university of rio grande rio grande, ohio handbook university of rio grande rio grande, ohio revised...
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Portfolio handbook
University of Rio Grande
RIO Grande, Ohio
Revised Spring 2013
2
Table of Contents
Introduction 3
Portfolio Questions & Answers 4
Development of Working Portfolio 6
Conceptual Framework 8
Portfolio Categories and Components 14
Student Learning/Diversity 14
Content Area/Subject Matter 15
Assessment 15
Instructional Strategies/Planning for Instruction 15
Learning Environment & Student Support 16
Communication/Collaboration 17
Professional Development 18
Official Documents 18
Portfolio Assessment Rubric 19
URG Lesson Plan Format 26
3
Professional Portfolio
University of Rio Grande
School of Education
Initial Licensure Programs
All Teacher Candidates at the University of Rio Grande who enter the Teacher Education Program
are required to maintain a working portfolio as evidence of progress toward licensure in a selected teacher
education field of Early Childhood, Middle Childhood, Adolescent to Young Adult, Multi-Age or
Intervention Specialist. The portfolio is introduced to you in your first Professional Education Course: EDU
10303. You will continue to gather artifacts until you enter clinical practice. Artifacts are work samples and
other materials that you collect for your working portfolio. Your working portfolio will be assessed at three
Benchmarks. When you enroll in Clinical Practice, you will also enroll in EDU 48902 Portfolio. During this
class you will have your final assessment and will turn your working portfolio into a professional portfolio
to take with you for job interviews and employment requirements.
The working portfolio serves the following purposes:
A. Assist teacher candidates in focusing on the professional nature and requirements
of their chosen field of teaching.
B. Shows professional growth of the teacher candidate during work of his/her license
program.
C. Provides the teacher education faculty and teacher candidate with a common focus
on the teacher education program's conceptual framework.
D. Provides a framework for a candidate’s Four-Year Residency Portfolio
E. Affords faculty with an authentic assessment of teacher candidates' progress.
The University Of Rio Grande School Of Education Working Portfolio Handbook was
developed by the faculty of the School of Education. Information is given in the following pages to
assist you in selecting artifacts for your working portfolio. Your portfolio is a collection of materials that
you use as evidence that you have acquired the identified knowledge, skill, or disposition. The portfolio
is not to be used as a place to store all materials accumulated during your licensure program. Each
artifact should be carefully selected and a reflection attached that explains your reasons for selecting the
artifact, how it has contributed to your professional growth, and how this artifact will help you in your
teaching career.
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Portfolio Questions and Answers
1. What is a portfolio?
A portfolio is a collection of materials to demonstrate what a person has done or is capable of doing as a
teacher candidate. Specialized Professional Associations (SPAS) and license agencies have identified
knowledge, skills, and dispositions that teacher candidates must possess to be successful as a beginning
teacher. Your portfolio is a collection of documents (statements, letters, pictures, records and research)
that demonstrates to others that you have this knowledge, skill, or disposition. The material you collect
may also be a record of your performance when you complete a teaching task in the field, which may
include evaluations by your master teacher or other professionals. This material should be collected and
stores in an e-folio (flashdrive). It is a good idea to think of your working portfolio as proof that you have
mastered identified knowledge, skills, and dispositions. It is also a good idea to view your portfolio as a
showcase of your work and your talents.
2. Why is a portfolio a requirement in my Teacher Education Program at the
University of Rio Grande?
The United States Congress, as well as state governing bodies, is requiring an increase in accountability of
teachers for their work with students. There is also an expectation that practicing teachers will participate in a
variety of professional development activities over the course of their career. The Working Portfolio you will
create during your Teacher Education Program at the University of Rio Grande is intended to identify
knowledge, skills, and dispositions that you have mastered at our institution. The portfolio also provides you
with a valuable opportunity to set your own goals, evaluate how you are doing in your efforts to reach these
goals, and notice how your personal professional goals match the goals of the teacher education program at
our institution. The working portfolio material also helps you to develop a professional portfolio during
clinical practice that you will take with you during interviews for employment in the teaching profession and as
a foundation for your Four-Year Residency Portfolio. Additionally, the portfolio offers you a systematic way to
keep documents that may be easy to misplace, but are necessary to have at your disposal for licensure and
employment. Such documents include your college transcripts, PRAXIS test scores, TB Tests and background
(BCI) checks. A greater purpose for your portfolio is to get you started on habits of mind that will continue after
you leave our institution, such as setting and reaching professional goals which are required for renewal of your
teaching license.
