Portfolio Handbook for Elementary Education Interns College of Education Department of Elementary Education and the Center for Professional Practice January, 2012

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Karen Robertson, Chair Department of Elementary Education Ellen Ballock Shaun Johnson Frank Berkey Mary Katsafanas Robert Blake Janice Lane Kim Bunch Xiaoming Liu Gail Connelly Rebecca Maloy Jim Cowan Prisca Martens Kerianne Croce Morna McDermott Linda Emerick Vicky McQuitty Ann Eustis Linda Miller Margaret Goodson Michelle Pasko Heather Haverback Mary Lu Pool Faith Hermann Cole Reilly Gary Homana Victoria Russell Maryann Hughes Amy Schulze Lijun Jin Elizabeth Wynkoop Shaun Johnson Debra Zucker Scott Gehring, Director Center for Professional Practice With thanks to Barbara Ann Ellis, Barbara Maestas, Richard Metzgar, Karen Schafer, and Carol Slizys for their advice and counsel at the beginning January, 2012

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Table of contents Letter to interns....................................................................................................................4 1. Why do we do portfolios? .............................................................................................5 2. What is a portfolio? ........................................................................................................5 3. What are the INTASC standards? ..................................................................................6 4. What do I include in my portfolio? ..............................................................................18 5. Which lesson plan format should I use in my portfolio?..............................................20 6. What is analysis and reflection? ...................................................................................21 7. How do I begin developing my portfolio?....................................................................22 8. What is an artifact? .......................................................................................................23 9. What is a rationale? ......................................................................................................23 10. Am I supposed to have an artifact from each semester? ...........................................24 11. How and when is my portfolio reviewed?..................................................................25 12. What happens on Portfolio Final Review Day? .........................................................26 13. What if I don’t pass the initial review? .....................................................................26 14. Is there a scoring rubric for portfolios? ......................................................................28 15. How am I supposed to get the portfolio finished while I’m student teaching? ..........28 16. What kinds of photographs do I use in my portfolio? ................................................28 17. Can I use students’ first names only? .........................................................................29 18. Will the reviewers know about my county’s lesson plan format/special programs?..29 19. May I submit an electronic portfolio? .......................................................................29 20. Any other advice to interns?.......................................................................................29 21. Appendices Partial list of sample artifacts .....................................................................................31 Portfolio Scoring Tool ................................................................................................33 Portfolio Assessment Form ........................................................................................34 Portfolio Progress Chart .............................................................................................37 References ..................................................................................................................38

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January, 2012 Dear Interns, One of the requirements of the Elementary Education program is the completion of a professional portfolio. The portfolio is a requirement in the state of Maryland as well as a Towson University requirement. We realize that there is a great deal of information and misinformation out there about portfolios. Because it is critical to demonstrating your growth as a pre-service teacher, we hope to give you as much correct information as early as we can about crafting your portfolio. This handbook contains answers to many of the questions you have as you begin your portfolio. It is a work in progress. As you ask more questions, we will add more answers. Your PDS instructor and mentor teacher will assist you in learning how to select and build artifacts that document your growth as a beginning teacher. As always, if you have questions about portfolios or if anything in here is unclear, we want to hear from you. Please submit your questions in writing, in person, or via email to your ELED 311 or ELED 469 instructor. We are glad you have chosen to be an elementary school teacher and we wish you much success on your journey. Sincerely, Karen Robertson Department Chair Elementary Education College of Education

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1. Why do we have to do portfolios? The Maryland State Department of Education’s Redesign of Teacher Education mandate for the portfolio called for developmental and exit portfolios as performance-based assessments that assessed and documented interns’ knowledge in academic areas and pedagogy; completion of the portfolio, when satisfactorily met, would lead to the university recommending initial teacher certification. The summative portfolio is a highly individualized product that provides a qualitative means of assessing an intern’s demonstration of her/his mastery of the INTASC performance-based standards. Portfolios are considered authentic assessments; used as an assessment framework, the portfolio is a systematic and purposeful collection of artifacts/documents that:

1. provide tangible evidence that the candidate knows and can demonstrate mastery of the INTASC knowledge, skills, and dispositions of a beginning professional,

2. demonstrate that the candidate can improve student learning, and 3. serve as the basis to examine the intern’s mastery/achievement as well as to

meet the accountability demands usually achieved by more formal testing procedures.

Portfolios have many advantages over traditional assessments and tests, including that they encourage, even require, students' active participation in the assessment process as students' selection of artifacts, reflections and rationales are documented in the portfolio. The rationale statement communicates the explicit link between the artifact and accomplished, performance-based practice that improves student learning, so that the portfolio reviewer understands the intern’s professional thinking and decision-making. Teaching jobs are highly competitive, and having a well-developed portfolio demonstrates to potential employers one’s performance-based professional knowledge, skills, and dispositions. As described by Campbell, Cignetti, Melenyzer, Nettles and Wyman (2004), the portfolio:

1. presents a clear, performance-based picture of the intern as a highly qualified beginning teacher – beyond the view provided by transcripts and test results;

2. demonstrates the intern’s development of reflective practice skills (ability to assess one’s own knowledge and performance in the most salient aspects of teaching practice and student learning);

3. demonstrates that the intern understands her/his responsibility to develop her/his own evidence of professional competence, rather than having others possess sole responsibility for evaluating their performance and development; and

4. correlates with national and state initiatives toward performance-based assessment for teacher preparation, initial licensure, and classroom practice. (1)

2. I’ve already heard a lot about portfolios, but I’m not sure I understand what the portfolio really is. Can you explain what it is and what it’s for? The professional portfolio represents the culmination of your professional preparation and is used to chronicle your growth and achievement in performing the INTASC

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standards of practice. The contents of your portfolio should represent your progress and achievement of the appropriate professional knowledge, skills, and dispositions learned as a pre-service teacher. In compiling your portfolio, remember that it should be: • Selective: Choose an artifact for each INTASC principle (10 total) that best represents you as a teacher and your learning. • Eclectic: Artifacts should be varied to represent your growth and/or strengths as a teacher. Each INTASC principle will be documented once in the portfolio, except for INTASC principle 8 which will be documented twice, once in Level III and once in Level IV. • Reflective: Reflection is critical in the self-examination and growth process. Use reflection to portray clearly your experience of becoming a teacher. What it is It is a program requirement. It is your best self as a teacher. It is unique. It illustrates your positive impact on student learning. It demonstrates your successful teaching experiences. It is a culminating activity for your professional year. It is a celebration of your growth as a beginning professional. What it isn’t It is not a scrapbook. It is not a photograph album. It is not a collection of your best lesson plans. It is not an interview portfolio. 3. What are the INTASC standards? Portfolios at Towson University are assessed according to the ten standards developed by the Interstate New Teacher Assessment and Support Consortium (INTASC). The Interstate New Teacher Assessment and Support Consortium (INTASC), created in 1987, is “a consortium of state education agencies and national educational organizations dedicated to the reform of the preparation, licensing, and on-going professional development of teachers... Its work is guided by one basic premise: An effective teacher must be able to integrate content knowledge with the specific strengths and needs of students to assure that all students learn and perform at high levels… Various committees of practicing teachers, teacher educators, school leaders, and state agency staff crafted INTASC’s standards, which articulate what all beginning teachers should know and be able to do to teach effectively.”(1) Your portfolio then must demonstrate what you know and are able to do to teach effectively. The ten INTASC standards follow in two versions. The first is the abbreviated version on page 7. The second version is the full text of the INTASC standards (pp. 8-18) with knowledge, dispositions, and performance indicators (skills) for each standard.

