PORTFOLIO REQUIREMENT
During your internship, you will have new experiences involving both your students’ learning and your own professional growth. Part of the process involves the creation of a portfolio which will serve in later years as evidence of memorable teaching moments to recall your start in this rewarding career. The portfolio will provide evidence to meet Georgia’s 24 Exit Competencies. This portfolio also will document your strong organizational skills.
It is essential that you understand the organization of this portfolio.
· You will find seven (7) rubrics in the portfolio requirements. These rubrics will serve as the major sections of your portfolio.
· The rubrics are correlated with the Charlotte Danielson Framework:
o Rubrics 1-3 are correlated with Domain I – Planning and Preparation.
o Rubric 4 is correlated with Domain II – The Classroom Environment.
o Rubric 5 is correlated with Domain III – Instruction.
o Rubric 6 and 7 are correlated with Domain IV – Professional Responsibilities.
· The Evidences for each rubric appear in a table below the competencies and in the second column of each rubric. You will also find a suggested timeline for completion. This timeline is based on a two-year program. If you plan to complete the program in less than two years, you will need to adjust the timeline.
· In order to meet each competence, you must receive either “Proficient” or “Distinguished” credit for each Evidence.
· “Proficient” or “Distinguished” credit may require your mentor’s or content-area specialist’s verification. You can ensure that you will earn credit by highlighting AND labeling the components as required by the Evidence and by having written verification by a content-area specialist where required. (In some cases, your mentor may teach in a different content area. If so, your mentor can sign in areas like classroom management and fulfillment of professional responsibilities [Rubric 6, for example]. Evidences related to planning and instruction may require the “designee’s” signature. That “designee” named in the rubrics is your content-area support person.
______
Mentor’s Name Content-Area Specialist’s Name (May be the mentor if you have the same content area)
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Mentee's Name Mentee's Grade Level/Content Area
______
Mentee's School Date Received
Portfolio –FY10 Introduction
EXIT COMPETENCIES (TAPP ONLY)
I. Planning and Preparation
1. The teacher demonstrates solid knowledge of content, of connections and prerequisite relationships, of content-related pedagogy and of connections with technology.
2. The teacher demonstrates a working knowledge of age-group characteristics, of different students’ approaches to learning, of students’ skills and knowledge levels, and of students’ interests and cultural heritage.
3. The teacher demonstrates an appreciation of the diversity of the students, the staff, and the community and capitalizes on the richness of that diversity.
4. The teacher selects goals that are valuable, clear, suitable for diverse students, and balanced among types of learning.
5. The teacher actively seeks and utilizes varied instructional materials and community resources, including technology, to enhance teaching and learning.
6. The teacher’s instructional plans are coherent and structured in that learning activities, resources, groupings, and time allocations are varied and suitable to the students and to the instructional goals.
7. The teacher utilizes varied assessment methods, including those through technology, that are congruent with the goals for learning; students understand the criteria and standards; and the teacher utilizes assessment results to plan for and differentiate instruction.
II. The Classroom Environment
8. Teacher/student interactions and student/student interactions are friendly, warm, caring, polite, respectful, and developmentally and culturally appropriate.
9. The teacher establishes a culture of learning where students are committed to the value of the subject, accept the teacher’s high expectations, and take pride in quality work and conduct.
10. The teacher effectively manages instructional groups, transitions, materials, supplies, non-instructional duties, and supervision of volunteers and paraprofessionals.
11. The teacher makes standards of conduct clear, is consistently alert to student behavior, and responds appropriately, respectfully, and successfully to student behavior.
12. The teacher arranges the classroom and organizes physical space and materials skillfully, resourcefully, and with safety in mind.
III. Instruction
13. The teacher’s directions, procedures, and oral and written language are communicated clearly and accurately.
14. The teacher’s questions and discussion techniques are of high quality and engage all students.
15. The teacher utilizes engaging and varied representations of content, instructional strategies, assessment techniques, activities, assignments, technology, grouping configurations, materials and resources, structure and pacing.
16. The teacher’s feedback to students is consistently high quality and [provided] in a timely manner.
17. The teacher demonstrates flexibility and responsiveness by adjusting lessons, responding to students, and being persistent.
18. The teacher accurately assesses lessons’ effectiveness and demonstrates an understanding of how to modify subsequent lessons.
IV. Professional Responsibilities
19. The teacher maintains accurate, complete records of student assignments and learning and of non-instructional activities.
20. The teacher frequently and successfully provides instructional information and student progress information to parents and engages families in the school program.
