DEPARTMENT OF ELEMENTARY EDUCATION



DEPARTMENT OF ELEMENTARY EDUCATION

MULTIPLE SUBJECT CREDENTIAL PROGRAMS

Guidelines for Preparation of the Professional Education Portfolio

to Meet the Program Exit Requirement

Integrated Teacher Education Program

The Teaching Portfolio is a collection of artifacts that provides evidence of your development and refinement of the skills and abilities related to quality teaching. The portfolio is organized using the six domains and thirteen elements of the Teacher Performance Expectations (TPEs).

The Process of Creating Your Portfolio

First Semester Student Teaching. The portfolio will be organized and begun during the seminar paired with your initial student teaching experience. This initial portfolio contains a matrix, letter to the reader, a statement of philosophy, 5-6 artifacts and formative feedback. Each TPE should be referenced at least twice! The portfolio will be peer reviewed during seminar, then submitted at the conclusion of the seminar. A formative assessment of the portfolio will provide feedback on areas that need strengthened and Teaching Performance Expectations that remain unmet; comments will be provided to assist you in successfully completing the performance assessment requirement.

Second Semester Student Teaching. During the seminar paired with your final student teaching experience, the final portfolio will be prepared by adding additional artifacts to the initial portfolio. This portfolio contains a matrix, letter to the reader, a statement of philosophy, 7-10 artifacts and the Individual Induction Goals. In addition, you will be asked to complete two surveys – the CSU teacher preparation survey and the ITEP program evaluation survey. Both surveys are conducted on-line and you will be asked to return the confirmation or “thank you” page that comes up on-line after you submit each survey. The portfolio will be peer reviewed, then submitted to the Department of Elementary Education for formal evaluation. You must sign in your portfolio to the Department office, and sign out your portfolio after it is read. To be recommended for the Multiple Subject teaching credential, the portfolio must be successfully evaluated by external readers. If your portfolio is read and the external reader wants changes made to the portfolio, you will be contacted during the reading period and asked to make changes and resubmit the portfolio. It will be read a second time to see if your changes are acceptable.

If any aspects of the portfolio process are unclear, you should consult with your seminar instructor.

Contents of Your Portfolio

(First and Second Semester)

What counts as artifacts? Your portfolio will be organized as “artifacts” that represent the teaching and learning that happened with the children you have worked with during student teaching. Select broadly from the materials you have created during coursework and fieldwork in order to demonstrate your knowledge of diverse learners, English language development, use of technology, and at least both grade levels you student teach in. Your final exit portfolio MUST include artifacts that demonstrate your ability to teach Language Arts, Math, Science, Social Studies, and either PE/Health or the Arts. You must include artifacts that demonstrate your mastery of TPE’s 12 and 13. For example, if you attended a professional development conference, you may include that as an artifact. In any “professional” artifact, you need to include evidence of how that professional development activity influenced your teaching. (It’s not enough to say you attended a workshop – how did you use information from that workshop in your lessons?)

Artifact Reflection Cover Sheets. An “Artifact Reflection” sheet must introduce each artifact. It must follow a common format (provided to you during seminar) and it identifies which aspects of the TPE’s you have mastered. If you have created any original worksheets, rubrics, assessments, assignments, or other materials, take credit by placing your name/date in the footer of the document. Photos of children must be accompanied by a letter of permission signed by your supervising teacher at the school site where you took the pictures.

Select from materials that showcase your abilities with the following aspects of teaching:

• establishing a classroom and grade-appropriate curriculum in which diversity is valued.

• identifying and meeting the needs of diverse learners.

• assessing learning and progress through a variety of informal and formal means.

• developing the English language skills of multilingual learners.

• embedding SDAIE strategies into instruction.

• designing and using technology and other media in integral ways.

• short and long-range instructional planning based on California content standards and age-appropriate principles; graded student work samples should be included with at least one lesson as a means of evidencing the learning that resulted from your lesson/unit and your ability to assess the learning as proficient in meeting the grade level standards, partially proficient, or below grade level standards.

• management of all aspects of the classroom in order to create a safe, dynamic environment for learning.

Portfolio Construction and Organization. You must follow these guidelines. Portfolios will be returned when they don’t follow required guidelines. Organize the contents of the portfolio using the following order of contents:

a. Use a three ring binder with a pocket in the inside front cover.

b. The cover should include your name, your program option, ID #, and contact phone numbers.

c. The inside cover must include a copy of your TPE matrix, the confirmation page from the CSU exit survey (second semester only), the thank you page from the ITEP program survey, and a copy of the electronically submitted IIP goals.

d. The title page should include all the information on the cover AND the name of your university supervisor and seminar instructor.

e. Do NOT use plastic sheets into which you place every sheet of paper (Ex: your Statement of Philosophy). You may use plastic pockets to place artifact contents in.

