Teaching Portfolio
School of Art, Illinois State University
Suggested Order
1. Creative Cover Page
2. Resume
3. Personal Statement
4. Dividers aligned with Illinois Professional Teaching Standards (IPTS)
Evidence to support knowledge and performance indicators.
Provide description and rationale for including evidence. Specifiy Visual Art Content Standards addressed.
** Portfolio of Personal Artwork may be included with Section 1
(Content Knowledge) or in a separate section following the IPTS Dividers
Present in a 3-ring binder that is at least 2” thick. D-ring style is recommended. Use tabbed divider sheets and label each section.
Recommended Artifacts for Teaching Portfolios
Illinois State University, School of Art, Art Teacher Education Program
Demonstrating Competence to Address the Interstate New Teacher Assessment and Support Consortium (INTASC) Principles, Illinois Professional Teaching Standards (IPTS)
and Illinois State University Conceptual Framework
The lists that follow are suggested ways to provide evidence of addressing IPTS Visual Art Content Standards, INTASC Principles, the Illinois State University Conceptula Framework. Please include any evidence that documents progress or competence of meeting of the Standards and Principles.
Content Knowledge
INTASC Principle #1. The teacher understands the central concepts, tools of inquiry, and structures of
the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject
matter meaningful for students.
IPTS #1. Content Knowledge The teacher understands the central concepts, methods of inquiry, and
structures of the discipline(s) and creates learning experiences that make the content meaningful to all
students.
Visual Arts Content Standards: 1. K-1A, K-1B, K-1C, K-1D, P-1E, P-1F, P-1G
2. K-2A, K-2B, K-2C, P-2D, P-2E
3. K-3A, K-3B, P-3C, P-3D
4. K-4A, K-4B, P-4C, P-4D, P-4E, P-4F
5. K-5A, K-5B, K-5C, K-5D, P-5E, P-5F, P-5G
6. K-6A, K-6B, K-6C, P-6D, P-6E
7. P-7L
Realizing the Democratic Ideal: Intellectual Virtue 1
Illinois State University Teacher Education Conceptual Framework
The teacher candidate demonstrates a wide general knowledge and a deep knowledge of the content to be
taught.
Indicators Suggested Evidence
Knowledge of Content Lesson plans, web sites, outlines in which content is explained
Materials that demonstrate knowledge of content and skills
Resource references in lesson plans and units
Evidence of research conducted to prepare for instruction
Relating Knowledge of the Visual Arts Lesson plans
to Other Disciplines (may connect to Student examples that show interdisciplinary understanding
literature, science, mathematics) References and comments from teachers in other disciplines
Develops and Uses Content that Use of variety of teaching materials including technology
Encourages Diverse Perspectives Selection of materials that appropriately portrays race, ethnicity and gender
Journal reflections
Video and audio tapes and analysis
Human Development and Learning
INTASC Principle #2. The teacher understands how children learn and develop and can provide
learning opportunities that support their intellectual, social and personal development.
IPTS #2. Human Development and Learning The teacher understands how individuals grow, develop,
and learn and provides learning opportunities that support the intellectual, social and personal
development of all students.
Visual Arts Content Standards: 7. K-7A, K-7B, P-7H, P-7I
Realizing the Democratic Ideal: Moral Virtue 4
Illinois State University Teacher Education Conceptual Framework
The teacher candidate demonstrates a respect for learners of all ages and a special regard for children
and adolescents.
Indicators Suggested Evidence
Developmental Characteristics of Observation notes, case studies
of Students Adaptations of lesson plans and materials to meet students’ needs
Journal reflections
Video/audiotapes with analysis
Assessment examples that record developments
Builds upon Prior Knowledge and Written lesson and unit plans
Experiences Video and audiotapes with analysis
Journal reflections
Evidence of connection to real-life experiences
Diversity
INTASC #3. The teacher understands how students differ in their approaches to learning and creates
instructional opportunities that are adapted to diverse learners.
IPTS #3. Diversity The teacher understands how students differ in their approaches to learning and
creates instructional opportunities that are adapted to diverse learners.
Visual Arts Content Standards: 7. K-7A, K-7B, P-7H
Realizing the Democratic Ideal: Intellectual Virtue 2
Illinois State University Teacher Education Conceptual Framework
The teacher candidate demonstrates knowledge and appreciation of the diversity among learners.
Indicator Suggested Evidence
Teaching to Individual Lesson plans indicating a variety of teaching strategies that address
Learning Abilities various learning styles, multiple intelligences
Feedback from cooperating teacher, special needs teachers
Journal entries
Learning centers, enrichment activities
Evidence of adaptations based on students’ IEPs
Selection and Use of Resources to Meet Materials listed in lesson and unit plans
a Range of Individual Needs Evidence of use of a variety of art materials, visuals, and artifacts
Visual Displays, Learning Centers to challenge learners
Expectations for Learning and Achievement Objectives in lesson and unit plans that are challenging and appropriate for diverse learners
Planning for Instruction
INTASC Principle #4 The teacher understands and uses a variety of instructional strategies to encourage
students’ development of critical thinking, problem solving, and performance skills.
