College of Education - cehs.csuohio.edu€¦ · Web viewTechnical information about managing your portfolio. Additional resources to help you understand and make the best use of

Teaching Licensure Programs

2012-2013

updated August 9, 2012

1

Contents

Introduction......................................................................................................................3What is a portfolio?.......................................................................................................3Why is a portfolio needed?...........................................................................................4

Getting Started.................................................................................................................5Portfolio Structure............................................................................................................7

Directed Response Folio..............................................................................................7Standards-Based..........................................................................................................9Performance-Based....................................................................................................10

The Portfolio Process.....................................................................................................10Submitting an Artifact to an Instructor.........................................................................11Artifact Assessment....................................................................................................12Checkpoints................................................................................................................13Checkpoint Submission..............................................................................................14

Employment Portfolio.....................................................................................................15Conclusion.....................................................................................................................16Appendix A: Program Self-Enrollment Codes................................................................17Appendix B: Transfer Student Information.....................................................................18Appendix C: Standards Alignment.................................................................................19Appendix D: Choice Artifacts.........................................................................................23Appendix E: General Outcome Rubrics for CSU Outcomes..........................................26Appendix F: TaskStream Technical Information............................................................39

2

IntroductionWhat is a portfolio? In the Cleveland State College of Education and Human Services, you will gather a portfolio of work that you produce throughout your program. Your portfolio is a crucial part of your teacher education experience and serves as a significant method of demonstrating how you meet the standards of the Cleveland State teacher preparation program. Over the past 12 years of experience using portfolios in our teacher education programs, we have found that candidates who understand the process complete the requirements thoughtfully. When done properly, the portfolio is a valuable tool for fostering and documenting professional growth.

We want the portfolio process to be a positive experience for you. Toward that goal, this handbook provides:

An explanation of the purpose of the portfolio Clarification of the portfolio process at Cleveland State Technical information about managing your portfolio Additional resources to help you understand and make the best use of the

portfolio

In the most general terms, a portfolio is documentation of professional growth and competence. We have found that candidates have different ideas when they hear the word portfolio. Let’s examine some common misconceptions that people have about CSU portfolios.

Some people think of a portfolio as a scrapbook of memorabilia. Scrapbooks contain photos, captions, and snippets of text. Scrapbooks rely heavily on visual appeal and on the use of brief, punchy statements to generate an emotional response. This is NOT what your CSU portfolio will be. Although you might include some photos in your portfolio, the contents of your portfolio must offer a reviewer insight into your knowledge, skills, and attitudes about teaching (called “dispositions” in education). Photos with captions alone are not substantial enough to offer insight into your thinking or evidence of your skills.

Some people think of a portfolio as a file cabinet or notebook containing a complete collection of assignments from all your courses. This idea of a portfolio treats everything equally with the ultimate goal of gathering as much material as possible. This is NOT what your CSU portfolio will be. Your portfolio will be selective and include only a small subset of your finished work. Some assignments will be required to be in your portfolio. Other assignments will be included because you have chosen them as evidence to demonstrate something important about your skills or knowledge.

Some people think of a portfolio as a showcase of best work, similar to a portfolio that an artist or a designer might use to win a contract with a client. This idea of a portfolio includes only the artist’s best work and does not document the prior work it took to reach that level of ability. In addition, the artist herself chooses how to organize the

3

portfolio. This is NOT what your CSU portfolio will be. Your portfolio will include high-quality pieces of work, but it will contain work that you produce at every stage in your teacher preparation program to demonstrate your growing competence in the CSU Outcomes, a set of standards that identify and describe the essential knowledge, skills and dispositions you need to start your teaching career. At each transition point you must meet expectations for that phase of your program, but we expect that you will continue to develop throughout your program. At the end of your program you will produce an employment portfolio that will include only your best work to market yourself to potential employers.

In summary, your CSU portfolio will have the following characteristics: The portfolio will contain documents that provide substantial evidence of your

knowledge, skills, and dispositions related to the CSU Outcomes. The portfolio will contain only selected work identified by the faculty and by the

candidates. The portfolio will document professional growth by including work generated at all

stages of the teacher preparation program.

Why is a portfolio needed? You may be asking yourself, “If I already receive course grades, isn’t that enough to document my professional growth? Why do I need a portfolio?” The faculty believe that the portfolio is a useful component in the CSU teacher preparation programs.

The portfolio process helps teacher candidates in the following ways:

The process provides you with an overview of the requirements that must be completed prior to licensure and gives you an easy way to track your progress towards completion.

The portfolio allows you to identify areas of strength and to determine areas where you need to make additional efforts. The process requires you to reflect on the documents in light of the CSU Outcomes. The portfolio provides a broader perspective than an individual course and allows faculty to see that you are prepared at key transition points to move to the next level of your teacher preparation program.

The process is fair for all candidates because the portfolio uses common assessments given across all sections of a course.

At the end of your program, the portfolio helps you demonstrate whether you have satisfactorily met all program standards and thus qualify for endorsement of your licensure application.

The portfolio will provide you with materials you can use in an employment portfolio to show potential employers your skills.

The reflective components of the portfolio process will help become more aware of the CSU Outcomes and prepare you for interview questions that are likely to be similar to the outcomes.

The process helps college faculty in the following ways:

4

The common assessments included in the portfolio facilitate conversation among faculty about course objectives, offer clear guidance for part-time instructors, and provide program teams with a measure of how courses and assignments collectively prepare candidates for success in their student teaching internships and beyond.

The portfolio provides a comprehensive tool to make informed decisions about candidates’ readiness to progress through the teacher preparation program.

The electronic portfolio process provides the faculty with a simplified system of gathering, aggregating, and analyzing assessment data within and across programs. Analysis of these data allows faculty to identify program strengths and areas for improvement.

Getting StartedThe following groups of students will use TaskStream (http://www.taskstream.com) to submit and manage their portfolios:

Undergraduate students enrolled in EDB 300 in Fall 2012 or later Graduate early childhood licensure students who took ECE 500 in Fall 2012 or

later Graduate special education licensure students who took ESE 500 in Fall 2012 or

later Students in the MUST or Chinese Licensure programs beginning Summer 2012

or later Students who transferred to the College of Education and Human Services in Fall

2012 or later. Transfer students should refer to Appendix A for details about how the portfolio process works with transfer courses.

Any student who is not included in one of these groups and who has already submitted artifacts through ePortfolio will continue to use the ePortfolio system. (Refer to ePortfolio handbooks and instructional “Quicksheets” to help you navigate and use ePortfolio. You can find these materials online at http://www.csuohio.edu/cehs/students/eport.html)

All students using TaskStream will be charged a portfolio lab fee which covers the cost of a 4-year subscription to TaskStream. This fee will automatically be charged to EDB 300 students. Transfer students who receive credit for EDB 300 must visit the Education Student Services Center to pay this fee. Graduate licensure students will receive information from their program coordinator about how to pay the fee.

Once you have paid the fee, you will receive a key code to activate your TaskStream account. To begin your subscription activation, go to the TaskStream Home Page. Below the login area, click the “Subscribe/Renew Today” link.

5

http://www.csuohio.edu/cehs/students/eport.html

http://www.taskstream.com/

Select the option that applies to you. First time subscribers should select the “Create a new TaskStream subscription” option. You will use Subscription Option 2 because you will be provided with a key code by either your EDB 300 instructor or the Education Student Services Center.

Follow the directions to complete the subscription purchase or activation process. Please ensure that you enter a valid email address so TaskStream can send your username and password to you. All email addresses are confidential and will not be made available to third parties. TaskStream recommends that you add the [email protected], [email protected], and [email protected] email addresses to your email contacts so that TaskStream emails are not blocked by spam software or computer settings.

6

mailto:[email protected]




Once your TaskStream account is activated, you must enter the enrollment code for your program. The self-enrollment code for all programs is found in Appendix A. To enroll in your program, simply access your TaskStream account and then click on the “Enter Code” button on the left side to enter the code.

When prompted, enter the program code and click “Search.” You can then review the program information that corresponds to the code you entered. To be enrolled in the program, click “Enroll.” If you enroll yourself into an inactive program, the program will not appear on your home page until the Cleveland State Program Manager activates the program. If you switch programs, you should contact Heather Gallacher at [email protected] or 216-687-3743 to be switched into the new program.

If you have any technical questions about TaskStream, you can always contact the TaskStream Mentoring Services at [email protected] or at 800-311-5656.

Portfolio StructureAs you move through your program, you will develop and submit evidence to demonstrate that you meet the 12 CSU Outcomes. Each piece of evidence is called an artifact. Course instructors assess artifacts using a rubric specific to that artifact. At various “checkpoints” that mark significant transition points in your program, you will submit additional artifacts, and a faculty evaluator will check the whole portfolio to ensure that you have met the criteria to move to the next phase of your program. To complete your program and receive endorsement for licensure, you must meet the requirements for all artifacts.

Directed Response Folio When you click on your program, you will see a list of all portfolio requirements for that program along the left side of your screen.

7



These requirements comprise a structure called a Directed Response Folio (DRF). By clicking on any requirement, you will see the course number where the assignment will be submitted and a brief overview of the assignment. All assignments will be scored using a rubric which you can also view. Many requirements also include detailed directions for the assignment; if not, your instructor will provide you with additional details.

The DRF is divided into three phases: 1) pre-practicum, 2) pre-student teaching, and 3) pre-licensure. During each phase, you will find the following types of submissions:

Required Artifacts. For selected courses, there are common artifacts that will be submitted directly to your instructor and assessed by your instructor using a rubric for that assignment. These artifacts must be submitted and graded in TaskStream. Each required artifact will be designated as “meets” or “does not meet” requirements. If you have a required artifact that “does not meet” requirements, you will not be able to proceed to the next phase of your program.

Choice Artifacts. When your portfolio is ready to be checked to move to the next phase of your program (checkpoint assessment), you will choose two additional artifacts to submit and you will write a reflection explaining how these artifacts demonstrate your competence in the CSU Outcomes. These artifacts will be assessed by an assigned faculty checkpoint evaluator.

No Submission Requirements. In some phases of your program, there will be assessments imported directly into your DRF. These might include performance assessments from field experiences, GPA calculations, or Praxis test scores.

Summative Checkpoint Self-Analysis. In the final step before checkpoint assessment, you will review your assessments compared to the CSU outcomes to determine areas of strength and areas for improvement. You will use this analysis to determine strategies for your own professional development during the next program phase.

8

Portfolio Standards The portfolio structure is designed to ensure that you have mastered standards established by CSU to identify the skills and knowledge needed by beginning teachers. These standards, called CSU Outcomes (listed in Table 1), are based on a conceptual model of the TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL—A PARTNER IN LEARNING. Each outcome is comprised of knowledge, skills, and dispositions which you must demonstrate. These are goals toward which you will work in your teacher preparation program. Portfolio requirements have been carefully selected to provide evidence that you have met all requirements of each Outcome. The scoring rubric for each artifact is linked to these outcomes, and TaskStream allows you to you see your scores in relation to each outcome.

Table 1: Cleveland State University Teacher Education OutcomesCleveland State University – Teacher Education Outcomes

1. Personal Philosophy. The CSU teacher education student articulates a personal philosophy of teaching and learning that is grounded in theory and practice.

2. Social Foundations. The CSU teacher education student possesses knowledge and understanding of the social, political, and economic factors that influence education and shape the worlds in which we live.

3. Knowledge of Subject Matter and Inquiry. The CSU teacher education student understands content, disciplinary concepts, and tools of inquiry related to the development of an educated person.

4. Knowledge of Development and Learning. The CSU teacher education student understands how individuals learn and develop and that students enter the learning setting with prior experiences that give meaning to the construction of new knowledge.

5. Diversity. The CSU teacher education student understands how individuals differ in their backgrounds and approaches to learning and incorporates and accounts for such diversity in teaching and learning.

