Theresa Vechinski

St. Marys University of Minnesota

Schools of Graduate and Professional Programs

EDUW 696

WTS # 10

Portfolio Production & Presentation

Advisor: Jim Sauter

November 11, 2017

 Wisconsin Teacher Standard # 10 Professionalism

Teachers are connected to other teachers and the community. The teacher fosters relationships

with school colleagues, parents, and agencies in the larger community to support students

learning and well-being.

Wisconsin Teacher Standard #10

Knowledge

The teacher understands schools as organizations within the larger community context and

understands the operations of the relevant aspects of the system(s) within which s/he works.

The teacher understands how factors in the students' environment outside of school (e.g. family

circumstances, community environments, health, and economic conditions) may influence students lives

and learning.

The teacher understands and implements laws related to students' rights and teacher

responsibilities (e.g. for equal education, appropriate education for students with handicapping conditions,

confidentiality, privacy, appropriate treatment of students, reporting in situations related to possible child

abuse).

Dispositions

The teacher values and appreciates the importance of all aspects of a child's experience.

The teacher is concerned about all aspects of a childs well-being (cognitive, emotional, social,

and physical) and is alert to signs of difficulties.

The teacher is willing to consult with other adults regarding the education and well-being of

his/her students.

The teacher respects the privacy of students and confidentiality of information.

 The teacher is willing to work with other professionals to improve the overall learning

environment for students.

Performances

The teacher participates in collegial activities designed to make the entire school a productive

learning environment.

The teacher makes links with the learners 'other environments on behalf of students, by

consulting with parents, counselors, teachers of other classes and activities within the schools,

and professionals in other community agencies.

The teacher can identify and use community resources to foster student learning.

The teacher establishes respectful and productive relationships with parents and guardians from

diverse home and community situations, and seeks to develop cooperative partnerships in support of

student learning and well-being.

The teacher talks with and listens to the student, is sensitive and responsive to clues of distress,

investigates situations, and seeks outside help as needed and appropriate to remedy problems.

The teacher acts as an advocate for students.

 Goal Page

National Board Core Proposition #5: Teachers are members of learning communities.

National Board for Professional Teaching Standards

Proposition 1: Teachers are Committed to Students and Their Learning

Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to
Students.
Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning
Proposition 4: Teachers Think Systematically about Their Practice and Learn from
Experience.
Proposition 5: Teachers are Members of Learning Communities.

Proposition 1: Teachers are Committed to Students and Their Learning

NBCTs are dedicated to making knowledge accessible to all students. They
believe all students can learn.
They treat students equitably. They recognize the individual differences that
distinguish their students from one another and they take account for these differences in
their practice.
NBCTs understand how students develop and learn.
They respect the cultural and family differences students bring to their
classroom.
They are concerned with their students self-concept, their motivation and the
effects of learning on peer relationships.
NBCTs are also concerned with the development of character and civic
responsibility.

Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to
Students.
NBCTs have mastery over the subject(s) they teach. They have a deep understanding
of the history, structure and real-world applications of the subject.
They have skill and experience in teaching it, and they are very familiar with the skills
gaps and preconceptions students may bring to the subject.
They are able to use diverse instructional strategies to teach for understanding.

Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning.
NBCTs deliver effective instruction. They move fluently through a range of
instructional techniques, keeping students motivated, engaged and focused.
They know how to engage students to ensure a disciplined learning environment, and
how to organize instruction to meet instructional goals.
NBCTs know how to assess the progress of individual students as well as the class as
a whole.
They use multiple methods for measuring student growth and understanding, and they
 can clearly explain student performance to parents.

Proposition 4: Teachers Think Systematically about Their Practice and Learn from Experience.
NBCTs model what it means to be an educated person they read, they question, they create and
they are willing to try new things.
They are familiar with learning theories and instructional strategies and stay abreast of current
issues in American education.
They critically examine their practice on a regular basis to deepen knowledge, expand their
repertoire of skills, and incorporate new findings into their practice.

Proposition 5: Teachers are Members of Learning Communities.

