Senior Block Portfolio Notebook

Elementary 4310

TEACHER EDUCATION PROGRAM

NORTHGREENVILLEUNIVERSITY

P. O. Box 1892

Tigerville, SC29688-1892

FALL 2015

Together We Can Make A Difference

Unity

I dreamt I stood in a studio

and watched two sculptors there.

The clay they used was a young child’s mind

and they fashioned it with care.

One was a teacher --- the tools he used

Were books, music and art.

The other, a parent, worked with a guiding hand

and a gentle loving heart.

Day after day, the teacher toiled with touch

That was deft and sure

While the parent labored by his side

and polished and smoothed it o’er.

And when at last, their task was done

They were proud of what they had wrought.

For the things they had molded into the child

Could neither be sold nor bought.

And each agreed they would have failed

If each had worked alone.

For behind the teacher stood the school

And behind the parent, the home.

TABLE OF CONTENTS

Assignments for the Field Experience…………………………………………………. / p. 7
Field Experience Attendance Log……………………………………………………... / p. 9
Daily Log of Teaching Experiences…………………………………………………… / p. 11
Documentation of Assessment Strategies……………………………………………… / p. 8
Rubric for Assessment…………………………………………………………………. / p. 10
Documentation of Classroom Management Strategies………………………………... / p. 11
Rubric for Classroom Management……………………………………………………. / p. 13
Documentation of Professional Development Opportunities………………………….. / p. 14
Rubric for Professional Development…………………………………………………. / p. 16
Documentation of Teaching Strategies………………………………………………… / p.17
Rubric for Teaching Strategies………………………………………………………… / p. 19
Documentation of Technology Uses…………………………………………………... / p. 20
Rubric for Technology…………………………………………………………………. / p. 23
TWS…………………………………………………………………………………….
Scoring Rubrics / p. 25
ADEPT…………………………………………………………………………………
APSs explained
Scoring Rubrics
Student Impact Project/Unit Plan...... / p.27
Rubrics and Addendums......
For Seniors to Insert during Fall Semester / p. 31
p. 35
For ADEPT notebook: Philosophy of Education, Resume, Cover letter, Business Card, photo, Organizational Plan, Classroom Management Plan, first day school schedule, Professional Development Plan, Parental Communication Plan.

Assignments for Senior Block Teacher Candidates

Teacher Candidate is to:

  • Document a variety of teaching strategies utilized while teaching.
  • Document a variety of technology strategies utilized while teaching.
  • Document a variety of assessment strategies utilized while teaching.
  • Document in a variety of professional development activities participated in during the semester.
  • Document a variety of classroom management strategies utilized in the classroom.
  • Create the ADEPT notebook and Teacher Work Sample Notebook
  • Student impact project / unit plan
  • Classroom Teaching
  • After the first two weeks the teacher candidate should teach a minimum of one lesson per day in a variety of classroom settings that would include but not be limited to individual, small and whole group instruction, activities, mini lesson, etc.
  • By the end of the semester the teacher candidate should have taught a minimum of two lessons in each of the four content areas (math, science, social studies, and language arts) over the course of the semester.
  • Cooperating teachers provide written feedback about the teacher’s candidate’s lesson and teaching at least once a week through provided form. These eight lessons should include at least one observation of each of the following classes: math, social studies, science, language arts, integration of the arts, and integration of physical education. The teacher candidate is responsible for collecting these forms and turning them into the professor of record.
  • Mentors will complete a formal evaluation on two lessons. The teacher candidate is responsible for collecting these forms and turning them into the professor of record.

Summary

Weeks 1 and 2: Observe and assist teacher with classroom activities

Weeks 3 to 10: Teach minimum of two lessons each week (Total 16)

Cooperating teacher provides written feedback at least once a week (Total 8)Mentor provides feedback twice using the appropriate FEE.

