Tk20 CF Portfolio Request Form
Rev 10.21.07
- Name of the program’s concentration? (e.g., Gifted, Superintendent, Athletic Training, Integrated Language Arts)
AYA_Integrated Social Studies
- Describe the assessment procedure for this program, including when it will be assessed:
- What course will the portfolio be introduced (note course ID letters/numbers)
ED 639: The first ISS methods course
- What course will the first portfolio review occur (note course ID letters/numbers)
ED 639: The first ISS methods course
- What course will the final review occur (note course ID letters/numbers)
ED 645 Standards Based Multimedia Assessment
- Name the assessors for the portfolio and what are their roles in Tk20? (Faculty, University Supervisor, Cooperating Teacher, etc.) If there are to be multiple reviewers at one or more points within the program, please note who would review it first, second etc.
ED 639: The first ISS methods course
The rubric that is attached at the end of the document may require posting in Tk20
Midpoint
- Who will review it at the midpoint?
Dr. Helms_ED 639 Adolescent Social Studies: Curriculum and Materials
- Who will review it at the end of the program?
Dr. Helms_ ED ED 645 Standards Based Multimedia Assessment
- What assessment tools will be used to assess this portfolio? Attach the rubrics to this form if they don’t exist in Tk20.
We are planning on only the CF rubric at this time
CF Portfolio Rubric – Already in Tk20
Unit Professional Dispositions – Already in Tk20
- Identify which assessment tools each assessor (noted above) will use to assess the portfolio.
CF Portfolio Rubric
- What Evidence will students need to submit in this portfolio (lesson plans Evidence, file Evidence, coursework items—assignments, quizzes, course binders)? Please list on the chart below whether each will be a new artifact or one previously created in Tk20.
Candidates have free choice for all evidence. Candidates are submitting a minimum of 3 per strand. Candidates are given a guidelines sheet with examples of evidence. Evidence will come from courses and placements. Candidates may or may not be using projects previously completed on TK20 depending on what they choose.
Required Evidence:
Course ID (Letters & Numbers – ED 123) / Assignment Title / Assessment Type(Lesson Plan, Essay, PowerPoint) / Has it previously been completed in TK20? (yes or no)
ED 639 / IV. 6.WSU - Assessment Resource Unit.doc (Word) / Resource Unit Plan / No
ED 639 / # IV. 7.WSU - Assessment Technology Standards Project.doc (Word) / National NCSS
Technology Standards Assessment / NO
ED 639 / Social Studies Lesson Plan / National NCSS
Technology Standards Assessment / NO
- What standards will each evidence need to meet (optional)?
All ten NCSS standards and these standards are in Tk20
- Will any reflections be associated with the Evidence? If so, what are the associations? (Name of evidence-name of reflection)
Final Portfolio Reflection
What is the structure of the portfolio? (If additional Tabs are needed, you may enter more on an additional page of this document.)
Indicate which of the above Evidence will be submitted and checked at the midpoint by marking a “*” by each point of evidence. It will be assumed that unmarked Evidence will be checked at the end of the candidates’ program, unless noted otherwise.
