Wisconsin Teacher Standard # 10 Professionalism

Mindy Ramberg
Saint Marys University of Minnesota
Schools of Graduate and Professional Programs
Portfolio Entry for Wisconsin Teacher Standards 10
EDUW 696 Portfolio and Presentation
Cathy Anderson, Instructor
November 6, 2016

National Board Core Prepositions #5

Teachers are members of learning communities.
Accomplished teachers contribute to the effectiveness of the school by working
collaboratively with other professional on instructional policy, curriculum development, and
staff development.
Accomplished teachers find ways to work collaboratively and creatively with parents,
engaging them productively in the work of the school.
Wisconsin Teacher Standard # 10
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 pupil learning and well-being and acts with integrity, fairness and in
an ethical manner.
Knowledge
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 life and learning.
Dispositions
The teacher is concerned about all aspects of a childs well-being (cognitive, emotional,
social, and physical), and is alert to signs of difficulties.
Performances
The teacher talks with and listens to the student, is sensitive and responsive to clues of
distress, investigates situations, and seeks outside help.

Professional Development Goals

I will build caring relationships with my students by taking the time to get to know them on a level
beyond academics, so that they know their learning and well-being is important to me.
I will communicate positive and negative actions to parents regularly, and follow through on any
actions I state to parents.
I will communicate with my co-workers regularly to collaborate, to discuss student needs and
celebrations, and to show my appreciation for their work, all in order to do what is best for students.
I will teach in a way that students enjoy learning, in hopes of building their desires to be lifelong
learners, as well as teach life skills essential to their success.
I will make connections to the community by completing at least one community-benefitted event
each year with my students.

Self-Assessment
The majority of my work outside my classroom involves coaching. Since starting at St.
Croix Central, I have coached four years of high school basketball, two years of middle school
basketball, and six years of high school softball, which I continue to do today. As a softball coach, I
work to create success on the field and off the field, which strengthens my connection to families
and the community. Off the field, we find success in helping our community. We hold an annual
Trick or Treat for Canned Goods, which entails high school softball players going door to door on
Halloween collecting goods for the local food pantry. Off the field, I also teach successful skills of
life. Every Wednesday of the season, we have Brain Gym. This is a half hour of time set aside for
the mental aspect of the game. Often times, skills learned in the mental side of softball are valuable
to enduring life. For example, athletes learn goal setting, resiliency, teamwork, etc. On the field, I
work to create success by connecting with softball players in the district at a young age. I spend
time with the youth teams, creating a relationship with students, their parents, and the community,
before I even have them as students in fifth grade.
Within the district, I hold responsibilities beyond teaching in my classroom. I work closely
with my fifth grade team on a daily basis. We meet as a fifth grade PLC once a week with our
principal. In the past few years, we have switched to standards based grading so I have worked
with other teachers to finalize rubrics that determine students report card grades. Finally, I serve as
the middle schools wellness committee representative.
Outside of my classroom, I attend events of current and past students. I always encourage
fifth graders to let me know when their extracurricular events are happening. I have attended
multiple basketball, volleyball, baseball, softball, and hockey games of students. I have even
attended a play and a horse show to support my students outside the classroom. In addition, I often

attend high school sporting events, which allows me to see past students in action, as well as current
students there to watch.
In my seven years at SCC, it is hard to believe all the people I have met in the community.
It is tough to go to a community event and not know multiple people there. The St. Croix Central
community has a special place in my heart!
Families and Community
I have always believed that a childs success in fifth grade is represented in a triangle. A
strong connection between parents, student, and myself, as the teacher, needs to be evident.
Communication with parents is different with each student. Communication with some parents
involve emails and phone calls on a regular basis, while communication with other students is our
weekly newsletter sent home, and occasionally check-ins via email or phone call. Communication
topics include behaviors seen at school, both positive and negative, academic struggles and
achievements, retake opportunities, etc. The communication I make with parents can be found in
my communication log in Artifact A below.
A specific communication used this school year has been with a student who struggles to
meet their weekly reading minutes. In fifth grade, students are required to read 120 minutes outside
of class each week. The first five weeks of school, the student met their reading goal one time. I
understand that this student comes from a home with a single dad and multiple children. This father
needs to work often to support the family, making it a challenge for the student to complete the
reading minutes in this environment. To advocate for the student, I made modifications to the
routine so that the student could be successful. Discussing with the student, I lower the number of
minutes each week to a number we discuss and decide on together. In addition, any time the
student reads during the school day counts towards the weekly reading goal. I even have the

