Campbellsville University

School of Education
Source of Evidence: Professional Involvement Log
Your portfolio evaluator will use this evidence to assess your performance on the following.
Kentucky Framework for Teaching Components Kentucky Teacher Performance Standards (KTPS/InTASC)
4A- Reflecting on Teaching 6-Assessment
4B- Maintaining Accurate Records 8-Instructional Strategies
4D- Participating in a Professional Community 9- Professional Learning and Ethical Practice
4E- Growing and Developing Professionally 10-Leadership and Collaboration
4F- Showing Professionalism

Guidelines for Developing the Source of Evidence: Professional Involvement

Effective schools are more than aggregations of effective classrooms. They are professional communities in which teachers are actively
involved in collaboration with colleagues and others to improve instruction and student learning and seek ways to contribute to the
quality of life for both students and teachers in the school and district. As a pre-service candidate, you will have the opportunity to
identify ways in which you can become actively involved in a school’s professional community.

The Professional Involvement Log should be used to document your professional involvement activities during the course of your
teacher preparation program, providing a brief description of your contributions to/involvement in each activity noted. Your Log
should be updated during each semester as your involvement in some activities ends, involvement in other activities continues and
involvement in new activities is initiated.

Your professional involvement will be evaluated on the extent to which you have actively participated in a range of activities and
your contributions to the professional communities of the schools involved.

In developing your plan, consider ways you can be actively involved in the professional life of a school and district (e.g. involvement in
instructional collaboration with colleagues such as PLCs or departmental/grade level groups to identify and address student needs,
participation in school events/activities and student clubs or groups, service on school and/or district committees and projects,
involvement in a professional book study, engagement with parent and community groups with a school focus, etc.).

1. At each CAP, review your professional involvement, reflecting on your contributions to/involvement in the activities and the impact
of your involvement on you, the students, and the school community. Identify activities that will be continued and any possible new
opportunities for involvement for the next CAP.

2. For CAP 4 or CAP 7, reflect on the impact of your professional involvement during your student teacher placement on you, the
students and the school community. What experiences were most beneficial? Identify any activities in which you would like to continue
to be involved next year. Identify any new activities in which you would like to be involved next year.

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 Campbellsville University
School of Education
Source of Evidence 7: Professional Involvement Log (4D)
Name: Tiffany Riggins Date: 04/22/2018 CAP: 1 2 3 4 5 6 7
This log should be updated during each CAP AND AVAILABLE FOR REVIEW.

Activity Description of your Contributions/Involvement

CAP 1

CAP 2 or CAP 5

CAP 3 or CAP 6
Member of KMEA/NAfME Professional Community on the national level as well as state which
provides information for music educators over teaching the classroom.

Member of PAS Professional Community on the international level which provides

information on teaching percussion as well as celebrates it.

Member of KEA Professional Community which is the preeminent voice for public
education in Kentucky.

PLC w/ Campbellsville Music The music faculty of Campbellsville Independent meet to discuss their
Christmas Program.

Leadership opportunity through Drumline I was given the opportunity to teach the Bass Drums their music and take
& BLC care of issues that may arise and use conflict resolution to solve them.

Participating in CU Steel Band Educational An assembly tour that takes place two days and travels to four schools. The
Tour assembly tour explores the elements of music such as form, timbre, tempo,
rhythm and assess students on their progress throughout the assembly. It
is very interactive.

CAP 4 or CAP 7

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1. CAP 1 Involvement Review and Reflection

2. CAP 2 or CAP 5 Involvement Review and Reflection

3. CAP 3 or CAP 6 Involvement Review and Reflection

My involvement in the KMEA/NAfME has been very beneficial to me as I am able to learn many new techniques to
engage learning within the Music classroom. The memberships help by offering me a magazine which is sent to my
house and discusses articles about first year teachers, how to get the best sound out of your ensemble, or even special
education and technology. The conferences are very beneficial because I have gotten to attend professional
developments like, how to recruit and advocate for your program, and special learners get their mojo, where we
focused on dyslexia students who may need rose colored paper for their music, or highlighters.

With PAS I have been able to practice and apply my knowledge of percussion since it is my emphasis for my instrumental
degree. I have been able to perform at the Kentucky Day of Percussion as an ensemble and practice my stage presence
as well as study what I am teaching my students: musicianship. Being a member of PAS gives me an insight to what is
going on in the percussion world and what instruments and techniques are going on in the world.

Being a member of KEA, I feel that I follow up more with what is going on in the world of Public Education. With the
pension crisis that hit in Kentucky the past few months and the legislation being sketchy, it was good to keep up with an
organization that was on top of things, and fighting for what is best for our state teachers.

My PLC experience was beneficial because I could see how three different positions of music teachers came together to
organize their Christmas concert. The concert held all their ensembles in one. It ranged from elementary to high school,
from general music, to beginning choir and band, to advanced choir and band. The goal was to fit all the performances in
under two hours. I attended the concert and seen how a lot of the logistics they had planned out had to fit together to
create a flawless program for their audience. There was a big turn out so they also did a great job in publicizing the
event which they had talked about posting it on Facebook, posters around town, and promoting it on the radio.

My leadership roll through the drumline and BLC, helped me become a more confident and competent me. Being
involved in the BLC made it seem like my opinion mattered when it came to vote on issues that pertained to the band,
and its growth. Overseeing the Bass Line of the Tiger Drumline helped me become a more competent player, because
now, not only was I analyzing my own technique, rhythms, articulation, and dynamics, but I was analyzing the rest of the
line individually and together, and how we fit our parts into the ensemble on the field. There were some commotions
throughout our bassline between two of the members who would sometimes end up fighting verbally with each other
but it was my job to keep it peaceful and I would have to go through the steps of conflict resolution as well as not be
biased and take one person’s side. I had to also collaborate with the section leader which was hard for me, because I
was under someone who was not qualified to be head of the drumline, but that is life and you must keep cool and be
respectful and encourage good ideas to them. I would suggest ideas at rehearsal such as taking out the diddles so that
we could hear the primary strokes to make sure they are in time, or explaining the dynamic contrast, or if a part
sounded dirty, giving more feedback so that the other individuals knew how to fix it.

Participating in the Steel Band Tour is one of my favorite things to do. I have done it for four years now, and just
concluded my last tour. The tours always remind me of how important pacing is because when we are all set up we
realize we may not have time for everything. The lesson is structure so that students are very engaged. We have
students learn kinesthetically. We have them pat the tempo on their legs, we have them practice how they would hit a
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steel drum, we have them clap our call and response rhythms back to us. We have them snap during our rhythm test,
and during polyrhythms we verbally and kinesthetically involved students by correlating body motions to a students
name such as Tiffany Riggins, would be Tiff-fa-ny Rigg-ins. 1e+ 2+. I would correlate my motions to 3 pats on my legs for
1et and for 2+ I would snap twice. I also served as the Equipment Officer where I would make sure that everything
would be set up in the van safely, for the driver, and that everything was loaded back into the van.

4. CAP 4 or CAP 7 Final Involvement Review and Reflection

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