Portfolio Development WHY ASSESSMENT TOOL DEMONSTRATE THROUGH TANGIBLE EVIDENCE COMPENTENCY amp INTERNALIZATION OF THE TEACHING LEARNING PROCESS Authentic performancebased assessment ID: 798729
Download The PPT/PDF document "PORTFOLIO DEVELOPMENT January 3, 2020" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
PORTFOLIO DEVELOPMENT
January 3, 2020
Slide2Portfolio Development
WHY?
ASSESSMENT TOOL
DEMONSTRATE THROUGH TANGIBLE EVIDENCE
COMPENTENCY & INTERNALIZATION OF THE
TEACHING /LEARNING PROCESS
Authentic, performance-based assessment
Provides the process for reflection
Slide3Portfolio Development
WHAT SHOULD BE INCLUDED?
Slide4Portfolio Development
WHAT SHOULD BE INCLUDED?
1. PROFESSIONAL PORTRAIT
2. METACOGNITIVE PAPERS (0ld-8, new-5 )
3. ARTIFACT LIST FOR EACH DOMAIN
4. TEACHING SCENARIOS
5. RATIONALE STATEMENTS
6. ARTIFACTS
7. SELF-ASSESSMENT ( 5 new domains)
Slide5Portfolio Development
1. PROFESSIONAL PORTRAIT
Incorporate in
eFolio
BEFORE the OLD 8 domains /NEW 5
RESUME
AUTOBIOGRAPHY (most recent)
EDUCATIONAL PHILOSOPHY (revised)
PROFESSIONAL & PERSONAL DEVELOPMENT PLAN
(Goals
professionally
and
personally,
in 5+ years)
Slide6Portfolio Development
1. PROFESSIONAL PORTRAIT : RESUME
Your resume is one of the first documents a principal will see. What will the principal’s first impression be of you?
Will he or she see----
a competent professional behind the document and want to know more?
or just an average piece of work and lose interest?
Rubric for the resume
Slide7Portfolio Development
1. PROFESSIONAL PORTRAIT
:
AUTOBIOGRAPHY
Submit the most recent version of your autobiography
EDUCATIONAL PHILOSOPHY (revised)
Has your philosophy changed during your student-teaching experience?
Make this a meaningful document that could have great value in helping you get what you want—
a teaching position!
Slide8Portfolio Development
1. PROFESSIONAL PORTRAIT
PROFESSIONAL & PERSONAL DEVELOPMENT PLAN
Goal planning
helps us understand
that
God expects us to develop the talents and abilities He has given us
and to set out to purposefully and deliberately
think about,
plan
and implement
actions steps to make that happen!
Slide9Portfolio Development
2.METACOGNITIVE PAPERS
(OLD 8 /NEW 5)
Write your description from the perspective of your teaching discipline. In effect, you will answer the question “What does it mean for a(n)elementary science, social studies, math, special education, etc teacher to be competent in this domain?
Refer to all domain indicators/expectation statements and
InTASC
standards in your description.
Cite each domain expectation and
InTASC
standards in each section(domain description, teaching scenario, rationale statement and self-assessment.
Slide10Portfolio Development
2.METACOGNITIVE PAPERS
The domain description is an explanation and summary of the domain outcomes, expectations
and
InTASC
standards The intent of this section is for you to describe a vision of teaching excellence within the eight domain / 5 domain categories.
***What does it mean to be a competent teacher?
***What knowledge, skills and dispositions are possessed by effective teachers?
***What does teaching excellence look like in my teaching field?
Slide11Portfolio Development
3. ARTIFACT LIST
FOR THE DOMAIN
Number and Name of the artifact
Slide12Portfolio Development
4. TEACHING SCENARIOS
The purpose of the teaching scenario is to set the instructional context for understanding the portfolio exhibits.
Vivid, detailed scenarios
help your assessor understand the relevance of your exhibit within the context of your classroom.
Slide13Portfolio Development
4. TEACHING SCENARIOS
The teaching scenario is a description of the instructional setting from which portfolio artifacts are derived.
Include descriptions of students (age, grade, subject, classroom climate and unique classroom characteristics not apparent in the artifact).
Slide14Portfolio Development
4. TEACHING SCENARIOS
Accomplished scenarios include elements of the planning process,
including but not limited to special accommodations
made to respond to student needs
and the improvement of learning that resulted.
Slide15Portfolio Development
5
. RATIONALE STATEMENT of ARTIFACT
A rationale statement is an explanation of
WHY
the artifact was chosen and
HOW
it demonstrates competency in the domains.
Rationale statements accomplish 3 purposes..….
A.) Description of the artifact
B.) An explanation of why the artifact was chosen
C.) A statement of how the artifact documents the candidates competence in domain expectations.