NBCTs collaborate with others to improve student learning.
They are leaders and actively know how to seek and build partnerships with community groups
and businesses.
They work with other professionals on instructional policy, curriculum development and staff
development.
They can evaluate school progress and the allocation of resources in order to meet state and local
education objectives.
They know how to work collaboratively with parents to engage them productively in the work of
the school.
 Danielson Domain

DOMAIN 4: Professional Responsibilities

4a Reflecting on Teaching
Accuracy Use in future teaching
4b Maintaining Accurate Records
Student completion of assignments
Student progress in learning Non-instructional records
4c Communicating with Families
About instructional program About individual students
Engagement of families in instructional program
4d Participating in a Professional Community
Relationships with colleagues Participation in school projects
Involvement in culture of professional inquiry Service to school
4e Growing and Developing Professionally
Enhancement of content knowledge and pedagogical skill
Service to the profession
4f Showing Professionalism
Integrity/ethical conduct Service to students Advocacy
Decision-making Compliance with school/district regulations
 Professional Development Goals

1. To become a master teacher.

2. To gain principal licensure.

3. To become a leader who encourages others to become leaders.

4. To work collaboratively with all stakeholders to continually increase student achievement

and attain established goals.
 Administrator Standards

The following are three of the WAS as they relate to WTS #10:

2. The administrator leads by facilitating the development, articulation, implementation,

and stewardship of a vision of learning that is shared by the school community.

5. The administrator models collaborating with families and community members,

responding to diverse community interests and needs, and mobilizing community resources.

6. The administrator understands, responds to, and interacts with the larger political, social,

economic, legal, and cultural context that affects schooling.

 Introduction Page

I grew up on a family dairy farm, where hard work and collaboration was not only a

requirement by Dad, but the only way we would be successful. As a young person I learned very

early that these characteristics, these values, had to be instilled in each one of my family

members in order for things to run smoothly; as smoothly as things could on a farm with all the

unpredictable variables. We had to be able to count on one another to do the job that was ours.

My work ethic and the person I am today is a result of the farm experience. This has served me

well in my adulthood and there are many days I am thankful that I was raised this way.

In my family, I was the second oldest. There were times over a period of years when I

was responsible for my younger siblings. I was looking out for their safety, basic needs, and

personal development. I watched over them carefully, made sure they had meals, and helped

them learn things like how to ride a bike. When I was old enough and not needed in the

evenings at home, I went out to babysit in the neighborhood. When you think about it, this is a

lot like being a leader in a school. So when I went off to college, no one was really surprised

when I decided to become a teacher and work with children.

Since graduating with my bachelors degree from UWSP in December of 1983, I have

spent 31 years in the classroom in two area Catholic schools. I have been blessed by the fact that

I have always had a job since being hired to begin the 1984-85 school year. I have also been

blessed with good principals in those two schools, both excellent models for me. During those

years there were multiple times when a peer, parent, or school administrator mentioned that I

would be a good principal and asked whether I had ever thought about that. I guess that seed was

planted many years ago, but the time never seemed right or I never felt I was truly ready, until
spring of 2015 when I had had the opportunity and was once again urged by others. This time I

took the leap from teacher to principal going from the classroom to the office. The masters

degree that I had thought about once in a while, was now required and I wondered if I could it

all. I remembered though, that God never gives you an assignment without being by your side to

help you get it done. He never gives us more than we can handle. I had that and my familys

support along with that of my staff and administration. I am grateful and truly blessed to be at

this point today.

I believe my job as a school leader is to serve my students, their families, and the staff. In

my work to help my school and community, I have implemented ways to help our families and

connect our school to the parish and to the local community. Our families are hardworking,

generous, and dedicated to our school system. In an effort to assist them we started an after

school program called STAR Time, Student Teacher After school Resource Time. This is a time

when students in grades 3, 4, and 5 can stay after school on Mondays to work on their homework

with the help of two teachers before they go home or off to lessons or practice. This has been a

big help to our parents and students. Having help with school work and in some cases getting it

all done before the kids get home, is something parents appreciate.

My school is located in a parish building and that means that I need to work

collaboratively with the pastor and the entire parish staff. In an effort to maintain a good, healthy

working relationship, I attend monthly parish staff meetings. This is a partnership that was

broken when I came into the position. I continue to repair and rebuild the bridge of

communication and cooperation between the school and the parish.

