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Adolescence and Young Adulthood ENGLISH LANGUAGE ARTS

Portfolio Instructions (For retake candidates who began the Certification process in 2013-14 and earlier.)

Part 1 provides general instructions for preparing, developing, and submitting your portfolio entries.

Part 2 provides portfolio entry directions as well as cover sheets and forms you use to submit your portfolio entries.

PI-AYA/ELA-04 Prepared by Pearson for submission under contract with the National Board for Professional Teaching Standards®. © 2015 National Board for Professional Teaching Standards l All rights reserved.

PORTFOLIO INSTRUCTIONS Adolescence and Young Adulthood/English Language Arts

Contents

PART 1: GENERAL PORTFOLIO INSTRUCTIONS How to Use the Portfolio Instructions 1-1

Navigating the Portfolio Instructions Retake Candidates

Phase 1: Prepare

Locating and Using Important Resources Understanding the Portfolio Entries Following Policies and Guidelines Learning Portfolio-Related Terms

Phase 2: Develop

Writing about Teaching Recording Video Entries Analyzing Student Work Organizing Your Portfolio Components Managing Your Time

Phase 3: Submit

Avoiding the 4 Most Common Submission Errors

PART 2: ENTRY DIRECTIONS AYA/English Language Arts Portfolio Entry Directions 2-1

Overview of Adolescence and Young Adulthood/English Language Arts Portfolio Entries Entry 1: Analysis of Student Growth in Reading and Writing

Entry 1: Cover Sheets

Entry 2: Instructional Analysis: Whole-Class Discussion

Entry 2: Cover Sheets

Entry 3: Instructional Analysis: Small Groups

Entry 3: Cover Sheets Entry 4: Documented Accomplishments: Contributions to Student Learning Entry 4: Cover Sheets Electronic Submission at a Glance Student Release Form Adult Release Form

© 2015 National Board for Professional Teaching Standards | All rights reserved.


Part 1: General Portfolio Instructions This resource is available on our website at www.boardcertifiedteachers.org/certificate-areas.


http://boardcertifiedteachers.org/retake-candidates


Part 2: Portfolio Entry Directions

Part 2 provides instructions for developing and submitting your portfolio entries for the Adolescence and Young Adulthood/English Language Arts certificate area:

▪ AYA/English Language Arts Portfolio Entry Directions contains detailedinstructions for developing each of four portfolio entries.

▪ AYA/English Language Arts Electronic Submission at a Glance providesdetailed instructions for assembling your materials for submission.

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PORTFOLIO INSTRUCTIONS Part 2: Portfolio Entry Directions, Cover Sheets, and Forms

Adolescence and Young Adulthood/English Language Arts Overview

AYA/English Language Arts Portfolio Entry Directions

This section contains the directions for developing each AYA/English Language Arts portfolio entry and assembling it for submission. Entry directions include

▪ a list of the Standards that are the foundation for each entry;

▪ suggestions for planning your portfolio entries and choosing evidence of your teachingpractice;

▪ questions that must be answered as part of your Written Commentary;▪ an explanation of how to assemble and submit your portfolio entries.

Overview of Adolescence and Young Adulthood/English Language Arts Portfolio Entries

Following is a description of each entry. In addition to reading the entry directions, you may also wish to read “Part 1: General Portfolio Instructions.”

Entry 1

In the Adolescence and Young Adulthood/English Language Arts portfolio, the entry based on student work samples is “Entry 1: Analysis of Student Growth in Reading and Writing.” In this entry, you select four student work samples from two students. Two samples are responses to print and nonprint text, and two samples are responses to writing prompts. Your analysis of the submitted student responses shows how you support and analyze students’ growth and development as readers/interpreters of text and as writers. Besides the student work samples and Written Commentary, you provide the assignments/prompts as well as the rubrics or scoring criteria you used to evaluate the student work.

Entry 2

In the Adolescence and Young Adulthood/English Language Arts portfolio, there are two entries based on video evidence, one of which is “Entry 2: Instructional Analysis: Whole- Class Discussion.” In this entry, you submit a 15-minute video recording to demonstrate teaching strategies that you use for whole-class discussion in which the students engage with you and with each other in meaningful discourse about a topic, concept, or text related to English language arts. You also provide evidence of your ability to integrate English language arts strands and to describe, analyze, and reflect on your work. You also provide a Written Commentary analyzing the video recording, and instructional materials.

Entry 3

“Entry 3: Instructional Analysis: Small Groups” is the other Adolescence and Young Adulthood/English Language Arts entry based on video evidence. In this entry, you submit a 15-minute video recording to demonstrate the teaching strategies that you use for small- group discussion in which the students engage with you and with each other in meaningful discourse about a topic, concept, or text related to English language arts. You also provide evidence of your ability to integrate English language arts strands and to describe, analyze, and reflect on your work. You also provide a Written Commentary analyzing the video recording, and instructional materials.

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PORTFOLIO INSTRUCTIONS Part 2: Portfolio Entry Directions, Cover Sheets, and Forms

Adolescence and Young Adulthood/English Language Arts Overview

Entry 4

In the Adolescence and Young Adulthood/English Language Arts portfolio, the entry based on documented accomplishments is “Entry 4: Documented Accomplishments: Contributions to Student Learning.” In this entry, you illustrate your partnerships with students’ families and community, and your development as a learner and collaborator with other professionals, by submitting descriptions and documentation of your activities and accomplishments in those areas. Your description must make the connection between each accomplishment and its impact on student learning.

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PORTFOLIO INSTRUCTIONS Part 2: Portfolio Entry Directions,

Adolescence and Young Adulthood/English Language Arts Entry 1

Entry 1: Analysis of Student Growth in Reading and Writing In this entry, you select four student work samples from two students. Two samples are responses to print and nonprint text, and two samples are responses to writing prompts. Your analysis of the submitted student responses shows how you support and analyze students’ growth and development as readers/interpreters of text and as writers. Besides the student work samples and Written Commentary, you provide the assignments/prompts as well as the rubrics or scoring criteria you used to evaluate the student work.

Standards Measured by Entry 1 This entry focuses on the following Standards:

I. Knowledge of Students

II. Knowledge of English Language Arts

III. Instructional Design and Decision Making

VI. Instructional Resources

VIII. Reading

IX. Writing

XI. Viewing and Producing Media Texts

XIII. Assessment

XIV. Self-Reflection

The following statements from the Standards provide some examples of accomplished teaching practice.

Accomplished Adolescence and Young Adulthood/English Language Arts teachers ▪ acquire specific knowledge about students’ individual intellectual and social development

and use that knowledge to advance students’ achievement as readers, writers, speakers and listeners, and viewers and producers of media texts in English language arts.

