The Webster University
The Webster University
TEACHER EDUCATION PORTFOLIO
A Guide to Successful Portfolio Development
Webster University
TABLE OF CONTENTS
for
This Guide
I. Glossary: Who’s Who? What’s What?
II. Organizing Your Portfolio
III. Developing a Philosophy of Education
IV. Introducing---The Standards
V. Sample MoSTEP standard with narrative
VI. Instructions for Making
Links to Performance Indicators
VII. MoSTEP Standards and suggested
Artifacts
VIII. Webster U’s Lesson Plan Format
IX. Webster U’s Unit Plan Format
X. Frequently Asked Questions
XI. Important Thoughts
XII. School of Education Goals
XIII. Evaluation for the Portfolio
I. GLOSSARY
Who’s Who? What’s What?
Portfolio—a pre-service teacher’s collection of projects, reflections, and assorted materials that substantiate fulfillment of the eleven MoSTEP standards
MoSTEP Standards—eleven areas of knowledge and skills established by the Missouri Department of Elementary and Secondary Education (DESE) that serve as a general guideline of competencies for new teachers. An approved portfolio is the final step of certification requirements.
Performance indicators—the subdivisions of each of the eleven Standards that more clearly define the skills and knowledge needed to fulfill each Standard.
Artifacts—the documents (lesson plans, transcripts, evaluations, etc) included in a portfolio that support fulfillment of the eleven MoSTEP standards
Narratives—written reflections on the artifacts and experiences included in the portfolio that communicate how the pre-service teacher has changed and grown as a professional
DESE --- the Department of Elementary and Secondary Education in Missouri
II. ORGANIZING YOUR PORTFOLIO
Portfolios must be submitted in electronic format. The portfolio is basically composed of two components: The narratives and the artifacts.
• Your portfolio template has all of the Standards and Performance Indicators listed. MoStep Standards
• Each indicator should be followed by a list of the artifacts you used for proof (use words to describe the artifacts, not just referral numbers). Also, create links for each artifact.
• After the list of indicators and the list of artifacts, your narrative should follow. This narrative should be no more than a page (single-spaced) and should reflect on the perceived growth or changes you have made during your pre-service education, specifically based on the artifacts you have cited for this Standard. Combine the concepts from all of the performance indicators into one essay. Do not just describe the artifacts in your narrative. Reflect!
sample of a MoSTEP standard and narrative.
Guiding Questions to Help You Write Your Narratives
• When and how have you demonstrated your knowledge in general subjects and education classes? Did you learn something new as you put the lesson or unit together?
• How did you organize this content accommodating for multiple styles so that you could reach your particular population of students? What theorists did you follow to form your strategies?
• How did you use the students’ prior knowledge to strengthen your curricula?
• What guiding questions or activities did you use to engage your students in methods of inquiry?
• Describe how the interdisciplinary design of your curricula accommodated the diversity of your learners.
• What strengths of mine do these artifacts reflect? What weaknesses do these artifacts point out and how have the weaknesses changed or improved?
Artifacts to correspond to the Standards
• You should use links to connect your narratives to specific artifacts that you feel fulfill a performance indicator. Since artifacts can be used more than once for different performance indicators, you should color code or indicate the specific part of the document that connects to the specific performance indicator. (See Section VI to learn how to make a link). Only include artifacts that you reflect on in your narrative. Some POSSIBLE key artifacts to include are:
• Transcripts, Praxis scores, CBASE scores, Resume
• Letters of recommendation (from parents, mentors, others)
• Apprentice Teaching or practicum evaluations (with corresponding lessons)
• Lesson/Unit Plans (with corresponding evaluation forms)
1 Excerpts from your professional journal
• Excerpts from students’ journals
• Awards/Certifications (only if you refer to them in narrative)
• Proof of presentations you have made at conferences
• Proof of workshop/conference attendance with reflections
• Samples of tests/quizzes that you authored
• Samples of papers/projects from a course (indicate what part of the paper supports the indicator).