21. The teacher is supportive of and cooperative with colleagues and volunteers and makes substantial contributions to school and district projects.
22. The teacher actively seeks professional development to enhance content and pedagogical skills and actively assists other educators.
23. The teacher proactively serves all students, challenges negative attitudes, and takes a leadership role in high quality decision-making.
24. The teacher understands and actively participates in the school’s School Improvement process.
Portfolio –FY10 Exit Competencies
RUBRIC #1 (DOMAIN I – PLANNING & PREPARATION)
_____Competency #1
The teacher demonstrates solid knowledge of content, of connections and prerequisite relationships, of content-related pedagogy and of connections with technology. (Danielson 1a)
EVIDENCE
Evidence Checklist / Ö / Course Standards / Timeline for Completion Year/Month / Date Completed / Mentor SignatureCourse Standards / 1 – Aug.
Pacing Guide or Syllabus / 1 – Aug.
Demonstration Lesson / 1 – Nov.
Evidences #1 & #2
Mentor Verification Form
Evidence #1 – Course Standards
Mentor, please initial below the appropriate checkmark to identify the teacher’s level of mastery.
“Proficient” Mastery Level / “Distinguished” Mastery Level/ The mentor/designee has reviewed the course standards with the teacher. / / The mentor/designee has reviewed the course standards with the teacher
AND
has observed standards-based instruction in the teacher’s classroom.
Evidence #2 – Pacing Guide or Syllabus
Mentor, please initial below the appropriate checkmark to identify the teacher’s level of mastery.
“Proficient” Mastery Level / “Distinguished” Mastery Level/ The mentor/designee has reviewed the pacing guide/course syllabus and can verify inclusion of appropriate course components and timelines. / / The mentor/designee has reviewed the pacing guide/course syllabus and can verify
· Inclusion of appropriate course components
· Appropriate course timelines
· Alignment with state standards.
Mentor’s/Designee’s Signature ______Date ______
Evidence #3
Mentor’s Verification Form
Evidence #3 – Demonstration Lesson
Teacher’s Area for Growth ______
Date of Pre-Visit Discussion ______
Date of Teacher’s Observation of the Mentor/Designee ______
Teacher’s Observation Notes of Mentor’s/Designee’s Lesson:
Date of Mentor’s/Designee’s Observation of Teacher ______
___ Teacher’s lesson plan is attached.
Mentor, please initial below the appropriate checkmark to indicate the teacher’s level of mastery.
“Proficient” Mastery Level / “Distinguished” Mastery Level/ The mentor/designee observed the teacher’s lesson and can document the accuracy of the lesson. / / The mentor/designee observed the teacher’s lesson and can document
· content accuracy
· appropriate choice and implementation of instructional strategies.
Mentor’s Signature ______Date ______
RUBRIC #1
Evidence / 0Unsatisfactory / 1
Basic / 2
Proficient / 3
Distinguished
1 / Course Standards
Obtain and review a copy of the GPS Standards for the course(s) you are teaching this semester/year. Include a copy of the standards in the portfolio for each course you teach. / Copy of course standards is not included. / Copy of course standards is included. / Copy of course standards is included and reviewed with mentor or designee. Mentor or designee has provided written statement to verify. / Copy of course standards is included and reviewed with mentor or designee. Mentor or designee has observed standards-based instruction in the candidate’s classroom. Mentor or designee has provided written statement to verify both review and observation.
2 / Pacing Guide or Syllabus
Elementary level: Include a copy of the pacing guide or syllabus for the course(s) you are teaching this semester/year.
Secondary level: Include a copy of the syllabus for your course(s). / No form is included. / The document communicates basic components of the course but lacks adequate details such as timelines. / The document adequately and accurately communicates the basic components of the course. The mentor (or designee) with the same area of certification has documented the inclusion of appropriate course components and timelines. / The document communicates a thorough and accurate representation of the course content. The mentor (or designee) with the same area of certification has documented the inclusion of appropriate course components, timelines, and alignment with state standards.
3 / Demonstration Lesson
Observe your mentor teach on a subject/area in which you need additional skills/strategies to better prepare yourself to teach a lesson. (Observe one instructional period.) Prior to this observation, discuss your needs with your mentor. Prepare and teach a demonstration lesson (1 instructional period) using the strategies learned in your observation. Include the demo lesson in the portfolio and highlight those strategies you learned and incorporated. (See template to guide your work.) / Demonstration Lesson was not submitted. / Demonstration lesson contained some errors in content. Mentor or designee with same area of certification has documented observation and concerns. / Demonstration lesson presented accurate content with appropriate delivery strategies. Mentor or designee with same area of certification has documented observation and lesson accuracy. / Demonstration lesson involved students in accurate and engaging learning. Mentor or designee with same area of certification documented content accuracy and appropriate choice and implementation of instructional strategies.