▪ use the knowledge they gain of students’ literary interests to help expand their worldthrough the study of teacher-selected fiction, nonfiction, poetry, film, and drama to promote student self-discovery through personally meaningful interaction with self- selected texts.

▪ set ambitious learning goals; organize, structure, and sequence learning activities thatreflect these goals; and gauge student progress in terms of them.

▪ expose students to texts in a wide variety of media selected for their literary substance,diversity, and appeal to young adolescents.

▪ know that reading is a process of constructing meaning from text and that the processchanges as students read more, acquire new strategies, and learn more about the world.

▪ invite many interpretations of texts, at the same time insisting that interpretations bebased on close examination of the text.

▪ design and use a range of activities that permit students to demonstrate theircomprehension, interpretation, and appreciation of texts in a variety of media.

▪ understand that writing is a diverse, complex, and recursive thinking process, and thatthere are forms, approaches, tools, styles, and conventions used in writing in different genres that can assist authors in communicating their ideas for a wide variety of purposes and audiences.

▪ nurture their students’ enthusiasm for writing by motivating them to write about issuesthat matter in their lives.

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▪ recognize that writing is a social act—that, through the process of sharing with peers whileincorporating listening and speaking in small groups, students are able to clarify theirthinking about both the content and the process of a particular writing task.

▪ have command of a wide range of assessment methods and strategies aligned with theirgoals.

▪ provide students with constructive feedback, highlighting successes and prompting studentreflection about ways to improve.

▪ use assessment findings to help shape instructional planning and adjust their practice.▪ reflect on their practice, can talk persuasively about why they make the pedagogical

decisions they do, and comment on ways to improve their practice.

For the scoring rubrics and an explanation of how the rubrics are used to assess your portfolio entries, refer to the Adolescence and Young Adulthood/English Language Arts Scoring Guide for Candidates.

What Do I Need to Do? Although accomplished English language arts teachers integrate reading and writing, this entry is divided in half (reading, then writing) for the purpose of discussion and analysis, to give assessors a clear picture of your approach to both reading and writing.

In this entry, you ▪ demonstrate how you teach your students to read, to respond to various kinds of texts,

and to write; ▪ describe the goals for your teaching, the teaching context or assignment (prompt) that led

to your students’ responses, and your analysis of your students’ growth and development as individuals who can interact with texts and effectively communicate in writing;

▪ explain how the entire entry, taken together, is indicative of your instruction of readingand writing.

For this entry, you must submit the following: ▪ Student work samples (two packets—one for each of two students, each packet

totaling no more than 20 pages). Each packet contains

▪ one student’s responses to four assignments/prompts—two readingassignments and two writing assignments (3 pages maximum each for a total of up to 12 pages maximum combined);

▪ four assignments/prompts (1 page maximum each for a total of up to 4pages maximum combined);

▪ four rubrics or scoring criteria you used to score the student’s responses(1 page maximum each for a total of up to 4 pages maximum combined).

▪ Written Commentary (13 pages maximum) that analyzes four responses from twostudents. These students might be members of the same class or might be drawn from two different classes that you teach.

Read all directions for this entry before beginning to work on individual components. It can also help to have a colleague review your work. However, all of the work you submit as part of your response to any entry must be yours and yours alone. The written analyses and other components you submit must feature teaching that you did and work that you oversaw. For more detailed information, see “Ethics and Collaboration” in “Phase 1: Prepare” (in Part 1) and the National Board’s ethics policy.

Detailed directions for developing each component follow. See “Entry 1 Cover Sheets” for a list of the forms required to assemble and submit your materials.

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You must submit student work samples and a Written Commentary. If any component is missing, your response will not be scored.

The student work entry (1) and video recording entries (2 and 3) must be from different lessons and different units of instruction.

Choosing Student Work Samples In this entry, you choose two students’ responses to texts and writing prompts. There are two texts (one print and one nonprint) and two writing prompts.

Selecting Two Students

Select two students to feature. These students should represent different instructional challenges to you as a teacher. It is important to choose students whose responses give you an opportunity to discuss your practice. Remember, the focus of this entry is on your ability to provide students with instruction that supports their growth and development both as readers/interpreters of texts and as writers. For this reason, the best-performing students in the class may not be the best choices for this entry. The focus is on your practice, not on the level of student performance.

To prepare for this entry, you may want to select several students as potential cases and collect or make photocopies of their work over a period of time. As you collect the work, you may want to record your reasons for selecting that particular student and his or her work, and the details that might be helpful in completing your analysis. For example, you may want to take notes on your learning goals, what came before and after the assignment, and how you assessed the assignment and responded to the student.

Selecting the Texts and the Writing Prompts

Text is defined as any media that can be interpreted, analyzed, and evaluated. For the Reading Component, select a print text and a nonprint text that will prompt the student responses you choose to feature in this entry. One text must be a printed literary text, such as a book, short story, or poem. The other text must be presented to students through a nonprint medium, such as a film, work of art, photograph, recording, or staged production. However, the two texts must be different from each other, regardless of the medium in which they are presented. For example, submitting a student’s response to the film version of a text along with a response to the print version of the same text would not meet this requirement.

It is important to select texts that provide students with opportunities to demonstrate their abilities to read, think critically about, and interpret text. As such, the selected text should be appropriately engaging and challenging for your students. The texts that you select may be related to each other in an instructional sequence.

You may submit responses to the same two texts for both students, or you may submit responses to up to four different texts for both students. Note: One response from each student must be in nonprint mode (e.g., a drawing, film, speech, presentation, newscast, collage, graph, computer-generated product, or other appropriate technology). Students' nonprint responses can be to the print or nonprint text.

You will be scored on your strategies for teaching students to read and respond to a variety of texts. Selecting two different texts for each student may give you a good opportunity to show your range of teaching strategies to foster students’ development as readers and interpreters of text. However, one or more of the texts may be used for both students if

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doing so allows you to demonstrate how you deal differently with the same texts with different students. Either approach meets the requirements of this entry.

For the Writing Component, select responses that demonstrate your understanding of the writing process and your ability to convey that understanding to students. You do not need to include multiple drafts for each response. Carefully selected pages from each draft or writer- response forms—such as peer conference and self-editing forms—can provide effective evidence. Writing prompts should provide students with opportunities to communicate their ideas effectively for multiple purposes and audiences.

You may submit responses to the same two writing prompts for both students, or you may submit responses to up to four different writing prompts for both students. You will be scored on your strategies for teaching students to communicate their ideas effectively in writing. Selecting two different kinds of prompts for each student may give you a good opportunity to show the range of teaching strategies you use to foster students’ development as writers. However, one or more of the prompts may be used for both students if doing so allows you to demonstrate how you deal differently with the same texts with different students. Either approach meets the requirements of this entry.