• Copies of media/computer slides (paper version)
• Photographs that demonstrate a point (copies preferred)
Some artifacts will need to be scanned. Please refer to the Technical Support folder on the Portfolio Word folder you downloaded from the internet.
III. DEVELOPING A PHILOSOPHY OF EDUCATION
Your beliefs influence your actions. Your personal belief system – your philosophy of education – will determine what values you emphasize, how you organize and manage your classroom, what content you stress, and which teaching methods you use.
In order to develop your personal philosophy of education, think about the following questions:
• How do you view the role of school in society? What are the purposes of education?
• How do you view the student? What is the student’s role in his/her education?
• How do you view the role of the teacher? How is this consistent with the above beliefs? What are the primary responsibilities of the teacher?
• How do you view the subject matter to be taught, in keeping with the above? What curriculum do you value?
• How will your classroom organization and management reflect your values? What are your thoughts concerning discipline?
• How will you measure and report student progress? How will you view diversity? How do you envision others, especially families, supporting education?
Consider the following:
1. The paper should express a strong, coherent set of values that permeate your views regarding the role of schools, students, teachers, curriculum and classroom organization and management. All ideas should work to support the stated values.
2. The paper should use specific, concrete examples to explain and illustrate your philosophy. Relevant examples should support all the main ideas.
3. Your paper should include all the relevant aspects of a philosophy of education: the role of schools, students, teachers, and curriculum, and the organization and management that support them.
4. You should give evidence of deep personal thought and genuine expression. Your ideas should be original and well developed, reflecting intense analysis over time.
5. The paper should engage the reader, stimulating thinking about teaching.
6. The paper must be well written, with paragraphing, sentence structures and transitions supporting effective communication of ideas.
7. Be sure to use appropriate conventions (spelling, punctuation, and formatting supporting effective communication of ideas).
Your personal philosophy of education will:
1. Be one to two pages in length.
2. Be neatly typed without errors (double spaced).
3. Consist of complete, correct sentences and paragraphs.
4. Be written in first person (I, me).
5. Include no contractions (I’ve, it’s, etc.).
6. Contain no errors in grammar, spelling or punctuation. Allow someone to proofread your paper.
7. Avoid an outline form in the final paper. The outline should be only a mental guide. Be relatively personal and genuine. It should not seem stilted or overly formal.
8. Avoid using jargon or terms that may be unfamiliar to others.
9. Be consistent with the use of pronouns. Use a singular pronoun with a singular subject.
10. State your view in a positive way. It is better to state what you advocate and let the reader infer what you do not support.
11. Avoid overuse or repetition of the same word (e.g. pupil, school).
12. Use correct capitalization. Do not capitalize subject areas unless they are proper nouns or begin a sentence (e.g. English, physical education, French, science, social studies).
IV. INTRODUCING THE STANDARDS
The following descriptions represent a synopsis of the 11 MOSTEP Standards. The actual Standards (pp. 13- 23) are more detailed and are broken down into specific areas, called performance indicators. Consider the following an introduction! Note the suggestions for potential artifacts.
Standard 1: CONTENT KNOWLEDGE (knows central concepts, tools of inquiry; able to create learning experiences that make subject matter meaningful for students). Transcripts, lesson plans, course lists.
Standard 2: CHILD DEVELOPMENT (understands how students learn and develop; provides learning opportunities that support the intellectual, social, and personal development of all students). Case study excerpts, papers, journal entries.
Standard 3: DIVERSITY (understands how students differ in their learning styles; creates opportunities that adapt to diverse learners). Description of learners, IEPs, journal entries.
Standard 4: CURRICULUM (develops, implements, and evaluates curriculum based upon student, district and states performance standards). Lesson and unit plans.
Standard 5: METACOGNITIVE SKILLS (uses a variety of strategies to encourage critical thinking, problem solving and performance skills). Lesson and unit plans.
