UAS SOE graduates will be informed, reflective, and responsive teachers within diverse classroom, school, and community contexts

Course:EDMA 698 Master’s Portfolio

Instructor:Dr. Virgil G. Fredenberg

Mode of Instruction:Distance via Elluminate Live!

Class Hours:Individualized Instruction

Office Hours:Monday 10:00 AM – 12:00 PM

Tuesday, Thursday 10:00 – 11:00 AM

Wednesday 2:00 – 4:00 PM

  1. Catalog Course Description and Credit Hours of Course:

A portfolio approved by the student and the student’s graduate advisor. The student portfolio should coincide with the student’s professional objectives. The portfolio should document the required knowledge and ability to apply the standards set by the conceptual framework of the UAS School of Education. Students creating a portfolio should request portfolio criteria from the School of Education or their graduate advisor. An oral defense of the portfolio may be required by the student’s graduate committee.

  1. Prerequisite(s):

Permission of advisor

  1. Textbook and/or Required Readings:

No textbook required.

  1. Technology Needed

You will need headphones with a microphone for your computer. It will make working with Elluminate Live!much easier.

V.Alignment Matrix

Course Objective
The candidate will demonstrate the knowledge and skills in the SOE Goals / Graduate Competencies / NCTM and ACEI
Standard
Met / Assessment ensuring that the objective has been met
SOE Goal 1 Philosophy / 1.1, 1.2, 1.3, 3.5 / NCTM 7, 8
ACEI 5.a / Portfolio rubric
SOE Goal 2 Development / 2.2, 3.3, 3.5 / NCTM 8
ACEI 1 / Portfolio rubric
SOE Goal 3 Adaptation for Diverse Students / 2.2, 3.3, 3.5 / NCTM 1, 5, 7, 8
ACEI 3.b / Portfolio rubric
SOE Goal 4 Math Content and Instruction / 1.1, 1.2, 1.3, 3.1, 3.2, 3.3, 3.5 / NCTM 1, 2, 3, 4, 5, 9, 10, 11, El 12, 13, MS 12, 13, 14
ACEI 2.a, 2.d, 2.i, 4 / Portfolio rubric
SOE Goal 5 / 1.1, 1.2, 1.3, 3.1, 3.2, 3.3 / NCTM 4, 7, 8
ACEI 2.a, 2.i. 4 / Portfolio rubric
SOE Goal 6 Classroom Management / 1.1, 1.2, 1.3, 3.1, 3.2, 3.3 / NCTM 1,3, 7, 8
ACEI 3.c, 3.d / Portfolio rubric
SOE Goal 7 Collaboration with Parents and Families / 1.1, 1.2, 1.3, 2.1, 2.2 / NCTM 3, 8
ACEI 5.c / Portfolio rubric
SOE Goal 8 Professionalism / 2.1, 2.2, 2.3 / NCTM 3, 8
ACEI 5.b, 5.d / Portfolio rubric
SOE Goal 9 Technology / 1.4, 3.4 / NCTM 6, 7, 8
ACEI 2.c / Portfolio rubric

V.Relationship of the Conceptual Framework to Standards

An increasing emphasis on professional standards for educators reinforces the relevance of the School of Education’svision of an informed, reflective and responsive professional educator as the grounding tenants of ourConceptual Framework. As the lists of expected achievement indicators, competencies, and dispositions issued by government and professional groups become more extensive, only aninformed professional who actively reflects on his/her teaching and is responsive to student, family and community needs will be capable of meeting the intent of those standards. The general theme of our vision is that each of these areas strives to nurture and prepare professional educators so that they can meet the needs of diverse learners. Efforts include continuous endeavors to creatively incorporate technology throughout individual subject area fields, promoting understanding and appreciation for diversity, and support of the development of literacy skills needed in an increasingly complex society.

  1. Basis for Student Evaluation:

Completion of the Master’s Portfolio. It will be evaluated by two or more of student’s graduate committee using the portfolio rubric based upon the SOE Goals.