For both the Reading and Writing Components, each student response must be accompanied by its assignment/prompt. Each assignment/prompt must be no longer than 1 page.

Selecting Four Responses for Each Student

Choose two responses to texts and two writing samples for each student. Each student response must be no longer than 3 pages.

For the Reading Component, one of the two texts must be a print-based literary text, and the other text must be of any genre in a nonprint medium. One response must be written and the other nonwritten (e.g., a drawing, film, speech, collage, graph, computer-generated product, or other appropriate technology). Remember, the focus for the reading component is on the student’s analysis and interpretation of text, not on the quality of the work sample.

For the Writing Component, choose samples that allow you to show the range of writing instruction in your classroom. Remember, the focus for the writing component is on the decisions you make regarding the student’s growth as an effective writer and communicator.

The samples you choose should illustrate different challenges, problems, or topics in the teaching and learning of writing. Be certain to select samples, both literature and prompts, that are substantial enough to support the level of analysis required in the Written Commentary.

For both the Reading and Writing Components, each student response must be accompanied by the rubric or scoring criteria you used to evaluate it. Each rubric or scoring criteria must be no longer than 1 page.

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Student Work Samples, Assignments/Prompts, and Rubrics Format Specifications

The student work samples, assignments/prompts, and rubrics you submit must satisfy the following criteria and be prepared as follows: Criteria Student work samples must represent each student’s original work.

Student work samples must come from students who are in the class that is the basis for your Written Commentary.

Student work samples must be from two different students, responding to the four activities that you are featuring in this entry.

Format Pages must be no larger than 8.5" × 11". If submitting a smaller item (e.g., a photograph), you must photocopy it onto an 8.5" x 11" page or print a digitized image of that smaller item onto an 8.5" x 11" page. Several smaller items can be grouped on a single page.

Note: If a student work sample, assignment/prompt, or rubric was created in a multimedia software program (such as PowerPoint presentation software or HyperStudio®), you may format up to six slides on one 8.5" × 11" sheet. Each sheet counts as 1 page toward your page total. Note: If a student work sample, assignment/prompt, or rubric contains Web pages, each Web page printout (one 8.5" × 11" sheet) counts as 1 page toward your page total. Note: Do not reduce full-sized pages of student work samples, assignments/prompts, or rubrics in order to fit more than one student work sample, assignment/prompt, or rubric onto a single sheet of paper. Note: Do not send video recordings, audiotapes, models, and so on. If a student creates such a product, have the student write a 1-page description of the assignment and what the student made. You may include photograph(s) or student-made drawings to accompany the description, if appropriate. The 1-page description counts toward your page total.

Make sure materials are legible.

Anonymity guidelines

If materials include names or other identifying information, show the student’s first name only; delete students’ last names, teachers’ names, or any identifying information about the students’ families.

Labeling Place your candidate ID number in the upper right corner of all pages. Do not include your name.

Clearly label all pages as “Student A” or “Student B.”

Page count Submit no more than 20 pages in total of student work samples, assignments/prompts, and rubrics for each student. Additional pages will not be read. Cover sheets and translations do not count toward this total.

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Assembly Attach a Student Response Cover Sheet to each student work sample, assignment/prompt, and rubric. Package materials for the Student A and Student B packets following the pattern shown below:

Reading Component Student A Response to Print-Based Text Cover Sheet ▪ Assignment/prompt for print-based text (1 page maximum)▪ Student response to assignment/prompt (3 pages maximum)▪ Rubric for assignment/prompt (1 page maximum)Student A Response to Nonprint-Based Text Cover Sheet ▪ Assignment/prompt for nonprint-based text (1 page maximum)▪ Student response to assignment/prompt (3 pages maximum)▪ Rubric for assignment/prompt (1 page maximum)

Writing Component Student A Writing Sample #1 Cover Sheet ▪ Assignment/prompt for writing assignment #1 (1 page maximum)▪ Student writing sample in response to assignment/prompt (3 pages maximum)▪ Rubric for assignment/prompt (1 page maximum)Student A Writing Sample #2 Cover Sheet ▪ Assignment/prompt for writing assignment #2 (1 page maximum)▪ Student writing sample in response to assignment/prompt (3 pages maximum)▪ Rubric for assignment/prompt (1 page maximum)

Note: The writing assignment numbers help you organize and label your materials; they do not correspond to the chronological order of the assignments.

Composing Written Commentary Organize your Written Commentary into sections under the following headings, which will direct assessors to the required information:

1. Instructional Context2. Analysis of Student Work3. Reflection

Your Written Commentary must address the italicized questions provided below for each section. Statements in plain text that immediately follow an italicized question help you interpret the question. It is not necessary to include the italicized questions within the body of your response.

Your Written Commentary must be no longer than 13 typed pages. Suggested page lengths are included to help you make decisions about how much to write for each of the three sections. (See “Written Commentary Format Specifications” for more detail.)

1. Instructional Context

Provide the following information in addition to the context that you supply on the Contextual Information Sheet, which focuses on the school or district at large. In this section, address the following questions about your selected class:

▪ What are the number, ages, and grades of the students in the class featured in this entryand the subject matter of the class? (Example: 21 students in grades 9 and 10, ages 14 through 16, American literature)

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▪ What are the relevant characteristics of this class that influenced your instructionalstrategies for this lesson: ethnic, cultural, and linguistic diversity; the range of abilities ofthe students; the personality of the class? What are the instructional challengesrepresented by these particular students?

▪ What are the relevant characteristics of the students with exceptional needs and abilitiesthat influenced your planning for this instruction (for example, the range of abilities andthe cognitive, social/behavioral, attentional, sensory, and/or physical challenges of yourstudents)? Give any other information that might help the assessor “see” this class.

▪ What are the relevant features of your teaching context that influenced the selection ofthis instruction? This might include other realities of the social and physical teachingcontext (e.g., available resources such as technology, scheduling of classes, roomallocation—own classroom or shared space) that are relevant to your response.

Suggested total page length for Instructional Context: 1 page

2. Analysis of Student Work

Answer the following questions in separate sections labeled The Student as Reader and The Student as Writer. Within each of these sections, be sure to identify the students as Student A or Student B as you write about them. Cite specific examples from the students’ responses to illustrate points in your analysis.

The Student as Reader. In this section, address the following questions as they relate to the student responses to your reading assignments. Be sure to address the questions for each student.

▪ What about the student as an individual (experiences, skills, interests) provides insightinto his or her work samples and your analysis of them?

▪ What are your instructional goals to promote growth for this student as a reader andinterpreter of text in a variety of media? What texts, assignments, and strategies did you use to accomplish this?

▪ What characteristics of the selected work samples demonstrate the student’s ability tounderstand and interpret text in a variety of media?

