PORTFOLIO GUIDELINES
The School of Education
Oklahoma Christian University
TABLE OF CONTENTS
Table of Contents …………………...... / 1Unit Philosophy and Mission…………………………………… / 2
Conceptual Framework ………………………………………… / 6
Portfolio Philosophy ……………………………………………. / 7
Schedule of Evaluation ………………………………………… / 8
Portfolio Reflection Rubric ……………………………………. / 9
List of Artifacts ………………………………………………… / 10
Oklahoma Competencies for Licensure and Certification ……... / 12
Reflection 1 …………………………………………………….. / 13
Reflection 2 ……………………………………………………. / 14
Reflection 3 ……………………………………………………. / 15
Self / Peer Evaluation ………………………………………….. / 16
Employment CD ……………………………………………….. / 17
*This entire document is posted on the OC website under “Academics” – “College of Professional Studies” – “School of Education”
www.oc.edu
Oklahoma Christian University - School of Education
Portfolio Guidelines
First Revision - SPRING 2000
Second Revision – FALL 2001
Third Revision – SPRING 2004
Fourth Revision – SPRING 2008
Unit Philosophy and Mission
Philosophy
The teacher education faculty members believe teaching to be an enabling profession. Candidates are encouraged to pursue teaching as a career because they believe that all students can learn and because they care about helping them live successful and fulfilling lives. We believe that candidates should be given opportunity to explore their career choices and think carefully about the probability that teaching can bring them the satisfaction that accompanies helping others. We believe that effective, caring teachers teach so that all students learn.
The faculty members believe that effective teachers must have: (1) a general education in the liberal arts which provides them with strong verbal and quantitative skills and a specialized knowledge of the subject field(s) they will teach, (2) a command of pedagogy appropriate to the level of instruction they will teach, including the ability to apply knowledge in the classroom through effective instructional delivery, the knowledge and skills to assess student learning, the ability to reflect on instructional practices and modify them to ensure that all students learn, the skills and knowledge to effectively integrate technology in the instructional process, and knowledge of classroom management practices, (3) knowledge of the profession, including the skills needed to relate to parents and other constituents and supportive entities, (4) an understanding of students, how they learn, and how the diversity of today’s student population affects the schools and classrooms, (5) dispositions expected of educators, and (6) extensive field experiences and clinical practice to apply their knowledge and skills in the real world and to learn from experienced teachers how to teach so that all students learn.
Mission and Goals
The mission of teacher education at Oklahoma Christian University is to prepare teacher education candidates to be Effective Teachers for All Learners.
The following goals were adopted by the unit to guide it in the development of policies and programs related to the preparation of teachers, to give clarity to the process of assisting individuals in self-assessment of their potential for teaching, and to provide direction for the general assessment of the candidates as they complete a program leading to licensure and certification for initial entry into the teaching profession.
1. Informed Decision-Making Regarding Potential for Teaching P-12 Students
Candidates will be admitted to teacher education only after they demonstrate their potential to teach as set forth in the admission requirements. Retention in teacher education is dependent on satisfactory progress at various transition points.
2. General Education in the Liberal Arts
In order to complete a program in teacher education, all candidates must successfully acquire and demonstrate competency in a broad liberal education including: mathematics, science, social studies, and English as well as the University core.
3. Competence in a Content Area
Candidates who complete a program in teacher education are expected to demonstrate an in-depth knowledge of the subject matter for the subject and level to be taught.
4. Competence in the Professional and Pedagogical Knowledge and Skills
Candidates are expected to understand the conceptual framework which guides preparation for initial entry into teaching - knowledge of professional practices, human development and learning, pedagogical practices, working with diverse student populations, and using technology to support instructional delivery, record keeping, and assess student achievement.
5. Development of Dispositions Expected of Educators
Candidates are expected to demonstrate that they possess the dispositions expected of effective educators in a diverse society. Upon entering the program, classroom participation, preparation, and professional demeanor will be assessed each semester In the field, behaviors will be assessed that measure personal adequacy and collaboration with others.
6. Application of All Program Components in Field Experiences
Candidates will demonstrate through sequential and structured field experiences and an intensive clinical (student teaching) that they are able to plan effective lessons, assess student achievement, relate positively to students, parents, professionals, and the community so that they may provide learning environments which foster student achievement. Skill in the use of the Teacher Work Sample planning process is expected of all candidates.
7. Professional Development as Lifelong Learner
Candidates are expected to acquire the skill of reflection on their knowledge and skills while in their professional studies and during their clinical experiences. All candidates complete portfolios which include their reflections on sixteen competencies. It is expected that these skills will be used during the induction year, and during succeeding years to be able to identify areas for further professional development as they engage in the process of lifelong learning.
