MyCred Portfolio | Arlene Nicole Lemley

Resume & CV: Arlene Nicole Lemley

Resume

Arlene Lemley

Proctorville, Ohio | (304) 208-6107 | anlemley@liberty.edu|

PROFESSIONAL SKILLS

Taught pre-k- through age 12 for 7 years at Kinderkare.
Choir leader for teens church choir for 2 years.
Communicating with staff and collaborating with staff and the community.
Broad knowledge of vocal techniques and choreography.

EDUCATION

Music Education Choral, Liberty University, Lynchburg, VA Anticipated May 2024

Practicum experience: 2 30-hour practicums and 2 15-hour practicums.
Voice lessons for 8 years.
Instrumental techniques classes: Woodwind, guitar, string.
4 piano classes and 2 years of private lessons.
Theory and aural skills classes.
Improvisational techniques class.

LEADERSHIP EXPERIENCE:

Choir leader for teens choir at church for 2 years.

ADDITIONAL EXPERIENCE

Kinderkare, Proctorville, Ohio May 19, 2015-Present

Kinderkare teacher, Worked with 2–12-year-olds for 6 years.
Taught music, and dance to students.
Assisted kinderkare choral concerts for Christmas and graduation.
Watch and teach children.
Taught dance classes for children ages 6-12.
Taught bucket drum lessons for ages 6-10.
Taught ages 6-10 about instruments, and beginner music theory.
Worked with students with disabilities ages 2-12. Experience with students with Cyrebral palsy, Autism, ADHD, hearing problems, eye problems.

COMMUNITY SERVICE

TRBC choir, Lynchburg, VA January 2022-April 2023

Sing in The TRBC choir, helped people get on and off the stage. – served 60 hours

Lead teen church choir. Proctorville, OH August 2018-March 2020

Picked music for teens to perform.
Taught teens skits, and dance,
Lead 3 successful performances.

Underwood Senior Center, Huntington, WV

Helped make food, check people in,
participate in activities such as singing and dancing.
helped serve food

Resume (.docx) 0.03mb

Teaching Philosophy: Arlene Nicole Lemley

Teaching Philosophy

Child-Centered Education

Arlene Lemley

EDUC-360

March 6, 2023

Students Learn in different ways so students should have the opportunity to learn in multiple ways since no child is the same. Teachers should make their lesson plans around the ways that the children in their classroom learn. Students should be able to take what they already know and build upon their learning. However, students should be able to learn by watching and listening to their teacher as well. No child is the same and the lessons should not be taught in just one way but the lessons should be taught in multiple ways to help each individual student. Students should be engaged in the lesson and having fun while learning so they can become a well rounded adult in the future.

Learning should be child centered. Children should be able to learn in the ways that they learn the best. Education is about teaching the individual and students should not have to learn the same way because everyone is different. God made each of us different and gave each of us different gifts and talents which we are supposed to use to help and teach each other. Psalm 139:15-16 says “My frame was not hidden from you when I was being made in secret intricately woven in the depths of the earth your eyes saw the unformed substance in your book were written every one of them, the days that were formed for me, when as yet there was none of them” which is saying that before we were created God knew us and had a plan for us and that we are created with a purpose.

Some students will struggle learning in a classroom that has all of the students learn the exact same way. A teacher can teach a lesson in multiple different ways to help students who learn differently. Some students learn kinesthetically, while others learn more visually or auditorily. Everyone is different and every one has different ways that help them learn better. Having teachers who teach lessons for different types of learners is important for students because they will be able to learn quicker and have a better understanding of a subject if they learn in a way that works best for them.

School as an institution for learning is about having children learn to become well rounded adults in the future. Students should go to school to learn how to do math and reading, however; students should also learn how to live in society and how they should act in the community. Children should have the opportunity to learn more than just their subjects in school but also how to use the things that they learn in the classroom in the community.

The basic nature of the learner is to want to learn and continue to learn more throughout their life. A learning theory I embrace is a constructivists learning theory because Constructivists learning theory is about how people take what they already know, and believe to help them learn something new. Another learning theory I embrace is Existentialism because Children should be able to explore and learn by doing and experiencing the things that they will be learning in the classroom.

Students would be able to learn in the classroom by being taught in different ways. The teacher could teach the lesson in a way that will help the kinesthetic, visual and auditory learners by having activities for kinesthetic learners that will let them be more hands on and the teacher can teach the lesson with pictures and more visuals for the visual learners and the auditory learners can listen to the lesson. A teacher should come up with different ways to help the children in their classroom learn the lesson. Students should also have the opportunity to move around and be able to explore and have fun while learning in the classroom, and teachers need to come up with fun and exciting activities to help students learn so the students will enjoy learning and want to come to their classes.

