Title: Pre-Student Teaching & Portfolio Date: Fall 2013 Description: During the fall of 2013, I did pre-student

teaching at the Platteville Middle School in Platteville, WI, and also at the Darlington High School in Darlington, WI. During my experience pre-student teaching at both locations, I worked on my undergraduate education portfolio. My artifact for my experience consists of all that is encompassed within my teaching portfolio, including my philosophy of education, autobiography, resume, standards, and licensure elements. Also included are my final reports from my pre-students teaching experiences. Alignment Wisconsin Teacher Standard Alignment: This artifact best aligns with Standard Nine: Reflection, of the Wisconsin Teacher Licensure Standards. Standard Nine states that the instructor is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals, in the learning community and others and who actively seeks out opportunities to grow professionally. My undergraduate portfolio and my experience pre-student teaching at the Platteville Middle School and the Darlington High School best aligns with Standard Nine of the Wisconsin Teacher Standards because as a pre-student teacher, I completed weekly reflections that mirrored my experiences. For example, during my pre-student teaching experience at Darlington High School, I noted that students in the shop classes do a great deal of conversing amongst themselves. Later I wrote my weekly reflection on this note and realized that these students were able to discuss why the small engine on the lawn mower wasnt working. As a team working together, they were able to get the small engine running. It was because of my reflection that I remembered this incident, and really made me evaluate what I was learning from my pre-student teaching experience. I can also relate the same to the creation of my undergraduate portfolio. When I first began creating my undergraduate portfolio, I wasnt sure why I was making one, or how it was supposed to affect me. Now as a senior, with most of my portfolio complete, I can look back, reflect on my undergraduate portfolio and clearly see that building this portfolio has guided my path for becoming a prospective teacher. From the writing of my autobiography to the aligning of standards, my undergraduate portfolio is a continuous reflecting process that has overall guided my path for becoming a prospective teacher. Finally, I spent time pre-student teaching and building my undergraduate education portfolio I can now appreciate the significance of reflecting on my personal choices. Reflecting on the effects of my own personal choices and actions on the pupils, students, and professionals such as teachers around me, has made me realize the impact a teacher can truly have. For example, a teacher can greatly impact the opportunities a student may or may not be able to have based on what they offer in the classroom. As a prospective professional, I see this effect as an opportunity to grow professionally, and provide the most I can in a classroom. I will do this by

continuing to actively reflect on the effects of my own choices and actions on pupils, parents, professionals, in the learning community and others and who actively seeks out opportunities to grow professionally. UW-Platteville School of Education Knowledge, Skill, and Disposition Statement Alignment: This experience best aligns with KSD4.a of the UWP School of Education Knowledge, Skill, and Disposition statements which states: The candidate makes an accurate and thoughtful reflection of his/her teaching effectiveness, is aware of specific elements of his/her teaching that contributed to successful instruction, and can offer alternative teacher action to predict the future successes of alternative approaches. My experience pre-student teaching and build my undergraduate portfolio aligned well with KSD4.a of the UWP School of Education Knowledge, Skill, and Disposition. The KSD aligned well with my pre-student teaching experience because on a weekly basis I wrote reflections that were accurate and thoughtful based on what I had learned from that weeks experience pre student teaching as mentioned above in example of students conversing together to come to a result. My portfolio aligns well with KSD4.a because through aligning standards and reflections, it has allowed me to express my thoughts about how I truly feel about being a future educator. I also understand that using the resources, such as professors, while they are available has aided me to the creation of my portfolio. Secondary KSDs: KSD4.f. Showing Professionalism Personal Reflection: What I learned about teaching/learning from this experience. I have learned through this experience that experiences I have in the classroom will always be different. I have also learned that my portfolio will always be changing throughout the course of my teaching career, especially my philosophy of education. My philosophy of education will constantly changing because as I grow and learn through new experiences, my thoughts, opinions, and philosophy also grows and changes. What I learned about myself as a prospective educator as a result of this experience. As a result of this experience, I learned that as a future educator I will have many different influences. I learned that it is incredibly important that I reflect on these influences. I also learned that as a prospective educator it is important that I continually reflect on the effects of my choices and actions, because they truly can impact the opportunities of others. Lastly, I learned that building an undergraduate educational portfolio was an incredibly important reflective tool for organizing my thoughts and not only allowed me to think and reflect over my past experiences, but also teach me how to reflect over these experiences effectively.