student come to my room before school as needed to provide an environment conducive to reading.
Finally, instead of requiring this student to have the reading calendar signed by a parent, I ok the
minutes read each week. These modifications have been communicated with Dad, showing my
ability to foster relationships with parents to support the learning and well-being of students. Since
the modifications have been made, the student has met their reading goal four of the five weeks.
I have also closely communicated with the family of another student, after being concerned
about the students well-being. This student wrote me a note stating how they felt sad. After
receiving this note, I called Mom right away to see how I could help. In communicating with Mom
and the student, I was able to find out what was upsetting the student. Because math and social
studies classes were stressing her out, I reached out to the high school National Honor Society
(NHS) advisor to identify a student that could tutor this student. After communicating with Mom,
the NHS advisor, and the new tutor, this student will now meet with a high school tutor on a weekly
basis. On top of that, I have communicated with the school guidance counselor, who will also meet
with the student on a regular basis. This communication with parents, as well as colleagues at both
the middle school and high school, show my support of the students well-being. The well-being of
the student is helpful in increasing the pupils learning.
As a teacher, I work with the community by sharing exciting things we do within my
classroom. The district sends a monthly newsletter to the community, and I will write articles about
exciting things we are doing in our classroom to include in the newsletter. In addition, our district
uses social media and our school website to share with the community activities we are doing in
school. As a coach, I work with the community through our youth fan club. Each season, youth
sign up to me members of our fan club, which includes an evening of activities and a pizza party
with the team.

Learner
I am proud to say that I have a growth mind set in life. This is shown through my work as a
teacher; I am always looking to make changes for the better and feel there are always more
accomplishments to be made. If I get to a point in my teaching, where I am not continually
reflecting, and finding ways to improve, I will know it is time for a change.
My choice to earn a Masters degree is an example of my growth mindset. My choice of a
Masters was more than just a piece of paper, and the chance to make more money. My choice was
made based on the opportunity to become a better teacher, and give students the education they
deserve. Earning my Masters degree has truly improved my teaching, and increased my students
learning.
A recent professional contribution I have made to being a learner was my professional
development work to create community within my fifth grade homeroom class. My work as a
learner led me to read The Advisory Book by Linda Crawford, collaborate with colleagues as I read,
and administer a daily Circle of Power and Respect (CPR) meeting with my class. This
professional development has shown my contribution to teaching students beyond academic subject
areas. CPR meetings create a sense of belonging for each student, as they practice communicating
with one another, working together as a group, and spending time learning life skills. For example,
in the month of November, to show gratitude, we have completed Random Acts of Kindness for
classmates. Each student chooses a number out of a jar, and looks at a list posted in the room to see
whom they will randomly show kindness to. After a couple days, students return to class, journal
about their experiences, and choose a different person to act kindly towards. My work to create
community within the class shows my desire to improve the lives of my students. When students
feel comfortable and needed within a group, student learning is impacted. My work as a learner
shows through the CPR daily lesson plans found in Artifact B below.

Each day as a teacher, I am learning new things, whether it is about kids, history of our
country, grammar, classroom management techniques, and the list goes on. I am continually
learning from my colleagues, my students, my observations, and my own research. When there is a
piece of information I do not know, I look it up using the internet so that I can best educate my
students.
Leader and Collaborator
I think of myself as a leader by nature. Within the school, I lead, as well as collaborate with
my colleagues. One area I lead is fifth grade social studies. I am responsible for attending school
wide social studies curriculum meetings on a monthly basis, and I make all lesson plans for the
different fifth grade social studies classes. This leadership role benefits student learning because it
allows all fifth grade students, no matter their social studies teacher, to receive the same information
and to be assessed in the same way. This planning requires leadership, along with collaboration. I
will often communicate with the other social studies teachers to collect their ideas, and to gain
insight into helpful teaching strategies they have used. From there, I plan the day-to-day social
studies lesson plans. My leadership is shown through these social studies lesson plans found in
Artifact C below. On top of that, this fall I also led the English Language Arts subject area, due to
absences from the teachers. This required me to plan lessons, and collaborate through
communication on a regular basis with the substitutes, so that student achievement could benefit.
This fall I enjoyed another opportunity to lead and collaborate within my district. St. Croix
Central conducted Edcamp within our district during a professional development day. Edcamp is a
professional development opportunity for teachers, which differs from a conference style. Edcamp
gives teachers time to meet with other teachers to talk about educational topics that interest them.
My Edcamp experience turned into me leading a group of teachers in learning about brain breaks. I

