Updated Portfolio Online Directions March 2013-1

College of Education Education Professions Division (EPD) Elementary Education Electronic Portfolio Instructions I INSTRUCTIONS – ELECTRONIC PORTFOLIO Developing your electronic portfolio:  KEEP EVERYTHING! Keep all assignments electronically from all classes You may decide to use one of them later in your portfolio  Purchase a flash drive You will need to keep the items for your portfolio for up to years Make sure to back your files up often and in multiple locations  The elementary education electronic portfolio will contain a Candidate Portfolio Table of Contents and folders The following will provide further explanation about how these folders will comprise your portfolio portfolio folders: Table of Contents - update after each checkpoint Personal and Professional Identity Teaching in Context Official Forms Teacher as Educator Teacher as Communicator Teacher as Decision Maker Teachers as Scholar Teacher as Researcher Teacher as Leader Since most of your files will be text files, you should create these files in Microsoft Word However, some of your files may be PowerPoint or PDF files Folder 1: Personal and Professional Identity This will vary according to candidate A resume and personal essay must be included You MUST include “additional items” in this section, in addition to your resume and essay These items should paint a picture of you to the reader This can often include a powerpoint of your family, pets, travels, etc Pictures, award certificates, etc It should explain what’s important to you or what you enjoy doing in your free time If you include pictures, be sure to add a caption explaining the photo Folder 2: Teaching in Context This folder will include the following information:  Forms from Field Experiences levels I-IV (EDS 4003, EIPT 3483, PIP and Internship)  (Optional) Feedback on Teaching from Peers, Faculty Members, Cooperating Teachers, and other field experiences Folder 3: Official Forms This folder must include the following:  Release Forms for Use of Photos, Videos, and Student Work when necessary  Forms for portfolio review at Checkpoints 1, 2, 3, Folders 4-9: Teacher as…(TE-PLUS Roles) Each of these folders must include the following:  Artifacts that Demonstrate Proficiency in TE-Plus Roles  A Rationale Statement to Accompany Each Artifact (See Artifact Rationale Example) Electronic Portfolio Directions and Hints:  The sections of your portfolio should be organized in files as demonstrated in class  Each document/artifact in any portfolio section should be either a Microsoft Word document, a Power Point file, or an item scanned and saved as either a PDF file or a Word file  Each artifact in Sections 4-9 should be your ORIGINAL work  At Checkpoints 2, 3, and 4, you will complete of sections 4-9  Checkpoint is the paper you received when you interviewed for admission to the college  Each artifact should be saved as a file using the file name that identifies what that artifact is and which number artifact it represents (i.e.: “Artifact 1: Initial Assessment Report”)  The Rationale Statement that accompanies each artifact should be saved as a separate Word file with a file name that aligns it with the artifact (i.e., Rationale 1: Initial Assessment Report”)  The forms for Portfolio Checkpoints 1, 2, 3, and will need to be scanned or uploaded and saved once they are completed for your next checkpoint  Word files can be downloaded from the Professional Portfolio Section of the College of Education website Your Professional Portfolio should highlight some of your excellent work in the TE-PLUS Elementary Education Program If you have questions, please ask an Elementary Education faculty member Candidate Portfolio Table of Contents Checklist • • Section – Personal and Professional Identity This section will vary according to candidate You must include a resume, personal essay, power point, and additional item of your choosing Your power point should include any of the following information: - Personal goals - Family/Hobbies/Travel Experiences Section – Teaching in Context Context form for EIPT 3483, EDS 4003 (Checkpoint 2) PIP experience (Checkpoint 3) and Internship experience (Checkpoint 4) • • Section – Official Forms Forms for portfolio review at Checkpoints 1, 2, 3, Release forms for Use of Photos, Videos, and Student Work (if necessary) • • Section – Teacher as Educator artifacts that demonstrate proficiency in Teacher as Educator Artifact rationale statement to accompany each artifact • • Section – Teacher as Communicator artifacts that