Professional Portfolio Handbook

Reading Teacher

Professional Portfolio Handbook

School of Education

University of Wisconsin-Platteville

1 University Plaza, 125 Doudna Hall

Platteville, WI 53818-3099

Phone: 608-342-1271

FAX: 608-342-1002

Dr. Peggy Marciniec, Coordinator of Reading Programs

E-mail: marciniecp@uwplatt.edu

Phone: 608-342-1656

TABLE OF CONTENTS

Table of Contents...... 2

Portfolio Description ...... 3

Portfolio Contents……………………………………………………………………4

Portfolio Assessment...... 5

Portfolio Artifact Reflection Suggestions...... 6

Reading Teacher Practicum Portfolio Final Assessment Rubric...... 7

Graduate Practicum Evaluation of Competencies by Onsite Supervisor…….11

APPENDIX………………………………………………………………………….14

Matrix linking WI Teaching Standards, ILA Standards & UW-P ksds………...15

Preliminary Portfolio Assessment Rubric for Artifact………………………...... 19

Portfolio Description

A portfolio is a tool that allows you to demonstrate growth and thinking skills through the display of work over time. It is a product that facilitates self-reflection, self-improvement, intrapersonal understanding, professional growth, interpersonal skills, as well as conceptual understandings and skill development. A portfolio:

Is a purposeful collection of an individual’s work that exhibits effort, progress, and achievement in your professional preparation.
Is a visual representation of an individual as a developing teacher.
Represents an individual as a professional through his/her personal choices of works that reflect his/her knowledge, skills, attitudes, beliefs, and values over time.
Becomes a window into an individual’s thinking, a means of understanding his/her journey in becoming a teacher/counselor.
Provides a complex and comprehensive view of an individual’s performance in a professional context.
Offers a broad and in-depth picture of an individual’s professional thinking and professional practice.
Becomes a foundation for constructing a portfolio for interview purposes.
Becomes the instrument used to indicate the completion of the requirements for licensure.

What are the rationales for creating a graduate portfolio?

To facilitate self-reflection.
To provide an individual with a means to demonstrate a knowledge of and ability to apply the ten Wisconsin Standards for Teacher Development and Licensure, the six International Literacy Association (ILA) Standards, and the twenty-two UW-Platteville School of Education Knowledge, Skill and Disposition statements.

What are the Graduate School of Education's purposes for having an individual create a portfolio? They are:

To facilitate the process of self-reflection on teaching, learning, and growth over time.
To model effective teaching practices.
To meet the needs of students as they enter the teaching profession through continued self-reflection for personal and professional growth.
To facilitate integration of an individual’s professional coursework.
To provide a mechanism for an individual to display his/her work to prospective employers.
To create a showcase of an individual’s work for internal (assessment of UW-Platteville outcomes for the School of Education) and external assessment (DPI - Department of Public Instruction) purposes.
To create a document that provides evidence of a candidate’s preparedness and competence required for licensure.

Portfolio Contents

Portfolio Organization

The contents of your ELECTRONIC portfolio will include the following:

Cover Page
Table of Contents
Résumé
Autobiography – when writing, consider addressing the following questions:
Why have you decided to become a ReadingTeacher?
What is it that attracts you to the profession?
Who influenced your decision?
What qualities did your most outstanding professional educator possess?
What experiences influenced your plan to become a professional in this field?
What are some of the central ideas about teaching and learning that guide you in the profession?
Philosophy of Education – Topics to address: Philosophy of Education (basic beliefs), Vision for Learners (your role in promoting learning), Vision for Teachers (what it means to be a teacher), Vision for the Organization (how the classroom should be run and how you should relate to others), Vision for Professional Growth (What importance do you place on this?), Method of Vision Attainment (how will you help move an organization toward the vision)
Artifacts - Select artifacts, with reflection to demonstrate competence in the 10 Teaching Standards and if applicable, the six ILA Standards.
Evaluation Forms- Must include copy of the 3 way conference evaluation form and at least two other evaluation forms from onsite supervisor in portfolio.

NOTE: A computer generated Reflection Sheet must accompany each artifact. (See sampleReadingTeacher Artifact Reflection template included in this packet)

Your electronic portfolio will include all of these elements upon completion.