6. Learning Environment. The CSU teacher education student uses an understanding of individual and group motivation to promote positive social interaction, active engagement in learning, and self-motivation.

7. Communication. The CSU teacher education student uses knowledge of effective verbal, nonverbal, and media communication techniques to foster inquiry, collaboration, and engagement in learning environments.

8. Instructional Strategies. The CSU teacher education student plans and implements a variety of developmentally appropriate instructional strategies to develop performance skills, critical thinking, and problem solving, as well as to foster social, emotional, creative, and physical development.

9. Assessment. The CSU teacher education student understands, selects, and uses a range of assessment strategies to foster physical, cognitive, social, and emotional development of learners and gives accounts of students’ learning to the outside world.

10. Technology. The CSU teacher education student understands and uses up-to-date technology to enhance the learning environment across the full range of learner needs.

11. Professional Development. The CSU teacher education student is a reflective practitioner who evaluates his/her interactions with others (e.g., learners, parents/guardians, colleagues and professionals in the community) and seeks opportunities to grow professionally.

12. Collaboration and Professionalism. The CSU teacher education student fosters relationships with colleagues, parents/guardians, community agencies, and colleges/universities to support students’ growth and well being.

Besides the 12 Cleveland State Outcomes, there are many other educator standards, including the Ohio Standards for the Teaching Profession (OSTP), the Praxis domains that guide the ETS Praxis II Principles of Learning and Teaching examinations, and the new teacher standards established by the Interstate New Teacher Assessment and

9

Support Consortium (INTASC). In addition, there are subject specific standards developed by the Specialized Professional Associations (SPAs) that support different teaching content areas such as mathematics, language arts, science, and physical education. You will be introduced to these standards in your program-specific courses.

To keep the process simple, the faculty has aligned the Cleveland State Outcomes with these other standards. The chart in Appendix D shows you how these standards are aligned. If you meet the 12 Cleveland State teacher education Outcomes, you will also meet the other necessary sets of standards.

Portfolio as a performance assessment Unlike paper and pencil tests, the portfolio is designed to assess three things: 1) knowledge of pedagogy and content; 2) ability to apply and use that knowledge through the performance of specific skills; and 3) dispositions that reflect a professional attitude towards teaching. To assess these things, the portfolio will include a variety of evidence demonstrating what you know, what you can do, and your attitudes about teaching and learning. This evidence will include written assignments, electronic materials you produce for teaching, multimedia such as photos and video that document things you are able to do, and assessments of your abilities and attitudes completed by qualified people who have observed you working in educational settings.

Many portfolio requirements have been chosen to prepare you for one key culminating assessment, the Teacher Performance Assessment (TPA), which all student teachers must complete beginning in Fall 2012.

The TPA is composed of three tasks. First, you must plan a series of 3-5 lessons, called a lesson segment. Your plan must include a link to relevant content standards and a strategy for assessing student understanding. Second, you must teach and videotape yourself teaching the learning segment. You will select specific video clips to demonstrate your ability to interact with students. Third, you will analyze the learning of your students and reflect on how well your instruction helped them learn the content. If you are successful in completing the early requirements of the program, you should be well prepared for the TPA.

The Portfolio ProcessThere are two major steps in the portfolio process. First, you will submit required artifacts to your instructors through TaskStream. Your instructors will assess each artifact using a rubric for that artifact and inform you whether it meets or does not meet requirements. If the artifact does not meet requirements, you must revise and resubmit it to your instructor until it meets requirements.

Second, at the specified “checkpoints,” you will be assigned a checkpoint assessor. You will prepare your portfolio for checkpoint assessment and submit it to your checkpoint assessor who will review your progress and determine whether you meet the criteria to move forward in your program. At the final checkpoint, your assessor will determine whether you have met the criteria to be endorsed for a teaching license.

10

Submitting an Artifact to an Instructor This section explains how to submit the different types of artifacts during the process. As you saw earlier, each required artifact is associated with a course, which you can see in parentheses next to the artifact title. Your instructor will inform you when you need to submit the required artifact for assessment.

To submit an artifact, simply click on the title of the requirement itself. The content of the chosen requirement section will be displayed in the right frame area. You can view the “Directions” for the requirement and download any additional available details about the assignment. If you would like to see the rubric being used to evaluate your work, click the “Evaluation Method” link and click “View rubric.”

Submitting an artifact for assessment is similar to adding an attachment to an email. For most artifacts, you will be clicking on “Attachments.” Follow these steps:

1. Select the type of file you wish to add. You can select a file from your computer, a file you previously uploaded in TaskStream, or work that you created in TaskStream (such as a web folio).

2. Name the file and add a description of the file, if desired. 3. Click the “Add File” button when finished. 4. Click “Save and Return” to go back to the main program work area when you

are done adding attachments. You may add multiple attachments as specified in the artifact directions.

5. To submit this requirement to your instructor, click “Submit Requirement” from the top of the Work tab. The dialog box allows you to add comments for your instructor.

11

6. Select your assessor from the list of faculty (listed alphabetically by last name) and click “Submit Evaluation.”

Congratulations! You have submitted your artifact for assessment!

Artifact Assessment Every artifact in your portfolio will be assessed by your instructor using a rubric based on the specific requirements for that artifact. Each rubric row describes one specific assignment criterion, and every row will be rated as unacceptable, emerging, proficient, or exemplary based on the column descriptions. “Proficient” describes the target level of performance. Ratings of “unacceptable” or “emerging” are not considered to be meeting the requirements for that particular assignment, whereas “exemplary” describes work that exceeds expectations. The rubric scores may also be factored into your course grade. If so, your instructor will inform you how your rubric scores will be converted into points or letter grades.

Every row of the rubric is related to one or more CSU Outcomes, which you can view by clicking on the “Standards” link in each row. We suggest that you review the rubric for every assignment before you submit it to ensure you have met all requirements. In addition to the artifact-specific rubrics, there are 12 general Outcome Rubrics (Appendix E) used with the choice artifacts at each checkpoint to assess progress on each of the 12 CSU Outcomes.

When assessing your artifact, the instructor will complete the rubric and may also provide written comments. At the end of each rubric, the instructor will indicate whether you have met or not met the requirements for that artifact. The instructor has the ability to return an electronic copy of your paper through TaskStream with comments or tracked changes.

After your instructor assesses your work, view your assessment results by clicking on the “Scores/Results” tab. The “Status” column indicates whether your artifact meets

12

or does not meet the requirements. The “Actions” column shows you to whom you submitted your artifact and indicates whether the artifact has been assessed yet. The Results column provides you with your score, and the “History” column allows you to track any comments made by you or your instructor. If any artifacts do not meet requirements, you must revise and resubmit the artifact or make alternate arrangements with the instructor. You will not be allowed to move to the next checkpoint until all artifacts within that checkpoint meet the requirements.

Checkpoints Each teacher preparation program at Cleveland State has three assessment checkpoints:

Checkpoint 1 (Pre-practicum): When you apply online for practicum, your name will be added to the list of candidates receiving a pre-practicum checkpoint assessment. By the time you are ready for practicum, you will have taken a number of professional courses, including foundations and several methods courses. The requirements in this phase of your program are focused primarily on foundational knowledge, introductory skills, and dispositions necessary for success.

Checkpoint 2 (Pre-student teaching): When you apply for student teaching online, your name will be added to the list of candidates receiving a pre-student teaching checkpoint. Your practicum experience (or practicum equivalent) will include assessments to demonstrate your knowledge and mastery of a broad repertoire of management, instructional, and assessment strategies to prepare you for independent teaching and the completion of the Teacher Performance Assessment.

Checkpoint 3 (Pre-licensure): This checkpoint occurs at the end of student teaching. By the end of Checkpoint 4, you must demonstrate proficiency across all 12 College Outcomes. At this phase, your portfolio will consist primarily of the Teacher Performance Assessment materials and a separate employment portfolio you will develop to assist you in your job search.

Table 2 lists the checkpoints for each undergraduate or post-baccalaureate program.

Table 2: Portfolio Checkpoints by ProgramProgram Checkpoint : When is portfolio checked

Early Childhood 1: Prior to EST 370/570 2: Prior to EST 480/5803: At the conclusion of EST 480/580

Mild/Moderate 1: Prior to EST 377 (ESE 518/522 for graduates) 2: Prior to EST 487 (EST 587 for graduates) 3: At the conclusion of EST 487 (EST 587 for graduates)

Moderate Intensive 1: Prior to EST 378 (ESE 2: Prior to EST 488 (EST 588 for graduates)3: At the conclusion of EST 488 (EST 588 for graduates)

13

Middle Childhood 1: Prior to EST 3712: Prior to EST 481 3: At the conclusion of EST 481

Adolescent/Young Adult 1: Prior to EST 3722: Prior to EST 482 3: At the conclusion of EST 482

Physical Education 1: Prior to PED 4402: Prior to PED 4453: At the conclusion of PED 445

Art 1: Prior to EDC 3112: Prior to EST 4833: At the conclusion of EST 483

Music 1: Prior to MUS 4452: Prior to EST 483 3: At the conclusion of EST 483

Foreign Language 1: Prior to EDC 313 2: Prior to EST 484 3: At the conclusion of EST 484

Checkpoint Submission During the semester when you complete checkpoint assessment, you will be assigned to a faculty member who will serve as the checkpoint assessor. To prepare for your checkpoint assessment, in addition to the required artifacts from your courses, you will prepare the following two portfolio artifacts:

1. Choice Artifacts . For Checkpoints 1 and 2, you will identify two “choice artifacts” that have not already been submitted as key artifacts. You get to choose artifacts to represent strengths in particular CSU Outcomes that you wish to demonstrate for your assessor. Upload both choice artifacts into the “Choice Artifacts” requirement in your DRF. Then, click on the “Standards” link at the bottom of the submission screen and identify which of the CSU Outcomes are addressed by the artifacts you have chosen. Finally, write a single “Reflection Cover Sheet” that explains what the artifacts are, how you have used the artifacts in your teaching (if applicable), why you have selected them, and how these artifacts demonstrate your competence in the Outcomes you have selected.

In preparing this section, you should refer to the general CSU Outcome rubrics located in Appendix D. For Checkpoint 3, you will not submit choice artifacts, but instead you will prepare an “Employment Portfolio” which you can use in your job search. You will be given more information about preparing an employment portfolio during your student teaching semester.

2. Summative Checkpoint Self-Assessment . This artifact requires you to complete a

form which verifies that you have satisfied college requirements to move to the next phase in your program (e.g. GPA and grade requirements, background checks, immunizations, etc.) and involves a self-analysis of your progress on

14

each College Outcome. You should prepare this by clicking on the “Scores/Results” tab and reviewing your results for all artifacts. The Summative Checkpoint Self-Analysis Form requires you to identify “strengths” and “areas for improvement” for each College Outcome, as well as the identification of specific strategies to improve in each outcome. Finally, the form includes a self-assessment of the dispositions from the college List of Student Dispositions. You can view these forms in your TaskStream DRF.

Your checkpoint assessor will check that all required artifacts in that phase have been assessed as “meeting requirements,” review and assess your choice artifacts, review your Summative Checkpoint Self-Assessment, and rate the overall portfolio. This assessment will determine your eligibility to move to the next program phase. If you do not satisfy the checkpoint requirements, you will be referred to a Remediation Concern Conference Board which will assess any resubmitted artifacts, identify a remediation plan (if applicable), and make a final determination about your eligibility for the next phase of the program.

Employment PortfolioOne of the Checkpoint 3 requirements is an Employment Portfolio. To get started, click on the “Folios & Web Pages” tab at the top of the browser. Type a title for your Employment Portfolio and click “Create New.” On the next screen, click “General Purpose Templates,” select Employment Portfolio from the drop-down list of available templates, then click “Continue.”