demonstrate proficiency in Teacher as Communicator Artifact rationale statement to accompany each artifact • • Section – Teacher as Decision-Maker artifacts that demonstrate proficiency in Teacher as Decision-Maker Artifact rationale statement to accompany each artifact • • Section - Teacher as Scholar artifacts that demonstrate proficiency in Teacher as Scholar Artifact rationale statement to accompany each artifact • • Section – Teacher as Researcher artifacts that demonstrate proficiency in Teacher as Researcher Artifact rationale statement to accompany each artifact • • Section – Teacher as Leader artifacts that demonstrate proficiency in Teacher as Leader Artifact rationale statement to accompany each artifact II TEMPLATES/FORMS College of Education/ Education Professions Division* TEACHING IN CONTEXT Please complete one form to represent each of your practica, clinical experiences, field experiences, and internships Candidate’s Name _ Date(s) of Experience Course Number and Title School or Community Name _ Number of Hours Subject/Grade/Context _ Describe the context of your experience so that someone reading this might know more about the setting, students or participants, demographics, and teaching styles Please write about your responsibilities and your responses to the experience *Electronic copies of this form are in Folder of the elementary Electronic Portfolio College of Education/ Education Professions Division RELEASE FORM FOR USE OF PHOTOS, VIDEOS, AND STUDENT WORK Dear Parent/Guardian: I am a University of Oklahoma teacher candidate As part of a pre-professional course, I am involved in a field experience or internship in your child’s classroom One component of the program required by the State of Oklahoma is to develop a portfolio that shows evidence of my proficiency and professional growth To this, I might like to use photos, videotapes, and/or duplicates of class work from this classroom experience The photographs and videotapes would only be used to demonstrate my growth and progress and would not focus on students All materials will be kept confidential and only used as part of the required portfolio The portfolio will be reviewed by teacher education faculty at OU and possibly by the Oklahoma Commission for Teacher Preparation and/or national/state review teams for the purposes of accreditation NO STUDENT NAME WILL APPEAR WITH ANY MATERIALS Sincerely, Student name: School/Teacher: _ As a parent or guardian, I give permission for this information about my child to be used for portfolio documentation This documentation could include a duplicate of my child’s work, or an image in a photograph or on a videotape _ Date Signature of Parent or Guardian As a parent or guardian, I not give permission for this information about my child to be used _ Date Signature of Parent or Guardian NO STUDENT NAME WILL APPEAR WITH ANY MATERIALS Thank you for your consideration! College of Education/ Education Professions Division PORTFOLIO REVIEW CHECKPOINT #1—ELEMENTARY EDUCATION ADMISSION TO TEACHER EDUCATION PROGRAM Candidate Program Area _ To the Teacher Candidate: Your signature on this form indicates that you have reviewed the portfolio requirements and that you know you can go to the OU College of Education website (See url address below.) to read and/or download the Education Professions Division Portfolio Handbook and other Elementary Education portfolio templates/examples Please scan this signed form and put it in the folder # of your electronic portfolio http://education.ou.edu/teplus_1/ Following is the philosophy that guides this portfolio process at the University of Oklahoma Portfolio Philosophy We believe that portfolio assessment is a dynamic process, which engages candidates in reflection on their own professional development and nurtures them as educators, communicators, decision-makers, scholars, researchers, and leaders Integral to the process is collaboration Candidates collaborate with their peers and with the faculty in selecting appropriate artifacts and in writing reflective rationales to demonstrate growth in each of the Oklahoma State Board of Education competency areas and how they relate to the roles identified above The result of this process is a comprehensive reflective record of growth over time Date Attended Program Area Portfolio Meeting _ Faculty Signature _ Teacher Candidate Signature CHECKPOINT #2 Candidate’s Name    Overall presentation/organization appropriate Portfolio free from distracting spelling/grammar/usage errors Table of Contents Please comment on the following