3. Who is responsible for collection of artifacts in my working portfolio?
The student is responsible for collection of artifacts in the working portfolio. Your advisor will assist you with
your portfolio upon your request as well as the EDU 48901Portfolio professor.
4. How will my working portfolio be assessed?
Your portfolio will be assessed by a committee of School of Education Faculty and
outside professionals using an identified rubric for assessment. Teacher candidates must
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sign a Portfolio Contract before the portfolio is submitted for each Benchmark Evaluation.
The Portfolio Contract should be placed in Category Eight (8), Official Documents.
5. When is my portfolio assessed?
In Benchmark I your portfolio is assessed by the course instructor of EDU 20403. In Benchmark II your
portfolio is assessed in EDU 30302 by a committee of School of Education Faculty and Professional Teachers
/ Educators who will use a rubric for assessment. During the Benchmark II assessment, the teacher candidate
will be required to attend and present their portfolio for review. In Benchmark III your portfolio will be
assessed by the course instructor of EDU 48901, Portfolio . If the faculty has questions concerning your
portfolio, you may be asked to appear before the committee.
6. What do I do with my portfolio after the final assessment?
During EDU 48901 Portfolio, you will review your working portfolio and retrieve artifacts that can be used to
construct a professional portfolio to take for job interviews. This is your opportunity to showcase the
knowledge, skills, and dispositions acquired throughout the program of study. Your portfolio can then be used
as you enter the teaching profession as a foundation for your Four Year Residency Portfolio.
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DEVELOPMENT OF A WORKING PORTFOLIO
During your Benchmark I class you will begin to accumulate evidence of knowledge, skills, and dispositions
for your portfolio. Your folders will contain the following categories:
1. Student Learning/Diversity 2. Content Area/Subject Matter 3. Assessment 4. Instructional Strategies/Planning Instruction
5. Learning Environment & Student Support 6. Communication/Collaboration 7. Professional Development 8. Official Documents
The categories of your portfolio are based upon the University of Rio Grande School of Education
Conceptual Framework which is included in this handbook. Begin your selection process by collecting
samples of your work, official documents, or visual reminders to yourself and the faculty assessors of your
learning experience during your courses at the University of Rio Grande. A minimum of three (3) for
Benchmark I, and a minimum of ten (10) items are-required for each category in your portfolio in the first
eleven (11) categories for Benchmark II.
A major part of each piece that you add to your portfolio is a REFLECTION that identifies reasons that you
selected this piece. A reflection is required for each piece added to your portfolio in the first eseven (7)
categories. You may link the selection to your specialized professional association (SPA) to show your
growth or how this artifact helps you meet a goal you have identified. The
reflective statement means that you have thought about the artifact or experience you selected for your portfolio
and you know what it means to you, how it has contributed to your professional growth and how you will use
this artifact in your teaching career.
To show growth, you may reflect on how well the lesson or activity met your goals.. For example, you may
include a photo or collection of photos from a unit you taught. You would include the unit and then the
reflective piece that would relate your evaluation of the lesson or unit. You might answer questions such as: Did
the students master your goals/objectives? How do you know this mastery occurred? Why did you choose this
approach? Do you need to re-teach/review to insure all students have mastered the objectives? Do you need to
revise any parts of the lesson? How does this lesson lead to your next instructional step? If you were to do this
lesson again, what would you change or keep the same.
You may also include in your portfolio papers/reports written as course assignments. For example,
your Philosophy of Education and Conceptual Framework papers as well as other coursework may be
added because you know the artifact information contained in these papers is often asked during job
interviews. Also, you may want to reflect that the materials in these papers are on-going materials that
will constantly change. As we grow professionally our views of education change. Candidates
understanding of the University of Rio Grande Conceptual Framework and how it applies to their
professional practice changes through the duration of their coursework as a Teacher Candidate. During
your field experiences individuals in the school setting may write letters commending you for your
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participation and contributions. These also should be added to your portfolio with a reflection that comments
on your professional growth. Faculty expect your portfolio to change and improve throughout your
educational experience at the university. After each benchmark evaluation you have opportunities to
improve your portfolio, with the expectation that at the conclusion of your program it will be at a
proficient level and be a valuable working document for the candidate to use in interviews and
residency requirements.