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Understanding the knowledge, dispositions, and skills for each INTASC standard will help you select and organize the artifacts for your portfolio. You may find it helpful to begin with the full text version, which lists the knowledge, dispositions, and skills with each standard and then gradually move to the simpler version. Or you may prefer to do the opposite. If you know and understand the knowledge, dispositions, and skills of the ten INTASC principles, you will find it easier to compose your portfolio. A word of caution: Many people familiar with the INTASC principles use the shortened title (motivation and behavior, learning styles, etc.). Please be certain you have read the entire INTASC principle and understand all the information that goes with it. Otherwise, you oversimplify the principle and limit your artifacts and rationales to narrow definitions instead of the broader definition of the principle.

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INTASC Principles Interstate New Teacher Assessment and Support Consortium Principle 1: Making content meaningful The teacher understand 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 subject matter meaningful for students. Principle 2: Child development and learning theory The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development. Principle 3: Learning differences The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. Principle 4: Instructional strategies/problem solving The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills. Principle 5: Motivation and behavior The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagements in learning, and self-motivation. Principle 6: Integration of technology/communication skills The teacher uses knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. Principle 7: Planning for instruction The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. Principle 8: Assessment of/for student learning The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. Principle 9: Reflection/professional growth The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. Principle 10: Interpersonal relationships/collaboration The teacher foster relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

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INTASC Standards for Teacher Development and Licensure Standard #1: The teacher understand the central concepts, tools of inquiry, and structure of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. Knowledge The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the disciplines(s) s/he teaches. The teacher understands how students’ conceptual frameworks and their misconceptions for an area of knowledge can influence their learning. The teacher relates his/her disciplinary knowledge to other subject areas. Dispositions The teacher realizes that subject matter knowledge is not a fixed body of facts but is complex and ever-evolving. S/he seeks to keep abreast of new ideas and understandings in the field. The teacher appreciates multiple perspectives and conveys to learners how knowledge is developed from the vantage point of the learner. The teacher has enthusiasm for the discipline(s) s/he teaches and sees connections to everyday life. The teacher is committed to continuous learning and engages in professional discourse about subject matter knowledge and children’s learning of the discipline. Performances The teacher effectively uses multiple representations and explanation of disciplinary concepts that capture key ideas and links them to students’ prior understandings. The teacher can represent and use differing viewpoints, theories, “ways of knowing,” and methods of inquiry in his/her teaching of subject matter concepts. The teacher can evaluate teaching resources and curriculum materials for their comprehensiveness, accuracy, and usefulness in representing particular ideas and concepts. The teacher engages students in generating knowledge and testing hypotheses according to the methods of inquiry and standards of evidence used in the discipline. The teacher develops and uses curricular that encourage students to see, question, and interpret ideas from diverse perspectives. The teacher can create interdisciplinary learning experiences that encourage students to integrate knowledge, skills, and methods of inquiry from several subject areas.

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Standard #2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. Knowledge The teacher understands how learning occurs- how students construct knowledge, acquire skills, and develop habits of mind- and knows how to use instructional strategies that promote student learning for a wide range of student abilities. The teacher understands that students’ physical, social, emotional, moral and cognitive development influence learning and knows how to address these factors when making instructional decisions. The teacher is aware of expected developmental progressions and ranges of individual variation within each domain (physical, social, emotional, moral and cognitive), can identify levels of readiness in learning and understands how development in any one domain may affect performance in others. Dispositions The teacher appreciates individual variation within each area of development, shows respect to the diverse talents of all learners, and is committed to help them develop self-confidence and competence. The teacher is disposed to use students’ strengths as a basis for growth, and their errors as an opportunity for learning. Performances The teacher assesses individual and group performance in order to design instruction that meets learners’ current needs in each domain (cognitive, social, emotional, moral, and physical) and that leads to the next level of development. The teacher stimulates student reflection on prior knowledge and links new ideas to already familiar ideas making connections to students’ experiences, providing opportunities for active engagement, manipulation and testing of ideas and materials, and encouraging students to assume responsibility for shaping their learning tasks. The teacher accesses students’ thinking and experiences as a basic for instructional activities by, for example, encouraging discussion, listening and responding to group interaction, and eliciting samples of student thinking orally and in writing. Standard #3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. Knowledge The teacher understands and can identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes, and can design instruction that helps use students’ strengths as the basis for growth. The teacher understands and can provide adaptations for areas of exceptionality in learning, including learning disabilities, visual, and perceptual difficulties, and special physical or mental challenges.

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The teacher knows about the process of second language acquisition and about strategies to support the learning of students whose first language is not English. The teacher understands how students’ learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family and community values. The teacher has a well-grounded framework for understanding cultural and community diversity and knows how to learn about and incorporate students’ experiences, cultures, and community resources into instruction. Dispositions The teacher believes that all children can learn at high levels and persists in helping all children achieve success. The teacher appreciates and values human diversity, shows respect for students’ varied talents and perspectives, and is committed to the pursuit of individually configured excellence. The teacher respects students as individuals with differing personal and family backgrounds and various skills, talents, and interests. The teacher is sensitive to community and cultural norms. The teacher makes students feel valued for their potential as people, and helps them learn to value each other. Performances The teacher identifies and designs instruction appropriate to students’ stages of development, learning styles, strengths, and needs. The teacher uses teaching approaches that are sensitive to the multiple experiences of learners and that address different learning and performance modes. The teacher makes appropriate provisions (in terms of time and circumstances for work, tasks assigned, communication and response modes) for individual students who have particular learning differences or needs. The teacher can identify when and how to access appropriate services or resources to meet exceptional learning needs. The teacher can identify when and how to access appropriate resources to meet the needs of students with particular talents. The teacher seeks to understand students’ families, cultures, and communities, and uses this information as a basis for connecting instruction to students’ experiences (e.g. drawing explicit connections between subject matter and community matters, making assignments that can be related to students’ experiences and cultures). The teacher brings multiple perspectives to the discussion of subject matter, including attention to students’ personal, family, and community experiences and cultural norms. The teacher creates learning community in which individual differences are respected.

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Standard #4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills. Knowledge The teacher understands the cognitive processes associated with various kinds of learning (e.g. critical and creative thinking, problem structuring and problem solving, invention, memorization, and recall) and how these processes can be stimulated. The teacher understands principles and techniques, along with advantages and limitations, associated with various instructional strategies (e.g. cooperative learning, direct instruction, discovery learning, whole group discussion, independent study, interdisciplinary instruction). The teacher knows how to enhance learning through the use of a wide variety of materials as well as human and technological resources (e.g. computers, audio-visual technologies, videotapes and discs, local experts, primary documents and artifacts, texts, reference books, literature, and other print resources). Dispositions The teacher values the development of students’ critical thinking, independent problem solving, and performance capabilities. The teacher values flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs. Performances The teacher carefully evaluates how to achieve learning goals, choosing alternative teaching strategies and materials to achieve different instructional purposes and to meet student needs (e.g. developmental stages, prior knowledge, learning styles, learning difference, and interests). The teacher uses multiple teaching and learning strategies to engage students in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities and that help students assume responsibility for identifying and using learning resources. The teacher constantly monitors and adjusts strategies in response to learner feedback. The teacher varies his or her role in the instructional process (e.g. instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of students. The teacher develops a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students’ understanding and presenting diverse perspectives to encourage critical thinking. Standard #5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Knowledge The teacher can use knowledge about human motivation and behavior drawn from the foundational sciences of psychology, anthropology, and sociology to develop strategies for organizing and supporting individual and group work.

