1. Global PerspectiveThe beginning teacher prepares students for productive lives within today's multi-cultural society as the globalcommunity necessitates providing them opportunities to be exposed to and to cultivate an appreciation forperspectives, customs and beliefs different from their own.

2. PedagogyThe beginning teacher displays competence in both the factual and theoretical bases of pedagogy.

3. ManagementThe beginning teacher orchestrates the learning tasks and environment to provide optimum learning for each student.

4. MetacognitionThe beginning teacher motivates students to learn, understand, monitor, and reflect upon his/her own learningprocesses.

5. Collaborative CommunicationThe beginning teacher can communicate clearly and collaborate with students, professional colleagues, parents,community, and other constituencies.

6. ResourcesThe beginning teacher will identify and use technologies and other resources available in his/her field to optimizelearning.

7. DiversityThe beginning teacher is a professional who demonstrates the knowledge, skills, and disposition necessary tofacilitate learning for all students.

8. ModelingThe beginning teacher models desirable cognitive, social, and moral patterns.

9. Content KnowledgeThe beginning teacher displays competence in both the factual and theoretical bases his/her discipline.

10. IntegrationThe beginning teacher understands and conveys to students an understanding of the interrelatedness and integratednature of learning.

11. Professional DevelopmentThe beginning teacher will pursue formal and informal post-baccalaureate learning experiences to keep abreast ofchanges in knowledge, theory, and technology in his/her field and in related fields.

12. FoundationsThe beginning teacher understands the current responsibilities of public education in its historical, social, andphilosophical context.

13. AssessmentThe beginning teacher demonstrates the professional knowledge and skills to: plan for assessment; observe learning;analyze and interpret evidence of learning; give feedback to learners and support learners in self-assessment.

14. Curriculum PlanningThe beginning teacher understands learning styles, developmental patterns and exceptionalities sufficient to designeffective lesson plans for individual students and groups of students, to objectively measure student preparedness andprogress, and to effectively evaluate student performance.

Lighthouse

CONTENT OF THE PORTFOLIO

Content of the portfolio is dictated by both regulations and by the OBU Teacher Education conceptual framework, the lighthouse metaphor. The lighthouse is anchored by the liberal arts curriculum, essential knowledge in professional education and specialty studies, current research, and sound professional practice. The twelve goals articulated by the lighthouse metaphor, as well as the anchoring concepts, have been infused with the ten general competencies set forth by the Oklahoma Office Educational Quality and Assessment (OEQA).

As the portfolio is developed, teacher candidates must keep in mind the need to reflect the quality of their learning experience as one aspect that will be evaluated. Characteristics to address or reflect upon should include: early integration into the teacher education program; opportunities to relate principles and theories to practice; field experiences in a variety of settings and with a variety of populations; interactions with teachers who use varied teaching styles; feedback from faculty and peers; opportunity for parental, family and community involvement; and effective teaching experiences in specific school settings.

Required Documents to be Included: Teacher candidates do have some freedom in deciding what to include in their portfolio thereby making them an individual work. Items may be created via class assignments or they may be created specifically for the portfolio. However, in addition to items required to document competency completion, there are specific items that must be included in the portfolio documenting both competence and professional growth. Items must be created online. The following items must be included.

Title page Table of contents

1. An opening commentary on why and how the portfolio was developed, which may be called a"Preface."

You may reference the fact that the portfolio is required by law in order to obtain teacher certification, but add some statements describing how the development of this document will help you as a future teacher.

2. Lighthouse metaphor3. Complete current transcript information (unofficial is sufficient)4. Resume'5. Personal “philosophy” of education

A philosophy of education should, at a minimum, include what you believe about students and how they learn. You might also opt to include what you believe about teachers.

6. Record of field placements7. Documentation reflection on field hours

This is a copy of the sign-in sheets you obtained from your classroom observations. 8. Reflection on field hours

The reflection might be copies of your journal from that observation experience or it may be a broad reflection created from looking at each experience as a whole.

9. Evaluations from Field experiences10. Peer evaluations from Methods course11. Computer/Media technology activity (samples of electronic grade book, seating chart, weekly work

plan, calendar, grade analysis sheet, progress report, group work sheet, graphics in content area oflessons, use of the computer in instruction, PowerPoint, etc.).