On the following pages you can personalize your employment portfolio according to your preferences. You can modify the navigation and color selections, and then select the Edit Content tab to add artifacts you wish to include. You must include a brief introductory statement, an updated resume, and a list of current references. You may choose to include any artifacts from your TaskStream portfolio, photographs (with appropriate permissions), and any other items you choose to include. For assistance in preparing the employment portfolio, you may want to visit one of the college computer labs.

Once your portfolio is ready, you will load it into your DRF template by clicking on the “Attachments” button. Then you will click the radio button for “An artifact created in TaskStream.” This will open up a drop-down box, where you will select Web Folios. You should see the name of the employment portfolio you created in the last drop-down box.

If you wish to publish your employment portfolio to the internet for potential employers, simply click on the “Publish/Share” tab. Then click the “Publish” button, and TaskStream will allow you to create a customized web address and password, if you wish.

ConclusionIf you have questions, do not hesitate to get help from any of the following sources:

Faculty Advisor Course Instructor

15

Education Student Services Center (JH 170A; 216-687-4625) TaskStream Mentoring Services (800-311-5656; [email protected]) Center for Educational Technology (JH 118) College of Education and Human Services TaskStream web page (currently

located under the Dean’s office at http://www.csuohio.edu/cehs/Deans_Office/Deans_Office.html)

Coordinator of Assessment and Accreditation (Heather Gallacher; 216-687-3743, [email protected])

We are optimistic that your portfolio experience will be professionally rewarding, if you do each of these things:

Follow the steps in this handbook Listen to the advice of advisors and instructors Adhere to the written directions included in TaskStream Seek assistance when needed

We wish you good luck in your program and continued success in your teaching career.

16


http://www.csuohio.edu/cehs/Deans_Office/Deans_Office.html


Appendix A: Program Self-Enrollment CodesUse the following codes to add the correct teaching licensure program DRF to your TaskStream account. If you switch programs, you can add a new program, but you must also contact the Education Student Services Center (JH 170A; 687-4625) and the Coordinator of Assessment and Accreditation (Heather Gallacher; JH 201; [email protected]; 687-3743) to inform them of the change.

Program Self-enrollment CodeArt CSUARTFA2012Chinese CSUCHIFA2012Early Childhood CSUECEFA2012Early Childhood Grad CSUECGFA2012Early Childhood Intervention Specialist CSUECISFA2012Foreign Language CSUFLFA2012Middle Childhood CSUMCEFA2012Mild/Moderate CSUMMFA2012Mild/Moderate Grad CSUMMGFA2012Moderate/Intensive CSUMIFA2012Moderate/Intensive Grad CSUMIGFA2012Music CSUMUSFA2012Physical Education CSUPEFA2012Secondary English CSUENGFA2012Secondary English Grad CSUENGGFA2012Secondary Math CSUMAFA2012Secondary Math Grad CSUMAGFA2012Secondary Science CSUSCIFA2012Secondary Science Grad CSUSCIGFA2012Secondary Social Science CSUSSFA2012Secondary Social Science Grad CSUSSGFA2012

17


Appendix B: Transfer Student InformationAll candidates who transfer to the College of Education and Human Services in Fall 2012 or later will use TaskStream (http://www.taskstream.com) to submit and manage their portfolios.

Transfer students who receive transfer credit for EDB 300 must visit the Education Student Services Center in Julka Hall 170 to activate their TaskStream account. You will need to provide permission for the college to assess a $105 fee to your CSU account to cover the cost of a TaskStream subscription, and then you will be given a key code to activate your TaskStream account following the steps in this handbook.

If you receive transfer credit for courses where you are required to submit a TaskStream artifact, follow these steps to receive credit for these artifacts:

1. Click on the requirement in the TaskStream DRF template. Review the directions for the assignment and select an assignment you completed at your former institution that is roughly equivalent to the TaskStream artifact.

2. Click the “Text & Image” button at the bottom of the page. In the dialogue box, type in a brief description of the artifact you are submitting, with a brief explanation of why you think it satisfies the artifact requirements.

3. Follow the directions in this handbook to add the assignment as an Attachment.4. Submit your artifact to Cleveland State Manager (found in the evaluator list under

“M” for the last name).5. The Cleveland State Manager will determine whether the artifact satisfies the

requirement and mark it in your portfolio as equivalent.

18

Appendix C: Standards AlignmentAlignment Chart: Ohio, INTASC, CSU, Praxis Standards

CSU Outcomes Ohio Teaching Standards PRAXIS Standards INTASC Standards1. Personal Philosophy. The CSU

teacher education student articulates a personal philosophy of teaching and learning that is grounded in theory and practice.

1.3 Teachers expect that all students will achieve to their full potential.

7.1 Teachers understand, uphold and follow professional ethics, policies and legal codes of professional conduct.

2. Social Foundations. The CSU teacher education student possesses knowledge and understanding of the social, political, and economic factors that influence education and shape the worlds in which we live.

2.3 Teachers understand school and district curriculum priorities and the Ohio academic content standards.

3. Knowledge of Subject Matter and Inquiry. The CSU teacher education student understands content, disciplinary concepts, and tools of inquiry related to the development of an educated person.

2.1 Teachers know the content they teach and use their knowledge of content-specific concepts, assumptions and skills to plan instruction.

2.4 Teachers understand the relationship of knowledge within the discipline to other content areas.

A3. demonstrating an understanding of the connections between the content that was learned previously, the current content, and the content that remains to be learned in the future.

C2. making content comprehensible to students

1. Knowledge of Subject Matter. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of the subject matter meaningful for students.

4. Knowledge of Development and Learning. The CSU teacher education student understands how individuals learn and develop and that students enter the learning setting with prior experiences that give meaning to the construction of new knowledge.

1.1 Teachers display knowledge of how students learn and of the developmental characteristics of age groups.

1.2 Teachers understand what students know and are able to do, and use this knowledge to meet the needs of all students.

A1. becoming familiar with relevant aspect of student’s backgrounds and experiences

A2. articulating clear learning goals for the lesson that are appropriate for students

A4. creating or selecting teaching methods, learning activities, and instructional materials or other resources that are appropriate for the students and that are aligned with the goals of the lesson

A5. creating or selecting evaluation strategies that are appropriate for the students and that are aligned

2. Knowledge of Human Development and Learning. The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social and personal development.

19

CSU Outcomes Ohio Teaching Standards PRAXIS Standards INTASC Standardswith the goals of the lesson

B1. creating a climate that promotes fairness

5. Diversity. The CSU teacher education student understands how individuals differ in their backgrounds and approaches to learning and incorporates and accounts for such diversity in teaching and learning.

1.4 Teachers model respect for students' diverse cultures, language skills and experiences.

1.5 Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and intervention.

4.5 Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students.

5.1 Teachers treat all students fairly and establish an environment that is respectful, supportive and caring.

A1. becoming familiar with relevant aspect of student’s backgrounds and experiences


3. Adaptation of Instruction for Individual Needs. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

6. Learning Environment. The CSU teacher education student uses an understanding of individual and group motivation to promote positive social interaction, active engagement in learning, and self-motivation.

5.2 Teachers create an environment that is physically and emotionally safe.5.3 Teachers motivate students to work productively and assume responsibility for their own learning.5.4 Teachers create learning situations in which students work independently, collaboratively and/or as a whole class.5.5 Teachers maintain an environment that is conducive to learning for all students.


B2. establishing and maintaining rapport with students

B3. communicating challenging learning expectations to each student

B4. establishing and maintaining consistent standards of classroom behavior

B5. making the physical environment as safe and conducive to learning as possible

5. Skills. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

7. Communication. The CSU teacher education student uses knowledge of effective verbal, nonverbal, and media communication techniques to foster inquiry, collaboration, and engagement in learning environments.

2.5 Teachers connect content to relevant life experiences and career opportunities.

4.1 Teachers align their instructional goals and activities with school and district priorities and Ohio’s academic content standards.

4.2 Teachers use information about students’ learning and performance to plan and deliver instruction that will close the achievement gap.

4.4 Teachers apply knowledge of how students think and learn to instructional design and delivery.

4.6 Teachers create and select activities that are designed to help students

B3. communicating challenging learning expectations to each student

C1. making learning goals and instructional procedures clear to students

C2. making content comprehensible to students

C3. encouraging students to extend their thinking

C5. using instructional time effectively

6. Classroom Motivation and Management. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

20

CSU Outcomes Ohio Teaching Standards PRAXIS Standards INTASC Standardsdevelop as independent learners and complex problem-solvers.

8. Instructional Strategies. The CSU teacher education student plans and implements a variety of developmentally appropriate instructional strategies to develop performance skills, critical thinking, and problem solving, as well as to foster social, emotional, creative, and physical development.

10. Technology. The CSU teacher education student understands and uses up-to-date technology to enhance the learning environment across the full range of learner needs.

2.2 Teachers understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline.

4.1 Teachers align their instructional goals and activities with school and district priorities and Ohio’s academic content standards.

4.2 Teachers use information about students’ learning and performance to plan and deliver instruction that will close the achievement gap.

4.4 Teachers apply knowledge of how students think and learn to instructional design and delivery.

4.6 Teachers create and select activities that are designed to help students develop as independent learners and complex problem-solvers.

4.7 Teachers use resources effectively, including technology, to enhance student learning.

A2. articulating clear learning goals for the lesson that are appropriate for students

A4. creating or selecting teaching methods, learning activities, and instructional materials or other resources that are appropriate for the students and that are aligned with the goals of the lesson

C3. encouraging students to extend their thinking

D2. demonstrating a sense of efficacy

4. Multiple Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

7. Instructional Planning Skills. The teacher plans instruction based upon knowledge of the subject matter, students, the community, and curriculum goals.

9. Assessment. The CSU teacher education student understands, selects, and uses a range of assessment strategies to foster physical, cognitive, social, and emotional development of learners and gives accounts of students’ learning to the outside world.

3.1 Teachers are knowledgeable about assessment types, their purposes and the data they generate.

3.2 Teachers select, develop and use a variety of diagnostic, formative and summative assessments.

3.3 Teachers analyze data to monitor student progress and learning, and to plan, differentiate and modify instruction.

3.4 Teachers collaborate and communicate student progress with students, parents and colleagues.

3.5 Teachers involve learners in self-assessment and goal setting to address gaps between performance and potential.

A5. creating or selecting evaluation strategies that are appropriate for the students and that are aligned with the goals of the lesson

C4. monitoring students’ understanding of the content through a variety of means, providing feedback to students to assist in learning, and adjusting learning activities as the situation demands.

8. Assessment of Student Learning. The teacher uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

11. Professional Development. The CSU teacher education student is a reflective practitioner who evaluates his/her interactions with others (e.g., learners,

7.2 Teachers take responsibility for engaging in continuous, purposeful professional development.

D1. reflecting on the extent to which the learning goals were met

D2. demonstrating a sense of efficacy

9. Professional Commitment and Responsibility. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on

21

CSU Outcomes Ohio Teaching Standards PRAXIS Standards INTASC Standardsparents/guardians, colleagues and professionals in the community) and seeks opportunities to grow professionally.

others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

12. Collaboration and Professionalism. The CSU teacher education student fosters relationships with colleagues, parents/guardians, community agencies, and colleges/universities to support students’ growth and well being.

6.2 Teachers share responsibility with parents and caregivers to support student learning, emotional and physical development and mental health

6.3 Teachers collaborate effectively with other teachers, administrators and school and district staff.

6.4 Teachers collaborate effectively with the local community and community agencies, when and where appropriate, to promote a positive environment for student learning.

D3. building professional relationships with colleagues to share teaching insights and to coordinate learning activities for students

D4. communicating with parents or guardians about student learning

10. Partnerships. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being.

22

Appendix D: Choice ArtifactsTable 3 provides examples of the kinds of artifacts you may include as choice artifacts to provide evidence of your competence in each program standard. The list is not comprehensive. There are many possible artifacts you could use.

