Family Consumer Science - Missouri State University€¦ · Program: Family Consumer Science Education (Undergraduate) MoStep 1.1.2.1 The preservice teacher understands the central

Portfolio Guide Program: Consumer Science Education (undergraduate)

Quality Indicators Performance Indicators Course Assessments and Artifact 1.1.2.1.1 The preservice teacher knows the discipline applicable to the certification area(s) (as defined by Missouri State Subject Area Competencies) - rule number to be determined;1.1.2.1.2 The preservice teacher presents the subject matter in multiple ways;1.1.2.1.3 The preservice teacher uses students’ prior knowledge;

1.1.2.1.4 The preservice teacher engages students in the methods of inquiry used in the subject(s)1.1.2.1.5 The preservice teacher creates interdisciplinary learning.

1.1.2.2.1 The preservice teacher knows and identifies child/adolescent development;1.1.2.2.2 The preservice teacher strengthens prior knowledge with new ideas;1.1.2.2.3 The preservice teacher encourages student responsibility;

Conceptual Framework 3.Learning and Development 6.Professional Skills

1.1.2.2.4 The preservice teacher knows theories of learning.

1.1.2.3.1 The preservice teacher identifies prior experience, learning styles, strengths, and needs;1.1.2.3.2 The preservice teacher designs and implements individualized instruction based on prior experience, learning styles, strengths, and needs;1.1.2.3.3 The preservice teacher knows when and how to access specialized services to meet students’ needs;

Conceptual Framework 3.Learning and Development 6.Professional Skills 9.Diversity

1.1.2.3.4 The preservice teacher connects instruction to students’ prior experiences and family, culture, and community.

Portfolio Guide

multiple intelligences lesson plans, inclusion plan, student directed learning activities, practicum in CFS 335, observations in child development Lab, lesson plans in student teaching

lesson plans that address diverse learners, modified assignments, IEP conference journal reflection, implemented lesson from student teaching

Program: Family Consumer Science Education (Undergraduate)

MoStep 1.1.2.1 The preservice teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) within the context of a global society, and creates learning experiences that make

MoStep / Conceptual Framework

journal from field experience, educational philosophy, FACS Philosophy, Review of FACS History, lesson plans using learning from specialty area courses of FACS discipline, projects and assignments form content area courses that show knowledge of FACS discipline

MoStep 1.1.2.2 The preservice teacher understands how students learn and develop, and provides learning opportunities that support the intellectual, social, and personal development of all students.

MoStep 1.1.2.3 The preservice teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

CFD 160, CFD 260, IMT 365, SFR 250, RDG 474, PSY 380, SPE 340, CFS 335, CFS 512, CFS 515, SEC 493/494

CFS 260, IMT 365, SFR 250, RDG 474, PSY 380, SEC 301, SPE 340, CFS 335, CFS 512, CFS 515, SEC 493/494

CFD 155, CFD 163 CFD 260, SFR 250 RDG 474, SEC 301 CFS 120, CFS 130 CFS 335, CFS 373 CFS 472, CFS 512 CFS 515, CTM 180 CTM 283, HID 140 HID 145, HID 241, HRA 321, SEC 493/494

Conceptual Framework 1.Foundations 2.Subject Matter 6. Professional Skills

* This is a guide. Check with program faculty for required artifacts and changes.* Updated on 9/26/01 1

Quality Indicators Performance Indicators Artifact and Course1.1.2.4.1 The preservice teacher selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g., encourages exploration and problem-solving, building new skills from those previously acquired);1.1.2.4.2 The preservice teacher creates lessons and activities that recognize individual needs of diverse learners and variations in learning styles and performance;

Conceptual Framework 2. Subject Matter 3.Learning and Development 4.Reflective Skills 6.Professional Skills 9.Diversity

1.1.2.4.3 The preservice teacher evaluates plans relative to long- and short-term goals and adjusts them to meet student needs and to enhance learning.

MoStep 1.1.2.5 The preservice teacher uses a variety of instructional strategies to encourage students’ development of critical thinking, problem-solving, and performance skills.

1.1.2.5.1 The preservice teacher selects alternative teaching strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs;

Conceptual Framework 2. Subject Matter 3. Learning and Development 4.Reflective Skills 5. Technology 6.Professional Skills 9.Diversity

1.1.2.5.2 The preservice teacher engages students in active learning that promotes the development of critical thinking, problem-solving, and performance capabilities.

MoStep 1.1.2.6 The preservice 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.

1.1.2.6.1 The preservice teacher knows motivation theories and behavior management strategies and techniques;

1.1.2.6.2 The preservice teacher manages time, space, transitions, and activities effectively;1.1.2.6.3 The preservice teacher engages students in decision making.

