KATHRYN LINDNER

Professional Portfolio
 TABLE OF CONTENTS
Resume.................................................................................................... 1

Master of Arts in Teaching Description.................................................. 3

Philosophy of Education.........................................................................4

Philosophy of Classroom Management .................................................5

Summary of Literacy Case Study ...........................................................6

Action Research Study Summary ...........................................................8

Understanding by Design Curriculum Unit Summary.........................10

Evidence of Family and Community Involvement...............................12

 KATHRYN LINDNER K-6 Educator
Contact Professional Experience in Education
Lumberton, NJ Intern Jones Elementary
August 2020 - May 2021 Springdale, AR
(845) 553-0742 • Created and taught standards based and differentiated lessons in the core
subject areas for in person and online students in second and third grade
[email protected] classrooms.
• Implemented an Action Research study on the effects of number talks on
linkedin.com/in/klindner mathematics vocabulary acquisition and use in a third-grade classroom.
• Performed a data driven literacy case study while working in the University of
www.edukateandmotivate.weebly.com Arkansas’ Clinic for Literacy where I brought a fourth-grade student who was
at a first-grade level in word reading up to the benchmark standard for
fourth grade word reading within 7 weeks.
Education • Identified areas of student strengths and weaknesses using research-based
Master of Arts in Teaching assessments and designed interventions based on data.
University of Arkansas • Designed a 10-day curriculum unit in writing using the Understanding by
Concentration in Elementary Education K-6 Design format.
2020-2021 • GPA: 4.0 • Actively participated in professional learning communities, grade level
planning meetings, faculty meetings, and student led parent teacher
Bachelor of Science in Education conferences.
University of Arkansas • Attended professional development seminars in R.O.O.T.S. science of reading
Concentration in Childhood Education K-6 training, educational technology training in Lexia and Dreambox, English
2016-2020 • GPA: 3.98 Language Proficiency Assessment (ELPA) training.
• Designed and implemented instruction based on curriculum programs such
Certifications as Phonics First, Phonetic Connections, Heggerty Phonemic Awareness, Lucy
Calkins Reading and Writing Units of Study, CGI Mathematics
Arkansas Teacher Certification*
STEM Masters Certificate
Project Learning Tree (Pre-K-8) Awards and Recognitions
Chancellor’s List
Awarded to undergraduate students for obtaining a 4.0 GPA.
Affiliations • Spring 2017, Fall 2017, Spring 2018, Fall 2018, Spring 2019, Fall 2019, Spring
Delta Delta Delta 2020
Team Captain for Walk to End Alzheimer’s (2019,
2020), Served on Academic Panel 2019, Mentored M.A.T. Endowed Scholarship
new members (2018, 2019) Awarded to students who demonstrate academic excellence and merit.
• Spring 2020
Kappa Delta Pi
Member with Honors Distinction Chancellor’s Community Service Award
Awarded to students who have performed exemplary civic engagement within
Hogs End Alzheimer’s the Northwest Arkansas community with over 50 community service hours.
Treasurer (2018-2019) • May 2020

Skills Walk to End Alzheimer's Elite Grand Champion

STEM Led Arkansas Team Tri Delta for the Walk to End Alzheimer's 2019. The team
raised the third most contributions in all of Northwest Arkansas. I personally
Science of Reading
raised the highest dollar amount at the University of Arkansas in 2018 and 2019.
Classroom Management
• Fall 2018, Fall 2019
Differentiation
Instructional Technology Note: * Arkansas Teacher Certification will be received by the end of June. This certification can be
Student Engagement transferred to a CE-R New Jersey Teaching License which is the same as a CEAS license except
I will take the edTPA within my first year teaching as all other requirements have been met. 1
 Philosophy of Education
My philosophy of education is that every student should learn through a growth mindset and should be held to the
highest expectations. Every child can and should have the opportunity to learn no matter what background they come
from. When children are educated through Carol Dweck’s power of yet, they will be motivated to succeed. Just because a
student does not understand something right away, does not mean they will not understand something in the future with
additional guidance and support. Students need to be held to the highest expectations in the classroom because when
their teacher shows the students that they believe in them, the students will be more confident in themselves and more
motivated to try new things that may be challenging.