Some activities and assignments students could do in the classroom would be allowing students to come up to the board and figuring out and answer to a question and writing it on the board. Another activity students could do would be they could listen to some music and think about where the music is from and then they could learn a dance from that country, so they can have a more kinesthetic learning environment and a better understanding of different countries and their music. Students could do experiments to learn about sound waves in a classroom and they could learn about high and low pitches by watching a video as well as doing experiments with sound in a classroom.

The role of the learner is to listen, observe and then do. The learner should listen to the teacher and observe what the teacher does and then the student should be able to do the assignment or the task like the teacher showed them and explained to them how to do. The role of the teacher in the learning process is to teach the lesson and show the students how to do the assignments by being an example of what the students should be able to do to finish the assignment or activity. The role of the teacher and the role of the learner relate to each other because the teacher should explain and show the students how to do a task or activity and then the students should be able to observe and follow the instructions of the teacher to perform the task or the assignment. The students would not be able to do a task correctly with out the teacher showing the students how to do the task and explaining to the students how to do a task.

Diversity factors that a teacher needs to take into account are language, culture, and religion. Diversity in a classroom can impact lesson design because a student that speaks English as a second language might need more instruction. A student with a different cultural background would act differently than the rest of the class so a teacher could teach the students about different cultures to help the students with a different culture feel more comfortable, and to teach the other students about other cultures so they will be more welcoming to students with a different cultural background. Students can also have different beliefs and religions in a classroom and a teacher can teach about different religious holidays and the history of different religions so the students can learn and feel more comfortable and be more welcoming to students with different religions.

Students should have the chance to learn how they learn best and not just have to learn in one way. Students should be able to explore and enjoy learning in the classroom. Teachers should find creative ways to teach the different students that they will have in their classroom and they should be able to create lessons that the students will find fun exciting and educational. The teacher should be able to teach a variety of different students and should be able to teach students that have different backgrounds. Students should be able to learn their subjects in school but they should also learn how to become well rounded individuals so they can become well rounded adults in the future.

Licenses & Certifications: Arlene Nicole Lemley

Music Praxis test scores

Score Report Music Praxis (.pdf) 0.34mb

Teaching Experience: Arlene Nicole Lemley

Field Experience Summary

Field Experience Summary: COMPREHENSIVE (PreK-12) Endorsements (Health and Physical Education, Music, Spanish, TESL, Theatre Arts, Visual Arts)

§ List all field experiences on this Field Experience Summary (FES) that you completed in your endorsement area through practicums and student teaching. Refer to the Field Experience Rubric below to review target goals for placement expectations.

§ Although not required, you may also list experiences related to service in actual elementary schools (i.e., after-school tutoring programs, substitute teaching, etc.) on this FES under the section labeled “Previous Experiences”.

§ You may use your resume and portfolio to highlight all of your other experience with children (i.e., teaching Sunday school, summer camps, etc.), but those experiences should not be included on this FES.

Teacher Candidate: Arlene Lemley

LU ID: L32057575

LU Email: anlemley@liberty.edu

Hours

Indirect vs. Direct

Placement Description

.

Course

Indicate N/A if not course-based experience

Date(s)

Indirect Observe

Direct Teach/

Assist

School Name/Location

Age/Grade/

Subject Area

Christian, Private, or Public School

Cultural Diversity

Exceptionalities

Ethnicity

SES

Gender

Language

Urban

Rural

Other

Learning Disability

Autism

Emotional Disturbance

Intellectual Disability

Other Health Impairment

Developmental Delay

Multiple Disabilities

Traumatic Brain Injury

Other

EXAMPLE

EDUC 588

01/27/2021-05/14/2021

44

1

Linkhorne Elementary School (Lynchburg, VA)

1st Grade

All Subjects

Public

X

EDUC 189-001

10/23/2022

01/16/2023

29

1

Mt.Airy Elementary School

K-5^th

Public

X

MUSC

491-001

10/24/2022

01/31/2023

16

0

William Byrd Middle School

6^th-12^th

Public

X

EDUC

389-001

03/19/2023

06/12/2023

29

1

Altavista Elementary School

k-5^th

Public

X

MUSC

438-001

02/12/2023

06/12/2023

15

0

Altavista Elementary School

k-5^th

Public

X

Student Teaching Semester [Example: EDST 460]

EDST

462-004

08/21/2024

10/25/2024

127

113

Fairland High School

6-12^th

Public

X

EDST

475-005

10/28/2024

12/13/2024

91

57

Chesapeake Elementary School

K-4^th

Public

X

TOTAL HOURS

307

172

Minimum of 150 direct teaching hours must be included.

