The D.E.S.E.R.T model learning outcomes encompass national, state, and university, standards.

They entail diversity, effective pedagogy, subject matter, environment, reflective, and teaching
disposition, qualities. I have developed in each of these areas within the program and it has prepared me
to become a competent, caring, and qualified, educator. This growth is exhibited throughout my eportfolio with multiple artifacts to support the D.E.S.E.R.T claims.
Diversity is not just presented in this program, it is emphasized. Within the school there are
multiple varieties of diversity such as race, language, age, gender, socioeconomic status, etc. The first step
is recognizing these differences, and then using culturally responsive teaching to ensure the needs of all
learners are being met. Inside my e-portfolio I have included artifacts to demonstrate this very quality.
The first piece is my student assessment profile. Within this assignment I chose two students from my
practicum class who had different strengths and areas to improve. From there, I observed the students
each week, administered assessments, and developed a plan of action. I was able to analyze the students
on an individual level and create appropriate, measurable, steps to meet their needs. The second artifact
included in this section is my use of Sheltered Instruction Observation Protocol (SIOP) in a third semester
lesson. This scoring sheet demonstrates my competence to support the development of English
proficiency within the classroom to all students.
Prior to this program I had little knowledge of how to develop, or execute, effective and
appropriate instruction; this is no longer the case. Using core standards and required subject matter, I have
been able to develop a strong sense of effective pedagogy. My first artifact, a literacy comprehension
lesson plan, validates this. In the lesson I have differentiated the content, process, and product, for five
students on different levels of learning. Not only is my ability to make appropriate accommodations
present, but also my skill of using multiple formative and summative assessments strategies to measure
learning. The second artifact also validates the effective pedagogy claim and displays a different
perspective of utilizing technology to support instruction and extend learning. I have created a multimedia language arts project integrating a social studies objective. This piece includes the project
standards, directions, graphic organizer, rubric used for grading, and product example.
Subject matter is the driving force for all instruction. In addition to my qualifications of using
required core standards to develop instruction, I am also able to demonstrate my knowledge in the
subjects I teach with confidence. This is displayed in my first artifact of the section as I created a history
production to teach with technology. I gathered research of historic facts and dates, and used primary
sources to collect pictures and music, of an immigration topic. This instructional strategy engages
students in the video and requires them to think critically about a question. This piece also demonstrates
my ability to try something I have never done before and my commitment to advance my professional
practice.

Environment is one of the most important aspects of the classroom; something I did not
comprehend before this program. I compare it to Maslows Hierarchy of Needs, meaning students cannot
reach the point of self-actualization in a classroom until they feel safe and a sense of belonging there.
Through the use of classroom management plan, the first artifact in this section, I have developed
procedures to run a smooth classroom, created a welcome letter to send to parents and students, proved
my ability to outline developmental stages among a grade level, and more. This will be an aid as I utilize
my caring personality to create a physically and emotionally safe environment for my students and their
families.
Each assignment, lesson, presentation, class discussion, or practicum, is a learning experience.
However, to truly benefit from it means to reflect on the experience and use this knowledge to move
forward. In this section of the e-portfolio you can find a video of a math lesson I taught. Along with this
video is a reflection where I analyzed my overall classroom presence and teaching strategies. As I noted
both positive and negatives to these areas, I realized I could use these understandings to adapt my future
planning and practice of other lessons as well. However this is just one example, I have been able to
reflect in multiple ways throughout the program and it has only made me stronger professionally. I am
willing to take feedback from others and transfer what I learn to new situations to become a more
competent, and confident, teacher.
Teaching dispositions are not easily taught, but it is a quality the faculty has emphasized and I
take pride in as a teacher. Through my practicum experiences, and my involvement within the program, I
have demonstrated my ability to care, form professional relationships, participate in learning
communities, and carry myself with ethical behavior. These attributes are best showcased in my first
artifact, my personal educational philosophy and reflection of how it has changed over time. This piece is
unique because it shows a side of me before entering the program, and a side after where my growth as an
educator in undeniable. It is able to capture all of the qualities in the D.E.S.E.R.T model I hoped to, and
did, achieve by the end of this program.