  1. Explanation of Assignments

During the development of the Master’s portfolio the candidate will:

  • reflect on teaching theory and teaching practices;
  • critically analyze teaching practices as compared to theory;
  • demonstrate ability to explain professional theory;
  • demonstrate ability to document teaching practices supported by professional theory;
  • select and discuss artifacts that are the most significant in personal and professional development; and
  • identify connections among and between artifacts, reflecting on these connections in order to identify a unifying theme that relates to their teaching philosophies.
  1. Schedule

Step 1: If you plan on completing your program this semester be sure to file the necessary forms with the registrar’s office. The application deadline for graduation is early in the semester, usually two weeks after classes start. Contact the register (907-796-6100) or look up the application for graduation form online (

Step 2: Be sure all Math Ed M.Ed. program application materials are on file and fees are paid

Contact Ms. Linda Smith, (907-796-6533),

Step 3: Organizing and drafting

Select and organize artifacts, draft statements documenting achievement of the nine UAS SOE Standards and draft artifact abstracts. (See Portfolio Rubric)

Contact Dr. Fredenberg during the week before classes start and enroll in Ed 698

Write drafts and submit to instructor and peers for review

Step 4: Revising and developing

Continue revisions of the nine statements including the summative introduction.

Invite reviews from peers and instructor.

Revise drafts and submit to instructor and peers for review.

Collect and/or develop artifacts for each standard.

Step 5: Preparing Final Portfolio

Make final revisions and submit to advisor.

Submit portfolio for initial review.

Step 6: Submit Final Portfolio for committee review.

Committee will review portfolio and may ask for revisions.

Candidate will have two weeks before final committee review and recommendation.

Bottom of Form

Bottom of Form

  1. Grading Scale

See rubric and final evaluation form

XI.Academic Policy Statement:

Honesty in academic endeavors is a central tenet of the UAS philosophy. One may feel proud of accomplishments and success attained honorably through hard work. Knowledge gained in this way often leads to later success in professional pursuits and in personal life. Unfortunately, academic stress and anxiety sometimes impact the individual in ways that produce dishonest behavior, or taking an “easier” route to fulfilling academic responsibilities. Infractions of academic dishonesty can lead to serious consequences. Refer to the UAS Student Handbook for more details. Programs offered through the Learning Center and the Student Resource Center address topics such as study skills and time management to reduce stress and thus help to prevent dishonest behavior.

  1. Student with Disabilities:

To aid college students who experience a documented physical, cognitive, and/or psychiatric disability. Disability Support Services are available on all UAS campuses. The University of Alaska Southeast is committed to equal opportunity and programmatic access for students with disabilities (See University of Alaska Regents Policy: For further information on disability support services and guidelines about documentation please visit our website at or:

In Juneau:

(907)796-6000

In Ketchikan:

(907) 228-4505

In Sitka:

(907) 747-7716

Early contact with this program promotes a positive educational experience

  1. Civility and Harassment

Intellectual honesty, mutual respect and freedom from discrimination, intimidation, harassment and violence against persons or property are central to the UAS mission. Acts of intolerance and abusive behaviors which violate these basic values will not go unchallenged without our academic community. UAS is committed to standards promoting speech and expression that fosters the maximum exchange of ideas and opinions. Ideally, discourse is open, candid and characterized by mutual respect and dignity. It is the goal of the university to foster a campus climate which promotes the ideals of civility and appreciation for the uniqueness of each member of our academic community.

  1. Dispositions of Professional Educators

1.Abide by a philosophy of education and remain flexible to revising it based on new research and teaching experience.

2.Appreciate unique thinking processes of learners at different stages of development.

3.Appreciate multiple perspectives and value individual differences.

4.Commit to professional discourse about content knowledge and student learning of content.

5.Value assessment and instruction as integrated processes.

6.Commit to ensuring student well-being and development of self-regulation and group interaction skills.

7.Recognize the school as an integral part of the community and value parents and guardians as partners in promoting student learning.

8.Value professional ethics, democratic principles and collaborative learning communities.

9.Value technology as a tool for student and teacher lifelong learning.

  1. References

Alaska Content and Performance Standards Booklet.

Alaska Native Knowledge Network.Alaska Standards for Culturally Responsive Schools.

Battista, M. T. (1994). Calculators and computers: Tools for mathematical exploration and empowerment. Arithmetic Teacher, 41, 412-417.

Bluman, A. G. (2004). Math Word Problems Demystified. Burr Ridge, IL. McGraw-Hill Professional Publishing.

Bluman, A. G. (2004). Pre-Algebra Demystified. Burr Ridge, IL. McGraw-Hill Professional Publishing.

Bluman, A. G. (2005). Probability demystified. Burr Ridge, IL. McGraw-Hill Professional Publishing.