8
Conceptual Framework
The Bunce School of Education at the University of Rio Grande (URG) recognizes the
core values of our Appalachian culture, especially ties to community and place and connection to
family. The Bunce School of Education faculty exhibits these in both our personal and our
professional relationships. We are proud of our candidates, our work, and the beautiful setting in
which we live and work. We recognize the importance of a professional education in our area
and the opportunities opened for those candidates who complete this endeavor. URG is a
teaching and service institution whose primary focus is to provide educational opportunities and
open “The Windows to the Future” for students of Appalachia in Southeast Ohio. This purpose
is in alignment with the mission of the institution, historically and today.
The Bunce School of Education faculty provide the parameter for their conceptual
framework through the theme of “Windows to the Future” which is accomplished through the
Ohio Standards for the Teaching Profession. Three main organizers dominate the framework:
the Focus of Teaching and Learning, the Conditions for Teaching, and Teaching as a Profession.
Within each area are specific elements that each candidate should understand and practice as
he/she progresses through the program at URG.
The Focus of Teaching and Learning
The Focus of Teaching and Learning consists of the following components: students ,
content, assessment, and instruction. A candidate is not only at the university to learn the
content of what he/she is teaching, but to learn about diverse learners and how to provide for
their instruction. Assessment is an important part of this process today because of state tests and
accountability. Assessment results provide the teacher candidate with the knowledge and skills
of how and what to teach in a classroom.
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Students.
In addition to understanding child development,
communication and learning, URG teacher candidates must
recognize, accept and accommodate the cultural, physical and
learning differences of individuals. These differences are dynamic,
changing each individual as he/she develops through the constant
evolution of our local community, society, and our world. We
recognize that our section of Appalachia must exist in the greater
world at large. Further, the “Windows to the Future” for our
teacher candidates provides a viewpoint into the greater world. For
many, that greater world offers a future of meaningful employment
and professional growth. The teacher candidate must be prepared to
be a successful professional, regardless of setting or population,
who is committed to the belief that all students can learn.
Content.
Teacher candidates need a broad theoretical knowledge
base and an awareness of their place in the global community. It is
critical teacher candidates have an understanding of what they are
teaching and why. They must be cognizant of the difference
between teacher objectives and student objectives in meeting the
needs of the rural P-12 student.
Standard 2:
Content
Teacher candidates
must know and
understand the
content area for which
they have
instructional
responsibility.
Standard 1:
Students
Teacher candidates
must understand
student learning and
development and
respect diversity of
students they teach.
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Assessment.
Continuous assessment of teacher candidates’ progress to
direct and to lead P-12 student instruction is critical to the
development of the pathway from licensure candidate to practicing
professional. Licensure candidates must not only chart the progress
of their students through assessment, but chart the progress of their
own professional accomplishments and growth. This is
accomplished through core program assessments, self-reflection,
and projects.
Instruction.
Teacher candidates will plan and deliver effective
instruction that advances the learning of each student. A thorough
knowledge of subject matter and curriculum goals is necessary in
order to integrate learning across the curriculum while providing
real-world applications of the concepts being taught. Implementing
effective instruction demands an understanding of student
development and the diverse backgrounds and needs of students.
Within Appalachia, this includes planning instruction to meet the
needs of students who come from some families who have not been
successful in the K-12 educational setting and who are limited in
financial and technological resources (Arnett, 2001; Feldman, 2003;
Bredekamp & Copley, 1997; Bryant, 2007).
Standard 4:
Instruction
Teacher candidates
will plan and deliver
effective instruction
that advances the
learning of each
student.
Standard 3:
Assessment
Teacher candidates
will use varied
assessment to inform
instruction, evaluate,
and ensure student
learning.
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The Conditions for Teaching and Learning
Learning can take place in many environments, but some are more conducive for
optimal performance. A teacher candidate must devote time and energy to setting up the
environment to address all learners.
Learning environment.
The candidate must gain knowledge of ways to set up a
classroom to facilitate learning. The candidate discovers that rules,
procedures, and established routines are necessary in gaining
students’ attention. Creating a physical and emotional environment
ensures the emotional, cognitive, and social well-being of students.
The teacher candidate observes master teachers in their
environment to observe effective instruction.
Teaching as a Profession
Teaching as a Profession includes communication, collaboration, and professional
development.
Communication and collaboration.
The teacher candidate learns to identify those values and
characteristics that make him/her effective in teaching others. The
candidate gains a sense of self-efficacy in teaching and continues to
keep updated in the field to help future students succeed as well. :
A core thread of Appalachian and rural culture is communication.