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The teacher understands how social groups function and influence people, and how people influence groups. The teacher knows how to help people work productively and cooperatively with each other in complex social settings. The teacher understands the principles of effective classroom management and can use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom. The teacher recognizes factors and situations that are likely to promote or diminish intrinsic motivation, and knows how to help students become self-motivated. Dispositions The teacher takes responsibility for establishing a positive climate in the classroom and participates in maintaining such a climate in the school as a whole. The teacher understands how participation supports commitment, and is committed to the expression and use of democratic values in the classroom. The teacher values the role of students in promoting each other’s learning and recognizes the importance of peer relationships in establishing a climate of learning. The teacher recognizes the value of intrinsic motivation to students’ life-long growth and learning. The teacher is committed to the continuous development of individual students’ abilities and considers how different motivational strategies are likely to encourage this development for each student. Performances The teacher creates a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision making, work collaboratively and independently, and engage in purposeful learning activities. The teacher engages students in individual and cooperative learning activities that help them develop the motivation to achieve, by, for example, relating lessons to students’ personal interests, allowing students to have choices in their learning, and leading students to ask questions and pursue problems that are meaningful to them. The teacher organizes, allocates, and manages the resources of time, space, activities, and attention to provide active and equitable engagement of students in productive tasks. The teacher maximizes the amount of class time spent in learning by creating expectations and processes for communication and behavior along with a physical setting conducive to classroom goals. The teacher helps the group to develop share values and expectations for student interactions, academic discussions, and individual and group responsibility that create a positive classroom climate of openness, mutual respect, support, and inquiry.

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The teacher analyzes the classroom environment and makes decisions and adjustments to enhance social relationships, student motivation and engagement, and productive work. The teacher organizes, prepares students for, and monitors independent and group work that allows for full and varied participation of all individuals. Standard #6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. Knowledge The teacher understands communication theory, language development, and the role of language in learning. The teacher understands how cultural and gender differences can affect communication in the classroom. The teacher recognizes the importance of nonverbal as well as verbal communication. The teacher understands and can use effective verbal, nonverbal, and media communication techniques. Dispositions The teacher recognizes the power of language for fostering self-expression, identity development, and learning. The teacher values many ways in which people seek to communicate and encourages many modes of communication in the classroom. The teacher is a thoughtful and responsive listener. The teacher appreciates the cultural dimensions of communication, responds appropriately, and seeks to foster culturally sensitive communication by and among all students in the class. Performances The teacher models effective communication strategies in conveying ideas and information and in asking questions (e.g. monitoring the effects of messages, restating ideas and drawing connections, using visual, aural, and kinesthetic cues, being sensitive to nonverbal cues given and received). The teacher supports and expands learner expression in speaking, writing, and other media. The teacher knows how to ask questions and stimulate discussion in different ways for particular purposes, for example, probing for learning understanding, helping students articulate their ideas and thinking processes, promoting risk-taking and problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, helping students to question. The teacher communicates in ways that demonstrate sensitivity to cultural and gender differences (e.g. appropriate use of eye contact, interpretation of body language and verbal statements, acknowledgment of and responsiveness to different modes of communication and participation).

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The teacher knows how to use a variety of media communication tools, including audiovisual aids and computers, to enrich learning opportunities. Standard #7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. Knowledge The teacher understands learning theory, subject matter, curriculum development, and student development and knows how to use this knowledge in planning instruction to meet curriculum goals. The teacher knows how to take contextual considerations (instructional materials, individual students interests, needs, and aptitudes, and community resources) into account in planning instruction that creates an effective bridge between curriculum goals and students’ experiences. The teacher knows when and how to adjust plans based on student responses and other contingencies. Dispositions The teacher values both long-term and short-term planning. The teacher believes that plans must always be open to adjustment and revision based on student needs and changing circumstances. The teacher values planning as a collegial activity. Performances As an individual and a member of a team, the teacher selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g. that activate students’ prior knowledge, anticipate preconceptions, encourage exploration and problem-solving, and build new skills on those previously acquired). The teacher plans for learning opportunities that recognize and address variation in learning styles, learning differences, and performance modes. The teacher creates lessons and activities that operate at multiple levels to meet the developmental and individual needs of diverse learners and help each progress. The teacher creates short-range and long-term plans that are linked to student needs and performance, and adapts the plans to ensure and capitalize on student progress and motivation. The teacher responds to unanticipated sources of input, evaluates plans in relation to short-and-long-range goals, and systematically adjusts plans to meet student needs and enhance learning. Standard #8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. Knowledge The teacher understands the characteristics, uses, advantages, and limitations of different types of assessments (e.g. criterion-referenced and norm-referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work) for

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evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth and development. The teacher knows how to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes. The teacher understands measurement theory and assessment-related issues, such as validity, reliability, bias, and scoring concerns. Dispositions The teacher values ongoing assessments as essential to the instructional process and recognizes that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning. The teacher is committed to using assessment to identify student strengths and promote student growth rather than to deny students access to learning opportunities. Performances The teacher appropriately uses a variety of formal and informal assessment techniques (e.g. observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests) to enhance her or his knowledge of learners, evaluate students’ progress and performances, and modify teaching and learning strategies. The teacher solicits and uses information about students’ experiences, learning behavior, needs, and progress from parents, other colleagues, and the students themselves. The teacher uses assessment strategies to involve learners in self-assessment activities, to help them become aware of their strengths and needs, and to encourage them to set personal goals for learning. The teacher evaluates the effect of class activities on both individuals and the class as a whole, collecting information through observation of classroom interactions, questioning, and analysis of student work. The teacher monitors his or her own teaching strategies and behavior in relation to student success, modifying plans and instructional approaches accordingly. The teacher maintains useful records of student work and performance and can communicate student progress knowledgeably and responsibly, based on appropriate indicators to students, parents, and other colleagues. Standard #9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. Knowledge The teacher understands methods of inquiry that provide him/her with a variety of self-assessment and problem-solving strategies for reflecting on his/her practice, its influences on students’ growth and learning, and the complex interactions between them.

