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Dana Marcinkus’s Professional Portfolio

Educational Professional (2007-Present)

Education is the road to discovery, reflection, and growth, both as an individual and as a citizen of our world. In our personal educational journey, we have the chance to obtain an immense amount of knowledge and understanding; however, what holds an even greater importance is what we choose to do with that knowledge and how we put it into practice to make the world around us a better place.

Educational History

Bachelor’s of Science in Communication Digital Media (Carthage College)

  • Major: Communication Digital Media
  • Major: English
  • 2002-2006
    • Yearbook Editor (2.5 years)
    • Newspaper Reporter and Photographer (4 years)
    • Resident Assistant (6 semesters)
    • Office of Alumni Event Planning Assistant (2 years)
    • WURHA Delegate (2 years)
    • Alpha Lambda Delta – English Honorary Fraternity (3.5 years)

Master’s in Education & Teaching Licensure (Carthage College)

  • 2007-2010
  • Emphasis: AP Language and Composition Curriculum

Education Work History

Kenosha Unified School District 
*2007-2008
– Long-Term Substitute (K-12)

Racine Unified School District 
*2008-2009
– Jerstad-Agerholm Middle School (8th grade English)		Racine Unified School District
*2009-Present
– Horlick High School (10-12 English)
AP Language and Composition
World Literature
AP Seminar
AP Research
American Literature
Science Fiction Literature
Mystery Literature
Creative Writing
Newspaper
Yearbook
– Academy Team Lead
Academy of Education & Technical Services

Professional Development History

UW-Milwaukee National Writing Project
*2013-Present
– National Writing Project Teacher Consultant
– Project/Presentation: Revision in the Classroom
*2015
– Summer Session Instructor		UW-Milwaukee Advanced National Writing Project
*2016

UW-Milwaukee National Writing Project Conference Presenter
*2014 – Revision in the Classroom
*2017 – Portfolio Grading in the Classroom
AP College Board Workshops
*2019
– AP Research Summer APSI
*2018
– AP Seminar Summer APSI
*2017
– AP Language and Composition Veteran Teachers
*2015
– AP Language and Composition Veteran Teachers
*2013
– AP Language and Composition Veteran Teachers		AP Reader 
*2018 
*2020
*2021
National Board Certified Teacher (2019) & Google Level 1 Certified Educator (2020)

Dana's Pages APSem

AP Seminar – Unit 6/7 & Exam

UNIT 6:

Performance Task 1 – Team Project and Presentation

*Students work in teams of three to five to identify, investigate, and analyze an academic or real-world problem or issue. Each team designs and/or considers options and evaluates alternatives; develops a multimedia presentation to present the argument for their proposed solution or resolution; and provides a defense to questions posed by the teacher. This task consists of two components: (1) individual research report; (2) Team multimedia presentation and defense.

UNIT 7:

Performance Task 2 – Individual Research-Based Essay and Presentation

*The College Board will release cross-curricular source material representing a range of perspectives focused on a single theme or topic. Students will use these texts to identify a research question of their own; conduct research; analyze, evaluate, and select evidence to develop an argument; and present and defend their conclusions. The final paper must refer to and incorporate at least one of the provided sources. This task consists of three components: (1) Individual written argument, (2) individual multimedia presentation, and (3) individual oral defense.

When the source material is released in January, students are allowed 30 school days to prepare the written report and multimedia presentation. Students have 30 school days to complete their research, compose their essays, and develop their presentations.

END-OF-COURSE EXAM:

AP Exam

*During the AP Exam administration window, students will take the AP Seminar End-of-Course Exam. The exam consists of two components: (1) Part A – Students are asked to analyze an argument using evidence; (2) Part B – Students are asked to build their own arguments using at least two of the four sources. Each of the four sources will explore a common theme through different lens, allowing multiple entry points for students to approach the topic.

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AP Seminar – Unit 5

UNIT 5:

Team, Transform, & Transmit: How Do I Effectively Contribute As a Member of a Team?

BIG IDEA 3: Evaluate Multiple Perspectives

LO 3.2A Evaluating objections, implications, and limitations of alternate, opposing, or competing perspectives or arguments.

BIG IDEA 5: Team, Transform, and Transmit

LO 5.1D Adapting an argument for context, purpose, and/or audience.

LO 5.2B Fostering constructive team climate, resolving conflicts, and facilitating the contributions of all team members to address complex, open-ended problems.

LO 5.3B Reflecting on experiences of collaborative effort.

ASSESSMENTS:

Group Assessment – Hot Topic Team Debate

*Teacher will put students into teams of four (4) to five (5) students. These teams will work together to conduct research of credible sources concerning their assigned research topic. They will then prepare and participate in a debate during class. This debate will be scored per the given College Board suggested rubric. *IWA Practice*

Group Assessment – Team Debate Research/Debate Outline

*Student teams will be expected to conduct research of credible sources concerning their assigned research topic. Each team member is responsible for a minimum of one (1) credible source. Each member must annotate the source by creating an annotated bibliography with their team members. This document is a shared team document via Google Classroom. Teams will work together using their annotated bibliography to create a debate outline before the in-class debate.