According to Payne (1998) effective communication with the
family and local populace by the local schools is vital to breaking
Standard 5: Learning
Environment
Teacher candidates
will create learning
environments that
promote high levels of
learning and
achievement for all
students.
Standard 6:
Communication &
Collaboration
Teacher candidates
will collaborate and
communicate with
students, parents,
other educators,
administrators and
the community to
support student
learning.
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the cycle of poverty.
Professional development. Self-assessment of instructional and leadership objectives
are critical for planning continuing education and improvement of
instruction. Teacher candidates participate in higher education
faculty-guided self-assessments to lay the groundwork for later
professional development. Because of the dynamic nature of our
society, teachers must firmly believe and actively engage in
practice of life-long learning. As role models for their students,
educators must be enthusiastic for the subject matter, remain
current with changes in technology, be mindful of human needs,
and maintain a sense of humor in order to instill lifelong learning
as a core value and practice (Bryant, 2007; Jones, 1994; Murphy &
Underwood, 2001).
The needs and nature of our surrounding areas dictate the knowledge bases upon which
we have based our program and developed the Bunce School of Education Conceptual
Framework to prepare our teacher candidates. By pursuing an education degree and gaining
professional employment in the area, candidates are able to work in a profession that provides,
“nearness to family, a beautiful environment, and time to pursue personal interests” (Knight
Knight, & Quickenton, p. 84). The Bunce School of Education Conceptual Framework opens
“Windows to the Future” by providing a path for teacher candidates, who in turn open “Windows
to the Future” for their students.
Standard 7: Professional
Responsibility & Growth
Teacher candidates
will assume
responsibility for
professional growth,
performance and
involvement as
individuals and as
members of a learning
community.
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References
Arnett, J. J. (2001). Adolescence and emerging adulthood. NJ/OH: Merrill/Prentice Hall.
Bredekamp, S., & Copple, C., Eds. (1997). Developmentally appropriate practice in early
childhood programs (Revised edition). Washington, D.C.: National Association for the
Education of Young Children.
Bryant, J. (2007). Killing Mayberry: The crisis in rural American evaluation. The Rural
Educator (29:1).
Feldman, W. (2003). Development across the lifespan (3rd
ed.). NJ/OH: Merrill/Prentice Hall.
Jones, L. (1994). Appalachian Values. Ashland, KY: Jesse Stuart Foundation.
Knight, J. P., Knight, C. S., & Quickenton, A. (1997). Education in rural schools. The Education
Forum (61). DOI:10.1080/00131729609335229
Murphy, S., & Underwood, T. (2001). Portfolio practices: Lessons from schools, districts and
states. Norwood, MA: Christopher-Gordon.
Payne, R. (1998). A framework for understanding poverty. Highlands, TX: RFT Publishing, Inc.
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Portfolio Categories and Components 1. Student Learning/Diversity
This category is designed to demonstrate that the teacher candidate understands how students
learn and develop, and subsequently the teacher candidate can create opportunities for each
student's academic development. This category is designed to demonstrate that the teacher
candidate has an understanding of differences in student population, how students learn. In this
category the teacher candidate must also demonstrate knowledge of how to accommodate such
diversity. Artifacts in this category may include but are not limited to: Evidence that demonstrates that you recognize and use developmentally appropriate
materials and are knowledgeable of developmentally appropriate practices. Your professional education courses provide a sound pedagogy and additional courses you may use include but are not limited to: psychology, human growth, and children's literature courses.
Samples of professional evidence from education courses and content area courses.
Projects you have launched or participated in with students may also be used. You
may include community service projects in this section such as work with campus,
Scouts, church work, etc.
Letters from field-based teachers or adult supervisors may be included in the
category if the letter reflects your knowledge of student learning.
Self Reflections on Field Experience, Novice or Targeted Level
Student Assessment Data from lessons/units taught in Novice or Targeted Level Field
Experience Courses
Professional Evidence that demonstrates your knowledge of different learning
styles and how this knowledge is reflected in your teaching.
Professional Evidence that demonstrates your knowledge of biological, psychological,
social, and cultural differences among people that may impact teaching and learning.
Research reports from professional journals or Internet articles are strongly encouraged
to be included in this category. This research should include reflections concerning the
audience with whom you could share your research such as your peers, parents, or other
members of the community. Professional Evidence that demonstrates effective interaction with diverse populations
in a P-12 setting.