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The teacher understands critical frameworks for reflecting on teaching practice (e.g. frameworks from social, cultural, and philosophical foundations of education). The teacher is aware of major areas of research on teaching and of resources available for professional learning (e.g. professional literature, colleagues, professional associations, professional development activities). Dispositions The teacher values critical thinking and self-directed learning as habits of mind. The teacher is committed to reflection, assessment, and learning as an ongoing process. The teacher is willing to give and receive help. The teacher is committed to seeking out, developing, and continually refining practices that address the individual needs of students. The teacher recognizes his/her professional responsibility for engaging in and supporting appropriate professional practices for self and colleagues. Performances The teacher articulates and defends a philosophy of education to guide his/her practice and contributes to the stated philosophy of the school building/district. The teacher uses classroom observation, information about students, cultural, social, and philosophical frameworks, and research as sources for evaluating the outcomes of teaching and learning an as a basis for reflecting on an revising practice. The teacher seeks out professional literature, colleagues, and other resources to support his/her own development as a learner and a teacher. The teacher draws upon professional colleagues within the school and other professional areas as supports for reflection, problem–solving and new ideas, actively sharing experiences and seeking and giving feedback. Standard #10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being. Knowledge The teacher understands schools as organizations within the larger community context and understands the operations of the relevant aspects of the system(s) within which s/he works. The teacher understands how factors in the students’ environments outside of school (e.g. family circumstances, community environments, health, and economic conditions) may influence students’ lives and learning. The teacher understands and implements laws related to students’ rights and teacher responsibilities (e.g. for equal education, appropriate education for students with handicapping conditions, confidentiality, privacy, appropriate treatment of students, reporting in situations related to possible child abuse).

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Dispositions The teacher values and appreciates the importance of all aspects of a child’s experience. The teacher is concerned about all aspects of a child’s well-being (cognitive, emotional, social, and physical), and is alert to signs of difficulties. The teacher is willing to consult with other adults regarding the education and well-being of his/her students. The teacher respects the privacy of students and confidentiality of information. The teacher is willing to work with other professionals to improve the overall learning environment for students. Performances The teacher participates in collegial activities designed to make the entire school a productive learning environment. The teacher makes links with the learners’ other environments on behalf of students, by consulting with parents, counselors, teachers of other classes and activities within the schools, and professionals in other community agencies. The teacher can identify and use community resources to foster student learning. The teacher establishes respectful and productive relationships with parents and guardians from diverse home and community situations, and seeks to develop cooperative partnerships in support of student learning and well-being. The teacher talks with and listens to the student, is sensitive and responsive to clues of distress, investigates situations, and seeks outside help as needed and appropriate to remedy problems. The teacher acts as an advocate for students.

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4. What am I supposed to include in the portfolio? How big can the binder be? First of all, you can elect to create an electronic portfolio and you will not need a binder. If you choose to do a paper portfolio, it will be contained in one 2” view binder with 3 rings. (Remember that 2” refers to the size of the rings, not the spine of the binder. Check carefully.) This means you will have to be selective about what you are including. The portfolio will have artifacts, rationales, photographs, and student work samples to show what you know and are able to do. The portfolio includes the following: Outside: Outside cover which indicates your name, your major, Towson University, and the final semester. This is the month and year that your final portfolio will be reviewed. Ima Student Elementary Education Towson University May, 2012 Inside: 1. Inside cover page- intern’s name, Towson University, Elementary Education, and final semester. The inside cover page may repeat the cover design and content. 2. INTASC principles- Include a single-page copy of the ten INTASC principles which appear on page 8, in case you or your reviewers wish to reference it during review. 3. Annotated Table of Contents- The table of contents begins on the right-hand side of the binder. 4. Resume- Please include your most recent resume which is no more than two pages. 5. Brief description of intern’s placements in the professional year- The description of your placements should be a narrative that includes information about the school, students, age/grade levels, demographics, class descriptions, and anything unique to the grade level (departmentalized, split grade, open space, etc.). Use demographic information from the school’s website. Brief description means about two paragraphs. 6. Level III feedback and/or official scores for the three required artifacts 7. Insert eleven (11) tabbed dividers which extend beyond the pages. Each INTASC principle has a tab (1-10). INTASC 8 will need two tabs, as you must document it in Level III and Level IV. Tabs should be clearly marked with the appropriate INTASC number (1, 2, 3, etc.), so that sections and artifacts are easily accessible to reviewers. Artifacts The final portfolio will have 11 artifacts, three completed in Level III and eight in Level IV.

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Required artifacts from your Level III coursework which must be in your portfolio at the end of Level III are: ELED 365 Social Studies Multi-Genre Project for INTASC 1 ELED 311 Analysis of Child Development for INTASC 2 ELED 429 Literacy Assessment Project for INTASC 8 You will receive written feedback from course instructors on whether the three artifacts are demonstrating the INTASC principles you wish to demonstrate. Interns must have a satisfactory Level III portfolio before they can advance to Level IV. The final portfolio in Level IV contains your JPTAAR project, the common core assignment, from ELED 469 and one long rationale. Your JPTAAR project will address INTASC principles 3-10. Since the JPTAAR unit is a minimum of 7 lessons, lessons may be used only once to illustrate a principle. INTASC 9 and 10 are not required to be a part of the JPTAAR unit, although we encourage interns to think how they might be. If you can relate to your unit, do so. Otherwise, INTASC 9 and 10 may be illustrated with external workshops, conferences, consultations, community relations, and/or other engagements. The JPTAAR project is first submitted to your ELED 469 instructor in a separate ½”-1” binder (with a table of contents) as an assignment to be graded. The course syllabus includes a rubric for the JPTAAR project. Your instructor will outline other submission requirements. When your project is returned to you, place the entire unit in your portfolio binder. Remove any blank worksheets. Your final portfolio will have no blank pages. After your unit has been approved and/or graded, you will write one long rationale that refers to specific sections which are tabbed. 5. I know how to write a lesson plan. I can write a 5-E plan, an ILP lesson plan, and a JPTAAR lesson plan. Which format should I use in my portfolio? Most lesson plans have the same basic components, although they use different terminology. As an intern, you will use the format that your PDS uses. We require that you include all components of the JPTAAR lesson plan in your host school format for every lesson plan that you write. What TU calls Judges may be known as Context for Learning. What is Plan for TU may be Procedure at your school. You will write the Analysis and Reflection components after you teach the lesson. Your analysis should include data on how many students met the objective. Your reflection should then address what you will do as a result of the data you collected. At portfolio time, you are a Towson University student, so please expect reviewers to look for JPTAAR components in your portfolio. That does not mean that you have to reformat your lesson plans. Your instructor will work with you to illustrate how the host school format incorporates the components of JPTAAR. If your school’s format does not include Analysis and Reflection, you will have to add Analysis and Reflection after you have taught the lesson.

