KutztownUniversity of Pennsylvania
Portfolio
A.Description of the assessment and its use in the program:
Candidates develop a professional portfolio which is a collection of their best work that documents accomplishments relevant to the teaching profession. The portfolio provides the teaching candidate with an opportunity to reflect on his/her journey to the teaching profession. The portfolio will serve as an expanded resume and as a personal marketing tool in the interview process. Education 100: Perspectives on American Education first introduces the prospective candidates to the concept of a Teaching Portfolio. Once the students are teaching candidates they revisit the portfolio in SEU 310 /SEU 342 where the structure of the portfolio is reviewed and assigned and alignment with the standards is explored. During the student teaching semester, the students use the portfolio to demonstrate what they have learned as a student teacher; the artifacts will be updated and revised including self-evaluations in which candidates reflect on the efficacy of activities. The professional portfolio, with a minimum of 20 artifacts, will be web-based to make storing and sharing contents easier. The COE has chosen Task Stream to facilitate assessment and to give teaching candidates the opportunity to demonstrate learning achievements. At the end of SEU 310 and 342 candidates will present their portfolio to a small group of undergraduate education majors. Students use the Pathwise Components for Professional Practice which is aligned with the Pennsylvania Statewide Evaluation Form for Student Professional Knowledge and Practice. The evaluation for this assessment is directly aligned with the four domains represented on the PDE 430 (planning and preparation; classroom environment; instructional delivery; and professionalism) and is tied in with KU's conceptual framework that views the lifelong learner as the exemplary model for the teacher candidate. This evaluation also is based on the candidate's portfolio being aligned with NCSS standards. The evaluation of this portfolio is shared by the COE and the university supervisor
Scoring Rubric:
Portfolio RubricLevels/Criteria / Exemplary - 3 / Superior -2 / Satisfactory - 1 / Unacceptable - 0 / Score/Level
Professional Appearance / Portfolio is focused and presents the teaching candidate as a professional. / Portfolio is mostly focused and presents the teaching candidate as a professional. / Portfolio is somewhat focused and presents the teaching candidate as a professional in some part of the document / Portfolio is not focused and does not present the teaching candidate as a professional
Standards Aligned Artifacts / Portfolio includes at least 20 artifacts / Portfolio includes at least 17 artifacts / Portfolio includes at least 14 artifacts / Portfolio includes less than 14 artifacts.
Planning and Preparation / Approaches planning and preparation professionally
by addressing all aspects of planning and preparation / Partially approaches planning and preparation / An incomplete approach to planning and preparation / Portfolio does not address planning and preparation
Standards
PA- PDE-430 Form - Evaluation Form for Student Professional Knowledge and Practice
Category: Category I: Planning and Preparation Student teacher/candidate demonstrates thorough knowledge of content and pedagogical skills in planning and preparation. Student teacher makes plans and sets goals based on the content to be taught/learned, knowledge of assigned students, and the instructional context.
Indicator: Knowledge of Pennsylvania’s K-12 Academic Standards
Indicator: Knowledge of students and how to use this knowledge to impart instruction
Indicator: Use of resources, materials, or technology available through the school or district
Indicator: Instructional goals that show a recognizable sequence with adaptations for individual student needs
Indicator: Assessments of student learning aligned to the instructional goals and adapted as required for student needs
Indicator: Use of educational psychological principles/theories in the construction of lesson plans and setting instructional goals
Environment / Approaches creating a positive learning
environment
professionally by addressing all aspects of category / Partially approaches creating a positive learning environment / Incomplete approach to
Creating a learning environment / Does not address the creation of a learning environment
Standards
PA- PDE-430 Form - Evaluation Form for Student Professional Knowledge and Practice
Category: Category II: Classroom Environment“Student teacher/candidate establishes and maintains a purposeful and equitable environment for learning, in which students feel safe, valued, and respected, by instituting routines and setting clear expectations for student behavior.