Professional Evidence demonstrates an understanding of social structures.
Examples of laws and court cases that relate to equal educational
opportunities for all. Examples of units written concerning diversity that demonstrate an
understanding of adaptations that take particular differences into consideration.
Lesson plans that reflect knowledge of the learning needs of a diversity of learners and provide for those needs through lesson accommodations, modifications, and adaptations.
Letters from field-based teachers, supervisors, parents, or community members
concerning your ability to interact with all students.
Reflective Papers from Field Experience(s) in Diverse Settings
Lesson and Unit Plans with instruction addressing tolerance and Social Justice for all students.
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2. Content Area/Subject Matter This category is designed to demonstrate that the teacher candidate has a thorough
understanding and knowledge of subject matter/content and uses such knowledge to
create effective learning experiences for students in the field. Artifacts in this area should reflect SPA specific standards. Artifacts in this category may include but are not limited
to: Professional Evidence that demonstrates subject matter knowledge. This material is
often generated in your education courses, especially courses that have a strong correlation to your teacher education license area.
Other types of authentic assessment not identified in the above paragraph may be used
in your portfolio. Remember that in the classroom you are expected to have a strong
knowledge base of the subject material you are teaching.
3. Assessment
This category is designed to demonstrate that the teacher candidatd effectively uses formal and
informal assessment strategies to evaluate student progress. Artifacts in this category may
include but are not limited to:
Professional evidence that demonstrates an understanding of test construction
and alternate forms of assessment including alternative assessment.
Demonstration of an understanding of adapting assessment(s) to meet the needs of
exceptional students and other students from diverse populations.
Examples of a variety of assessment strategies contained in lesson or unit plans from
methods courses.
Examples of a variety of assessments given to students in Novice and Targeted field experiences. These should include samples of students' work.
Lesson plans that have an assessment component aligned to lesson objectives
Letters from field based teachers who identify your strengths and
weaknesses in assessing students.
4. Instructional Strategies/Planning for Instruction This category is designed to demonstrate that the teacher candidate can plan instruction based
on knowledge of subject matter and students, and uses approved Specialized Professional
Associations [SPAs], state content standards, and approved curriculum models. It is further
designed to demonstrate that the teacher candidate can effectively use a wide variety of instructional strategies to achieve student success. Artifacts in this category may include but
are not limited to:
Examples of units or lesson plans based on Specialized Professional Associations,
Ohio Model Curriculum, Content Standards, URG School of Education Knowledge,
Skills and Dispositions.
Lesson plans and units from methods classes.
Professional Evidence that demonstrates knowledge of local, state, and national
professional curriculum associations and professional journals and their influence in
creating curriculum standards and reform efforts.
Letters from field-based teachers, supervisors, parents, or other community members
stating that you have the ability to effectively plan instruction.
Samples of professional evidence that demonstrate a strong knowledge base of effective
instructional practices that encourage critical thinking and problem-solving.
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Lesson plans that demonstrate a variety of teaching strategies that are
developmentally appropriate to meet the needs of students.
Samples of field-based student work that demonstrate the results of your instruction.
Lesson plans, or professional evidence that demonstrate a connection to the specialized
professional association that guides your instruction in your licensure area(s).
Samples of Instructional Modifications within lesson and Unit plans to meet the needs
of Diverse Learners.
5 Learning Environment & Student Support
This category is designed to demonstrate that the teacher candidate can create a learning
environment that is a safe environment in which any or all students can succeed. The learning
environment must encourage active and engaged learning, a positive interaction among
students and teacher, and self-motivation by all students. In addition, teacher candidate
works with school colleagues, parents/family members, and community members to support
student learning and development. Artifacts in this category may include but are not limited
to:
Artifacts in this category may include but are not limited to:
Examples of professional evidence that demonstrate your understanding of
the concepts of learning environment and learning community.
Examples of professional evidence that demonstrate your ability to create effective
learning environments for all students. This may include classroom management
techniques and plans. Letters from field-based teachers, supervisors, parents, or community members stating
your ability to create an effective learning environment for a diversity of learners.
Evidence of collaboration with the local community
Evidence of working with families in meeting student needs
Evidence of resourcefulness in providing instruction '
Professional Evidence that demonstrates knowledge of the multiple agencies
with which schools work and how such work is organized.
