Ockley Green School

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MICHAEL F. BISHOP

14674 S.E. Sieben Creek Drive

Clackamas, Oregon 97015

(503) 658-3943

 

 

 

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EDUCATION:           

                                    Juris Doctor,

                                    Northwestern School of Law, Lewis & Clark College, Portland, Oregon

                                    May 1992

 

                                    Master of Arts, English

                                    Loma Linda University, Riverside, California

                                    June 1983

 

                                    Bachelor of Arts, English/Education

                                    Walla Walla College, College Place, Washington

                                    August 1980

 

PROFESSIONAL CERTIFICATES:      

Basic Teaching Certificate, State of Oregon, August 1984

Standard Teaching Certificate, State of Oregon, October 1987

 

ADMINISTRATIVE EXPERIENCE:         

Harriet Tubman Middle School (HTMS), Portland, Oregon, 9/84-6/07

Ockley Green Arts & Technology School, Portland, Oregon, 7/07-Present

• Gave Valued Input on Building Screening Committee
• Served as 8^th Grade Team Leader
• Organized 8^th Grade Promotional Activities
• Met Teacher/Administration Requirements as Student Management Specialist
• Collaborated in Implementation Process of Comprehensive School Reform (CSRD) Initiative
• Assisted Administration in Selection of a CSRD Program (Atlas Communities) for HTMS
• Contributed to Formulation of the HTMS School Improvement plan
• Co-facilitate HTMS Site Council
• Chaired National Council of Teachers’ of English (NCTE) Session at Annual (National) Convention
• Created and Crafted Questions for District-wide PALT Committee
• Selected as Member of District-wide Committee for Selection of New Social Studies Textbook

  Adoptions

• Chosen as Member of District-wide Committee to facilitate and Aid in Implementing Benchmark

  Grading Pilot Program

• Chaired School-wide Social Studies Department

• Represented HTMS as a Member of the District-wide Social Studies Team

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TEACHING EXPERIENCE:

 

 

• Continually Teach 2-Language Arts/Social Studies classes of English composition and literature,

  spelling, writing to seventh and eighth grade students. 

• Led out in teaching literacy based reading classes. 
• Helped Administration implement Directed Reading Program as a Member of the School-wide

  Directed Reading Implementation Team

• Conducted Action Research for Waters Foundation, K-12 SystemsThinking/Systems Dynamics

  Program

•  Led Session Presentation at Bi-annual Systems Thinking/Systems Dynamics National Conference,

  Skamania Lodge, Stevenson, WA

• Collaborated with Jay Forrester, MIT, George Richardson, and others associated with the

  Waters Foundation, K-12 Systems Thinking/Systems Dynamics Program

• Developed partnership with Ron Ritchhart and the Project Zero Program, Harvard University

  Graduate School of Education, in conjunction with Atlas Communities Pathway Leadership Team

• Selected to receive training in the Thinking for Understanding (TfU) Program, via Western Washington University’s Summer Institute, Associated with Ron Ritchhart and Harvard University's Project Zero 

  Program in Education, Atlas Communities Pathway Leadership Team

• Instructed College (freshman) Expository Writing Classes as a Graduate Assistant, Loma Linda University, Riverside, CA

• Taught College Writing, ESL, ELL, Business Writing, Remedial Writing, Portland Community College, Sylvania Campus, Portland, OR

 

RELATED EXPERIENCE: 

•   Completed Research and Legal Apprenticeship, Summer Program, General Counsel Dividion, Department of Justice, State of Oregon 

 

 Description:

This course is designed to teach writing to 7^th and 8^th grade students and is comprehensive in its approach to doing that.  Students begin the course by constructing their goals based on where they are at academically, behaviorally, and otherwise.  They then engage in writing assignments that cover the various modes of writing, ranging from descriptive writing to persuasive writing.  Students write many rough drafts in the various mode of writing; they then take a few of the many writing assignments to final draft stage.  Students are thus prepared to construct the writing samples required for 8^th grade students and are prepared for the Direct Writing Assessment Test for 7^th grade students.  During the spring, students will receive instruction in writing and research and will put together a research paper, in conjunction with their work in language arts and social studies.  A comparison of student work will be made between their first writing assignments and their final ones for the year to determine growth of their skills in the art of written expression.

 

  

Homework Policy:

 

Portland Public Schools

Teacher Classroom Management Plan

 

Name:  Michael F. Bishop	Level of Structure:	¨ Low      ¨ Medium    ¨ High
My Guidelines for Success: 1. Raise hands and wait to be called upon. 2. Use the three levels of conversation when in the classroom. 3. Collaborate as long as it does not take away from work completion. 4. Be prepared to report out on what you have learned for the day.	My Classroom Rules: 1.  Follow directions 2.  Come to class prepared 3.  Listen when someone is talking 4.  Keep hands, feet, etc. to yourself 5.  Treat people with respect 6.  Enter quietly/take seat
My Academic Goals: 1. Students will be able to pass the Reading TESA test with 80% of students with a 231 or above score. 2. Students will come to class prepared with paper and pencil. 3. Students will be able to write a 5-paragraph essay. 4. Students will know and understand the 8 parts of speech. 5. Students will understand key components of US History from the Pre-Columbian era to the Civil War.	My Behavioral Goals: 1. Students will be a part of the solution rather than a part of the problem in my classes. 2. Students will be able to demonstrate respectful behaviors toward the teacher and other students. 3. Students will direct distractions to the teacher to be handled by him/her. 4. Students will try to do their best work and put forth consistent effort at all times.
My Teaching Expectations: o       I will state student learning objectives at the beginning of the class. o       I will ask for student learning outcomes at the end of the class. o       I will engage in ongoing assessment with students through proximity to students in the classroom. o       I will return assessment feedback to students on major performances of understanding within 3-5 days. o       I will use positive reinforcement that is specific in its identification of students’ praiseworthy behavior. o       I will use follow through when implementing the consequences for my classroom, step by step.	My Monitoring Procedures: ·        Academic o       Monitor students by going down rows and speaking to students about what they need to do (ongoing assessment). o       Recognize and acknowledge students’ correct answers to teacher questions. o       Give bonus points on students’ papers for on-task responses on their work. ·        Behavioral o       Use clipboard to keep track of student consequences. o       Proximity to students as a check to poor behavior. o       Implementing rules tests on a weekly basis to remind students of expected behaviors.
My Encouragement Procedures: o       Whole Class: o       Make generally positive comments o       Give out bonus points for good behavior o       Individual: o       Varying positive comments o       Call out student’s good behavior	Possible Corrective Consequences: o       Warning o       Time out (inside and outside of class) o       Call home o       Referral
Procedures for Assigning Class work and Homework   Students will receive a sheet with the assignment and due dates on it.	Procedures for Managing Independent Work Periods   Class will start with a warm-up or direct instruction on a skill; students will demonstrate the skill; students will report out on their demonstration of the skill.
Procedures for Collecting Completed Work   The teacher will circulate around the classroom to collect student work.  It should not be left on the teacher’s desk without notice.	Procedures for Keeping Records and Providing Feedback to Students   Student performances of understanding will be logged in the electronic grade book of the teacher.
Procedures and Policies for Dealing with Late/Missing Assignments   Students meet with the teacher at noon or before or after school to receive missing work assignments.  Completed late assignments are to be handed in directly to the teacher, without penalty.