North Greenville University

Division of Education

FIELD EXPERIENCE

COHORT

Senior – Elementary

Name Semester: ______

School Grade ______

Cooperating Teacher ______

ATTENDANCE LOG

Week No. / Tuesday
In Out / Thursday
In Out / Teacher's Initials

Total Number of Hours______Total Number of Weeks ______

______

Cooperating Teacher’s Signature Student Signature

Daily Log of Senior Block Teaching Experiences

Date / Subject / Number of Students / Description of Lesson
Date / Subject / Number of Students / Description of Lesson

Student Signature: ______

Date: ______

Cooperating Teacher Signature:______

Date: ______

Assessment Strategies Used By

______

During the ______School Year

Whole Group Responses (flippers, white boards, etc)

______

______

______

______

Anecdotal Records, Event Sampling, Time Sampling, Checklist, etc

______

______

______

______

Graphic Organizers Used as an Assessment

______

______

______

______

______

______

Other Informal Assessments Utilized

______

______

______

______

______

______

Teacher Made Test Given and Graded

______

______

______

______

Published Test Given and Graded

______

______

______

______

Standardized Test Administered

______

______

Portfolio Assessments

______

______

Rubrics or Scoring Guides Developed

______

______

______

______

Interviews with Students

______

______

______

______

Assessments Designed to Demonstrate Growth Over Time

______

______

______

______

Other Formative Assessments

______

______

______

______

______

______

______

Other Summative Assessments

______

______

______

______

______

Signature: ______Date:______Grade: ______

Rubric for Documentation of Assessment Strategies

Reminder: All documented instances must have occurred during the present semester and must have been planned and taught by the student.

ACEI Standard / Distinguished / Accomplished / Developing / Beginning
4.0 Assessment for instruction—
Candidates know, understand, and use formal
and informal assessment strategies to plan, evaluate and strengthen instruction
that will promote continuous intellectual, social, emotional, and physical
development of each elementary student. / Fifteen assessment strategies are documented. Each strategy is an authentic assessment. Documentation includes whole class, small groups, and individual assessments that are developmentally appropriate. Assessments are used to enhance learning not just for the sake of grades. / Ten examples of assessment are documented. A variety of different types of assessment is utilized as well as being developmentally appropriate. / Five examples of assessment are documented. / Fewer than three examples documented or strategies are documented that are inappropriate for the students being taught

Classroom Management Strategies Used By

______

During the ______School Year

Preventive Discipline Techniques Implemented

______

______

______

______

______

______

______

______

Techniques for Making Students Accountable For Their Own Behavior

______

______

______

______

______

______

Changes Made in Room Arrange to Enhance Learning

______

______

______

______

New Procedures Developed for Non-Instructional Task

______

______

______

Techniques Implemented to Enhance Smooth Transitions

______

______

______

______

______

Techniques Implemented for Management of Teaching Materials

______

______

______

______

______

______

Classroom Rules

______

______

______

______

Classroom Consequences and Rewards

______

______

______

______

School Emergency Procedures

Fire ______

______

______

Tornado______

______

______

Intruder ______

______

Signature: ______Date:______Grade: ______

Rubric for Documentation of Classroom Management Strategies

4 / 3 / 2 / 1
20 or more examples of classroom management strategies designed to enhance learning are documented. A variety of different types of strategies is utilized to demonstrate creativity and flexibility in thinking. / 15 or more examples of classroom management strategies designed to enhance learning are documented. A variety of different types of strategies is utilized. / 10 or more examples of classroom management strategies are documented. / Fewer than ten examples of classroom management strategies are documented or the ones documented are inappropriate for the students being taught

Professional Development Opportunities for

______

During the ______School Year

PTA or PTO Meetings Attended

______

______

______

______

Special Nights or School Functions Attended

______

______

______

______

Planning or Class Level Meetings Attended

______

______

______

______

______

______

______

______

In-Service Experiences

______

______

______

______

Workshops Attended

______

______

______

______

Organizational or Association Meetings Attended

______

______

______

______

Classes You have Observed

______

______

______

______

Professionals You Have Interviewed

______

______

______

______

Community Volunteer Work Related to Teaching

______

______

______

______

Other Professional Opportunities

______

______

______

______

______

______

______

______

______

______

______

______

Signature: ______Date:______Grade: ______

Rubric for Documentation of Professional Development

4 / 3 / 2 / 1
Ten or more different professional development activities are documented including at least one planning time with other teachers, one planning time with related arts or media specialist, one service learning activity, and one evening event involving parents. / Seven or more different examples of professional development are documented. / Three or more examples of professional development are documented. / Fewer than three examples documented or strategies are documented that are inappropriate for the students being taught