Professional Evidence that demonstrates knowledge of the multiple sources of education
working in the community.
Evidence of community service. The School of Education professional development
courses which offer field experiences will allow teacher candidates to spend part of
their time in the field doing community service. Teacher candidates should check with
the instructor for permission if they wish to spend part of their field experience doing
community service. Sometimes the instructor will suggest community service
opportunities such as reading stories to children waiting in the Wellness Clinic at
Holzer Hospital. Remember that community service is more than spending time in the
community it also involves setting and reaching identified goals. Letters from professionals with whom you have worked during your community
service experience. Letters should state that the teacher candidate has an understanding of community educational opportunities outside of schools and their impact on student learning. -
Evidence of working with families to promote/enhance student learning
Evidence of Lesson/Unit/Assessment Modifications to meet diverse learner needs
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6. Communication and Collaboration This category is designed to demonstrate that the teacher candidate collaborates with professional individuals, as well as families and community to promote student learning. It is further designed to demonstrate that the teacher candidate can effectively communicate in the classroom by using a variety of communication skills, including verbal and nonverbal techniques, technology, and media. The teacher candidate must be familiar with a variety of instructional technology media and the basic principles of instructional design. The student must also demonstrate competence in the knowledge, skills, and dispositions as identified by various School of Education course syllabi in using this knowledge base of technology in field experiences. The student must meet the technology requirements outlined by the University of Rio Grande and the School of Education Knowledge, Skills and Dispositions related to using technology to enhance student learning. Artifacts in this category may include but are not limited to: Artifacts in this category may include but are not limited to:
Professional Evidence that demonstrates the importance of collaboration with
professionals in the field. This research should acknowledge the correlation of
professional collaboration and student learning.
Professional Evidence that shows evidence of Collaborative work in the classroom
and in the field.
Documentation of work in a collaborative setting, such as Partnership Schools.
Teacher candidates may also document work in inclusive classroom, team
teaching setting and planning sessions.
Documentation of work in a collaborative setting external to the school setting.
Collaboration may involve work in the community or church settings.
Documentation of use of community resources to enhance instruction and student
learning
Documentation of work with families to enhance instruction and student learning
Documentation of the IEP Team Process for meeting the needs of students with
Exceptional Learner Needs
Demonstrated written communication.
Evaluations by your field-based teachers which include an assessment of your
verbal and nonverbal communication skills.
Video demonstration lessons.
Evidence of participation in school or public oral communication events (e.g. public
address, panel discussions, presentations, testimony, speeches, etc.).
Lesson Plans with Technology supporting student learning
Technology Presentations in CD Format
Reflection on Action Research Project Presentations focusing on the
technology used in their presentation
Professional Evidence from course work or field work that demonstrate
technology knowledge, skills, and dispositions in the URG School of
Education.
Lesson plans that demonstrate your use of technology in field work that integrates
technology in various content areas.
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7. PROFESSIONAL DEVELOPMENT
This category is designed to demonstrate that the teacher candidate analyzes past experience
and pursues professional development opportunities to improve future performance. Throughout the coursework and experiences at the University of Rio Grande, Candidates are expected to continue to engage in Professional Development.
This category highlights those endeavors. Artifacts in this category may include but are
not limited to:
Examples of professional development activities outside of the teacher education
program in which the teacher candidate has participated (e.g. professional conferences,
workshops, student membership in professional organizations).
Examples of activities in professional organizations such as offices held or project
participation.
Professional Evidence that demonstrates an understanding of the lifelong commitment
to professional development.
Verification of attendance at School of Education General Meetings
Verification of attendance at Action Research Project Presentations
Verification of membership/attendance in FEO or CEC Student Groups
Resume' and cover letter for a professional application.
Action research paper from professional education courses.
Individual Professional Development Plan (IPDP) of Master teacher or other
professional.
Tentative Professional Development Plan for teacher candidate.
Internet listing of Professional Development Opportunities in the area.
Local listing of Professional Development Opportunities in the area.
Statement of Long Term Professional Goals and Aspirations
8. Official Documentation
This category is designed to demonstrate that the teacher candidate keeps such official
documents as transcripts, PRAXIS tests, moral character affidavits, and official advising sheets.
Listed below is a list of examples of official documentation you may have by the end of your
program.
Signed Portfolio Contract for each Benchmark course. There are three (3) identified
Benchmark courses during which students will submit Working Portfolios to be
assessed. The Benchmark courses are EDU 20403 Planning for Instruction, EDU 30302
Multicultural Relations and EDU 49801 Portfolio.