Table 3: Examples of Choice Artifacts for each OutcomeProgram Standard Examples of Artifacts

1. Personal Philosophy

personal philosophy paper position paper on philosophical issue letter from student, parent, instructor, school administrator containing assessments

of those aspects of your performance that give evidence of your philosophy2. Social

Foundations essay on a complex social issue position paper on a complex social issue research paper/project on a complex social issue

3. Knowledge of Subject Matter and Inquiry

resource reference in lesson plans learning packet that demonstrate knowledge of content lesson plan, web site (self-designed), or outline in which content is clearly explained research conducted in preparation for instruction research paper in content area project done as part of content area coursework article summary or critique copy of evaluation that comments on and/or rates the knowledge of subject matter

you demonstrate in your teaching results of Praxis II content area test

4. Knowledge of Development and Learning

case study notes from observation of pupils example of differentiated curriculum adaptation of lesson or unit plan to account for individual differences lesson plan including “developmentally appropriate” learning activities diagnostic tool used to get to know pupils audio or videotape with analysis sample of checklist used to record development of pupils

5. Diversity curriculum, unit plan, or lesson plan incorporating content, materials, activities designed to enhance pupils’ appreciation for any ethnic group, gender, religion, handicapping condition, etc.

curriculum, unit plan, or lesson plan incorporating content, materials, activities differentiated to account for diverse learners

essay or position paper on issue of diversity copy of evaluation that comments on and/or rates your ability to interact with and

plan/implement instruction for diverse learners audio or videotape with analysis copy of IEP you helped to develop journal reflection

6. Learning Environment

copy of classroom management plan audio or videotape with analysis journal reflection lesson plan with evidence of planning for the management of time and materials picture of bulletin board picture of classroom written observation by supervisor lesson or unit plan incorporating strategies to enhance cooperation and

collaboration among pupils

23

record showing how pupil behavior was affected by implementation of management strategies

7. Communication copy of lesson or unit plan showing effective use of media copy of media developed for use in instruction picture of bulletin board assessment of communication skills by supervisor, cooperating teacher, peers, etc. audio or videotape with analysis copy of lesson plan with list of divergent questions asked of pupils journal reflection on use of effective communication

8. Instructional Strategies

copy of lesson or unit plan audio or videotape with analyses sample of pupil work generated as part of the implementation of an instructional

strategy journal reflection assessment of teaching by supervisor, cooperating teacher, peers, etc. copy (or picture) of materials developed for use in instructional strategies

9. Assessment copy of test developed to measure pupil status description and/or videotape of assessment procedure with analysis chart showing pre and post test results sample of pupil test with comments sample of pupil project/paper/essay with comments copy of communication to pupil or parents with results of assessment description of system used to record pupil assessment results and pupil progress

(with sample materials)10. Technology copy of lesson or unit plan showing use of technology

sample of media produced for use in instruction copy of PowerPoint or similar presentation audio or videotape with analysis assessment of use of technology by supervisor, cooperating teacher, peers, etc. journal reflection sample of media/technology produced by pupils

11. Professional Development

journal reflection copy of lesson or unit plan with reflective analysis evidence of attendance at workshop, professional conference evidence of membership in professional association list of personal goals with analysis of achievement evidence of presentation made at workshop or conference annotated list of books and journals read copy of article written for local, state, national journal report of action research conducted in a field setting report of how information and/or skills gained at workshop/conference or through

reading was applied in your teaching12. Collaboration and

Professionalism evidence of participation in extra-curricular activities copy of communication with parents, colleagues, community members documentation of meetings with parents, colleagues, community members sample of materials prepared for a meeting, class, etc., in which a leadership role

was assumed thank you, certificate, testimonial to attest to work done in collaboration with others

You will write one Reflection Cover Sheet to explain how your chosen artifacts relate to the CSU Outcomes. You will use the Reflection Cover Sheet to help the checkpoint assessor understand what you are trying to demonstrate about your competence. The Reflection Cover Sheet is extremely important because it is likely to be the first thing your assessor looks at when reviewing the choice artifacts.

24

Think of the Reflection Cover Sheet like the cover letter of an application package. Your choice artifacts, like a resume, contain the information about what you’ve accomplished, but by themselves it may not be apparent how they demonstrate your abilities. A good cover letter explains to a potential employer how your experiences on the resume match with the job requirements. In the same way, a Reflection Cover Sheet explains to an assessor how your artifacts show your mastery of the CSU Outcomes. A good Reflection Sheet should not merely summarize the artifact. Instead, it should:

describe the artifact; state how you used the artifact in your teaching (if applicable); explain why you selected the artifact for your portfolio; analyze how your artifact is related to the CSU Outcomes you have chosen

and how the artifact demonstrates your growing competence in those Outcomes.

Sample Reflection Cover Sheet

Rationale Statement: Why is this artifact filed under the listed Standard? What does the artifact say about my growing competence? (Be sure to address the relevant items in the appropriate rubric):

Appendix E: General Outcome Rubrics for CSU Outcomes

25

This is a copy of a written test I developed during student teaching to assess how well my students met the following objectives of a poetry unit:

The students will be able to identify the major theme of a poem by Edgar Allen Poe The students will be able to describe the structure and form of a poem The students will be able to describe how Poe uses imagery and figurative language to

convey meaning The students will be able to describe how Poe uses language to express feelings.

The test relates specifically to these objectives and is a good example of the kind of assessment that challenges students to use their higher order cognitive abilities.

Both my student teaching supervisor and I evaluated this test at the “Proficient” level. In addition, most students commented that it was fair and comprehensive—and even a little “fun” to take. I do, however, think that the test was a little “long” for the time allotted for the class. I would probably eliminate questions 7 and 11 next time. Overall, I think the test shows that I am competent at developing assessment instruments that challenge students and are keyed directly to learning objectives.

What is not shown in the artifact is how I have used the results of the test to plan changes to my unit. In analyzing and reflecting on the results, I have concluded that my students had trouble describing how Poe uses language to express feelings. The next time I teach this unit (or a similar one), I plan to incorporate many more examples from Poe’s poetry and from the poetry of others. I will also ask the students to engage in some imagery activities. For example, I will ask them to close their eyes and get in touch with their feelings as I read specific words, lines, or passages from various poems. We will then discuss their feelings and how other words might evoke similar or contrasting feelings. We might also discuss how hearing certain words at home, in school, or “on the street” evoke feelings.

CLEVELAND STATE UNIVERSITYCOLLEGE OF EDUCATION AND HUMAN SERVICES

THE TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL: A PARTNER IN LEARNING

Outcome 1 - PERSONAL PHILOSOPHYThe CSU Teacher education student articulates a personal philosophy of teaching and learning that is grounded in theory and practice. [OHIO 1.3, 7.1]

CRITERIA LEVELS OF ACHIEVEMENTUNACCEPTABLE EMERGING

(showing growth toward proficiency)

PROFICIENT(ready to be a first year teacher)

EXEMPLARY(target for experienced teacher)

Knowledge & UnderstandingIn the area of Knowledge and Understanding, artifacts & reflections are expected to show that the candidate has an understanding of the key concepts, ideas, or strategies necessary to implement this standard in teaching practice.

The artifact (& reflection) does not provide a clear explanation of beliefs. Educational philosophy as described is incomprehensible or contradictory.

The artifact (& reflection) defines educational beliefs with general justifications that are largely based on personal experience.

The artifact (& reflection) provides an explanation of educational beliefs consistent with current ideas of best practice as justified by theory and research.

The artifact (& reflection) provides an explanation of educational beliefs consistent with current ideas of best practice that includes specific and appropriate references to personal experiences. It clearly and articulately explains the theoretical and philosophical bases for personal beliefs.

Performance & SkillsIn the area of Performance & Skills, artifacts and reflections are expected to show the candidate’s ability to implement this standard in teaching practice.

The artifact (& reflection) provides little or no evidence that the candidate can assess the educational implications and consequences of instructional decisions. Writing is incoherent. The artifact (& reflection) shows an inability to cogently summarize, analyze, or evaluate information, ideas, and opinions.

The artifact (& reflection) provides some evidence that the candidate can assess the consequences of instructional decisions, but lacks skill in philosophical reasoning. Writing is somewhat incoherent. The artifact (& reflection) shows the ability to cogently summarize information, ideas, and opinions.

The artifact (& reflection) provides some evidence that the candidate can apply philosophical reasoning to assess the consequences and implications of instructional decisions. Writing is clear with minor incoherence. The artifact (& reflection) shows the ability to cogently summarize and analyze information, ideas, and opinions.

The artifact (& reflection) provides clear evidence that the candidate can apply philosophical reasoning to the critical assessment of his/her own beliefs and actions. Writing is clear and coherent. The artifact (& reflection) shows on ability to cogently summarize, analyze and evaluate information, ideas, and opinions.

DispositionsIn the area of Dispositions, artifacts and reflections are expected to show that the candidate values the key concepts and beliefs of the standard and behaves in ways that are consistent with those values and beliefs.

The personal philosophy reflected in the artifact (& reflection) violates professional and/or ethical standards; it reflects biased, stereotypical, or prejudicial attitudes and beliefs; and it provides no evidence of a commitment to continued professional development.

The personal philosophy reflected in the artifact (& reflection) is congruent with professional and ethical standards. Beliefs and attitudes expresses are relatively free from bias; however, scant evidence is provided to suggest a ongoing commitment to continued professional development.

The personal philosophy reflected in the artifact (& reflection) is congruent with professional and ethical standards; it provides some evidence of a commitment to continued professional development; and it is free from bias.

The personal philosophy reflected in the artifact (& reflection) is congruent with professional and ethical standards; it provides ample evidence of a commitment to continued professional development, and it is free from bias.

26


The Teacher as a Responsive, Reflective Professional: A Partner in Learning

Outcome 2 - SOCIAL FOUNDATIONS The CSU teacher education student has knowledge of pertinent issues in society, how they effect education and how they relate to educational reform on

community, state, national and international levels. [OHIO 2.3]CRITERIA LEVELS OF ACHIEVEMENT

UNACCEPTABLE EMERGING(showing growth toward

proficiency)




The artifact (& reflection) shows a lack of understanding of the need to view education within the framework of broader social issues.

The artifact (& reflection) shows limited understanding of the need to view education within a broader framework of social issues.

The artifact (& reflection) shows acceptable understanding of education as part of a complex socio-cultural fabric. It shows a knowledge of the effect of social change through educational practice.

The artifact (& reflection) shows evidence through exemplary written and oral communication of a profound understanding of socio-cultural issues and how they are effected by and affect the practice of education.


The artifact (& reflection) shows a lack of ability to build conceptual relationships between education and other socio-cultural concepts.

The artifact (& reflection) shows limited ability to articulate conceptual relationships between education and other socio-cultural fields of study.

The artifact (& reflection) provides acceptable evidence of the ability to build conceptual relations among education and a wide variety of socio-cultural issues.

The artifact (& reflection) shows exemplary evidence of the ability to use synthesis to build complex conceptual relations between education and a wide variety of socio-cultural issues.


The artifact (& reflection) shows a lack of desire to effect social collaboration and change in education through understanding of social issues.

The artifact (& reflection) shows limited interest and effort in working collaboratively with students, colleagues, parents and community. It shows some sense of responsibility and empowerment of effecting social change through the practice of education.

The artifact (& reflection) shows consistent work with colleagues to plan ways to involve a broader community in the process of the practice of education and educational reform. It displays evidence of a belief that educational practice can effect social change.

The artifact (& reflection) shows exemplary positive leadership in working with others to affect the process of educational change and reform. It displays considerable evidence of a belief that educational practice can effect social change.