did a great deal of sharing of the knowledge I have about brain breaks, and had the chance to
collaborate and learn new knowledge from other teachers in the room.
Finally, the collaboration within the fifth grade team is incredible. I am proud of our ability
to work together, help one another, discuss student concerns and celebrations, and to make learning
fun! I am thankful for my fifth grade team, and I know they make me a better teacher because of
their support, which in all benefits student achievement.
Reflective Summary
My ability to work with families and community, my ability to be a learner, and my ability
to be a leader and collaborator as a teacher show my desire to what is best for kids! I go above and
beyond the role of teacher so I can make the future of my students successful. I leave no stone
unturned to seek out the best information, resources, or solutions for my students and families.
This pattern emerges from my examples. I would not have to work one on one with a
student before school or work extensively with their parent to make them successful at their reading
calendar. I could provide the required amount of support; rather I looked for workable solutions
that would honor all parties involved. The same thing could be said with my student who was
feeling sad. I would not have had to take the time to call Mom, meet with the student during my
lunch break, or contact other adults to help. I looked for additional resources to support my student.
My choice to earn my Masters degree and develop a sense of community in my classroom
shows the pattern that I want to do what is best for kids. Finally, I could just let the different social
studies teachers teach whatever they want, and send fifth graders to sixth grade with a variety of
knowledge base. Instead, I choose to lead and collaborate with colleagues so that student
achievement can benefit, and I can sleep at night knowing that I am working my hardest to do what
is best for kids!

Working with families is most effective in improving student learning. When students know
you care enough to communicate with parents, their door to learning is wide open. For example,
the student that was struggling with the reading calendar, not only has been reading more, but I have
also seen a strong relationship develop between the student and myself. The student is now more
willing to work hard in class, and has learned the hard work and responsibility it takes to complete
the weekly assignment. These skills will benefit the student in fifth grade and beyond.
The future can always use more contributions. The largest barrier unfortunately to future
changes is time. Like the system I worked for the reading calendar, I would love to work with more
students and their parents to discover a system that works best for them, and challenges them. The
end result of this work is to create kids that enjoy sitting down to read a book! In addition, as the
fifth grade social studies curriculum leader, I would like to work closely with the sixth through
eighth grade social studies teachers to build a systemic curriculum throughout the middle school. I
would like to see some consistency in expectations for essay questions and classroom discussions,
so that students benefit from consistency, and can excel their learning. All this work will benefit
students, and show my ability to connect with other teachers and the community.

Artifacts
Artifact A: This communication log is a list of all communications I make with parents.
Person
Purpose of
Timestamp Teacher Contacted Communication

Mode

Detailed Information

9/16/2016
12:18:10 Rudiger Ds Mom

Checking in on 5th grade

routines

I talked to Mom to explain the 5th

grade routines of planners and
reading calendars. Student and I
will make a to do list in
homeroom each day so that
student and Mom know what he
Telephone has for homework each night.

9/16/2016
12:25:24 Rudiger Ms Mom

Late reading calendar

Telephone

9/21/2016
12:24:12 Rudiger Ds Mom

Touch base about student

lying about homework.
Have plan with Mom to
communicate between
home and school.
Telephone

9/22/2016
7:17:06 Rudiger Ks Dad

Doesn't enjoy reading.

With Dad during the week, and
with Mom on weekends.
Check in on how the year
Set her up with a book she likes.
is going - Any tricks to
Will take some time to build
help student
Telephone relationship with her.