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AP Seminar – Unit 4

UNIT 4:

Question & Explore: How Do I Formulate Questions to Prompt Further Investigation?

BIG IDEA 1: Question and Explore

LO 1.4A Evaluating the relevance and credibility of the source of information and data in relation to the inquiry.

LO 1.5A Identifying the information needed for the context of the inquiry.

BIG IDEA 2: Understand and Analyze Arguments

LO 2.2C Evaluating the validity of an argument.

LO 2.3B Evaluating potential resolutions, conclusions, or solutions to problems or issues raised by an argument.

BIG IDEA 3: Evaluate Multiple Perspectives

LO 3.1A Identifying, comparing, and interpreting multiple perspectives on or argument about an issue.

BIG IDEA 4: Synthesize Ideas

LO 4.4A Extending an idea, question, process, or product to innovate or create new understandings.

LO 4.5A Offering resolutions, conclusions, and/or solutions based on evidence considering limitations and implications.

ASSESSMENTS:

Individual Assessment – Individual Research Based Essay Practice

*Each student will read and analyze a teacher given stimulus source packet, identify thematic connections among them and possible areas of inquiry. (S)He will then compose a research questions of his/her own; conduct research; analyze ; evaluate, and select evidence to develop an argument; and present and defend their conclusion. The final paper must incorporate at least one of the provided sources. This will be graded using the IWA rubric. *IWA Practice*

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AP Seminar – Unit 3

UNIT 3:

Synthesize Ideas: What Larger Connection Can I Present From the Works I Have Analyzed?

BIG IDEA 2: Understand and Analyze Arguments

LO 2.3A Connecting an argument to broader issues by examining the implications of the author’s claim.

BIG IDEA 4: Synthesize Ideas

LO 4.2A Interpreting, using, and synthesizing qualitative and/or quantitative data/information from various perspectives and sources (e.g., primary, secondary, print, nonprint) to develop and support an argument.

BIG IDEA 5: Team, Transform, and Transmit

LO 5.1B Adhering to established conventions of grammar, usage, style, and mechanics.

ASSESSMENTS:

Individual Assessment – End-of-Course Exam Practice

*Student completes a same End-of-Course Exam Part B. This is a timed (90 minute), written test. (S)He will be expected to analyze new sources and complete the essay exam within the parameters of the May 2022 End-of-Course Exam. *Prep for Exam*

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AP Seminar – Unit 2

UNIT 2:

Understand & Analyze Arguments: How Do I Assess Reasoning in Regards to the Larger Discussion?

BIG IDEA 2: Understand and Analyze Arguments

LO 2.1A Employing appropriate reading strategies and reading critically for a specific purpose

LO 2.1B Summarizing and explaining a text’s main idea or aim while avoiding faulty generalizations and oversimplification.

LO 2.2A Explaining and analyzing the logic and line of reasoning of an argument.

LO 2.2B Evaluating the relevance and credibility of evidence used to support an argument, taking context into consideration.

BIG IDEA 4: Synthesize Ideas

LO 4.2B Providing insightful and cogent commentary that links evidence with claims.

LO 4.3A Attributing knowledge and ideas accurately and ethically, using an appropriate citation style.

ASSESSMENTS:

Individual Assessment – Independent Research Analysis

*Student will conduct his/her own brief research to find a text, a piece of artwork, and a media source on his/her individual topic concerning identity. (S)He will analyze each of the three (3) sources through the following three (3) questions: 1) Identify the author’s argument, main idea, or thesis. 2) Explain the author’s line of reasoning by identifying the claims used to build the argument and the connections between them. 3) Evaluate the effectiveness of the evidence the author uses to support the claims made in the argument. *Prep for IRR, IWA, & Exam*

Individual Assessment – Independent Annotated Bibliography

*Student will use work from the previously completed Independent Research Analysis to create an annotated bibliography of his/her three (3) sources. *Prep for IRR*

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AP Seminar – Unit 1

UNIT 1:

Evaluating Multiple Perspectives: What Is My Identity and How Do I Understand Others’ Perspectives Through Their Identity

BIG IDEA 1: Question and Explore

LO 1.1A Contextualizing and Identifying the complexities of a problem or issue.

LO 1.1B Posing questions and seeking out answers that reflect multiple, divergent, or contradictory perspectives

LO 1.2A Retrieving, questioning, organizing, and using prior knowledge about a topic.

LO 1.3A Accessing and managing information using effective strategies,

BIG IDEA 2: Understand and Analyze Arguments

LO 2.1A Employing appropriate reading strategies and reading critically for a specific purpose

LO 2.1B Summarizing and explaining a text’s main idea or aim while avoiding faulty generalizations and oversimplification.

BIG IDEA 3: Evaluate Multiple Perspectives

LO 3.1A Identifying, comparing, and interpreting multiple perspectives on or argument about an issue.

LO 3.2A Evaluating objections, implications, and limitations of alternate, opposing, or competing perspectives or arguments.

BIG IDEA 4: Synthesize Ideas

LO 4.1A Formulating a well-reasoned argument, taking the complexities of the problem or issues into consideration.

