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(1) Record Keeping: Teachers have a professional responsibility to monitor, record and communicate student progress. Many schools and districts have adopted networked grading systems, and some publish grades on secure websites.

• Use a your school's gradebook program to develop a report for a real or hypothetical class of ten or more students who are assessed on five or more assignments. Submit a printout of your gradebook and the detailed report card (progress report) for an individual student. If you do not have access to such a program, you may use Gradekeeper or download a sample shareware "gradebook" program.

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(2) Assessment: Teachers must regularly assess student progress. Many textbook publishers make test construction easier by providing test generators, software which allows the teacher to quickly compose tests and keys from question databases. Test generators allow the teacher to input questions, and often provide databases of questions the teacher can select from. *TPE-tip A well-structured exam may be used as an artifact for TPE3, Interpretation and Use of Assessments.

• Use a test generator to construct an exam composed of questions you have selected from existing question banks.

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• Software such as Examview allows teachers to develop tests and post them on the

Internet. Take this short physics quiz generated with the Examview, or this geology quiz made with Quizmaker. Include a screen capture of your score (actual score is inconsequential) and discuss the benefits and problems associated with online testing.

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Problems with on-line testing are honesty and integrity. Students have availability to cheat. Benefits may include students can work in groups if allowable; students can monitor their progress and re-take the test if allowable. (3) Communication: Students benefit when teachers clearly state their expectations in written form. When these expectations are availalbe on the Internet, all students and parents can benefit, particularly students who have been absent. A variety of commercial resources exist with which teachers can post calendars, homework assignments, and other important documents.

• Put your class assignments on the web at Yourhomework , SchoolNotes or similar service. Include a screen capture of your published assignment schedule.

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(4) Presentations: Presentation software provides teachers the opportunity to display text and graphics in a slide show fashion. PowerPoint and Keynote are two of the most popular presentation tools. Teachers and professors make extensive use of presentations, but many are concerned about the potentially negative effects such presentations can have on instruction. *TPE-tip A well developed educational presentation can serve as an artifact for TPE 4, Making Content Accessible, or TPE 10, Instructional Time, if used with presenter tools.

• After reading the articles on the educational use and abuse of presentation software, summarize how presentations should be constructed and delivered to maximize learning and minimize abuse.

Presentations should be created to facilitate learning. It is important that they add to the learning experience instead of becoming the entire experience. If teachers depend solely upon software presentations, then much of the human element is lost. Students need interaction with a teacher to get a true education. If a teacher only shows powerpoints and lets the students copy everything without digging further into the topics, then everyone loses. Students can’t ask a powerpoint questions, and they might as well stay home and download the presentation if that is all the teacher has planned.

Locate and download one or more PowerPoint presentations relevant to your teaching needs. Include the URL of the location from which you obtained them and summarize the

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PowerPoint and where in your curriculum you will use it. URL for the Jazz Age power point www.thesolutionsite.com/lesson/1139/JazzAge.ppt

This powerpoint goes into a little of the background to The Great Gatsby. It shows pictures of what life was like for the wealthy in the Jazz Age. It would be beneficial to show this before reading the novel because so much of that story depends upon the reader knowing and understanding what life is like at the time.

• Make a PowerPoint presentation to teach a lesson in your subject area, keeping in mind the principles you have outlined above and the guidelines provided (see tutorial). Your presentation should include numerous graphics and be at least 10 slides in length. (a) Provide an electronic copy of your presentation (ppt format) on your website. (b) Embed screen captures of your presentation in the template. Make sure the content is easy to read.

The presentation can be downloaded from my main page. • Using iPhoto (Mac), Picasa (Windows), or similar slide viewer software, create a

photo library for your discipline. You should include photos you have taken plus ones

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retreived from a graphic search engine. Create two or three slide shows from the library. Include a screen shot of the slide sorter window for one of your shows. Create a photopage for your website.

The pictures above are for The Catcher in the Rye. There are images of important symbols from the novel.

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The pictures above deal with Arthur Miller’s Death of a Salesman. The images are of Miller himself with Marilyn Monroe, pictures of actors who have played Willy Loman, pictures of important symbols, and pictures of famous salesmen in today’s world. (5) Other resources: Complete three of the following, using content related to your curriculum whenever possible.