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6. After I’ve have taught a lesson, I’m supposed to analyze and reflect. I’m not really sure what I should be doing. What is analysis? What is reflection and how can I do it? Analysis is knowing how your students performed in the lesson. Teachers have a variety of formal and informal strategies for assessing how students learned what was taught. In your professional year, you will be trying out various strategies to assess what you have taught. Did students learn what you intended? How do you know? Reflecting includes if students did not learn what you intended, what are you planning to do about it? What adjustments do you need to make in the next lesson? Be as specific as possible. Stating that most of the students met the objective is different from stating 20/25 met the objective as evidenced by ____. Include data when discussing your analysis of student success. For example, 18/24 students answered all questions correctly, 5/24 missed two questions, and 1/24 missed seven questions. Or 10% of the students received a grade of A on the project, 69% a B, etc. Reflection is reflecting on how you performed in the lesson. Reflect/reflection is defined as “to think seriously, carefully, and relatively calmly or to show a reverse image of somebody or something on a mirror.” We grow as teachers each time we teach a lesson and reflect on what went well, what did not go well, and what we would change the next time we teach the lesson. Also, you may consider what to do in the next lesson based on your analysis (student data) and reflection. Truly great teachers do not require verbal and/or written feedback from others; they are reflective practitioners who are able to ask themselves hard questions and give honest answers. Train yourself to reflect on what you have taught by using the following questions. Know that reflecting gets easier with practice. Remember to include data and evidence to support your reflection. Questions that Reflective Teachers Ask Themselves (2) 1. Did the students learn anything? If so, why? If not, why not? 2. Did anything significant occur? If so, what and why? 3. Was the strategy I used the most effective one? What other strategies might have been effective? 4. How well did I relate the lesson to the students’ knowledge, experiences, and interests? How might I have done this better? 5. How flexible was I in modifying the lesson according to the students’ responses? 6. How well did I manage classroom behavior? What other behavioral techniques could I have used? 7. What connections were there between teaching strategies and students’ learning? What does this tell me about what I need to do in the future? 8. What are some alternatives for conducting today’s lesson? 9. How did I motivate the students? What are some other ways I might have motivated them?

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10. Did I consider learning theory in preparing and implementing the lesson? If so, what theories worked? If not, what theories should I have considered? 11. Did I give students opportunities to direct their own learning? If so, how? If not, how could I have done this? 12. As a result of this lesson, what have I learned about teaching? How might I change to become a better teacher? -From Student Teaching and Field Experiences Handbook, Sixth Edition. Betty D. Roe, Elinor P Ross, Sandra H. Smith, Pearson Education, 2006 Some interns find the following sentence starters helpful as they begin to write a reflection. • What I have learned from this experience is… • After observing my students, I realized… • What I think I will do differently next time is…. • This experience has helped me to understand… • I have gained significant growth in the areas of _____ due to… • I have gained considerable insight about…. • A new learning for me was… • I strongly believe…. • I now understand the importance of …. • My goals for future professional growth are…. These starters are only a few ways to begin a reflection. Interns’ reflections will be unique to their specific experiences, writing styles, and their own way of processing their experiences. Finally, if most or all of the reflections begin with “This lesson went very well and I would not change a thing” or “All the students enjoyed the lesson and had fun,” interns are not reflecting adequately nor showing growth. If interns write these statements for most or all reflections in their final portfolio, they will probably not score above a 3. If the reflection is superficial, interns can expect to get their final portfolios back to redo.       7. How do I get started developing my portfolio? Collect artifacts from your JPTAAR unit: Artifacts can be actual or facsimiles of objects and photos, as long as there is adequate documentation to support and explain the photograph. Since artifacts must fit into a two-inch binder, many will be representations of actual objects or activities. Also, remember to take pictures of your students while you are teaching and they are learning. Select artifacts: Select artifacts from your JPTAAR unit that are your best examples of knowledge, skills, and/or dispositions you have acquired for teaching. Then, analyze artifacts to determine which INTASC principle is the “best fit.” Artifacts usually have many dimensions and can easily be used to support one or more in the rationale. The Portfolio Progress Chart on page 37 may be helpful in the planning process.

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Name and describe artifacts: Give each artifact a name and then write a brief paragraph describing the artifact. This paragraph will answer question #1: What is this artifact? In this paragraph, write about the “context” of the artifact. Include the grade level of students and the subject area for the artifact. You might mention the types of students who were involved with the artifact: ability level, exceptionalities, ELL, etc. Explain the situation from which the artifact came: Was it a review lesson, an introductory lesson, a quiz, a field trip, etc.? Write a rationale for artifacts: Brainstorm why the artifact demonstrates your proficiency for a specific INTASC principle. Analyze the INTASC principle you think is the “best fit” and jot down words and phrases that match the principle. After you have a list of words and phrases, try writing about five to seven sentences about why you chose this artifact to demonstrate your proficiency. Write captions for artifacts: Some of your artifacts will need brief captions to direct the attention of reviewers. These captions should usually be a phrase or single sentence. Captions should be placed right beside your artifact. 8. What is an artifact? Artifacts can be actual or facsimiles of objects and photos, as long as there is adequate documentation to support and explain the photo. Artifacts could be worksheets, lesson plans, parts of lesson plans, charts, notes from students and/or parents, notes from mentors, reflections, interview transcripts, research papers, a printed slide show from a PowerPoint activity or presentation, journal entries, pinch cards, graphic organizers, preparation and follow-up-up materials for a field trip, anecdotal records, and interpretation from an observation, an assignment and accompanying rubric, etc. Since artifacts must fit into a notebook binder, many will be representations of actual objects or activities. Please see page 31 for a partial list of possible artifacts by INTASC principle. The list is not exhaustive; you are encouraged to create your own, original artifact. Usually a single piece of documentation cannot stand alone. Think of ways to support an item with other related documents. This could be called a “collage” artifact. In other words, include parts from two (or at the most four) sources to create a more comprehensive artifact. For example, for INTASC 8 on Assessment, if you have a unit pre-test and post-test, you might want to include part of a lesson plan where you differentiated for the students who already knew some of the major concepts in the unit. If you have a rubric for a social studies role play activity, you might want to include a rubric you have created to evaluate a letter writing assignment. For a helpful resource on INTASC principles, please check the following book: Wandberg, R. and Rowher, J. (2002). Teaching to the Standards of Effective Practice: A Guide to Becoming a Successful Teacher. Boston, MA: Allyn and Bacon. (3) 8. What is a rationale? Rationales are an important component of the portfolio. The rationale provides an explanation and justification of the artifacts in each category. The rationale explains why the artifact is evidence of your understanding and/or mastery of the INTASC principle

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represented. A good rationale has a clear purpose and shows your understanding of the process of becoming a teacher. There are four key questions you must answer in a rationale for an artifact. Please be certain you understand what the four required questions are asking, 1. What is this artifact? Answer so that you give a context for the artifact. Your description should include, but not be limited to, stating what the artifact is, what grade level you used it with, what school, and which semester. 2. How does this artifact demonstrate evidence of your mastery of the INTASC principle? Use the language of the INTASC principle to describe your mastery of it, but don’t just reword the principle. Explain to the reviewer how your artifact demonstrates your mastery of this principle, as if the reviewer had little prior knowledge of the principle or education. 3. In what way did this artifact contribute to/relate to positive impact on student learning? You can tell or you can show, but showing is better. Show your evidence. Show your data. 4. Where does this artifact fit in the JPTAAR cycle (Judges prior learning, Plans instruction, Teaches, Assesses, Analyzes, and Reflects) and why? Answer the question and then tell why. Example: This artifact fits the J- Judges prior learning portion of JPTAAR because________________. If you state that the artifact fits more than one part of the cycle, you must explain why for each part. Remember that it helps to use part of the question in your answer. Also, use the language of the INTASC principle and connect it to what you are doing in your own words. The length of your rationales will vary. A typical rationale for one artifact is one page or less. If you can’t say it in one page, you probably aren’t thinking clearly. Clarity of thinking is essential in a rationale. 10. Am I supposed to have something from each semester in my portfolio? No. We have designed the program so that you are building more understanding of what it means to be a teacher each semester. After each semester, your work gets more sophisticated and you become more reflective. Your portfolio then should reflect your best work as a teacher. For that reason, we expect that artifacts will be from your final internship in Levels III and IV. During Level I, your courses addressed the following INTASC principles: ELED 320 INTASC 1, 6 ELED 323 INTASC 3, 4, 7 ELED 363 INTASC 2,5,9, 10 At the very least, you will understand the INTASC principles after Level I. During Level II, you will be in math and science courses. You will write lesson plans and unit plans that the education faculty will never see. During Level III, you will complete three coursework assignments for your portfolio: the Analysis of Child Development in ELED 311, and the Literacy Assessment for ELED

