James Schlauderaff

St. Marys University of Minnesota

School of Graduate Professional Programs

Portfolio Entry for Wisconsin Teacher Standard Ten

Portfolio Presentation and Production

EDUW 696 Portfolio Production and Presentation

Instructor: James Sauter, Ph. D.

March 20th, 2017

Wisconsin Teaching Standard #10: Teachers are connected with other teachers and the
community. The teacher fosters relationships with school colleagues, parents, and agencies in
the larger community to support students learning and well-being, and acts with integrity,
fairness, and in an ethical manner.

Knowledge

The teacher understands how factors in the students environment outside of school (e.g.,
family circumstances, community environments, health, and economic conditions) may influence
students lives and learning.

Dispositions

The teacher is willing to consult with other adults regarding the education and well-being
of his/her students.

Performances

The teacher makes links with the learners other environments on behalf of students, by
consulting with parents, counselors, teacher of other classes and activities within the schools, and
professionals in other community agencies.

National Board Core Proposition #5: Teachers are members of a learning community. They
work with other professionals on instructional policy, curriculum development and staff
development.

Danielson Framework for Teaching

Domain 4: Professional Responsibilities

A teachers professionalism develops over time and encompasses not only what a teacher
does in the classroom but also what the teacher does outside of the classroom. Teachers show
their skills in this domain through their ability to reflect on their teaching, create and maintain
accurate student records, communicate effectively with students, colleagues, and parents, and
participate in learning communities within their district where they are able to develop
professionally.

Component 4a: Reflecting on Teaching

Effective teachers regularly reflect on their teaching and use those reflections to improve
their practice. As part of regular reflection on lessons and activities being taught, teachers should
ask themselves if a lesson worked, if students met the learning targets, if students were engaged
in the lesson, and note aspects of the lesson that can be improved upon. Additionally, teachers
should utilize resources available to them, such as instructional coaches and mentors, for
professional development and improvement of their instructional design and effectiveness in the
classroom.

Professional Development Goals

As an educator just starting off my focus has been on my classroom and my content for
the most part. Going forward I know that I need to start to expand my role to include
more communication with my parent, more involvement in my school, and getting to
know my community more. Going forward this will be my focus to make sure that I have
a positive role and influence not only on my students, but also a positive impact on the
families and community my student live in.
1. I will make contact with all parents every year within the first 30 days.
2. I will find ways in which I can assist other teachers through my past experiences. This
assistance to other teachers will be a way to get to know all staff.
3. I will use CESA 10 as a resource to improve my teaching through yearly training in a
subject that I prioritize as needing growth.
4. I will create a classroom environment that is based off of fairness, and through this allow
all students the opportunity to reach their ultimate level of growth.
 Introduction: Self-Reflection Assessment of Professionalism Related to WTS 10

Since starting my teaching career in the fall of 2013 I have frequently looked for the
opportunity to expand my knowledge on how children grow and learn. In my four years of
teaching I have taken that opportunity to grow and ran with it. I have started and am nearing
completion of my masters degree, have started and near completion of my principal license,
have become certified in the ELEOT which allowed me the opportunity to be on an AdvanceED
team this year, have taken training on the zones of regulation to bring common language and
support to our elementary school, have coached our high school golf team for two year, coached
our middle school basketball team for a year, and have served on a comity that plans and run the
largest fundraiser our school has on a yearly basis. All of the things have in one way or another
helped me to better understand the students, parents, or community members that I have to work
with at our school. All of these experiences have brought me to a point where I have the
confidence to walk into a room with any member of our community, and when I walk in
represent myself in a professional and helpful manor.

My Work with Family and Community

Being an educator there are not many days that go by in which I dont have
communication with a family or community member. This has been even truer this year as I
moved into the 5th grade. In particular there are two families in my classroom this year in which I
have had to communicate with regularly to insure the success of my student and their child. The
two children and families that have been my primary focus this year have experienced similar
situations and through this common experience have seen similar struggles. The hardship that
they have faced is splitting their time between two homes and separated parents. In discovering
this was the situation for my students I realized that I must really step in an advocate for my
students to make sure that the struggles at home can as much as possible stay there, and also
make sure that parents keep the focus on the child and their wellbeing and academic success.