Other Professional Experience

Director of Social Media University of Arkansas
January 2020 – August 2020 Fayetteville, AR
Worked with the STEM department in the College of Education and Health Professions to post updates on student projects and
student involvement in the community.

Campus Representative Lifestylez Productions

October 2017 – January 2020 Fayetteville, AR
Recruited students to go on ski trips and managed the travel plans, itineraries, and living situations for 35 + attendees.

Bartender and Server Dadz Bar and Grill

May 2018 - August 2019 Lumberton, NJ
Local bar and grill where I worked during summer breaks. One of the largest bars in southern New Jersey.

Party Host, Cashier, and Court Monitor Sky Zone Trampoline Park
September 2015 – August 2017 Chesterfield, MO
Supervised children during parties, set up party rooms, catered to parent’s needs, and assisted guests with reserving jump
times. Counseled summer camps.

References
Christine Ralston
Clinical Associate Professor and Program Coordinator at the University of Arkansas
(479) 322-8823
[email protected]

Andrew Schuster
Mentor, Second Grade Teacher at Jones Elementary
(586) 206-4288
[email protected]

Jennifer Mills
Mentor, Third-Grade Teacher at Jones Elementary
(479) 200-8661
[email protected]

Jill Jackson
Principal at Jones Elementary
(479) 790-5196
[email protected]

Vincent Carter
Associate Professor of STEM Education at the University of Arkansas
(479) 236-8140
[email protected]

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 MASTER OF ARTS IN TEACHING
description
Program Overview
The Master of Arts in Teaching (M.A.T.) Childhood Education is a one-year program at the University
of Arkansas. The Master of Arts in Teaching program prepares prospective teachers through authentic
classroom experiences through a year long internship at a local elementary school. The scholar-practitioner
model is used to prepare teacher candidates as it allows for them to develop practical application for their
scholarly knowledge. Teacher candidates teach language arts, reading, writing, math, science, and social
studies using the Arkansas State Frameworks and Common Core State Standards in two different grade
levels. Simultaneously, teacher candidates complete graduate coursework at the University. The Arkansas
State Board of Education, the National Council for Accreditation of Teacher Education, the Higher Learning
Commission, and the North Central Association has accredited the University of Arkansas College of
Education and Health Professions’ Master of Arts in Teaching program.

Requirements
In order to be recommended for licensure by the University of Arkansas, the Master of Arts in Teaching
program requires students to complete three semesters with 33 graduate semester-hours and a year long
internship in an elementary partnership school. Students must maintain a 3.0 GPA to remain in the
program.

Benefits
• Interns gain experience and learn in a real classroom setting implementing action research, conducting a
literacy case study, differentiating instruction, and creating and implementing an Understanding by
Design unit of study.
• Interns work in two different grade level placements within the partnership school, experiencing a
variety of classroom settings.
• Interns gain experience in communicating with parents through parent teacher conferences,
participating in professional development seminars, participating in professional learning communities
(PLCs) and additional family/community events.

Year Long Internship

I interned at Jones Elementary in Springdale, Arkansas. This elementary school is a diverse, Title 1 school
where I worked in two different grade levels. First semester, I worked in a second-grade classroom. Second
semester, I transitioned into working in a third-grade classroom. I benefited from this transition as I had the
chance to see the developmental changes from second to third grade as well as the learning progressions in
action. Each classroom had diverse learners. Many students come from high poverty. Additionally, many
students are English language learners.