Teaching Strategies Used By

______

During the ______School Year

Children’s Literature Integrated into Core Curriculum (book and strategy)

______

______

______

______

______

______

______

______

Music Integrated into Core Curriculum

______

______

Art (Fine Arts) Integrated into Core Curriculum

______

______

Art Activities Integrated into Core Curriculum

______

______

______

______

Drama Integrated into Core Curriculum

______

______

______

Dance/Movement Integrated into Core Curriculum

______

______

______

Field Trips

______

______

Team Teaching

______

______

______

Inquiry Learning

______

______

Cooperative Learning Groups

______

______

Project Approach

______

______

Reciprocal Learning

______

______

Service Learning

______

______

Reading/Literature Circles

______

______

Writer’s Workshop

______

______

Creative Thinking Activities Integrated into Core Curriculum

______

______

Problem Solving Techniques Integrated into Core Curriculum

______

______

Signature: ______Date:______Grade: ______

Rubric for Documentation of Teaching Strategies

ACEI Standard / Distinguished / Accomplished / Developing / Beginning
ACEI 3.1Integrating and applying knowledge for instruction—Candidates plan and
implement instruction based on knowledge of students, learning theory,
connections across the curriculum, curricular goals, and community; / Fifteendifferent examples of teaching strategies are documented which demonstrate best teaching practices, developmental appropriateness, and knowledge of students. / Ten examples of teaching strategies are documented which demonstrate best teaching practices, developmental appropriateness, and knowledge of students. / Five examples of teaching strategies are documented which demonstrate best teaching practices, developmental appropriateness, and knowledge of students. / Fewer than five examples or strategies are documented.
ACEI 3.3 Development of critical thinking and problem solving—Candidates
understand and use a variety of teaching strategies that encourage elementary
students’ development of critical thinking and problem solving; / At least two examples of critical thinking and creative problem solving are documented. / At least one example of critical thinking and creative problem solving is documented. / At least one example of either critical thinking or creative problem solving is documented. / No examples of critical thinking or creative problem solving are documented.
ACEI 2.5
Candidates know, understand, and use—as appropriate to their
own understanding and skills—the content, functions, and achievements of the
performing arts (dance, music, theater) and the visual arts as primary media for
communication, inquiry, and engagement among elementary students / At least one example of art integration, music integration, dance or movement integration, drama, and integration of literature is documented. / At least three examples of either art integration, music integration, drama, dance or movement integration is documented. / Less than three examples of either art integration, music integration, drama, dance or movement integration is documented. / No examples of arts integration are documented

Technology Strategies Used By

______

During the ______School Year

Teacher Made Materials Designed Using Microsoft Office

______

______

______

______

______

______

______

______

Teacher Made Materials Designed Using Active Inspire

______

______

______

______

______

______

______

______

Teacher Made Materials Designed Using Prezi, Kidspiration, or Other Software

______

______

______

______

______

______

______

______

Audio Tapes (Subject or Book Title) (Whole Group, Small Group or Individual)

______

______

Videos/Movies (You Tube, Teacher Tube, United Streaming etc.)

______

______

______

______

Computer Test

______

______

______

Email Utilizations

______

______

______

Internet Sites Visited or Used with Students

______

______

______

______

______

______

______

Postings on NGU Student’s Website

______

______

______

______

Computer Games Used with Students

______

______

______

______

Use of Blogging

______

______

______

______

Use of iPads

______

______

______

______

Use of iTunes

______

______

______

______

Use of Computers in a Mobile Lab or Stationary Lab

______

______

______

______

Use of Classroom Computer(s)

______

______

______

______

______

______

Use of Digital Camera or Video in the Classroom (Teacher or Student Assignment)

______

______

______

______

______

Technology Integrated into Core Curriculum

______

______

______

______

______

______

Other Technology Uses

______

______

______

______

______

______

______

______

______

______

______

______

Signature: ______Date:______Grade: ______

Rubric for Documentation of Technology Strategies

ACEI Standard / Distinguished / Accomplished / Developing / Beginning
ACEI 3.5 Communication to foster collaboration—Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom. / Ten or more examples of integrating technology into the curriculum are documented. A variety of different types of technology is utilizedto enhance learning and collaboration. / Seven or more examples of integrating technology into the curriculum are documented. A variety of different types of technology is utilized to enhance learning and collaboration. / Four or more examples of technology are documented. / Fewer than four examples of technology are documented.

