portfolios.html

I. PORTFOLIOS

The current criteria for the teacher portfolios are listed below..

THE TEACHER DEVELOPMENT PORTFOLIO

The construction of teacher development portfolios by all students in the Education Program continues throughout the junior and senior years as part of the Continuous Assessment Process. As students accumulate more knowledge, experiences, and teaching opportunities, additional documentation is prepared for the portfolios. Instead of a massive document, the portfolio should be a succinct compilation of the best and most representative indicators of students' teaching expertise. The portfolio will be used to evaluate each student's progress in meeting the components of the Teaching Framework. Each student's portfolio is evaluated at the end of Phase 2, Phase 3, and Phase 4. In order to continue to the next phase, a student's portfolio must be judged to successfully meet the specified criteria. Besides its evaluative function, the portfolio also serves as a learning tool and as the basis for discussions, and it is useful when applying for a teaching position.

THE PHASE 2 PORTFOLIO

The phase 2 portfolio will be evaluated by two faculty members at the end of EDU 336 for elementary education students and at the end of EDU 335 for secondary students. The portfolio should be in a loose-leaf notebook with dividers and a table of contents that lists each piece in the portfolio. Each item should be dated. The portfolio must include the following sections:

SECTION CONTENTS (revised 8/08)

Professional Qualities The portfolio should:

Be in a notebook with tabbed section dividers.

Have a table of contents.

Contain a copy of the record for your field and laboratory hours. The original should be turned in to your EDU 335/336 professor.

Include dated and paginated items. Number the pages in each individual document in the portfolio. Do not attempt to number all the pages in the portfolio from 1-150.

Provide a brief introduction to each section (except section 1) that is addressed to the reader and indicates why items in the section were selected and included.

Not contain spelling and grammar errors.

Be strong overall in appearance and presentation.

1. Philosophy of Education. 1. A statement of your philosophy of education not to exceed two pages. The statement should:

Be addressed to a general audience unfamiliar with educational jargon.

Contain your key assumptions and beliefs about teaching with supporting specific classroom examples and explanations. The statement should provide the reader with a clear vision of your future classroom.

Demonstrate your thoughtful consideration of who you plan to be as a teacher and not be too narrow or too broad in scope.

2. Planning and Assessment
2. In clude 2 lesson plans with one of those being the plan for the videotaped lesson. The Centre KTIP format should be used, and the lessons should demonstrate that you have met the components of Domain 1 of Centre's Teaching Framework.

Assessment examples should demonstrate your ability to analyze student work. Include student papers with appropriate scoring rubrics that demonstrate you have assessed what you have taught. Also, include the Analysis of Student Work document. Your unit plan should include examples of diagnostic (pre-), formative and summative assessments.

3. Teaching
3. Include a DVD (approximately 30 minutes) of your teaching. (Include the lesson plan in the previous section.)

4. Technology 4. The three parts to this section are:

One lesson plan in which you use technology as an integral part of the lesson. (This should be more than having students do research on the Internet or using word processing to write a paper.)

Evidence of how you have used technology.

The KYTS checklist for technology with explanations.

5. Performance Practices
5. This section includes two parts:

Evidence of your interest and involvement with young people and teaching outside of regular Centre classes.

Service work (LIFT or tutoring or Big Brothers/Big Sisters or ESS or Society of Future Educators or KEA-SP) is an example of involvement. Participation in school meetings and professional development is also appropriate.

Diversity experiences. Examples might include:

Convocations and activities that deal with diversity. The MLK convocation and participation in the Heritage Festival are two examples. The experience must be written about with at least one section being devoted to the impact or use of this experience in your teaching.

Multicultural lesson plans. These should go beyond dealing with food, heroes, and holidays.

Multicultural education resources that can be used in your teaching. An annotated bibliography would be an example.

A cultural plunge in which you experience another culture by being alone in that culture and then reflect on that experience.

Special education resources and reflections.