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 PHILOSOPHY OF EDUCATION
My philosophy of education is that every student can and will learn. I believe every child has a flame for learning, the
flame just needs to be ignited through love, encouragement, and support. My philosophy of education extends to teaching the
whole child. I want my classroom to be a safe place where students can be engaged, challenged, and supported. Every child
deserves to feel loved as they grow academically and developmentally. In my classroom, I intend to provide opportunities where
students can learn concepts that will help them be successful both inside and outside of the classroom. The following
paragraphs outline pillars in my philosophy of education: strong relationships, growth mindset, high expectations, data driven
instruction, and reflection.

Strong Relationships
I believe strong relationships drive learning, promote academic success, and support the whole child. Building
relationships with students and their families is essential to creating a culture for learning. When a teacher builds a strong
relationship with their students and their families, the students feel safe, supported, and comfortable sharing things with them.
Students cannot learn if they do not feel safe as confirmed by Maslow’s Hierarchy of Needs. Additionally, strong relationships
allow teachers to know their students better which supports them in meeting student needs. Through strong relationships,
teachers learn what each student needs to be successful, and they can differentiate accordingly. All students have different
interests, readiness levels, and learning profiles. Knowing your students allows you to help them become successful inside and
outside of the classroom.

Growth Mindset
Students should be taught and learn through a growth mindset. Every child can and should have the opportunity to
learn no matter what background they come from. When children are educated through Carol Dweck’s power of yet, they will be
motivated to succeed. Just because a student does not understand something right away, does not mean they will not
understand something in the future with additional guidance and support. My goal is to build a safe classroom community
where my students feel loved and supported; I want them to be able to take risks with their learning and try new things without
fear of failure.

High Expectations
Students should be held to the highest expectations when learning. Students need to be held to the highest
expectations in the classroom because when their teacher shows the students that they believe in them, the students will be
more confident in themselves and more motivated to try new things that may be challenging. Teachers should give their
students clear and intentional expectations that will challenge them and support them in growing as a whole child. Children
need to be challenged in order to grow.

Assessment Driven Instruction

Driving instruction through assessments and the data that comes from assessments is a highly effective teaching
practice and important in education. Assessments can help educators track student progress, evaluate their own instruction,
and determine instructional next steps. When assessments are used properly and the data from the assessments is analyzed,
educators can see if classroom learning goals have been met in alignment to the standards. Assessments can help educators
create more meaningful and powerful instruction that allows all students in their classrooms to be successful. Educators can
look at assessment data to make informed instructional decisions.

Reflection
I believe reflecting on instruction is highly important in education. Reflecting on instruction allows educators to look at
areas of strength and areas of weakness. The most important question I like to ask myself when reflecting is, “Why?” because it
helps me understand what I need to stop, start, and continue within the classroom and within my instruction. Reflecting helps
educators teach more effectively and intentionally which results in students being more successful.

Summary
Overall, it is important to me that each child who walks through my classroom doors is loved and encouraged every
single day. Every child will be encouraged to work hard and try their best. I will make sure that each of my students feels loved
and valued in my classroom by teaching to the whole child and teaching in alignment with my personal philosophy of education.

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 PHILOSOPHY OF CLASSROOM MANAGEMENT
"If you fail to plan, you are planning to fail." -Benjamin Franklin
Over the course of my teacher preparation program and internship, I have developed a plan to manage my future
classroom in alignment to my philosophy of classroom management. A well-managed classroom is vital to the students’
academic achievement, social-emotional development, and overall success. Classroom management deals with creating
a plan for prevention; developing a classroom filled with relationships of respect and rapport; practicing, rehearsing, and
reinforcing various expectations and procedures; managing student behavior; and cultivating a culture for learning.

Relationships of Respect and Rapport

• We will spend time defining relationships, respect, and rapport in kid friendly terms that the students can fully grasp
the meaning of these words.
• I will provide opportunities in the classroom to build a sense of community so that students can feel a sense of
belonging.
• I will create learner profiles for each student to access their interests, needs, and goals so that I can target instruction
to be meaningful to them and get to know each student individually.
• We will have weekly dialogue journals where students can ask me questions, share their concerns, and just let me
know what is going on in their lives every Monday.
• I will model respect for our classroom, community, and our world every day.