Standard 6: CLASSROOM MANAGEMENT (uses group motivation and management skills to encourages positive social interaction, active learning and self-motivation). Management Procedures of lesson plans.
Standard 7: COMMUNICATION (models effective verbal, nonverbal, and media communication techniques to foster active inquiry, and collaboration). Letters to parents, colleagues; lesson plans.
Standard 8: ASSESSMENT (uses formal and informal strategies to evaluate and ensure continuous intellectual, social, and physical development of learners). Assessment Procedures of lesson plans.
Standard 9: PROFESSIONAL PRACTICES (is a reflective practitioner and seeks opportunities for professional development). Journal entries, professional workshops.
Standard 10: COMMUNITY RESOURCES (fosters relationships with colleagues, parents, and educational partners in the larger community to support student learning and well-being). Journal entries, certificates, letters of commendation.
Standard 11: TECHNOLOGY (understands theory and application of technology in educational settings and creates opportunities for all students to use technology). Copies of Power Point slides, discussion of Websites, activities with students using technology.
V. SAMPLE STANDARD WITH NARRATIVE
(the links are not functional in this sample)
The purpose of this sample is to give you an idea of how to structure your artifacts and narratives. The content of your pages will not be identical to this sample, however, the format and structure should follow closely.
Standard 2: The entry level teacher understands how students learn and develop, and provides learning opportunities that support the intellectual, social and personal development of all students
Performance Indicators:
The entry-level teacher:
2.1 knows and identifies child/adolescent development (resume; transcripts; Journal entry 9)
2.2 strengthens prior knowledge with new ideas (Butterflies and Moths; Quick as a Cricket)
2.3 encourages student responsibility (Butterflies and Moths; Supervisor’s Observation)
2.4 knows theories of learning (Quick as a Cricket)
Sample Narrative: I taught in three different situations prior to seeking classes in education and was aware that I did not always understand children. Still, I thought that my four years of working in these different educational settings should have given me a solid foundation for teaching (resume). When I finally took the Psychology of the Exceptional Student class in 1981 (transcripts), I started to realize what my weaknesses were and how I could affect change. There were several times during that class when I thought to myself, “so THAT’s why so & so didn’t want to listen to me that day” or “if only I had known that there was such an urge toward independence throughout early childhood.” I found the papers in Psychology of the Exceptional Student to pose difficult challenges, but the work helped me to move from an instinctive level of teaching to a theoretically reinforced level. I have since applied the theories of development from this class and from Educational Psychology to make better choices for my management procedures (Quick as a Cricket) and to sincerely focus on the description of learners in my lesson plans (Learners: Butterflies & Moths).
In the artifacts I have cited, I demonstrate an understanding of what children must know prior to attempting a given task (Quick as a Cricket: Learners). I also take into consideration that individual children will vary in their readiness to begin assignments, and have adapted my instruction to meet those needs (Instructional process for Quick as a Cricket: bullet two). I try to do this with my questioning techniques, using open-ended prompts as well as directed inquiry (Instructional process for Quick as a Cricket: bullet one). In my journal, I often reflect on behavioral problems I observe in the classroom (Journal entry 9).
In Butterflies and Moths, students are responsible for all the artistic decisions they must make to create a close up of a specific insect. I am comfortable giving students the opportunity to choose when the area is art (Instructional process for Butterflies and Moths: bullet seven), but in general, I find it difficult to delegate responsibility to students, because I have more control if I make decisions for them. I am working on this (Observation). By reviewing individual cases with my mentor, I am able to see how each new experience, combined with the theories and practical applications from courses I have taken, help me to better comprehend the nature of child development. In my evaluations, my supervisor makes reference to my sensitivity to individual’s needs (Observation) which is a trait I treasure and hope to continue to develop by someday taking a counseling course.
VI. INSTRUCTIONS FOR MAKING LINKS WITH PERFORMANCE INDICATORS
Creating links in Word.