6. Reflections 6. Two reflections about events you have observed in the school system (i.e., lessons, meetings, extracurricular activities, etc.). One reflection should address the videotaped lesson. These reflections should:

Involve analysis of how and why an event occured as well as possible consequences arising from the event. What conditions or factors had an impact on the success or failure of the event? It is usually best to focus on one or two aspects of the event rather than the entire event.

Include objective data (i.e., quantitative and/or qualitative) that has been collected to analyze.

Raise significant questions about the event. After witnessing a particular event, what questions can you raise? Include 2-3 questions.

Refer to relevant research regarding the focus of the reflection and/or make connections to ideas studied in class.

Draw conclusions about changes, if any, that could be made to improve the event.

*Each individual reflection should demonstrate all five criteria.

7. Self and Peer Evaluation 7. Several types of evaluation should be included:

Systematic self-evaluation of your progress in meeting each of the individual components of Centre's Teaching Framework. As part of this self-evaluation, you should include your evaluations of lesson plans and lessons taught.

Evaluation of a peer's portfolio and teaching. In evaluating the portfolio, apply the Framework systematically. In evaluating the teaching either view a videotape of the peer's teaching or assist with the videotaping.

Phase 2 Self- & Peer-Evaluation Form.

THE PHASE 3 PORTFOLIO

The phase 3 portfolio will be evaluated at the end of appropriate methods class (usually during the first term of the senior year). The portfolio should be in a loose-leaf notebook with dividers and a table of contents that lists each piece in the portfolio. Each item should be dated. The portfolio must include the following sections:

SECTION CONTENTS (revised 8/08)

Professional Qualities The portfolio should:

Be in a notebook with tabbed section dividers.

Have a table of contents.

Contain a copy of the record for your field and laboratory hours. The original should be turned in to your EDU professor.

Include dated and paginated items. Number the pages in each individual document in the portfolio. Do not attempt to number all the pages in the portfolio from 1-150.

Provide a brief introduction to each section (except section 1) that is addressed to the reader and indicates why items in the section were selected and included.

Not contain spelling and grammar errors.

Be strong overall in appearance and presentation.

1. Philosophy of Education. 1. A revised statement of your philosophy of education not to exceed two pages that reflects your experience since the Phase 2 portfolio. The statement should:

Be addressed to a general audience unfamiliar with educational jargon.

Contain your key assumptions and beliefs about teaching with supporting specific classroom examples and explanations. The statement should provide the reader with a clear vision of your future classroom.

Demonstrate your thoughtful consideration of who you plan to be as a teacher and not be too narrow or too broad in scope.

2. Planning 2. Include the Teacher Performance Asessment prepared in the methods course. In the 3 new lesson plans the Centre KTIP format should be used with references to the Core Content and national standards. The following items should be included in this section:

Teacher Performance Assessment Unit Overview Table and 3 sequential Lesson Plans

Lesson plan for videotaped lesson.

3. Assessment
3. This section will demonstrate your ability to impact and assess student learning. Include the following documents:

Teacher Performance Assessment Unit Assessment Plan.

Assessed student work (with scoring guide) from the videotaped lesson.

Student Work Analysis and Reflection based on the assessed work from the videotaped lesson.

A Phase 3 sample test dealing with several lessons.

Two Phase 3 performance assessment tasks with rubrics (one holistic and one analytic).

4. Classroom Environment
4. Using the lesson you have videotaped (minimum 30 minutes), systematically explain how it demonstrates the components of Domain 2.
Domain 2 Feedback Form

5. Instruction 5. Include a DVD of your teaching and systematically explain how the lesson demonstrates the components of Domain 3. The lesson plan should be included in Section 2.
Domain 3 Feedback Form

6. Technology 6. The three parts in this section are:

One Phase 3 lesson plan in which you use technology as an integral part of the lesson. (This should be more than having students do research on the Internet or using word processing to write a paper.)

Phase 3 evidence of how you have used technology in your teaching.

The KYTS checklist for technology with explanations.

7. Performance Practices 7. This section presents evidence of your interest and involvement with young people and teaching outside of regular Centre classes. It includes two parts:

Evidence of your interest and involvement with young people and teaching outside of regular Centre classes.