BIG IDEA 5: Team, Transform, Transmit

LO 5.1A Planning and producing a cohesive academic paper, considering audience, context, and purpose.

LO 5.1C Communicating information through appropriate media using effective techniques of design.

LO 5.1E Engaging an audience by employing effective techniques of delivery or performance.

LO 5.2A Providing individual contributions to overall collaborative effort to accomplish a task or goal.

LO 5.3A Reflecting on and revising their own writing, thinking, and creative processes.

ASSESSMENTS:

Individual Assessment – Exploring My Identity Through Lenses Essay

*Independently, students will explore their own identity through three teacher assigned lenses and one lens of their choice. Students are expected to communicate the definition of their individual identity through formal essay format. *Prep for IWA*

Group Assessment – Anticipating Others’ Perspectives Through Lenses -Group Analysis and Presentation

*In groups, students will work together through a source packet of various texts to determine each speakers’ perspective on an assigned, given issue. As a group, they must find a common lens through all given multiple perspectives, gather additional resources, and come up with a solution to the assigned, given issue. Team members will create a combined team presentation that summarizes their findings and solution. *Prep for TMPD*

Individual Assessment – Artwork Analysis Presentation

Independently, students will analyze a student chosen piece of artwork through a lens from their previous essay, “Exploring My Identity Through Lenses”. (S)He will discuss how that lens applies to her/him specifically, and then apply that same lens to the artists’ perspective through the artwork. This 1-2 minute presentation is to be completed using one Google Slide and animation. *Prep for IMP*

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Mrs. Marcinkus

Mrs. Marcinkus chose a career in education in the Summer of 2007.

After graduation from Carthage College (Kenosha, WI) in May of 2006 with a Bachelor’s of Arts in English, Communication, and Digital Media, she worked on campus as an event planner for Carthage’s Office of Alumni Relations until she moved on to work as a Communications Assistant for a Healthcare Company in Milwaukee, Wisconsin. Realizing shortly into the gig that this just wasn’t the career for her, Mrs. Marcinkus chose to leave the field and head back to school.

In the fall of 2007, she began substitute teaching for the Kenosha Unified School District, and after just a few days, Mrs. Marcinkus knew this was her life’s dream… to be a teacher. That Spring, she enrolled in Carthage’s Accelerated Education Program, and in the Fall of 2008, began her career as a full-time educator with the Racine Unified School District as an 8th grade English teacher. Fall of 2009, Mrs. Marcinkus moved to Horlick High School, where she is still teaching today. Throughout her tenure at Horlick, her classes have included AP Language and Composition, Creative Writing, Yearbook, Newspaper, Science Fiction Literature, Mystery Literature, American Literature, World Literature, AP Seminar, and AP Research.

In 2010, she completed her Master’s in Education from Carthage College after successfully completing a thesis about creating and following an annual AP Language and Composition curriculum.

In the Fall of 2013, Mrs. Marcinkus embarked on yet another adventure in the field of education and became Horlick’s Girls’ JV and Assistant Varsity Coach, and every season since, she has loved coaching more and more. In the Winter of 2013, Mrs. Marcinkus also began coaching club volleyball with Racine Juniors. In the Summer of 2017, Coach Dana moved to EPIC Volleyball Club in their inaugural sand volleyball season. Also, in the Fall of 2017, she stepped up her challenge as a Coach and took on the Boys Varsity program at Horlick as Head Coach. As Boy’s Varsity Head Coach, Mrs. Marcinkus helped the Rebels make it to state two out of the three seasons, finishing the 2019 season ranked as #10 in the state, Conference Champions, Conference Tournament Champions, and finishing the season in Green Bay as #5 in the state of Wisconsin.

Currently, Mrs. Marcinkus is in her 16th year as an Educator, 14th year at Horlick High School.

At home, she has an amazing husband, whom she used to share a classroom with until he retired and now, he spends his time “creating.” They adopted a loving Black Lab mix named Maddux and a friendly, lovable Pit Bull named Lando, both of which now run their home. 

Being a life-long learner, Mrs. Marcinkus is also a National Writing Project Consultant and Instructor after attending a Summer Research Session in 2015, which resulted in research and a presentation on Revision in the Classroom (Winter 2016) and a project on Portfolio Grading in February 2017. She also served as a Summer Advisor to other Consultants working on research in the Summer of 2017, and in the 2017/2018 school year, Mrs. Marcinkus continued her research in the Advanced Career and College Writing Workshop. In the Summer of 2019, she attended a National Writing Project sponsored event, called Everyday Advocacy, at Eastern Michigan University, where she worked on and is now an Advocate for Education (a subset of the National Writing Project) after completing a project on improving school culture.

That same year (2019), Mrs. Marcinkus completed her National Board Certification (NBC) and now is an NBC teacher and a Google Level 1 Educator (2020). 

In her free time… oh, who are we kidding? She’s a teacher… free time is spent doing school “stuff” and reading lots of books. However, she does enjoy traveling, coloring, working out, being crafty, spending time with her family, gaming, and writing.