27



Outcome 3 - KNOWLEDGE OF SUBJECT MATTER AND INQUIRY The CSU teacher education student understands content, disciplinary concepts, and tools of inquiry related to the development of an educated person.[OHIO 2.1,

2.4; INTASC #1; PRAXIS A3 & C2]CRITERIA LEVELS OF ACHIEVEMENT


proficiency)




The artifact (& reflection) shows lack of a grasp of subject matter, content area standards or strategies required to create and implement developmentally-appropriate activities.

The artifact (& reflection) shows limited knowledge of subject matter and content area standards. It evidences some understanding of strategies, methods, and materials needed to create and implement a developmentally-appropriate activity.

The artifact (& reflection) displays substantial knowledge of subject matter and content area standards. It evidences adequate understanding of strategies, methods, and materials needed to create and implement developmentally-appropriate activities.

The artifact (& reflection) displays comprehensive knowledge of subject matter and content area standards. It shows understanding of strategies, methods, and materials to create and implement developmentally-appropriate activities


The artifact (& reflection) shows representations of disciplinary ideas that are inaccurate or unclear. It provides evidence of engagement in little or no inquiry for preparation.

The artifact (& reflection) shows a limited ability to use representations of disciplinary ideas to make subject matter accessible to students. It shows limited engagement in inquiry for preparation.

The artifact (& reflection) consistently uses representations of key disciplinary ideas to make subject matter accessible and meaningful to students. It shows engagement in an adequate amount of inquiry for preparation.

The artifact (& reflection) uses multiple representations of key disciplinary ideas to make subject matter accessible and meaningful to students. It shows engagement in extensive inquiry for preparation.


The artifact (& reflection) shows lack of recognition of the importance of content knowledge. It shows a lack of the motivation to engage in inquiry to learn new content for panning and teaching

The artifact (& reflection) shows limited recognition of the importance of content knowledge. It shows some motivation to engage in inquiry to learn new content for planning and teaching.

The artifact (& reflection) shows a consistent recognition of the importance of content knowledge. It shows motivation to engage in inquiry to learn new content for planning and teaching.

The artifact (& reflection) shows extensive awareness of the synergistic relationship between content and inquiry as applied to planning and teaching.

28



Outcome 4 - KNOWLEDGE OF DEVELOPMENT AND LEARNING The teacher candidate understands how individuals learn and develop, and that students enter the learning setting with prior experiences that give meaning to the

construction of new knowledge. [OHIO 1.1, 1.2; INTASC #2; PRAXIS A1, A2, A4, A5, & B1]

CRITERIALEVELS OF ACHIEVEMENT


proficiency)




The artifact (& reflection) shows lack of knowledge and understanding of major theories of cognitive, physical, emotional, social, and moral development, of how students construct knowledge and acquire cognitive and metacognitive skills, and of developmental progressions.

The artifact (& reflection) shows limited knowledge and understanding of major theories of cognitive, physical, emotional, social, and moral development, of how students construct knowledge and acquire cognitive and metacognitive skills, and of developmental progressions.

The artifact (& reflection) shows acceptable knowledge and understanding of major theories of cognitive, physical, emotional, social, and moral development, of how students construct knowledge and acquire cognitive and metacognitive skills, and of developmental progressions

The artifact (& reflection) shows extensive knowledge and understanding of major theories of cognitive, physical, emotional, social, and moral development, of how students construct knowledge and acquire cognitive and metacognitive skills, and of developmental progressions


The artifact (& reflection) shows lack of ability to apply knowledge of educational theories and concepts, to build on prior knowledge in the development of students’ thinking and the implementation of appropriate instructional activities; it shows lack of ability to integrate awareness of cultural and individual differences and similarities into practice.

The artifact (& reflection) shows limited ability to apply knowledge of educational theories and concepts, to build on prior knowledge in the development of students’ thinking and the implementation of appropriate instructional activities; it shows limited ability to integrate awareness of cultural and individual differences and similarities into practice.

The artifact (& reflection) consistently shows application of knowledge of educational theories and concepts, to build on prior knowledge in the development of students’ thinking and the implementation of appropriate instructional activities; it shows consistent integration of the awareness of cultural and individual differences and similarities into practice.

The artifact (& reflection) shows consistent and deliberate application of knowledge of educational theories and concepts; it shows provision of opportunities for students to discover connections between prior knowledge and present learning; it shows consistent and deliberate integration of the awareness of cultural and individual differences and similarities into practice.


The artifact (& reflection) shows lack of appreciation and respect for developmental changes, individual differences, self-efficacy, for the fact that all students are able to achieve; and the instructional opportunity of students’ misconceptions.

The artifact (& reflection) shows limited appreciation and respect for developmental change, individual differences, self-efficacy, the fact that all students are able to achieve, and the instructional opportunity of students’ misconceptions

The artifact (& reflection) shows consistent appreciation and respect for developmental changes, individual differences, self-efficacy, the fact that all students are able to achieve, and the instructional opportunity of students’ misconceptions.

The artifact (& reflection) shows consistent and deliberate appreciation and respect for developmental changes, individual differences, self-efficacy, the fact that all students are able to achieve, and the instructional opportunity of students’ misconceptions.

29


The Teacher as a Responsive, Reflective Professional: A Partner in LearningOutcome 5 - DIVERSITY

The teacher candidate understands how individuals differ in their backgrounds and approaches to learning and incorporates and accounts for such diversity in teaching and learning. [OHIO 1.4, 1.5, 4.5, 5.1; INTASC #3; PRAXIS A1 & B1]

CRITERIA

LEVELS OF ACHIEVEMENTUNACCEPTABLE EMERGING





The artifact (& reflection) shows lack of a grasp of the concept of varying individual learning abilities; it shows lack of knowledge of the need to vary instructional assessments and approaches for students, including those with varying abilities, second language learners and those from diverse cultural backgrounds; it shows lack of understanding of the importance of community resources to learning of diverse learners.

The artifact (& reflection) shows limited knowledge of varying individual learning abilities and of the need to vary instructional assessments, appropriate activities, response modes, etc. to accommodate the needs of learners with varying abilities, second language learners, and those from diverse cultural backgrounds; it shows limited knowledge of community resources.

The artifact (& reflection) shows acceptable levels of knowledge of varying learning abilities and of the need to vary instructional assessments, appropriate activities, response modes and adaptations of instruction for students with varying abilities; it shows knowledge of educational needs of second language learners and those from diverse cultural backgrounds; it shows understanding of the importance of community resources to diverse learners and their families.

The artifact (& reflection) shows deep knowledge of “culturally responsive pedagogy” including assessments, curricular and instructional design related to it for children with varying abilities, second language learners, and those from diverse cultural backgrounds; it shows deep understanding of the importance of community resources to meet the needs of diverse learners and their families.


The artifact (& reflection) lacks the ability to design instruction that responds to the needs of individual and diverse learners; it demonstrates only modest expectations for children with varying abilities, second language learners, and those from diverse cultural backgrounds; it does not respond sensitively to the needs of students’ families from diverse cultures or abilities.

The artifact (& reflection) shows limited ability to design instruction that is responsive to individual student needs; it does not display consistent expectations for students; it shows limited ability to respond sensitively to differing and diverse family cultures and needs.

The artifact (& reflection) shows ability to design instruction that appropriately challenges students of varying abilities, diverse cultures, and linguistic histories; it shows the ability to communicate effectively with families of children with varying abilities, from diverse cultures and those of second language learners; it shows ability to utilize community services and resources to support students’ learning needs.

The artifact (& reflection) shows ability to consistently plan and implement effective instruction which responds to individual students’ diverse needs; it shows consistent use of community resources that support the learning of students with varying abilities, second language learners, and those from diverse cultural backgrounds; it shows ability to work effectively with families as partners in their children’s learning.


The artifact (& reflection) places little value on high expectations for all students or on the importance of “culturally responsive pedagogy” to meet the needs of diverse learners; it shows little respect for students’ varied talents, interests, linguistic histories, or cultural backgrounds; it shows little regard for the importance of community resources for diverse learners and their families.

The artifact (& reflection) shows little value of the need to vary goals, instruction, activities, and assessment in response to individual students’ needs for children with varying abilities, those from diverse cultural backgrounds, and second language learners; it shows little appreciation for human diversity and how human differences have an impact on the learning process; it shows some value on using community resources in the educational process for diverse learners and their families.

The artifact (& reflection) shows high value on the importance of responding sensitively to students’ varied abilities, cultures, and linguistic histories; it shows an appreciation for seeking ways to represent community and cultural norms in the learning environment; it shows appreciation for the importance of families and the community in the educational process.

The artifact (& reflection) shows high value on human variability and the importance of varying instruction to meet the needs of children with varying abilities, second language learners, and those from diverse cultural backgrounds; it shows an expectation for students to achieve at their highest levels; it shows a deep appreciation of the importance of family and community involvement in the educational process.

30


THE TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL: A PARTNER IN LEARNING Outcome 6 - LEARNING ENVIRONMENT

The CSU teacher education student uses an understanding of individual and group motivation to promote positive social interaction, active engagement in learning, and self-motivation. [OHIO 5.2, 5.3, 5.4, 5.5; INTASC #5; PRAXIS B1, B2, B3, B4 & B5]





Knowledge & UnderstandingIn the area of Knowledge and Understanding, artifacts & reflections are expected to show that the candidate has an understanding of the key concepts, ideas, or strategies necessary to implement this standard in teaching practice..

The artifact (& reflection) shows lack of knowledge and understanding of major theories of motivation and learning, self-efficacy, goal orientations, group dynamics, and development as well as cultural variations and classroom applications; it shows lack of knowledge of how materials, tasks, and features of the physical environment contribute to students’ learning.

The artifact (& reflection) show limited knowledge and understanding of major theories of motivation and learning, self-efficacy, goal orientations, group dynamics, and development as well as cultural variations and classroom applications; it shows limited knowledge of how materials, tasks, and features of the physical environment contribute to students’ learning.

The artifact (& reflection) show acceptable knowledge and understanding of major theories of motivation and learning, self-efficacy, goal orientations, group dynamics, and development as well as cultural variations and classroom applications; it shows acceptable knowledge of how materials, tasks, and features of the physical environment contribute to students’ learning.

The artifact (& reflection) shows extensive knowledge and understanding of major theories of motivation and learning, self-efficacy, goal orientations, group dynamics, and development as well as cultural variations and classroom applications; it shows extensive knowledge of how materials, tasks, and features of the physical environment contribute to students’ learning.


The artifact (& reflection) shows lack of ability to use strategies that demonstrate knowledge of major theories of motivation and learning, self-efficacy, goal orientations, group dynamics, and development in culturally appropriate ways; it shows lack of ability to utilize understanding of how materials, tasks, and features of the physical environment contribute to students’ learning.

The artifact (& reflection) shows limited ability to use strategies that demonstrate knowledge of major theories of motivation and learning, self-efficacy, goal orientations, group dynamics, and development in culturally appropriate ways; it shows limited ability to utilize understanding of how materials, tasks, and features of the physical environment contribute to students’ learning.

The artifact (& reflection) shows consistent uses of strategies that demonstrate knowledge of major theories of motivation and learning, self-efficacy, goal orientations, group dynamics, and development in culturally appropriate ways; it shows consistent application of understanding of how materials, tasks, and features of the physical environment contribute to students’ learning.

The artifact (& reflection) show consistent and deliberate use of strategies that demonstrate knowledge of major theories of motivation and learning, self-efficacy, goal orientations, group dynamics, and development in culturally appropriate ways; it shows consistent and deliberate application of understanding of how materials, tasks, and features of the physical environment contribute to students’ learning.


The artifact (& reflection) shows lack of appreciation for the importance of establishing a positive learning environment in the classroom that promotes social interaction, active engagement in learning and self-motivation in culturally appropriate ways; it shows lack of appreciation for the degree to which materials, tasks, and features of the physical environment contribute to students’ learning.