The first student is a young lady who academically struggled and walked into my
room with an individual service plan. This presented a challenge from day one. With this
challenge I immediately started communication between home and school to minimize
challenges. Very early on in the year, dad and I created a plan to make sure that
homework made it home and got completed. Knowing that this was the case when the
work stopped coming back and the struggles started to pop up in school, further
communication was needed. At this point I discovered the separation that was taking
place at home.
Since discovering this I have started to track when work does and does not get
done. The reason behind tracking the work was to make sure that she had the help and
assistance at both homes that was needed to complete the work she was assigned.
I also started at this point to communicate more with both parents. This was
necessary as prior to the separation all communication was between me and dad. I wanted
to make sure that now being in two homes both parents had equal access to school, and
equal opportunity to make their daughter successful.
The final major change that I made was to make modification to assignments.
These modifications were a necessary at this time because a) I was unsure of the support
in both homes b) the student had an increased stress level due to the separation of her
parents and c) the student expressed that less school work was getting done at one home.
With these modification I wanted to make sure that the emotions of school and the
emotions of home did not become too much. These modifications, though minor, were
appreciated by both parents and created a positive experience of school for my student.
The second student had the same personal situation affecting their school and
home life. He also came into my class with his challenges. His challenges included
anxiety and low academic achievement. Throughout the year there has been
communication home and sending home additional copies of assignment to make sure
work was being completed. Recently since the separation of his parents there has also
been an increased focus on his emotional wellbeing. This was my most recent focus with
this student, and led to many phone calls and emails home. Through these phone calls
and emails, mom and I were able to figure out that the problems coincided with a
medication change. With this knowledge I was able to make sure that the student was
always taking the new medication and mom also was able to discus with the doctor
possible ways to reduce medication to reduce the effects.
Both of these situations are things that I am happy that I can help with. Knowing
that school is so directly affected by home and home is affected by school, I really strive
to make sure that I have as open and honest a communication with all my parents.

My Work as a Learner
My knowledge and ability to help students like the situation above has come from
my desire to always be learning. As was seen in my introduction I have in my short
educational career really strived to find as many paths to learn as possible. The biggest
educational gains that I have made came through different courses or trainings this year.
The first training was me continuing my work on my principal license. Through
this training I was given the opportunity to begin to see more of the big picture that
comes along with education. It is very easy to get stuck in just seeing how things help or
hurt you in your own classroom. However, through this experience I can now see how
everything within a school is connected. The best opportunity to see this was through
helping create the school schedule for both elementary schools for the 2016-17 and 2017-
18 school year (Appendix A). The challenge that were faced with creating the schedule
was in being a small school, and because of this we share many teachers I very quickly
realized though we are in two separate building s we really need to work as one.
The second training I took this year was the Zones of Regulations training with
our school counselor (Appendix B). This is a program that she had started to implement
in our elementary schools, but wanted to expend to the classrooms. Wanting to be able to
apply this more fully in my classroom I volunteered to attend the training as well.
Through attending the training and working with our counselor I was able to expand in
my understanding of the program. I also, was able to begin to implement the zones into
my classroom. This is something that has been helpful in monitoring and assisting in the
emotional stability of all my students, but especially the two students I mentioned above.
I have been able to check in on them using the terminology and vocabulary from the
training. By using this terminology I can more frequently check their current mindset.
This can happen without singling them out where their peers are aware of what I am
doing.
The third training for this year was two parts. First I was trained in how to use the
ELEOT. This is an evaluation tool that was extremely helpful for me to monitor my own
teaching with. The second part was to be part of an AdvacedED team that evaluated a
school in Madison (Appendix C). The opportunity to go see what other teachers,
principal, families, and community members are doing was so personally rewarding. This
school was founded on the basis of helping students who previously had struggled for a
variety of reasons in other schools. Seeing this school and all of the things they did to
make sure they were making an impact on every students life was something I know I
must implement more fully in my own teaching. Again, getting out of your own
classroom and seeing the much bigger picture of education is something that I will make
sure I continue to do throughout my educational career. I cant make lifelong learners if I
am not one myself.