Slide16Portfolio Development
5. RATIONALE STATEMENT of ARTIFACT
Make your best and strongest argument
for
HOW this exhibit demonstrates your
competence
in the expectations of this domain.
A. Artifact Description (thorough)
B. Artifact Explanation WHY?
C. Artifact Statement HOW?
connection between scenario and the
domain expectations
D. Standards/ Principles must be
numbered
Slide17Portfolio Development
5. RATIONALE STATEMENT of ARTIFACT
EXPLAIN HOW this artifact demonstrates your competence
in the
domain. The rationale for the inclusion of the artifact should be compelling.
The artifact is strongly correlated to the domain outcome and expectations. We should be able to see the strong connection.
Cite several indicators to the domain.
Then, make a list writing out the full wording of the indicators you cited.
A. Artifact Description (thorough)
B. Artifact Explanation WHY?
C. Artifact Statement HOW?
connection between scenario and the
domain expectations
D. Standards/ Principles must be
numbered
Slide18Artifacts
6. ARTIFACTS
An artifact is a document that provides evidence of your competence in domain expectations.
ALL artifacts must…
1.) come from your
student teaching experiences.
2.)
be original to you
or something that you have clearly adapted for your own teaching.
The best artifacts are
multi-layered
, with several related documents incorporated.
Slide19ARTIFACTS
In
order to “count” as an artifact, what you create must
:
Be “self-developed” – that is, YOU must be the one to research and design the action you take to meet a need in your environment.
Participating
in existing school efforts is expected, but it does not count as an artifact
. Borrowed materials are unacceptable….unless utilized in a teaching situation.
Slide20ARTIFACTS
Be
highly correlated
to multiple domain indicators
. This means that the story you tell
must
clearly illustrate ways
in
which you demonstrated the skills listed in the domain indicators.
You
don’t have to link to
every
indicator, but each
artifact
should show
several.
Slide21ARTIFACTS
Be
sophisticated
(showing depth) by using “layering”
to tell the complete story of what you did
.
A layered artifact:
A process of telling the story through words, images, data and documentation.
Be
able to show the connection of all of these elements. In other words, documents (e.g. a lesson plan, a journal, notes from an in-service) in isolation do not give us the full picture of the complexity of your story.
Slide22ARTIFACTS
You may draw
artifacts
from
your
Teacher Work Sample.
Slide23ARTIFACTS
EXAMPLES OF ARTIFACTS
Slide24ARTIFACTS
An artifact must:
Identify a need within your classroom
(Could be one student, a group of students or the entire class) or your school environment (e.g. families, colleagues, support staff).
Demonstrate how you used your professional growth skills to
research and plan a way to meet the need you identified
(e.g. professional literature, webinar, observation and documentation,
etc
).
Demonstrate how you addressed the need
(e.g. by designing meaningful learning opportunities for your students, designing a way to empower families, improving your communication with the educational team,
etc
).
Demonstrate
how your action impact your learners
or environment. (Show growth)
Slide25ARTIFACT STRUCTURE
Artifact Structure:
Teaching Scenario
. This is a short narrative (aim for 100-400 words) explaining the
need
you saw in your learning environment that inspired the need for your professional action, and introducing the
actions
you took to meet that need. You do not need to explain the
whole
process in the teaching scenario; this is just the introduction to help your audience understand the evidence.
Slide26ARTIFACT STRUCTURE
Artifact Structure:
Layered
Evidence
. This should be
multiple pieces
(see examples below) of evidence that show the entire story of your problem-solving process, including how you prepared professionally, what actions you took, and the results of those actions. Think of this portion like an exhibit in a museum; we should see actual items
and
descriptions to help us understand them.
Slide27ARTIFACT STRUCTURE
Artifact Structure:
Rationale
. This is a short narrative, plus a list. Explain how the artifact we have just seen illustrates your competence in the domain, and cite several indicators from that domain. We should be able to see a
strong
connection. Then, make a list writing out the full wording of the indicators you’ve cited.
Slide28Portfolio Development
7. SELF- ASSESSMENT
of the 5 Domains
A. Assess your current level of competence relative to each domain expectation statement
B. Reflect on how you achieved your current level of competence.
C
. What must happen before a higher level of competency can be achieved?
Anticipate the learning and experiences that need to occur to achieve full competence in each domain.
D
. Address each of the domain expectation statements and
InTASC
standards in your analysis.
E
.
Cite the number of each domain indicator and
InTASC
standard (I-5, 4.f)
Slide29SAMPLE EVIDENCE for ARTIFACTS
for Each Domain
Refer to the Student Teaching Handbook &
Brightspace
The sample evidence is tied to the Oral Defense questions.
Slide30?????QUESTIONS?????