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429, and the social studies multi-genre project from ELED 365. Interns are responsible for showing their 311/312 instructors the grades/scores for all three required projects. During Level IV, you will complete the JPTAAR project in ELED 468/469, which becomes the foundation of your final portfolio. 11. How and when is my portfolio reviewed? Your final portfolio will be reviewed at the end of Level IV. The partial (formative) portfolio is reviewed at the end of Level III. Level III portfolios must contain artifacts for INTASC 1, 2, and 8; these artifacts are the required common core assignments in three elementary education courses (ELED 311, 365, 429). Once these three artifacts are scored at the end of Level III, they will not be scored again nor will scores be changed in Level IV reviews. The artifact scores on 1, 2, and 8 will be averaged with the eight scores from Level IV (3-10) to determine your overall portfolio score. Interns will include the three Level III artifacts in their final portfolio, but must understand that they will not be scored again. Before your portfolio is reviewed, use the following questions to do a self-evaluation of your portfolio: Portfolio Self-Evaluation Checklist Do the artifacts I have chosen for my portfolio… 1. Document my knowledge of academic disciplines and the teaching-learning process? 2. Document my skills in delivery of instruction, management, and assessment? 3. Document my attitude regarding the nature of learning, understanding the content, the cultural environments of the learners, and the design of coherent, effective instruction (JPTAAR)? 4. Indicate my most important learning? 5. Indicate that students in my classroom are achieving measurable outcomes (positive impact on student learning)? 6. Demonstrate my growth in terms of the INTASC principles? 7. Demonstrate that I have reflected thoughtfully about my experiences? 8. Show a balance in the evidence that I represent? 9. Show my best work? 10. Show my empathy and caring for children?

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11. Show my enthusiasm and sense of fun in the classroom? 12. Present a comprehensive picture of who I am as a person who is learning to teach? 13. Display work that is free of errors in grammar, usage, and mechanics? If you can answer yes to each of the questions, then you are ready for review. At the end of Level IV, a team of two reviewers who have been trained in portfolio scoring will review your summative portfolio formally. Scores of 3 or higher must be achieved in each INTASC principle. Interns will be required to revise documentation and/or rationales evidencing any INTASC principles rated as 2 or 1. A score of 3 or higher on each artifact in the portfolio the first time it is submitted earns 40 points. If an intern needs to resubmit any artifact(s) to his/her PDS supervisor for a second evaluation because the artifact(s) was given a rating of lower than 3, the highest score possible is 35 points. If the intern's overall portfolio score is less than 3 and the portfolio has to be submitted for a re-evaluation by a team of portfolio reviewers, the highest possible score that can be earned is 30 points, after successful corrections are made. Failure to earn a score of 3 or higher at the time of resubmission results in zero points and course failure. Program completion will be delayed until scores of 3 or higher are attained for all INTASC principles. 12. What happens on Portfolio Final Review Day? The review of a portfolio takes approximately 60 minutes. The department chair will work with each PDS Liaison to schedule feedback appointment times for interns. Once the schedule is set, the department chair will send it via email to each PDS Liaison who will communicate the time to each intern. Interns will know the time of the review, but not the names of the reviewers. Interns are advised to arrive a little before their appointment time. Each review day is slightly different, depending on the size of the group. The review panel will take about 60-75 minutes to review your portfolio. During this time, the portfolio is rated using the scoring rubric. The team writes commendations, recommendations, and comments on the scoring form. When the team has completed the review, one of the reviewers will come to the waiting area and invite you to join the review team. Please bring all your belongings with you. The team will share comments with you. Please feel free to take notes. This takes about 15-20 minutes. The following information will be given to you: a. Feedback will be offered about your portfolio. Overall portfolio score will be given. b. Any follow-up requirements will be clearly explained. c. Your questions will be answered. d. You will receive a copy of the portfolio assessment form. 13. What if I don’t pass portfolio review the first time?

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A successful portfolio review is a program requirement in Elementary Education. Therefore, interns who do not have a successful portfolio review at the end of their final semester must be prepared to redo, rework, revise their portfolio until it is satisfactory. Interns may have graduation delayed until such time as they can submit a satisfactory portfolio. Interns may have individual artifacts that fall below the satisfactory score of 3 and still have an overall average score of 3 or better. Artifacts below a 3 must be revised. In that case, interns will have 5-7 days to make revisions and submit the original documents along with the revised document to their instructor. Interns who need to revise artifacts for their portfolio, but who have an overall score of 3.0 or higher, will be given the following notice at the conclusion of the initial review: Dear _____________, Your portfolio contains ____________ artifact(s) for INTASC Principles that was/were rated below the required score of three (3), but the overall portfolio rating is still above the score of three (3). You will need to work with your instructor/University PDS Liaison to improve the section(s) that are below a 3 and show those sections to your Liaison in order to improve your individual INTASC scores(s). Please submit your revisions (with originals) to your Liaison by _______________________, so your work can be reassessed and your portfolio scores updated. Thank you in advance for your cooperation. Sincerely, Chair, Elementary Education Department Interns who have a portfolio with an overall score below 3.0 will have a chance to redo it. Before we say that you must redo your portfolio, we will have a second team of reviewers examine your portfolio. If the overall score remains below a 3.0, the intern will receive the following notice: Dear ____________________, Your portfolio contains _______ artifacts/rationales for INTASC Principles that were rated below the required score of three (3) and your overall portfolio rating fell below the required average score of a three (3). You will need to work with your instructor/University PDS Liaison, using the comments on your Portfolio Assessment Form, to revise your individual INTASC artifacts and rationales to improve your score(s). This work will need to be completed by _______________________. You will need to return to Towson University that evening (time to be determined) to present your portfolio. You will be notified about the exact time of your next review in a few days.