12. Intial Student Faith Intergration Reflection

Competency Reflection Documentation: Portfolio contents should include evidence in support of the candidate’s claim that he or she has successfully achieved the competencies specific to the program. Each entry should include a caption statement. The following caption is suggested for each entry:

Date Semester and year is sufficient information Competency Restate the competency met by the artifact Description Describe the artifact, i.e. what is it, why was

it completed. Describe how it meets the competency.

Relationship to Lighthouse Metaphor To which part of the conceptual framework does the artifact relate? How does it relate to these identified parts of the framework.

Critique/Reflection What did you learn by doing/implementing the artifact? Would you change anything about this project for future us? How will it help you in your future classroom?

Monitoring: There are three checkpoints at which portfolios must be evaluated by the candidate’s advisor. The first checkpoint is upon admission to the Teacher Education Program which usually occurs during the candidate's sophomore year. The second checkpoint occurs during the semester prior to student teaching. By this time, the portfolio should be well developed. The final checkpoint occurs at the end of the candidate's final semester. For many, this will be during the final days of student teaching. Upon completion of the final scoring rubric, the advisor forwards the document to the Director of Teacher Education for his/her signature. The original rubric is returned to the candidate, and a copy is maintained in the candidate’s permanent file for certification purposes.

The Teacher Education Division reserves the right to request that all portfolios be submitted to the Teacher Education office at any time deemed necessary.

Suggested Documents/Artifacts for Each Competency

At least two documents/artifacts must be submitted for each competency. Graded work must be included. The artifacts listed are suggestions only. The candidate may select from any number of artifacts to document attainment of a particular competency. It should be noted that the portfolio documents performance of the candidate; therefore, article critiques should be used sparingly. Journal entries, while of value to the candidate do not document attainment of the competency.

Competency #1: Learner development

Portfolio Content-revised2016 07-2017

The teacher understands how learners grow and develop, recognizing the patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Competency #2: Learner differences The teacher understands uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Competency #3: Learning environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self- motivation.

Competency #4: Content knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

Competency #5: Application of content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Competency #6: Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Competency #7: Planning for instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Competency #8: Instructional strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Competency #9: Professional learning and ethical practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Competency #10: Leadership and collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Competency #11: Oklahoma Academic Standards The teacher understands, and is able to develop instructional strategies/plans based on the Oklahoma Academic Standards.

Portfolio Checklist

When applying for to the Teacher Education Program, your portfolio should contain the following:

Title page Table of contents Preface Lighthouse metaphor Complete transcript Resume’ Philosophy of education 15-19 points from articles/reflections

Depending upon where you are in your program, you might have other items or competencies completed as well.

When applying for to the Student Teaching Program, your portfolio should contain the following:

All items listed above, plus— Summary sheet of field experience Sign-in sheets from field experiences Evaluations from field experiences Overall reflection of each field experience Computer/Media technology 21-26 projected points from articles/reflections

Depending upon what courses you have completed, you might have other items or competencies completed as well.

Prior to application for initial licensure, your portfolio must contain the following:

All items listed above, plus— Scores from competency exam (if you took them) Evidence reflecting knowledge and awareness of diversity Student teaching journal Community Profiles, Information About School, Student Teacher Checklist(from Student Teacher Handbook) 43-54 projected points from articles/reflections

Portfoliochcklist-2017

SAMPLE DOES NOT ALWAYS NEED TO BE THIS LONG!

COMPETENCY 3 INDIVIDUAL DIFFERENCES

The teacher understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learners

Date: Spring, 2016

I took Language Arts and Children's Literature during the fall of 2015.1n that class we were required to plan a 2 week thematic unit over a topic of our choice. The emphasis of the unit was teaching students how to research a topic and present the research.

Competency: This lesson plan indicates I understand that students vary in their approaches to learning and I created instructional opportunities to accommodate the various approaches. I incorporated direct instruction into my lessons almost every day. Many students learn by being told and through demonstrations so the direct instruction mini lessons helped those learners. Other learners learn by "doing" so I incorporated active participation in what I had taught during the mini lesson. For example, if we were learning to use the Internet, I demonstrated some techniques and the students then searched the Internet themselves. At the end of the unit the students had to present the information they had learned in their research. The students had a choice of 3 ways to present the information so each child could pick a mode that fit their learning style. In addition, I had the students working together at certain times and alone at other times. I provided a variety of resources for research so the students could pick the mode of research that fit their learning style. Another way that I accommodated for individual differences of learners is by putting them into heterogeneous groups. The slower learners need to see how good students work and think I also provided for individual differences by having a variety of levels of research materials available.