Behavior Management Plan, Journals form student teaching, lesson plans from CFS 512 and student teaching

Conceptual Framework 3.Learning and Development 4.Reflective Skills 6.Professional Skills

CFD 160, CFD 260, IMT 365, SFR 250, RDG 474, PSY 380, SEC 301, SFR 442, CFS 515, SEC 493/494

CFS 335 Problem Based Learning Presentation, Critical Thinking exercises form CFS 512, unit and lesson plans form CFS 512 and student teaching

CFS 512 Unit Plan, CFS 515 curriculum program plan, CFS 507 student organization program plan, implemented lessons from student teaching

MoStep 1.1.2.4 The preservice teacher recognizes the importance of long-range planning and curriculum development and develops, implements, and evaluates curriculum based upon student, district, and state performance standards.

CFD 260, IMT 365, SFR 250, RDG 474, PSY 380, SEC 301, SPE 340, CFS 335, CFS 512, CFS 515, SEC 493/494

CFD 260, IMT 365, SFR 250, RDG 474, PSY 380, SEC 301, SPE 340, CFS 335, CFS 512, CFS 515, SEC 493/494


Quality Indicators Performance Indicators Artifact and Course1.1.2.7.1 The preservice teacher models effective verbal/non-verbal communication skills;1.1.2.7.2 The preservice teacher demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences in classroom communication and in responses to students’ communications;

1.1.2.7.3 The preservice teacher supports and expands learner expression in speaking, writing, listening, and other media;1.1.2.7.4 The preservice teacher uses a variety of media communication tools.

MoStep 1.1.2.8 The preservice teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

1.1.2.8.1 The preservice teacher employs a variety of formal and informal assessment techniques (e.g., observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, authentic assessments, and standardized tests) to enhance and monitor her or his knowledge of learning, to evaluate student progress and performances, and to modify instructional approaches and learning strategies;

1.1.2.8.2 The preservice teacher uses assessment strategies to involve learners in self-assessment activities to help them become aware of their learning behaviors, strengths, needs and progress, and to encourage them to set personal goals for learning;

1.1.2.8.3 The preservice teacher evaluates the effect of class activities on both the individual student and the class as a whole, collecting information through observation of classroom interactions, questioning, and analysis of student work;

1.1.2.8.4 The preservice teacher maintains useful records of student work and performances and can communicate student progress knowledgeably and responsibly, based on appropriate indicators, to students, parents, and other colleagues.

Child Development Lab observations, Authentic Assessments, Questions developed for MSIP review in CFS 515, Journals from field experiences and student teaching, grading plan form CFS 515, sample exams, grade book from student teaching

CFD 260, IMT 365, SFR 250, RDG 474, PSY 380, SEC 301, SEC 493, SEC 494, SFR 396, SPE 340, CFS 512, CFS 515

CFS 512 and 515 field experiences reflections, CFS 515 Professional Development Activities, Classroom Management Plan, presentations in content area classes using a variety of media communication tools

MoStep 1.1.2.7 The preservice teacher models effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Conceptual Framework 5.Technology 6.Professional Skills 9. Diversity

CFD 160. CFS 260, IMT 365, SFR 250, RDG 474, SFR 442, SPE 340, CFS 120, CFS 130, CFS 335, CFS 373, CFS 472, CFS 512, CFS 515, HID 140, HID 145, HID 241, SEC 493/494

Conceptual Framework 4.Reflective Skills 6.Professional Skills


Quality Indicators Performance Indicators Artifact and Course1.1.2.9.1 The preservice teacher applies a variety of self-assessment and problem-solving strategies for reflecting on practice, their influences on students’ growth and learning, and the complex interactions between them;1.1.2.9.2 The preservice teacher uses resources available for professional development.

Conceptual Framework 1. Foundations 4. Reflective Skills

1.1.2.9.3 The preservice teacher practices professional ethical standards.

1.1.2.10.1 The preservice teacher participates in collegial activities designed to make the entire school a productive learning environment;1.1.2.10.2 The preservice teacher talks with and listens to students, is sensitive and responsive to signs of distress, and seeks appropriate help as needed to solve students’ problems;1.1.2.10.3 The preservice teacher seeks opportunities to develop relationships with the parents and guardians of students, and seeks to develop cooperative partnerships in support of student learning and well-being;1.1.2.10.4 The preservice teacher identifies and uses the appropriate school personnel and community resources to help students reach their full potential.1.2.11.1 The preservice teacher demonstrates an understanding of technology operations and concepts.1.2.11.2 The preservice teacher plans and designs effective learning environments and experiences supported by informational and instructional technology.1.2.11.3 The preservice teacher implements curriculum plans that include methods and strategies for applying informational and instructional technology to maximize student learning.1.2.11.4 The preservice teacher applies technology to facilitate a variety of effective assessment and evaluation strategies.1.2.11.5 The preservice teacher uses technology to enhance personal productivity and professional practice.1.2.11.6 The preservice teacher demonstrates an understanding of the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and applies that understanding in practice.