• Use Timeliner to create a timeline relevant to the curriculum you teach. • Develop an educational digital video. • Construct a professional resume using Word. • Develop a concept map with graphics and text. • Create a crossword puzzle or other puzzle relevant to your class. • Create and conduct an on-line survey form for one of your classes. • (a) Find the lowest cost of a specific piece of equipment (projector, computer,

digital camera, etc.) for your classroom, (b) identify the next national conference for your discipline, AND (c) determine the best airfare to attend the conference.

Jordan Saxon 4572 Via Marina #310 � Marina del Rey, CA 90292 � (310) 741-1334 � jsax13@hotmail.com Highlights

• Current English Department Chair • School Assistance and Intervention Team Member • Head Tennis Coach- Boys and Girls Teams

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• Highly enthusiastic about our understanding and opinions of English literature

PROFESSIONAL EXPERIENCE University Senior High School, Los Angeles, CA August 2001 – Present English Teacher/ Head Tennis Coach

o Department Chair for 2005-2007 Academic Years o preside over department meetings o facilitate communication between the department and administration o oversee the ordering of supplies and instructional materials o participate in the hiring of new English teachers o assist in creating the master schedule o foster stronger communication between teachers

o Teaching literature, grammar, poetry, writing skills, and public speaking to 9th, 10th,

and 11th graders , including sheltered, regular, and honors classes.

o Participating in the development, curriculum planning, and implementation of new literacy intervention courses.

o Created and led a three day summer English Language Arts retreat to design new

curriculum, study standards, discuss core literature, and work on writing skills summers 2005 and 2006.

o Budgeting over $500,000 as part of a small team to assist in the growth of 9th and 10th

grade English and Math effectiveness (School Assistance and Intervention Team).

o Head Coach - Boys and Girls Varsity Tennis Team for two seasons – o Guided the boys to three consecutive playoff appearances with a top 12

finish in Los Angeles, winning the Invitational Los Angeles City Championship in 2006

o Improved the girls tennis players significantly over the seasons.

o Coordinated the 9th grade Writing Assessment for the ELA Department from 2001-2003, and 2005 distributing tests, organizing grading sessions, and returning tests to the district offices.

o Master Teacher for a CSUN student teacher - Spring semester 2005.

o Attended English and Facing History Conferences o Faculty Advisor for the Jewish Club on campus.

o Two Time Nominee for Who’s Who Among America’s Teachers.

Teach for America Summers 2003-2006 Locke High School, Los Angeles, CA Faculty Advisor

o Guided three or four novice teachers each year through their first weeks of teaching during summer school in South Central Los Angeles.

o Observed and provided daily feedback on lesson planning, teaching techniques,

classroom management styles, grading, and communication with parents

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Beyond The Bell Spring 2004 Los Angeles Unified School District

o Taught Kaplan CAHSEE test strategies to 7th and 8th grade students over ten Saturdays.

Carondelet High School, Concord, CA January-June 2001 English Teacher

o Taught 5 classes of English 9 and English 10 as a full time teacher while earning my credential and taking over for a teacher on leave.

Education

o St. Mary’s College, Moraga, CA 2000 Single Subject Teaching Credential in English with CLAD o UCLA, Los Angeles 1997

B.A. English

PERSONAL INTERESTS o Avid baseball fan o Rock and Roll enthusiast o Favorite Authors include Dennis Lehane, Carl Hiaasen, Ken Follet, Dan Brown,

Agatha Christie, Michael Connelly PART TWO NCTE Annual Convention- The National Council of Teachers for English

November 16-21, 2006 Nashville, Tennessee "The Compleat Teacher: Bringing Together Knowledge, Experience, and Research"

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Shakespeare

B O R R C Y H D K K Q D I F X

T J T L A T E B P V D D O N T

O U O H E E K M V L H L A S I

O H B B E B L V D O R Y Z S R

A E C C N L T G G E D L S I I

G A M E N G L A N D O J M J C

M J A O C H A O R I U H H O U

E E M I R M J B N L K A L U X

Y D A M R J J R I S R N P Z A

Z C I J M C S E C T H T K E K

T E L M A H T B B R P H K O V

O Y L E P O Y B J I V O D D F

S E I N C G A O H Z J N E Q N

K P W F Z A N E X W G Y I O V

T T R O V L L E A W R C D F U

ANTHONY ENGLAND HAMLET JULIET KINGLEAR MACBETH OTHELLO ROMEO WILLIAM