PORTFOLIO DEVELOPMENT January 3 2020 Portfolio Development WHY

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PORTFOLIO DEVELOPMENT January 3, 2020

PORTFOLIO DEVELOPMENT January 3, 2020

Portfolio Development �WHY? ASSESSMENT TOOL DEMONSTRATE THROUGH TANGIBLE EVIDENCE COMPENTENCY & INTERNALIZATION OF THE

Portfolio Development �WHY? ASSESSMENT TOOL DEMONSTRATE THROUGH TANGIBLE EVIDENCE COMPENTENCY & INTERNALIZATION OF THE TEACHING /LEARNING PROCESS Authentic, performance-based assessment Provides the process for reflection

Portfolio Development �WHAT SHOULD BE INCLUDED?

Portfolio Development �WHAT SHOULD BE INCLUDED?

Portfolio Development WHAT SHOULD BE INCLUDED? 1. PROFESSIONAL PORTRAIT 2. METACOGNITIVE PAPERS (0 ld-8,

Portfolio Development WHAT SHOULD BE INCLUDED? 1. PROFESSIONAL PORTRAIT 2. METACOGNITIVE PAPERS (0 ld-8, new-5 ) 3. ARTIFACT LIST FOR EACH DOMAIN 4. TEACHING SCENARIOS 5. RATIONALE STATEMENTS 6. ARTIFACTS 7. SELF-ASSESSMENT ( 5 new domains)

Portfolio Development � 1. PROFESSIONAL PORTRAIT Incorporate in e. Folio BEFORE the OLD 8

Portfolio Development � 1. PROFESSIONAL PORTRAIT Incorporate in e. Folio BEFORE the OLD 8 domains /NEW 5 RESUME AUTOBIOGRAPHY (most recent) EDUCATIONAL PHILOSOPHY (revised) PROFESSIONAL & PERSONAL DEVELOPMENT PLAN (Goals professionally and personally, in 5+ years)

Portfolio Development � 1. PROFESSIONAL PORTRAIT : RESUME � Your resume is one of

Portfolio Development � 1. PROFESSIONAL PORTRAIT : RESUME � Your resume is one of the first documents a principal will see. What will the principal’s first impression be of you? � Will he or she see---- a competent professional behind the document and want to know more? or just an average piece of work and lose interest? � Rubric for the resume

Portfolio Development � 1. PROFESSIONAL PORTRAIT : �AUTOBIOGRAPHY �Submit the most recent version of

Portfolio Development � 1. PROFESSIONAL PORTRAIT : �AUTOBIOGRAPHY �Submit the most recent version of your autobiography EDUCATIONAL PHILOSOPHY (revised) �Has your philosophy changed during your studentteaching experience? �Make this a meaningful document that could have great value in helping you get what you want— a teaching position!

Portfolio Development � 1. PROFESSIONAL PORTRAIT � PROFESSIONAL & PERSONAL DEVELOPMENT PLAN �Goal planning

Portfolio Development � 1. PROFESSIONAL PORTRAIT � PROFESSIONAL & PERSONAL DEVELOPMENT PLAN �Goal planning helps us understand that God expects us to develop the talents and abilities He has given us and to set out to purposefully and deliberately think about, plan and implement actions steps to make that happen!

 Portfolio Development 2. METACOGNITIVE PAPERS (OLD 8 /NEW 5) �Write your description from

Portfolio Development 2. METACOGNITIVE PAPERS (OLD 8 /NEW 5) �Write your description from the perspective of your teaching discipline. In effect, you will answer the question “What does it mean for a(n)elementary science, social studies, math, special education, etc teacher to be competent in this domain? �Refer to all domain indicators/expectation statements and In. TASC standards in your description. �Cite each domain expectation and In. TASC standards in each section(domain description, teaching scenario, rationale statement and self-assessment.

 Portfolio Development 2. METACOGNITIVE PAPERS The domain description is an explanation and summary

Portfolio Development 2. METACOGNITIVE PAPERS The domain description is an explanation and summary of the domain outcomes, expectations and In. TASC standards The intent of this section is for you to describe a vision of teaching excellence within the eight domain / 5 domain categories. ***What does it mean to be a competent teacher? ***What knowledge, skills and dispositions are possessed by effective teachers? ***What does teaching excellence look like in my teaching field?