The artifact (& reflection) shows limited appreciation for the importance of establishing a positive learning environment in the classroom that promotes social interaction, active engagement in learning and self-motivation in culturally appropriate ways; it shows limited appreciation for the degree to which materials, tasks, and features of the physical environment contribute to students’ learning.

The artifact (& reflection) shows consistent appreciation for the importance of establishing a positive learning environment in the classroom that promotes social interaction, active engagement in learning and self-motivation in culturally appropriate ways; it shows consistent appreciation for the degree to which materials, tasks, and features of the physical environment contribute to students’ learning.

The artifact (& reflection) shows consistent and explicit appreciation for the importance of establishing a positive learning environment in the classroom that promotes social interaction, active engagement in learning and self-motivation in culturally appropriate ways; it shows consistent and explicit appreciation for the degree to which materials, tasks, and features of the physical environment contribute to students’ learning

31


THE TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL: A PARTNER IN LEARNING Outcome 7 - COMMUNICATION

The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster inquiry, collaboration, and engagement in learning environments. [OHIO 2.5, 4.1, 4.2, 4.4, 4.6; INTASC #6; PRAXIS B3, C1, C2, C3, & C5]


(showing growth toward proficiency)PROFICIENT

(ready to be a first year teacher)EXEMPLARY

(target for experienced teacher)Knowledge & UnderstandingIn the area of Knowledge and Understanding, artifacts & reflections are expected to show that the candidate has an understanding of the key concepts, ideas, or strategies necessary to implement this standard in teaching practice.

The artifact (& reflection) shows weak knowledge of subject that may hinder ability to provide understandable, accurate statements about content. It shows lack of understanding of multiple methods of presenting information, how to structure classroom discussion, how to question students to probe their thinking, and how to use nonverbal communication strategies.

The artifact (& reflection) show relatively weak knowledge of subject that may hinder ability to provide understandable, accurate statements about content. It shows limited repertoire of methods of presenting information, limited awareness of how to structure classroom discussion or how to question students to probe their thinking. It shows little or no understanding of nonverbal communication strategies.

The artifact (& reflection) shows knowledge of subject that supports ability to provide understandable, accurate statements about content. It shows understanding of multiple methods of presenting information, how to structure classroom discussion, how to question students to probe their thinking, and how to use nonverbal communication as a communication tool.

The artifact (& reflection) shows strong knowledge of subject that makes it possible to offer multiple powerful representations of content. It shows understanding of multiple methods of presenting information, how to structure classroom discussion, how to question students to probe their thinking, and how to use nonverbal communication as a communication tool.


The artifact (& reflection) shows poor communication of learning expectations, ineffective use of instructional time, use of lecturing as the only mode of communication, no use of group work. It shows presentations of content that are incomprehensible or incorrect; rare attempts to probe or encourage diversity of student thinking, and ineffective management of group work. It demonstrates mastery of some major conventions of standard English.

The artifact (& reflection) shows clear communication of non-challenging learning expectations, and ineffective use of instructional time, which includes doing two or three or more of the following: primarily use of lecturing as a mode of communication, with occasional questions interspersed; sporadic use of group work; presenting content that is difficult to follow or contains relatively serious factual errors; rarely attempting to probe or encourage diversity of student thinking; managing group work ineffectively. It demonstrates mastery of most major and some minor conventions of standard English.

The artifact (& reflection) shows some clarity in communicating challenging learning expectations, effective use of instructional time, varying methods of presentation of new material, including group work, comprehensible and correct presentations of content, some attempts to probe or encourage diversity of student thinking, and effective management of group work. It demonstrates mastery of major and many minor conventions of standard English.

The artifact (& reflection) shows clear communication of challenging learning expectations, effective use of instructional time, varied methods of presentation of new material, including group work, powerful, comprehensible and correct presentations of content, regularly probing and encouraging of diversity of student thinking, and effective management of group work. It demonstrates complete mastery of major and minor conventions of standard English.


The artifact (& reflection) shows a view of self as deliverer of information. It shows little regard for ideas of students, a belief that students have no prior knowledge to use in making sense of new content, a belief that students should be kept silent, even if that means not allowing them to speak to one another, a belief that saying the same thing over and over again will ultimately help students learn material.

The artifact (& reflection) shows a view of self as deliverer of information, with an occasional need to solicit student input. It shows occasional fostering of student inquiry, few attempts to promote student collaboration, a belief mainly in one planned representation of content, supplemented occasionally with other representations (visual, audio).

The artifact (& reflection) shows a view of students as a valid sources of information. It shows the offering of additional information to clarify and extend student thinking, a belief in the importance of listening to students’ ideas. Fostering of student inquiry by providing situations, tasks or problems and inviting students to engage with them individually, a belief in regular use of student collaboration, a belief in the importance of multiple representations of content to make content comprehensible.

The artifact (& reflection) shows a view of students as a valid sources of information. It shows the offering of additional information to clarify or extend student thinking, a belief in the importance of listening to students’ ideas, a fostering of student inquiry by providing situations, tasks or problems and inviting students to engage with them individually or in groups, a belief in the importance of multiple representations of content that address multiple learning styles to make content comprehensible.

32


THE TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL: A PARTNER IN LEARNING Outcome 8 - INSTRUCTIONAL STRATEGIES

The CSU teacher education student plans and implements a variety of developmentally appropriate instructional strategies to develop performance skills, critical thinking, and problem solving, as well as to foster social, emotional, creative, and physical development. [OHIO 2.2, 4.1, 4.2, 4.4, 4.6, 4.7; INTASC #4 &

#7; PRAXIS A2, A4, C3, & D2]CRITERIA LEVELS OF ACHIEVEMENT


proficiency)


EXEMPLARY(target for experienced

teacher)Knowledge & UnderstandingIn the area of Knowledge and Understanding, artifacts & reflections are expected to show that the candidate has an understanding of the key concepts, ideas, or strategies necessary to implement this standard in teaching practice.

The artifact (& reflection) shows little or no knowledge and understanding of a range of instructional strategies. It does not show an understanding that instructional strategies are important for students’ social, emotional, creative, and physical development. It shows a lack of knowledge of how instructional strategies promote critical thinking and problem solving skills.

The artifact (& reflection) shows some knowledge and understanding of a range of instructional strategies. It shows an understanding that instructional strategies are somewhat important for students’ social, emotional, creative, and physical development.. It shows limited knowledge of how instructional strategies promote critical thinking and problem solving skills.

The artifact (& reflection) shows knowledge and understanding of an adequate range of instructional strategies. It shows an understanding that instructional strategies are important for students’ social, emotional, creative, and physical development. It shows acceptable knowledge of how instructional strategies promote critical thinking and problem solving skills.

The artifact (& reflection) shows knowledge and understanding of a broad range of instructional strategies. It shows an understanding that instructional strategies are an essential prerequisite for students’ social, emotional creative and physical development. It shows extensive knowledge of how instructional strategies promote critical thinking and problem solving skills.


The artifact (& reflection) shows no range of instructional techniques and no proper use of assessment. It shows little or no ability to choose appropriate activities for instructional objectives and shows a lack of flexibility to adapt instructional strategies to classroom needs.

The artifact (& reflection) shows a limited range of instructional techniques, with little understanding of assessment. It shows some ability to choose appropriate activities for instructional objectives and some degree of flexibility to adapt instructional strategies to classroom needs.

The artifact (& reflection) shows a range of instructional techniques, based on assessment, including but not limited to cooperative learning, presentation skills, and discussion learning. It shows an adequate ability to choose appropriate activities for instructional objectives and a degree of flexibility to adapt instructional strategies to classroom needs.

The artifact (& reflection) shows mastery of an extensive range of instructional techniques, based on assessment, including but not limited to cooperative learning, presentation skills, and leading discussions. It shows ability to choose appropriate activities for instructional objectives and a high degree of flexibility to adapt instructional strategies to classroom needs.


The artifact (& reflection) shows a lack of value for the use of many types of instructional strategies. It does not show value for the importance of adapting instructional strategies to classroom and individual student needs.

The artifact (& reflection) shows limited acknowledgement of the value of using many types of instructional strategies. It shows some value for the importance of adapting instructional strategies to classroom and individual student needs.

The artifact (& reflection) shows a belief in the value of using many types of instructional strategies. It shows value for the importance of adapting instructional strategies to classroom and individual student needs.

The artifact (& reflection) shows a belief in the value of using many types of instructional strategies. It shows value for the importance of adapting instructional strategies to classroom and individual student needs. It shows value for the importance of students engaging in performance, critical thinking, and problem solving activities.

33


The Teacher as a Responsive, Reflective Professional: A Partner in LearningOutcome 9 - ASSESSMENT

The CSU teacher education student understands, selects, and uses a range of assessment strategies to foster physical, cognitive, social, and emotional development of learners and gives accounts of students’ learning to the outside world. [OHIO 3.1, 3.2, 3.3, 3.4, 3.5; INTASC #8; PRAXIS A5 & C4]






The artifact (& reflection) shows a lack of understanding of rationale for adopting assessment procedures to meet student’s individual needs. It shows familiarity with a very limited range of formal and informal assessment strategies. It shows a lack of understanding of fundamental test statistics and constructs such as validity and reliability.

The artifact (& reflection) shows familiarity with a limited range of formal and informal assessment strategies. It shows an initial understanding of fundamental test statistics and constructs such as validity and reliability.

The artifact (& reflection) shows familiarity with a variety of formal and informal assessment strategies. It shows an understanding of how to accurately calculate fundamental test statistics. It shows satisfactory knowledge of constructs such as reliability and validity.

The artifact (& reflection) shows a knowledge about a variety of formal and informal assessment strategies, including their inherent strengths and limitations. It shows an understanding of how to accurately calculate fundamental test statistics. It shows knowledge of different types of validity and reliability.


The artifact (& reflection) shows the ability to select and uses instruments for assessment that are incongruent with learning goals. It shows a lack of ability to develop, administer, and interpret a variety of formal and informal instruments to evaluate processes and products. It shows an inability to devise and employ appropriate and reliable scoring procedures for evaluating student work. It shows an inability to adapt assessment procedures to meet students’ individual needs or employs inappropriate adaptations. It shows an inability to explain, utilize, or report assessment strategies and results to students, administrators, parents, and other audiences.

The artifact (& reflection) shows the ability to select and use procedures and instruments for assessment that are congruent with learning goals, but shows a lack of proficiency in designing and interpreting measures to assess complex tasks and higher order knowledge and skills. It shows the ability to develop, administer, and interpret a limited range of formal and informal activities and instruments to evaluate products. The artifact (& reflection) shows difficulty in adapting assessment procedures to meet the individual needs of students; it shows a heavy reliance on only one type of assessment. It shows the ability to accurately explain and report assessment strategies and results to students, administrators, parents, and other audiences.

The artifact (& reflection) shows the ability to select and use procedures and instruments for assessment that are congruent with learning goals and shows some proficiency in designing and interpreting measures for assessing complex tasks and higher order knowledge and skills. It shows the ability to develop, administer, and interpret a variety of formal and informal activities and instruments to evaluate products. The artifact (& reflection) shows the use of reliable scoring procedures, clearly written items and prompts, and unambiguous directions to assess pupil progress. It shows inconsistent adaptation of assessment procedures to meet the individual needs of students. It shows the ability to clearly and accurately explain and report assessment strategies and results to students, administrators, parents, and other audiences.

The artifact (& reflection) shows the ability to select and use procedures and instruments for assessment that are congruent with learning goals and shows proficiency in designing and interpreting measures for assessing complex tasks and higher order knowledge and skills. It shows the ability to develop, administer, and interpret a variety of formal and informal activities and instruments to evaluate both products and processes. It shows consistent use of reliable scoring procedures, clearly written items and prompts, and unambiguous directions to assess pupil progress. It shows routine adaptation of assessment procedures to meet the individual needs of students. It shows use of multiple forms to clearly and accurately explain and report assessment strategies and results to students, administrators, parents, and other audiences.