Service work (LIFT or tutoring or Big Brothers/Big Sisters or ESS or Society of Future Educators or KEA-SP) is an example of involvement. Participation in school meetings and professional development is also appropriate.

Diversity experiences . Examples might include:

Convocations and activities that deal with diversity. The MLK convocation and participation in the Heritage Festival are two examples. The experience must be written about with at least one section being devoted to the impact or use of this experience in your teaching.

Multicultural lesson plans. These should go beyond dealing with food, heroes, and holidays.

Multicultural education resources that can be used in your teaching. An annotated bibliography would be an example.

A cultural plunge in which you experience another culture by being alone in that culture and then reflect on that experience.

Special education resources or reflections.

8. Reflections 8. Three Phase 3 reflections (1 based on Teacher Performance Assessment classroom demographic data, 1 on videotaped lesson and 1 on field experience, (e.g., PTO, classroom observation, faculty meeting, IEP or ARC meeting). These reflections should:

Involve analysis of how and why an event occured as well as possible consequences arising from the event. What conditions or factors had an impact on the success or failure of the event? It is usually best to focus on one or two aspects of the event rather than the entire event.

Include objective data (i.e., quantitative and/or qualitative) that has been collected to analyze.

Raise significant questions about the event. After witnessing a particular event, what questions can you raise? Include 2-3 questions.

Refer to relevant research regarding the focus of the reflection and/or make connections to ideas studied in class.

Draw conclusions about changes, if any, that could be made to improve the event.

*Each individual reflection should demonstrate all five criteria.

9. Self and Peer Evaluation 9. Several types of evaluation should be included:

Complete evaluation of a peer's Phase 3 portfolio including the videotaped lesson. If at all possible assist in videotaping a lesson of the peer.

Self-evaluation of your progress in meeting all the components of Domain 1 and the appropriate components of Domain 4 (since Domains 2 & 3 have been evaluated above).

Reflective Statement based on your Professional Growth Plan (prepared during the advising conference) including a review your Phase 2 portfolio and feedback from peers and professors.

How does your Phase 3 portfolio compare to the Phase 2 portfolio?

How have you grown as a teacher and learner?

What areas require growth and improvement?

Include a statement describing how you plan to address your areas for growth.

Domains 1 and 4 Feedback Form

Phase 3 Peer-Evaluation Form

THE PHASE 4 PORTFOLIO

The phase 4 portfolio will be evaluated at the end of student teaching. The portfolio should be in a loose-leaf notebook with dividers and a table of contents that lists each piece in the portfolio. Each item should be dated. The portfolio must include the following sections:

SECTION CONTENTS (revised 8/08)

Professional Qualities The portfolio should:

Be in a loose-leaf notebook with tabbed section dividers.

Have a table of contents.

Include dated and paginated items. Number the pages in each individual document in the portfolio. Do not attempt to number all the pages in the portfolio from 1-150.

Provide a brief introduction for sections 3, 5, 9 and 10 that is addressed to the reader and indicates why items in the section were selected and included.

Not contain spelling and grammar errors.

Be strong overall in appearance and presentation.

1. Résumé 1. Include two (2) copies of a résumé that you could use in applying for a teaching position . One copy is for your Education Program file.

2. Philosophy of Education 2. An updated statement of your philosophy of education not to exceed two pages that reflects your experiences in student teaching. The statement should:

Be addressed to a general audience unfamiliar with educational jargon.

Contain your key assumptions and beliefs about teaching with supporting specific classroom examples and explanations. The statement should provide the reader with a clear vision of your future classroom.

Demonstrate your thoughtful consideration of who you plan to be as a teacher and not be too narrow or too broad in scope.

3. Reflections 3. Select three reflections (one reflection should analyze the classroom context and demographics using the Teacher Performance Assessment guidelines) from your student teaching. These reflections should:

Involve analysis of how and why an event occured as well as possible consequences arising from the event. What conditions or factors had an impact on the success or failure of the event? It is usually best to focus on one or two aspects of the event rather than the entire event.