IPTS 4. Planning for Instruction The teacher understands instructional planning and designs
instruction based upon knowledge of the discipline, students, the community, and curriculum goals.
Visual Arts Content Standards: 5. K-5B, K-5D
7. K-7A, K-7B, K-7C, K-7D, P-7H, P-7I, P-7J, P-7L
Realizing the Democratic Ideal: Intellectual Virtue 3
Illinois State University Teacher Education Conceptual Framework
The teacher candidate demonstrates an understanding of what affects learning and of appropriate
teaching strategies.
Indicator Suggested Evidence
Selection of Resources Resources listed on written lesson and unit plans
Written rationale of why selected
Selects and Uses Multiple Teaching Video or audiotapes with analysis
Strategies Evidence of addressing various learning styles and multiple intelligences in delivery of instruction
Anecdotal observations and descriptions of instructional strategies
Role in Instructional Process Journal reflections
Video or audiotape with analysis
Feedback from cooperating teacher(s) and university supervisor
Learning Environment
INTASC Principle #5. The teacher uses an understanding of individual and group motivation and
behavior to create a learning environment that encourages positive social interaction, active engagement
in learning, and self motivation.
IPTS 5. Learning Environment The teacher uses an understanding of individual and group motivation
and behavior to create a learning environment that encourages positive social interaction, active
engagement in learning, and self motivation.
Visual Arts Content Standards: 7. K-7D, P-7H, P-7J
Realizing the Democratic Ideal: Moral Virtue 4
Illinois State University Teacher Education Conceptual Framework
The teacher candidate demonstrates a respect for learners of all ages and a special regard for children
and adolescents.
Indicator Suggested Evidence
Management of Time and Materials Written description of procedures for handling materials
Video or audiotape with analysis
Journal reflections
Planning and Facilitating Procedures Written plan of procedures
Video or audiotape with analysis
Pacing Videotape with analysis
Journal reflections
Feedback from cooperating teacher(s) and university supervisor
Transitions Written transition plan
Video or audiotape with analysis
Feedback from cooperating teacher(s) and university supervisor
Positive Classroom Climate Visual Displays
Written and visual description and analysis of classroom layout
Videotape with analysis
Feedback from cooperating teacher(s) and university supervisor
Establishment of Behavior Expectations Description of behavior management plan
Video and audiotape and analysis
Journal reflections
Feedback from cooperating teacher(s) and university supervisor
Monitoring Student Behavior Written description of positive student interaction
Videos and audiotapes and analysis
Journal reflections
Response to Student Misbehavior Documentation of individual behavior problems and responses
Notes to parents
Videos and audiotapes and analysis
Journal reflections
Feedback from cooperating teacher(s) and university supervisor
Instructional Delivery
INTASC Principle #7. The teacher plans instruction based upon knowledge of subject matter, students,
the community, and curriculum goals.
IPTS #6. Instructional Delivery The teacher understands and uses a variety of instructional strategies to
encourage students’ development of critical thinking, problem solving, and performance skills.
Realizing the Democratic Ideal: Intellectual Virtue 3
Illinois State University Teacher Education Conceptual Framework
The teacher candidate demonstrates an understanding of what affects learning and of appropriate
teaching strategies.
Indicator Suggested Evidence
Learning Activities Based on References in lesson and unit planning
Learning Objectives and District
Curriculum
Scope and Sequence of Short and Planning charts or outlines
Long-term Planning Lesson and unit plans
Evidence of checking for prior learning to determine learning activities
Journal reflections
Monitoring and Adjustment of Enrichment, extension and/or remedial plans to lesson or unit plans
Lesson and Unit Planning Video or audiotape with analysis
Journal reflections
Communication
INTASC Principle #6. The teacher uses knowledge of effective verbal, nonverbal, and media
communication techniques to foster active inquiry, collaboration, and supportive interaction in the
classroom.
IPTS #7. Communication The teacher uses knowledge of effective written, verbal nonverbal, and visual
communication techniques to foster active inquiry, collaboration, and supportive interaction in the
classroom.
Visual Arts Content Standards: 7. K-7B, P-7H, P-7I, P-7L
Realizing the Democratic Ideal: Intellectual Virtue 1
Illinois State University Teacher Education Conceptual Framework
The teacher candidate demonstrates a wide general knowledge and a deep knowledge of the content to be
taught.
Indicator Suggested Evidence
Command of Oral and Written Language Video or audiotapes and analysis (Self and Students) Handouts and other written materials given to students Student written and oral reports
Written communication with staff, community, parents
Evaluation by cooperating teacher(s) and university supervisor
Questioning Strategies Evidence of divergent questioning in lesson and unit plans
Video or audiotapes and analysis
Samples of student-generated questions
Discussion Strategies Video or audiotape and analysis
Anecdotal recording of student small group and class discussions
Journal reflections
Use of Media and Technology Resources in lesson and unit plans
Documentation of use of computers in classroom and/or in labs showing integration of technology
Photographs, transparencies, web sites,
Student-created images using technology
Assessment
INTASC Principle #8. The teacher understands and uses formal and informal assessment strategies to
evaluate and ensure the continuous intellectual and social development of the learner.