Expectations and Procedures

• The class will help me create the expectations for our classroom on the first day of school so that they can feel a sense
of ownership for our classroom expectations.
• I will teach, model, rehearse, and reinforce expectations and procedures.
• I will display the class schedule and expectations for all students to see throughout the day.
• I will create meaningful classroom jobs that all students can partake in which will allow for students to take
responsibility of our classroom.

Managing Student Behavior

• As a class we will create clear and positive expectations for behavior.
• I will follow trauma informed teaching practices to demonstrate understanding and care when managing student
behavior.
• I will utilize conscious discipline practices to help students learn how to make good behavior choices on their own.
• I will establish natural and logical consequences to follow through when expectations are not met in the classroom.
• I will show consistency when dealing with behaviors to ensure expectations are clear to students.

Cultivating a Culture for Learning

• I will model a positive and enthusiastic attitude towards learning and school.
• I will teach and encourage students to learn through a growth mindset.
• I will teach and encourage students to use self-discipline when making choices and learning.
• I will include social emotional learning to help promote development of the whole child. Social emotional learning is
important in driving student attention and creating meaning within instruction.

Overall, I am confident in my philosophy of classroom management. I feel prepared as I have developed a strong,
well rounded plan for how I will manage my classroom in the future. As an educator, it is my job to manage the classroom
and support my students in their learning and development. I will show my students love, empathy, and encouragement
on their journey through the school year. Expectations for behavior and academic achievement will be set high for all the
students in my classroom, however they will gain strong relationships, support, and a wealth of knowledge in return.

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 SUMMARY OF LITERACY CASE STUDY
In the Fall of 2020, I completed a literacy case study at the University of Arkansas Clinic for Literacy
with a fourth-grade student. The purpose of this study was to administer various assessments to a student
to determine an aspect of literacy to intervene on and provide explicit instruction over the course of seven
weeks. Six assessments were conducted over a series of two weeks to identify the student’s ability to read
words accurately out of context, use appropriate vocabulary, write, and determine his attitudes towards
reading and writing.

Pre-Assessment
The student took the San Diego Quick Assessment on September 28, 2020. His independent reading
level was determined to be in first grade. His frustration level was determined to be in second grade. He
went from scoring 100% on the first-grade words to scoring a 70% on the second-grade words, therefore
his instructional level could not be determined. As the student is in fourth grade, he should be scoring
100% accuracy on the second-grade reading level. the student is below grade level expectations.

Post Assessment
At the conclusion of the seven weeks, the student took a post-assessment on November 16, 2020 to
determine growth in the selected aspect of literacy which was phonics. The student began testing at a first-
grade level and worked his way up to the fourth-grade word reading list. On the fourth-grade reading list,
the student scored a 7 out of 10 on the fourth-grade word reading list, or a 70%. When putting the words on
a scale of grade level expectations, a score of 10 would be given if he read all the fourth-grade level words
correctly. On the pre assessment he received a 7 out of 10 on the second-grade list or a -13. He was able to
read 20 more words than on the pre assessment, and 21 more words than on the progress monitoring
assessment. The graph below tracks his progress from pre to post assessment against grade level
expectations throughout the 32 weeks of school. After analyzing the pre- and post-intervention scores, the
weekly formative assessment scores, and then the scores on the San Diego Quick Assessment before,
during, and after intervention the following recommendations were made.

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 SUMMARY OF LITERACY CASE STUDY
Recommendations for Home
To support the student’s growth in decoding and encoding, he would benefit from practice with
recognizing word families. If the student can learn how to read and spell one word from a word family, he
may be able to recognize other words that he can read and spell. The student would also benefit from
memorizing common spelling rules. Scholastic offers a free reference chart for common spelling rules that
the student could use when writing. The more the student sees words spelled correctly and practices
writing them correctly, the faster he will begin to spell them correctly on his own. the student would also
benefit from mastering sight words. He could practice sight words from Dolch and Fry’s sight word lists
from his grade level and past grade levels. This will help him read words with automaticity, which will then
lead to a greater understanding overall of text. Lastly, the student would benefit from practicing spelling
grade-level words and reviewing previous grade-level words. The more the student practices spelling
words correctly, the more fluent he will become with spelling words correctly in his writing.