Include objective data (i.e., quantitative and/or qualitative) that has been collected to analyze.

Raise signficant questions about the event. After witnessing a particular event, what questions can you raise? Include 2-3 questions.

Refer to relevant research regarding the focus of the reflection and/or make connections to ideas studied in class.

Draw conclusions about changes, if any, that could be made to improve the event.

*Each individual reflection should demonstrate all five criteria.

4. Self-Evaluation 4. Evaluate yourself on the four domains of the Framework.

Complete the final evaluation form for student teaching and while completing the evaluation, incorporate #5-8 below.

Review your Phase 3 portfolio and feedback from peers and professors.

How does your Phase 4 portfolio compare to the Phase 3 portfolio? How have you grown as a teacher and learner? What areas require growth and improvement? Include the Professional Development Plan with a statement describing how you plan to address your areas for growth.

5. Planning (Domain 1) 5. To supplement your self-evaluation of this domain also:

Include 3 lesson plans from student teaching including a KTIP observation lesson.

Include the Centre Teacher Performance Assessment with Unit Overview Table and a three KTIP lesson instructional sequence.

When completing the self-evaluation, give a systematic explanation of how you have/have not fulfilled each of the six components of Domain 1 including documentation wherever possible.

6. Assessment
6. This section will demonstrate your ability to impact and assess student learning. Include the following documents:

Teacher Performance Assessment Unit Assessment Plan.

Assessed student work with scoring guides.

Student Work Analysis and Reflection based on the assessed work.

Include examples of different types of evaluation you have used during student teaching such as scoring rubrics.

7. Classroom Environment (Domain 2) 7. When completing the self-evaluation, give a systematic explanation of how you have/have not fulfilled each of the five components of Domain 2 including documentation wherever possible.

8. Instruction (Domain 3) 8. When completing the self-evaluation, give a systematic explanation of how you have/have not fulfilled each of the five components of Domain 3 including documentation wherever possible.

9. Professional Responsibilities (Domain 4) 9. When completing the self-evaluation, give a systematic explanation of how you have/have not fulfilled each of the six components of Domain 4 including documentation wherever possible.

10. Technology 10. Provide evidence that would convince a potential employer that you can use technology effectively in your teaching. Include:

At least one lesson plan from student teaching in which you use technology as an integral part of the lesson.

Complete the KYTS Technology Checklist and in so doing include or indicate evidence of how you have used technology during student teaching, (e.g., WebQuests, PowerPoint, electronic grade books, etc.).

11. Performance Practices 11. This section presents updated evidence of your interest and involvement with young people and teaching outside of regular student teaching and Centre classes. It includes two parts:

Evidence of your interest and involvement with young people and teaching outside of regular Centre classes.

Service work (LIFT or tutoring or Big Brothers/Big Sisters or ESS or Society of Future Educators or KEA-SP) is an example of involvement. Participation in school meetings and professional development is also appropriate.

Diversity experiences. Examples might include:

Convocations and activities that deal with diversity. The MLK convocation and participation in the Heritage Festival are two examples. The experience must be written about with at least one section being devoted to the impact or use of this experience in your teaching.

Multicultural lesson plans. These should go beyond dealing with food, heroes, and holidays.

Multicultural education resources that can be used in your teaching. An annotated bibliography would be an example.

A cultural plunge in which you experience another culture by being alone in that culture and then reflect on that experience.

Special education resources or reflections.