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We remind you that successful portfolio review is a program requirement in Elementary Education. Interns may have graduation delayed until such time as they can submit a satisfactory portfolio. Thank you in advance for your cooperation. Sincerely, Chair, Elementary Education Department There are three possible outcomes on portfolio review day. 1. Your overall portfolio score exceeds 3.0 and therefore, you pass portfolio review, which is what we expect. 2. Your overall portfolio score exceeds 3.0, but some individual artifacts are rated 2 or lower. In this case, you will be asked to revise the artifacts in question within 7 days and show them to your PDS liaison/instructor. 3. Your overall portfolio score falls below 3.0 and therefore, must be reviewed again by a second team of reviewers. If the second team verifies the scores, the original reviewers will meet with you. They will give suggestions on what to fix in your portfolio in order to earn passing scores. Your instructor will also work with you to make improvements. You then will have to return to campus for a final portfolio review, usually within 7-14 days. In any case, you will be professional and leave immediately following your feedback conference. 14. Is there a scoring rubric for portfolios? There certainly is. The scoring tool is included on page 33. The final portfolio assessment form that the review team will complete is included at the end of this handbook, pages 34-36. You will notice that there are suggested scoring criteria for each individual principle. Each principle calls for different evidence and there are many ways to show your evidence. The criteria are just suggested starting places. 15. How am I supposed to get the portfolio finished while I’m student teaching? Planning is the key. Doing some work each month will prevent overload at the end. We suggest that you make a schedule for completing your portfolio. Make a timeline that fits your personal schedule to help you avoid procrastinating, which is deadly in portfolio preparation. 16. What kinds of photographs should I include in my portfolio? Remember that your portfolio is evidence of what you know and can do. Reviewers want to see photographs of you teaching students. Think about what such a photograph can demonstrate. Analyze the photograph just as an interviewer or reviewer might. Remember that school systems have different rules about how and when to photograph students. Please check with your mentor teacher to see what rules your school has.

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Also, when you photograph students in the computer lab, all you have shown is that you taught in the computer lab. Capture the computer screen if you want to include evidence of students’ performance. 17. To protect students’ confidentiality, I understand that I cannot use their full names. Is it okay to use first names only? We suggest that you use an initial only or use a pseudonym. Indicate in the artifact that “Pseudonyms have been used.” 18. Will the reviewers know about my county’s lesson plan format or special programs? Some will and some won’t. If there are specific things you want the reviewers to know about your school, school system, or special programs, please make sure you include the information in the placement description section of your portfolio. 19. What if I want to do an electronic portfolio? Will a computer be provided for the reviewers? Yes, you can submit an electronic portfolio and yes, we supply computers for the reviewers. Please let your instructor know immediately if you wish to prepare an electronic portfolio. 20. Do you have any other portfolio advice for interns? Sure we have advice! We have lots of advice and it comes from scoring many portfolios. Here’s our list of helpful hints as you begin your portfolio. If you have a hint, you’d like to add, please let us know. Content Tips a. Be certain you understand what the four required questions in the rationale are asking. b. Include a table of contents for your JPTAAR project. It helps demonstrate to the reviewers that you have all parts of the project. c. Transcripts, Praxis scores, special honors, and certificates are all appropriate in an interview portfolio. However, we do not need to see them in your collection portfolio on review day, so please remove these items. They take up valuable space which you will need to demonstrate that you are a self-reflective teacher. d. Include all unit lesson plans in full. e. If you include a plan for a lesson, which was observed by your mentor teacher, your university supervisor, assistant principal or principal, please include the written feedback you received. The feedback helps illustrate what you know and are able to teach effectively. f. Please be certain that all written work is free of grammatical, spelling and punctuation errors. Reviewers may miss your message and meaning if errors are the first things they see. Frequent errors will lower your score. g. Include a variety of student work as supporting evidence that you had a positive impact on student learning. Interns are advised to label student work (not the student), where appropriate, as below grade level (BGL), on grade level (OGL), or above grade

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level (AGL). Remember some principles (INTASC 5,7,9,and 10), may not require student work. h. Remember INTASC 5 needs some documentation of effectiveness. For example, if you instituted a positive incentive plan, show evidence that it resulted in fewer call-outs or more participation or the like. i. For INTASC 9, it is not enough to show you attended a professional conference. What did you learn that affected your teaching? Show how you used what you learned at the conference to influence student learning in your classroom. j. For INTASC 10, interns have to make a connection. What did you learn? What do you think now? Why did you decide to work with the reading specialist or special educator? k. In the rationales for INTASC 9 and 10, the intern has to answer the first two questions only. l. If you use your Action Research, please include your data. Remember we are looking for evidence of student learning. Make clear how your Action Research project is tied to the School Improvement Plan. m. If you use your service learning project in an artifact, make clear that it was service learning and that it filled a need in the school and/or community. n. It’s all about evidence of student learning. Show how what you did made a difference. Presentation Tips n. When you shrink documents, please be certain they are still readable or you will have to redo them. o. Avoid cluttering your portfolio with cutesy cutouts, fourteen different highlighting colors, twelve varieties of paper, and/or scrapbooking materials. It’s too busy and too distracting. Reviewers are looking for your thinking, not your craft skills. Remember that some colors do not provide enough contrast under indoor lighting and it is very difficult to read through some pastel highlighting colors. p. Captions help the reviewer understand your thinking. Without a caption on a photograph or worksheet, the reviewer has to guess what you are thinking and how the item relates to the principle. q. Remove all identifying student information. This includes names that can be seen in photographs of student desks and bulletin boards. r. Be certain that double-sided pages are in the correct order. s. Please do not put artifacts and rationales in plastic sleeves in the final portfolio. t. The only highlighting color clearly visible under fluorescent lights is yellow. t. Please don’t wait until the last minute to print artifacts. Anticipate that you may have problems printing and plan accordingly. u. Show up for your portfolio review. It’s professional behavior. v. Show up on time or even early for your feedback. It’s professional. w. Dress professionally for your feedback appointment.

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Partial list of possible artifacts

INTASC Key Words and Concepts Some Possible Artifacts 1- Making content meaningful

Central concepts; tools of inquiry; behaviorism; social learning; cognitivism, constructionism; primary sources, open-ended questions; interrelated content; experiments; teacher-directed, student-directed

1= Multi-genre project; Lesson plans or parts of plans for complex concepts; experiments that allow children to learn abstract concepts; use of primary sources; examples of different lesson plans that demonstrate a particular type of instructional approach; listing of open-ended questions used in a lesson to stimulate discussion; examples of student-centered assignments or activities; examples of teacher-directed assignments; testing hypotheses; using the methods of a discipline (scientific principle); interpret ideas from diverse perspectives; interdisciplinary learning

2- Child development, learning theory

How children learn; developmentally appropriate, age-appropriate activities; intellectual, social, personal development; Piaget, Vygotsky, Erickson, Kohlberg, Maslow, etc.

2= Analysis of Child Development Part of lesson showing variety of activities to adjust to developmental needs; class rules that are consistent with emotional and social development; brain-based activities and explanations; design instruction that meets learners’ current needs

3- Learning differences

Learning styles; modalities; cultural diversity; accommodations; differentiation; Gardner

Menu or chart of activities that address variety of strengths; content of lessons

4- Instructional strategies, problem-solving

Instructional strategies; critical and creative thinking; problem solving; performance skills; direct teaching; inquiry teaching; cooperative learning; Marzano

Lesson plans or parts of lessons showing a variety of instructional strategies, especially hands-on activities; cooperative learning strategies; alternative teaching strategies and materials to meet student needs

5- Motivation and behavior

Individual motivation; group motivation; positive social interaction; active engagement; self-motivation

Behavior modification plans; classroom management strategies; charts for individual students; examples of physical arrangements conducive to classroom goals; strategies that organize and prepare students for independent and group work

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6-Integration of technology and communication skills

Verbal and non-verbal communication; media communication; active inquiry; collaboration; integrated technology

Directions for an activity that include a variety of communication modes; PowerPoint lesson, video technology used for instruction; non-verbal cues for classroom management; charts that explain information or directions; graphic organizers, examples of effective collaboration with colleagues