From Mission and Goals to a Cohesive Teacher Education program
Teacher education at Oklahoma Christian University is a university-wide function and is a collaborative effort among university administrators; faculty outside the School of Education who are members of the Teacher Education Council, candidates who have been admitted to Teacher Education, and alumni. P-12 classroom teachers and administrators, also collaborate with faculty to develop, implement, and assess the teacher education program.
The following graphic provides a concise look at the Conceptual Framework which is an umbrella framework for all programs that prepare candidates for initial licensure in one or more of eight teaching specializations – Early Childhood, P-3; Elementary, 1-8; English, 6-12; Mathematics, 6-12; Music, P-12; Physical Education, P-12; Science, 6-12; and Social Studies, 6-12. The candidates in all teaching specializations complete a prescribed program of studies in the teaching specialization, liberal arts education (the university Core Curriculum), and Professional Education (pedagogy).
Required field and clinical experiences, methods course(s), teacher work sample exercises, and development of portfolio artifacts are unique to the fields of specialization to ensure that all candidates are effective teachers in their areas of specialization. Effective integration of diversity and use of technology are embraced by the unit and all program specializations and are given appropriate emphasis in the curriculum and field experiences.
The belief statements in the philosophy and the broad goals have been translated into specific and measurable competencies. These competencies are assessed as candidates progress from being admitted to teacher education to program completion and entry into the teaching profession. They are shown in the graphic of the Conceptual Framework by placement of their numerical reference number on the graphic. In addition to the candidate competencies, the candidates are expected to have mastered additional standards required by the Specialty Professional Associations for their field of specialization.
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Conceptual Framework
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Portfolio Philosophy
The School of Education Faculty believes that constructing portfolios provides opportunities for teacher candidates to think about their experiences in the teacher education program, reflect on their effectiveness in relationship to the unit’s conceptual framework, and internalize these outcomes for future teaching, assessment, and personal growth.
In addition, constructing portfolios provides credible evidence that teacher candidates have been offered the opportunities to develop the knowledge, competencies, and professionalism of effective teachers as cited by Interstate New Teacher Assessment and Support Consortium (INTASC) and Oklahoma General Competencies for Licensure and Certification (see appendices A and B). Constructing portfolios is designed to provide validation of teaching performance and professional accomplishments while enhancing the job search and interview process.
When the state portfolio requirement was enacted in 1999, the unit created a portfolio process that showed our candidates’ awareness and understanding of the state competencies and of the additional portfolio rubric requirements set for by the Oklahoma Commission for Teacher Preparation. Over the last several years, our unit’s assessment system, as dictated by NCATE, now serves as the driving force behind knowledge, skill, and disposition awareness and understanding leaving the previous portfolio assignment to be redundant. With that in mind, the unit has now moved to a prescriptive, less burdensome collection of worthy artifacts with faculty feedback and with required candidate reflection at each transition point within the program.
Portfolio Policy Statement
Teacher candidates will construct portfolios as a requirement of professional teacher education at Oklahoma Christian University. The collection, feedback, and reflection of these artifacts shall initially represent individual growth, yet the candidates’ best works will be self-selected to be included in the employment CD. Artifacts will be the original work of teacher candidates, not material copied from other sources, including the Internet. In any situation where individual students, teachers, parents, etc… are being depicted, names should be changed, or simply not used, to protect confidentiality.
The organization of portfolios is governed by the 15 Oklahoma State Department of Education General Competencies for Teacher Certification and Licensure, INTASC, and the portfolio components represented in the Portfolio Rubric used by the OCTP.
Specialty Professional Association (SPA) standards will be documented in the
“Subject Area” competency of the state competencies.
The organization of the portfolio will follow these steps:
· The unit will provide a small 3-ring binder to each candidate in Orientation to Education. Candidates will follow a prescriptive list of artifacts to be inserted into the portfolio, and they will write a reflection, as directed below This is transition point #1 – Entry into Teacher Education.
· Candidates will continue to insert artifacts from a prescriptive list and compose another reflection, as directed below
This is transition point #2 – Entry into Student Teaching
· In the last semester, candidates will continue to insert artifacts from a prescriptive list and write a third reflection.
This is transition #3 – Upon graduation
Reflections will build upon candidates’ longevity in the program, thus beginning with initial points of reflective practice to deeper, richer description in reflective practice.
Reflection at TRANSITION POINT #1-
Candidates will address the following:
What have I learned and how will I use these artifacts/experiences?
Reflection at TRANSITION POINT #2-
Candidates will address the following:
What have I learned and how will I use these artifacts/experiences?
Statement of candidates’ interaction with a variety of teaching styles (to include descriptions of teaching styles witnessed in the teacher education program and in the field, with comments on compatibility to candidates’ future teaching)
Reflection at TRANSITION POINT #3-
Candidates will address the following:
How did I relate theory to practice?
How did I exhibit Effective Teaching?
