Rollins College
Department of Education
1000 Holt Avenue – 2726
Winter Park, FL 32789-4499
(407) 646-2242 • (407) 646-2545
ETEP
MEMORANDUM
TO: All teacher candidates admitted to the Undergraduate Teacher Education
Program (TEP)
FROM: Dr: Scott Hewit, Director of the Teacher Education Program
RE: Rollins Expanded Teacher Education Portfolio (ETEP)
All students admitted to the Rollins TEP beginning with the 2005-2006 academic year must develop and complete a portfolio of their work related to the twelve Accomplished Practices. The enclosed packet of information describes the purpose and requirements for the ETEP. Please read the materials carefully as you will be accountable for the information included.
The Director of Teacher Education will meet with students in EDU 504 each semester to introduce the ETEP and distribute this packet. If you should miss those meetings or need more information, you must set up an appointment with your Education advisor or a member of the Education faculty. To help you understand and meet the deadlines for all program requirements, a student checklist is included in this packet.
The opportunity for students to practice many of the indicators for the Accomplished Practices will be in the pre-internship field experience courses such as EDU 575,500,522 409L, and 517, but most if not all courses will include opportunities to document evidence for your ETEP. For more information about course requirements, see your instructors.
We, the members of the Department of Education faculty, look forward to working without and with you success throughout your teacher preparation experience.
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DEVELOPING YOUR
EXPANDED TEACHER EDUCATION PORTFOLIO (ETEP)
A Guide for Teacher Candidates
at Rollins College
What is the ETEP?
It is a selection of artifacts taken from your college coursework and field placements that individually and collectively represent your pre-professional knowledge, competencies, and growth over time. It should be a reflection of your past, present and future experiences as a teacher.
Why an ETEP?
*Your ETEP includes evidence of your accomplishments across a range of knowledge, skills, and beliefs that have been identified as part of an effective teacher preparation program by the faculty in the Department of Education at Rollins.
*It provides opportunity for reflective thinking as you assess your own performance and put your thoughts in writing.
*It gives you a place to establish your own professional goals and specific plans for achieving those goals.
*It offers a comprehensive profile of your individual achievement, a much more valid set of data than college transcripts. It also serves as an ongoing record of your accomplishments.
*It is based on state and national standards for performance appraisal.
What is included in the ETEP?
Your ETEP will be based on and organized according to the twelve Accomplished Practices identified by the Florida Department of Education, Educational Standards Commission. Multiple representative samples of work must be included in your ETEP for each of these Accomplished Practices. Each artifact needs to be accompanied by a written rationale that explains why it serves as evidence for a particular indicator within an Accomplished Practice. Subsequently, all documents in your ETEP should be clearly justified. Although a more detailed explanation of the Accomplished Practices will be provided separately, your ETEP will be organized around the following:
2. Communication / 8. / Knowledge of Subject Matter
3. Continuous Improvement / 9. / Learning Environments
4. Critical Thinking / 10. / Planning
5. Diversity / 11. / Role of the Teacher
6. Ethics / 12. / Technology
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How Do I Build My ETEP?
Although your ETEP will be organized around the twelve Accomplished Practices, it should be divided into three sections:
I. PROLOGUE
* A cover page, with your name, address, phone #, and advisor(s)
*Personal Statement: Describe your personal history in a brief autobiography (2-3 pages), and how it has influenced your desire to become a teacher. The essay you wrote as part of the program admission process may be used here..
*Letter of acceptance (an important document that you should cherish!)
* Copies of all ETEP evaluations and evaluations from pre-internship field experiences
II. ACCOMPLISHED PRACTICES
You will select artifacts from your Education courses that have been aligned by course instructors with any of the twelve Accomplished Practices. Each Accomplished Practice should have its own separate folder. Evidence will be needed for each of the Practices. Evidence may be at the Awareness, Practice, or Performance levels. It is your responsibility to keep all assignments and course materials that have been identified by instructors as potential evidence for your ETEP.
Awareness
Evidence at this level would demonstrate that you have been introduced to the concepts associated with a particular indicator within an Accomplished Practice. For example, Accomplished Practice #4, Critical Thinking, Indicator 4.4 is "Demonstrates and/or models higher level thinking abilities." In EDU 272, there may be a unit on levels of cognition. You could be required to read and write about teachers who are modeling higher level thinking. You are introduced to the indicator, and become aware of its importance.