MoStep 1.2.11The preservice teacher understands the theory and application of technology in educational settings and has adequate technological skills to create meaningful learning opportunities for all

CFS 507, 515 field experiences reflections, advisory board plan, marketing/PR plan, program plan and evaluation, brochure newsletters and parent teach activities during student teaching

student teaching and practicum journals and professional development activities, conference attendance reflections

Conceptual Framework 6.Professional Skills 10. Collaboration and Leadership

IMT 365, SFR 250, PSY 380, SEC 301, SPE 340, CFS 512, CFS 515, SPE 493/494

SFR 250, SFR 442, SPE 340, CFS 507, CFS 515, SEC 493/494

Conceptual Framework 2. Subject Matter 3. Learning & Development 5. Technology 7. Assessment Skills

MoStep 1.1.2.10 The preservice teacher fosters relationships with school colleagues, parents, and educational partners in the larger community to support student learning and well-being.

MoStep 1.1.2.9 The preservice teacher is a reflective practitioner who continually assesses the effects of choices and actions on others. This reflective practitioner actively seeks out opportunities to grow professionally, and utilizes assessment and professional growth to generate more


MoSTEP 1.2.1.1: Family and Consumer Sciences Education (B-12) Competencies Approved by MSBE August 2008, page 1

The beginning (preservice) family and consumer sciences teacher will demonstrate a knowledge of and/or competency in the following areas of study: 1. Reasoning For Action (Show-me standards: G1.2, 1.9, 1.10, G3 and G4; NSFCSE: not overtly present; NASAFACS: G1.9 Overarching Standard)

1. Different models for reasoning (e.g., scientific, practical, philosophical, and interpersonal).

2. Analysis of recurring and evolving family, workplace, and community concerns. 3. Practical reasoning methods and components for responsible action in families,

workplaces, and communities. 4. Distinguishing adequate and/or reliable information from inadequate and/or

unreliable information. 5. Role exchange, universal consequences, the role of ethics, and other criteria for

making responsible judgments. 6. Scientific inquiry and reasoning to gain factual knowledge and test theories on

which to base judgments for action. 2. Human Development (1997 SSC: 1.5-1.6; CR 3, 5, 6; SS 1, 6; HP 1, 3, 7; G 1.1-5, 1.7-8, 1.10, 2.3, 3.1-7, 4.2-3, 4.5-7; PRAXIS: II; NSFCSE: 12; NATEFACS: 3; DESE Cert Reqs: 4)

1. Application of reasoning and problem-solving skills to matters relating to human development.

2. Principles and theories of human growth and development across the life span. 3. Developmental stages, including physical, spiritual, cognitive and affective

characteristics of human development and their application in meeting the needs of individuals through the life span.

4. Current and emerging research about human growth and development, including research on brain development.

5. Conditions that influence human growth and development, including heredity, environment, gender, ethnicity, culture, social, political, economic, political policy, and technological forces.

6. Strategies that promote growth and development across the life span, including nurturance, communication, family, and social services.

7. Human sexuality concepts and issues as they impact individuals and families. 8. Variations in development requiring special resources and responses.

3. Parenting (1997 SSC: 1.1-1.4; CR 3, 5, 6; SS 1; HP 1, 3, 7; G 1.1-5, 1.7-8, 1.10, 2.3, 3.1-7, 4.2-3, 4.5-7; PRAXIS: I; NSFCSE: 15; NATEFACS: 3; DESE Cert Reqs: 4)

1. Application of reasoning and problem-solving skills to parenting issues, decisions, and situations.

2. Effects of parenting roles and responsibilities on strengthening the well-being of individuals and families.

3. Impact of the parenting role on life choices and opportunities. 4. Impact of child guidance and parenting styles on the development and nurturing of

individuals. 5. Roles and responsibilities of parents and caregivers across the life span. 6. Public policies and laws impacting children and parenting. 7. Impact of parenting practices on the individual, family, and society. 8. Societal conditions that influence parenting across the life span. 9. Cultural differences in roles and responsibilities of parenting. 10. Criteria for selecting care and services for children. 11. External support systems that provide services for parents. 12. F actors related to beginning the parenting process. 13. Alternatives to biological parenthood, including but not limited to the legal and

ethical impacts of current and emerging technologies. 4. Family (1997 SSC: 2.1-2.4 2.6-2.9; CR 3, 6; CA 7; SS 6; HP 2, 5; G 1.1-10, 2.1, 2.3, 3.1-8, 4.1-7; PRAXIS: I; NSFCSE: 6; NATEFACS: 3; DESE Cert Reqs: 5)

1. Application of reasoning and problem-solving skills to family issues, decisions and situations.

2. Structures, stages and functions of families. 3. Social, economic, cultural, historical and political contexts of families throughout

time. 4. Strategies for evaluating personal and family needs and priorities throughout the

life cycle. 5. Contemporary issues affecting individuals and families. 6. Factors affecting intergenerational relationships throughout the life span. 7. The role of family in developing independence, interdependence, and commitment

of family members. 8. Strategies for balancing family, work, and community responsibilities.