STANDARDS-BASED CLASSROOM LESSON PLAN TEMPLATE
Lesson Title: / Grade/Subject: / Date:Day___ Essential Question:
Strand/Domain:
Rationale
(brief justification-why you feel students need to learn this topic)
Standard(s) and Element
Performance Objective(s) (use an action verb in a description of a measurable outcome
Assessment
Formative check (assessment of understanding) If questioning is used, put questions here
Materials
Warm-up Activity (10 Minutes)
Opening/Vocabulary
Mini-Lesson/
Work/Activity Period
Focused on performance
Differentiated Instruction (What will be done to meet needs of all learners?
Closure
Homework
Portfolio –FY10 Rubric #1
RUBRIC #2 (DOMAIN I – PLANNING & PREPARATION)
_____Competency #2
The teacher demonstrates a working knowledge of age-group characteristics, of different students’ approaches to learning, of students’ skills and knowledge levels, and of students’ interests and cultural heritage. (Danielson 1b)
_____Competency #3
The teacher demonstrates an appreciation of the diversity of the students, the staff, and the community and capitalizes on the richness of that diversity. (Danielson 1b)
EVIDENCE
Evidence Checklist / Ö / Course Standards / Timeline for Completion Year/Month / Date Completed / Mentor SignatureTWO Lesson Plans containing:
Age-Group Characteristics, Cultural Heritage, and Interests / 1 – Oct
Learning Styles / 1 – Oct
Diversity Relating to Students / 1 – Oct
Differentiation / 1 - Oct
RUBRIC #2
Evidence / 0Unsatisfactory / 1
Basic / 2
Proficient / 3
Distinguished
4 / Age-Group Characteristics, Cultural Heritage, and Interests
(Class Profile form is included to record this information.) / NO – Class Profile form is not included. / YES – Class Profile form is complete and included.
(Note that “school readiness” can be a “diversity” issue.)
5 / Learning Styles
Using the information in the Class Profile, develop a standards-based lesson plan that includes a variety of alternatives designed to match students’ learning styles. (Standards-Based Lesson Plan & additional templates included.) / Lesson Plans for this component were not submitted. / Lesson plan activities are not varied to match students’ learning styles. / Lesson plan activities are varied and include visual, auditory, and kinesthetic learning. / Lesson plan activities are engaging, relevant, and designed to match visual, auditory, and kinesthetic learning styles.
6 / Diversity Relating to Students
Using the information reported on the Class Profile form, develop a standards-based lesson plan that includes activities which address and build on the class’ diversity. (Use Standards-Based Lesson Plan template.) See note regarding “readiness” & additional template to guide you. / Lesson plans for this component were not submitted. / Plans contain one content component or activity tied to diversity.
NOTE:
(Includes the need to cover basic information which some students may not know due to school readiness issues.) / Plan activities contain 2 or more content components or activities tied to diversity.
NOTE:
(Includes the need to cover basic information which some students may not know due to school readiness issues.) / Two lesson plan activities are engaging, relevant, and designed to link to and integrate content tied to diversity.
NOTE:
(Includes the need to cover basic information which some students may not know due to school readiness issues.)
7 / Differentiation Strategies
Select three samples of student work representing different levels of student understanding. Using the samples, determine student strengths and weaknesses and develop teaching strategies for remediation and/or enrichment. (Complete the provided template and include the student work.) / No diagnoses of individual and group learning have been conducted. / Some individual and group instructional weaknesses are addressed , but many are not. Teaching strategies do not differentiate for different levels of understanding.
(Include student work samples.) / All of the instructional weaknesses are nominally addressed in the plan, but the delivery methods are more suitable for some needs than others. Teaching strategies minimally address different levels of understanding.
(Include student work samples.) / All instructional weaknesses are completely addressed in the plan. The approach utilizes appropriate delivery methods for instruction.
Teaching strategies address different levels of understanding.
(Include student work samples.)
Evidence #4 - CLASS PROFILE – Knowledge of Students
1. / Number of students in your class:2. / Approximate age range of your students:
3. / Number of males: / Number of females:
4. / Ethnicities that are represented among your students:
(Check all that apply)