Professional

Danielle Gleit

I lived in Southern California until I was 18 when I moved to Seattle to attend the University of Washington. I graduated with a major in Psychology and a minor in Oceanography. Though an interesting combination, I feel the diversity fits me well. Most of my family still lives in California with some residing in New Jersey. I have been involved in the swimming world since age 12 and I continue to swim as well as coach 2 swim teams. I also enjoy traveling the world and am grateful for the opportunity to see so many new places. My favorite trip was to Thailand with my best friend but exploring Italy is a close second.

 

Interest and Experience in Education

I began working with kids at 16 years old as a summer camp counselor and a volunteer swim coach with my summer swim league. Throughout high school and college I found myself taking jobs geared towards children and facilitating their learning, personal growth and maturity. Between working at summer camp, serving as a Teacher’s Assistant and coaching various swim teams, I have worked with children ages 3 to 20. I have worked with kids in many different capacities such as art, dancing, sports and other recreational activities. It was through coaching though that I found a passion for teaching and sharing my knowledge and experiences with others. As a swim coach I became familiar with the concept of lesson planning, being flexible with these plans and ultimately, working for the kids rather than myself. I have consistently enjoyed working with high school students because I am able to connect with them in a more personal way. I now notice myself gravitating towards this age group in working with Ballard High School’s swim team. I hope to earn my endorsement in Mathematics to be able to teach such an important subject at the high school level.

 

Purpose of This Portfolio

The purpose of this portfolio is to serve as a reflection as well as a showcase of the educational knowledge I will accumulate as a new teacher. I aim to master the program specifications outlined in Principles of HOPE, which meet the State of Washington certification requirements (WAC 181-78A-270).

H – Honor student diversity, development and their right to learn.

H1 – Honor student diversity and development.
Teacher candidates plan and/or adapt learner centered curricula that engage students in a variety of culturally responsive, developmentally, and age appropriate strategies.

H2 – Honor student access to content material.
Teacher candidates use multiple instructional strategies, including the principles of second language acquisition, to address student academic language ability levels and cultural and linguistic backgrounds.

H3 – Honor the classroom/school community as a milieu for learning.
Teacher candidates implement classroom/school centered instruction, including sheltered instruction that is connected to communities within the classroom and the school, and includes knowledge and skills for working with others.

H4 – Honor family/community involvement in the learning process.
Teacher candidates inform, involve, and collaborate with families/neighborhoods, and communities in each student’s educational process, including using information about student cultural identity, achievement and performance.

H5 – Honor student potential for roles in the greater society.
Teacher candidates prepare students to be responsible citizens for an environmentally sustainable, globally interconnected, and diverse society.

O – Offer an organized and challenging curriculum.

O1. – Offer an organized curriculum aligned to standards and outcomes.
Teacher candidates align instruction to the learning standards and outcomes so all students know the learning targets and their progress toward meeting them.

O2. – Offer appropriate challenge in the content area.
Teacher candidates plan and/or adapt curricula that are standards driven so students develop understanding and problem-solving expertise in the content area(s) using reading, written and oral communication, and technology.

P – Practice effective teaching: inquiry, planning, instruction & assessment.

P1 – Practice intentional inquiry and planning for instruction.
Teacher candidates plan and/or adapt standards-based curricula that are personalized to the diverse needs of each student.

P2 – Practice differentiated instruction.
Teacher candidates apply principles of differentiated instruction, including theories of language acquisition, stages of language, and academic language development, in the integration of subject matter across the content areas of reading, mathematical, scientific, and aesthetic reasoning.

P3 – Practice standards-based assessment.
Teacher candidates use standards-based assessment that is systematically analyzed using multiple formative, summative, and self-assessment strategies to monitor and improve instruction.

P4 – Practice the integration of appropriate technology with instruction.
Teacher candidates use technology that is effectively integrated to create technologically proficient learners.

E – Exemplify service to the teaching profession.

E1 – Exemplify professionally-informed, growth-centered practice.
Teacher candidates develop reflective, collaborative, professional growth-centered practices through regularly evaluating the effects of his/her teaching through feedback and reflection.

E2 – Exemplify collaboration within the school.
Teacher candidates participate collaboratively and professionally in school activities and using appropriate and respectful verbal and written communication.

E3 – Exemplify an understanding of professional responsibilities and policies.
Teacher candidates demonstrate knowledge of professional, legal, and ethical responsibilities and policies.