Professional

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ANNA-LISA NOTTER

I was born and raised in the greater Seattle area, so I can partially claim the rare title of a native Seattleite! That is, if you count Woodinville-Redmond as close enough. I was a graduate of Inglemoor High School in Bothell and I received my BA in Theatre Arts with a minor in Fine Arts from Western Washington University in Bellingham, Washington. My husband and I currently live on Queen Anne, which allows for a very convenient commute to Seattle Pacific University. After over a decade of work as a freelance artist, I’m now pursuing my Masters in Teaching degree at SPU while my two year old daughter is attending her first year of Preschool/Childcare. We have a little brother on the way, due late January of 2016, which almost landed perfectly between fall and winter quarter! I’ll be taking a lighter class load this winter while I adjust to life with another newborn, but I intend to be up to full speed by the spring in order to stay on track with classwork. I really look forward to student teaching both Theatre and Art somewhere within Seattle during the 2016-2017 school years!

Interest and Experience in Education

My career has been primarily composed of professional acting and commissioned mural work. I’ve managed to work with youth off and on throughout all of my endeavors and have always been drawn to the idea of teaching the arts. My mother was an art teacher at my own high school, and witnessing her in the classroom teaching always seemed extremely rewarding and just plain fun! I’ve taught some after school art programs and am currently certified to teach Music Together for preschool aged children. I assistant taught Mural Camp, which involved many homeless youth from Sanctuary Arts Center learning the basics of mural painting over the course of three consecutive weekends. I loved watching students discover a sense of pride in their work after struggling through the process of manipulating the oil paint.

I spent my college summers volunteering at Young Life camps as a leader for the high school aged work crew. I managed and mentored around fifty high school aged volunteers serving the camp.  I was in charge of the crew that had to set up, serve and break down the dining room for about 800 campers, three meals a day. I also spent a full summer in charge of an outdoor crew that cared for the landscaping, plumbing, and general maintenance of a Young Life property called Malibu Club in  Canada. Those experiences and my involvement as a worship leader in another ministry called The Inn throughout college have molded me to thrive within leadership experiences that enrich the human spirit. I believe the theatre can offer students of all backgrounds and interests a place to fit in and contribute. I really love the model that it can serve within a public school and am a firm believer in the holistic offerings provided by all of the arts within an educational system.


Program Standards 

Expected outcomes are expressed as program standards, which are aligned with State-designated teacher preparation approval criteria shown in WAC 181-78A-270. Program standards include criteria (e.g. 1.), elements (e.g. 1.1), and examples. Any level of the program standard is appropriate for reflection, feedback, or evaluation.

1. Expectations – The teacher communicates high expectations for student learning.

1.1 Demonstrating Knowledge of Content and Pedagogy

E.g. Teacher recognized the value of understanding students’ interests and cultural heritage and
displays this knowledge for groups of students.

1.2 Communicating with Students

Teacher’s explanation of content is appropriate and connects with students’ knowledge and experience.

1.3 Engaging Students in Learning

The lesson has clearly defined structure around which the activities are organized. Pacing off the lesson is generally appropriate.

2. Instruction – The teacher uses research-based instructional practices to meet the needs of all students.

2.1 Using Questioning and Discussion Techniques

Most of the teacher’s questions are of high quality. Adequate time is provided for students to respond.

2.2 Engaging Students in Learning

Most activities and assignments are appropriate to students, and almost all students are cognitively engaged in exploring content.

2.3 Reflecting on Teaching

Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it
achieved its instructional outcomes and can cite general references to support the judgement.

3. Differentiation – The teacher acquires and uses specific knowledge about students’ cultural, individual intellectual and social development and uses that knowledge to adjust their practice by employing strategies that advance student learning.

3.1 Demonstrating Knowledge of Students

Teacher recognizes the value of understanding students’ skills, knowledge, and language
proficiency and displays this knowledge for groups of – students.

3.2 Demonstrating Flexibility and Responsiveness in Lesson Adjustments

Teacher makes a minor adjustment to a lesson, and the adjustment occurs smoothly.

3.3 Demonstrating Flexibility and Responsiveness in Persisting to Support Students

Teacher persists in seeking approaches for students who have difficulty learning, drawing on a broad repertoire of strategies.

4. Content Knowledge – The teacher uses content area knowledge, learning standards, appropriate pedagogy and resources to design and deliver curricula and instruction to impact student learning.

4.1 Demonstrating Knowledge of Content and Pedagogy

Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical
approaches in the discipline.

4.2 Setting Instructional Outcomes

All the instructional outcomes are clear, written in the form of student learning. Most suggest viable methods of assessment.

4.3 Designing Coherent Instruction in the area of Learning Activities

All of the learning activities are suitable to students or to the instructional outcomes, and most represent significant cognitive challenge, with some differentiation for different groups of students.

4.4 Designing Coherent Instruction in the area of Lesson and Unit Structure

The lesson or unit has a clearly defined structure around which activities are organized.
Progression of activities is even, with reasonable time allocations.

5. Learning Environment – The teacher fosters and manages a safe and inclusive learning environment that takes into account: physical, emotional and intellectual well-being.

5.1 Creating and Environment of Respect and Rapport

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of the students. Students exhibit respect for the teacher.

5.2 Managing Classroom Procedures through Transitions

Transitions occur smoothly, with little loss of instructional time.

5.3 Managing Classroom Procedures through Performance of Noninstructional Duties

Efficient systems for performing noninstructional duties are in place, resulting in minimal loss of instructional time.

5.4 Managing Student Behavior by Establishing Expectations

Standards of conduct are clear to all students.

5.5 Managing Student Behavior by Monitoring

Teacher is alert to student behavior at all times.

6. Assessment – The teacher uses multiple data elements (both formative and summative) to plan, inform and adjust instruction and evaluate student learning.

6.1 Designing Student Assessments around Criteria and Standards

Assessment criteria and standards are clear.

6.2 Designing Student Assessments with an Emphasis on Formative Assessment

Teacher has a well-developed strategy to using formative assessment and has designed particular approaches to be used.

6.3 Designing Student Assessments to Inform Planning

Teacher plans to use assessment results to plan for future instruction for groups of students.

6.4 Using Assessment to Provide Feedback to Students

Teacher’s feedback to students is timely and of consistently high quality.

7. Families and Community – The teacher communicates and collaborates with students, families and all educational stakeholders in an ethical and professional manner to promote student learning.

7.1 Communicating with Families

Teacher communicates with families about students’ progress on a regular basis, respecting cultural norms, and is available as needed to respond to family concerns.

8. Professional Practice – The teacher participates collaboratively in the educational community to improve instruction, advance the knowledge and practice of teaching as a profession, and ultimately impact student learning.

8.1 Participating in a Professional Community

Relationships with colleagues are characterized by mutual support and cooperation.

8.2 Growing and Developing Professionally

Teacher welcomes feedback from colleagues when made by supervisors or when opportunities arise through professional collaboration.

Elements of a Model Entry

There are different formats for writing portfolio entries. However, responding to writing prompts 1-6 helps to address desired performance on professional knowledge and skills, along with identifying steps for having a greater impact on K-12 student learning.

1. Citation of the program standard (either criteria, element, or example) along with an interpretation of what the standard means.

2. Presentation of evidence with description. The description includes context and related research or theory associated with the creation of the evidence.

3. Justification of how the evidence demonstrates competence, or emerging competence, on the program standard.

4. Summary of what was learned as a result of creating the evidence or having the experience.

5. Comment on the implications for student learning.

6. Propose specific changes or next steps to increase effectiveness in the area under examination.