Joshua A. Hazelrigg

1
Joshua A. Hazelrigg

Electronic Portfolio
2
Table of Contents
Introduction Philosophy Resume Conceptual
Framework/PRAXIS III Criterion Strand 1
Content Knowledge Strand 2 Pedagogical
Knowledge Strand 3 Diversity Strand 4
Technology Strand 5 Professionalism Strand
6 Emotional Intelligence Conclusion Final
Reflection Acknowledgments Praxis 19 Criteria
(A-B) (C-D)
3
Introduction
Greetings The following electronic portfolio
is based on Wright State Universitys, College of
Education, conceptual framework. Along with the
goals and objectives of Wright State University,
this portfolio will also correlate with the 19
Praxis criteria. The purpose is to show that all
criterion has been achieved and progress
documented through the Teacher Education
Department at Wright State. The format is
designed to be as user friendly as possible and
can be observed in a variety of ways. First, the
slides can be viewed in order. Second, the table
of contents is hyperlinked to allow visibility of
specific slides of interest. To do this, in the
table of contents, click on the text of the
concept of interest. At anytime, if desired to
return to the table of contents, click table of
contents on the bottom right corner of each
slide.
Go Back to Table of Contents
4
Philosophy
The whole art of teaching is only the art of
awakening the natural curiosity of young minds
for the purpose of satisfying it afterwards -
Anatole France
Every student is different within this world.
Everyone learns at a different speed, remember
different items, and has different strengths
within the classroom. As a teacher, it is my job
to differentiate my instruction so that every
child has an equal opportunity to learn and
succeed. This success is not based solely on
grades alone. Instead, it is based on growth
within the classroom as a student and an
individual. I, as a teacher, am a person who
students must look at in many different lights
also. Students must see me as someone of honor,
someone of trust, someone of authority, but also
someone to confide in and respect. As an
effective teacher, I maximize my efforts in
trying to balance each of these traits to be an
effective leader that my students can learn from
and grow with. If I can successfully reach
students by differentiating myself and my
teaching, I can be the most effective teacher for
my students.
Education, therefore, is a process of living and
not a preparation for future living - John Dewey
Go back to Table of Contents
5

• Joshua Hazelrigg
• 5911 Rosalie Road
• Huber Heights, OH, 45424
• Home Phone [phone]
• Cellular Phone [phone]
• hazelrigg.2_at_wright.edu
• OBJECTIVE A Teaching position in secondary
  education in the field of social studies with the
  opportunity to coach high school athletics.
• SUMMARY
• Teacher certification for Secondary Education in
  the field of Social Science Education
• BA in Social Science Education
• Completed Observation with Mad River Local
  Schools
• Completed Student Teaching with Fairborn High
  School
• EDUCATION Bachelor of Arts in Social
  Science Education, August 2006
• Summa Cum Laude College
  of Liberal Arts
• Wright State University,
  Fairborn, Ohio
• 
  GPA 3.822 on a 4.0 scale

Go back to Table of Contents
6
Conceptual Framework/PRAXIS III Criterion
The following information will demonstrate how I
achieved the Teacher Educations Conceptual
Framework, which is aligned with the PRAXIS III
criterion. Concurrently, as I exhibit how I
successfully completed each of the Conceptual
Framework strands, I will be indicating how I
implemented the PRAXIS III criteria, aligned with
the Ohio Department of Education. Most of the
evidence was retrieved, during my
internship/student teaching, at Fairborn High
School during the 2006-2007 school year. Evidence
will take on various formats. Most of which will
be in the form of photographs, statements from
colleagues, and narratives of my teaching
experience.
Strand 1 Content Knowledge Strand 2
Pedagogical Knowledge Strand 3
Diversity Strand 4 Technology Strand 5
Professionalism Strand 6 Emotional
Intelligence Conclusion
Go back to Table of Contents
7
Strand 1Content Knowledge
Praxis Correlation A2 Articulates clear
learning goals for the lesson that are
appropriate to the students. A3 Demonstrates an
understanding of the connections between the
content that was learned previously, the current
content, and the content that remains to be
learned in the future. C1 Makes learning goals
and instructional procedures clear to students.