Previous Experiences

Date(s)

Position/Role Held during Previous Experience

(Substitute, IA/TA, paraprofessional, etc.)

School Name/Location

Age/Grade/

Subject Area

Christian, Private, or Public School

Cultural Diversity

Exceptionalities

Ethnicity

SES

Gender

Language

Urban

Rural

Other

Learning Disability

Autism

Emotional Disturbance

Intellectual Disability

Other Health Impairment

Developmental Delay

Multiple Disabilities

Traumatic Brain Injury

Other

Professional Organization Memberships

Name of Organization

See recommended organizations

Initial Membership

Renewal Date

Month

Year

Month

Year

NAFME

September

2022

June

2023

VMEA

September

2022

June

2023

Field Experience Summary: Comprehensive (preK-12) Endorsements (Health and Physical Education, Music, Spanish, TESL, Theatre Arts, Visual Arts)

Use this Field Experience Rubric as a guide in seeking diverse field experiences throughout your program. Your University Supervisor will use this rubric to evaluate your FES during your student teaching semester. Membership and participation in professional organization(s) is also expected. Current membership (valid through the end of the student teaching semester) is required in an organization for your endorsement area (e.g., PDK, KDP, ILA, NAEYC, NMSA, CEC, ASU, CEAI, other state and local organizations, etc.)

Teacher Candidate: Arlene Lemley				LU ID: L32057575
CAEP	InTASC	Setting	Recommended	Required
R1.1, R1.3, R2.3	1, 3, 7	Christian School	One or more field experiences in a Christian school setting (must be an in-person visit).	One field experience in a Christian school setting (may be virtual if an in-person visit is not available.)
R1.1, R1.3, R2.3	3, 7, 8	Public School	Two or more field experiences in public school setting.	One field experience in public school setting.
R1.1, R2.3	1, 2, 3	Cultural diversity (ethnicity, SES, gender, language, urban, rural, etc.)	Combined field experiences include placements with comprehensive (PreK-12) students who represent three or more types of cultural diversity.	Combined field experiences include placements with comprehensive (PreK-12) students who represent two types of cultural diversity.
R1.1, R1.3, R2.3	1, 2, 8	Exceptionalities: (learning disability, autism, emotional disturbance, intellectual disability, other health impairment, developmental delay, multiple disabilities, traumatic brain injury, etc.)	Combined field experiences include placements with comprehensive (PreK-12) students who represent three or more types of exceptionalities.	Combined field experiences include placements with comprehensive (PreK-12) students who represent two types of exceptionalities.
R1.2, R2.3	5, 7	Grades PreK-6	Two or more field experiences in grades preK-6.	One field experience in grades preK-6.
R1.2, R2.3	5, 7	Grades 6-12	Two or more field experiences in grades 6-12. (experiences in both 6-8 and 9-12 strongly recommended)	One field experience in grades 6-12. (experiences in both 6-8 and 9-12 strongly recommended)
R1.4, R3.2	9, 10	Professional Organizations	Two or more current memberships (valid through the end of the student teaching semester) in an educational professional organization.	One current membership (valid through the end of the student teaching semester) in an educational professional organization. (eg. CEAI membership)
R1.3, R2.3	7, 8	Student Teaching	Successfully completed all required weeks of student teaching with more than 150 direct teaching hours.	Successfully completed all required weeks of student teaching with 150 direct teaching hours.

FES_Comprehensive_(prek-12)Final (.docx) 0.03mb

Reviews & Evaluations: Arlene Nicole Lemley

Evaluations

PRE CPAST from two practicum experiences and a final observation from student teaching.

Placement Details

Intern:Arlene LemleySupervisor(s):Michele WorleyMentor(s):Kelli HessCourse-Section:EDUC 189-Section 001

Pre-CPAST Assignment 05-22 Create PDF

Assessor:

Kelli Hess

Comments and Feedback:

Suggested Letter Grade Rubric Directions

Please provide a suggested letter grade to signify the candidate's overall performance and effort in the placement.

Rubric Criteria Rating Comment Standards

Suggested Letter Grade Rubric Please provide a suggested letter grade to signify the candidate's overall performance and effort during the practicum. 3.000-B

3.000 pts | 75 %

Pre-CPAST Directions

Directions – The form will be used once during the course of the term and will be provided by the Program Coordinator to the University Supervisor, Host Teacher, and Candidate.