elements of the candidate’s portfolio  Folder Personal and Professional Identity Resume Personal Essay Power Point Additional Item  Folder —Teaching in Context (Field Experience Forms) EIPT 3483 EDS 4003  Folder o Checkpoint #1 form included Please comment on the following complete folders (4-9) that are initialed by the teacher candidate  Folder 4—Teacher as Educator  Folder 5—Teacher as Communicator  Folder 6—Teacher as Decision-maker  Folder 7—Teacher as Scholar  Folder 8—Teacher as Researcher Folder 9—Teacher as Leader PAGE 2—CHECKPOINT #2—ELEM EDUCATION—MENTORING General Comments on the Portfolio: EVALUATION: This portfolio demonstrates that the candidate understands at least two of the six roles in the Conceptual Framework of the TE-PLUS program and meets at least of the 15 Oklahoma General Competencies for Teacher Licensure and Certification at the following level (please check one): _Target _Met _Not Met If “Not Met” is checked, please include suggestions for improvement for the teacher candidate Faculty Signature _ Date _ Checkpoint #3 Candidate’s Name _ Date Submitted _ _ Overall presentation/organization appropriate _ Portfolio free from distracting spelling/grammar/usage errors _ Updated Table of Contents Please comment on the following elements of the candidate’s portfolio _ Section 1—Personal and Professional Identity • Resume ( _Included; _Not Included) • Personal Essay ( _Included; _Not Included) • Other Item(s) ( _Included; _Not Included) • Power Point _ Section 2—Teaching in Context (Field Experience Forms) • EDS/EDFN 4003 • EIPT 3483 • PIP Note: Only the PIP form is reviewed for Checkpoint _ Section • Checkpoints & • Release form for use of photos, videos, student work (if necessary) _ Sections through focus on the six Roles of the TE-PLUS Conceptual Framework For each of the six roles the student will submit _2_ artifacts and a rationale statement for each artifact Note: Two sections have already been completed at Checkpoint Only the two sections designated below by the student are reviewed for Checkpoint Section # _ Teacher as _ Section # _ Teacher as _ PORTFOLIO EVALUATION: CHECKPOINT #3 General Comments on the Portfolio: EVALUATION: This portfolio demonstrates that the candidate understands at least four of the six roles in the Conceptual Framework of the TE-PLUS program and meets at least 10 of the 15 Oklahoma General Competencies for Teacher Licensure and Certification at the following level (please circle one): Target Meets Expectations Does Not Meet Expectations If “Does Not Meet Expectations” is circled, please include suggestions for improvement for the teacher candidate Faculty Signature _ Date _ Block Supervisor _ Date _ College of Education/Education Professions Division FINAL REVIEW OF CANDIDATE PORTFOLIO—CHECKPOINT #4 Candidate’s Name _ Date Submitted _ Essential Elements Required Before Portfolio Will Be Reviewed : _ Table of Contents Complete and Current _ Personal and Professional Identity Section Complete (Section 1) _ Teaching in Context Section Complete (Section 2) Note: Only review the Internship Teaching in Context form for Checkpoint _ Forms for Portfolio Review at Checkpoints 1, 2, (Section 9) _ All Appropriate Release Forms Included (Section 9) _ Portfolio sections reviewed for Checkpoint are free from Distracting Spelling, Punctuation, and Usage Errors Sections through focus on the six Roles of the TE-PLUS Conceptual Framework For each of the six roles the student will submit _2_ artifacts and a rationale statement for each artifact Note: Four sections have already been completed at Checkpoints and Only the two sections designate by the student are reviewed for Checkpoint Section # _ Teacher as _ Section # _ Teacher as _ Outcome of Final Review based on Levels of Proficiency for Roles Indicated On Next Page _Target Reviewer Comments: _Met _Not Met Faculty Signature Date Reviewed RUBRIC FOR FINAL REVIEW OF CANDIDATE PORTFOLIO For each role in the OU TE-PLUS Conceptual Framework, one of the following levels of proficiency will be indicated by the reviewer The reviewer will then indicate an overall level for the portfolio on the previous page Target Met Artifacts demonstrate mastery of all dimensions of the role Rationale statements make explicit the connection between the dimensions of the role and the characteristics of the artifacts Artifacts demonstrate proficiency with the role, but not mastery of all dimensions of the role Rationale statements address the connection between the dimensions of the role and the characteristics of the artifacts Not Met Artifacts