I have truly grown as a professional educator through my coursework and experiences over the

past two years. My teachers at SMU were outstanding men and women who clearly care about

the field of education. They were helpful, understanding, and wise and I thank them for their

kindness and encouragement. I feel that I am an example of a lifelong learner having earned my

degree now at age 56. I want to thank my administrators, my cooperating administrator, and my

staff who have helped me accomplish this goal through financial and emotional support and also

to those teachers who let me teach them or their students as the need arose in my coursework.

I continue to improve in my position through the experiences I have on a daily basis. I

learn from the professionals I work with every day through our collaboration for the good of our

students. At times we need to remind each other that we are here for the students; our #1

responsibility is to the students we serve. That puts things in perspective for us, keeps us

focused, and gives me confidence. I love my job. It isnt always easy and the work is never done,

but it is a calling that I enjoy.

During my coursework through SMU and the WiscAd program there are a couple of

specific things that I will always remember:

Your work as a principal is never done. I will never get to the bottom of my pile.

However, I do have to go home. This is comforting to me at the end of the day.

To be above-board; to be legal, ethical, and moral. My current administrator has said this

too. I want to be above-board in all that I do.

I hope to remain the proud principal of NCES St. Anne until I retire. All the time, learning and

collaborating, and doing what is best for kids.

 Portfolio Pages

Families and Community

My work with the families and communities is important to me. It is my job to be an

advocate for the students. I do this by reaching out to connect my school, staff, and students to

the community. One example of this is a Trunk-or-Treat activity that we did on a Sunday

afternoon just before Halloween. A parent and staff member initiated the idea to connect

Newman families and the community. We asked for families who would volunteer to decorate

the trunks of their cars and give out candy. Then we invited the school community and the

neighborhood to come and trick-or-treat. It was a successful event that brought the school

families together in the community.

Being a Catholic school, service is at the center of what we do. Our third, fourth, and fifth

graders along with their teachers, went out to rake leaves in the neighborhood. We worked with

the parish to identify those in our area that needed help with their yards. The students asked their

parents to come and help. With all the adult volunteers and our staff, we were able to rake 25

yards and assist those who would be unable to do the work by themselves.

Each school year the Noon Optimists invite us to highlight a student of the month. The

classroom teacher chooses this student based on a variety of criteria and then we are guests at a

meeting of the Optimists. I take the opportunity to tell the group of community leaders about our

school, what our goals are, and how we join them to help and support the area youth. The

teachers get a chance to introduce their students of the month and the students in turn introduce

their parents. It is a nice chance to have students, families, staff, and community members in the

same room sharing lunch.

Learner

I am an example of a lifelong learner. My commitment to attain a masters degree and

principal licensure at the age of 56 is a testament to that fact.

I have continually renewed my educators license every five years since gaining my

initial license, each time having earned six graduate credits in preparation for renewal. I am

constantly learning something new. I feel that each individual has something to teach us. As

principal, I like to have a mix of veteran teachers and new teachers on my staff. Those that have

been in the classroom for 20-30 years can share a lot of things that theyve learned from their

experiences over the years. The new college graduates can share the latest tools, innovations, and

ideas. When we come together in that collaborative way, its the students that benefit while we

continue to grow as professionals.

I encourage my teachers to share with the local, and even the larger system wide staff,

any specific knowledge that they have acquired. Perhaps they went to a workshop or read a

professional article, something that was valuable and worth sharing. We dont always need to

bring in an expert. Often we become the experts. There are experts among us on a daily basis.

We need to take advantage of that and the fact that we are always learning. What a good example

of the importance of lifelong learning we can be to our students.

I have learned from the other administrators in my district. I listen carefully when there

are a group of them in the room. I often find myself making a note of what one might say,

thinking that I might use those words sometime.

 I might be with one of my teachers or students struggling with a problem and somehow I

seem to find the right words to use. Not always, but most of the time. Im pretty sure its the

Holy Spirit working within me and I am thankful.

Leader/Collaborator

We first began our work in Professional Learning Communities, PLCs, just a year before

I became principal. At that time we didnt know the why, only the what. We were told that we

needed to meet each Tuesday from 3:00-4:00 to work on some things. We had an AdvancEd

initiative that we need to push through and groups met regarding certain assigned standards.