9. Communication skills that contribute to positive relationships within families. 10. Conflict resolution and coping skills applied to life situations; 11. Diversity and cultural differences in families. 12. The effects of globalization and increasing diversity on individuals, families, and

society. 13. Public policies and laws impacting individuals and families.

5. Interpersonal Relationships (1997 SSC: 2.1-2.4 2.6-2.9; CR 3, 6; CA 7; SS 6; HP 2, 5; G 1.1-10, 2.1, 2.3, 3.1-8, 4.1-7; PRAXIS: III, IV; NSFCSE: 13; NATEFACS: 3; DESE Cert Reqs: 5)

1. Application of reasoning and problem-solving skills to interpersonal relationships. 2. Functions and expectations of various types of relationships. 3. Processes for building and maintaining interpersonal relationships. 4. Effects of various stages of the family life cycle on interpersonal relationships. 5. Physical, spiritual, cognitive and affective functioning in relationships. 6. Contextual factors that contribute to healthy and unhealthy relationships. 7. Processes, techniques, and resources for addressing unhealthy relationships. 8. Stress management strategies for family, work, and community settings. 9. Personal needs, characteristics, and behaviors, and their effects on interpersonal

relationships within different cultural contexts throughout the lifespan. 10. Communication skills that contribute to interpersonal relationships. 11. Strategies to overcome communication barriers in family, community and work

settings. 12. Ethical principles of communication in family, community and work settings. 13. Effects of communication technology in family, work, and community settings. 14. Effective conflict prevention and resolution strategies for successful relationships.

6. Food and Nutrition (1997 SSC: 3.1-3.2, 3.4-3.8; CR 1, 3; M 1; S1; SS 6; HP 2-6; G 1.4, 1.7, 2.3, 3.1-5, 3.7-8, 4.6-7; PRAXIS: V; NSFCSE: 14; NATEFACS: 4; DESE Cert Reqs: 2)

1. Application of reasoning and problem-solving skills for decision making related to food and nutrition.

2. Nutrition practices that enhance individual and family well-being in the life cycle. 3. Effects of psychological, cultural, and social influences on nutrition. 4. Nutritional needs of individuals and families in relation to health and wellness

across the lifespan. 5. Strategies and cultural practices for planning, purchasing, storing, preparing, and

serving nutritious foods. 6. Sources of food and nutrition information, including food labels, related to health

and wellness. 7. Evaluating and using technology for nutritional planning and practices. 8. Cultural, economic, and policy influences on food and eating behaviors. 9. Food safety and sanitation procedures from production through consumption. 10. The influence of science and technology on food composition, safety, and other

health issues. 11. Food science and mathematical concepts in nutrition, wellness, and food

preparation. 12. Legislation and regulations related to food and nutrition.

7. Health and Wellness (1997 SSC: 3.3-3.4; CR 1, 3; M 1; S1; SS 6; HP 1-7; G 1.4, 1.7, 2.3, 3.1-5, 3.7-8, 4.6-7; PRAXIS: V; NSFCSE: 14; NATEFACS: 4; DESE Cert Reqs: 2)

1. Application of reasoning and problem-solving skills to health and wellness situations and decisions.

2. Health and wellness practices that enhance individual and family well-being in the life cycle.

3. Structures of, functions of, and relationships among human body systems. 4. Principles and practices of physical and mental health for individuals and families. 5. Methods for prevention, treatment, and control of diseases. 6. Methods used to assess health, reduce risk factors, and avoid risk behaviors. 7. Evaluating and using technology for assessing and promoting health and wellness. 8. The current research and findings on consumer health. 9. Responses to emergency situations. 10. The influence of science and technology on health. 11. Impact of illegal and legal substances on individual and family wellness. 12. Weight management and exercise strategies to maintain health throughout the life

span. 13. Effects of food fads, diet fads, food addictions, and eating disorders on wellness. 14. Physical, emotional, social, psychological, and spiritual components of individual


and family wellness. 15. Effects of psychological, cultural, and social influences on health practices.

8. Family and Consumer Resource Management (1997 SSC: 4.-4.6; CR 1-6; M 3; S 8; SS 6; HP 6; G 1.1-10, 2.3, 3.1-8; 4.1-7 ; PRAXIS: IV; NSFCSE: 2; NATEFACS: 2; DESE Cert Reqs: 3)

1. Application of reasoning and problem-solving skills to family and consumer resource management.

2. Identifying, managing, and conserving material and human resources to meet individual and family needs.

3. Financial planning and management, including family budgets, credit, investments, insurance, retirement planning, savings, and checking accounts.

