Welcome
I started the TAG Endorsement Program during the Fall of 2013 at Webb Bridge Middle School. After almost 2 years of classes, instruction, research, planning, tests and essays, the totality of my work can be found in the tabs above. This experience was challenging, and thought provoking, resulting in reflection and growth of my own teaching practices. Overall, it was insightful and a positive experience and I feel well prepared that the knowledge I gained from this program can be benefit not only gifted students, but all my students to push them to reach their full potential.
Outline of TAg Portfolio
Part I: Characteristics
Based upon observations and experiences throughout the internship, describe how the diversity within the gifted population impacts your professional practice (e.g., choice of instructional strategies and resources, assessments, communication tools for parents and students, programming recommendations, etc.). (GEPO-K3, GEPO-S1, GEPO-S6, GEPO-D1, GEPO-D2, GEPO-D3, GEPO-D4, GEPO-D5)
· Reflection
· 2 pieces of evidence that are aligned to the experiences you reference in the reflection (e.g., notes from an observation, flyer, program, or agenda from an event you attended, etc.).
Part II: Identification and Assessment
Based upon your local school experiences, analyze the strengths and weaknesses of Fulton County Schools’ procedures for implementing Georgia Board of Education Rule 160-4-2.38. (GEPO-S1, GEPO-S2, GEPO-D1, GEPO-D2, GEPO-D6)
· Reflection
· 2 pieces of evidence that are aligned to the experiences you reference in the reflection (e.g., notes from observations of testing, agenda from an eligibility team meeting you attended, etc.).
Part III: Curriculum and Strategies
Describe how participation in the Gifted In-field Endorsement Program has changed your approach toward curriculum development and your ability to effectively instruct gifted students. (Include student work from strategies implemented in the Curriculum and Strategies course.) (GEPO-K4, GEPO-K5, GEPO-K6, GEPO-S3, GEPO-S4, GEPO-S5, GEPO-S7, GEPO-S8)
· Reflection
· 7 examples of student work (i.e., 1 sample of student work from each original strategy lesson you created and taught). Strategies include Compare/Contrast, Circle of Knowledge, Graduated Difficulty, Metaphorical Expression, Decision Making, Creative Problem Solving, Mystery.
Part IV: Program Development
Based upon your observations and experiences, describe the impact of acceleration, enrichment, grouping, and advisement on the achievement of gifted students. (GEPO-K5, GEPO-S3, GEPO-D2, GEPO-D7, GEPO-D8)
· Reflection
· 2 pieces of evidence that are aligned to the experiences you reference in the reflection (e.g., flyer, program, or agenda from an enrichment event you attended, notes from observations you made at an event, etc.).
Appendix
· Observation Form completed by Mentor
· Observation Form completed by Instructor
· Internship Log
Based upon observations and experiences throughout the internship, describe how the diversity within the gifted population impacts your professional practice (e.g., choice of instructional strategies and resources, assessments, communication tools for parents and students, programming recommendations, etc.). (GEPO-K3, GEPO-S1, GEPO-S6, GEPO-D1, GEPO-D2, GEPO-D3, GEPO-D4, GEPO-D5)
· Reflection
· 2 pieces of evidence that are aligned to the experiences you reference in the reflection (e.g., notes from an observation, flyer, program, or agenda from an event you attended, etc.).
Part II: Identification and Assessment
Based upon your local school experiences, analyze the strengths and weaknesses of Fulton County Schools’ procedures for implementing Georgia Board of Education Rule 160-4-2.38. (GEPO-S1, GEPO-S2, GEPO-D1, GEPO-D2, GEPO-D6)
· Reflection
· 2 pieces of evidence that are aligned to the experiences you reference in the reflection (e.g., notes from observations of testing, agenda from an eligibility team meeting you attended, etc.).
Part III: Curriculum and Strategies
Describe how participation in the Gifted In-field Endorsement Program has changed your approach toward curriculum development and your ability to effectively instruct gifted students. (Include student work from strategies implemented in the Curriculum and Strategies course.) (GEPO-K4, GEPO-K5, GEPO-K6, GEPO-S3, GEPO-S4, GEPO-S5, GEPO-S7, GEPO-S8)
· Reflection
· 7 examples of student work (i.e., 1 sample of student work from each original strategy lesson you created and taught). Strategies include Compare/Contrast, Circle of Knowledge, Graduated Difficulty, Metaphorical Expression, Decision Making, Creative Problem Solving, Mystery.
Part IV: Program Development
Based upon your observations and experiences, describe the impact of acceleration, enrichment, grouping, and advisement on the achievement of gifted students. (GEPO-K5, GEPO-S3, GEPO-D2, GEPO-D7, GEPO-D8)
· Reflection
· 2 pieces of evidence that are aligned to the experiences you reference in the reflection (e.g., flyer, program, or agenda from an enrichment event you attended, notes from observations you made at an event, etc.).
Appendix
· Observation Form completed by Mentor
· Observation Form completed by Instructor
· Internship Log