Students received a copy of the Ohio Graduation
Test Content Standards which they were expected
to know at the end of the lesson.
8
Content KnowledgeRubric
Praxis Correlation A2 Articulates clear
learning goals for the lesson that are
appropriate to the students. B3 Communicates
challenging learning expectations to each
student. C1 Makes learning goals and
instructional procedures clear to students.
All assignments are accompanied by a rubric so
that students know exactly what is expected.
9
Content KnowledgeClass Discussion
Praxis Correlation A3 Demonstrates an
understanding of the connections between the
content that was learned previously, the current
content, and the content that remains to be
learned in the future. C3 Encourages students to
extend their thinking.
All class discussions begin with a question
connecting what will be learned to what has been
learned in the past. Today's game review called
upon students to connect to previous learning. -
Steve Graham, University Supervisor
10
Content KnowledgePraxis II Content Scores
Praxis Correlation A3 Demonstrates an
understanding of the connections between the
content that was learned previously, the current
content, and the content that remains to be
learned in the future.
Go back to Criterion Summary
Go back to Table of Contents
11
Strand 2Pedagogical Knowledge
Praxis Correlation A2 Articulates clear
learning goals for the lesson that are
appropriate to the students. B1 Creates a
climate the promotes fairness. C5 Uses
instruction time effectively.
Mr. Hazelrigg creates clear lesson plans for
every unit. These lesson plans reflect effective
time management in the classroom Time was well
organized and managed. Mr. Hazelrigg also
handled non-instructional duties with ease. -
Steve Graham, University Supervisor
12
Pedagogical KnowledgeClimate that Promotes
Fairness
Praxis Correlation B1 Creates a climate the
promotes fairness. B4 Establishes and maintain
consistent standards of classroom behavior. D1
Reflects on the extent to which the learning
goals were met.
Worked to involve all members of this class in
the learning game. - Steve Graham, University
Supervisor All students are given an opportunity
to be called on, answer, and participate within
the classroom. Students are encouraged to be an
active member of the classroom.
13
Pedagogical KnowledgePRAXIS II PLT Scores
Praxis Correlation A4 Creates of selects
teaching methods, learning activities, and
instructional materials of other resources that
are appropriate for the students and that are
aligned with goals of the lesson. C4 Monitors
students understanding of content through a
variety of means, provides feedback to students
to assist learning, and adjusts learning
activities as the situation demands. D1 Reflects
on the extent to which the learning goals were
met. D4 Communicates with parents or guardians
about student learning.
Go back to Criterion Summary
Go back to Table of Contents
14
Strand 3Diversity
Praxis Correlation A4 Creates or selects
teaching methods, learning activities, and
instructional materials or other resources that
are appropriate for the students and that are
aligned with goals of the lesson. C2 Makes
content comprehensible to students. C3
Encourages students to extend their thinking.
I use different activities that help students
visualize, learn, and understand the materials
being presented. This activity breaks down the
events of the Watergate scandal by incorporating
the political cartoons of the time and having
students analyze their meanings in regards to the
events.
15
Diversity
Praxis Correlation A4 Creates or selects
teaching methods, learning activities, and
instructional materials or other resources that
are appropriate for the students and that are
aligned with goals of the lesson. A5 Creates or
selects evaluation strategies that are
appropriate for the students and that are aligned
with the goals of the future lessons. C3
Encourages students to extend their thinking.
Group activities are a vital part of my
classroom. In this group activity, students were
assigned different fake countries that
reflected real-world Korean War era countries.
Students were responsible for making decisions
for their countries in regards to real life
situations from the Korean War through real-world
relations of the Korean War.
16
Diversity
Praxis Correlation A4 Creates or selects
teaching methods, learning activities, and
instructional materials or other resources that
are appropriate for the students and that are
aligned with goals of the lesson. D1 Reflects on
the extent to which the learning goals were met.