Lighthouse: I selected the topic of South America for my thematic unit because I have been there and I have a lot of resources to help the children learn about this topic. I have video tapes and pictures of the trip. In almost all of my mini lessons I did teacher modeling or think aloud, which are other words for Metacognition and Modeling. The entire assignment was designed to give me an opportunity to do curriculum planning. I integrated social studies, science, art and music and all of the language arts (reading, listening, speaking, writing and thinking,) into the lesson plan. I used good pedagogy in my lessons because I varied the pace, I had a daily routine and the students worked together and alone at appropriate times. My unit involved the art teacher, the music teacher, parents and community resources so I incorporated communication into this unit.

Personal Reflection: Planning a 2 week unit seemed like an impossible task for me at the beginning. I didn't really know how to go about setting up a classroom for research purposes. It took a long time to come up with an interest center and bulletin board idea, but I'm proud of what I did. I like the fact that my bulletin board is interactive and it will help my students organize the information they collect. It will really help them when it comes time to write the reports and plan their share activity. I was surprised that 2 weeks was actually not enough time to get done all of the things I wanted to get done. l also like the fact that I learned how to conduct research and become a part of the research process rather than giving all of the information through lectures. I lice the fact that the students are in charge of their research and I hope that this will build positive attitudes about research and learning.

Competency Samples 07-2017

SAMPLE

COMPETENCY 5 LEARNING ENVIRONMENTS

The teacher uses best practices related to motivation and behavior to create learning environments that encourage positive social interaction

self-motivation, and active engagement in learning thus, providing opportunities for success

Date: Fall, 2015

Description: I took Foundations of Reading the fall of 2015 and we had a 5 week practicum experience at the end of the semester. We taught every day for an hour for 5 weeks. I was required to turn in lesson plans each week and the first day of practicum I was required to set classroom rules.

Competency: This lesson plan indicates that I used best practices related to motivation. I had a discipline plan that included positive reinforcement for good behavior and consequences for students who chose not to follow the rules. The positive reinforcement was motivating to the students and the negative consequences allowed me to establish a positive learning environment with well established guidelines. During the week my students worked in cooperative groups and had many opportunities for positive social interaction. Because my students picked their own books they were highly self motivated and actively engaged in learning. The accommodations that I incorporated in my lesson planning demonstrates that I was providing opportunities for success for all of my students. I brought in picture books, we did fluency activities with poems, jokes, and we did readers theater. All of these activities supported the slower readers.

Lighthouse: In almost all of my mini lessons I did teacher modeling or think aloud, which are other words for Metacognition and Modeling. I was in charge of the curriculum planning for 5 weeks. I planned, prepared and taught each lesson. I integrated all of the language arts (reading, listing, speaking, writing and thinking) into each of my lessons. The students read, talked about their reading and wrote about what they read. I used good pedagogy in my lessons because I varied the pace, I had a daily routine and the students worked together and alone at appropriate times. Because I established my expectations at the very beginning of the class, I had excellent classroom management.

Personal Reflection:This was an amazing experience for me. I was so afraid to go into the classroom the first day. I didn't think I knew enough to be able to plan and teach every day for 5 weeks. After the first week, however, I became very comfortable with the planning and teaching. I liked the video taping we did. When we did the peer critiques it was neat to see me and my classmates teaching. I think this was a wonderful preparation for student teaching.

Competency Samples 07-2017

Portfolio Q & A

Can I use article critiques for some of my artifacts? Yes, articles that you have critiqued could be used once or twice. Since this would not be a strong piece of evidence documenting attainment of the competency, we would not want to see a plethora of articles. Your reflection must be written well enough to document how the article critique “proves” that you are competent in the specific area.

Can I use observation journals for some of my artifacts? Yes, observation journals may be used. Again, these would not constitute strong pieces of evidence that you are competent in a particular area, so limited use is advised.

What do I do with the scored rubric? Your advisor will want to reference the previous form each time you turn your portfolio in.

When is my portfolio due? There are three checkpoints for the portfolio. The first one occurs upon application to the Teacher Education Program. Your advisor must approve your portfolio before you can be admitted to the Program. The second checkpoint is upon application to the Student Teaching Program. Again, your advisor must approve your portfolio before you are allowed to student teach. The final check point is just prior to graduation. Your advisor will give you the due date which is typically 2-3 weeks prior to graduation.