4. Setting goals and ranking priorities based on individual family needs and values. 5. Identifying and assessing community resources available to assist individuals and

families. 6. Evaluating the impact of economics and technology in a global society. 7. Selecting, maintaining, and evaluating equipment and technology used to meet

and enhance family functions. 8. Impact of cultural and economic diversity on resource management. 9. Impact of economic, social, legal and public policy issues on family and consumer

resource management. 10. Consumer rights and responsibilities.

9. Housing, Environments, and Design (1997 SSC: 5.1-5.4; CR 3, 4; SS 6; G 1.1-10, 2.3, 3.1-8, 4.1-7; PRAXIS: VII; NSFCSE: not overtly present; NATEFACS: 2 DESE Cert Reqs: 3)

1. Application of reasoning and problem-solving skills to housing and environmental issues, decisions and situations.

2. Functions and types of housing. 3. Economic, social, legal and political factors that affect consumer housing. 4. Analysis of constructed environments and how they meet or impede the

attainment of basic human needs. 5. Decision-making skills for determining housing needs throughout the life cycle. 6. Historical, environmental, aesthetic, cultural, legal, and technological influences

on living and work environments. 7. Principles and elements of design applied in creating comfortable, safe, and

aesthetically-pleasing home and work environments. 8. Advances in universal, global and environmental design practices.

10. Textiles, Apparel and Fashion

(1997 SSC: 6.1-6.5; CR 2, 3; SS 6; G 1.1-10, 2.3, 3.1-8, 4.1-7; PRAXIS: VI; NSFCSE: 16; NATEFACS: 2; DESE Cert Reqs: 3)

1. Application of reasoning and problem-solving skills to textiles, apparel and fashion issues and choices.

2. Selection, care, repair, redesign, and recycling of textile products to meet individual and family needs across the lifespan.

3. Strategies for assessing apparel decisions in terms of values, function, appearance, and societal norms.

4. Fibers, fabrics, design concepts, quality and construction of textile products. 5. Cultural, aesthetic, historical, legal and environmental aspects of textiles, apparel,

and fashion. 11. Program Development and Professional Practice (1997 SSC: 7.1-7.10; ; PRAXIS: VIII.3; NSFCSE: not overtly present; NATEFACS: 8, 9; DESE Cert Reqs: 1)

1. Design, organization, and management of career and technical education programs.

2. Integrating the processes of thinking, communication, leadership, and management in family and consumer sciences.

3. Understand philosophical, historical, social, and economic foundations of Career and Technical Education and Family and Consumer Sciences, including impacts of legislation.

4. Family and consumer sciences body of knowledge. 5. Ethical issues defining professional practice. 6. Career and technical education advisory committees. 7. Program evaluation and follow-up assessments. 8. Collecting, interpreting, and utilizing community needs assessment information. 9. Budget development and management. 10. Business, industry, education and community agency partnerships. 11. Comprehensive public relations initiatives to reach multiple audiences. 12. Regulatory and statutory requirements. 13. Developing professional competence and leadership through professional

organizations, professional development, and continuing education.


12. Career, Community and Life Connections (1997 SSC: 8.1-8.4; ; PRAXIS: VIII; NSFCSE: not overtly present; NATEFACS: 1; DESE Cert Reqs: 1)

1. Application of reasoning and problem-solving skills to career, community and life issues, decisions and situations.

2. Strategies to manage multiple roles and responsibilities (individual, family, career, community, and global).

3. Local and global policies, issues, and trends in the workplace and community that affect individuals and families.

4. Effects of social, economic, and technological change on work and family dynamics.

5. Potential impacts of individual careers on the family’s capacity to meet goals for all family members.

6. Importance of life-long learning and leisure opportunities for all family members. 7. Pathways to acquiring the knowledge and skills needed to achieve individual,

family, and career goals. 8. Transferable and employability skills. 9. Job seeking and job retention skills. 10. Work ethics and professionalism. 11. Skills necessary to support civic engagement. 12. Effects of public policies, agencies, and institutions on the family. 13. Community resources and systems of formal and informal support for individuals

and families. 14. Approaches individuals and families can use to influence change in policies,

agencies, and institutions. 13. Development and Implementation of Career and Technical Curriculum (1997 SSC: 7.1-7.10; PRAXIS: VIII.1-3; NSFCSE: not overtly present; NATEFACS: 5, 6, 7; DESE Cert Reqs: 1)

1. Develop, justify, and implement curricula that address perennial, practical, and evolving family, career, and community issues; reflect the integrative nature of family and consumer sciences; and integrate core academic areas.