These days I feel that the staff has a much better understanding of the purposeful

Professional Learning Community. The why is professional development that has a direct effect

on student achievement. The what of it is the data we look at to plan for student interventions to

help our students reach the targeted goals and objectives. The what might be sharing some

research or an article on a pertinent topic. It might be learning how to implement new technology

tools for a student who is exceptional allowing him to be more successful.

Another thing that we have learned is that a PLC is not a time or a meeting. Its a group

of professionals learning, sharing, and growing together for the good of themselves, the

profession, and most of all, the students.

I feel that a leader needs to have a strong faith life and be a prayerful person. Sometimes

it feels like there isnt anything you can do at the moment, but you can always pray. This has

helped me.
 Reflective Summary

What I see is that a leader who encourages others to learn and grow becomes respected

and appreciated. I expect a lot from my staff and when they have a clear understanding of the

why, they are okay with that and comply because they know it results in what is good for kids.

Hard work pays off. We put in overtime, but of course dont get paid for it. We may not be the

richest in the monetary sense, but thats not why we do what we do. We sometimes have to step

out of our comfort zone, perhaps tell parents things that are hard to hear, but we do it because it

is the right and necessary thing to do.

I feel that really studying test data can influence student learning. Looking in detail at test

results, in particular, formative tests, will allow you to make adaptations, modifications, and

accommodations to meet the needs of students in order to help them accomplish more. This may

require an expert. Remember that you probably have one at your own building. That someone

who can help you dig into, and really interpret the data and then apply it meaningfully to your

teaching.

When I retire I would like to see the school in a better place than when I came into it. I

would like to see a group of strong, certain, professional individuals doing what is good for kids

because thats the right thing to do, all the while not worrying about the factors of time and

money. I love nothing more that hearing them laugh while they work side by side every day all

day long because they love what they do.

 Appendix A_

Planning Chart

Portfolio Entry addressing WTS # 10

Use this chart to help you think about the different areas in which you work outside the
classroom to foster relationships with school colleagues, parents, and agencies in the larger
community to improve and to support students learning and well-being. Accomplishments that
overlap more than one category are best. You will need at least one example from each of the
three categories plus a Communication log page. Refer to the WTS # 10 standard list of
knowledge, dispositions, and performances.

Category Evidence:
Accomplishments Impact on Student Verification
That Activity Significance Learning Artifacts
Demonstrate:
A bake sale to Connects With the funds we Students like to learn
Your work as a raise funds school plan to purchase with technology
partner with the for classroom families to Chrome books to because they think it
families and supplies and parish help with is fun.
community of to kick off members individualized Surveys
your students Catholic learning
Your work as Schools
advocate for Week
Students.

Communication Involvement Students have more Parent involvement

Log linked to Sent a letter in the school success in school has an impact on
families and home asking when their families student attitudes and
community. families to are involved a therefore affects
Two-way bake and to learning
communication. volunteer to
Variety. sell

Your development I am learning There is a lot My priority is to When students feel

as a learner. a lot in my expected of have a culture and safe and happy they
position as me climate conducive to can learn
administrator learning
through my
coursework
and
collaboration
 with staff

Your work as a I was the I knew some I accepted the Someone who is
leader and teacher-in- of the work position to support invested and cares
collaborator. charge for or tasks my staff and students about the school,
several years involved making the transition staff, and students
before easier will work hard to
stepping into continue the excellent
the quality of faith and
administrative academics that is the
role history of the school
 Appendix B_

Professional Documents

Communication Log

Date Person Type of Nature of Communication

Contacted Communication
(Reason & Outcome)

May 15, Mark from Phone call Necessary parent information for bussing
2017 First Student needs next fall
Bus Company

Oct. 7, Andrea Office visit Title 1 services for our parochial school
Sheridan from students
2017 WSD

Oct. 6, Katie Goetsch Office visit To talk about the possibility of a community
2017 Trunk -or -Treat event held at school
Parent

Sept. 12, Anthony Reince Email To set up the HOPE program for fifth graders
2017
Wausau Police
Dept.
Appendix C

License
Appendix D