Sherry TCSS12

Portfolio
Purpose
Many professionals (in business, medicine, teaching, and studio arts to name a few) maintain a portfolio, or collection of their work. Such a portfolio can be used to represent your accomplishments at job interviews, or when applying for research/writing funding. A portfolio can also be used as a learning tool: this is the purpose it will serve in our course. Big Questions: What makes a good lesson/unit plan? What makes good ELA instruction?

Process
1. During the course of the semester, you will compile at least four pieces, or artifacts, to include in your electronic portfolio (you may use whatever platform you wish). These artifacts need not come exclusively from our courseif you have already created a portfolio for another course you can add to it/repurpose it here. Each of these artifacts should align with the standards detailed on the back of this page (see http://seecers.wikispaces.com/Program+Overview for advice on which standards might be addressed by your prior coursework). Your artifacts must include (but are not limited to): Unit Plan from TCSS (Sec. Ed. 351) A piece that demonstrates your literary analysis skills A piece that demonstrates your writing skills A piece that demonstrates your ability to use, understand, and evaluate a variety of media 2. You will annotate, or add comments near the text, for each of the artifacts youve chosen to indicate how they align with the standards of your field (see the attached example of an annotation). Be specific! 3. During finals week, you will meet with me and a significant other (a parent, mentor, spouse, roommateany outsider to our class community) to discuss your portfolio for 30 minutes at a location of your choice. Please use the attached letter to schedule a conference and then sign up on our class wiki at http://tcss12.wikispaces.com/Portfolio+conference+signup. This portfolio conference is a chance to speak about your work with authority to someone who may not yet know you as a professional. This translation and synthesis will provide important practice for justifying your work to administrators, colleagues, parents, and students.

Evaluation
Criteria Alignment Artifacts/explanations clearly align with standards Specificity Artifacts/explanations include specific, concrete examples Professional growth Artifacts/explanations include self-evaluation and Conventions Portfolio includes all required elements and standards 4.0 3.0 2.0 1.0

Sherry TCSS12
NCATE/NCTE standards (http://www.ncte.org/cee/ncate/program)
2.1 create inclusive environment 2.2 foster familiarity with students own/others cultures 2.3 demonstrate reflective practice, professional involvement, collaboration 2.4 foster critical thinking 2.5 connect to sociocultural/ educational developments 2.6 demonstrate role of arts/humanities in learning 3.1 know skills of English language 3.2 know oral, visual, written literacy practices 3.3 know reading processes 3.4 know different composing processes 3.5 know/use extensive range of literature 3.6 know print/non-print media & tech 3.7 know research theory and findings in ELA 4.1 examine and select resources for instruction 4.2 align curricular goals, teaching strategies, and organization of environment and learning experiences 4.3 integrate interdisciplinary teaching 4.4 promote respect/support for differences 4.5 engage students in meaningful discussions of oral, written, visual forms 4.6 foster critical analysis of media & tech 4.7 emphasize varied purposes for language use 4.8 help students make meaning through personal responses 4.9 demonstrate that students reading strategies permit access to range of print/non-print texts 4.10 integrate formal/informal assessment into instruction and interpret/communicate results

INTASC Standards (http://www.wresa.org/Pbl/The%20INTASC%20Standards%20overheads.htm)

1: Content pedagogy - 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 for students. 2: Student development - The teacher understands how children learn and develop, and can provide learning opportunities that support a childs intellectual, social, and personal development. 3: Diverse learners - The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. 4: Multiple instructional strategies - The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. 5: Motivation and management - The teacher uses an understanding of individual/group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. 6: Communication and technology - The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. 7: Planning - The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. 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 learner. 9: Reflective practice: professional development - The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others and who actively seeks out opportunities to grow professionally. 10: School and community involvement - The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students learning and well-being.

English Department Outcomes Assessment

1. Outcome: To produce graduates who demonstrate mastery of English Language Arts (ELA) content knowledge, current theories, and research, and who can translate this theory into practice. Assessment: I: Students provide artifacts from the teaching portfolio with reflections on how the artifacts address these criteria. II. Scoring of unit plan created in 65.351 (Teaching Communications) with a departmental rubric. III. Cooperating teachers Student Teaching Evaluation Form 2. Outcome: To produce graduates who know elements of literature and can interpret complex works with attention to detail and context. Assessment: Students provide artifacts from teaching portfolio with reflections on how the artifacts address these criteria. 3. Outcome: To produce graduates who are effective writers. Assessment: Students provide artifacts from the teaching portfolio with reflections on how the artifacts demonstrate effective writing; these are scored using the PDE Writing Assessment Domain Scoring Guide. 4. Outcome: To produce graduates who use/understand a variety of media and can evaluate quality of material produced. Assessment: Students provide artifacts from teaching portfolio with reflections on how the artifacts address these criteria.

Illustrating Key Terms with a Sample Portfolio Excerpt The excerpt below comes from a teacher candidates portfolio. The artifact in this excerpt is a video that shows how the teacher introduces middle school students to the routine of whole-class discussion. Two layers of commentary appear in the excerpt below. The text that precedes the artifact, in this case, is a reflection that explains what the artifact is and justifies its inclusion in the portfolio. The highlighting and floating sticky note are an annotation that explains specifically how the artifact addresses program standards. Both reflection and annotation are required for the program portfolio. When the portfolio is used for professional interviewing, candidates may wish to make either reflections or annotations visible only to certain audiences.