f. Letter to the Reader – introduce yourself to the “Reader”.

g. Statement of Philosophy – statement of your philosophy of teaching and learning (written and revised during seminars).

h. TPE Matrix – in addition to a copy of the matrix inside the front cover of the notebook, place a matrix in the binder. The matrix should be a table that labels the TPE’s horizontally across the top, and labels each artifact vertically down the left side of the table. Then, place an “X” in each box that shows which TPE’s are met by which artifacts. Be sure to title the artifacts. Ex: Artifact 1 – Third grade math lesson. First semester portfolios should reference each TPE twice. Second semester portfolios should reference each TPE three times. Your goal is to provide “substantial” evidence of having met the intent of each TPE and domain.

i. Individual Induction Plan (IIP) Goals - A statement of professional growth goals [for student teaching at the conclusion of your first student teaching experience; for your Individual Induction Plan (IIP) at the conclusion of student teaching] must be completed using CSUN EED letterhead and be printed on plain white paper. IIP Goals must be specific – pick something from the domain and tell HOW the candidate will work on it.

j. Artifacts – tabbed so the tab stands out farther than the pages of the artifact section; begin with the Artifact Reflection Sheet (follow program guidelines for labeling Domains, TPE’s that use specific language from the body of each TPE (not just naming the title), and tell exactly WHAT in your artifact shows your mastery of the TPE. Include no more than 10 artifacts in an exit portfolio. Artifacts should usually include MORE than a lesson plan. Use tab arrows to point out in the artifact where the TPE is supported. Any artifact substantiating the Assessment or Student Engagement TPE’s must have real data and student work samples. Lesson Study lessons cannot be used for Assessment or Student Engagement TPE’s unless there is proof that the lesson was taught.

DO NOT include any other items in the exit portfolio (i.e. Classroom Teaching Profiles, additional assignments, etc.). Your seminar instructor will help you determine which additional items should be added to your portfolio to create a “hiring” portfolio after your portfolio has passed the evaluation process.

Determining the Quality of Your Artifacts

In selecting appropriate artifacts, your goal is to provide substantial evidence of meeting the intent of the TPEs and to show the depth and breadth of your preparation to teach and assess all types and levels of learners in all subject areas. Think of “an” artifact as a set of pages in which you pair materials with one purpose; the title of this set should explain your purpose. For example, rather than the title “A Third Grade Lesson on Bats”, use a set of lessons entitled “Lesson Planning at Grades 3 and 5.” A subtitle might also be added, such as “Focus on Technology” or “Focus on Diversity” to highlight a specific purpose.

An artifact should contain at least one item that is considered at mastery level III; this permits you to identify the entire set of materials as mastery level III. For example, you might retain the classroom map you created in an early course (a mastery level I item) if you pair with it your classroom management plan or a new map showing the seating chart you devised during student teaching with an explanation/analysis of why a change in seats was needed. A set of items such as this shows that you began by observing and reflecting on the theories and issues surrounding the social and physical environment of a classroom, and have later taken the responsibility of applying your understanding of these principles to make changes—a professional role.

Creating a strong rationale statement on the Artifact Reflection page is key to making the claim that the submitted artifacts are strong representation of the broad range of your skills and the depth of your understanding. You need to use specific language from the TPE when you write the artifact cover reflection sheet. Do NOT just name the TPE! Your seminar leader, university supervisor, and supervising teacher will assist you in selecting appropriate artifacts; your seminar leader and peers will assist you in strengthening your written reflective statements, as well as the organization and presentation of your portfolio.

Specific Suggestions for Supporting TPE’s

There are a few TPE’s that you should be thinking about as you complete student teaching so that you can collect evidence from your learners about your proficiencies. They are referenced here.

TPE 1 – You must use language from the different sections of TPE 1 that refer to the different subject areas. Take pictures of materials used in lessons to support your lesson plan, especially if they are materials that you have created (e.g. charts, vocabulary/picture cards, PowerPoint slide shows shown by printing out notes pages, etc.)

TPE 2 and 3 – Be sure you understand the difference between informal assessment that happens during lessons and formal assessment that happens at the end of a lesson or unit. Collect evidence of assessment and evaluation by showing student products, graded papers, charts of whole class test results, etc. Demonstrate in your Artifiact Reflection how you used assessment/evaluation results to inform subsequent teaching and lessons.

TPE 7 – Substantiate your ability to plan for and teach English Learners by showing materials adapted for EL’s, student work produced by EL’s that is labeled to show the different EL levels, and assessment of EL student work.

TPE 12 and 13 – You must show evidence of mastery of the TPE. For TPE 12, consider how you can “show” that you have dealt with legal or ethical aspects of teaching. Read the subsections of TPE 12 carefully! For TPE 13, if you attend a professional development, you must show how you applied what you learned in lessons.

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