Statement of involvement with parents, families, and communities (to accompany spreadsheet of field experiences)
Schedule of Evaluation
Transition Point #1 – Entry into Teacher Education
Transition Point #2- Entry into Student Teaching
Transition Point #3- Upon Graduation
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PORTFOLIO REFLECTION RUBRIC
Revised Fall 2008
NAME ______MAJOR ______
0No Artifacts;
No Reflection
Insufficient Evidence / 1
Most Artifacts Absent;
Weak Reflection
Basic / 2
Most Artifacts Present;
Reflection Needs Improvement
Emerging / 3
All artifacts Present;
Reflection Adequate
Proficient / 4
All artifacts Present;
Outstanding Reflection with specificity
Exemplary
TRANSITION
POINT #1
____ Philosophy Paper
____ Lifelong
Learning Article
____ TWS Factor 1
____ Completion of Candidate Demographic Form / TRANSITION POINT #2
____TWS Factors 2, 3, 4
____ Wait time/Questioning
____ Power Point
____ Newsletter
____ IEP
____Pre/Post tests from Methods
____ Methods lesson plan (departmental template)
____ Self Evaluation
Early Childhood Majors
____ Thematic Unit, ECED 4013
Early Childhood and Elementary Majors
____ Integrated Plan, ELEM 3632
____ Listening Skills Project, ELEM 3333
____ Science lesson pres., ELEM 3832
____ Math Center, ELEM 3733
English Education Majors
____ Practicum Exercise 1 – Sec. Methods
Social Studies Education Majors
____ Historical Research paper, HIST 2123
____ Book review, HIST 2123
Math Education Majors
____ History of Math, MATH 3123
____ 2-3 proofs via power pt., MATH 3813
____ Program, CMSC 1113
____ Top 2 “special assign.,” MATH 2314
Science Education Majors
____ One page book review, Module Class
____ Reflective essay response, Mod. Class
Music Education Majors
____ Five listening lesson plans (vocal)
____Reflection Paper (vocal)
____Recorded solo (vocal)
____ Marching Drill Design (instru.)
____ Fundraising letter/excel (instru.)
____ Sample inventory list (instru.)
Physical Education Majors
____ JOPHERD reading/response
____ Lesson Plan (PHED 2701 or 2712) / TRANSITION POINT #3
____ Final TWS (includes pre/post tests and lesson plans)
____ Website
____ Copyright Paper
____ Discipline Plan paper
____ Human Relations Chart
____ Diversity Article
____ Spreadsheet of field exp.
____ Student Teaching Assignment on Career Awareness
____ Visual or Lesson Plan on Career Awareness
____ Formative Assessments
____ Peer Evaluation
____ Resumé
____ OSAT
____ OPTE
Early Childhood Majors
____ Parent Interview, ECED 4023
English Education Majors
____ Media and Culture BB test
Social Studies Education Majors
____ Senior Paper, HIST 4733
Math Education Majors
____ Research project, MATH 4811
____ “Special Assign.” MATH 4113
Science Education Majors
____Planning Portfolio, Module
Music Education Majors
____ Conducting video (vocal/instr)
____ Score or final orchestra project
Physical Education Majors
____ Field Exp. TWS factors 3 & 4
Score:
Date:
Faculty Member:
Rescore if 2 or below: / Score:
Date:
Faculty Member:
Rescore if 2 or below: / Score:
Date:
Faculty Member:
Rescore if 2 or below:
List of Portfolio Artifacts by State Competency
Competency1
Subject Matter / Refer to subject area charts below / Refer to subject area charts below
2
Learning and development / TWS factor 1 (Orientation) / TWS factors 1, 4
(Student Teaching)
3
Individual Needs / TWS Factor 5 (Student Teaching) / Selected Diversity Article (HRBM)
4
Instructional strategies/technology / Power Point
(Ed. Tech) / Methods Lesson Plan
5
Motivation and Behavior / Discipline Plan Paper (HRBM) / Lesson Plan from Student Teaching
6
Communication / Wait time/questioning techniques (L.I.A.) / Human Relations chart (HRBM)
7
Lesson Planning / TWS factor 2 (LIA) / TWS factor 2 (Student Teaching)
8
Assessment / Pre/Post test (Methods) / Pre/Post test
(Student Teaching)
9
Professional Growth / Philosophy Paper / Resume
10
Partnerships / Newsletter
(Ed. Tech) / Website – copied screen shots
(Student Teaching)
11
Career Awareness / Assignment from S.T. observation period / Visual or Lesson Plan (Student Teaching)
12
Lifelong Learning / Lifelong Learning Article (School in Amer. Culture) / TWS-factor 6 (Student Teaching)
13
Legal Aspects / IEP (Educ. of Except. Child) / Copyright Paper
(Ed. Tech.)
14
Oklahoma Core Curriculum / TWS – Factor 3 (Methods) / TWS – Factor 3 (Student Teaching)
15
State Teacher Evaluation / Formative Assessment (Cooperating Teacher) / Formative Assessment (Supervisor)
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