Introduction & Experience 
There was once a teacher (Author Robert Fulghum*) who told the story of counseling one of his college-age students who was thinking about proposing to his girlfriend. Fulghum asked the student a few questions about his current life with his girlfriend and their plans for the future. At the end of the conversation Fulghum’s advice to the student, was yes, he should get married because the couple acted as if, and treated each other, like they were already married. Their hearts were already there. Fulghum said to sign the papers and throw the party in order to let everyone else know what you’ve already known in your heart for some time.
That’s how I feel about teaching. I’ve been a Paraeducator for several years and have really enjoyed the experience. I think of myself as a teacher. Not a Paraeducator. A teacher. It’s where my heart is and what I’ve already known for some time…now I need the paperwork and the party to let everyone else know.
I have a wide variety of Paraeducator experience. I started out in a Secondary level special education classroom and have also worked in Primary level special education and general education. I’ve worked in Learning Support, Intensive Support (IS) Intensive Social Emotional Support (ISES) and English Language Learners (ELL). I’ve also taught students’ 1:1, small group, or the whole group.
* Paraphrased from Robert Fulghum. (citation needed)
Purpose of this Portfolio
A complete bportfolio (blog portfolio), which is assembled across the program, shows knowledge and skills I am acquiring as an emerging teacher. Professional knowledge and skills are summarized in Principles of HOPE, which are program standards aligned with certification requirements authored by the State of Washington (WAC 181-78A-270).
H – Honor student diversity, development and their right to learn.
H1 – Honor student diversity and development.
Teacher candidates plan and/or adapt learner centered curricula that engage students in a variety of culturally responsive, developmentally, and age appropriate strategies.
H2 – Honor student access to content material.
Teacher candidates use multiple instructional strategies, including the principles of second language acquisition, to address student academic language ability levels and cultural and linguistic backgrounds.
H3 – Honor the classroom/school community as a milieu for learning.
Teacher candidates implement classroom/school centered instruction, including sheltered instruction that is connected to communities within the classroom and the school, and includes knowledge and skills for working with others.
H4 – Honor family/community involvement in the learning process.
Teacher candidates inform, involve, and collaborate with families/neighborhoods, and communities in each student’s educational process, including using information about student cultural identity, achievement and performance.
H5 – Honor student potential for roles in the greater society.
Teacher candidates prepare students to be responsible citizens for an environmentally sustainable, globally interconnected, and diverse society.
O – Offer an organized and challenging curriculum.
O1. – Offer an organized curriculum aligned to standards and outcomes.
Teacher candidates align instruction to the learning standards and outcomes so all students know the learning targets and their progress toward meeting them.
O2. – Offer appropriate challenge in the content area.
Teacher candidates plan and/or adapt curricula that are standards driven so students develop understanding and problem-solving expertise in the content area(s) using reading, written and oral communication, and technology.
P – Practice effective teaching: inquiry, planning, instruction & assessment.
P1 – Practice intentional inquiry and planning for instruction.
Teacher candidates plan and/or adapt standards-based curricula that are personalized to the diverse needs of each student.
P2 – Practice differentiated instruction.
Teacher candidates apply principles of differentiated instruction, including theories of language acquisition, stages of language, and academic language development, in the integration of subject matter across the content areas of reading, mathematical, scientific, and aesthetic reasoning.
P3 – Practice standards-based assessment.
Teacher candidates use standards-based assessment that is systematically analyzed using multiple formative, summative, and self-assessment strategies to monitor and improve instruction.
P4 – Practice the integration of appropriate technology with instruction.
Teacher candidates use technology that is effectively integrated to create technologically proficient learners.
E – Exemplify service to the teaching profession.
E1 – Exemplify professionally-informed, growth-centered practice.
Teacher candidates develop reflective, collaborative, professional growth-centered practices through regularly evaluating the effects of his/her teaching through feedback and reflection.
E2 – Exemplify collaboration within the school.
Teacher candidates participate collaboratively and professionally in school activities and using appropriate and respectful verbal and written communication.
E3 – Exemplify an understanding of professional responsibilities and policies.
Teacher candidates demonstrate knowledge of professional, legal, and ethical responsibilities and policies.
Elements of a model entry
There are different formats for writing portfolio entries. However, responding to writing prompts 1-6 increases the likelihood of writing a quality entry, that attends to current and desired performance on professional knowledge and skills, and impact on K-12 student learning.
1. Citation of the program standard (one standard from HOPE principles) 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.
Lewis is learning 