Transcript showing grade point average (GPA).
ACT Test Scores
Letter of acceptance into the School of Education.
Official documentation of hours spent in the field for each course requiring field-
experience.
Documentation of assessment by field experience teacher for courses requiring
field-experience.
Evidence of successful completion of the Praxis I exam.
Evidence of successful completion of required Praxis II exams.
Signed Good Moral Character Affidavit
Official advising sheet.
Documentation of Application to Jr. Field Experience (EDU 39103)
Documentation of application to Clinical Practice which includes an audit
Civilian Background Check by Bureau of Criminal Identification(BCI).
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Bunce School of Education
University of Rio Grande
Benchmark I, II, and III
Efolio Rubric Evaluation
PART A
Rating Definitions
Unsatisfactory (U, 0 pts.) - Does not exhibit evidence to demonstrate adequate knowledge or skill. Satisfactory (S, 1 pt.) – Exhibits evidence that demonstrates knowledge or skill the majority of time. Proficient (P, 2 pts.) – Exhibits quality forms of evidence that consistently demonstrates knowledge or skill.
Standard 1: Students
Teachers understand student learning and development and respect the diversity of the students they teach.
1.1: Candidate demonstrates knowledge of how students
learn and of the developmental characteristics of different
age groups of students.
Benchmark
I
Date/Rating
Benchmark
II
Date/Rating
Benchmark
III
Date/Rating
1.2: Candidate demonstrates knowledge of what students
know and are able to do and use this knowledge to meet the
needs of all students.
1.3: Candidate demonstrates an expectation that all students
will achieve to their full potential.
1.4: Candidate demonstrates respect for students’ diverse
cultures, language skills, and experiences.
1.5: Candidate assists in the appropriate identification,
instruction, and intervention for gifted students, students
with disabilities, and students identified as “at-risk”.
Additional comments (Standard 1):
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Additional Comments (Standard 2):
Additional Comments (Standard 3):
Standard 2: Content
Teachers know and understand the content area for which they have instructional responsibility. There is a Part B to Content to be evaluated by content area professional.
2.1: Candidate uses knowledge of content-specific
concepts, assumptions, and skills to plan effective
instruction
Benchmark
I
Date/Rating
Benchmark
II
Date/Rating
Benchmark
III
Date/Rating
2.2: Candidate uses knowledge of content-specific
instructional strategies to effectively teach the central
concepts and skills of their discipline.
2.3: Candidate knows and uses school and district
curriculum priorities and the Ohio Academic Content
Standards.
2.4: Candidate connects disciplines with other content
areas to plan and deliver effective instruction.
2.5: Candidate connects content to relevant life
experiences and career opportunities.
Standard 3: Assessment Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.
3.1: Candidate understands varied types of assessments, their
purposes, and the data they generate.
Benchmark
I
Date/Rating
Benchmark
II
Date/Rating
Benchmark
III
Date/Rating
3.2: The candidate selects, develops, and uses a variety of
diagnostic, formative, and summative assessments.
3.3: Candidate analyzes data to monitor students’ progress
and learning, and to plan, differentiate, and modify instruction
3.4: Candidate collaborates and communicates student
progress with students, parents, and colleagues.
3.5: Candidate involves learners in self-assessment and goal
setting to address gaps between performance and potential.
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Additional comments (Standard 4):
Standard 4: Instruction
Teachers plan and deliver instruction that advances the learning of each individual student.
4.1 Candidate aligns instructional goals and activities with
school and district priorities and with Ohio’s academic content
standards.
Benchmark
I
Date/Rating
Benchmark
II
Date/Rating
Benchmark
III
Date/Rating
4.2: Candidate uses information about students’ learning and
performance to plan and deliver instruction designed to close
the achievement gap.
4.3: Candidate communicates clear learning goals and links
learning activities to those goals.
4.4: Candidate applies knowledge of how students think and
learn to instructional design and delivery.
4.5: Candidate differentiates instruction to meet the needs of
all students including gifted students, students with
disabilities, and “at risk” students.
4.6: Candidate creates and selects activities that are designed
to help students develop as individual learners and complex
problem-solvers.
4.7: Candidate uses resources effectively, including
technology, to enhance student learning.
Standard 5: Learning Environment
Teachers create learning environments that promote high levels of learning and achievement for all students.
