Professional

David Haworth

I grew up on Whidbey Island and enjoy returning there for some “Island time” R&R as often as possible. I went to college at Pacific Lutheran University, where I obtained a B.F.A. in communications (broadcast journalism and public relations). After college I spent one year as a ski bum in Bend, Oregon, before returning to the Seattle area to work in the public relations field. In 2001, I changed careers to work at Pocock Racing Shells in Everett (I have a long background in rowing). I have lived in Kirkland for the last 15 years and recently started subbing in the Lake Washington and Issaquah school districts.

Cubs Pres and me1

 

Interest and Experience in Education

For the last five years, I have been volunteering at my son’s elementary school as often as my work schedule allows. It was during this volunteering that I realized I had a passion for teaching. It was such a joy to spend time with all the students. When I was volunteering, I naturally kept gravitating towards the P.E. classes and realized that P.E. was where I had a true passion for helping kids of all skill levels reach their full potential and experience healthy activities.

I have a diverse, strong background in all types of sports and outdoor recreation activities and I love sharing this knowledge and passion with kids. I’ve been a volunteer youth sports coach for the last several years, coaching elementary school kids in basketball, soccer and baseball. I’ve also been a coach for Green Lake Crew, coaching 8th and 9th grade rowers.

My preferred level is middle school, but I would also enjoy teaching at an elementary school. Let’s be honest, P.E. jobs are hard to come by and I’ll be happy to teach P.E. at any grade level. I have visited several local middle schools recently, spending part of the day job shadowing with P.E. teachers and helping out with their classes. These experiences have reinforced my initial interest in teaching at the middle school level.

 

Purpose of This Portfolio

A complete bportfolio (blog portfolio), which is assembled across the program, shows knowledge and skills I am acquiring as an emerging teacher. Professional knowledge and skills are summarized in Principles of HOPE, which are program standards aligned with certification requirements authored by the State of Washington (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.

Elements of a Model Entry

There are different formats for writing portfolio entries. However, responding to writing prompts 1-6 increases the likelihood of writing a quality entry, that attends to current and desired performance on professional knowledge and skills, and impact on K-12 student learning.

1. Citation of the program standard (one standard from HOPE principles) along with an interpretation of what the standard means.

2. Presentation of evidence with description. The description includes context and related research or theory associated with the creation of the evidence.

3. Justification of how the evidence demonstrates competence, or emerging competence, on the program standard.

4. Summary of what was learned as a result of creating the evidence or having the experience.

5. Comment on the implications for student learning.

6. Propose specific changes or next steps to increase effectiveness in the area under examination.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s