IPTS #8. Assessment The teacher understands various formal and informal assessment strategies and
uses them to support the continuous development of all students.
Visual Arts Content Standards: 7. K-7E, K-7F, P-7H, P-7K
Realizing the Democratic Ideal: Intellectual Virtue 3
Illinois State University Teacher Education Conceptual Framework
The teacher candidate demonstrates an understanding of what affects learning and of appropriate
teaching strategies.
Indicator Suggested Evidence
Variety of Formal/Informal Examples of student teacher made tests, quizzes, rubrics
Assessment Strategies Self-evaluation questionnaires and rubrics
Student journal entries used for assessment
Assessment Data Used in Lesson Planning Pre- and post-tests used to analyze student learning
Interpretations of assessment data and adjustments made based on objectives being met
Evaluates Assessment Criteria Student journals, artwork (individual item and portfolio)
and Feedback Written comments on student artwork
Rubrics and assessment criteria developed by student teacher or students
Journal reflections on assessment decisions
Recording and Monitoring Written evidence of regular assessment
Assessment Data Evidence of Record-keeping (Grade book, Charts, Computer)
Collaborative Relationships
INTASC Principle 10. The teacher fosters relationships with school colleagues, parents, and agencies in
the larger community to support students’ learning and well-being.
IPTS #9. Collaborative Relationships The teacher understands the role of the community in education
and develops and maintains collaborative relationships with colleagues, parents/guardians,, and the
community to support student learning and well-being.
Visual Arts Content Standards: 2. P-2D
Realizing the Democratic Ideal: Moral Virtue 3
Illinois State University Teacher Education Conceptual Framework
The teacher candidate demonstrates a reverence for learning and a seriousness of personal,. professional,
and public purposes.
Indicator Suggested Evidence
Participation in School Events Evidence of participation in extra curricular activities
and Projects Planning for and involving students in community projects
Handouts or news articles from events
Samples of materials prepared for meetings, presentations, etc.
Awareness of Community Resources Documented contact with community resources (museums, galleries, artists’ studios)
Respectful and Productive Communication Formal and informal communication with parents or guardians
with Families Newsletters
Parent-teacher conference participation and documentation
Feedback from parents
Record of parent contacts
Reflection and Professional Growth
INTASC Principle 9. The teacher is a reflective practitioner who continually evaluates the effects of
his/her choices and actions on others (students, parents and other professionals in the learning
environment) and who actively seeks out opportunities to grow professionally.
IPTS #10. Reflection and Professional Growth The teacher is a reflective practitioner who continually
evaluates how choices and actions affect students, parents, and other professionals in the learning
community and actively seeks opportunities to grow professionally.
Visual Arts Content Standards: K-7G, P-7N
Realizing the Democratic Ideal: Moral Virtue 3
Illinois State University Teacher Education Conceptual Framework
The teacher candidate demonstrates a reverence for learning and a seriousness of personal, professional,
and public purposes.
Indicator Suggested Evidence
Reflection on Teaching Journal reflections
Analysis and reflection of video and audiotapes
Documentation of goal setting and follow-up analysis
Collaboration with Colleagues Anecdotal observations from cooperating teacher(s) and other faculty or administrators
Evidence of team planning
Professional Growth Attendance at professional meetings followed by reporting on classroom applications
Examples of committee work with fellow student teachers and/or school and community members
Active membership in professional organizations
Professional Conduct
IPTS #11. Professional Conduct The teacher understands education as a profession, maintains standards
of professional conduct, and provides leadership to improve student learning and well-being.
Visual Art Content Standard # 7G The competent visual arts teacher understands the need for continuing
study, self evaluation and professional growth.
Visual Arts Content Standards: 7. K-7G, P-7N
Realizing the Democratic Ideal: Moral Virtue 3
Illinois State University Teacher Education Conceptual Framework
The teacher candidate demonstrates a reverence for learning and a seriousness of personal, professional,
and public purposes.
Indicator Suggested Evidence
Leadership in Professional Organizations Evidence of attendance at conferences, presentations, committees
Professional Conduct Evidence of appropriate demeanor and dress when in the schools through (Journal writing, Cooperating teacher(s) and university supervisor’s observations
References
Bullock, A. A., & Hawk, P. P. (2001). Developing a teaching portfolio. Columbus OH: Merrill Prentice Hall.
Campbell , D. M., Cignetti, P. B., Melenyzer, B. J. Nettles, D. H. & Wyman, R. M., Jr. (1997). How to develop a portfolio: A manual for teachers. Boston: Allyn & Bacon.
Danielson, C. (1996). Enhancing professional practice. Alexandria VA: Association for Supervision and Curriculum Development.
Interstate New Teachers Assessment and Support Consortium. (1992). Model standards for beginning teacher licensing and development: A resource for state dialogue. Washington , DC: Council of Chief State School Officers.
Office of Educational Field Experiences. Ball State University. (2000). The student teacher’s portfolio handbook. Bloomington IN: Phi Delta Kappa International.
Search the Internet for the keyword(s) educational portfolios to
find on-line sources for the development of teaching portfolios.
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