Teachers need to be able to look back upon
lessons and activities to see what methods are
working and which are not. I do this after each
lesson to prepare myself and the class for
further activities.
Above, I realized that I had done too many
fill-in charts in the class but students were
attentive to items that directly affected them
Go back to Criterion Summary
Go back to Table of Contents
17
Diversity
Praxis Correlation A4 Creates or selects
teaching methods, learning activities, and
instructional materials or other resources that
are appropriate for the students and that are
aligned with goals of the lesson.
Students within my classroom receive numerous
materials and different methods of instruction to
help them understand and retain the material.
Above are a selection of videos that were shown
to the students for the Red Scare unit on
Communism.
Go back to Criterion Summary
Go back to Table of Contents
18
Strand 4Technology
Praxis Correlation B1 Creates a climate that
promotes fairness. B3 Communicates challenging
learning expectations to each student. B5 Makes
physical environment as safe and conducive to
learning as possible. C2 Makes content
comprehensible to students. C4 Monitors
students understanding of content through a
variety of means, provides feedback to students
to assist learning, and adjusts learning
activities as the situation demands. C5 Uses
instruction time effectively.
To have students following lectures and
PowerPoint presentations, students receive a
fill-in worksheet that reflects the information
that they will be responsible for during the
test. Students must fill these out independently
during the lecture and then they are graded for
comprehension and completion.
19
Technology
Praxis Correlation B1 Creates a climate that
promotes fairness. C2 Makes content
comprehensible to students. D2 Demonstrates a
sense of efficacy.
Within my lessons, I try to incorporate different
forms of technology to help students relate to
the materials being taught. These have included
webquest scavenger hunts, videos, PowerPoint
lessons, and other types of media. Above are
videos and PowerPoint lessons created by myself.
20
Technology
Praxis Correlation B3 Communicates challenging
learning expectations to each student. B4
Establishes and maintain consistent standards of
classroom behavior. B5 Makes physical
environment as safe and conducive to learning as
possible. C2 Makes content comprehensible to
students. C5 Uses instruction time effectively.
I am not the only person that uses technology in
my classroom. The students also must become
well-versed in the use of technology. This
includes being able to use the internet properly,
word-process documents, and be able to find
proper resources for projects. Above is the China
Magazine Project that students had to research
and create themselves using the computers.
Go back to Criterion Summary
Go back to Table of Contents
21
Strand 5Professionalism
Praxis Correlation D2 Demonstrates a sense of
efficacy D3 Builds professional relationship
with colleagues to share teaching insights and to
coordinate learning activities for students.
Picture Book read-In Presented by Learning
Explorations Saturday, February 10, 2007
22
Professionalism
Praxis Correlation D2 Demonstrates a sense of
efficacy D3 Builds professional relationship
with colleagues to share teaching insights and to
coordinate learning activities for students.
There is an excellent professional relationship
between Mr. Hazelrigg and Mr. Banks. - Steve
Graham, University Supervisor
Being able to work well with my cooperating
teacher as well as being able to participate
within the teacher education days is key to the
success of any teacher. Above is a quick analysis
from my supervisor about the relationship of Mr.
Banks and myself along with different teacher
education certificates.
23
Professionalism
Praxis Correlation A4 Creates of selects
teaching methods, learning activities, and
instructional materials of other resources that
are appropriate for the students and that are
aligned with goals of the lesson. D3 Builds
professional relationship with colleagues to
share teaching insights and to coordinate
learning activities for students.
Department meetings are a key to maintaining a
successful department as well as a successful
classroom. During department meetings at
Fairborn, teachers could talk about ideas that
they had in their classrooms, ideas to help other
teachers, and also a means of brainstorming for
future lessons in each subject. Teachers were
given an open forum to discuss problems, issues,
and successes within their classroom so that
everyone could be of assistance in the meetings.
We also used these meetings to coordinate
different lesson techniques, testing criteria,
and future goals for Fairborn High School.