Portfolio Assessment

To evaluate your portfolio at each level, the following questions should be addressed:

Does the portfolio have visual appeal and is it reader friendly?
Is the portfolio a realistic representation of your work?
To what extent does the portfolio document growth, progress, and learning about being a professional educator?
Does the portfolio show evidence of self-analysis, self-reflection, and self-evaluation?
Are the artifacts selected consistent with your philosophy statement?
Are appropriate artifacts documenting competence in the Wisconsin Teaching Standards, ILAStandards, and the University of Wisconsin-Platteville KSDs included in the portfolio?
Does the portfolio overwhelm the reader with too much extraneous information?

You will present your portfolio in electronic format and receive oral and/or written feedback from your professors and peers. It is your responsibility to record in writing the feedback given. It is also your responsibility to respond to the feedback given concerning editing and revision.

You will receive the electronic form of the rubric that documents your progress and/or completion of your portfolio. The approved edition will include the date of approval and the signature of your advisor.

Reading Teacher Artifact Reflection

Artifact Title:

Date Experience Completed: (can be a specific date or over a period of time)

Artifact Description

Be concise – Introduce the reader to the artifact – Point out the specific pieces of interest in three to five sentences.

Wisconsin Teaching Standard Alignment

Explain how each of the artifacts shows competence in the designated Wisconsin Teaching Standard(s). Many times an artifact will align with more than one standard. When this happens the candidate should assign and explain one standard as a primary alignment, then mention the others as secondary alignments.

Answer these questions when addressing standards alignment.

To which standard(s) are you aligning your artifact/experience? Include the language of the standard.
Why does it align with the designated standard(s)?
How does the artifact/experience demonstrate, at least in part, your competency in the standard(s)?
Make mention the ILA Standard, if appropriate, as well as the ksds to which it aligns.

Start with language like, “This artifact best aligns with …” or “This artifact addresses standard…”

What I learned about teaching/learning from this experience:

What did you learn about the specifics of the standard you aligned with? Be careful not to retell the experience.

What I learned about myself as a prospective Reading Teacher as a result of this experience/artifact?

Move ahead in time, how will what you learned impact your leadership, teaching, your students, your school, or the school community. (You do not need to cover all points)

NOTE: This template suggestion form should serve as a guide to your artifact reflection writings. It is important to understand that you need to demonstrate competency in the standards, so you need to address this issue in your reflections.

Reading Teacher Practicum Portfolio –Final Assessment Rubric

Last Name ______First Name ______M.I. ____

Unacceptable / Acceptable / Circle One
Design & Organization / Design needs attention and portfolio shows limited organization. / Design is creative and professional with all required elements present and obvious. / Acceptable
Unacceptable
Mechanics (e.g. spelling, grammar, punctuation, etc.) / Some mechanical errors evident. / There are NO mechanical errors evident. / Acceptable
Unacceptable
Philosophy of Education / Weak description of the philosophy of the candidate with little or no discussion of the essential elements that describe a personal/professional philosophy or belief. / Describes the philosophy of the candidate and clearly describes some or all of the following elements: the purpose of education, the roles of the ReadingTeacher and student, and strong evidence of personal/professional beliefs related to education. / Acceptable
Unacceptable
Autobiography / Elements describe the candidate but fail to link to professional goals. / Elements clearly describe the ReadingTeacher candidate as a prospective educated leader. / Acceptable
Unacceptable
Resumè / Resumè is not present / Resumè is present / Present
Not Present
Comments
This alignment represents an example of alignments. Please understand that very often several ILA Standards and KSDs align with the listed standards WI Standards
UNACCEPTABLE
Reflections are brief and fail to indicate minimal level proficiency.
Alignment to the WI Teaching Standards 1-10 is weak with little explanation.
Artifact(s) are briefly described and shows some relationship to a future career in educational leadership.
ACCEPTABLE
Reflections meet the level of acceptable competency.
Artifact and alignment(s) are completely described and relevant to the appropriate standard and a career in educational leadership.
Standard 1:
Content: The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. /
Comments:
/
Acceptable
Unacceptable
__ Reflection
__Alignment
__Artifact
Standard 2:
Development: The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. /
Comments:
/
Acceptable
Unacceptable
__ Reflection
__Alignment
__Artifact
Standard 3:
Diversity: The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities. / Comments:
/
Acceptable
Unacceptable
__ Reflection
__Alignment
__Artifact
Standard 4:
Instructional Strategies: The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children’s development of critical thinking, problem solving, and performance skills. / Comments:
/
Acceptable
Unacceptable
__ Reflection
__Alignment
__Artifact
Standard 5:
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. / Comments: /
Acceptable
Unacceptable
__ Reflection
__Alignment
__Artifact
Standard 6:
Communication: The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. /
Comments: /
Acceptable
Unacceptable
__ Reflection
__Alignment
__Artifact
Standard 7:
Instructional Planning: The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. /
Comments: /
Acceptable
Unacceptable
__ Reflection
__Alignment
__Artifact
Standard 8:
Assessment: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil. / Comments: /
Acceptable
Unacceptable
__ Reflection
__Alignment
__Artifact
Standard 9:
Reflection: The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others, and who actively seeks out opportunities to grow professionally. / Comments: / Acceptable
Unacceptable
__ Reflection
__Alignment
__Artifact
Standard 10:
Collaboration: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness, and in an ethical manner. /
Comments: / Acceptable
Unacceptable
__ Reflection
__Alignment
__Artifact