Practice
Evidence at this level would demonstrate that you have had an opportunity to practice one of the indicators within a particular Accomplished Practice. For example, for Accomplished Practice #10, Planning, Indicator 10.2 "Develops a thematic unit that includes long range goals", you could submit pages from your unit that include thematic long range goals.
Performance
Evidence at this level would demonstrate that you have actually performed one of the indicators within a particular Accomplished Practice with K-12 learners. For example, Accomplished Practice #l 1, Role of the Teacher, Indicator 1 1.1 is "Provides specific, meaningful feedback to student efforts". As a student teacher, you could provide work samples from learners with their evaluative comments included.
Rationale
A brief rationale must be attached to each artifact that clearly explains why it is suitable evidence for a particular indicator. Rationale should clearly indicate how that particular artifact meets the specific indicator to which it is attached. See "Guidelines for Writing Rationale Statements", included in this packet.
III. EPILOGUE
*Final evaluation demonstrating successful attainment of the Accomplished Practices
*Final evaluations from Student Teaching
*A personal reflection of your goals and accomplishments (beyond the Accomplished Practices) at the completion of the Teacher Education Program
ETEP Review Procedures
You will need to begin to create your ETEP as soon as you begin taking Education courses. DO NOT WAIT.
Your Education professors will be available to assist you with your ETEP.
A handout titled "Criteria for Evaluating Your ETEP" is included in this packet to help you understand the basis for each review.
Your ETEP must be officially reviewed twice. An evaluation of your progress toward the Accomplished Practices will be completed and signed by members of the Education faculty both before and during your Student Teaching.
The first review will take place prior to Student Teaching. Before you are permitted to begin Student Teaching, you must demonstrate satisfactory progress toward the Accomplished Practices at the Awareness and Practice levels.
Assistance is available for any student who does not successfully make satisfactory progress-toward-the Accomplished Practices. See the handout titled "ETEP Assistance" included in this packet.
A second review of your ETEP will be conducted during your Student Teaching. Accomplished Practices are reviewed at the Performance level.
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Institutionally Developed Assessment Indicators For the
Accomplished Practices at the Pre-professional Level
The Rollins College TEP list of specific indicators for assessment of each of the twelve Accomplished Practices (AP) is described on the following pages. Documentation of mastery of each of the Accomplished Practices is the student's responsibility and requires exhibits in her/his teaching portfolio as evidence of these indicators. The pre-professional benchmarks are stated with the indicators for each practice. The AP are correlated with the generic competencies (Florida Essential Competencies - FEC) as appropriate.
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Accomplished Practice #1- Assessment - Uses assessment strategies (traditional and alternative) to assist the continuous development of the learner. FEC # 24, 25, 26
Pre-professional: The pre-professional teacher collects and uses data gathered from a variety of sources. These sources will include both traditional and alternative assessment strategies. Furthermore, the teacher can identify and match the student's instructional plan with her/his cognitive, social, linguistic, cultural, emotional, and physical needs.
Indicators: Three artifacts required for three different indicators.
1.1 Designs objective tests for content areas.
Data Source: portfolio sample - test developed for units Awareness: EDU 501, 504, 513
Practice: EDU 517, EED 566
1.2 Employs alternative assessment strategies.
Data Source: cooperating teacher observation and alternative assessment documents
Awareness: EDU 501, 512, 522 EED 563
Practice: EDU 575, 512, 522, 567 EED 560, 561, 564, 567
1.3 Assesses student reading ability through the use of informal diagnostic testing.
Data source: protocol from testing and evidence of use of informal reading tests to determine teaching strategies
Awareness: EDU 575; EED 563
Practice: EDU 575; EED 563
1.4 Modifies instruction based upon standardized or informal assessment of student performance.
Data Source: lesson plan modification, observation by cooperating teacher and college supervisor
Awareness: EDU 580, 512, 522, 513, 567,; EED 563
Practice: EDU 512, 522, 567, 517, 575; EED 560, 561, 536
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Accomplished Practice #2 - Communication - Uses effective communication techniques with students and all other stakeholders. FEC #15, 21
Pre-professional: The pre-professional teacher recognizes the need for effective communication in the classroom and is in the process of acquiring techniques which she/he will use in the classroom.
Indicators: Three artifacts required for three different indicators.
