Electronic PortfolioElectronic Portfolio

Professor: Jennifer MurphyProfessor: Jennifer Murphy

EDUU 515EDUU 515

By: Roshana SafiBy: Roshana Safi

WelcomeWelcome

Artifacts MenuArtifacts Menu

Introduction

Resume

Educational Philosophy

Relevant Research

Standards

Vision Tree

References

Introduction•I was born and raised in Afghanistan. I am married and I have three kids. We lived in Oswego, IL for 15 years. Then, we moved to Texas and finally moved to CA, which is the best state and the best weather.

•I teach the Pashtu language at the Defense Language Institute. I speak Pashtu, Dari, Farsi, English, and Urdu languages. I came to the United States during the Russians’ invasion of Afghanistan.

•I completed my education in Afghanistan during war and came with no documents at hand and start from ESL classes here in the U.S. My goal is to get my Master Degree in instructional technology at the Bradman University.

Objective:Objective: Multi lingual; willing to be a lifelong learner and to educate others Multi lingual; willing to be a lifelong learner and to educate others

Education:Education: 2010 – Expected in 2012: Brandman University – M.A.E–IT.2010 – Expected in 2012: Brandman University – M.A.E–IT. 1986-1990: College of Do page Glen Ellyn IL – Drafting Design and Auto 1986-1990: College of Do page Glen Ellyn IL – Drafting Design and Auto

CAD AA.CAD AA. 1979 –1984: Kabul University, Civil Engineering - B.A.1979 –1984: Kabul University, Civil Engineering - B.A.

Work Work Experience:Experience:

08/2006 – Present: OPI Tester Language Instructor at the Defense 08/2006 – Present: OPI Tester Language Instructor at the Defense Language Institute, Monterey, CALanguage Institute, Monterey, CA

08/2003 – 08/2005: Substitute teacher at Oswego IL School district 30808/2003 – 08/2005: Substitute teacher at Oswego IL School district 308 01/1991-09/2000 associate engineer at spraying systems company 01/1991-09/2000 associate engineer at spraying systems company

Research Research Interests:Interests:

Computer Drafting Design Computer Drafting Design Different languagesDifferent languages

Resume

I started my career as a language instructor in 2006. During the course of my experiences as a language instructor, I have tried my best to explore the possibilities of utilizing modern teaching techniques and the useful technology. In the past few decades, there has been a renewal of interest in language learning particularly in this country. Volumes of articles, Books papers, and anthologies have been written; websites developed; and conferences held about teaching techniques and conferences held about teaching techniques and methodologies, learning strategies, and language learning in context as teacher I know that I need to be able to choose widely among the multitude of options at hand as they presented in professional Journals, as I observe them in my peers, also I have experience my self as an Instructor.

We need to know why we make these choices and we need to be flexible and open to implement new ideas into our teaching at the same time.

Educational philosophy

Educational philosophy

When I teach students in the class room, the personal interaction with my students one of the most important aspect of my philosophy of teaching.

I strive to maintain a classroom atmosphere that is conducive to learning and encourages dialogue. the student always set circle rather in row behind each other. beside curriculum new materials, video an audio use a smart board for different tasks it makes learning easier and faster. I learn dedicate and commit my self to provide enjoyable learning activities for the students; I learned that teaching is a learning experience.

Relevant Research

In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalyses or microelectronic perspectives. Rather, the article attempts to build on the work done in both of these areas and proposes a culturally relevant theory of education. By raising questions about the location of the researcher in pedagogical research, the article attempts to explicate the theoretical framework of the author in the nexus of collaborative and reflexive research. The pedagogical practices of eight exemplary teachers of African-American students serve as the investigative “site.” Their practices and reflections on those practices provide a way to define and recognize culturally relevant pedagogy.

