is 30.

The first question (I) of the above summative assessment asks students to list six (6) chemical elements essential to nucleic acids: carbon, hydrogen, nitrogen, oxygen, phosphorus, and sulfur. The question prompts students to realize the structure of DNA contains phosphorus—found in the backbone composed of phosphate groups and deoxyribose sugars, nitrogen—existing in the nitrogenous bases of the nucleotides, and carbon, hydrogen, and oxygen—found throughout the composition of DNA, RNA, and proteins. Since most of the class missed the question entirely, this question informs me that the students do not, as further confirmed, have a rudimentary knowledge of general Chemistry [5]. The famous cognitive development theorist Lev Vygotsky calls for learning to be within students’ zone of proximal development—wherein guidance and scaffolding from the teacher adequately challenges but not overwhelm students in a way that results in them not being able to provide answers to questions that probe for evidence of learning. For my students to make progress toward the zone of actual development—wherein they can think and problem solve independently—I think teaching this class the basics in Chemistry would be an appropriate use of assessment results to inform further instruction so that learning is more effective for all students [6].

The second question (II) of this assessment encouraged students to practice the academic language of this learning segment in that student responses should contain correct usage of academic vocabulary (e.g., transcribing, transcription, translation) in explaining that DNA is “transcribed” in the nucleus through transcription, producing an RNA molecule that leaves the cell nucleus and arrives at a ribosome to become translated into a protein through the process of translation [5]. The whole class demonstrated the correct scheme of transcription first occurring in the nucleus and translation occurring later to ultimately form a protein. Although, the student—whose work is depicted in Figure 2—correctly described the order of events, she failed to mention the names of the processes—transcription and translation, so she only received partial points. The overall class’ answer to this question reflects that of the student whose work is depicted in Figure 2 in that most students’ command of the academic language is insufficient in demonstrating a firm understanding of how DNA codes for proteins per the Central Dogma of Molecular Biology. Seeing more movies and animations made for the processes of course provides repeated exposure to the components (e.g., enzymes, molecules, etc.) involved in the processes, their scientific names, and the names of the processes. In Brain Rules (Medina, 2014), Medina proposes that better learning is achieved when more senses are stimulated at the time of acquisition. When there is simultaneous stimulation of two or more sense—called multimodal reinforcement—each individual sense is magnified. For example, referred to as the Proust effect, a memory of any sort is enhanced when its learning occurred with a smell(s). Richard Mayer, cognitive psychologist who has spearheaded the study on the relationship between pictures and on learning from reading, finds that “students learn better from words and pictures than from words alone” (p. 175). I think enhanced frontloading of the material will enhance command of the academic language and improve communication of learning content [6].

Moreover, the fifth question or section (V)—which the grading rubric allotted five-points—was a formative assessment of students’ understanding of complementary coding of nitrogenous bases from DNA, to RNA, and, finally, to amino acids. Overall, all students in the class showed complete understanding on complementary base-pairing of DNA and RNA that eventually codes for a chain of amino acids through correct matching of codons and anticodons. Figure 2 demonstrates assessment results of one student that is representative of the overall class. Based on the assessment results as shown in Table 1, I inferred that students sufficiently hit the cited learning criteria and standards for this learning segment [4].

References

Medina, J. (2014). Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School. Seattle: Pear Press.

Meta Reflection on Instruction

2. The teacher uses questioning and discussion techniques that engage all learners. To meet the needs of all students, a teacher should use instructional practices reaffirmed by research, pose effective questions and provide sufficient wait-times for student response and give assignments and organize activities that cognitively engage learners spanning the range in ability. Moreover, teachers exemplifying research-based and growth-centered teaching practice engage in habitual evaluation and modification of their lessons and their effectiveness to ensure that they meet the needs of all students [1].