2. Write and evaluate performance objectives in the cognitive, psychomotor and affective domains.

3. Design, implement, and supervise learning opportunities. 4. Integrated applications/contextual learning. 5. Problems-based learning. 6. Identify, evaluate and utilize advanced technological tools to support instruction

and learning. 7. Organizing, implementing, and managing laboratories. 8. Developing, implementing, and supervising experiential, cooperative, and

internship programs. 9. Interdisciplinary team teaching. 10. Learning across the lifespan. 11. Instructional management systems.

14. Career and Technical Student Organization (1997 SSC: 10.1-10.3; ; PRAXIS: VIII.3; NSFCSE: not overtly present; NATEFACS: 10; DESE Cert Reqs: 1)

1. Philosophy and goals of Family, Career and Community Leaders of America (FCCLA).

2. Advisor’s role and student leadership development within the student organization.

3. Development, implementation, and management of the student organization to foster students’ academic growth, application of family and consumer sciences content, character development, creative and critical thinking, interpersonal communication, practical knowledge, leadership, service learning, and career preparation.

4. Organization and management of FCCLA.

The Professional Preparation Portfolio

Successful completion of a Professional Preparation Portfolio is required of all teacher education candidates at SMSU in order to be recommended for initial certification to teach. This portfolio is a graphic anthology of a student’s progress and performance in all coursework, practicum placements and student teaching experiences. The Professional Preparation Portfolio is also a medium by which the academic programs are evaluated for accreditation by the Missouri Department of Elementary and Secondary Education and the National Council for the Accreditation of Teacher Education. Teacher education students will receive guidance throughout their program from the instructors of their courses to help answer questions and maintain quality of the portfolio. There are three checkpoints scheduled throughout the sequence of courses taken in the teacher education program. The checkpoints are individual conferences held between students and instructors to assure that everything is in order and progressing satisfactorily toward meeting the Missouri Standards for Teacher Education Program (MoSTEP) quality indicators and subject area competencies. The first checkpoint occurs in SEC 302. PED 200, or MUS 200. The second will occur during the special methods courses or designated point in the degree program. The third and final checkpoint occurs during the student teaching semester. At that time the portfolio will be reviewed to determine if there is sufficient evidence to meet MoSTEP quality indicators and subject area competencies. Portfolio Checkpoint 1: ELE302/SEC 302/PED 200/MUS 200* These artifacts are required and must be included within the portfolio at checkpoint 1:

• Professional Resume • Clinical Placements Log • Artifacts with cover sheets as assigned – minimum of lesson plan and appropriate artifact

cover sheet • Evaluation of uploaded materials by faculty

Portfolio Checkpoint 2: Special Methods Courses or Designated Point in Program A summary of general expectations for Portfolio Checkpoint 2 follows:

• Artifacts and artifact cover sheets required by the specialty area that reflect knowledge, skills and professional dispositions aligned with standards

• Professional Resume further developed • Clinical Placement form completed to reflect additional experiences and outcomes • Educational Philosophy

Portfolio Checkpoint 3: Supervised Student Teaching Artifacts may be required and reviewed by the specialty area faculty, University Student Teaching Supervisor and cooperating teacher. A summary of expected content follows:

• Additional artifacts and artifact cover sheets as required in order to meet MoSTEP quality indicators and subject area competencies

• Professional resume completed • Clinical placement form completed to reflect culminating experiences and outcomes • Complete section IV of your portfolio (Student Teaching Evaluations)

For additional help log on to the SMSU PEU Website at http://education.smsu.edu/peu *Students must consult with their departmental advisors concerning special requirements for artifact cover sheets. Limited examples follow.

Vocational Family and Consumer Sciences Education

Portfolio Check Point Requirements, Artifact and Coversheet Instructions, and Sample

Vocational Family and Consumer Sciences Education majors need to see the portfolio guide for the program which lists all the competencies (Mostep, Conceptual Framework Quality Indicators, and Specialty Area Competencies) required courses and suggested specific artifacts for their portfolio. This may be found at http://education.smsu.edu/peu/student_portfolios/GuidesPDF/secondary/facs.pdf

Students are encouraged to save assignments and projects as sample artifacts from their required courses for certification.

Since Dr. Cheryl Mimbs is teacher of CFS 335, CFS 512, CFS 515 and supervisor of all Vocational FACS student teachers, she is responsible for signing off the portfolio checkpoints for all students in the program. Students will complete some artifacts in Portfolio Checkpoint I in SEC 302 so may have their portfolio reviewed by faculty in those classes as well.

Portfolio Checkpoint 1: SEC 302 CFS 335

• Professional Philosophy • Resume • Clinical Placement Log and journal entries • Copy of Portfolio Matrix (see online site above) Print and save electronically • At least one complete artifact with coversheet that addresses Mostep, Conceptual

Framework, and Specialty Area. (See example attached and instructions below).