Bush, W. S., & Leinwand, S. (2000). Mathematics assessment: A practical handbook for grades k-2, 3-5, 6 – 8, 9-12, K-12 series of National Council of Teachers of Mathematics. Reston, VA: National Council of Teachers of Mathematics.

Clements, D. H., & Battista, M. T. (1992). Geometry and Spatial Reasoning. In D.A. Grouws (Series Ed.), Handbook of Research on Mathematics Teaching and Learning, pp. 420-464. New York: Macmillan Publishing Co. and National Council of Teachers of Mathematics

Gibilisco, S. (2005). Math Proofs Demystified. Burr Ridge, IL. McGraw-Hill Professional Publishing.

Gibilisco, S. (2004). Statistics Demystified. Burr Ridge, IL. McGraw-Hill Professional Publishing.

Great Source Education Group. (2002). Algebra to Go. Houghton Mifflin, Inc. Wilmington, MA. ISBN: 0-669-47151-8.

Great Source Education Group. (2002). Algebra to Go, Teacher’s Resource Book. Houghton Mifflin, Inc. Wilmington, MA. ISBN: 0-669-48076-2.

Great Source Education Group. (2001). Geometry to Go. Houghton Mifflin, Inc. Wilmington, MA. ISBN: 0-669-48129-7.

Great Source Education Group. (2001). Geometry to Go, Teacher’s Resource Book. Houghton Mifflin, Inc. Wilmington, MA. ISBN: 0-669-48807-0.

Hope, J. A., Leutzinger, L. P., Reys, B. J., & Reyes, R.E. (1998).Mental math in the primary grades. White Plains, NY: Cuisenaire-Dale Seymour.

Huettenmueller, R. (2002). Algebra Demystified. Burr Ridge, IL. McGraw-Hill Professional Publishing.

Huettenmueller, R. (2005). Geometry Demystified. Burr Ridge, IL. McGraw-Hill Professional Publishing.

Huettenmueller, R. (2005). Precalculus demystified. Burr Ridge, IL. McGraw-Hill Professional Publishing.

Huettenmueller, R. (2005). Trigonometry Demystified. Burr Ridge, IL. McGraw-Hill Professional Publishing.

Krantz, S. (2002).Calculus Demystified. Burr Ridge, IL. McGraw-Hill Professional Publishing.

National Council of Teachers of Mathematics. Algebraic Thinking, Grades K–12: Readings from NCTM's School-Based Journals and Other Publications. Reston, VA: Author.

National Council of Teachers of Mathematics. Navigating through Algebra series. Reston, VA: Author.

National Council of Teachers of Mathematics. Navigating through Data Analysis and Probability. Reston, VA: Author.

National Council of Teachers of Mathematics. Navigating through Geometry. Reston, VA: Author.

National Council of Teachers of Mathematics. Navigating through Measurement. Reston, VA: Author.

National Council of Teachers of Mathematics. Navigating through Problem Solving and Reasoning. Reston, VA: Author.

National Council of Teachers of Mathematics. Navigating through Reasoning and Proof. Reston, VA: Author.

National Council of Teachers of Mathematics. Patterns and Functions: Addenda Series, Grades 5–8. Reston, VA: Author.

National Council of Teachers of Mathematics. The Teaching and Learning of Algorithms in School Mathematics (1998 Yearbook). Reston, VA: Author.

National Council of Teachers of Mathematics. (1997). Multicultural and gender equity in the mathematics classroom: The gift of diversity (1997 Yearbook). Reston, VA: Author.

National Council of Teachers of Mathematics.(2000). Principles and Standards for School Mathematics. Reston, VA: Author.

National Council of Teachers of Mathematics. (1994). Windows of opportunity: Mathematics for students with special needs. Reston,VA: Author.

Polya, George, (1971), How to solve it. Princeton, NJ: Princeton University Press.

Posamentier, A. (2003). Math Wonders to Inspire Teachers and Students. Alexandria, VA. Association for Supervision & Curriculum Development.

Shaughnessy, J. M. & Chance, B. Statistical Questions from the Classroom. Reston, VA: National Council of Teachers of Mathematics.

Stephens, L. J. (2004). Advanced Statistics Demystified. Burr Ridge, IL. McGraw-Hill Professional Publishing.

Sutherland, R. (2000). Perspectives on School Algebra. Kluwer Academic Publishers.