                              Video 1. EdTPA Task 2 (engage) Lesson                           

 

 

                               Video 2. EdTPA Task 2 (facilitate) Lesson

In the video segments that show the teacher explaining to students how to complete and interpret a 2x2 Punnett square using parental alleles and calculating genotypic and phenotypic ratios and percentages using those completed Punnett squares, the teacher demonstrates exemplary command of posing questions that elicit higher-order thinking and providing adequate time for students to process questions, analyze information, and provide an answer in response [2]. Throughout the lesson shown in the two video segments, the teacher paces her questioning and explanation to meet the needs of learners spanning the range in ability and patiently waits for students to wrestle with the problem at hand, come up with an answer or solution and correct themselves if necessary [2]. The teacher supports a positive learning environment by affirming correct student responses and redirecting incorrect answers with questions rather than outright stating that a given answer is wrong, assuring students so that they willingly volunteer further insight and perspectives without the fear of being wrong [2]. Along the same lines, teacher accepted all student responses with respect and support, comfortably engaging students in a learning atmosphere of mutual respect wherein students of varying backgrounds feel comfortable with being randomly called upon (00:28-00:40) to volunteer answers—an exchange representative of the high expectations the teacher has for their students [5]. For example, the second video segment shows the teacher suggesting to students to look at their notes (00:00-00:30) since the definition of genotype and phenotype are “part of their vocabulary,” challenging students to engage and be prepared for questioning and giving all students—even those that struggle more with the learning material—an equal opportunity to participate in the learning process [3]. In the second video segment, the teacher’s classroom management demonstrates the reciprocal state of trust and respect the teacher and students have for each other: the teacher trusts in the students’ capability to think for themselves and regulate their own response after being notified that someone is indeed trying to speak and the students respect for classroom in that they immediately stop talking when asked (00:00-00:23) to let a fellow student properly volunteer her answer [4].

According to Pressley & McCormick in Child and Adolescent Development for Educators, expert on cognitive development Jean Piaget stresses that students must be “active participants” in their own learning, discovering knowledge in learning environments “conducive to student exploration” (2007, pp. 68-69). The teacher shows regard for such a learning environment in the first video segment when they prompt the students (03:20-03:29) to analyze the genotype designation for homozygosity in dominance and interpret the meaning of “homozygous” to predict the genotype labeling for the homozygous recessive state, and, when a student correctly provides an answer, they ask a probe (03:45-03:55) that prompts the students to evaluate the genotype terms for heterozygosity of alleles based on the concept of homozygosity [4]. Another instance in which teacher uses higher cognitive level of questioning to guide students toward expanding upon and justifying their thinking can be found in the second video segment, in which the teacher prompts (04:10-04:24) the students to think about allelic dominance in analyzing a completed Punnett square to realize that dominant alleles have phenotypic dominance [5]. During the lesson, there are some instances—missed opportunities—in which the teacher chooses to “tell” rather than let the students discover the answer themselves: when the teacher walks through the calculation of common ratios from completed 2x2 Punnett squares to the percentages of quarters to dollars (06:00-06:29) in the second video, she poses questions and immediately answers her own questions rather than wait for the students to arrive at each answer themselves. Although the students show that they follow the authentic parallel she conveyed when they answer her question (06:27-06:30) about how many quarters there are in a dollar, teacher could have, instead, slowed down and allowed students the chance to calculate and fully understand the meaning of ratio/percentage solved for a 2x2 Punnett square when applying their understanding of the comparison to money [6]. In this way, students are given the chance to practice solving the problem at their own pace, and engage in the higher-order thinking processes of analysis [5].

The two instances in the shown in the lesson on 2x2 Punnett squares in genetics demonstrates that the teacher exemplifies command of stimulating student engagement and motivation to think about the content at the higher cognitive thinking levels of analysis and evaluation and providing an adequate amount of time to allow for student to discover knowledge at their own pace and fully own their learning [5].

References

Crawford, J. [John Crawford]. (2014, Nov 13). EdTPA Task 2 (engage) Lesson 2. [video file]. Retrieved from https://www.youtube.com/watch?v=NoaEaA2m-g8&spfreload=1.

Crawford, J. [John Crawford]. (2014, Nov 13). EdTPA Task 2 (facilitate) Lesson 2. [video file]. Retrieved from https://www.youtube.com/watch?v=m_1pntnwkNs. 

Pressley, M. & McCormick, C. B. (2007). Child and Adolescent Development for Educators. New York, NY: Guilford Press.