Portfolio Development � 3. ARTIFACT LIST �FOR THE DOMAIN �Number and Name of the

Portfolio Development � 3. ARTIFACT LIST �FOR THE DOMAIN �Number and Name of the artifact

Portfolio Development � 4. TEACHING SCENARIOS �The purpose of the teaching scenario is to

Portfolio Development � 4. TEACHING SCENARIOS �The purpose of the teaching scenario is to set the instructional context for understanding the portfolio exhibits. �Vivid, detailed scenarios help your assessor understand the relevance of your exhibit within the context of your classroom.

Portfolio Development � 4. TEACHING SCENARIOS �The teaching scenario is a description of the

Portfolio Development � 4. TEACHING SCENARIOS �The teaching scenario is a description of the instructional setting from which portfolio artifacts are derived. �Include descriptions of students (age, grade, subject, classroom climate and unique classroom characteristics not apparent in the artifact).

Portfolio Development � 4. TEACHING SCENARIOS �Accomplished scenarios include elements of the planning process,

Portfolio Development � 4. TEACHING SCENARIOS �Accomplished scenarios include elements of the planning process, �including but not limited to special accommodations �made to respond to student needs �and the improvement of learning that resulted.

Portfolio Development � 5. RATIONALE STATEMENT of ARTIFACT �A rationale statement is an explanation

Portfolio Development � 5. RATIONALE STATEMENT of ARTIFACT �A rationale statement is an explanation of WHY the artifact was chosen and HOW it demonstrates competency in the domains. �Rationale statements accomplish 3 purposes. . …. �A. ) Description of the artifact �B. ) An explanation of why the artifact was chosen �C. ) A statement of how the artifact documents the candidates competence in domain expectations.

Portfolio Development 5. RATIONALE STATEMENT of ARTIFACT �Make your best and strongest argument for

Portfolio Development 5. RATIONALE STATEMENT of ARTIFACT �Make your best and strongest argument for HOW this exhibit demonstrates your competence in the expectations of this domain.

Portfolio Development 5. RATIONALE STATEMENT of ARTIFACT � EXPLAIN HOW this artifact demonstrates your

Portfolio Development 5. RATIONALE STATEMENT of ARTIFACT � EXPLAIN HOW this artifact demonstrates your competence in the domain. The rationale for the inclusion of the artifact should be compelling. The artifact is strongly correlated to the domain outcome and expectations. We should be able to see the strong connection. Cite several indicators to the domain. Then, make a list writing out the full wording of the indicators you cited.

Artifacts � 6. ARTIFACTS �An artifact is a document that provides evidence of your

Artifacts � 6. ARTIFACTS �An artifact is a document that provides evidence of your competence in domain expectations. �ALL artifacts must… � 1. ) come from your student teaching experiences. � 2. ) be original to you or something that you have clearly adapted for your own teaching. �The best artifacts are multi-layered, with several related documents incorporated.

ARTIFACTS �In order to “count” as an artifact, what you create must: �Be “self-developed”

ARTIFACTS �In order to “count” as an artifact, what you create must: �Be “self-developed” – that is, YOU must be the one to research and design the action you take to meet a need in your environment. �Participating in existing school efforts is expected, but it does not count as an artifact. Borrowed materials are unacceptable…. unless utilized in a teaching situation.

ARTIFACTS �Be highly correlated to multiple domain indicators. This means that the story you

ARTIFACTS �Be highly correlated to multiple domain indicators. This means that the story you tell must clearly illustrate ways in which you demonstrated the skills listed in the domain indicators. You don’t have to link to every indicator, but each artifact should show several.

ARTIFACTS Be sophisticated (showing depth) by using “layering” to tell the complete story of

ARTIFACTS Be sophisticated (showing depth) by using “layering” to tell the complete story of what you did. A layered artifact: A process of telling the story through words, images, data and documentation. Be able to show the connection of all of these elements. In other words, documents (e. g. a lesson plan, a journal, notes from an in-service) in isolation do not give us the full picture of the complexity of your story.

ARTIFACTS You may draw artifacts from your Teacher Work Sample.

ARTIFACTS You may draw artifacts from your Teacher Work Sample.