• Instructions for reflective narrative:

Reflective narratives on the coversheets should be detailed analysis and critical examination of the students understanding of the artifact. This should include at least 3 well-written paragraphs. The first paragraph should be a detailed description of the artifact. The second paragraph should be a discussion of the importance of this particular artifact and its relevance. The third paragraph should be a justification of the artifact in connection to the Mostep, CF and Specialty Area standards it addresses. This entire narrative should be reflective of what you (the future teacher) know, and are able to do and should include such language as “this artifact demonstrates my ability to”…. And then should be referenced in parenthesis with whichever standard you are addressing with the corresponding number. (Mostep ##, CF ##, SA ###)

Portfolio Check Point II

• Family and Consumer Sciences Education Philosophy • At least 5-7 artifacts with cover sheets that address Mostep, Conceptual

Framework, and Specialty Area. See instructions above for reflective narrative. • Updated clinical placement log and journal entries from field experiences in CFS

335, 512, 507 • Check Point II with have an online check off by Dr. Cheryl Mimbs with a note to

the student and placed in Portfolio E-notes.

Portfolio Check Point III

• A table of contents of the portfolio needs to be prepared in hard copy for Dr. Mimbs

• Artifacts with coversheets continued. Total by end of check point III in the electronic portfolio will be 20. These artifacts must be robust examples of student work. They must address Mostep, CF and Specialty Area. See instructions on the reflective narrative above.

• All 10 Vocational Family and Consumer Sciences specialty areas must be met through artifacts as well as all 10 Conceptual Framework indicators and all 11 Mostep Standards.

• Updated Clinical Placement Log (from CFS 515 and Student teaching Experiences including journal entries).

• Updated professional resume. • University Supervisor and Cooperating teacher evaluations and observations.

(These should be in your field evaluation section) • Photos, samples of student work, examples of technology, and other extra

materials should be added to the Showcase section. • Provide an electronic (CD-Rom works best) copy of your portfolio to Dr. Mimbs

for use for the Vocational Family and Consumer Sciences Program, Department, Professional Education Unit or other designated official as needed.

• Check Point III with be checked off online by Dr. Cheryl Mimbs and a note sent to the student and placed in the Portfolio E-Notes.

For any questions or to see more examples or to meet with Dr. Mimbs personally, contact her at 836-5821 or [email protected]

DIRECTIONS FOR THE ARTIFACT COVER SHEET

Cover sheets should be attached to artifacts within the Professional Preparation Portfolio as directed by program faculty. The purpose of the cover sheet is to ensure reflection and review regarding performances related to the SMSU Professional Education Unit (PEU) Conceptual Framework (CF), the MoSTEP standards and your Specialty Area standards. Information provided on the cover sheet yields evidence of your progress in meeting professional education standards. Directions for completing the sections of the cover sheet follow. 1. “Title of artifact”: Typically, an artifact will have a designated title. If it does not,

provide a brief description or name. 2. “Date this artifact was collected”: When was the item completed, graded, or made

available for inclusion in the portfolio? If necessary, give a more general time, e.g. “Fall Semester 2001.”

3. “Course or experience where the artifact was developed”: Provide both the course

code and course title. If the item was not developed for a course, describe the experience corresponding to development.

4. “Quality indicators addressed by this artifact”: Identify the quality indicators/learner

outcomes that are represented within the artifact.

• CF: Include general learning outcome(s). Include number and name (e.g. “9. Diversity”).

• Generally list one MoSTEP quality indicator (possibly more than one can be cited—check with your department). Include the text and number of the quality indicator being addressed in your reflection.

• Specialty Area: Include the text and number of the strand and competency.

Cover sheet examples for some programs are available at http://education.smsu.edu/peu/student_portfolios/coversheetexamples. Programs limit the number of standards to be addressed by a single artifact; therefore, it is very important to see your program faculty for guidance.

5. “Reflective Narrative”: This section includes a summary of candidate performances

that correspond to the quality indicator and learner outcomes listed. The narrative should indicate what you know (knowledge) and what you are able to do (skills). Use the performance indicators corresponding to each quality indicator as a guide. This section requires analysis and synthesis of performances related to standards and should be written as a narrative summary rather than a list. The narrative should document that you have demonstrated performances consistent with the CF Learner Outcomes, the MoSTEP and the Specialty Area standards noted above.

Cover sheet examples for some programs are available at http://education.smsu.edu/peu/student_portfolios/coversheetexamples. Some programs have specific requirements for narrative preparation; therefore, it is very important to see your program faculty for guidance.