Name of Tab 1: Integrated Social Studies
Evidence for Tab 1: None
Name of Tab 2: Introduction
Evidence for Tab 1:
Free Choice- but sample items could include: resume, philosophy, transcripts, and awards
Content Knowledge - Tab 3
Evidence for Tab 3:
Free Choice- but sample items could include: Praxis scores, lesson plans, tests, evaluations, and class projects
Pedagogical (Application of) Content Knowledge -Tab 4
Evidence for Tab 4:
Free Choice- but sample items could include: lesson plans, tests, evaluations, class projects, student work samples, JPEGs, compressed video, letters, and certificates
Diversity Tab 5
Evidence for Tab 5:
Free Choice- but sample items could include: lesson plans, tests, evaluations, class projects, student work samples, JPEGs, compressed video, letters, and certificates
Technology - Tab 6
Evidence for Tab 6:
Free Choice- but sample items could include: lesson plans, tests, evaluations, class projects, student work samples, JPEGs, compressed video, letters, and certificates, PowerPoint presentations, Internet-based lessons, Classroom map, Pictures , Software-based lessons, Professional development seminars, Use of Smart Boards, Use of AV equipment, Use of Music/ CDs, Grade management software, Developed website or webquest
Professionalism - Tab 7
Evidence for Tab 7:
“Free Choice- but sample items could include: lesson plans, tests, evaluations, class projects, student work samples, JPEGs, compressed video, letters, and certificates, PowerPoint presentations, Internet-based lessons, Classroom map, Pictures , Software-based lessons, Professional development seminars, Use of Smart Boards, Use of AV equipment, Use of Music/ CDs, Grade management software, Developed website or webquest, Lesson reflections, Personal journals, Organization membership certificates, Parent letters and/or newsletters, Parent/ Community Communication Logs, Inquiry Project, IAT meeting notes, Staff meeting agenda, Attended workshops, Work with after-school club (s)
Emotional Intelligence - Tab 8
Evidence for Tab 8:
Free choice: Possible Pieces of Evidence: Techniques that show fairness, Classroom management plan, Letters received from students Pictures, Case study information, Student questionnaires, Professional dispositions checklist, Letters of recommendation, Quotes from lesson assessments
Professional Dispositions Tab 9
Evidence for Professional Dispositions:
Professional Dispositions
College of Education and Human Services
Wright State University
Dayton, Ohio
Respondent should be faculty &/or supervisors who are familiar with the candidate’s professional skills and behaviors.
Candidate’s Name ______/ Date ______Program: ______/ AsseAssessor’s Name/Role: ______
Candidate demonstrates honesty/integrity by being truthful with clients/students, peers, applicable organizational stakeholders, and in their professional work (e.g., documentation, communication, presentations, assessments, and research).
1Strongly Disagree / 2 Disagree / 3 Neutral / 4 Agree / 5 Strongly Agree
Candidate demonstrates reliability/responsibility by: being accountable to clients/students, peers, and other applicable organizational stakeholders; completing assigned duties and tasks; and, accepting responsibility for errors.
1Strongly Disagree / 2 Disagree / 3 Neutral / 4 Agree / 5 Strongly Agree
Candidate demonstrates respect for others by: talking about and treating all persons with respect and regard for their individual worth and dignity; being fair and non-discriminatory; routinely inquiring or express awareness of the emotional, personal, familial, and cultural influences on client/student well-being and their rights and choices of professional/educational services; and, maintaining appropriate confidentiality.
1Strongly Disagree / 2 Disagree / 3 Neutral / 4 Agree / 5 Strongly Agree
Candidate demonstrates self-improvement through professional development (e.g., attending and/or contributing to conferences; keeping current with and/or contributing to professional literature; actively participating in planned organizational improvement initiatives/activities).
1Strongly Disagree / 2 Disagree / 3 Neutral / 4 Agree / 5 Strongly Agree
Candidate demonstrates self-awareness/knowledge of limits by: recognizing the need for guidance and supervision when faced with new or complex responsibility; being insightful of the impact of one's behavior on others; and, being cognizant of appropriate professional boundaries.
1Strongly Disagree / 2 Disagree / 3 Neutral / 4 Agree / 5 Strongly Agree
Candidate demonstrates communication/collaboration by working cooperatively and communicating effectively to achieve client/student and organizational goals.
1Strongly Disagree / 2 Disagree / 3 Neutral / 4 Agree / 5 Strongly Agree
Candidate demonstrates altruism/advocacy by: adhering to the best interests of the client/student; and, putting the best interest of the client/student above self-interest and the interests of other parties.
1Strongly Disagree / 2 Disagree / 3 Neutral / 4 Agree / 5 Strongly Agree
Professionalism Score
Honesty / Integrity / Reliability / Responsibility / Respect for Others / Self-Improvement / Prof. Development / Self-Awareness / Knowledge of Limits / Communication / Collaboration / Altruism / Advocacy / Total / 7 = ScoreNCSS Standards – tab 11
The standards
NCSS Theme I and Description
/ Comments: / Theme I CultureTeachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of culture and culture diversity.