If candidate receives any unacceptable rating or not present items, the candidate has not met minimum standards and must submit appropriate changes within 30 days and meet with a designated member of the educational administration/advisors/faculty.

University Supervisor’s Signature: ______Date of Initial Review ______

______Approved ______Not Approved

GRADUATE PRACTICUM EVALUATION

(By Site Supervisor/Cooperating Teacher)

(Student portfolio will need a final evaluation of practicum experience completed by site supervisor or licensed cooperating teacher. This form appears in the Reading Practicum Handbook.)

Student: / Semester: / Year:
Program: / Grades taught: / Hours completed:
Key / D=Distinguished / P=Proficient / B=Basic / U=Unsatisfactory (Incomplete) / NO=Not Observed
Performs as a competent, experienced practicum student / Performs as a successful, beginning practicum student / Performs with minimal competency; regular supervision required / Requires more education/practice / SEE RUBRIC
Please check each of the following competencies in the space that best represents your judgment of the practicum student’s performance in relation to the Wisconsin teaching standards. / D P B U NO
Standard 1.Content: The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.
Standard 2.Development: The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
Standard 3.Diversity: The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
Standard 4.Instructional Strategies: The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children’s development of critical thinking, problem solving, and performance skills.
Standard 5.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.
Standard 6.Communication: The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
Standard 7.Instructional Planning: The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
Standard 8.Assessment: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
Standard 9. Reflection: The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others, and who actively seeks out opportunities to grow professionally.
Standard 10.Collaboration: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness, and in an ethical manner.
OVERALL COMPETENCE: (Circle one) A B INCOMPLETE

Practicum Student’s Initials

(Student has read evaluation)

EXPLANATIONS AND COMMENTS: Please type; This form will be reproduced as it is submitted! (Please use space below for additional observations of performance or to clarify the competency ratings. Limit comments to space provided.)

______

Student Signature Site Supervisor/Cooperating Teacher Signature

______

University Supervisor Signature Date

**** A signed copy of this form must be included in the practicum student’s portfolio.

APPENDIX
Matrix linkingWisconsin teaching Standards, ILA Standards, and UW Platteville (ksd’s)