Teacher Work Sample Notebook

(Five Dividers for the 6 Elements (Elements 2 and 3 together))

Element One

  • Demographic Information
  • Student Information consolidated and in charts or graphs

APS Notebook

(Four Sections and Ten Dividers for the 10 APS)

  • Each APS described (Demonstrates creativity and knowledge)
  • Provide a summary for each standard of teaching. (1 - 2 pages for each standard.)

Introduction

  • One page description of yourself with professional photograph
  • Resume
  • Philosophy (1 to 3 pages)
  • Code of Ethics

Domain 1: Planning

  • APS 1 Long-Range Planning

Demographics

Student Information consolidated and in charts or graphs

School Information

Community Information

  • APS 2 Short-Range Planning of Instruction
  • APS 3 Planning Assessments and Using Data

Domain 2: Instruction

  • APS 4 Establishing and Maintaining High Expectations for Learners
  • APS 5 Using Instructional Strategies to Facilitate Learning
  • APS 6 Providing Content for Learners
  • APS 7 Monitoring, Assessing, and Enhancing Learning

Domain 3: Classroom Environment

  • APS 8 Maintaining an Environment That Promotes Learning
  • APS 9 Managing the Classroom

Domain 4: Professionalism

  • APS 10 Fulfilling Professional Responsibilities

Student Name: ______Semester: ______

Teacher Work Sample Notebook

_____ Five Dividers for the 6 Elements (Elements 2 and 3 together)

_____ Element One

_____ Demographic Information

Student Information consolidated and in charts or graphs

APS Notebook

_____ Four Domains--Ten Dividers for the 10 APS

_____ Each APS described

_____ Resume

_____ Philosophy

_____ Student Information consolidated and in charts or graphs in APS 1

_____ Community and School information included in APS 1

On a scale of 1 to 5

_____ Creativity

_____ Over all appearance

_____ Evidence of thought and effort

_____ All parts present

Total Score: ______

1-5=D

6 to 14=C

15 to 18=B

19 to 20=A

Rubric for ADEPT notebook Evaluation and Presentation

Student Teacher:______Overall Rating Level: ______

Date: ______

01 2 3 4

Not YetDevelopingDeveloped

Level 0

___Standards were represented inadequately or not at all

___Overall presentation totally unorganized, numerous errors in grammar

___Very little or poor evidence of reflection and self-evaluation

___Items not included for all standards

___Student did not make a ADEPT notebook presentation/no attempt at oral communication of experience

Level 1

___All standards were not represented

___Overall presentation of material poorly organized, frequent errors in grammar

___Evidence of reflection and evaluation was superficial on more than 4 standards

___Items chosen to support standards were one dimensional

___Inadequate attempt made to present ADEPT notebook/inadequate oral communication of experience

Level 2

___All standards were not adequately represented

___Overall presentation of material not consistent in organization, coherence or grammar

___Evidence of reflection and assessment was superficial on more than 2 standards

___Items chosen to support standards were one dimensional

___Minimal attempt made to present ADEPT notebook/minimal oral communication of experience

Level 3

___All standards were adequately represented

___Presentation showed continuity and organization but some mechanical errors were observed

___Evidence of reflection and self-evaluation was at a meaningful level but did not indicate needs for future growth and development

___Items chosen to support standards reflected marginal uniqueness

___Presentation is satisfactory; oral communication indicates a general knowledge of teaching.

Level 4

___Each standard was thoroughly represented

___Presentation showed continuity, organization, exactness, and clarity of thought

___Evidence of reflection and self-evaluation showed integration or interconnection between standards, present development as a professional and needs for future growth and adjustment

___Items chosen to support standards exhibited uniqueness of sources and evidence of originality

___Presentation shows degree of excellence in student teaching experience/oral communication indicates knowledge and positive attitude about profession.