Description: The study of culture prepares students to answer questions such as: What are the common characteristics of different cultures? How do belief systems, such as religion or political ideals, influence other parts of culture? How does the culture change to accommodate different ideas and beliefs? What does language tell us about culture? In schools, this theme typically appears in units and courses dealing with geography, history, sociology, and anthropology, as well as multicultural topics across the curriculum. / 1. Lesson and Unit PlanningNO / U / P / M
2. Teaching
NO / U / P / M
3. Impact on Student Learning
NO / U / P / M
NCSS Theme II and Description
/ Comments: / Theme II Time, Continuity, and ChangeTeachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of time continuity and change.
Description: Human beings seek to understand their historical roots and to locate themselves in time. Knowing how to read and reconstruct the past allows one to develop an historical perspective and to answer questions such as: Who am I? What happened in the past? How am I connected to those in the past? How has the world changed and how might it change in the future? Why does our personal sense of relatedness to the past change? This theme typically appears in courses in history and others that draw upon historical knowledge and habits. / 1. Lesson and Unit Planning
NO / U / P / M
2. Teaching
NO / U / P / M
3. Impact on Student Learning
NO / U / P / M
NCSS Theme III and Description
/ Comments: / Theme III People, Places & EnvironmentsTeachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of people, places and environments.
Description: The study of people, places, and human-environment interactions assists students as they create spatial views and geographic perspectives of the world beyond their personal locations. Students need the knowledge, skills, and understanding questions such as: Where are things located? Why are they located? Why are they located where they are? What do we mean by “region”? How do landforms change? What implications do these changes have for people? In schools, this theme typically appears in units and courses dealing with area studies and geography / 1. Lesson and Unit Planning
NO / U / P / M
2. Teaching
NO / U / P / M
3. Impact on Student Learning
NO / U / P / M
NCSS Theme IV and Description
/ Comments: / Theme IV Individual Development and IdentityTeachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of individual human development and identity.
Description: Personal identity is shaped by one’s culture, by groups, and by institutional influences. Students should consider such questions as: How do people learn? Why do people behave as they do? What influences how people learn, perceive, and grow? How do people meet their basic needs in a variety of contexts? How do individuals develop from youth to adulthood? In schools, this theme typically appears in units and courses dealing with psychology and anthropology. / 1. Lesson and Unit Planning
NO / U / P / M
2. Teaching
NO / U / P / M
3. Impact on Student Learning
NO / U / P / M
NCSS Theme V and Description
/ Comments: / Theme V Individuals, Groups, and InstitutionsTeachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of interactions among individuals, groups, and institutions.
Description: Institutions such as schools, churches, families, government agencies, and the courts play an integral role in people’s lives. It is important that students learn how institutions are formed, what controls and influences them, how they influence individuals and culture, and how they are maintained or changed. Students may address questions such as: What is the role of institutions in this and other societies? How am I influenced by institutions? How do institutions change? What is my role in institutional change? I schools, this theme typically appears in units or courses dealing with sociology, anthropology, psychology, political science, and history. / 1. Lesson and Unit Planning
NO / U / P / M
2. Teaching
NO / U / P / M
3. Impact on Student Learning
NO / U / P / M
NCSS Theme VI and Description
/ Comments: / Theme VI Power, Authority, and GovernanceTeachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of power, authority and governance.
Description: Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. In exploring this theme, students confront questions such as: What is power? What forms does it take? Who holds it? How is it gained, used, and justified? What is legitimate authority? How are governments created, structured, maintained, and changed? How can individual’s rights be protected within the context of majority rule? In schools, this theme typically appears in units or courses dealing with government, politics, political science, history, law, and other social sciences. / 1. Lesson and Unit Planning
NO / U / P / M
2. Teaching
NO / U / P / M
3. Impact on Student Learning
NO / U / P / M
NCSS Theme VII and Description
/ Comments: / Theme VII Production, Distribution, and ConsumptionTeachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of how people organize for the production, distribution, and consumption of goods and services.