5.1: Candidate treats all students fairly and has established a
classroom environment that is respectful, supportive, and
caring.
Benchmark
I
Date/Rating
Benchmark
II
Date/Rating
Benchmark
III
Date/Rating
5.2: Candidate creates a classroom environment that is
physically and emotionally safe.
5.3: Candidate motivates students to work productively and
22
Additional Comments (Standard 5):
Additional Comments (Standard 6):
Standard 7: Professional Responsibility and Growth
Teachers assume responsibility for professional growth, performance, and involvement as an individual and as a member of a learning community.
7.1: Candidate understands, upholds, and follows professional
ethics, policies, and legal codes of professional conduct.
Benchmark
I
Date/Rating
Benchmark
II
Date/Rating
Benchmark
III
Date/Rating
7.2: Candidate takes responsibility for engaging in continuous,
purposeful professional development.
assume responsibility for their own learning.
5.4: Candidate creates learning situations in which students
work independently, collaboratively, and/or as a whole class.
5.5: Candidate maintains an environment that is conducive to
learning for all students.
Standard 6: Collaboration and Communication
Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning.
6.1: Candidate communicates clearly and effectively.
Benchmark
I
Date/Rating
Benchmark
II
Date/Rating
Benchmark
III
Date/Rating
6.2: Candidate shares responsibility with parents and
caregivers to support student learning, emotional and physical
development, and mental health.
6.3: Candidate collaborates effectively with other teachers,
administrators, and school and district staff.
6.4: Candidate collaborates effectively with the local
community and community agencies, when and where
appropriate, to promote a positive environment for student
learning.
23
7.3: Candidate seeks opportunities to impact the quality of
teaching, making school improvements, and increasing student
achievement.
Additional Comments (Standard 7)
Standard 8: Official Documents
Teachers assume responsibility for maintaining official documents in a safe and secure location.
Benchmark
I
Date/Rating
Benchmark
II
Date/Rating
Benchmark
III
Date/Rating
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Evaluator
and Date
Noted areas of
strength
Noted areas of
professional growth
Noted areas of
weaknesses
Suggestions for
Improvement
BENCHMARK I
Signature:_______________
_____________________
Date:__________________
BENCHMARK II
Signature:_______________
_____________________
Date:__________________
BENCHMARK III
Signature:_______________
_____________________
Date:__________________
25
12. Official
Documents
All
documentation
available.
Not complete
but identifies
missing
documents.
Incomplete set of
documents.
Date Date Date
A.
26
Required Lesson Plan Format
University of Rio Grande School of Education Date: Class Time: Grade/Age: Master Teacher: Lesson Objective(s) or Goal(s): These must be drawn from the State Academic Content Standards or Ohio Model Curriculum. What are your students going to learn from this lesson? University of Rio Grande School of Education Goal(s) Addressed:
Technology Component: (If applicable) How will technology be incorporated into the lesson? How will you use technology to enhance student learning?
Diversity Component: (If applicable) How will diversity be incorporated into the
lesson? Parent Involvement: (If applicable) How will parents be involved withlthis
lesson? Vocabulary: (If applicable) What specific new vocabulary will be
incorporated into the lesson?
Student Grouping: How will you group students for this lesson and why have you chosen this class configuration?
Methods/Activities: What teaching methods will be used during this lesson and why did you choose them? How do you activate prior knowledge? How will the students get to apply what you have taught? How will you foster/incorporate Higher Order Thinking Skills? How will you incorporate essential questions into your lesson? What modifications are necessary for meeting the needs of diverse students in the classroom?
Assignment(s): (If applicable) What outside assignment(s) will be required to be completed by the students?
Lesson Evaluation: Each objective/goal should have an evaluation component. Goal/Objective # I should be tied to Lesson Evaluation # 1. When will the evaluation occur and through what specific means will you conduct the evaluation? Explain the formal and or informal assessment you would use to determine the success of this lesson.
Reflection: How do you think the lesson went? Did the students master your goals/objectives? How do you know this mastery occurred? Why did you choose this approach? Do you need to reteach/review to insure all students have mastered the objectives? Do you need to revise any parts of the lesson? How does this lesson lead to your next instructional step? How did the students react to the lesson? Was the lesson too difficult or too easy? If you were to do this lesson again, what would you change or keep the same?
Bibliography: Include all sources of information, instructional and student support materials, etc you used or will use for this lesson. This includes internet and bard copy
sources.