PROFESSIONAL EDUCATION PORTFOLIO

Students seeking admission to Teacher Education or to student teaching should select exemplary samples of work completed in their courses, both within the School of Education and other academic departments. These materials should be organized in a binder with 5 divider tabs using the following headings:

Cover Page (include name, date, major/minor(s), address, telephone number(s), e-mail address, and advisor(s).

I.Learner Development (INTASC Principles 1, 2, 3)

II.Content (INTASC Principles 4, 5)

III.Instructional Practice (INTASC Principles 6,7, 8)

  1. Professional Responsibility (INTASC Principles 9, 10)
  2. APPENDIX

Please refer to the following suggestions concerning the types of materials to be included in each section. A minimum of two artifacts is required for each section. Your portfolio must be acceptable or an interview for acceptance to Teacher Education or a student teaching placement will not be scheduled.

Note 1: Although the portfolio should be attractive and neatly organized, it is not necessary to spend time with decorations that do not speak to your skills as a teacher.

*Note 2: This format is to be utilized for demonstrating the level of knowledge base, dispositions and skills you have acquired at the following critical assessment points: (1) Admission to Teacher Education Program, (2) Student Teaching Semester, and (3) Exit Intervie

PROFESSIONAL EDUCATION

PORTFOLIO

(Suggestions for items that may be included)

Portfolio Organization

Note: For students with artifacts on LiveText, print both the artifact and the rationales for inclusion in this document. Please try to include at least two artifacts for each of the sections; also include a short rationale for including the artifact. If you choose to use LiveText as your portfolio, when your interview is scheduled, be sure to list the reviewers’ names and email addresses.

Cover Page

I. LEARNER DEVELOPMENT (InTASC Principles1, 2, and 3)

  • Demonstrations of efforts to determine what students should know and be able to do
  • Demonstrations of efforts to guide students through the learning process
  • Demonstrations of an understanding of how students learn and efforts to provide developmentally appropriate learning outcomes
  • Case Studies
  • Journals
  • Demonstrations of an appreciation of individual differences and the ability to successfully plan instructional opportunities based upon the needs, interests, and abilities of diverse learners
  • Descriptions and illustrations of learning centers, cooperative learning activities and the integration of technology
  • Descriptions of provisions for accommodating student diversity in learning styles, culture and the uniqueness of needs
  • Demonstrations of the ability to plan and provide an appropriate learning environment for all students

II. CONTENT (InTASC Principles 4 and 5)

  • Demonstrations of efforts to plan instruction based on student needs, subject matter, curriculum goals and community expectations
  • Demonstrations of a growing understanding of the subject(s) being taught and the ability to impart appropriate and meaningful learning experiences to students
  • Demonstrations of efforts to plan and utilize a variety of instructional strategies designed to develop students’ thinking, problem solving, and performance skills
  • Sample lesson plans
  • Unit plans
  • Study guides

III.INSTRUCTIONAL PRACTICE (InTASC Principles 6, 7, and 8)

  • Demonstrations of efforts to utilize and encourage multiple modes of communication designed to foster self-expression and collaboration within the learning environment
  • Demonstrations of efforts to utilize various assessment strategies to improve both the teaching and learning processes
  • Teacher-made tests, quizzes, assessments (both formal and informal)
  • Checklists, rubrics
  • Rating scales
  • Demonstrations of an understanding of the nature of an educational environment that encourages positive social interaction, active involvement in the learning process, and student self-motivation
  • Demonstrations of efforts to engage students in self-assessments
  • Demonstrations of efforts to interpret and communicate standardized test results
  • Examples of exercises in “re-teaching” and remediation

IV. PROFESSIONAL RESPONSIBILITY (INTASC Principles 9, 10)

  • Demonstrationsof the ability to engage inreflection as a means for self-assessment and professional growth
  • Demonstrations of ethical behaviors, positive relationships with professional colleagues and a respect for the education and well-being of all students
  • Reflections on course work, field experiences, and other educational activities and assessments of their impact on the development of teaching skills
  • Formal observations of teaching
  • Teacher/administrator interviews
  • Reflections on teaching strengths and special instructional skills possessed by the student, including strategies for engaging students in the learning process, and the ability to manage classrooms effectively: What are you doing when you are “doing your best teaching?”

V.APPENDIX

  • Additional materials designed to personalize the portfolio
  • Examples of pupils’ work resulting from classroom teaching
  • Photographs with explanations (such as learning centers, bulletin boards, etc.)

Admission Portfolio

Revised 10/2/2018