Recommendations for School

To support the student’s reading and writing abilities, the student might benefit from reinforcing
grade level sight words. There was a drastic change in his ability to read words from the San Diego Quick
Assessment after explicit instruction and daily practice after school with sight words. Spelling was deemed
an area of weakness even after intervening in phonics. the student might benefit from reinforcing grade
level spelling words with vowel digraphs, r-controlled vowels, and sight words. The student has mastered
decoding these words, however when spelling these words, he often is confused which combinations of
letters to write. His spellings are phonetic; however, he needs to apply the rules of phonics to spelling.
Explicit spelling instruction and reinforcement through interactive activities were helpful in engaging the
student in spelling. The student has higher engagement and productivity when instruction is game like.
Teaching the student specific spelling patterns in groups would be beneficial in seeing overall
improvement in grade-level spelling as teaching multiple spelling patterns for one sound was confusing to
him. Additionally, the student would benefit from reminders to take his time while reading and to slow
down when reaching difficult words and reading new text. It was noticed that the student read with a
higher level of accuracy after being reminded to slow down and concentrate on the text being read instead
of reading it as fast as possible.

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 THE EFFECTS OF NUMBER TALKS ON
MATHEMATICS VOCABULARY ACQUISITION AND
USE IN ONE THIRD GRADE CLASSROOM
An Action Research Study
Rationale
• Systematic instruction of math academic vocabulary is vital for students to be able to communicate about math
and then in turn comprehend and apply those terms to problem solving.
• Number talks allow students to communicate with others through using math vocabulary to gain a better
understanding of mathematical concepts and problem-solving strategies.
• “Teaching and learning the language of mathematics is vital for the development of mathematical proficiency.
Students’ mathematical vocabulary learning is a very important part of their language development and
ultimately mathematical proficiency” (Riccomini et al., 2015, p. 1).

Importance of Math Vocabulary

§ When students are taught mathematics through a meaningful context, they can then develop meaning of
various mathematical concepts. Concurrently, it shows students that math is essential to being successful in
everyday life (Bay-Williams and Livers, 2009).
§ Tier two academic terms and math vocabulary are essential in developing proficiency in mathematics, but
without the understanding of vocabulary in a deep context, students will not be able to apply the vocabulary
knowledge (Ford-Connors & Paratore, 2015).

Implementation of Number Talks

1. Explicitly teach the math vocabulary.
2. Model using the math vocabulary within context.
3. Introduce the problem to the students and allow them time to solve the problem independently. (3-5 minutes)
4. Allow students to explain and justify their answer to a partner through sharing how they reached their answer using
the math vocabulary terms.
5. Select a few students to share how they solved the problem with the class on the whiteboard while they explain and
justify their response using math vocabulary.

Data Collection
• Pre- and Post- Assessments
• Selected short and extended response questions from the New York State Common Core Mathematics
Assessment
• Bi-Weekly Progress Monitoring Assessments
• Curriculum Based Measurement (CBM) Vocabulary Matching Assessment
• Formative Assessments
• Scores from listening to students sharing
• Number talk notebook responses as exit tickets
• Anecdotal Records

Intervention Schedule
🙂 🙂
• Eight Weeks of Intervention
• 3 to 5 days per week
• 30 to 45 minutes each day

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Results
• There was statistically significant growth in students’ math vocabulary and acquisition.
• There was growth in the number of questions answered correctly on the post-assessment.
• Through this study it was found that students’ ability to communicate using mathematical language improved,
there was an increase in student engagement in math and using mathematical language, students grew in their
academic achievement in problem-solving, and there was a higher comprehension of math problems.