Indicator: Expectations for student achievement with value placed on the quality of student work
Indicator: Attention to equitable learning opportunities for students
Indicator: Appropriate interactions between teacher and students and among students
Indicator: Effective classroom routines and procedures resulting in little or no loss of instructional time
Indicator: Clear standards of conduct and effective management of student behavior
Indicator: Appropriate attention given to safety in the classroom to the extent that it is under the control of the student teacher
Indicator: Ability to establish and maintain rapport with students
Instructional
Delivery / Approaches all aspects of instructional delivery / Partially approaches instructional delivery / Incomplete approach to instructional delivery / Does not address instructional delivery
Standards
PA- PDE-430 Form - Evaluation Form for Student Professional Knowledge and Practice
Category: Category III “Instructional Delivery - Student teacher/candidate, through knowledge of content, pedagogy and skill in delivering instruction, engages students in learning by using a variety of instructional strategies.
Indicator: Use of knowledge of content and pedagogical theory through his/her instructional delivery
Indicator: Instructional goals reflecting Pennsylvania K-12 standards
Indicator: Communication of procedures and clear explanations of content
Indicator: Use of instructional goals that show a recognizable sequence, clear student expectations, and adaptations for individual student needs
Indicator: Use of questioning and discussion strategies that encourage many students to participate
Indicator: Engagement of students in learning and adequate pacing of instruction
Indicator: Feedback to students on their learning
Indicator: Use of informal and formal assessments to meet learning goals and to monitor student learning
Indicator: Flexibility and responsiveness in meeting the learning needs of students
Indicator: Integration of disciplines within the educational curriculum
Professional Responsibility / Addresses all aspects of professional responsibility / Partially addresses professional responsibilities / Incomplete address of professional responsibility / Does not address professional responsibilities
Standards
PA- PDE-430 Form - Evaluation Form for Student Professional Knowledge and Practice
Category: Category IV“Professionalism - Student teacher/candidate demonstrates qualities that characterize a professional person in aspects that occur in and beyond the classroom/building.
Indicator: Knowledge of school and district procedures and regulations related to attendance, punctuality and the like
Indicator: Knowledge of school or district requirements for maintaining accurate records and communicating with families
Indicator: Knowledge of school and/or district events
Indicator: Knowledge of district or colleges professional growth and development opportunities
Indicator: Integrity and ethical behavior, professional conduct as stated in Pennsylvania Code of Professional Practice and Conduct for Educators; and local, state, and federal, laws and regulations
Indicator: Effective communication, both oral and written with students, colleagues, paraprofessionals, related service personnel, and administrators
Indicator: Ability to cultivate professional relationships with school colleagues
Indicator: Knowledge of Commonwealth requirements for continuing professional development and licensure
SPA
NCSS Thematic Strands:
1.1 1.10 / Portfolio addresses category in a professional manner / Portfolio partially addresses category in a professional manner / Portfolio rarely addresses category in a professional manner / Portfolio does not address category in a professional manner
Teaching Candidate as a Unique Practitioner / Portfolio displays the unique characteristics of the candidate / Portfolio gives a partial picture of the candidate / Portfolio gives an incomplete picture of the candidate / Portfolio does not provide a picture of the candidate
Standards
PA- Kutztown University Conceptual Framework (Fall 2010)
Domain:
I. Knowledge Education of teacher candidates’ students includes general education courses that cultivate intellectual and practical skills in written and oral communication, quantitative literacy, critical thinking and wellness. In addition to their general knowledge, candidates must be thoroughly versed in their subject matter and have sufficient preparation in a major academic area related to the field of specialization. Further, teachers must be able to demonstrate the ability to apply content, pedagogical competencies and critical thinking in educational settings. Teachers additionally must possess knowledge about the materials available for the teaching of their subject matter.