▪ How did your assessment and feedback to the student promote growth as a reader andinterpreter of text in a variety of media? Explain how your assessment approach(es) and any related feedback connect with your instructional goals.

▪ Given this student’s responses, what will you do as a teacher to build on what the studenthas already accomplished as a reader/interpreter of text in a variety of media?

The Student as Writer. In this section, address the following questions as they relate to the student responses to your writing assignments. Be sure to address the questions for each student.

▪ What about the student as an individual (experiences, skills, interests) provides insightinto his or her writing samples and your analysis of them?

▪ What are your instructional goals to promote growth for the student as a writer? Whatassignments and strategies did you use to accomplish this?

▪ What characteristics of these writing samples demonstrate the student’s growth anddevelopment as a writer?

▪ How did your assessment and feedback to the student promote growth as a writer?Explain how your assessment approach(es) and any related feedback connect with your instructional goals.

▪ Given this student’s responses, what will you do as a teacher to build on what the studenthas already accomplished as a writer?

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Suggested total page length for Analysis of Student Work: 10 pages (5 pages for each student)

3. Reflection

Using the four student responses you have submitted to illustrate your discussion, address the following questions:

▪ To what extent did you achieve the goals you set?▪ Taken in total, what do all of these student responses say about your strengths and

weaknesses as a teacher of reading and writing? Consider the four student responsestogether with the teaching context that shaped them.

Suggested total page length for Reflection: 2 pages

Written Commentary Format Specifications

Your response will be scored based on the content of your analysis, but it is important to proofread your writing for spelling, mechanics, and usage.

Your response must be organized under these section headings (described in detail above):

1. Instructional Context2. Analysis of Student Work3. Reflection

Your Written Commentary must also meet the following requirements: Language Write in English.

Format Type and double-space text. Do not use 24-point line spacing.

Use 12-point Times New Roman font. Do not use condensed or compressed fonts.

Materials will be submitted as a Microsoft Word, Open Office or PDF file. Page size

must be 8.5" × 11" with 1" margins on all sides.




Labeling Place your candidate ID number in the upper right corner of all pages. Do not include your name. If you are using a word-processing program, you can save time by creating a “header” that prints your candidate ID number on each page.

Page count Submit no more than 13 typed pages in total. If you submit a longer Written Commentary, only the first 13 pages will be read and scored.

For advice on developing your Written Commentary, see “Writing about Teaching” in “Phase 2: Develop” (in Part 1). For examples of appropriate line spacing and font formatting, see “Specifications: Written Materials” in “Phase 2: Develop” (in Part 1).

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Entry 1 Cover Sheets All cover sheets and forms required for this entry are listed in this section. To read and print these documents, you must install Adobe® Reader® software on your computer. You may download Adobe Reader for free by following the instructions provided on the Adobe Systems website (www.adobe.com).

As you prepare your portfolio, keep in mind some cover sheets contain directions that are not repeated elsewhere; follow these directions carefully.

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CONTEXTUAL INFORMATION SHEET

This form asks you to describe the broader context in which you teach: • If you teach in different schools that have different characteristics, and this entry features students from

more than one school, please complete a separate sheet for each school associated with this entry.• If a completed Contextual Information Sheet also pertains to another entry, submit it with that entry as

well.

In each entry, you are asked to provide specific information about the students in the class you have featured inthe entry. This is in addition to the information requested here. Please print clearly or type. (If you type, you mayuse the system default font, size and spacing.) Limit your responses to the spaces provided below. For clarity,please avoid the use of acronyms.

1. Briefly identify• the type of school/program in which you teach and the grade/subject configuration (single grade,

departmentalized, interdisciplinary teams, etc.):

• the grade(s), age levels, number of students taught daily, average number in each class, and courses:Grades Age Levels Number of Students Average Number of Students in Each Class

Courses

2. What information about your teaching context do you believe would be important for assessors to know tounderstand your portfolio entries? Be brief and specific. Note: You might include details of any state ordistrict mandates, information regarding the type of community, and access to current technology.


Student A ResponsePrint-based Text

COVER SHEET

Attach to this cover sheet: ❏ Assignment/Prompt for print-based text (one page maximum).❏ Student Response (three pages maximum).❏ Rubric (one page maximum).


Student A ResponseNonprint-based Text

COVER SHEET

Attach to this cover sheet: ❏ Assignment/Prompt for nonprint-based text (one page maximum).❏ Student Response (three pages maximum).❏ Rubric (one page maximum).


Student A Writing Sample #1

COVER SHEET

Attach to this cover sheet: ❏ Assignment/Prompt for Student Writing Sample #1 (one page maximum).❏ Student Writing Sample (three pages maximum).❏ Rubric (one page maximum).


Student A Writing Sample #2

COVER SHEET



Student B ResponsePrint-based Text

COVER SHEET

Attach to this cover sheet: ❏ Assignment/Prompt for print-based text (one page maximum).❏ Student Response (three pages maximum).❏ Rubric (one page maximum).


Student B ResponseNonprint-based Text

COVER SHEET

Attach to this cover sheet: ❏ Assignment/Prompt for nonprint-based text (one page maximum).❏ Student Response (three pages maximum).❏ Rubric (one page maximum).


Student B Writing Sample #1

COVER SHEET



Student B Writing Sample #2

COVER SHEET



PORTFOLIO INSTRUCTIONS Part 2: Portfolio Entry Directions


Entry 2: Instructional Analysis: Whole-Class Discussion

In this entry, you submit a 15-minute video recording to demonstrate teaching strategies that you use for whole-class discussion in which the students engage with you and with each other in meaningful discourse about a topic, concept, or text related to English language arts. You also provide evidence of your ability to integrate English language arts strands and to describe, analyze, and reflect on your work. You also provide a Written Commentary analyzing the video recording, and instructional materials.





IV. Fairness, Equity, and Diversity

V. Learning Environment


VII. Integrated Instruction

X. Listening and Speaking





and use that knowledge to advance students’ achievement as readers, writers, speakers and listeners, and/or viewers in English language arts.

▪ treat all students fairly and are committed to providing them with equal opportunities withregard to the instruction and resources students need to develop both as language learners and as informed, literate human beings.

▪ have a wide range of pedagogical strategies at their disposal, and their search forappropriate strategies to engage all students is based on the realization that the threshold for success may vary from student to student.

▪ create ample opportunities for students to experience success as they express theirindividuality through language learning.

▪ draw on their knowledge of their students, of how language is learned, and their extensiveknowledge of the English Language Arts to set ambitious learning goals, organize, structure, and sequence learning activities that reflect these goals, and gauge students’ progress in terms of them.

▪ recognize the importance of relying on their students’ growing maturity in designingassignments that provide students with increasing latitude, scope, and responsibility.