Description: Because people have wants that often exceed the resources available to them, a variety of ways have evolved to answer such questions as: What is to be produced? How is production to be organized? How are goods and services to be distributed? What is the most effective allocation of the factors to be produced (land, labor, capitol, and management)? In schools, this theme typically appears in units or courses dealing with economic concepts and issues. / 1. Lesson and Unit Planning
NO / U / P / M
2. Teaching
NO / U / P / M
3. Impact on Student Learning
NO / U / P / M
NCSS Theme VIII and Description
/ Comments: / Theme VIII Science, Technology, and SocietyTeachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of science and technology.
Description: Modern life as we know it would be impossible without technology and the science that supports it. But technology brings with it many questions: Is new technology always batter than old? What can we learn from the past about how new technologies result in broader social change, some which is unanticipated? How can we cope with the ever-increasing pace of change? How can we manage technology so that the greatest number of people benefit from it? How can we preserve our fundamental values and beliefs in the midst of technological change? This theme draws upon the natural and physical sciences and the humanities, and appears in a variety of social studies courses, including history, geography, economics, civics, and government. / 1. Lesson and Unit Planning
NO / U / P / M
2. Teaching
NO / U / P / M
3. Impact on Student Learning
NO / U / P / M
NCSS Theme IX and Description
/ Comments: / Theme IX Global Connections, Interdependence, and SocietyTeachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of global connections and interdependence.
Description: The realities of global interdependence require understanding the increasingly important and diverse global connections among world societies and the frequent tension between notional interests and global priorities. Students will need to be able to address such International issues as health care, the environment, human rights, economic competition, and interdependence, age-old ethnic enmities, and political and military alliances. This theme typically appears in units in courses dealing with geography, culture, and economics, but may also draw upon the natural and physical sciences and the humanities. / 1. Lesson and Unit Planning
NO / U / P / M
2. Teaching
NO / U / P / M
3. Impact on Student Learning
NO / U / P / M
NCSS Theme X and Description
/ Comments: / Theme X Civic Ideals and PracticesTeachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of civic ideals and practices.
Description: An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies. Students confront such questions as: What is civic participation and how can I be involved? How has the meaning of citizenship evolved? What is the role of the citizen in the community and the nation, and as a member of the world community? How can I make a positive difference? In schools, this theme typically appears in units or courses dealing with history, political science, cultural anthropology, and fields such as global studies, law-related education, and the humanities. / 1. Lesson and Unit Planning
NO / U / P / M
2. Teaching
NO / U / P / M
3. Impact on Student Learning
NO / U / P / M
AYA_MA Portfolio Rubric
Content Knowledge (Strand 1)
Teacher candidates and candidates for professional school roles are knowledgeable in their chosen fields.
This strand represents our commitment to assuring professional educators and candidates are knowledgeable in their chosen fields and can impart this knowledge to help all students learn. This knowledge is not limited to known and existing information, but includes the ability to generate and understand innovations in the field, and the possession of the skills and dispositions necessary to remain current in the field. Content Knowledge includes a broad general foundation in the arts and sciences, as well as a depth of knowledge appropriate for each level of expertise in a specific field. Content Knowledge is essential for critical thinking and problem solving in a professional role.
Portfolio evidence demonstrates…
UNACCEPTABLE (1) / ACCEPTABLE (2) / TARGET (3)Evidence displays minimal ability to use content knowledge to aid learning for diverse populations. / Evidence displays average ability to use content knowledge to aid learning for diverse populations. / Evidences displays above average ability to use content knowledge to aid learning for diverse populations.
CONTENT KNOWLEDGE TOTAL =
Content Knowledge interweaves with the other five strands in the Conceptual Framework to develop the art and science of teaching/leadership/counseling. Content Knowledge is necessary to make appropriate pedagogical decisions based upon one’s knowledge of diverse groups, of technological applications to support learning, of emotional intelligence to establish rapport and communicate effectively, and of the qualities and dispositions of a professional educator.