The very first task in creating your electronic portfolio is to collect all of your artifacts and put them in electronic format if they are not already. You can scan non-electronic documents into the computer to make them electronic.
Before you begin creating your portfolio, drag the Portfolio Template Folder to the desktop on your computer. Within the Portfolio Template Folder, open up the Artifacts Folder. Copy any word document, PDF, or other file that you will be using in your portfolio to the Artifacts Folder.
Creating a link on the Mac.
1. Highlight the text that you want to create the link for.
2. On the Tool Bar, click Insert.
3. Go down to the Hyperlink connection and click. The Insert Hyperlink box will come up.
4. Change the center setting from Web Page to Documents, if it is not already there.
5. Click on Select and your list of documents will come up. Note: When you click on Select (Step 4), if the document you want is not recognized, simply type the name of the file in the Link to box. This will accomplish the same thing.
6. Click on the document you want.
7. Click OK and the link has been made.
Creating a bookmark on the Mac.
1. Go to the artifact file to which you want to link.
2. Optional: Highlight the portion of the text you want to be bookmarked. To do this, go to the Formatting Palette (either View>Formatting Palette or click on the tool icon of an “A on a scroll”)
3. Put the cursor before the highlighted or plain text.
4. On the Tool Bar click Insert and then click on Bookmarks.
5. The Bookmark box will come up with a flashing blue bar. Name the bookmark; do not include any spaces! Click Add.
6. Go back to the portfolio text.
7. Follow the sequence for creating a link.
8. The Insert Hyperlink box will come up.
9. Select the file like you did for the hyperlink BUT…then
10. Go to Locate. Click on the down arrow on Bookmarks and your named bookmark file will appear. Click on the bookmark you want.
11. Click OK in the Bookmark box and then OK in the Hyperlink box.
If links don’t work, think about the big picture. Are both the artifact file and the portfolio document in the same folder? This is often at the root of the problem. The portfolio document can only link to your artifacts if they are in the same folder.
Choosing Artifacts
Note: The following are just excerpts. You should include full documents, with the exception of your journal--individual entries are considered full documents. Link to the place in the text that supports your narrative’s reflections. Highlight with color can help distinguish the exact portion.
I. from a letter of recommendation:
It was nice to see her bring in fresh ideas and strategies straight from the university. I know that even a seasoned veteran can learn from the best, and I benefited from these new approaches to old problems. She was anxious to try new problem-solving strategies and include the students in their own self-assessments. There aren’t a lot of instances where we have big problems, but when there are… (This document would be even stronger if you link to the corresponding lesson plan that was observed and indicated which part of the lesson plan showed self-assessment).
II. from a lesson plan (linking to the observation form that corresponds with the lesson is stronger documentation than just the lesson plan).
Goals:
• Students will understand basic processes of the water cycle.
• Students will understand the relationship of music to other disciplines.
• Students will have an understanding of how human ecology affects rain and ultimately the quality of our water supply.
Outcomes:
• Students will be able to sing a simple song in ABA form.
• Students will be able to make a diagram of the water cycle.
• Students will identify and research a form of water pollution and write a new verse to express the information.
VII. MOSTEP STANDARDS and suggested documentation
Standard 1: The entry-level teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) within the context of a global society and creates learning experiences that make these aspects of subject matter meaningful for students
Performance indicators:
The entry-level teacher:
1. knows the discipline;
2. presents the subject matter in multiple ways;
3. uses students’ prior knowledge;
4. engages students in the methods of inquiry used in the discipline;
1.5 creates interdisciplinary learning.