9/27/2016
15:57:21 Rudiger Hs Mom

Check in on routine of
planners

Telephone

10/18/2016
15:41:56 Rudiger Gs Mom

Fall Conference

Conference

10/18/2016
Ls Mom
16:08:26 Rudiger and Dad

Fall Conference

Conference

10/18/2016
17:13:50 Rudiger Bs Mom

Fall Conference

Conference

10/18/2016
Js Mom
17:14:23 Rudiger and Dad

Fall Conference

Conference

10/18/2016
K2s Mom
17:14:43 Rudiger and Dad

Fall Conference

Conference

10/18/2016
17:15:10 Rudiger Ks Dad

Fall Conference

Conference

10/18/2016
17:34:52 Rudiger Ss Mom

Fall Conference

Conference

10/18/2016
M2s Mom
17:35:15 Rudiger and Dad
Fall Conference

Conference

10/18/2016
Bs Mom
17:35:35 Rudiger and Dad

Fall Conference

Conference

10/18/2016
17:42:12 Rudiger As Mom

Share how amazing

student is!

Telephone

10/18/2016
22:19:41 Rudiger Ts Mom

Explain grading
system/fall conference

Telephone

10/19/2016
16:36:31 Rudiger Mom

Fall Conference

Email

10/19/2016
16:36:44 Rudiger L2s Mom

Fall Conference

Telephone

10/19/2016
Mom and
16:41:15 Rudiger Dad

Fall Conference

Email

10/26/2016
12:28:13 Rudiger Ds Mom

Cookie purchasing at
lunch
Lying about homework
being completed

Telephone

10/26/2016
14:49:24 Rudiger Cs Dad

Start doing fluency

practice worksheets at
home

Telephone

10/26/2016
14:49:37 Rudiger L2s Mom

Start doing fluency

practice worksheets at
home

Telephone

10/26/2016
14:52:47 Rudiger L3s Mom

Shared reading calendar

routine

Telephone

10/26/2016
Routine of reading
14:55:29 Rudiger M3s Mom calendars - left message

Telephone

10/26/2016
14:58:09 Rudiger A2s Dad

Reading Calendars - Left

voicemail

Telephone

Gs
10/26/2016 Mom

Concerned about childs

new intervention group

Email

Student of the Month!

Telephone

10/28/2016
15:34:09 Rudiger C2s Mom Student of the Month!

Telephone

Rudiger

10/28/2016
15:33:53 Rudiger As Mom

11/2/2016
15:46:15 Rudiger A2s Dad

Reading Calendar routine

- shared policy of signing
blue sheets each night
Telephone

11/2/2016
15:49:40 Rudiger Ms Mom

Reading Calendar shared 5th grade policy of

blue sheets
Telephone

A3s
11/11/2016 Mom

Wanting up date of how

child is doing

Email

11/11/2016
12:32:55 Rudiger A3s Mom

Checking in - Fall
conference

Hasn't been taking medication

Enjoy audio books - told should
have book with to follow along
with
School is hard for him - how can
we help! Mom is ok with me
Telephone looking into referral.

11/11/2016
12:33:15 Rudiger Is Mom

Student left notes about

how sad she is

Telephone

11/14/2016
15:29:23 Rudiger D2s Dad

Tired in class

Telephone Left a voicemail

11/14/2016
15:31:35 Rudiger Ns Mom

Student is in tier 2 reading

group
Telephone

11/14/2016
15:33:55 Rudiger Es Mom

Student is in tier 2 reading

intervention - left
Telephone

Rudiger

voicemail
11/14/2016
Bs Mom
15:36:07 Rudiger and Dad

Student is in a Tier 2
reading intervention - left
voicemail

Telephone

Artifact B: This shows two of seventy-eight daily lesson plans for each days CPR meeting.
Unit 1: Getting Acquainted
Theme: Getting to Know Ourselves and Each Other #1
Message: #1
Greeting: All Group Greeting (pg. 217)
Sharing: Whip Share Which season do you enjoy most: winter, spring, summer, or fall?
Activity: Human graph students stand in 4 parallel lines to create a bar graph

Unit 1: Getting Acquainted

Theme: Getting to Know Ourselves and Each Other #2
Message: #2
Greeting: All Group Greeting (pg. 217)
Sharing: Whip Share Which of the following subjects do you enjoy most math,
reading/writing, science, or social studies?
Activity: Count to Ten (pg. 239) Discuss if the game was fun and fair, Suggestions to
improve?
Artifact C: I created these lesson plans for fifth grade social studies, so that each teacher can teach
the same lessons each day, improving student learning.
Explorers Unit Lesson Plans
Day 1

Write Essential Question in notebook and post in your room

Essential Question: How did the explorers affect the world we live in today? (Focus on
while completing the Explorers Map) Hang Vocab Cards on Word Wall as the unit goes
Use textbook and Smart Board file to complete Explorers Table together as whole class
o Read pages 73-76, 80-83 and fill in info about Vikings and Marco Polo

Day 2

Target: Why were spices so important during this time period?