Additional information about and support for using the form can be found in the “Glossary” and “Look Fors” for select rows (indicated by an *) at the end of this document

Glossary of Terms

Analysis: Careful and critical examination of data and/or processes to identify key components and potential outcomes.

Assessment: “Process of monitoring, measuring, evaluating, documenting, reflecting on, and adjusting teaching and relearning to ensure that learners reach high levels of Achievement

Candidate: (Also known as "intern") An individual participating in a full-time field experience in a P12 classroom in order to obtain professional education licensure/certification.

Cooperating Teachers: (Also known as “mentor teachers”) Teachers in schools who mentor and supervise student teachers in their classrooms for the duration of a student teaching and/or field experience.

Data-informed decisions: “Focuses on using student assessment data and relevant background information to inform decisions related to planning and implementing instructional strategies at the district, school, classroom, and individual student levels.”

Developmental Theory (General): Theories that describe the stages of development of children/adolescents (e.g., Erikson’s Theory of Psychosocial Development, Kohlberg’s Theory of Moral Development, Piaget’s Cognitive Development Theory, Behavioral Theories, and Sociocultural Theories).

Developmental Theory (Content-Specific): Content-specific teaching that organizes activities and learning tasks to help learners move from one level to the next.

Evidence: Artifacts that document and demonstrate how [the student teacher] planned and implemented instruction

Feedback: “Information communicated to the learner that is intended to modify the learner’s thinking or behavior for the purpose of improving learning.”

Formative Assessment: “Assessment used continuously throughout learning and teaching, allowing teachers to adjust instruction to improve learner achievement.”1

Goals: See definition for “Measurable Goals.”

Learner: Any P12 student in the student teacher’s classroom.

Learning Environment: Any setting where learning occurs. The term may refer to the physical environment (e.g., the classroom), as well as the classroom management procedures and activities that enable teaching and learning to take place.

Measurable Goals: “Provides information for describing, assessing, and evaluating student achievement.”

Mentor Teachers: See definition for “Cooperating Teachers.”

Objectives/Targets: P12 student (learner) learning outcomes to be achieved by the end of the lesson or learning segment.

Problem Solving: A mental process that involves discovering, analyzing, and solving problems. The ultimate goal of problem-solving is to overcome obstacles and find a solution that best resolves the issue.

Program Coordinator: Faculty or staff member from a college or university who coordinates/manages the administrative components of a teacher educator licensure program.

Research: "The use of rigorous, systematic, and objective methodologies to obtain reliable and valid knowledge."

Targets: See definition for 'Objectives/Targets.'

University Supervisor (US): The university instructor assigned to the student teacher who regularly observes his/her performance to provide feedback on strengths and weaknesses. The US coordinates the student teacher’s evaluation, and is responsible for recording the consensus scores using this form.

Rubric Criteria Rating Comment Standards

Pre-CPAST Evaluation Rubric A. Focus for Learning: Standards and Objectives/Targets 1.000-Emerging INTASC-2013.7.a, CAEP-Initial-2022.R1.3

B. Assessment of P-12 Learning 2.000-Meets Expectations INTASC-2013.6.b, CAEP-Initial-2022.R1.3
C. Learning Target and Directions 2.000-Meets Expectations INTASC-2013.7.c, CAEP-Initial-2022.R1.3
D. Checking for Understanding and Adjusting Instruction through Formative Assessment 2.000-Meets Expectations INTASC-2013.8.b, CAEP-Initial-2022.R1.3
E. Digital Tools and Resources 2.000-Meets Expectations INTASC.6.I, INTASC.5.L, CAEP-Initial-2022.R1.2
F. Safe and Respectful Learning Environment 2.000-Meets Expectations INTASC-2013.3.d, CAEP-Initial-2022.R1.1
G. Data-Guided Instruction 2.000-Meets Expectations INTASC.6.I, CAEP-Initial-2022.R1.3
H. Feedback to Learners 1.000-Emerging INTASC-2013.6.d, CAEP-Initial-2022.R1.3
I. Assessment Techniques 1.000-Emerging INTASC-2013.7.d, CAEP-Initial-2022.R1.3
J. Connections to Research and Theory N/A CAEP-Initial-2022.R1.1
K. Demonstrates Punctuality 2.000-Meets Expectations INTASC-2013.9.o, CAEP-Initial-2022.R1.4
L. Meets Deadlines and Obligations 2.000-Meets Expectations INTASC-2013.9.o, CAEP-Initial-2022.R1.4
M. Collaboration 2.000-Meets Expectations INTASC-2013.10.b, CAEP-Initial-2022.R1.4
N. Responds Positively to Feedback and Constructive Criticism 2.000-Meets Expectations INTASC-2013.9.n, CAEP-Initial-2022.R1.4