Possible Documentation:
Transcript indicating completion of the course of study with no grade lower than a “C” in professional education courses and a 2.5 GPA overall
Documentation of having passed all sections of the C-BASE and the Praxis for those seeking certification
Lesson plan with corresponding observation form from cooperating teacher or supervisor
Resume
Journal entries
Standard 2: The entry level teacher understands how students learn and develop, and provides learning opportunities that support the intellectual, social and personal development of all students
Performance Indicators:
The entry-level teacher:
1. knows and identifies child/adolescent development;
2. strengthens prior knowledge with new ideas;
3. encourages student responsibility;
4. knows theories of learning
Possible Documentation:
Instructional plans of lesson plan
Written evidence from supervisor of field experiences with corresponding lesson plan
Case study of a child
Paper analyzing theories of learning and how these might look in the classroom
Annotated bibliography of readings
Comparison of approaches to teaching
Written records assessing the growth of a child
Instructional plans which use the developmental assessment of a child to plan learning experiences for that child
Standard 3: The entry-level teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Performance Indicators:
The entry-level teacher:
1. identifies prior experience, learning styles and needs;
2. designs and implements individualized instruction based on prior experience, learning styles, strengths and needs;
3. knows when and how to access specialized services to meet students’ needs;
4. connects instruction to students, prior experience and family, culture and community.
Possible Documentation:
Journal entries
Adaptations made for students with special needs
Written records by supervisors, which note appropriate efforts to access resources and services, to provide for the learning needs of students
Instructional plans which show linkage of the content to students’ families, cultures and/or community
Use of literature that reflects the varying cultures of the students
Standard 4: The entry-level teacher recognizes the importance of long-range planning and curriculum development and develops, implements, and evaluates curriculum based upon student, district, and state performance standards.
Performance Indicators:
The entry-level teacher:
4.1 selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g. encourages exploration and problem solving, building new skills from those previously acquired);
4.2 create lessons and activities that recognize individual needs of diverse learners and variations in learning styles and performance;
3. Evaluates plans relative to long and short-term goals and adjusts them to meet student needs and to enhance learning.
Possible Documentation:
Lesson plans for Apprentice Teaching intensives with comments from cooperating teacher and/or supervisor
Evidence of the knowledge and use of Show Me Standards, Curriculum, Frameworks, and district curriculum guides in lesson planning
Journal entries reflecting upon student learning leading to the adjustment of learning goals to address the needs
Evidence of goal-setting activities with students
Evidence of student involvement in classroom decision-making process
Unit plan
Standard 5: The entry-level teacher uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
Performance Indicators:
The entry-level teacher:
5.1 selects alternative teaching strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs.
5.2 engages students in active learning that promotes the development of critical thinking, problem solving, and performance capabilities.
Possible Documentation:
Lesson plans showing identification use of a variety of instructional strategies for developing higher-level thinking, critical thinking and problem-solving skills.
Instructional plans which script questioning sequences and discussion prompts
Student assignments, which demonstrate the need to think critically, and a sampling of student responses
Evaluation of published software designed to encourage critical thinking
Questions to accompany an analysis of a piece of literature
Integration of appropriate technology as a tool for problem solving
Standard 6: The entry-level 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.
Performance Indicators:
The entry-level teacher:
6.1 knows motivation theories and behavior management strategies and techniques
6.2 manages time, space, transitions and activities effectively;
6.3 engages students in decision making,
Possible Documentation:
A classroom management plan to include management of student behavior
Written evaluation by a supervisor of ability to implement a management plan
Statement of management philosophy showing evidence of a range of management techniques
Plan for organizing the routines of the classroom so as to promote a positive atmosphere (include an explanation of why you organized the day as you have)
An analysis of the management techniques used in a classroom
Narrative of a Care Team meeting, including the services and resources utilized to support the student
Written records by supervisors attesting to specific strategies used to manage the classroom
Evidence of student designed management system or classroom rules
Photographs and analysis of room or model classroom
Journal entries discussing effective transitions, especially between learning activities and between classes.