demonstrate limited or no proficiency with the role Rationale statements are limited and/or vague about the connection between the dimensions of the role and the characteristics of the artifacts Role: Teacher as Educator Criteria: Professional teachers must understand and effectively apply current pedagogical and subject matter knowledge bases appropriate to their teaching emphases, including the substance and practice of human relations and of learning assessment They must not only be instructional experts, but also model social behavior and learning processes, motivate students to learn and achieve, and manage school duties and the classroom environment Target Met Role: Teacher as Communicator Not Met Criteria: Fundamental to the teacher’s role as educator is the ability to communicate Professional teachers are looked upon as communication models for school and community Abilities to process information are fundamental to excellence in teaching Expert teachers, therefore, make particular efforts to learn to comprehend well and respond meaningfully to the complexities of print language; to listen attentively to all speakers; to write and speak effectively to students, peers, and the lay and professional communities; and to master the various tools of communication from spoken language to word processing Target Met Role: Teacher as Decision-Maker Not Met Criteria: Critical to the effectiveness of the teacher as educator are opportunities and abilities to make decisions Professional teachers must make pedagogical and course-content decisions to most effectively and humanely meet the individual and group needs of their students As professional decision making carries with it responsibility for the results of those educated judgments, it requires confidence derived from extensive knowledge of content, theory, and practice; understanding of school and community goals; and abilities to create, interpret, and rationally apply the results of the various assessment instruments Target Met Role: Teacher as Scholar Not Met Criteria: Quality teaching requires significant knowledge of subject matter and teaching strategies, and the tools for acquiring that knowledge Professional teachers continuously pursue the depth and breadth of pedagogy and content through such activities as professional reading and writing, professional interactions with peers and others, professional study, and active participation in professional organizations to ensure that their teaching is engaging, dynamic, imaginative, contemporary, functional, and of useful substance to students Target Met Role: Teacher as Researcher Not Met Criteria: Quality teaching requires the skill and desire to investigate sources of and solutions to classroom problems Professional teachers possess informal researching abilities and are motivated to continuously diagnose teaching and learning performance and, on those bases, reinforce what supports and remediate what retards movement toward successful educational experiences for their students They, in collaboration with peers and other professionals as necessary, seek to understand and treat classroom problems through appropriate clinical research techniques and, as a matter of course, find means to share the results of such work within and beyond their immediate school settings Target Met Role: Teacher as Leader Not Met Criteria: Professional teachers exercise leadership by everyday performance as model teachers striving for excellence, by sharing scholarship and the results of action research, by performing as master teachers, and by seeking leadership positions within the school, the community at large, and in professional organizations Professional teachers are committed to the profession and to promulgating excellence in education in the whole complex of settings in which it exists Target Met Not Met OU TE-PLUS Role This Artifact Demonstrates: • Sample Artifact title: • Course Number and Title: • Date: • Artifact Summary: TE-Plus Role Rationale: ... Example) Electronic Portfolio Directions and Hints:  The sections of your portfolio should be organized in files as demonstrated in class  Each document/artifact in any portfolio section should... items for your portfolio for up to years Make sure to back your files up often and in multiple locations  The elementary education electronic portfolio will contain a Candidate Portfolio Table... ELECTRONIC PORTFOLIO Developing your electronic portfolio:  KEEP EVERYTHING! Keep all assignments electronically from all classes You may decide to use one of them later in your portfolio 