23.000 pts | 88.46 %

Rubric Criteria Rating Comment Standards

Setting School Setting (This section's scoring will not affect the student's overall score. The point values are for reporting purposes only.) 0.000-Rural

0.000 pts

Rubric Criteria Rating Comment Standards

Method of Instructional Delivery Method of Instructional Delivery (This section's scoring will not affect the student's overall score. The point values are for reporting purposes only.) 1.000-In Person Only

1.000 pts | 33.33 %

Directions for Pre-SCRIP Dispositions Assessment Rubric

Dear Host Teacher, Cooperating Teacher, or On-site Mentor,

Before completing the SCRIP/Pre-SCRIP assessment, please review the SCRIP/Pre-SCRIP Scorer Training video. This video will explain the importance of this assessment and will provide direction on how to accurately score the candidate using the instrument. The video is less than 15 minutes in length. Here is the link: https://watch.liberty.edu/media/t/1_gvd5n0i1

Also attached is a copy of the PowerPoint used in the video in case you would like to refer back to the slides after watching the training. Thank you so much for investing in the training and preparation of future educators!

Rubric Criteria Rating Comment Standards

Pre-SCRIP Dispositions Assessment Rubric Social Responsibility Cross-Cutting Theme: Diversity 2.000-Level 2: Met- Proficient INTASC-2013.10, INTASC-2013.6, INTASC-2013.7, INTASC-2013.2, INTASC-2013.3, NASDTEC-MCEE-2015.1, NASDTEC-MCEE-2015.3, NASDTEC-MCEE-2015.2, NASDTEC-MCEE-2015.5, NASDTEC-MCEE-2015.4, CAEP-2013 (rev).1.1, CAEP-2013 (rev).1.4, InTASC-2017.2.d, CAEP-2013 (rev).CCT-Diversity, CAEP-Initial-2022.R1.4

Commitment 2.000-Level 2: Met- Proficient INTASC-2013.10, INTASC-2013.6, INTASC-2013.7, INTASC-2013.9, INTASC-2013.2, INTASC-2013.1, INTASC-2013.9.o, NASDTEC-MCEE-2015.1, NASDTEC-MCEE-2015.2, CAEP-2013 (rev).1.1, CAEP-Initial-2022.R1.4

Reflective Practice 0.000-Level 0: Not Met- No Evidence INTASC-2013.10, INTASC-2013.6, INTASC-2013.8, INTASC-2013.2, INTASC-2013.3, INTASC-2013.1, INTASC-2013.9.g, NASDTEC-MCEE-2015.3, NASDTEC-MCEE-2015.2, NASDTEC-MCEE-2015.5, NASDTEC-MCEE-2015.4, CAEP-2013 (rev).1.1, CAEP-2013 (rev).1.2, ISTE-2017.7, CAEP-2013 (rev).1.3, CAEP-Initial-2022.R1.4

Integrity 2.000-Level 2: Met- Proficient INTASC-2013.10, INTASC-2013.7, INTASC-2013.9, INTASC-2013.5, INTASC-2013.1, NASDTEC-MCEE-2015.1, NASDTEC-MCEE-2015.3, NASDTEC-MCEE-2015.2, NASDTEC-MCEE-2015.4, CAEP-2013 (rev).1.1, ISTE-2017.3, InTASC-2017.9.m, CAEP-Initial-2022.R1.4

Professionalism 2.000-Level 2: Met- Proficient INTASC-2013.10, INTASC-2013.6, INTASC-2013.7, INTASC-2013.9, INTASC-2013.2, INTASC-2013.1, NASDTEC-MCEE-2015.1, NASDTEC-MCEE-2015.3, NASDTEC-MCEE-2015.4, CAEP-2013 (rev).1.1, CAEP-2013 (rev).1.2, InTASC-2017.10.r, CAEP-Initial-2022.R1.4

8.000 pts | 80 %

Standards Chart

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Placement Details

Intern:Arlene LemleySupervisor(s):Michele WorleyMentor(s):Aimee RosserCourse-Section:EDUC 389-Section 001

Pre-CPAST Assignment 11-22 Create PDF

Assessor:

Aimee Rosser