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Professional Qualities	The portfolio should: Be in a notebook with tabbed section dividers. Have a table of contents. Contain a copy of the record for your field and laboratory hours. The original should be turned in to your EDU 335/336 professor. Include dated and paginated items. Number the pages in each individual document in the portfolio. Do not attempt to number all the pages in the portfolio from 1-150. Provide a brief introduction to each section (except section 1) that is addressed to the reader and indicates why items in the section were selected and included. Not contain spelling and grammar errors. Be strong overall in appearance and presentation.
1. Philosophy of Education.	1. A statement of your philosophy of education not to exceed two pages. The statement should: Be addressed to a general audience unfamiliar with educational jargon. Contain your key assumptions and beliefs about teaching with supporting specific classroom examples and explanations. The statement should provide the reader with a clear vision of your future classroom. Demonstrate your thoughtful consideration of who you plan to be as a teacher and not be too narrow or too broad in scope.
2. Planning and Assessment	2. In clude 2 lesson plans with one of those being the plan for the videotaped lesson. The Centre KTIP format should be used, and the lessons should demonstrate that you have met the components of Domain 1 of Centre's Teaching Framework. Assessment examples should demonstrate your ability to analyze student work. Include student papers with appropriate scoring rubrics that demonstrate you have assessed what you have taught. Also, include the Analysis of Student Work document. Your unit plan should include examples of diagnostic (pre-), formative and summative assessments.
3. Teaching	3. Include a DVD (approximately 30 minutes) of your teaching. (Include the lesson plan in the previous section.)
4. Technology	4. The three parts to this section are: One lesson plan in which you use technology as an integral part of the lesson. (This should be more than having students do research on the Internet or using word processing to write a paper.) Evidence of how you have used technology. The KYTS checklist for technology with explanations.
5. Performance Practices	5. This section includes two parts: Evidence of your interest and involvement with young people and teaching outside of regular Centre classes. Service work (LIFT or tutoring or Big Brothers/Big Sisters or ESS or Society of Future Educators or KEA-SP) is an example of involvement. Participation in school meetings and professional development is also appropriate. Diversity experiences. Examples might include: Convocations and activities that deal with diversity. The MLK convocation and participation in the Heritage Festival are two examples. The experience must be written about with at least one section being devoted to the impact or use of this experience in your teaching. Multicultural lesson plans. These should go beyond dealing with food, heroes, and holidays. Multicultural education resources that can be used in your teaching. An annotated bibliography would be an example. A cultural plunge in which you experience another culture by being alone in that culture and then reflect on that experience. Special education resources and reflections.
6. Reflections	6. Two reflections about events you have observed in the school system (i.e., lessons, meetings, extracurricular activities, etc.). One reflection should address the videotaped lesson. These reflections should: Involve analysis of how and why an event occured as well as possible consequences arising from the event. What conditions or factors had an impact on the success or failure of the event? It is usually best to focus on one or two aspects of the event rather than the entire event. Include objective data (i.e., quantitative and/or qualitative) that has been collected to analyze. Raise significant questions about the event. After witnessing a particular event, what questions can you raise? Include 2-3 questions. Refer to relevant research regarding the focus of the reflection and/or make connections to ideas studied in class. Draw conclusions about changes, if any, that could be made to improve the event. *Each individual reflection should demonstrate all five criteria.
7. Self and Peer Evaluation	7. Several types of evaluation should be included: Systematic self-evaluation of your progress in meeting each of the individual components of Centre's Teaching Framework. As part of this self-evaluation, you should include your evaluations of lesson plans and lessons taught. Evaluation of a peer's portfolio and teaching. In evaluating the portfolio, apply the Framework systematically. In evaluating the teaching either view a videotape of the peer's teaching or assist with the videotaping. Phase 2 Self- & Peer-Evaluation Form.