7- Instructional planning

Plans based on subject matter or on student needs; based on the community; based on VSC and local curriculum goals

Lesson plans adapted from curriculum guide; extension activities based on some aspect of community; short-and long-range plans; unit plans

8- Assessment of/for student learning

Types of assessment; formal, informal, authentic, formative, summative, performance, product; checks for understanding, EPR, rubrics

8= 429 Literacy assessment project; JPTAAR project; quizzes; chapter tests; rubrics; student progress charts; Every Pupil Response strategies; checks for understanding; BCRs; alternative assessments; performance assessments; student self-assessments; peer assessments; interpretation of standardized tests for specific students

9- Reflection/ Professional growth

Self-evaluation, reflections; professional memberships, conferences, workshops, presentations, use of professional journals and website

Reflection on conference presentations; action plan for new classroom practice; reflection on teaching; database of lesson plans and resources; activities or leadership through professional organizations; summaries of journal articles and documentation of implementing ideas

10- Interpersonal relationships/ collaboration

Relationships with colleagues; relationships with parents and public/private agencies

Notes to and from parents, mentors, administrators, teachers, colleagues; volunteer log; product or activity that supports parent involvement

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Rating (whole numbers

only)

PORTFOLIO SCORING TOOL

All given criteria must be in evidence to earn rating.

5

Distinguished/Exceptional: Evidence demonstrates exceptional knowledge and application

• Selected artifacts provide an exemplary illustration of the INTASC principles.

• Rationales include all four components, clearly justifying selection of artifact(s) and providing exceptional evidence of professional self-reflection skills.

• Artifacts and rationales are professionally presented: clean copy, grammatically correct, spelled checked, and organized

4

Proficient: Evidence demonstrates comprehensive knowledge and application

• Selected artifacts provide a strong illustration of the INTASC principles. • Rationales include all four components, clearly justifying selection of

artifact(s) and providing evidence of professional self-reflection skills. • Artifacts and rationales are professionally presented: clean copy,

grammatically correct, spell checked, and organized

3

Satisfactory: Evidence demonstrates substantial knowledge and application

• Selected artifacts provide an acceptable illustration of the INTASC principles.

• Rationales include all four components, justifying selection of artifact(s). • Artifacts and rationales meet most standards for professional presentation.

2**

Basic/Needs Improvement: Evidence demonstrates some knowledge and application

• Selected artifacts provide limited evidence of the INTASC principles. • Rationales are missing components; do not clearly justify selection of

artifact(s). • Artifacts and rationales are not always professionally presented.

1**

Unsatisfactory: Evidence demonstrates little or no knowledge and application

• Selected artifacts do not represent the INTASC principles. • Required artifacts/rationales are not provided. • Rationales do not include required components. • Artifacts and rationales are not professionally presented.

1. What is this artifact? 2. How does this artifact demonstrate evidence of your mastery of the INTASC principle? 3. In what way did this artifact contribute to/relate to positive impact on student learning? 4. Where does this artifact fit in the JPTAAR cycle (Judges prior learning, Plans instruction, Teaches, Assesses, Analyzes, and Reflects) and why? **Portfolio must be resubmitted and assessed at a satisfactory level for each standard or completion of program will be delayed.

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PORTFOLIO ASSESSMENT FORM Intern: Date: Reviewers: PDS Liaison:

To the reviewer: The summative portfolio presentation should be guided by how the artifacts and rationales demonstrate a positive impact on student achievement.

INTASC Rating* Comments

Making Content Meaningful The teacher understands the central concepts of the discipline(s) he or she teaches and creates learning experiences that makes these aspects of subject matter meaningful for students.

1

Priority criteria • Connections to the national/state/local

standards of the discipline • Focused instruction on key ideas and methods

of inquiry in the discipline • Content linked to students’ prior

understandings

Child Development and Learning Theory The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.

2

Priority criteria • Knowledge of typical and atypical growth and

development • Instruction designed to meet learner’s current

needs based on age, development, learning style, readiness, ability, culture, social group, and/or values

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

3

Priority criteria • Differentiated instruction for diverse and

inclusive community of learners/ students (e.g., diversity factors include but are not limited to race, ethnicity, region, religion, gender, language, SES, age, and individuals with exceptionalities, or learning styles)

• Evidence of diverse perspectives in instruction.

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

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INTASC Rating* Comments

Priority criteria • A variety of instructional strategies to achieve

different purposes and meet students’ needs • Instruction encouraging critical thinking /

problem solving

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

5

Priority criteria • Classroom management plan provides a

positive, productive learning environment • Strategies to engage students in active learning • Encouragement of students’ assuming

responsibility for their own learning • Efficient use of instructional time

Integration of Technology/Communication Skills The teacher uses effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

6

Priority criteria • Demonstration of professional use of oral and

written language skills • Integrated instructional application of

appropriate technologies • Application of technology to meet professional

needs

Instructional Planning The teacher plans instruction based upon knowledge of content, students, community, and curriculum goals.

7

Priority criteria • Creation of daily and long-term plans aligned

with national/ state/local curriculum goals, students’ needs and prior knowledge and strategies for active learning.

• Use of assessment data to adjust instruction

8 Assessment of/for student learning* The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

36

INTASC Rating* Comments

Priority criteria • Use of assessment plan to demonstrate positive

impact on student learning • Use of pre and post-assessments as well as

formative assessment to diagnose, monitor, and document student progress

• Use of information obtained from review of student work to plan and modify instruction

*Must include Planning Cycle for Evidence of Student Learning artifact(s) and a range of student work samples

Reflection/Professional Growth The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

9

Priority criteria • Integration of classroom observation and

analysis of data about students to evaluate the outcomes of teaching and to revise practice.

• Consultation with colleagues, participation in other professional learning opportunities, use of professional literature to advance student learning

• Evidence of positive impact of professional development on student achievement

Interpersonal Relationships/ Collaboration The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

10

Priority criteria • Participation in collegial activities, directed at

the improvement of teaching and learning. Effective communication with families, teachers, resource personnel to foster student learning and success.

• Identification and use of community resources to foster student learning and success.

Mean Portfolio Score

Comments:

37

Portfolio Progress Chart

INTASC Artifact Grade level

Subject Lesson finished A and R

Photos taken

Student work samples

Layout finished

Rationale finished

1 ELED 365

Multi-genre

2 ELED 311

Child Dev.

JPTAAR Unit

3

4

5

6

7

8

8 ELED 429

Literacy Assmt.

9

10

38

References 1. Campbell D., Cignetti, P., Melenyzer, B. Nettles, D. and Wyman, R. (2004). How to Develop a Professional Portfolio: A Manual for Teachers. Upper Saddle River, NJ: Pearson Education, Inc. /Merrill. 2. http://www.ccsso.org (INTASC) 3. Roe, B. J., Ross, E. P. and Smith, S. H. (2006). Student Teaching and Field Experiences Handbook, Sixth Edition. Upper Saddle River, NJ: Pearson Education, Inc. 4. Wandberg, R. and Rowher, J. (2002). Teaching to the Standards of Effective Practice: A Guide to Becoming a Successful Teacher. Boston, MA: Allyn and Bacon.