My Work as a Leader/Collaborator
This year I switched to a new school with a staff that is more set in their ways,
because of this finding my opportunities to lead has been a major challenge. With that
though I have found a few ways in which I have been able to take on leadership in my
school. This leadership has affected and benefited both students and staff.
The first opportunity was to create the schedule for the elementary school. Within
that schedule the fourth and fifth grade has become departmentalized. This meaning that
each of the four teachers has taken on a subject that they teach to the fourth and fifth
grade. I took the lead on getting this idea out to all staff affected, setting up meetings over
the summer to get the idea approved by school administration, and finally communicating
the idea to the parents and student affected. This opportunity to reduce the number of
subjects I teach has been extremely beneficial for my teaching. The biggest gains I can
see are through getting a more complete vertical and horizontal look at the curriculum.
This view point has allowed me to better understand the development one year to the
next. I have made them ready for the next grade by making sure that they see, and
understand the connections that are made in science from year to year.
 The second opportunity to take on leadership this year was after attending the
Zones of Regulations training to present the materials and information to the elementary
staff. As this is an idea and concept that we are looking to implement more fully
throughout the elementary schools, the information needed to be made available to the
whole staff. Now being in the 3-5 building as this idea continues to move forward in its
implementation, I can be an asset and resource to the other teachers. A way in which this
can happen is assisting teachers in putting together student tool boxes. The tool
boxes are the ideas that students have to help regulate their emotions back to where we
would prefer they be to learn. These tool boxes (Appendix D) are something that
students have created in guidance class, and then have been able to use in my classroom
when needed.
The final way and biggest piece of leadership I was able to take on was through
researching, studying, and eventually purchasing a new science curriculum (Appendix E)
. As the Diocese of La Crosse recreates the curriculum for all subjects we as a school
system are evaluating our current curriculums. Seeing that our science curriculum was
not current and needed to be reexamined I was able to take on that role. For this I have
gone through researching different science curriculums, creating an estimation of cost of
the curriculum, got samples either in hand or online of the different curriculums, and
present this information to the elementary staff. We are now at the stage of evaluating the
different possible options. Then in the 2017-18 school year will choose a curriculum that
will be purchased and implemented in the fall of 2018.
These different opportunities have helped me to get outside of my classroom and
collaborate with my peers. Through this collaboration I have been able to learn from
them. So, even if many of my leadership opportunities on the surface dont look like they
directly or immediately impact my classroom, they have all had an impact on myself and
through that my students.
Reflection Summary
The pattern that I see in my teaching and through reflecting on myself is my
desire to learn and my desire to help others. Being an educator, I try to instill in my
students a desire or passion to learn not only in school but at home or in the community
as well. This is something that I felt I was doing, but when I put together the variety of
different things I have done to continue to learn I now know I am doing. Second, I want
to help in any way possible to make a students life, a coworkers life, or my school
better. Again, I felt like I was assisting others professional and emotional growth.
However, when you stop and reflect and focus on the successes and failures in helping it
really helped me better see that I am making a difference in my school.
The biggest difference or change that I have been able to make at my school I
believe is in making the connections home. I as often as possible communicate home
with many of my parents, and have through different outlets gotten thanks for this
communication. I strongly believe that if school and home are not on the same page, it
becomes increasingly difficult for students to succeed. The communication home this
year alone has led to academic gains in some of my lower students who are not
completing their homework. This has also led to social gains for one of my students who
experienced what seemed like bullying. These gains throughout my students life are
what I am truly focused on. I am always looking to not only make better students, but
also make better people.
Going forward in the future I would love the opportunity to continue to expand
my voice in my own school. What I mean by this is find more ways in which I can speak
up and speak out to better our school. As I mentioned, the school I am in this year is much
more stuck in their ways and resistant to change. As I continue on, I am hopeful that I can
break down these barriers, and make change not just because I can but because it will
benefit student, staff, families, and the community.
Appendix A