Standard:
I.1. Communication Knowledge and use of effective communication skills are at the heart of effective teaching. An educator must be able to demonstrate appropriate written and verbal communication skills including articulation, expressive language, voice quality, usage, and grammar. A teacher must also be aware of the messages relayed via nonverbal communication. Additionally, an educator must be able to select and utilize properly appropriate communication media. Clarity in presentations, feedback, direction of learning and goal setting contribute to the educator's ability to structure and reinforce learning. Communication skills allow the educator to accomplish these goals and communicate enthusiasm to learners, both about the subject and about learning. The teacher as a lifelong learner is continually refining communication skills with students, parents, and colleagues.
Standard:
I.2. Interpersonal Skills Effective interpersonal skills are also essential in the act of teaching. The capacity for empathy, a belief that every child can learn, attention to individual needs, sensitivity to home and community issues, ability to be at ease in the presence of children or young adults, and the ability to provide a positive, caring atmosphere for learning are examples of these skills (Gideonse, 1989). The teacher also must possess interpersonal skills that foster peer collaboration. In the continual process of learning, the teacher must be willing to seek help, advice, or solace from peers. The teacher revises and expands interpersonal skills on a continual basis.
Standard:
I.3. Critical Thinking Teachers must practice critical thinking in all content areas; they must be able to ask appropriate questions, gather relevant information, efficiently and creatively sort through this information, reason logically from this information, and come to reliable and trustworthy conclusions. Additionally, the teacher is able to model and teach the process of critical thinking and inspire students to be responsible citizens who contribute to society.
Domain:
II. Skills Professional knowledge is vast in scope, begins with the pre-service aspect of a teacher preparation program, and expands commensurately with experience. Examples of practical/experiential knowledge include an awareness of the climate, issues and politics that affect the role of teaching, a passion for teaching, an ongoing curiosity about the world, the confidence to become a risk-taker and change agent, and a belief that all students can learn. The teacher as a lifelong learner is always extending practical/experiential knowledge.
Standard:
II.1. Scholarly Inquiry Teacher candidates must be well versed in their content and be aware of current trends and issues. Toward that end, teachers must have the ability to conduct and use action research within their academic disciplines.
Standard:
II.2. Reflective Wisdom Through reflection, teacher candidates gain a deeper understanding of their own teaching style and ultimately, greater effectiveness as a teacher (Schon, 1983). It is essential that teachers reflect in action - while doing something- and on action“after they have done it. Thus, teachers are engaged in the process of continuous learning.
Standard:
II.3. Integration of Discipline Knowing content is important for a teacher; however, broadening the context and applicability of content through integration of disciplines provides students with a richer academic experience. Integration fosters ongoing reinforcement of skills learned in one area of study and utilized in other areas. This integration of discipline allows teachers and students to view their content discipline with perspective and understanding of how it all relates together.
Standard:
II.4. Technology Integration Integrating technology into classroom instruction means more than teaching basic computer skills and software programs in a separate computer class. Rather, technology should be used to engage students and facilitate their thinking and construction of knowledge. Students learn to access, evaluate, and use information.
Standard:
II.5. Organization and Classroom Management Organizing and managing instructional settings are complex activities, requiring effective skills and supportive affective relationships. The teacher adopts a proactive organizational and managerial style that involves interventions and strategies designed to include positive expectations, self-evaluation, and growth.
Domain:
III. Dispositions KU defines dispositions as internal values, beliefs, and attitudes that are manifested in patterns of professional behaviors. The assessment does not focus on values, beliefs, and attitudes directly; instead, dispositions are only assessed as they are manifested in patterns of behaviors and candidate performances in their work with P-12 students and their families, peers, faculty, and the community.
Standard:
III.1. Cultural Awareness and Acceptance The teacher must be able to work with an ever-changing diverse student population and have the perception to see diversity in people as a strength rather than a deficit. Cultural awareness and acceptance includes those similarities and commonalties found across cultural lines as well and is not merely a study of contrasts. The teacher must provide for educational opportunities that will strengthen students' appreciation of the diversity that enriches our nation.