The artifact (& reflection) shows lack of perception of assessment as an integral part of instruction as evidence by its lack of use in instructional planning. It does not show belief in adopting assessment procedures to meet students’ individual needs.

The artifact (& reflection) shows some value for the role of assessment in evaluating pupil progress, but generally shows a failure to make use of the results of formative and summative measures to reflect on practice and improve instruction. It shows a belief in occasionally adopting assessment procedures to meet students’ individual needs.

The artifact (& reflection) shows a value for assessment as an integral part of instruction and shows an effort to use the results of formative and summative assessments to reflect on practice and improve instruction. It shows a belief in adapting assessment procedures to meet individual needs but does not show consistency in utilizing adaptations

The artifact (& reflection) shows a value for assessment as an integral part of instruction and shows consistent use of the results of formative and summative assessments to reflect on practice and improve instruction. It constantly shows a belief in the adaptation of assessment procedures by utilizing adaptations in instruction and assessment practice.

34



Outcome 10 - TECHNOLOGYThe CSU teacher education student understands and uses up-to-date technology to enhance the learning environment across the full range of learner needs.

[OHIO 2.2, 4.1, 4.2, 4.4, 4.6, 4.7; INTASC #4 & #7; PRAXIS A2, A4, C3, & D2]CRITERIA LEVELS OF ACHIEVEMENT


proficiency)




The artifact (& reflection) shows a lack of understanding of basic technology operations and concepts. It shows unfamiliarity with the social, ethical, legal and human issues surrounding the use of technology in schools.

The artifact (& reflection) shows an awareness of basic technology operations and concepts, and begins to show the application of this awareness to professional growth. It shows awareness of the social, ethical, legal and human issues surrounding the use of technology in schools, and begins to show the application of them in practice.

The artifact (& reflection) shows an understanding of basic technology operations in most but not all areas described in state or national (e.g. ISTE) standards, and shows an active effort to develop an understanding in the areas which have not yet been mastered. It shows functional understanding of the social, ethical, legal and human issues surrounding the use of technology in schools, and shows an active effort to transform classroom practice to address these issues.

The artifact (& reflection) shows an understanding of technology knowledge, skills and concepts as described in state or national (e.g. ISTE) standards documents, and shows continuing professional growth in staying abreast of current and unacceptable technologies. It shows the abilities to model and teach legal & ethical technology use; to apply technology resources to empower diverse learners; to promote safe and healthy use of technology resources; and to facilitate equitable access to technology resources for all students.


The artifact (& reflection) does not show the ability to incorporate technology into learning environments and experiences. It does not show the ability to implement curriculum plans which include technological components. It does not show the application of technology to assessment or evaluation needs.

The artifact (& reflection) shows a beginning ability to tentatively incorporate technology into learning environments and experiences. It shows the ability to implement curriculum plans which incorporate minor technological components which have limited effect on student learning. It shows awareness of methods for using technology in assessment and evaluation, and begins to show the implementation of these methods practice in tentative ways.

The artifact (& reflection) shows the ability to incorporate a variety of learner-appropriate technology-enhanced activities within the classroom learning environment, but does not yet show adoption of a proactive stance with regard to technological developments. It shows the ability to implement curriculum plans which incorporate substantial technological components likely to significantly enhance student learning outcomes. It shows the regular application of technology as a substantial and meaningful component in assessment and evaluation activities.

The artifact (& reflection) shows the abilities to design developmentally appropriate learning activities that incorporate technology-enhanced instructional strategies; to apply current research on teaching and learning with technology; to identify, locate and evaluate technology resources; to plan for the management of technology resources within learning activities; and to plan strategies to manage student learning in a technology-enhanced environment. It shows the abilities to facilitate technology-enhanced experiences that address content standards and student technology standards; to use technology to support learner-centered strategies; to apply technology to develop students higher order thinking skills and creativity; and to manage student learning activities in a technology-enhanced format. It shows the abilities to apply technology in assessing student learning using a variety of assessment techniques; to use technology resources to collect and analyze data, interprets results, and communicates findings; and to apply multiple methods of evaluation to determine students’ appropriate uses of technology resources.


The artifact (& reflection) does not show a value for technology within professional practice.

The artifact (& reflection) shows some values for the use of technology for periodic professional communications and to provide minor increases in professional productivity.

The artifact (& reflection) shows a value for the use technology for regular, substantial professional communications and to provide significant increases in professional productivity. It begins to show a value for technology as a means of acquiring new knowledge and skills.

The artifact (& reflection) shows an appreciation for the use of technology to: engage in ongoing professional development; increase professional productivity, and communicate/collaborate with others in order to nurture student learning.

35



Outcome 11 - PROFESSIONAL DEVELOPMENTThe teacher is a reflective practitioner who evaluates his/her interactions with others (e.g. learners parents/guardians, colleagues and professionals in the

community) and seeks opportunities to grow professionally. [OHIO 7.2; INTASC #9; PRAXIS D1 & D2]CRITERIA LEVELS OF ACHIEVEMENT


proficiency)

PROFICIENT(ready to be a first year

teacher)



The artifact (& reflection) shows a lack of knowledge about how to reflect on teaching. It shows a lack of understanding of the importance of professional development goals. It shows little or no awareness of strategies for promoting professional development.

The artifact (& reflection) shows limited knowledge about how to reflect about teaching. It shows some understanding of the need for professional development goals. It shows some awareness of strategies for promoting professional development.

The artifact (& reflection) shows adequate knowledge about how to reflect on teaching. It shows an understanding of the need for professional development goals. It shows some awareness of strategies for promoting professional development.

The artifact (& reflection) shows knowledge of how to think critically about planning, teaching, and student learning to reflect on teaching. It shows an understanding of the need for several specific professional development goals and a clear plan for accomplishing those goals. It shows knowledge about available strategies for promoting professional development.


The artifact (& reflection) does not show the ability to reflect on teaching, and to make an effort to improve. The artifact (& reflection) shows a lack of participation in professional opportunities. It shows no involvement in school activities outside the classroom.

The artifact (& reflection) shows a minimal ability to reflect on teaching (only surface level awareness of classroom events), and to make efforts to improve. It shows occasional participation in professional opportunities. It shows some involvement in school activities outside the classroom.

The artifact (& reflection) shows adequate ability to reflects on teaching, and to improve, based on others’ suggestions. The artifact (& reflection) shows participation in professional opportunities such as conferences and workshops. It shows involvement in school activities outside the classroom.

The artifact (& reflection) shows the ability to reflect thoughtfully and critically on teaching, and to actively seek to improve teaching based on others’ suggestions and self-identified goals. It shows active participation in professional opportunities such as conferences and workshops. It shows extensive involvement in school activities outside the classroom.


The artifact (& reflection) does not acknowledge the importance of professional growth; it presents a view of course work, supervision, and other professional development activities as hurdles rather than growth opportunities. It does not show a value for supervisors, other professionals, or parents as resources for growth.

The artifact (& reflection) acknowledges minimal need for professional growth; it presents a view of course work, supervision, and other professional development activities somewhat as hurdles. It shows a some value for supervisors, other professionals, and parents as resources for growth.

The artifact (& reflection) shows a value for the need for professional growth. It presents a view of course work, supervision, and other professional development activities as opportunities to learn. It shows a value for supervisors, other professionals, and parents as resources for growth.

The artifact (& reflection) shows a keen interest in personal growth. It shows a value for course work, supervision, and other professional development activities as opportunities to pursue learning goals. It shows a keen interest in the suggestions of supervisors, other professionals, and parents as resources for growth.

36



Outcome 12 - COLLABORATION AND PROFESSIONALISMThe CSU teacher education student fosters relationships with colleagues, parents/guardians, community agencies, and colleagues/university

to support students’ growth and well-being. [OHIO 6.2, 6.3, 6.4; INTASC #10; PRAXIS D3 & D4]CRITERIA LEVELS OF ACHIEVEMENT


proficiency)




The artifact (& reflection) shows a lack of the concept of the need for working positively with colleagues, parents or community or how to actively build successful partnerships.

The artifact (& reflection) shows some limited knowledge and understanding for working collaboratively with colleagues, parents and community.

The artifact (& reflection) shows an acceptable understanding and knowledge of collaboration to explain concepts necessary for planning positive partnerships with students, colleagues and community.

The artifact (& reflection) shows comprehensive knowledge of the need for and the planning of positive collaborative activities with students, colleagues and community.


The artifact (& reflection) shows a lack of evidence of fostering relationships with colleagues, parents/guardians, agencies, to support students’ growth and well-being.

The artifact (& reflection) shows some limited evidence of fostering relationships with colleagues, parents/ guardians, agencies, to support students’ growth and well-being through collaborative efforts.

The artifact (& reflection) shows acceptable evidence of fostering relationships and reflections with colleagues, parents/ guardians, agencies, to support students’ growth and well-being through collaborative efforts.

The artifact (& reflection) shows extensive evidence of fostering relationships and reflections with colleagues, parents/guardians, agencies, to support students’ growth and well-being; it shows evidence of participation beyond basic requirements.


The artifact (& reflection) shows a lack of interest in working positively with colleagues, parents or community

The artifact (& reflection) shows limited interest and effort in working collaboratively with colleagues, parents and community.

The artifact (& reflection) shows acceptable evidence in written and oral interactions of an understanding of the need for positive collaboration. It shows a desire to develop successful partnerships.

The artifact (& reflection) shows a belief that the teacher must provide positive leadership in developing relationships and attitudes with colleagues and others. It shows a sense of efficacy.

37

Appendix F: TaskStream Technical InformationYou can get excellent technical help from the TaskStream Mentoring Services hotline at 1(800) 311-5656 at most common times of the day. However, for your convenience, we provide some excerpts from the TaskStream help pages that you might find useful.

Frequently Asked QuestionsWhich browsers can I use to access TaskStream?Your browser (such as Internet Explorer or Firefox) is a computer application that allows you to access and view various web sites on the Internet. TaskStream is a highly dynamic environment that responds slightly differently to each browser. TaskStream recommends using a supported browser to get full TaskStream capability:

Windows Microsoft Internet Explorer 7.0 and above Mozilla Firefox 3.6 and above Google Chrome 4.0 and above

Mac Mozilla Firefox 3.6 and above Apple Safari 4.0 Chrome 5.0

If you use a browser other than those listed above, you may still be able to access TaskStream but you may not have access to all the system's features. Regardless of the browser, you will need to have pop-ups , cookies and JavaScript enabled in order to use all the features of TaskStream. If you are unable to log in AT ALL, you may be using a browser with known issues. Please install one of the supported browsers and use this to access TaskStream.

Can I use TaskStream on a Mac or a PC? On a desktop or laptop computer?Yes, TaskStream works equally well on a Mac or PC and on both desktops and laptops. Whether you're using Mac or PC, you can run TaskStream from your choice of browsers. Many TaskStream features are also available from mobile devices using built-in browsers.

Does TaskStream work on iPhones, iPads or other mobile devices?Though many TaskStream features work well on these devices using the built in browsers such as Safari and Chrome, full support on these mobile devices and tablets is not available yet. For example, the ability to upload file attachments is not supported because mobile and tablet devices do not support local file storage. Nevertheless, TaskStream is actively working to enhance the use of our site on these devices and will post regular updates as more features become available.

Do I need additional plugins or add-ons to use TaskStream?No, you do not require additional plugins or add-ons. However, your browser must have JavaScript and cookies enabled in order to log into the TaskStream site. On most browsers, these are default settings.