Appendix B

Appendix C

Appendix D
 Appendix E
https://docs.google.com/document/d/11gIhjGUMDWlPXP8s_DjwfJ1PvSV4VVbhuIFjw
DCwwPs/edit
SCHLAUDERAFF, JAMES LEE
Entity Number: 754621

License Type: T001 - Teacher

Stage: Initial Educator
License Number: 1001280785
Original License Date: 07/01/2013
Most Recent Application/Payment Received:
Valid From: 07/01/2013
Expires On: 06/30/2018
License Status: Valid for Dates Shown
Renewal Guidelines: PDP Only
Pending Renewal/Extension: No

Position/Subject: 1777 - Regular Education

Developmental Level: Middle Childhood-Early Adolescence
Low Grade: N/A
High Grade: N/A
Position/Subject: 1734 - Social Studies
Developmental Level: Middle Childhood-Early Adolescence
Low Grade: N/A
High Grade: N/A

James Schlauderaff
(715)563-2136
jamesschlauderaff@gmail.com
234 W Elm St Chippewa Falls, WI 54729

Career Goal: To demonstrate to my students the importance of being a lifelong

learner. Use this lifelong learning to benefit all of my students with
the needs that they present.

Teaching Career:
Notre Dame Middle School: Social Studies/Science/Project Lead the Way Teacher.
1316 Bel Air Boulevard Chippewa Falls, Wisconsin 54729
July 2013- June 2016

Holy Ghost Elementary School 5th Grade Teacher

436 Main St Chippewa Falls, Wisconsin 54729

Coaching Experience:
Boys Golf Assistant Coach at McDonell Central High School
Spring 2015-2016
Middle School Basketball 2015 for Notre Dame Middle School
Education: University of WisconsinEau Claire
Graduation Date: May, 18th 2013.
Degree: Bachelor of Science
Major: Elementary Education, Middle/Early Adolescents
Minor: Social Studies, Middle/Early Adolescents Teaching
GPA: 3.18
Honors: Academic Distinction-Fall 2008 and Spring 2009

Saint Marys University

Graduate: Expected May 2016
Degree: Master in Education
GPA:3.36

WISCAD
Graduate: Expected August 2016
Degree: Administration Certificate

Student Teaching
First Quarter: 9 week placement from January 22nd to April 5th 2013.
o Cooperating Teacher Lisa Johnson at Robbins Elementary in Eau Claire, WI
o 5th grade classroom in which I was had the opportunity to facilitate the class in
the four separate content areas.
o Lead two guided reading groups in which I found developmentally appropriate
short stories and novels for the students to read.
o For the entirety of the placement I was in charge of leading Words Their Way and
creating assessment to check learning and understanding of the new words.
o Attained the role of the lead teacher for the final three weeks of my placement.
o Participated in different staff development around the subject of being culturally
relevant and responsive.
o Took part in an extracurricular program where students made and edited a music
video.
Second Quarter: 9 week placement from April8th to June7th 2013.
o Cooperating Teacher Bruce Bowerman at Osseo-Fairchild Middle School in
Osseo, WI
During my student teaching placement in place of my Gate Three portfolio I
completed the Education Teacher Portfolio Assessment (edTPA).

Relevant Work Trainings:

Danielson Training: Training through CESA 10 on the Danielson model for
teacher effectiveness.
ELEOT Certified: Through this certification I was able to learn more about
Danielson evaluation, and can now go on evaluation teams for AdvancED.
ZONES of Regulation: Attended training on the ZONES of Regulation with our
guidance counselor in the fall of 2016 to help implement K-5 for our school
system.
 Certified Student Teacher Administrator: I obtained my certificate through
University of Wisconsin -Eau Claire in the spring of 2016.

References:
Jennifer Rubenzer: Math Teacher/Lead Teacher at Notre Dame Middle School
Email: j.rubenzer@macs.k12.wi.us
Phone Number: (715)-723-4777

Mary Huffcutt: Dean of Academics

Email: m.huffcutt@macs.k12.wi.us
Phone Number: (715)723-0538

Mary Sue Briggs: Former Principal St. Charles and Holy Ghost Elementary
Email
Phone Number: (908)-303-8833