Go back to Criterion Summary
Go back to Table of Contents
24
Strand 6Emotional Intelligence
Praxis Correlation B1 Creates a climate that
promotes fairness. B4 Establishes and maintain
consistent standards of classroom behavior. B5
Makes physical environment as safe and conducive
to learning as possible. C1 Make learning goals
and instructional procedures clear to
students. C4 Monitors students understanding of
content through a variety of means, provides
feedback to students to assist learning, and
adjusts learning activities as the situation
demands.
I am a firm believer in social learning theory
and constant interaction between myself and the
students in a constructive learning environment.
This is done through multiple activities like the
Jeopardy! review game, one on one teaching and
assistance, and other activities to promote
social learning along with mastery of the lessons.
25
Emotional Intelligence
Praxis Correlation A1 Becomes familiar with
relevant aspects of students background
knowledge and experiences. B1 Creates a climate
that promotes fairness. B2 Establishes and
maintains rapport with students.
I found out that through my inquiry project,
there were different styles of instruction and
test preparation that my students enjoyed more
than others. This led me to tailor my lessons
according to what would be most educational but
also the most interesting for the students, like
Jeopardy! and jigsaw group activities.
26
Emotional Intelligence
Praxis Correlation A1 Becomes familiar with
relevant aspects of students background
knowledge and experiences. B2 Establishes and
maintains rapport with students.
Throughout my time at Fairborn, my goal was to
become involved in extra-curricular activities to
establish a rapport with students, faculty, and
parents. Through my volunteer work with the
Athletic Department at Fairborn, I was able to
see and get to know students outside of the
classroom and become more familiar with their
interests outside of school. This also gave me a
chance to meet parents and interact with them so
that they knew who their childs teacher was and
that they could communicate with me whenever
needed.
27
Emotional Intelligence
Praxis Correlation A1 Becomes familiar with
relevant aspects of students background
knowledge and experiences. D4 Communicates with
parents or guardians about student learning.
Using the Fairborn High School Teacher Education
Connection system (TEC), I was able to
communicate with parents of students who were
struggling and also those students who were a
positive influence and succeeding in the
classroom. Along with e-mails to and from
parents, students and parents realized that
education is a team effort.
Go back to Criterion Summary
Go back to Table of Contents
28
Conclusion
Three years ago, I could not have pictured
myself standing in front of a classroom as a
teacher. I was convinced that I was going to be a
businessman and be happy within an office or
cubical. That proved to be very wrong and I could
not be any happier with the choices that I have
made in becoming a teacher. Within my time at
Fairborn High School, I have learned much about
myself as a teacher and as an individual. I have
enjoyed my time immensely at Fairborn with a very
diverse group of students within a very diverse
environment, especially with my background solely
being within private schools. They have taught me
a new understanding as a teacher and a new
appreciation for the problems of students and
teachers. I have learned a great deal of patience
in a diverse amount of situations and also have
learned diverse teaching methods. These methods
have shown me that not every lesson plan or
activity works, but I have to be more flexible to
change and criticism towards my lessons when they
are not effective.
29
Conclusion
The extra-curricular activities that I assisted
in have also taught me numerous lessons. I
learned that I have to be a positive influence
and example whenever I am in public because there
are always opportunities for my students to see
and interact with me. I have also learned the
importance of participating in school functions
on a regular basis. This helps create those
professional relationships with colleagues and
also helps to establish those relationships with
parents and students within the community. Being
involved will always now be a goal of mine as a
teacher. This experience has taught me what
being a true educator is. I have nothing but
appreciation and gratitude for the staff and
students of Fairborn High School within this
experience. I have become a more fair, effective
teacher because of my time at Fairborn High
School and I cannot thank them enough for that.
Go back to Criterion Summary
Go back to Table of Contents
30
Praxis III CriteriaA-B
Go Back to Table of Contents
31
Praxis III CriteriaC-D
Go Back to Table of Contents
32
Thank you for viewing Josh Hazelriggs electronic
portfolio!
Go back to Table of Contents