Implications and Recommendations for Educators

• The results of this study are most beneficial for elementary teachers, specifically those who instruct students in
grades first through fifth.
• Elementary teachers should consider the impacts of utilizing number talks in their classroom instruction.
• Number talks had a positive impact on students’ ability to apply and use math vocabulary.
• Students were able to use and apply mathematics vocabulary when problem solving in the classroom. Having a
deep understanding and context for academic terms and math vocabulary aided in developing mathematics.
• Teaching students to not only know the math vocabulary but apply and use it promoted higher level thinking.
(Webb’s Depths of Knowledge Level 3)
• After completing this study, I would recommend that other educators looking to implement number talks in
their classroom to support students’ mathematics vocabulary acquisition and use should monitor student
conversations more closely. Students could use technology such as Flipgrid, Seesaw, or Google Classroom to
record themselves sharing their responses to one another. This will allow educators to listen to every students’
explanation. Additionally, I would recommend extending the length of time spent on covering each vocabulary
word. It would be beneficial to have repeated exposure to math vocabulary words and repeated opportunities
to use the math vocabulary words in the classroom.

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6
Scores

5
Student Pre-Assessment Score
4
Student Post-Assessment Score
3 Benchmark

0
Student F

Student P

Student S
Student I
Student E

Student L

Student T
Student J
Student B
Student C

Student R
Student A

Student D

Student G
Student H

Student K

Student N
Student O

Student Q

Student U
Student V

Students

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 OPINION WRITING UBD UNIT
Third Grade English Language Arts
Big Idea Instructional Sequence
Persuasion through writing can be a powerful tool 1. Fact vs. Opinion
used to create change in the world. 2. How Kids Can and Have Created Change
3. Introduction
4. Body Paragraphs (Reasons and Examples)
Essential Questions 5. Conclusion
6. Revision
• What influences a persons’ opinion? 7. Performance Task
• Does everyone's opinion matter?
• Can speaking and writing create change?
• Why should we listen to what others have to say?

Standards
• W.3.1 Write opinion pieces on topics or texts,
supporting the opinion with reasons.
• W.3.1.A Introduce the topic or text they are
writing about, state an opinion, and create an
organizational structure that lists reasons.
• W.3.1.B Provide reasons that support the
opinion.
• W.3.1.C Use linking words and phrases (e.g.,
because, therefore, since, for example) to
connect opinion and reasons.
• W.3.1.E Provide a concluding statement or
l perspective l
section.
• W.3.4 With guidance and support from adults,
produce writing in which the development and
GRASP Task
organization are appropriate to task and purpose.
The GRASP task for this unit was for students to
• W.3.5 With guidance and support from peers and
create a video reporting on a positive change they could
adults, develop and strengthen writing as needed by
make at Jones Elementary or within the community.
planning, revising, and editing.
Students created a video of themselves reading their final
• W.3.6 With guidance and support from adults, use
opinion writing pieces they wrote. Their targeted audience
technology to produce and publish writing (using
was the students and faculty of Jones Elementary.
keyboarding skills) as well as to interact and
Students spoke about their opinion on a positive
collaborate with others
change that could be made at their school and why they
• SL.3.4 Report on a topic or text, tell a story, or recount
think so. Students provided reasons and examples to
an experience with appropriate facts and relevant,
support their opinion. Students were taught the importance
descriptive details, speaking clearly at an
of speaking clearly and at an understandable pace. At the
understandable pace.
end of the unit, students were invited to a watch party where
they listened to each other’s opinion presentations and
respectfully responded to their classmates.
The GRASP task targeted transferable skills of
Flipgrid Link: sharing their opinion and perspectives in order to create
Evidence of change, as well as listening to others in a respectful manner.
This GRASP task ended up creating a lot of excitement and
Student pride. Multiple students stated how proud they were of
Learning themselves and/or their classmates for their hard work and
success in this performance task.

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