2.1 Motivates and encourages students to meet high expectations.
Data Source: cooperating teacher observation, college supervisor observation, journal entries, micro-teaching analyses, tape analyses
Awareness: EDU 504, 512, 522; EED 560, 561, 563, 566
Practice: EDU 512, 517, 522; EED 563, 566
2.2 Uses good questioning strategies.
Data Source: cooperating teacher observation, college supervisor observation and portfolio samples of lesson plans and micro teaching videos, and faculty observation
Awareness: EDU 512, 522, 517; EED 564, 564, 566
Practice: EDU 575, 512, 522, 517; EED 563, 564
2.3 Provides constructive feedback on classroom work and behavior.
Data Source: student work samples, tape analyses, microteaching analyses, observation by cooperating teacher and college supervisor
Awareness: EDU 501, 512, 522, 517, 540; EED 563
Practice: EDU 512, 517, 522, 540; EED 563
2.4 Gives directions in a clear and precise manner.
Data Source: observation by cooperating teacher and college supervisor, as well as faculty observation and videos of microteaching
Awareness: EDU 501, 512, 517, 522, 540; EED 563, 564, 566
Practice: EDU 512, 517, 522; EED 563, 564, 569
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Accomplished Practice # 3 - Continuous Improvement - Engages in continuous professional quality improvement for self and school.
Pre-professional: The pre-professional teacher realizes that she/he is in the initial stages of a lifelong learning process and that self-reflection is one of the key components of that process. While her/his concentration is, of necessity, inward and personal, the role of colleagues and school-based improvement activities increase as time passes. The teacher's continued professional improvement is characterized by self reflection; work with immediate colleagues and teammates, and meeting the goals of a personal/professional development plan.
Indicators: Three artifacts required for three different indicators.
3.1 Uses assessment/reflection measures to evaluate and improve teaching.
Data Source: self-analysis entries in field notebook following lesson plans
Awareness: EDU 504, 512, 513, 522
Practice: EDU 512, 522, 540; EED 563
3.2 Designs and implements a personal/professional development plan to guide professional growth.
Data Source: portfolio samples of professional development plans showing growth and change from initial plan in the TEP application to exit plans in the student teaching portfolio-
Awareness: EDU512, 522, 566409; EED 563
Practice: EDU 512, 522, 540; EED 563
3.3 Participates in professional development activities by attending conferences, in-service, or workshops.
Data Source: written evidence of attendance at workshops, seminars, meetings, reviews and abstracts of current professional journal articles
Awareness: EDU 501, 504, 512, 513, 522, 567, 517, 540
Practice: EDU 512, 517, 522, 540, 575; EED 563, 569
3.4 Participates in the school improvement process.
Data Source: school studies, journals, attendance at SAC meetings, faculty meetings, etc.
Awareness: EDU 512, 513, 522
Practice: EDU 512, 513, 522
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Accomplished Practice # 4 - Critical Thinking - Uses appropriate techniques and strategies which promote and enhance critical, creative, and evaluative thinking capabilities of students. FEC #19
Pre-professional: The pre-professional teacher is acquiring performance assessment techniques and strategies that measure higher order thinking skills in students and is building a repertoire of realistic projects and problem solving activities designed to assist all students in demonstrating their ability to think creatively.
Indicators: Three artifacts required for three different indicators.
4.1 Provides experiences and activities that require students to use higher level thinking skills.
Data Source: lesson and unit plans, cooperating teacher and college supervisor observation Awareness: EDU 501, 512, 517, 522; EED 563, 564
Practice: EDU 512, 522, 540; EED 561, 563, 564, 569
4.2 Plans instruction that requires students to gather data and use problem solving skills.
Data Source: lesson and unit plans, cooperating teacher and college supervisor observation
Awareness: EDU 512, 517, 522,540; EED 664
Practice: EDU 512, 522, 517, 544; EED 563, 566
4.3 Encourages the development of creative and innovative projects.
Data Source: lesson and unit plans, and projects developed in methods classes Awareness: EDU 504, 512, 522,; EED 560, 561
Practice: EDU 512, 513, 517, 522; EED 561, 566, 564, 569
4.4 Demonstrates and/or models higher level thinking abilities.
Data Source: cooperating teacher and college supervisor observation, and videos of micro teaching lessons and student teaching lessons
Awareness: EDU 504, 512, 522; EED 564
Practice: EDU 512, 522, 517; EED 568
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Accomplished Practice # 5 – Diversity -Uses teaching and learning strategies that reflect each student's culture, learning styles, special needs, and socio-economic background. FEC # 2, 30