▪ adjust their practice, as appropriate, based on student feedback.▪ establish and manage inclusive learning environments in which they engage, challenge,

and support students in meaning-making and expression about issues and texts in avariety of media that matter to them.

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▪ are well-versed in the elements of group dynamics and provide opportunities for studentsto be constructively and actively engaged in whole-class discussions about literature andother topics that have been presented using texts from a variety of media.

▪ create open-ended questions that require students to pay attention to the dynamics of theinteractions and contributions to discourse.

▪ provide opportunities for students to take creative risks, offer conjectures, question theassertions proposed by others, or find their own ideas challenged or validated in aclassroom culture of trust and mutual respect.

▪ adapt and create curricular resources that support active student exploration of literatureand language processes.

▪ frequently integrate reading, writing, listening, speaking, and/or viewing and producingopportunities in their instruction and incorporate content from other disciplines.

▪ reflect on their practice, can talk persuasively about why they make the pedagogicaldecisions they do, and comment on ways to improve their practice.


What Do I Need to Do? This entry captures your development of students’ abilities to engage with you and with each other in meaningful English language arts discourse, and your integration of language arts. Thus, this video recording should show you and your students involved in a discussion about a topic, concept, or text important to your instruction.

In this entry, you ▪ demonstrate the teaching strategies that you use for whole-class English language arts

discussion; ▪ provide evidence of your ability to describe, analyze, and reflect on your own work.

For this entry, you must submit the following: ▪ One video recording (15 minutes maximum) of a whole-class English language arts

discussion. ▪ Instructional materials.

▪ Instructional Material Cover Sheet responses (1 page maximum of responsesper cover sheet).

▪ Instructional materials (one or more items, 3 pages maximum combined)related to the lesson featured on the video recording and that will help assessorsunderstand what occurred during the lesson.

▪ Written Commentary (11 pages maximum) that provides a context for yourinstructional choices, and describes, analyzes, and evaluates your teaching through whole-class discussion.



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You must submit a video recording, instructional materials, and a Written Commentary. If any component is missing, your response will not be scored.


Recording Your Video Entry In this entry, you video-record your whole class engaged in a topic important to English language arts.

Selecting the Class

Choose the class to feature. The class should be one in which whole-class discussion is a common practice and an important component of instruction. Since your response will be considered on the basis of how you support students engaged in purposeful whole-class, English language arts discussion, your most advanced class may or may not provide the best opportunity to feature your practice. The focus is on your practice, not on the level of student achievement.

Selecting a Lesson

Select an English language arts lesson that provides good opportunities for your students to converse purposefully as a whole class. Possible topics could be discussion of a literary text, student writing, student presentations, evaluation of media resources, and so on. The lesson should show how you integrate reading, writing, listening, speaking, and/or viewing. The class you choose need not be advanced, but the lesson on which you are focusing should be one that is important for the students at their level of learning and one in which they are likely to be engaged in constructive and meaningful English language arts discourse.

The video recording must show how you foster the engagement of students in sharing ideas and listening attentively to each other as they explore topics related to English language arts. In addition, conversations in the classroom may cross disciplines, as when the English language arts topic is enriched by talking about history, philosophy, art, music, or science.

Whole-class discussion should be a part of your effort to integrate the English language arts strands (reading, writing, listening, speaking, and/or viewing) in meaningful English language arts discourse.

Selecting the Video Segment

Select a 15-minute continuous and unedited video segment to submit. Be sure to choose a segment that gives you an opportunity to discuss your practice. It is important to show how you facilitate students’ learning through purposeful and meaningful whole-class discussion. Therefore, the video recording must show you facilitating discussion in a whole- class format. However, the camera need not always be on you; the video recording may include portions showing students working individually or collaboratively on the same or different tasks, but these portions should be limited in time.

Record a number of different class periods. Remember that you need one 15-minute continuous and unedited video segment to complete this entry; having several from which to select allows you to make a careful choice.

The 15-minute segment that you select can come from any point in the whole-class discussion; select the segment that you think provides the best evidence of the Standards being assessed.

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You must have the parents/guardians of all students you plan to include in the video recording complete Student Release Forms before you make any video recordings. You must have any adults who will appear in the video recording (for example, teacher’s aides, parents, student teachers, or colleagues) sign an Adult Release Form prior to recording.

Video Recording Format Specifications

Your video recording must meet the following requirements: Formats Your video recording must be submitted as an flv, asf, qt, mov, mpg, mpeg, avi, wmv,

mp4, or m4v file.

Compression Settings

The ePortfolio system has a 500 MB file size limit for each file that is uploaded. You must compress larger video files before submission. Please follow the instructions in the “Video Compression Guide”.

Length Submit a video recording that is no longer than 15 minutes. If you submit a longer video recording, only the first 15 minutes will be viewed and scored.

Editing Make sure that your video recording is continuous and unedited. Caution: Stopping and restarting the camera or the sound is regarded as editing.

DO NOT stop and start the camera, except as specified in the entry directions.

DO NOT turn off the microphone during recording.

DO NOT add graphics, titles, or special effects (e.g., fade in/out).

Recording Use a camera angle that includes as many faces of the students in the class as possible. The video recording should show as much of the class as possible, but it is acceptable to focus on a particular student while he or she is talking, singing, or playing an instrument. You must be shown in the video as well.

Make sure that sound quality is good enough that the assessor can understand all of what you say, sing, or play and most of what students say, sing, or play.

Language If a small portion of your video occurs in a language other than English and it is important that an assessor understand it, provide a brief description in the Written Commentary of what was communicated.

For advice on recording your lesson, see “Recording Video Entries” in “Phase 2: Develop” (in Part 1). For more information on the use of languages other than English, see “Language Accommodations Policies” in “Phase 1: Prepare” (in Part 1).

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Choosing Instructional Materials Include instructional materials that will help an assessor understand the content of the video recording. You or your students may have used these materials before, during, or after the activity featured on the video recording.

Instructional Materials Format Specifications

Organize your instructional materials together in the following order: ▪ Instructional Material Cover Sheet (use a new cover sheet for each item of instructional

material) ▪ responses to the questions found on the cover sheet (typed on a separate page, not on

the cover sheet) ▪ any relevant instructional materials that would help assessors understand the lesson

(handouts, excerpts from teacher guides, instructions to students, copies of overhead transparencies, etc.)

The cover sheet responses you submit must meet the following requirements: Format for responses to cover sheet questions

Type your responses on a separate sheet of paper. Double-space your text; do not use 24-point line spacing.


Materials will be submitted as a Microsoft Word, Open Office or PDF file. Page size

must be 8.5" × 11" with 1" margins on all sides.


Labeling Number each of your responses to match the corresponding question number on the cover sheet.

Place your candidate ID number in the upper right corner of the page. Do not include your name.