_____Overall Level of Performance (1, 2, 3, or 4)

Specific comments on Standards of Teaching:

Signature of Evaluator______

Student Teaching ADEPT Notebook Check-List

______2” 3 ring binder – larger for dual placement using one notebook or

electronically using E-Portfolio (Some of the information required may

need to be put in hard copy for evaluation when using E-Portfolio)

______Cover sleeve information – title/author/school/grade level/semester

______Title page – title/author/school/cooperating teacher/grade level

______Theme (if used) should be carried throughout to provide cohesiveness

______Introduction/Philosophy of Education (1 – 3 pages)

______Copy of your resume

______Summary of each ADEPT Performance Standard (1 pg @ APS preferred)

______One artifact @ standard / Dual placements will have artifacts in both placements. Artifacts can include short range lesson plan with activity from plan, test project, student writing, photos w/caption

______Reflection statement to accompany each artifact;

  • Evaluation of the artifact and the experience it documents
  • Show integration of APSs
  • Present yourself as a developing professional teacher. Tell how the APSs will impact you as a future educator

______Long Range Plans – YOUR plans for the two weeks as developed from your cooperating teacher’s LRPs

(If you have two placements you need 2 LRPs)

College of Education

Rubric for Teacher Work Sample during Student Teaching

Element / Target
5 / Acceptable
3 / Developing
1
Element 1 – Description of the classroom context and the students taught (including individual differences)
10% of TWS grade / Description of context and student characteristics contains rich, in-depth information from a variety of authoritative, documented sources, enabling the teacher to plan, implement and assess instructional activities that promote optimal learning for all students. / Description of context and student characteristics includes enough information to allow the candidates to individualize planning for instruction and assessment to a limitedextent. Sources are limited in number and may not be documented. / Description of context and student characteristics is minimal. Few or nosources of information are documented.
Element 2 – Description of the desired learning outcomes for this unit of instruction and
Element 3 – Instructional plans (unit plan and daily lesson plans)
20% of TWS grade / Objective(s) are clearly stated, aligned with curriculum standards, and appropriate for needs, interests, and abilities of all students. / Objective(s) may be clearly stated and aligned with curriculum standards, but students’ needs, interests and abilities are reflected only to a limited extent or only for some students. / Objective(s) are somewhat clear, but reflect only either curriculum standards or students’ characteristics but not both.
Element 4 – Assessment plan, including pre-and post-assessment outcomes, showing alignment with objectives and instruction
20% of TWS grade / Assessment plan indicates clear alignment with objectives and instructional activities. Student characteristics, including prior learning and development, are taken into account for all students. Expectations for performance are appropriately high for all students. / Assessment plan indicates clear alignment with objectives and instructional activities, but student characteristics, including prior learning and development are taken into account only to a limited extent. Expectations for performance are appropriately high for some, but not all, students. / Assessment plan lacks clear alignment with objectives and/or instructional activities. Student characteristics are taken into account in a very limited way. Expectations for students’ performance are mostly inappropriate.
Element 5 – Evidence of student achievement (student gains, accomplishment of outcomes) acquired from analysis of pre- and post-assessments of all students in the class
20% of TWS grade / Use of appropriate technology moves analysis beyond reporting of results to in-depth analysis of individual students’ strengths and weaknesses and item analysis of assessment instruments; use of technology enables candidate to clearly interpret and communicate student performance data to all stakeholders, especially students. / Candidate uses appropriate technology in appropriate but limited ways; fails to use available tools that would have enhanced the processing and presentation of data. / Use of technology tools is very limited, i.e., does not take advantage of available technology, and tools are used inappropriately or incorrectly.
Element 6 – Reflections on student achievement, results, unit content, instructional process, assessments
30% of TWS grade / Candidate’s reflection indicates awareness of the variety of factors affecting student learning and of possible ways to modify such influences in ways that will enhance student learning. Reflection shows that candidate takes responsibility for finding ways to help all students learn, and that candidate identifies appropriate resources and techniques for doing so. / Candidate’s reflection indicates some awareness of the variety of factors affecting student learning, including factors at the community, school, classroom and individual levels. Reflection shows that candidate takes responsibility for finding ways to help all students learn. / Candidate’s reflection shows minimal consideration of varied aspects of the classroom situation. Candidate takes little responsibility for enhancing student learning.