Will my advisor know which artifacts should be in my portfolio at any given point? Yes, advisors can look at your transcript and by knowing which classes have been completed, they will know which artifacts to expect. Regardless of which classes have been completed, Competency #1 should always have at least one artifact in it even upon your first submission. Of course, there are several items that each candidate should have from the list on the first page of your portfolio guideline document.

Portfolio Q & A JULY 2017

01-2016

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1

OBU TEACHER EDUCATION SCORING RUBRIC FOR TEACHER EDUCATION PORTFOLIO

Part I. Completed by candidate:

Name:_____________________________________________ Major:______________________________ Advisor:___________________________

Part II. Completed by advisor at APPLICATION TO TEACHER EDUCATION & STUDENT TEACHING: TE ST Final Acceptable = 1 pt. Needs Improvement

= 0 pts. Title Page

• Present; includes name, major, classification, advisor

• Does not include all components OR not present

Table of Contents

• Present; well-organized • Poorly organized

OR not present Preface

• Well-developed rationale for creation of portfolio (at least two supporting statements)

• Explanation of usefulness of portfolio for future teaching practice

• Poorly developed rationale for creation of portfolio (only one supporting statement)

• No explanation of usefulness for future teaching practice

Lighthouse Metaphor • Present • Not present Transcript

• Current to present semester • Not current OR not present

Resume

• Well-organized; follows standard format for employment resume

• Does not follow standard employment resume format OR not present

Philosophy of Education

• Well-developed; includes beliefs on teaching, learning, students, etc.

• Supports OBU teacher education mission

• Poorly written; does not convey beliefs on elements from “acceptable” column

• Does not support OBU teacher education mission

Record of Field Experiences

• Complete according to field experiences on transcript

• Incomplete OR not present

Field Experience Sign-in Sheets

• Present for all field experiences • Incomplete OR not

present Field Experience Reflections

• Present • Not present

Field Experience Evaluations

• Present, or explanation • Not present; no

explanation Peer Evaluation from a methods course

• Reflection explains the nature of activity that was evaluated by peers as well as needed explanation of the evaluation

• Not present; no explanation

Computer/Media Technology

• Present • Not present

Initial Student Faith Integration Reflection

• Present • Not Present

Section Total: ________ (Target Section Total = 14)

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Competency R A Artifact 1 TE ST FINAL 1. Learner Development

2. Learner differences

3. Learning environment

4. Content knowledge

5. Application of content

6. Assessment

7. Planning for instruction

8. Instructional strategies

9. Professional learning and ethical practice

10. Leadership and collaboration

11. Oklahoma Academic Standards

Totals:

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Completed by advisor upon completion of STUDENT TEACHING: Pts. Acceptable = 1 pt. Needs Improvement = 0 pts. School Demographics ♦ Present ♦ Not present Student Teaching Journal ♦ Present ♦ Not present FINAL Student Faith Integration Reflection

♦ Present ♦ Not present

Section Total: ________ Rubric

Target = 4 points Acceptable = 2 points Needs Improvement = 0 pts. Reflection 2 points possible

per reflection

• Reflection includes 5 portions specified in Contents of the Portfolio: date, competency, description, relationship to lighthouse metaphor, critique/reflection

• Clear description of artifact • Clear defense of relationship

between artifact and competency

• Clear relation to Lighthouse Metaphor

• 5 portions of reflection are included

• Weak relation of artifact to competency

• Weak relation of artifact to lighthouse metaphor

• Any of the 5 portions of reflections is missing

• Poor relation of artifact to competency and/or lighthouse metaphor

• Indication that candidate does not understand competency

Artifact 2 points possible

per artifact

• Artifact clearly relates to competency (evaluator’s judgment)

• Artifact is complete and is presented neatly

• Weak relationship between artifact and competency

• Poor relationship between artifact and competency

• Artifact is incomplete and/or messy

Teacher Education Application 2 artifacts required Target = 20-22 points (90%) Acceptable = 15-19 points (70%) Needs improvement = < 15 pts

Student Teaching Application 6 artifacts required Target = 27–30 (90%) Acceptable = 21–26 (70%) Needs improvement = < 21

After Student Teaching *11 artifacts required Target = 55–61 (90%) Acceptable = 43-54 (70%) Needs improvement = < 43

TE Score ST Score Final Score TOTAL TOTAL TOTAL __________________________________________________ _______________ Signature of Advisor-TE Date _________________________________________________ _______________ Signature of Advisor-ST Date Signature of Advisor-FINAL Date