Page count Submit no more than 1 typed page per cover sheet. Additional pages will not be read.

For examples of appropriate line spacing and font formatting, see “Specifications: Written Materials” in “Phase 2: Develop” (in Part 1).

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The materials you submit must meet the following requirements: Format for instructional materials

Materials must be no larger than 8.5" × 11". If submitting a smaller item (e.g., a photograph), you must photocopy it onto an 8.5" x 11" page or print a digitized image of that smaller item onto an 8.5" x 11" page. Several smaller items can be grouped on a single page.

Note: If an instructional material was created in a multimedia software program (such as PowerPoint presentation software or HyperStudio®), you may format up to six slides on one 8.5" × 11" sheet. Each sheet counts as 1 page toward your page total. Note: If an instructional material contains Web pages, each Web page printout (one 8.5" × 11" sheet) counts as 1 page toward your page total. Note: Do not reduce full-sized pages of instructional materials in order to fit more than one instructional material onto a single sheet of paper. Note: If instructional materials that are important for assessors to see are impractical to submit or do not show up clearly in the video recording (e.g., overhead transparency or slide projections, writing on a chalkboard or whiteboard, software, three-dimensional objects), submit a drawing, photocopy, digitized image, photograph, or description/transcription of the material. (If you submit a description/transcription, it must be typed in double-spaced text with 1" margins on all sides using 12-point Times New Roman font.)





Page count Submit no more than 3 pages of instructional materials. Additional pages will not be read. Cover sheets, translations, and sheets containing your responses to the questions on the cover sheets do not count toward this total.


1. Instructional Context2. Planning and Video Recording Analysis3. Reflection



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▪ What are the relevant characteristics of this class that influenced your instructionalstrategies for this lesson: ethnic, cultural, and linguistic diversity; the range of abilities of the students; the personality of the class? What are the instructional challenges represented by these particular students?

▪ What are the relevant characteristics of the students with exceptional needs and abilitiesthat influenced your planning for this instruction (for example, the range of abilities and the cognitive, social/behavioral, attentional, sensory, and/or physical challenges of your students)? Give any other information that might help the assessor “see” this class.

▪ What are the relevant features of your teaching context that influenced the selection ofthis lesson? This might include other realities of the social and physical teaching context (e.g., available resources, scheduling of classes, room allocation—own classroom or shared space) that are relevant to your response.


2. Planning and Video Recording Analysis

This information focuses on your description and analysis of the whole-class discussion shown on the video recording. When citing specific evidence, it may be helpful to assessors if you identify specific locations in the video recording by describing specific dialogue, events, and/or students (e.g., “the girl in the green sweater in the second row”). In this section, address the following questions:

▪ What are your long-term goals and any thematic connections (during the school year) forthis class, and why are these goals and themes appropriate for these students?

▪ What are the instructional goals for this particular lesson, how did they fit into your long-term goals and any thematic connections, and what is your rationale for choosing whole- class discussion as your format to meet the goals of this lesson?

▪ How does the information about this particular class influence what is seen on the videorecording?

▪ What were the specific procedures and teaching strategies you used in this lesson,including those used to foster student participation in the whole-class interaction? What were your reasons for those choices? Cite specific examples from the video recording that show you fostering student participation.

▪ How do you ensure fairness, equity, and access for all students in your class? Cite aspecific example from the video recording.

▪ What materials/resources did you use in the lesson, and what were your reasons forchoosing these resources?

▪ What activities related to this lesson came before and after this video segment? What wasyour rationale for selecting this sequence of activities?

▪ How does this lesson reflect your integration of English language arts strands (reading,writing, listening, speaking, and/or viewing)?

Suggested total page length for Planning and Video Recording Analysis: 6 pages

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3. Reflection

In this section, address the following questions, citing evidence from the video recording to support your answers:

▪ To what extent did you achieve the lesson’s goal or goals? Provide evidence from thevideo recording to support your answer.

▪ What was a successful moment/aspect on the video recording? Explain why it wassuccessful.

▪ What would you do differently, if anything, if you were to re-teach this particular lesson? Ifyou would not change anything, explain why.

▪ What was the influence of the lesson’s outcome on future instruction of this class ormembers of this class?




Your response must be organized under these section headings (described in detail above):


Your Written Commentary must also meet the following requirements: Language Write in English.

Format Type and double-space text. Do not use 24-point line spacing.


Materials will be submitted as a Microsoft Word, Open Office or PDF file. Page size must be 8.5" × 11" with 1" margins on all sides.




Labeling Place your candidate ID number in the upper right corner of all pages. Do not include your name. If you are using a word-processing program, you can save time by creating a “header” that prints your candidate ID number on each page.

Page count Submit no more than 11 typed pages in total. If you submit a longer Written Commentary, only the first 11 pages will be read and scored.

For advice on developing your Written Commentary, see “Writing about Teaching” in “Phase 2: Develop” (in Part 1). For examples of appropriate line spacing and font formatting, see “Specifications: Written Materials” in “Phase 2: Develop” (in Part 1).

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Entry 2 Cover Sheets All cover sheets and forms required for this entry are listed in this section. To read and print these documents, you must install Adobe® Reader® software on your computer. You may download Adobe Reader for free by following the instructions provided on the Adobe Systems Web site (www.adobe.com).

As you prepare your portfolio, keep in mind some cover sheets contain directions that are not repeated elsewhere; follow these directions carefully.

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NO

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CONTEXTUAL INFORMATION SHEET

This form asks you to describe the broader context in which you teach: • If you teach in different schools that have different characteristics, and this entry features students from

more than one school, please complete a separate sheet for each school associated with this entry.• If a completed Contextual Information Sheet also pertains to another entry, submit it with that entry as

well.

In each entry, you are asked to provide specific information about the students in the class you have featured inthe entry. This is in addition to the information requested here. Please print clearly or type. (If you type, you mayuse the system default font, size, and spacing.) Limit your responses to the spaces provided below. For clarity,please avoid the use of acronyms.

1. Briefly identify• the type of school/program in which you teach and the grade/subject configuration (single grade,

departmentalized, interdisciplinary teams, etc.):

• the grade(s), age levels, number of students taught daily, average number in each class, and courses:Grades Age Levels Number of Students Average Number of Students in Each Class

Courses

2. What information about your teaching context do you believe would be important for assessors to know tounderstand your portfolio entries? Be brief and specific. Note: You might include details of any state ordistrict mandates, information regarding the type of community, and access to current technology.


CLASSROOM LAYOUT FORM (For Informational Purposes Only)

Please show the physical layout of the “classroom” (i.e., “setting in which t h e instruction took place”) as it appears in the video recording. This visual will provide assessors with a context for the video since the camera cannot capture the whole instruction area a t once.

