Chelsea Bagwell's Teaching Portfoliohome

Welcome to my project portfolio.

Introduction

Educational Background

Although my original plan was to teach high school, my student teaching placed me in the dreaded 6th grade and changed my mind by allowing me to experience younger students' curiosity and desire to learn. Since then, I've gained experience teaching all levels of middle school, mostly 6th and 8th grade. Chelsea Lang is a classically trained painter best known for alla prima oil work that explores the threshold of delicate realism and expressive paint application. Heavily influenced by 19th-century masters such as Sargent, Zorn and Sorolla and their contemporary Richard Schmid, Chelsea has a.

Chelsea Schneider grew up in a small historic city in Orange County, California. She attended Orange Unified School District Public Schools throughout her education. She graduated from Orange High, with Honors (’00), and attended California State University, Fullerton (’03) where she earned her Bachelor’s Degree and graduated with Honors Cum Laude. After earning her BA in Liberal Studies, she went on to also earn a Multiple Subject Teacher’s Credential (’05) and her GATE Certification (’09) from CSU, Fullerton. She earned her Single Subject Science Credential from California State University, Long Beach (’11). She obtained a Mater’s in Education and a Tier I Administrative Credential from UCLA’s Principal Leadership Institute (’14).

Professional Experience

During her professional career, Chelsea has worked in two different counties. From 2005-2011, Chelsea worked in the Orange Unified School District in Orange County. She taught first grade at a Title I, Program Improvement elementary school from 2005-2006 and taught third grade and kindergarten at McPherson Magnet School from 2006-2011. McPherson Magnet focused on math, hands-on science, and technology.

Chelsea is currently teaching at Linwood E Howe Elementary in the Culver City Unified School District. She has been teaching in CCUSD since 2011 and has taught both kindergarten and first grade. As a teacher at Linwood E. Howe, Chelsea has focused on educating the whole child and meeting student where they are at. During the 2011-2012 school year, Chelsea applied to be a Cotsen Fellow and develop her art of teaching. She has since had several teachers at her school site observe her teaching mathematics.

Personal Experiences

Chelsea decided to become a teacher because she had exceptional elementary school teachers that made learning both engaging and fun. She wanted to make a positive impact on the future of the country, like her elementary school teachers. She decided to go into elementary education because research has shown that if young children enjoy learning, they will become life long learners.

Chelsea witnessed inequities in education when she made the transition from McPherson Magnet school, a K-8 school that serviced a very affluent area of Orange County, to teaching at a school in Los Angeles County. She saw, first hand, the lack of access students in CCUSD had to academic programs that promoted free thinking mathematics, hands-on science, and technology, after school extra curricular activities, and education in both the arts and music.

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Future Goals

With regards to Chelsea’s career, she is still unsure as to what sort of educational leadership position would be ideal for her. There are several parts of administration that she gravitates towards. One of those areas is being a mathematics or hands-on science coach that works with teachers who are struggling with curriculum implementation and instructional development in their classrooms. Chelsea loves researching and implementing curriculum that makes a positive impact on elementary students. Eventually, Chelsea would like to become an Assistant Superintendent of Curriculum for a school district. On an academic note, it is Chelsea’s goal to attend graduate school in Southern California and obtain an Educational Leadership Doctorate (EDLD) to further her studies on curriculum and instruction.

School Information

Linwood E. Howe

Linwood E. Howe is an elementary school located in the heart of Culver City. Linwood E. Howe's school community uses an innovative, well-balanced approach to empower tomorrow’s collaborative leaders by instilling a life-long passion for learning in a challenging, authentic, and nurturing environment in which stakeholders value the whole child by providing a personalized educational experience that develops emotional intelligence and prepares them to flourish as creative thinkers and problem solvers in our evolving global society.

Enrollment

Currently, there are a total of 550 students at Linwood E. Howe Elementary School.

Demographics

History of Linwood E. Howe Elementary School

Unique Features

Linwood E. Howe is an elementary school, in Culver City, that is dedicated to educating the whole child. We offer arts education and a foundation in music. All staff members meet students where they are at and bring them to where they need to be by the end of the school year.

Linwood E. Howe is also the model “Green School” of Culver City. We have piloted several “green” programs that have been adopted by Culver City High School, Junior High, and two other elementary schools in our district. We are also currently the model mathematics school of Culver City Unified School District because several of the teachers at our school site (including myself) are implementing Cognitively Guided Instruction (CGI).

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Leadership Project Pages

Administrative Compliance Documents

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Teaching Vignettes

Vignette #1 - Teachers Are Human Too
While I have had my own issues with health and home, it's easy to revert back to the student-thinking we held as children -- that teachers only exist within the walls of the school. During the end of the day, I was showing a large cockatoo that I owned to various first grade classes.
The vice principal pulled me aside while I walked down the hallway. A teacher within the school was experiencing a serious emergency.
Normally, I have material prepared, or the teacher has substitute material prepared -- but because of this emergency, there was nothing. On the fly, I entertained and educated the students about parrots and Thanksgiving (an odd combination), while my cockatoo spent the 30 minutes interacting, preening, and making a general nuisance of himself.
The kids loved it, they enjoyed the experience, but it left me really thinking. Moving from student to teacher myself, I need to remember that my coworkers are human. They aren't the super humans I remember from my childhood.

Vignette #2 - Trout the Bear: A Story With Imagination

This was one of my favorite lessons that I taught. While studying the moon and its phases, I created a story about a bear named Trout, who found the crescent pieces of the moon as it changed shape in the sky and fell to Earth. The students were more engrossed in this story than any other story I read from a book to them, and it really taught me a lesson, right along with them.
I am capable of coming up with great material for kids that they will respond to, AND learn from. The kids were already building off of information that they had learned but this small story seemed to cement the relationship between the moon and its phases in a way I couldn't have guessed.

Vignette #3 - The Unexpected
I have one student who is an absolute delight. I have fallen in love with all of the kids in my pre-service teaching class, but this student has grabbed my heart completely. While this student struggles with performance and staying on task, when she is engaged they are absolutely on top of things, to the best of her ability.
During my three-week unit the students and I studied our planet and our solar system. When we returned to class, and this student had gone home and written two different pamphlets, front-and-back, on her favorite parts of space. She had drawn pictures that matched the text. Her spelling, sight words, and grammar were better than any other work I have seen her do previously.
One of her cards was addressed to me, and she wrote about how much she wanted to visit my house. My coordinating teacher had asked her why she couldn't visit my house, and the girl has answered mournfully: 'Because she's a teacher.'
I've never felt more touched!
My mentor teacher an I then argued over who got to keep her second letter, which was space-themed and originally addressed to the cooperating teacher.

Vignette #4 -