ARTIFACTS EXAMPLES OF ARTIFACTS

ARTIFACTS EXAMPLES OF ARTIFACTS

ARTIFACTS � An artifact must: Identify a need within your classroom (Could be one

ARTIFACTS � An artifact must: Identify a need within your classroom (Could be one student, a group of students or the entire class) or your school environment (e. g. families, colleagues, support staff). Demonstrate how you used your professional growth skills to research and plan a way to meet the need you identified (e. g. professional literature, webinar, observation and documentation, etc). Demonstrate how you addressed the need (e. g. by designing meaningful learning opportunities for your students, designing a way to empower families, improving your communication with the educational team, etc). Demonstrate how your action impact your learners or environment. (Show growth)

ARTIFACT STRUCTURE �Artifact Structure: �Teaching Scenario. This is a short narrative (aim for 100

ARTIFACT STRUCTURE �Artifact Structure: �Teaching Scenario. This is a short narrative (aim for 100 -400 words) explaining the need you saw in your learning environment that inspired the need for your professional action, and introducing the actions you took to meet that need. You do not need to explain the whole process in the teaching scenario; this is just the introduction to help your audience understand the evidence. �

ARTIFACT STRUCTURE �Artifact Structure: �Layered Evidence. This should be multiple pieces (see examples below)

ARTIFACT STRUCTURE �Artifact Structure: �Layered Evidence. This should be multiple pieces (see examples below) of evidence that show the entire story of your problem-solving process, including how you prepared professionally, what actions you took, and the results of those actions. Think of this portion like an exhibit in a museum; we should see actual items and descriptions to help us understand them. �

ARTIFACT STRUCTURE �Artifact Structure: �Rationale. This is a short narrative, plus a list. Explain

ARTIFACT STRUCTURE �Artifact Structure: �Rationale. This is a short narrative, plus a list. Explain how the artifact we have just seen illustrates your competence in the domain, and cite several indicators from that domain. We should be able to see a strong connection. Then, make a list writing out the full wording of the indicators you’ve cited. �

Portfolio Development � 7. SELF- ASSESSMENT �of the 5 Domains A. Assess your current

Portfolio Development � 7. SELF- ASSESSMENT �of the 5 Domains A. Assess your current level of competence relative to each domain expectation statement B. Reflect on how you achieved your current level of competence. C. What must happen before a higher level of competency can be achieved? Anticipate the learning and experiences that need to occur to achieve full competence in each domain. D. Address each of the domain expectation statements and In. TASC standards in your analysis. E. Cite the number of each domain indicator and In. TASC standard (I-5, 4. f)

SAMPLE EVIDENCE for ARTIFACTS for Each Domain �Refer to the Student Teaching Handbook &

SAMPLE EVIDENCE for ARTIFACTS for Each Domain �Refer to the Student Teaching Handbook & Brightspace The sample evidence is tied to the Oral Defense questions.

Portfolio Development ? ? ? QUESTIONS? ? ?

Portfolio Development ? ? ? QUESTIONS? ? ?

PHASE I: WRITTEN PORTFOLIO

PHASE I: WRITTEN PORTFOLIO

FEBRUARY 21, 2020 � FIRST HALF OF THE E -FOLO IS DUE � FEBRUARY

FEBRUARY 21, 2020 � FIRST HALF OF THE E -FOLO IS DUE � FEBRUARY 21, 2020 � (Friday)

DUE: FEBRUARY 21, 2020 (Friday) � FIRST HALF OF THE E- FOLO �PROFESSIONAL FOLDER

DUE: FEBRUARY 21, 2020 (Friday) � FIRST HALF OF THE E- FOLO �PROFESSIONAL FOLDER CONTAINING: � RESUME, EDUCATIONAL PHILOSOPHY, AUTOBIOGRAPHY, � PROFESSIONAL AND PERSONAL GOALS �ALL 8 (or 5) DOMAIN EXPLANATIONS �FIRST EXPERIENCE ARTIFACTS, TEACHING SCENARIOS AND RATIONALES for the artifact in each DOMAINS

DUE: FEBRUARY 21 (Friday) � FIRST HALF OF THE � E-FOLO Share with your

DUE: FEBRUARY 21 (Friday) � FIRST HALF OF THE � E-FOLO Share with your Education Supervisor & Content Supervisor

DUE: MARCH 23, 2020 (Monday) �SELF-ANALYSIS �DUE FOR EACH DOMAIN (5) �Use the domain

DUE: MARCH 23, 2020 (Monday) �SELF-ANALYSIS �DUE FOR EACH DOMAIN (5) �Use the domain indicators and expectations with In. TASC standards

Scoring Procedure PHASE I: Written Portfolio �STUDENT TEACHING HANDBOOK �Must perform on/ above DEVELOPING

Scoring Procedure PHASE I: Written Portfolio �STUDENT TEACHING HANDBOOK �Must perform on/ above DEVELOPING �Below DEVELOPING, one opportunity to resubmit PORTFOLIO DUE DATE APRIL 7, 2020 BEFORE 5: 00 PM (Tuesday before Easter break) Failure to meet the timeline will result in an unsatisfactory evaluation for the semester

