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= Welcome to Kristyn Walter's Online Portfolio! = = = ==

**Towson University Elementary Education May 2010** Professional Resumé


 * Please feel free to contact me at** kwalte4@students.towson.edu

**Who am I?** My name is Kristyn Walter and I am currently a senior at Towson University where I am pursuing my lifelong goal of becoming an elementary school teacher. Mrs. Thomas, my second grade teacher, mentioned that I when I grow up, I should be a teacher; that was when I caught the teaching bug. Throughout my high school and college career I have interned, student taught and worked with children. I attended a variety of elementary and middle schools through the United States because of my father’s military career. I attended and graduated Damascus High School in Montgomery County before moving abroad with my family. After a year in Sicily, Italy I returned to Maryland to attend Towson University as a sophomore.

At Towson, I have had the opportunity to be part of the Howard County Professional Development School (PDS) program. Student teaching in two Howard County elementary schools, Hollifield Station and Waverly, has been a learning and rewarding experience. In the future, I look forward to using what I have learned and been taught in my own elementary classroom . **

My Placements **

I spent the fall of 2009 and the spring of 2010 in fourth grade at Hollifield Station Elementary School in Ellicott City, Maryland. During my time in Mrs. Jennifer Wilkins’ classroom I gained experience teaching social studies, writing, leveled reading groups and above grade level mathematics. Mrs. Wilkins' classroom was composed of a diverse population including European-American, Aftrican-American and Asian-American students. While part of the fourth grade team I was exposed to the Individual Education Plan (IEP) process, field trip planning and the addition of new English Language Learners to our class. I learned a great deal about teaching, team unity and school culture from Mrs. Wilkins, a veteran team leader.

From mid-October through mid-March, I was part of the second grade team at Waverly Elementary School. Mrs. Mary Peterson was my mentor during the “B” placement. While in her classroom, I co-planned with special educators, learned how to teach using advanced instructional technology and adjusted to teaching in a //very// open classroom. Mrs. Peterson's class of 25 students was diverse and inclusive; the class population included European-American, Aftrican-American and Asian-American as well as two students wit IEPs. Having the experience planning and teaching the Communities Unit was a highlight during this placement.

** INTASC Principles ** **__I__nterstate __N__ew __T__eachers __A__ssessment and __S__upport __C__onsortium** The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of subject matter meaningful for students.
 * Principle 1: Making content meaningful**

The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.
 * Principle 2: Child development and learning theory**

The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
 * Principle 3: Learning styles/diversity**

The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
 * Principle 4: Instructional strategies/problem solving**

The teacher uses an understanding individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagements in learning, and self-motivation.
 * Principle 5: Motivation and behavior**

The teacher uses knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
 * Principle 6: Communication/knowledge**

The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
 * Principle 7: Planning for instruction**

The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
 * Principle 8: Assessment**

The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
 * Principle 9: Professional growth/reflection**

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being.
 * Principle 10: Interpersonal relationships**