38

https://www.taskstream.com/Main/Help2/LAT/coordinator_web/Content/Technical_FAQs/RequireCookies.htm

https://www.taskstream.com/Main/Help2/LAT/coordinator_web/Content/Technical_FAQs/NeedJavaScript.htm

https://www.taskstream.com/Main/Help2/LAT/coordinator_web/Content/Technical_FAQs/mobiledevices.htm

https://www.taskstream.com/Main/Help2/LAT/coordinator_web/Content/Technical_FAQs/Whatbrowser.htm

https://www.taskstream.com/Main/Help2/LAT/coordinator_web/Content/Technical_FAQs/NeedJavaScript.htm

https://www.taskstream.com/Main/Help2/LAT/coordinator_web/Content/Technical_FAQs/RequireCookies.htm

https://www.taskstream.com/Main/Help2/LAT/coordinator_web/Content/Technical_FAQs/PopUpBlocker.htm

Can I access TaskStream offline?You must have an internet connection to edit your work in TaskStream and to perform real-time tasks. You can, however, view your work offline by using TaskStream's Pack-It-Up feature to make copies of your work and download them to your computer. Begin by "packing up" selected web pages and rubrics that you created in TaskStream. Your package is converted into html format that can be opened and read outside TaskStream, and then it is zipped (compressed) for downloading to your computer. Once offline, you can save the package to your computer or to an external storage device such as a sufficiently large USB flash drive (aka "thumb drive" or "USB key") or, if your computer is equipped with this capability, burn it to a DVD or CD-Rom.

Please note that Pack-It-Up is designed for VIEWING work ONLY. It is not possible to import the downloaded work back into TaskStream, nor can you edit work on your computer with the TaskStream tool once it is downloaded.

Does TaskStream require cookies to be enabled?Yes. The steps to enable cookies vary based on the specific version of the browser you use. We recommend you do a web search for “enable cookies nameofbrowser version number” to access the most recent information provided by the team that supports your browser.

Does TaskStream use pop-ups? Yes. TaskStream uses pop-up windows in order to deliver our tools in the most efficient manner possible. Luckily, in most browsers TaskStream can be added as an accepted site. This allows TaskStream’s pop-up windows to appear as you browse http://www.taskstream.com. Please Please keep in mind that your pop-up blocking software can be installed on your computer as a separate piece of software or as part of a security software package. The steps to enable pop-ups vary based on the browser you use.

Is TaskStream's site accessible to users with disabilities?Yes. TaskStream is committed to making its tools accessible for all users, including people with disabilities. The TaskStream tools comply with Federal Section 508 guidelines and W3C WCAG recommendations as described in their accessibility statement. Some optional services and third-party plug ins may not be covered by this document. As new technologies emerge, TaskStream strives to amend its tools to be compliant with the widest audience possible.

In addition to making technical changes to the websites to provide greater accessibility, TaskStream tests them using multiple assistance-type technologies - such as screen readers and screen enlarging software - to analyze and modify pages. They also engage accessibility experts and people with disabilities to further test and modify websites for optimal usability.

How do I print my work?Generally, to print a page in TaskStream use either the print button or icon located within that page, or the print feature of your browser. However, sometimes a single TaskStream window is divided into multiple frames that might print separately. For

39

http://www.taskstream.com/

https://www.taskstream.com/Main/Help2/LAT/coordinator_web/Content/Resource%20Tools/Pack-It-Up/accesspackitup.htm

https://www.taskstream.com/Main/Help2/LAT/coordinator_web/Content/Resource%20Tools/Pack-It-Up/accesspackitup.htm

example, when you have a screen that displays a scrolling left panel, that panel and the main work space are two separate frames. To print a particular frame of a TaskStream window, use these options:

Method 1 Click anywhere in the frame that has the information you want to print.

This selects that frame. On your menu bar, click “File.” Select Print.

Method 2 Click anywhere in the frame that has the information you want to print.

This selects that frame. On your browser's toolbar, click the print icon . Proceed with your print job as you normally would.

Method 3 Right-click anywhere in the frame that has the information you want to

print. From the pop-up menu, select Print. Proceed with your print job as you normally do.

What is Turnitin Originality Reporting?Turnitin's online OriginalityCheck product helps reduce incidents of unoriginal writing and improper citation by digitally comparing student work against an extensive pool of web pages, student papers, publications and library databases. TaskStream's integration with Turnitin enables OriginalityCheck to be included as a preference when setting up a DRF Program. With this preference set, work added to a DRF by the Author triggers the generation of originality reports. The author's work is processed by Turnitin and a report is returned to the evaluator.

In addition to the Turnitin Originality Score, the full report includes a copy of the author's work with color-coded annotation to show incidents of potential plagiarism, unoriginal content and improper citation. Text comparison via Turnitin reclaims hours of time that instructors and evaluators would otherwise spend in such analysis, while insuring the integrity of author submissions to a far greater degree.

TroubleshootingWhen I click on a button nothing happens.Certain web browsers have software that regulates the creation of new windows within a website. This software is commonly referred to as a pop-up blocker. If you are clicking on a button and nothing happens, it's more than likely that you have a pop-up blocker installed on your system.

Some of the features in the TaskStream site are missing.Due to an October 2011 security upgrade to TaskStream, some users of Internet Explorer (IE) will need to make a minor change to one of their browser Security settings in order to be compatible with the TaskStream site. If you are having trouble accessing

40

certain areas of the TaskStream site (for example, the Folio or DRF areas), please follow these steps to make this adjustment:

Start Internet Explorer. From the IE toolbar, click “Tools.” From the menu that displays, click “Internet Options.” From the pop-up Internet Options window that displays, click the “Security” tab. Click on the green checkmark icon to select Trusted Sites and click the “Sites”

button to navigate to a screen with the related settings.

TaskStream protects members' sensitive personal information by using HTTPS to transfer and display web content securely. To ensure that it correctly acknowledges TaskStream as a secure, trusted site, it is necessary to remove any outdated listings from your IE settings. To update these settings, read the listings in the Websites box to see if there are any current references to TaskStream. If you find any reference to TaskStream, click to highlight that listing and click “Remove.” Once the TaskStream listing no longer appears in the Websites box, click the “Close” button at the bottom of the window to save the Trusted sites information and return to the Security page. Click “OK” to close the Internet Options communications box and complete the settings process.

What if I've Removed the Trusted Sites that Refer to TaskStream and I'm Still Having Issues?While the above steps are usually sufficient to ensure compatibility, some users may need to manually add an updated TaskStream listing to the Trusted sites page.

If you continue to have issues after removing the old listings, repeat the steps described above to navigate to the Trusted sites page, and add this website to the zone “https://*.taskstream.com.” Be sure to type this EXACT website, and click “Add.” Once the new TaskStream listing appears in the Websites box, click the “Close” button at the bottom of the window to save the Trusted sites information and return to the Security page. If you still have issues, please contact the TaskStream Mentoring Services department at 1-800-331-5656.

When I try to download/view a file attachment, nothing happens.There can be a number of causes for this type of situation. The most common cause is that your computer does not have the software application that created the file. For example, if you download an attachment that was created in MS Word, you need a copy of this software application to be able to open the sample. Some software applications provide a trial or viewer version of the program that you can download from the Web and use to open the file that you downloaded from TaskStream. For example, if you do not own Microsoft Word, you can download a Word Viewer from Microsoft that allows you to open and view Word files.

I am not receiving emails from TaskStream.One reason why this could be happening is that your email program is interpreting incoming TaskStream mail as spam,or junk mail. Spam is not typically stored in your Inbox, but rather in a folder specifically designed to hold unwanted mail. Try the following:

41

http://www.microsoft.com/downloads/details.aspx?FamilyID=3657ce88-7cfa-457a-9aec-f4f827f20cac&displaylang=en


Check your Spam or Junk E-mail folder for TaskStream-related emails. Examine your mail options and check for spam blocking software. If possible, add TaskStream as an accepted source for emails.

In the event that you have a Spam filter associated with your email account, please add the following to your address book:

[email protected] [email protected] [email protected]

This ensures that TaskStream is recognized as an accepted site. Even if TaskStream is recognized as an accepted site by your email client, you may have opted out of receiving automated TaskStream emails and/or Message Center forwarding. You can manage your TaskStream email subscription preferences in My Account. See Email Subscriptions for details.

I uploaded a file on my Mac, but the attached file does not open. This issue may occur if the document has been saved and then uploaded without the proper file extension. This is related to the way Mac operating systems handle files and file extensions. Extensions are the 3-4 characters that follow the "dot" at the end of a file name. The operating system uses extensions to identify compatible software that can open and read the file. For example, a file ending ".doc" is identified as a MS Word document, while ".ppt" identifies a PowerPoint presentation. To remedy this situation:

Remove the file from your work. Re-save your work, making certain to include the extension in the document

path.

My TaskStream Messenger icon won't stop blinking.The section of the menu bar with the TaskStream Messenger icon is programmed to check every 10 seconds if you have received any instant messages and announce if you have received any. The flash occurs because the frame holding the icon reloads to check for messages. If you check for messages and click on them, the blinking will stop because the message is no longer considered new.

My file is too large to upload. If your file is too large to upload, these optimizing file tips should help reduce the file size:

Scanner: When using a scanner, the scanning resolution determines the size of the

scanned image. Use a resolution of 72 dots per inch (dpi) to get a life-size image when displayed on the screens of most computers. Since computer screens display only about 72 pixels per inch, using a resolution higher than this will make your file size unnecessarily large.

Software/Images: Use digital imaging software to crop unnecessary parts of the image. Use .gif format when you do not need a lot of colors. For example, simple

line drawings, shapes, and small icons work well in this format. You can optimize .gif images by reducing the number of colors. The fewer colors

42

https://www.taskstream.com/Main/Help2/LAT/coordinator_web/Content/My_Account_Information/EmailSubscriptions.htm




you use, the smaller the file size. Start with 256 colors, and reduce the number of colors until just before you notice a difference in the image.

Use .jpg format, when you are working with photographs. When prompted, you can optimize .jpg images by using a lower quality choice. The default save for a .jpg in most programs is set to 10, the highest quality. You can try reducing it to a smaller number, depending on the necessity of a sharp image for your project. The lower the quality, the smaller the file size. Start with the maximum quality and reduce the image quality until just before you notice a difference in the image.

Reduce image size using a graphics-editing program (such as Adobe Photoshop, or Microsoft Photo Editor). The smaller the dimensions of the image, the smaller the file size.

PowerPoint: Cropping an image in PowerPoint WILL NOT reduce the file size. When you resize the image in a program such as PowerPoint, you are

only making the picture appear smaller on the screen - the actual file size of the image has not been reduced at all.

Individual images should be no larger than 200 KB whenever possible. Maximum size of all the images in the presentation should be no more than 4 MB, whenever possible.

Include a blank slide at the beginning of the presentation. It would seem as though adding a blank slide at the beginning of a presentation would increase file size; however, the opposite is true. The blank slide serves as the preview image -- the image PowerPoint displays when you select a file in the Open dialog box. Since a blank slide is far less complex than the real first slide, the preview image is much smaller, thereby reducing the size of the presentation file.

Video: In order to upload your video to TaskStream, you will need to compress it

to a file size of 100MB or less. Change the resolution. 320x240 and 640x480 are common resolution

settings for uploading video to the web. Change the frame rate (number of frames per second). Lowering the

frame rate will reduce the size of the file. Please note this can reduce video quality if overused.

Change the audio quality. Slightly reducing the quality of the audio track will help reduce file size

You may also wish to separate your video into multiple sections. Each piece can then be uploaded to TaskStream separately and listed in chronological order by naming the files appropriately. It is possible to upload multiple video files to TaskStream if the total file storage space of your account is not exceeded and if each video file is 100MB or smaller. Please note that depending on the quality of your video, each section may still need additional compression to reduce it under the 100MB limit.

Because video compression and manipulation occur outside of TaskStream, we are only able to provide limited support and do not endorse or support any specific video program.

43

Documents

College of Education - cehs.csuohio.edu€¦ · Web viewTechnical information about managing your portfolio. Additional resources to help you understand and make the best use of