Standard 7: The entry-level teacher models effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Performance Indicators:
The entry-level teacher:
1. models effective verbal/non verbal communication skills;
2. demonstrates sensitivity to cultural, gender, intellectual, and physical
ability differences in classroom communication and in responses to students’ communication (hard to document, usually in a journal where you talk about dealing with this);
7.3 supports and expands learner expression in speaking, writing, listening, and other media;
4. uses a variety of media communication tools
Possible Documentation:
Instructional plan demonstrating that preservice teacher has the ability to speak, write, listen and use media effectively
Instructional plans showing the use of variety of media/technology tools integrated in the lesson, promoting critical thinking
Examples of cultural and gender sensitive communications, such as copies of notes sent home or activities based on building awareness
Videotape modeling effective verbal/non/verbal communications skills
Samples of student work produced using media/technology with an analysis of how the media technology impacted the level of thinking.
Standard 8: The entry-level teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
Performance Indicators:
1. employs a variety of formal and informal assessment techniques (e.g. observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, authentic assessments, and standardized tests) to enhance and monitor his or her own knowledge of learning, to evaluate student progress and performance, and to modify instructional approaches and learning strategies.
2. uses assessment strategies to involve learners in self-assessment activities, to help them become aware of their learning behaviors, strengths, needs, and progress, and to encourage them to set personal goals for learning;
3. evaluates the effect of class activities on both individuals and the class a whole, collecting information through observation of classroom interactions, questioning, and analysis of student work; (do you assess as you go?)
4. maintains useful records of student work and performances and can communicate student progress knowledgeable and responsibly, based on appropriate indicators, to students, parents and other colleagues. (show how you would record assessment.)
Possible Documentation:
Instructional plans using multiple forms of appropriate assessment of academic performance with explicit standards (e.g. pencil and paper tests, performance tests, portfolios, essays, self-evaluations, group evaluations.)
Written records by a supervisor giving examples of your use of assessment to analyze student performance and to plan from the analysis
Evaluation instruments produced by students
Written records of student progress
Student papers showing feedback given to students
Development of and rationale for a grading system or procedure
Sample of a narrative report card entry.
Standard 9: The entry-level teacher is a reflective practitioner who continually assesses the effects of choice and actions on others. This reflective practitioner actively seeks out opportunities to grow professionally and utilize the assessment and professional growth to generate more learning for more students.
Performance indicators:
The entry-level teacher:
9.1 applies a variety of self-assessment and problem-solving strategies for reflecting on practice, its influences on students’ growth and learning, and the complex interactions between them applies
2. uses recourses available for professional development; (includes reflection)
9.3 practices the profession’s ethical standards (by testimony)
Possible Documentation:
A record of participation in a variety of professional development activities (e.g. regional seminars or workshops, student organizations, professional organizations, school district inservice, observation of classrooms) with a reflection on your impressions
Journals from field experiences demonstrating self-assessment and problem solving
Instructional plans using the resources acquired through professional development activities
Attendance at New Teacher follow-Up activities with written impressions
Proof of use of resources from the metropolitan area
Enrollment in professional organizations, which provide journals or similar resources
Evidence of the use of on-line resources in lesson plans
Written comments from the supervisor regarding adherence to professional ethical standards, including confidentiality
Letters of recommendation based on teaching experiences
Standard 10: the entry-level teacher fosters relationships with school colleagues, parents and educational partners in the larger community to support student learning and well being.
Performance Indicators:
1. participates in collegial activities designed to make the entire
school a productive learning environment;
2. talks with and listens to students, is sensitive and responsive to
signs of distress, and seeks appropriate help as needed to solve
students problems;
10.3 seeks opportunities to develop relationship with the parents and guardians of students, and seeks to develop cooperative partnerships in support of student learning and well being;
10.4 Identifies and uses the appropriate school personnel and community sources to help students reach their potential; as stated previously, I believe a teacher needs to use all resources available to enhance the learning process including school and community services. As the recommendations indicate I used school services such as the library and librarians often while at SLUH.