Portfolio Development
Slide31PHASE I:
WRITTEN PORTFOLIO
Slide32FEBRUARY 21, 2020
FIRST HALF OF THE E-FOLO IS DUE
FEBRUARY 21, 2020
(Friday)
Slide33DUE: FEBRUARY 21, 2020 (Friday)
FIRST HALF OF THE E-FOLO
PROFESSIONAL FOLDER CONTAINING:
RESUME, EDUCATIONAL PHILOSOPHY, AUTOBIOGRAPHY,
PROFESSIONAL AND PERSONAL GOALS
ALL 8 (or 5) DOMAIN EXPLANATIONS
FIRST EXPERIENCE ARTIFACTS, TEACHING SCENARIOS AND RATIONALES for the artifact in each DOMAINS
Slide34DUE: FEBRUARY 21 (Friday)
FIRST HALF OF THE
E-FOLO
Share with your
Education Supervisor &
Content Supervisor
Slide35DUE: MARCH 23, 2020 (Monday)
SELF-ANALYSIS
DUE FOR EACH DOMAIN (5)
Use the domain indicators and expectations with
InTASC
standards
Slide36Scoring Procedure
PHASE I: Written Portfolio
STUDENT TEACHING HANDBOOK
Must perform on/ above
DEVELOPING
Below
DEVELOPING, one opportunity to resubmit
PORTFOLIO DUE DATE
APRIL 7, 2020
BEFORE 5:00 PM
(Tuesday before
Easter break)
Failure to meet the timeline will result in an unsatisfactory evaluation for the semester
Slide37DUE: APRIL 7, 2020 (Tuesday)
ENTIRE E-FOLO
ON
Brightspace
APRIL 7, 2020
(T) BEFORE 5:00PM
Slide38Phase I: Written Portfolio
A
flawless
eFolio
submitted
beyond the due date
will receive an evaluation of
DEVELOPING.
A
flawed
eFolio
submitted after the due date
will be taken under advisement. The teacher candidate may/may not be provided the opportunity to revise and resubmit the document.
Therefore, the teacher education candidate may not be recommended for state licensure and may not graduate with a teacher education degree.
A candidate who does not demonstrate DEVELOPING in Phase I will not proceed to Phase II.
Slide39Phase I: Written Portfolio
Student Teacher Handbook
WRITTEN PORTFOLIO (
eFOLIO
) DEFENSE
SUMMATIVE EVALUATION FORM{Total Pts. 20}
6 ELEMENTS INCLUDED IN THE SCORE{Average}
DOMAIN
DESCRIPTION__old
8 or new 5
TEACHING SCENARIOS (A & B)______
RATIONALES (A & B)_______________
ARTIFACT ( A )____________________
ARTIFACT (B)_____________________
SELF-ANALYSIS___________________
Written Portfolio Defense 4 pts for each domain=20 pts
Slide40Slide41ORAL PORTFOLIO
(e-FOLIO) DEFENSE
PHASE II
Slide42ORAL PORTFOLIO
(e-FOLIO) DEFENSE
April 13-16, 2020
PHASE II
Slide43Phase II: Oral Portfolio Defense
STUDENT TEACHING ORAL DEFENSE: PHASE II
S T H
& BRIGHTSPACE
ORAL DEFENSE QUESTIONS
The student teacher articulates knowledge that supports questions, he or she will utilize Written Portfolio to tangibly demonstrate competency in each domain.
Slide44Slide45Slide46Phase II: Oral Portfolio Defense
STUDENT TEACHING ORAL DEFENSE: PHASE II
Student Teaching Handbook
The defense team will listen attentively to each response
( 5 total), use the prescribed rubric and mark the Individual Scoring Form ( for each question).
There will be one question chosen from each domain.
Score is discussed and the candidate returns to the room to receive a copy of the summative score and team comments.
Oral Defense {Total points possible- 20}
Professional Impression of the Candidate
{Total
pts
possible- 10}
Slide47Phase II: Oral Portfolio Defense
Defense date will be scheduled by your University Supervisor and team members selected.
Specific time/ location/ team forthcoming
The candidate’s professional demeanor will be assessed.
Slide48Slide49Slide50Questions regarding
PHASE I:
the
Written
Portfolio
PHASE II:
THE
ORAL
Defense OF YOUR PORTFOLIO
Slide51COMMISSIONING SERVICE FOR TEACHER EDUCATION CANDIDATES
2019-2020
FRIDAY AM PRIOR TO GRADUATION
APRIL 24, 2020
COMMISSIONING
SERVICE
Slide52April 25, 2020 (sat)
10:00 am
Graduation ceremony
in the
Chapel auditorium
GRADUATION
CEREMONY
Slide53Slide54YOUR PORTFOLIO WILL BE PLACED IN
BRIGHTSPACE
PORTFOLIO DEVELOPMENT
Slide55