Fill out info about Prince Henry and Da Game by using pages 89-91
o Fill in Explorers Table
o Trace routes on Explorers Map (Smart Board file - N drive - 5 Social - Explorers Explorers Map) **Note: 5th graders will benefit from going slow and doing this
together - it is tough for them.
Hand out a map and checklist
o Homework: label continents, oceans, countries - Checklist #3 (Make clear that
labels must be spelt correctly)

Day 3

Target: Why did Columbus call the Tianos Indians? & What does circumnavigate mean?
Fill out info about Columbus, Balboa, and Magellan by using pages 92-95
o Fill in Explorers Table
o Trace routes on Explorers Map (Smart Board file)

Day 4

Target: Why did so many of our explorers explore for Spain?

Fill out info about Cortes, Narvaez, Cornado, Ponce De Leon, Pizarro, and DeSoto by using
pages 100-104
o Fill in Explorers Table
o Trace routes on Explorers Map (Smart Board file)

Day 5

Target:
Finish table and/or tracing routes on map
Put Explorers map together by putting it on construction paper, gluing on the key, and
labeling a title
Explorers Bingo (if time) - have students fill in different explorers names in each square

Day 6

Write Essential Question in notebook and post in your room

o What motivated explorers to go on decades long explorations away from their
homes? (Focus on while doing the simulation)
Introduce Explorers Simulation
o Read The Life of an Explorer together as whole group
o Choose groups of about 5-6 students - I usually hand pick these groups ahead of
time so that they are with kids that they will work well with
o Explain jobs (page 20 in explorers simulation book) and attributes (see page 9-10 in
explorers simulation book)
o Hand out one yellow packet to each group and give groups time to come up with a
group name - must somehow be related to explorers, record name on Ships Log
(yellow packet)
o Each group member chooses a different role using the Choose a Role sheet in the
yellow packet - record on Ships Log in students individual journals (brown
construction paper cover)
o Record Crews Morale on Ships Log by writing 5, since all groups start with a
morale of 5
o Groups will finish filling in Ships Log after they have choose their Royal Charter,
which happens during day 7

Day 7

Episode 1 - Following a Dream

o Follow all directions in Explorers simulation book
o Homework - write journal entry in first person point of view about their experiences
today

Day 8

Episode 2 - The Journey Begins, Scenario 1

Homework - write journal entry

Day 9

Episode 2 - The Journey Begins, Scenario 2

Homework - write journal entry

Day 10

Episode 3 - Across the Sea of Darkness, Scenario 1 and Scenario 2

Homework - write journal entry

Day 11

Episode 4 - Land Ho!, Scenario 1 and Scenario 2

Homework - write journal entry

Day 12

Episode 5 - Glory, Greed, and Home!, Scenario 1 and Scenario 2

Homework - write journal entry

Day 13

Study Guide

Day 14

Unit Test
Explorers BINGO

Day 15

Shackleton video with worksheet

Standard

4-Exceeding
Grade Level
Expectations

Demonstrates
knowledge of
Explorers
**Explorers
Map, Unit Test

a. N/A
b. N/A
c. Can express in
own words their
knowledge of the
essential question
beyond grade level
knowledge

3-Meeting Grade
Level Expectations

a. Correctly labels
explorers map with
24-20 points out of
24
b. Complete
understanding of
vocabulary and
multiple choice
questions of 15-12
questions out of 15
on assessment
c. Can express in
own words 4 points
related to the
essential questions

2-Working Toward
Grade Level
Expectations

1-Not Meeting Grade

Level Expectations

a. Correctly labels
explorers map with
19-15 points out of
24
b. Understanding of
vocabulary and
multiple choice
questions of 11-9
questions out of 15
on assessment
c. Can partially
express in own
words 2-3 points
related to the
essential question

a. Correctly labels
explorers map with
less than 15 points
out of 24
b. Understanding of
vocabulary and
multiple choice
questions of 8 or less
questions out of 15
on assessment
c. Expresses limited
understanding of
essential question