It is helpful to assessors for you to identify where particular students are located in the room by using the same student identifiers that you refer to in your Written Commentary (e.g., “the girl in the green sweater”).The sketch will not be scored.


Instructional Material COVER SHEET

Instructional Material #:

Do not write or type on this cover sheet in response to the questions below. Provide your responses to the questions contained in the box below in a separate document using double-spaced 12-point Times New Roman font. Your responses must fit on one page. Group your response sheet directly behind this cover sheet.

1. What is important to know about this one item of instructional material tounderstand what is shown on the video recording?

2. How was this one item of instructional material used?

Group the following with this cover sheet: • Your response sheet• One relevant item of instructional material

Use this cover sheet as many times as needed.




Entry 3: Instructional Analysis: Small Groups

In this entry, you submit a 15-minute video recording to demonstrate the teaching strategies that you use for small-group discussion in which the students engage with you and with each other in meaningful discourse about a topic, concept, or text related to English language arts. You also provide evidence of your ability to integrate English language arts strands and to describe, analyze, and reflect on your work. You also provide a Written Commentary analyzing the video recording, and instructional materials.





IV. Fairness, Equity, and Diversity

V. Learning Environment


VII. Integrated Instruction

X. Listening and Speaking





and use that knowledge to advance students’ achievement as readers, writers, speakers, listeners, and/or viewers in English language arts.

▪ treat all students fairly and are committed to providing them with equal opportunities withregard to the instruction and resources students need to develop both as language learners and as informed, literate human beings.

▪ have a wide range of pedagogical strategies at their disposal, and their search forappropriate strategies to engage all students is based on the realization that the threshold for success may vary from student to student.

▪ create ample opportunities for students to experience success as they express theirindividuality through language learning.

▪ draw on their knowledge of their students, of how language is learned, and their extensiveknowledge of the English Language Arts to set ambitious learning goals, organize, structure, and sequence learning activities that reflect these goals, and gauge students’ progress in terms of them.

▪ recognize the importance of relying on their students’ growing maturity in designingassignments that provide students with increasing latitude, scope, and responsibility. They adjust their practice, as appropriate, based on student feedback.

▪ establish and manage inclusive learning environments in which they engage, challenge,and support students in meaning-making and expression about issues and texts in a variety of media that matter to them.

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▪ are well-versed in the elements of group dynamics and provide opportunities for studentsto be constructively and actively engaged in whole-class discussions about literature andother topics that have been presented using texts from a variety of media.

▪ use small groups of students flexibly and judiciously, ensuring that grouping configurationsallow students to learn from, and with, each other.

▪ show students how to work in groups, how to respond in respectful ways, and how toensure that each member has a voice in the discussion.

▪ create open-ended questions that require students to pay attention to the dynamics of theinteractions and contributions to discourse.

▪ provide opportunities for students to take creative risks, offer conjectures, question theassertions proposed by others, or find their own ideas challenged or validated in aclassroom culture of trust and mutual respect.

▪ adapt and create curricular resources that support active student exploration of literatureand language processes.

▪ integrate reading, writing, listening and/or speaking, viewing and producing opportunitiesin their instruction and incorporate content from other disciplines.

▪ reflect on their practice, can talk persuasively about why they make the pedagogicaldecisions they do, and comment on ways to improve their practice.


What Do I Need to Do? This entry captures your development of students’ abilities to engage with you and with each other in meaningful English language arts discourse as they work in small groups, and your integration of language arts. Thus, this video recording should show your facilitation of and interaction with small groups of students. This interaction with you must be intermittent as you circulate among the small groups in the class.

In this entry, you ▪ demonstrate the teaching strategies that you use for small-group English language arts

discussion; ▪ provide evidence of your ability to describe, analyze, and reflect on your own work.

For this entry, you must submit the following: ▪ One video recording (15 minutes maximum) that shows you circulating among and

interacting with students who are conversing purposefully in small groups. The focus should be on at least two groups of three to six students each, and the topic must relate to English language arts.

▪ Instructional materials.▪ Instructional Material Cover Sheet responses (1 page maximum of responses

per cover sheet).▪ Instructional materials (one or more items, 3 pages maximum combined)

related to the lesson featured on the video recording and that will help assessorsunderstand what occurred during the lesson.

▪ Written Commentary (11 pages maximum) that provides a context for yourinstructional choices, and describes, analyzes, and evaluates your teaching through small- group discussion.

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You must submit a video recording, instructional materials, and a Written Commentary. If any component is missing, your response will not be scored.


Recording Your Video Entry In this entry, you video-record yourself as you interact with at least two small groups of three to six students as they explore an English language arts topic.

Selecting the Class

Choose a class to feature. The class should be one in which small-group discussion is a common practice and an important component of instruction. Since your response will be considered on the basis of how you support students engaged in purposeful small-group English language arts discussion, your most advanced class may or may not provide the best opportunity to feature your practice. The focus is on your practice, not on the level of student achievement.

Selecting a Lesson

Select an English language arts lesson that provides good opportunities for your students to converse purposefully in small groups. Possible topics could be discussion of a literary text, student writing, student presentations, evaluation of media resources, and so on. The lesson should show how you integrate reading, writing, listening, speaking, and/or viewing. The class you choose need not be advanced, but the lesson on which you are focusing should be one that is important for the students at their level of learning and one in which they are likely to be engaged in constructive and meaningful English language arts discourse.

The video recording must show how you foster the engagement of at least two groups of three to six students who are sharing ideas and listening attentively to each other as they explore topics related to English language arts. For this reason, a video recording showing students working quietly with little or no interaction would not be a good choice. Conversations in the classroom may cross disciplines, as when the English language arts topic is enriched by talking about history, philosophy, art, music, or science.

Small-group discussion should be a part of your effort to integrate the English language arts strands (reading, writing, speaking, listening, and/or viewing).

Selecting the Video Segment

Select a 15-minute continuous and unedited video segment to submit. Be sure to choose a segment that gives you an opportunity to discuss your practice. It is important to show how you facilitate students’ learning through purposeful and meaningful small-group discussion.

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Record a number of different class periods in which your students are actively engaged in small-group discussion. Remember that you need one 15-minute continuous and unedited video segment to complete this entry; having several from which to select allows you to make a careful choice.

The 15-minute segment that you select can come from any point in the instruction in which students converse together in small groups; select the segment that you think provides the best evidence of the Standards being assessed.

You must have the parents/guardians of all students you plan to include in the video recording complete Student Release Forms before you make any video recordings. You must have any adults who will appear in the video recording (for example, teacher’s aides, parents, student teachers, or colleagues) sign an Adult Release Form prior to recording.