ARTIFACT COVER SHEET Student Name: Jane Doe Major/Certification Area: Vocational Family and Consumer Sciences Title of the Artifact:

R.E.A.S.O.N. Model Case Study Date this artifact was collected: May, 2003 Course or experience where artifact was developed: CFS 373 - Family Economics Mo STEP Quality indicators: 1.2.4 - The preservice teacher recognizes the importance of long-range planning and

curriculum development and develops, implements, and evaluates curriculum based upon student, district, and state performance standards

1.2.5 - The preservice teacher uses a variety of instructional strategies to encourage students’ development of critical thinking, problem-solving, and performance skills.

Specialty Area Quality Indicators: 4 - Family and Consumer Resources Management 4.1 - Strategies for identifying, managing, and conserving material and human

resources to meet individual and family needs 4.2 - Strategies for applying goal-setting and prioritizing skills 4.3 - Strategies for assessing community resources available to assist individuals

and families 4.6 - Strategies for interpreting the impact of cultural and economic diversity on resource management

PEU CF: 2 - Subject Matter

3 - Learning and Development 4 - Reflective Skills 5 - Technology 6 - Professional Skills 9 - Diversity

Reflective narrative: This artifact is a case study report created in collaboration with my peers during a Family

Economics class. In this class I studied the family as a consumer unit, its financial well-being

and interrelationship with the market and the economy which is a part of the Vocational Family

and Consumer Sciences certification area (CF 2 - Subject Matter). The use of this knowledge

has been of great benefit to me during my college career and I feel it will continue to help me in

my teaching career (CF 4 - Reflective Skills).

I selected this artifact because it demonstrates my knowledge of family and consumer

resources management (SA 4). I used interpersonal skill and communication skills to work

cooperatively with my peers in creating this artifact (CF 6 - Professional Skills). For this artifact

we were to identify 3 practical problems of a case study family. We worked through each

problem in the areas of savings, housing, insurance, and transportation using factual criteria as

well as the family’s values and lifestyle. My ability to consider such information for problem

solving is utilized in the classroom when I teach students about problem solving strategies (Mo

Step 1.2.5.2 - The preservice teacher engages students in active learning that promotes the

development of critical thinking, problem-solving, and performance capabilities).

The problem solving method we used included strategies for applying goal-setting and

prioritizing skills (SA 4.2). We identified, managed, and conserved material and human

resources to meet the needs of the individual and family as a whole (SA 4.1). We used the

internet to assessing community resources available to assist individuals and families (CF 5 -

Technology, SA 4.3). Finally, we interpreted the impact of cultural and economic diversity on

resource management in a written paper regarding the case study family (CF 9 - Diversity, SA

4.6).

I have used a similar lesson where students are required to use a problem solving method

such as this while student teaching and have found it to be effective (Mo Step 1.2.4.1 - The

preservice teacher selects and creates learning experiences that encourages exploration and

problem-solving, building new skills from those previously acquired). Students could even

complete a practical problem related to families over the course of the class (Mo Step 1.2.4.3 -

The preservice teacher evaluates plans relative to long- and short-term goals and adjusts them to

meet student needs and to enhance learning). Students could use a personal practical problem

which would provide additional motivation, self assessment and goal setting strategies (CF 3 -

Learning and Development).

Appendix 3: CF General Learning Outcomes

The curricula of professional education programs at Southwest Missouri State University reflect our commitment to these beliefs. Further, they reflect and are aligned with the professional standards specified by state, national and professional accreditation organizations. Our initial and advanced programs are designed to develop candidate knowledge, skills, and dispositions associated with successful professional educational practice. SMSU professional education graduates will demonstrate competence in:

1. Foundations : knowledge of the historical development of the profession, and foundational issues and arguments underlying its practices, as well as understanding of the importance of integrated learning across disciplines.

2. Subject Matter: knowledge of subject matter discipline content and the ability to integrate content with pedagogy appropriate to the candidate’s field of study.

3. Learning and Development: knowledge of human development and motivation, theories of learning, pedagogy and assessment.

4. Reflective skills: communication skills, critical and creative thinking abilities and other skills crucial to reflective decision-making.

5. Technology: knowledge and skills in the use of technology appropriate to the candidate’s field of study.

6. Professional Skills: the practical abilities to implement the skills, techniques, and strategies associated with student learning and development in the educational context in which they practice.

7. Assessment Skills: the skills to conduct valid and reliable assessments of their students’ learning, and use that assessment to improve learning and development for their students.

8. Dispositions : the intellectual, social, ethical, and other personal attributes and beliefs previously ascribed to reflective decision-makers in a variety of professional settings, including a commitment to their own lifelong learning and professional development.

9. Diversity: the ability to skillfully facilitate and promote the learning of all students, including those from diverse cultural, racial and economic backgrounds, and those with disabilities.

10. Collaboration and Leadership: the ability and skills to foster and maintain collaborative, empowering relationships with other professionals within schools and the community.

Documents

Family Consumer Science - Missouri State University€¦ · Program: Family Consumer Science Education (Undergraduate) MoStep 1.1.2.1 The preservice teacher understands the central