(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.

My in class work from this portion of the assignment was lost. For this task, Chris and I chose to use the program “Master Grade,” It was downloaded for software evaluation on assignment five. The grading comprises ten fictional students, five equally fictional assignments and one progress report. Unfortunately, We unable to print out a Progress Report from the Master Grade software. The software instruction set noted that it is possible to email students their Progress Reports, but I was unable to set the system up.

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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.

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.

ExamView existing question-bank test:

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Geology Quiz:

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Online testing allows teachers to very quickly assess student competency. When coupled with a testmaking program such as ExamView, the time necessary to create and administer such tests is significantly reduced. However, students using this form of testing in a private setting can easily open a browser window to look up the answers to the questions given them. Teachers can counter this practice by requiring students to take online tests in a monitored environment like a computer lab, but the extra work required to set up this scenario might negate the time saved when formulating the test.

(3) Communication: Students benefit when teachers clearly state their expectations in written form. When these expectations are available 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

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service. Include a screen capture of your published assignment schedule.

Here is an assignment list created on www.yourhomework.com when my classmate was a student teacher at Sinaloa Middle School during the Fall Semester, 2006: have visited the site many times but was not working at a school and did not have an email account linked to the school. I have used this system to communicate with my sons’ 8th grade teacher.

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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.

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 PowerPoint and where in your curriculum you will use it.

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.

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 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.

To maximize learning and minimize abuse, teachers should be careful to create their own work, or state the creator of the work and its resources. I took a screen capture of a ppt presentation I have given in many different settings to explain what wellness is and why I choose wellness as a career. Students sometime do not know the difference between health, fitness, and wellness. This ppt. is very informative and can be used for a wide range of students, and members of my church and community. I did not create a works cited list for this ppt, but I do reveal the source of the information during the presentation.

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(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.

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Thomas Henry Johnson P O Box 8527

Northridge, CA 91327 (661) 942-9770 Home

(661) 317-0737 Business tjaympt@aol.com

Objective: Employment as: Adapted Physical Educator/Physical Educator

Education: California State University, NorthridgeMaster of Physical TherapyCompleted: May, 2004

California State University, NorthridgeBachelor of Science (double major)Kinesiology, Adapted Physical Education OptionCompleted: May, 2002

California State University, NorthridgeBachelor of Science (double major)Health Science Completed: May, 2002

West Hills CollegeAssociate of ScienceHealth ScienceCompleted: May, 1996

Experience: The Wellness GardenPosition: Wellness Program Coordinator/Aquatic Therapeutic Exercise

SpecialistAugust 2004 to Present

Sepulveda Middle SchoolPosition: Physical Education Teacher (Student Teacher)April 2007 to June 2007

New School For Child DevelopmentPosition: Adapted Physical Education SpecialistJanuary 2007 to April 2007

Center of Achievement for the Physically DisabledPosition: Aquatics Instructor (AFYAP)

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August 2003 to July 2004

Center of Achievement for the Physically DisabledPosition: Therapeutic Exercise AssistantJanuary 1997 to December 2003

Garden Groove Elementary SchoolPhysical Therapy InternshipJanuary 2004 to March 2004

Hands Plus Physically Therapy, Santa Clarita, CAPhysical Therapy InternshipMarch 2002 to April 2002

Lancaster Community Hospital, Lancaster, CAPhysical Therapy InternshipJanuary 2002 to February 2002

Olive View Medical Center, Sylmar, CAPhysically Therapy AideJanuary 1997 to January 1999

Veteran Administration Medical Center, Fresno, CAPhysical Therapy AideJuly 1994 to June 1996

West Hills Community CollegeTutorAugust 1994 to May 1996

United States Navy (Active Duty June 1986 to March 1993)Assistant Physical Readiness CoordinatorJanuary 1987 to February 1989

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CERTIFICATIONS

Water Safety Instructor TrainingAmerican Red CrossCompleted June 28, 2004

Life guard TrainingAmerican Red CrossCompleted January 2005

CPR for the Professional RescuerAmerican Red CrossCompleted November 16, 2003

Arthritis Foundation Aquatics Program (AFAP) Instructors TrainingArthritis FoundationCompleted January 22, 2003

Multiple Sclerosis Aquatic InstructorMultiple Sclerosis SocietyComplete June 2003

Other Related Training and Areas of Study CSU, Northridge Teaching Credential Program (Spring 2007 Grad) Adapted and Therapeutic Exercise Wheel Chair Sports Camp Braille Institute Special Olympics Aqua Aerobics Pharmacology Geriatrics Pediatrics WATSU- Water Shiatsu Bad-Ragaz

Reference: Available upon request

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Professional References Belinda Stillwell: DirectorBrown Aquatic Center18111 Nordhoff StreetNorthridge, CA 91330-8265(818) 677-2182

Sam Britten: Founder/DirectorCenter of Achievement18111 Nordhoff StreetNorthridge, CA 91330-8265(818) 341-5056

Rick NagasawaGarden Grove Elementary2250 Tracey AvenueSimi Valley, CA 93603(805) 584-9501

Debra Patterson: Master TeacherCalifornia State University, Northridge18111 Nordhoff StreetNorthridge, CA 91330-8265(818) 677-3205

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The puzzle I selected came from word puzzles.com and the name of the game is word slugger. When working with children with Autism, keeping the student engaged can be very challenging. Most of the children really enjoy video games but are less apt to participate in PE or stay on task. I would use this game to engage the student and then carry-over the information to work on a specific IEP goal such as throwing and catching. http://club.live.com/Word_Slugger.aspx

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(6) DVD: Develop a lesson using a computer-based DVD-player that includes bookmarks and video clips to access specific scenes.

Identify the DVD and explain why you chose this for a lesson.

Include a screen capture showing your catalog of bookmarks and video clips.

Describe how the scan fast, scan slow, step, mute, bookmark, video clip, and screen size features can be used to enhance your lesson.

DVD player bookmarks and video clips were explored during class using the Earth series of DVDs. It is a very interactive, and powerful tool to keep the students involved because you can bookmark interesting and exciting parts of a DVD instead of boring the students to death with long drawn-out video. The video was created in class but was not successfully transferred or downloaded to this page for review.

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