Relevant Research

Pedagogy http://www.zonalatina.com/Zldata288.htm http://www.worh.org/files/AgHealth/educ.pdf http://frank.mtsu.edu/~itconf/proceed00/

fidishun.htm http://www2.ed.gov/about/offices/list/ovae/pi/

AdultEd/tdlearn.html

http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

http://frank.mtsu.edu/~itconf/proceed00/fidishun.htmhttp://frank.mtsu.edu/~itconf/proceed00/fidishun.htm

Roshana Blogs

http://eduu515.pbworks.com/Roshana-Safi

Teacher Standards

• Standard 1: Leadership

• Standard 2: Nurture

• Standard 3: Facilitator

• Standard 4: Practitioner

• Standard 5: Moral Educator

• Standard 6: Mediator of Diversity

Teacher

Leadership among the staff and with the administration is shared in order to bring consensus and common, shared ownership of the vision and purpose of work of the school. Teachers are valued for the contributions they make to their classroom and the school. Teachers make the content they teach engaging, relevant, and meaningful to students’ lives. Teachers can no longer cover material; they, along with their students, uncover solutions. They teach existing core content that is revised to include skills like critical thinking, problem solving, and information and communications technology (ICT) literacy. In their classrooms, teachers facilitate instruction encouraging all students to use 21st Century skills so they discover how to learn, innovate, collaborate, and communicate their ideas. The 21st Century content (global awareness, civic literacy, financial literacy, and health awareness) is included in the core content areas. Subjects and related projects are integrated among disciplines and involve relationships with the home and community. Teachers are reflective about their practice and include assessments that are authentic and structured and demonstrate student understanding. Teachers demonstrate the value of lifelong learning and encourage their students to learn and grow.

Uses knowledge of the factors that influence adult learners' participation and persistence in adult education programs to increase learner success.

Take responsibility for all students’ learning Communicate vision to students Use data to organize, plan, and set goals Use a variety of assessment data throughout the year to evaluate progress Establish a safe and orderly environment Empower students

Standard One

Standard Two

Interacts equitably and responsibly with all learners. Provides learners with strategies and tools to collaborate with other learners, co-workers, and community members. Draws on the range of interests, needs, and approaches of learners in planning instruction. culture, its underlying ideals, political principles, institutions, procedures, and processes in the design of curriculum. Uses, in appropriate contexts, instructional materials.

Standard Three

Draws on the history, structure, purpose, and critical issues of adult education in planning instruction. Uses needs analysis in the design of instruction. Designs curriculum relevant to the experiences, interests, and goals of learners, the particular instructional setting, and the Department's adult basic education curriculum frameworks. Integrates appropriate use of technologies into the adult education teaching and learning process. Sets forth the learning objectives, instructional methods, and their rationale in the design of instruction and makes them available to colleagues and learners. Uses a variety of instructional methods, techniques, and tools that facilitate adult learning. Uses strategies that are effective for learners to develop and use critical thinking and to solve complex problems.

Standard Four

Teachers know how students think and learn. Teachers understand the influences that affect individual student learning (development, culture, language proficiency, etc.) and differentiate their instruction accordingly. Teachers keep abreast of evolving research about student learning. They adapt resources to address the strengths and weaknesses of their students.

Know how students think and learn Understand the influences on student learning and differentiate instruction Keep abreast of evolving research Adapt resources to address the strengths and weaknesses of students

Standard Five

•Teachers use multiple indicators, including formative and summative assessments, to evaluate student progress and growth as they strive to eliminate achievement gaps. Teachers provide opportunities, methods, feedback, and tools for students to assess themselves and each other. Teachers use 21st Century assessment systems to inform instruction and demonstrate evidence of students’ 21st Century knowledge, skills, performance, and dispositions.

•Use multiple indicators, both formative and summative, to evaluate student progress •Provide opportunities for self-assessment •Use assessment systems to inform instruction and demonstrate evidence of students’ 21st Century knowledge, skills, performance, and dispositions

Standard Six

Teachers think systematically and critically about student learning in their classrooms and schools: why learning happens and what can be done to improve achievement. Teachers collect and analyze student performance data to improve school and classroom effectiveness. They adapt their practice based on research and data to best meet the needs of students.

Think systematically and critically about learning in their classroom: why learning happens and what can be done to improve student achievement.Collect and analyze student performance data to improve effectiveness.

MEDIATOR OF DIVERSITY

Pluralistic Environment

Unity within different unity within differences

MORAL EDUCATOR

Democratized Classrooms

FACILITATOR

Collaborative Knowledgeable

CONSTRUCTIVE

Meaning-centered respect ambiguity creative

NURTURER

Connected learning caring community

MEDIATOR OF DIVERSITY

Pluralistic Environment

Unity within different unity within differences

MORAL EDUCATOR

Democratized Classrooms

FACILITATOR

Collaborative Knowledgeable

CONSTRUCTIVE

Meaning-centered respect ambiguity creative

NURTURER

Connected learning caring community

Vision Tree