DUE: APRIL 7, 2020 (Tuesday) � ENTIRE E-FOLO � ON Brightspace � APRIL 7,

DUE: APRIL 7, 2020 (Tuesday) � ENTIRE E-FOLO � ON Brightspace � APRIL 7, 2020 � (T) BEFORE 5: 00 PM

Phase I: Written Portfolio �A flawless e. Folio submitted beyond the due date will

Phase I: Written Portfolio �A flawless e. Folio submitted beyond the due date will receive an evaluation of DEVELOPING. �A flawed e. Folio submitted after the due date will be taken under advisement. The teacher candidate may/may not be provided the opportunity to revise and resubmit the document. �Therefore, the teacher education candidate may not be recommended for state licensure and may not graduate with a teacher education degree. �A candidate who does not demonstrate DEVELOPING in Phase I will not proceed to Phase II.

Phase I: Written Portfolio �Student Teacher Handbook WRITTEN PORTFOLIO (e. FOLIO) DEFENSE SUMMATIVE EVALUATION

Phase I: Written Portfolio �Student Teacher Handbook WRITTEN PORTFOLIO (e. FOLIO) DEFENSE SUMMATIVE EVALUATION FORM{Total Pts. 20} � 6 ELEMENTS INCLUDED IN THE SCORE{Average} DOMAIN DESCRIPTION__old 8 or new 5 TEACHING SCENARIOS (A & B)______ RATIONALES (A & B)________ ARTIFACT ( A )__________ ARTIFACT (B)___________ SELF-ANALYSIS__________ Written Portfolio Defense 4 pts for each domain=20 pts

PHASE II ORAL PORTFOLIO (E-FOLIO) DEFENSE

PHASE II ORAL PORTFOLIO (E-FOLIO) DEFENSE

PHASE II ORAL PORTFOLIO (E-FOLIO) DEFENSE APRIL 13 -16, 2020

PHASE II ORAL PORTFOLIO (E-FOLIO) DEFENSE APRIL 13 -16, 2020

Phase II: Oral Portfolio Defense �STUDENT TEACHING ORAL DEFENSE: PHASE II �S T H

Phase II: Oral Portfolio Defense �STUDENT TEACHING ORAL DEFENSE: PHASE II �S T H & BRIGHTSPACE � ORAL DEFENSE QUESTIONS �The student teacher articulates knowledge that supports questions, he or she will utilize Written Portfolio to tangibly demonstrate competency in each domain.

Phase II: Oral Portfolio Defense �STUDENT TEACHING ORAL DEFENSE: PHASE II � Student Teaching

Phase II: Oral Portfolio Defense �STUDENT TEACHING ORAL DEFENSE: PHASE II � Student Teaching Handbook � The defense team will listen attentively to each response ( 5 total), use the prescribed rubric and mark the Individual Scoring Form ( for each question). There will be one question chosen from each domain. Score is discussed and the candidate returns to the room to receive a copy of the summative score and team comments. Oral Defense {Total points possible- 20} Professional Impression of the Candidate {Total pts possible- 10}

Phase II: Oral Portfolio Defense �Defense date will be scheduled by your University Supervisor

Phase II: Oral Portfolio Defense �Defense date will be scheduled by your University Supervisor and team members selected. �Specific time/ location/ team forthcoming �The candidate’s professional demeanor will be assessed.

QUESTIONS REGARDING PHASE I: THE WRITTEN PORTFOLIO PHASE II: THE ORAL DEFENSE OF YOUR

QUESTIONS REGARDING PHASE I: THE WRITTEN PORTFOLIO PHASE II: THE ORAL DEFENSE OF YOUR PORTFOLIO

COMMISSIONING SERVICE FOR TEACHER EDUCATION CANDIDATES 2019 -2020 FRIDAY AM PRIOR TO GRADUATION APRIL

COMMISSIONING SERVICE FOR TEACHER EDUCATION CANDIDATES 2019 -2020 FRIDAY AM PRIOR TO GRADUATION APRIL 24, 2020

GRADUATION CEREMONY APRIL 25, 2020 (SAT) 10: 00 AM GRADUATION CEREMONY IN THE CHAPEL

GRADUATION CEREMONY APRIL 25, 2020 (SAT) 10: 00 AM GRADUATION CEREMONY IN THE CHAPEL AUDITORIUM

PORTFOLIO DEVELOPMENT YOUR PORTFOLIO WILL BE PLACED IN BRIGHTSPACE

PORTFOLIO DEVELOPMENT YOUR PORTFOLIO WILL BE PLACED IN BRIGHTSPACE