Video Recording Format Specifications

Your video recording must meet the following requirements: Formats Your video recording must be submitted as an flv, asf, qt, mov, mpg, mpeg, avi, wmv,

mp4, or m4v file.

Compression Settings

The ePortfolio system has a 500 MB file size limit for each file that is uploaded. You must compress larger video files before submission. Please follow the instructions in the “Video Compression Guide”.

Length Submit a video recording that is no longer than 15 minutes. If you submit a longer video recording, only the first 15 minutes will be viewed and scored.

Editing Make sure that your video recording is continuous and unedited. Caution: Stopping and restarting the camera or the sound is regarded as editing.

DO NOT stop and start the camera, except as specified in the entry directions.

DO NOT turn off the microphone during recording.

DO NOT add graphics, titles, or special effects (e.g., fade in/out).

Recording Use a camera angle that includes as many faces of the students in the class as possible. The video recording should show as much of the class as possible, but it is acceptable to focus on a particular student while he or she is talking, singing, or playing an instrument. You must be shown in the video as well.

Make sure that sound quality is good enough that the assessor can understand all of what you say, sing, or play and most of what students say, sing, or play.

Language If a small portion of your video occurs in a language other than English and it is important that an assessor understand it, provide a brief description in the Written Commentary of what was communicated.

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For advice on recording your lesson, see “Recording Video Entries” in “Phase 2: Develop” (in Part 1). For more information on the use of languages other than English, see “Language Accommodations Policies” in “Phase 1: Prepare” (in Part 1).

Choosing Instructional Materials Include instructional materials that will help an assessor understand the content of the video recording. You or your students may have used these materials before, during, or after the activity featured on the video recording.

Instructional Materials Format Specifications

Organize your instructional materials together in the following order:

Instructional Material Cover Sheet (use a new cover sheet for each item of instructional material)

responses to the questions found on the cover sheet (typed on a separate page, not on the cover sheet)

any relevant instructional materials that would help assessors understand the lesson (handouts, excerpts from teacher guides, instructions to students, copies of overhead transparencies, etc.)

The cover sheet responses you submit must meet the following requirements: Format for responses to cover sheet questions

Type your responses on a separate sheet of paper. Double-space your text; do not use 24-point line spacing.


8 Materials will be submitted as a Microsoft Word, Open Office or PDF file. Page

size must be 8.5" × 11" paper with 1" margins on all sides.


Labeling Number each of your responses to match the corresponding question number on the cover sheet.

Place your candidate ID number in the upper right corner of the page. Do not include your name.

Page count Submit no more than 1 typed page per cover sheet. Additional pages will not be read.

For examples of appropriate line spacing and font formatting, see “Specifications: Written Materials” in “Phase 2: Develop” (in Part 1).

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The materials you submit must meet the following requirements: Format for instructional materials

Materials must be no larger than 8.5" × 11". If submitting a smaller item (e.g., a photograph), you must photocopy it onto an 8.5" x 11" page or print a digitized image of that smaller item onto an 8.5" x 11" page. Several smaller items can be grouped on a single page.

Note: If an instructional material was created in a multimedia software program (such as PowerPoint presentation software or HyperStudio®), you may format up to six slides on one 8.5" × 11" sheet. Each sheet counts as 1 page toward your page total. Note: If an instructional material contains Web pages, each Web page printout (one 8.5" × 11" sheet) counts as 1 page toward your page total. Note: Do not reduce full-sized pages of instructional materials in order to fit more than one instructional material onto a single sheet of paper. Note: If instructional materials that are important for assessors to see are impractical to submit or do not show up clearly in the video recording (e.g., overhead transparency or slide projections, writing on a chalkboard or whiteboard, software, three-dimensional objects), submit a drawing, photocopy, digitized image, photograph, or description/ transcription of the material. (If you submit a description/transcription, it must be typed in double-spaced text with 1" margins on all sides using 12-point Times New Roman font.)





Page count Submit no more than 3 pages of instructional materials. Additional pages will not be read. Cover sheets, translations, and sheets containing your responses to the questions on the cover sheets do not count toward this total.





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▪ What are the relevant characteristics of this class that influenced your instructionalstrategies for this lesson: ethnic, cultural, and linguistic diversity; the range of abilities of the students; the personality of the class? What are the instructional challenges represented by these particular small groups of students?

▪ What are the relevant characteristics of the students with exceptional needs and abilitiesthat influenced your planning for this instruction (for example, the range of abilities and the cognitive, social/behavioral, attentional, sensory, and/or physical challenges of your students)? Give any other information that might help the assessor “see” this class.

▪ What are the relevant features of your teaching context that influenced the selection ofthis lesson? This might include other realities of the social and physical teaching context (e.g., available resources, scheduling of classes, room allocation—own classroom or shared space) that are relevant to your response.


2. Planning and Video Recording Analysis

This information focuses on your description and analysis of the small-group discussions shown on the video recording. When citing specific evidence, it may be helpful to assessors if you identify specific locations in the video recording by describing specific dialogue, events, and/or students (e.g., “the girl in the green sweater in the second group”). In this section, address the following questions:

▪ What are your long-term goals and any thematic connections (during the school year) forthis class, and why are these goals and themes appropriate for these students?

▪ What are the instructional goals for this particular lesson, how did they fit into your long- term goals and any thematic connections, and what is your rationale for choosing the small-group format to meet the goals of this lesson?

▪ What was the method used to place the students on the video recording in the smallgroups, and what was your rationale for this method?

▪ What were the specific procedures and teaching strategies you used in this lesson,including those used to foster student participation in the small-group discussion? What were your reasons for those choices? Cite specific examples from the video recording that show you fostering student participation.

▪ How do you ensure fairness, equity, and access for all students in your class? Cite aspecific example from the video recording.

▪ What materials/resources did you use in the lesson, and what were your reasons forchoosing these resources?

▪ What activities came before and after this video segment? What was your rationale forselecting this sequence of activities?

▪ How does this lesson reflect your integration of English language arts strands (reading,writing, listening, speaking, and/or viewing)?

Suggested total page length for Planning and Video Recording Analysis: 6 pages

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3. Reflection

In this section, address the following questions, citing evidence from the video recording to support your answers:

▪ To what extent did you achieve the lesson’s goal or goals? Provide evidence from thevideo recording to support your answer.

▪ What was a successful moment/aspect of this lesson on the video recording? Explain whyit was successful.

▪ What would you do differently, if anything, if you were to re-teach this particular lesson? Ifyou would not change anything, explain why.

▪ What was the influence of the lesson’s outcome on future instruction of this class ormembers of this class?




Your response must be or

Documents

ENGLISH LANGUAGE ARTS Portfolio Instructions › wp-content › uploads › ELA_AYA_Portfolio_Instructions_FINAL.pdfAYA/English Language Arts Portfolio Entry Directions. This section