Professional Qualities	The portfolio should: Be in a loose-leaf notebook with tabbed section dividers. Have a table of contents. Include dated and paginated items. Number the pages in each individual document in the portfolio. Do not attempt to number all the pages in the portfolio from 1-150. Provide a brief introduction for sections 3, 5, 9 and 10 that is addressed to the reader and indicates why items in the section were selected and included. Not contain spelling and grammar errors. Be strong overall in appearance and presentation.
1. Résumé	1. Include two (2) copies of a résumé that you could use in applying for a teaching position . One copy is for your Education Program file.
2. Philosophy of Education	2. An updated statement of your philosophy of education not to exceed two pages that reflects your experiences in student teaching. The statement should: Be addressed to a general audience unfamiliar with educational jargon. Contain your key assumptions and beliefs about teaching with supporting specific classroom examples and explanations. The statement should provide the reader with a clear vision of your future classroom. Demonstrate your thoughtful consideration of who you plan to be as a teacher and not be too narrow or too broad in scope.
3. Reflections	3. Select three reflections (one reflection should analyze the classroom context and demographics using the Teacher Performance Assessment guidelines) from your student teaching. These reflections should: Involve analysis of how and why an event occured as well as possible consequences arising from the event. What conditions or factors had an impact on the success or failure of the event? It is usually best to focus on one or two aspects of the event rather than the entire event. Include objective data (i.e., quantitative and/or qualitative) that has been collected to analyze. Raise signficant questions about the event. After witnessing a particular event, what questions can you raise? Include 2-3 questions. Refer to relevant research regarding the focus of the reflection and/or make connections to ideas studied in class. Draw conclusions about changes, if any, that could be made to improve the event. *Each individual reflection should demonstrate all five criteria.
4. Self-Evaluation	4. Evaluate yourself on the four domains of the Framework. Complete the final evaluation form for student teaching and while completing the evaluation, incorporate #5-8 below. Review your Phase 3 portfolio and feedback from peers and professors. How does your Phase 4 portfolio compare to the Phase 3 portfolio? How have you grown as a teacher and learner? What areas require growth and improvement? Include the Professional Development Plan with a statement describing how you plan to address your areas for growth.
5. Planning (Domain 1)	5. To supplement your self-evaluation of this domain also: Include 3 lesson plans from student teaching including a KTIP observation lesson. Include the Centre Teacher Performance Assessment with Unit Overview Table and a three KTIP lesson instructional sequence. When completing the self-evaluation, give a systematic explanation of how you have/have not fulfilled each of the six components of Domain 1 including documentation wherever possible.
6. Assessment	6. This section will demonstrate your ability to impact and assess student learning. Include the following documents: Teacher Performance Assessment Unit Assessment Plan. Assessed student work with scoring guides. Student Work Analysis and Reflection based on the assessed work. Include examples of different types of evaluation you have used during student teaching such as scoring rubrics.
7. Classroom Environment (Domain 2)	7. When completing the self-evaluation, give a systematic explanation of how you have/have not fulfilled each of the five components of Domain 2 including documentation wherever possible.
8. Instruction (Domain 3)	8. When completing the self-evaluation, give a systematic explanation of how you have/have not fulfilled each of the five components of Domain 3 including documentation wherever possible.
9. Professional Responsibilities (Domain 4)	9. When completing the self-evaluation, give a systematic explanation of how you have/have not fulfilled each of the six components of Domain 4 including documentation wherever possible.
10. Technology	10. Provide evidence that would convince a potential employer that you can use technology effectively in your teaching. Include: At least one lesson plan from student teaching in which you use technology as an integral part of the lesson. Complete the KYTS Technology Checklist and in so doing include or indicate evidence of how you have used technology during student teaching, (e.g., WebQuests, PowerPoint, electronic grade books, etc.).
11. Performance Practices	11. This section presents updated evidence of your interest and involvement with young people and teaching outside of regular student teaching and Centre classes. It includes two parts: Evidence of your interest and involvement with young people and teaching outside of regular Centre classes. Service work (LIFT or tutoring or Big Brothers/Big Sisters or ESS or Society of Future Educators or KEA-SP) is an example of involvement. Participation in school meetings and professional development is also appropriate. Diversity experiences. Examples might include: Convocations and activities that deal with diversity. The MLK convocation and participation in the Heritage Festival are two examples. The experience must be written about with at least one section being devoted to the impact or use of this experience in your teaching. Multicultural lesson plans. These should go beyond dealing with food, heroes, and holidays. Multicultural education resources that can be used in your teaching. An annotated bibliography would be an example. A cultural plunge in which you experience another culture by being alone in that culture and then reflect on that experience. Special education resources or reflections.