Wisconsin Teaching Standards / International Literacy Association standards / UW-Platteville ksds (knowledge, skills, dispositions)
Standard 1: Content: The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful to students / 1.1Foundational Knowledge Understand major theories & empirical research that describe the cognitive, linguistic, motivational & socio-cultural foundation of reading & writing, development, processes, & components including word recognition, language comprehension, strategic knowledge & reading writing connections
1.2Foundational knowledge- understand the historically hared knowledge of the profession & changes over time in the perceptions of reading & writing development processes & components
1.3Foundational Knowledge, Understand the role of professional judgment & practical knowledge for improving all student’s reading development & achievement / Ksd1a demonstrates knowledge of content and pedagogy
Ksd3c engages students in learning
Standard 2: Development: The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social and personal development. / 2.1 Use foundational knowledge to design or implement an integrated comprehensive & balanced curriculum
2.2 Use appropriate & varied instructional approaches including those that develop work recognition, language comprehension, strategic knowledge & reading/writing connection
2.3. Use a wide range of texts (narrative, expository, poetry, from traditional, online, digital) / Ksd1b demonstrates knowledge of students
Standard 3: Diversity: The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities / 4.1 Diversity Use a literacy curriculum& engage in instructional practices that positively impact students knowledge, beliefs and engagement with the features of diversity
4.2 Diversity Use a literacy curriculum& engage in instructional practices that positively impact students knowledge, beliefs and engagement with the features of diversity
4.3.Diversity Develop & implement strategies to advocate for equity / Ksd1b demonstrates knowledge of students
Ksd2a creates an environment of respect and rapport
Ksd2b establishes a culture for learning
Ksd3e demonstrate flexibility and responsiveness
Standard 4.Instructional Strategies Teachers know how to teach. The teacher understands & uses a variety of instructional strategies, including the use of technology to encourage children’s development of critical thinking, problem solving & performance skills / 2.2 Use appropriate & varied instructional approaches including those that develop work recognition, language comprehension, strategic knowledge & reading/writing connection / Ksd1e designs coherent instruction
Ksd3b uses questioning and discussion techniques
Ksd1c selects instructional goals
Ksd1d demonstrates knowledge of resources
Standard 5: 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. / 5. 1 Literate environment- Design the physical environment to optimize student’s use of traditional print, digital & online resources in reading & writing instruction
5.2 LE…social environment
5.3 LE Use routines to support reading & writing instruction
5.4 LE Use a variety of classroom configurations (whole class, small group, individual to differentiate instruction) / Ksd2a creates an environment of respect and rapport
Ksd2b establishes a culture for learning
Ksd2c manages classroom procedures
Ksd2d manages student behavior
Ksd2e organizes physical space
Ksd3a communicates clearly and accurately
Ksd4b maintains accurate records
Ksd4c communicates with families
Standard 6: Communication: The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. / 6.3Professional Learning Participate in design, facilitate, lead & evaluate effective & differentiated professional development programs / Ksd4a communicates with families
Ksd3a communicates clearly and accurately
Ksd4b maintains accurate records
Ksd4c communicates with families
Standard 7 Instructional Planning: The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community and curriculum goals. / 2.1 Use foundational knowledge to design or implement an integrated comprehensive & balanced curriculum
2.2 Use appropriate & varied instructional approaches including those that develop work recognition, language comprehension, strategic knowledge & reading/writing connection
2.3. Use a wide range of texts (narrative, expository, poetry, from traditional, online, digital) / Ksd1c selects instructional goals
Ksd1d demonstrates knowledge of resources
Ksd1e designs coherent instruction
Ksd3b uses questioning and discussion techniques
Ksd3d provides feedback to students
Ksd3e demonstrates flexibility and responsiveness
Standard 8: Assessment: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil / 3.1 Assessment Understand types of assessment & their purposes, strengths & limitations
3.2 Assessment Select, develop, administer, & interpret assessments both traditional print & electronic for specific purposes
3.3 Assessment Use assessment info to plan & evaluate instruction
3.4 Assessment Communicate assessment results & implications to variety of audiences / Ksd1f assesses student learning
Ksd3d provides feedback to students
Ksd4b maintains accurate records
Standard 9: Reflection: The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and
who actively seeks out opportunities to grow professionally. / 6.1Professional Learning Demonstrate foundational knowledge of adult learning theories & related research about organizational change, processional development & school culture
6.2 Professional Learning Display positive dispositions related to their own reading & writing & the teaching of reading & writing & pursue the development of individual professional knowledge & behaviors
6.3Professional Learning Participate in design, facilitate, lead & evaluate effective & differentiated professional development programs / Ksd4a reflects on teaching
Ksd4a communicates with families
Ksd4d contributes to the school and district
Ksd4e grows and develops professionally
Ksd4f shows professionalism
Standard 10: Collaboration: The teacher fosters relationships with school colleagues, parents and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner / 6.1Professional Learning Demonstrate foundational knowledge of adult learning theories & related research about organizational change, processional development & school culture
6.2 Professional Learning Display positive dispositions related to their own reading & writing & the teaching of reading & writing & pursue the development of individual professional knowledge & behaviors
6.3Professional Learning Participate in design, facilitate, lead & evaluate effective & differentiated professional development programs
6.4 Professional Learning Understand & influence local, state, or national policy decisions / Ksd4a reflects on teaching
Ksd4c communicates with families
Ksd4d contributes to the school and district
Ksd4e grows and develops professionally
Ksd4f shows professionalism

Preliminary Portfolio Assessment Rubric for Artifact