Possible Documentation:
Written records of interactions with those performing services for the students and/or for the school (e.g. school counselor, special ed teachers, librarian, school secretary, health workers, court-appointed workers)
Written record of duties performed in the school (e.g. bus, cafeteria, or playground duty)
Collaborative research efforts
Narratives of parent/teacher conferences or IEP meetings
Narrative of the process of identifying appropriate assistance for a child in need
Evidence of parent involvement in the class, with a narrative
PK-12 student evaluations of taught classes
Team planning
Standard 11: Technology in Teaching and Learning: The pre-service teacher understands the theory and application of technology in educational settings and has adequate technological skills to create meaningful learning opportunities for all students.
Performance Indicators:
1. Demonstrates an understanding of technology operations and concepts.
2. Plans and designs effective learning environments and experiences supported by informational and instructional technology.
3. Implements curriculum plans that include methods and strategies for applying informational and instructional technology to maximize student learning.
4. Applies technology to facilitate a variety of effective assessment and evaluation strategies.
5. Uses technology to enhance personal productivity and professional practice.
6. Demonstrates an understand of the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and applies that understanding in practice.
Possible Documentation:
Samples of Power Point presentations (including graphics, sound, transitional slides, etc) designed by portfolio student
Course listing of computer courses or workshops taken; excerpts from projects
Lesson plans or activities that include a variety of technology opportunities that reflect research, searching, comparing and contrasting, high-order thinking skills, creativity, problem-solving skills, hands-on activities with a final product (digital cameras), etc.
Letters of recommendation that refer to students’ use of technology
Copy of computer ethics that the portfolio student has authored or discussed with students
Copy of rubric or assessment plan for a technology project
Copy of a spreadsheet for evaluation
VIII. Webster U’s LESSON PLAN FORMAT
This is the format that should be used for all of your apprentice teaching lessons. When you put materials into your portfolio, only submit original materials. Duplicated worksheets do not reflect well on your abilities, unless you have authored them. Please indicate ownership by putting your name on all lessons and unit plans.
Description of Setting: What characteristics of the classroom or setting are important to the lesson? (Grade; physical set-up of classroom; number of students; environmental factors)
Description of the Learners: What do you know about the learners that has influenced your decisions in planning this lesson? How do you know this? (Range of age, ability; prior knowledge and skills; developmental levels, IEP goals)
Goals and Outcomes: In what way does this lesson address what you are trying to accomplish with these students? (Goals are broad, speaking to the long-term needs of the learner, and are rarely accomplished in one lesson; they answer the question "Why do I need to learn this?" Outcomes are related to goals but narrow enough to be measurable. Every outcome will need to be assessed. Outcomes answer the question "What do I need to know and be able to do?")
Introduction: How will you engage the learners?
Instructional Process: What will the learners do to assure they will be able to meet the outcomes? (Describe in detail sequentially what the teacher and the students will do. As appropriate, include:
• examples you will use
• questions to be asked
• modeling.
• List any material you will be using, including texts, literature.
• Describe support materials such as charts, bulletin boards.
• If technology is to be used in the lesson, describe its use.
• Detail within the lesson how you are providing for individual differences among the students in your class; speak to the specific
• needs, modifications or accommodations for individuals, not in generalities.
• Include a copy of anything you will be using with the students.)
Assessment Procedures: How will you determine what each student knows and/or can do? How will you record this and share it with the student? (Include any tool you will be using to assess, including any scoring guide. If possible include a copy of the work of one or two students in your final copy.)
Management Procedures: What procedures will you put in place to assure a successful lesson? (Describe behavior management plan, including the "rules" in effect and how these will be shared with students. Describe time management and procedures to smooth transitions, especially for younger children.)
Show-Me Standards: What Show-Me Standards were addressed?
Reflection: What have I learned from teaching this lesson? (After the lesson, reflect on what worked, what you would do differently. Describe how you adjusted the lesson to meet the needs of the learners. Reflect on what you have learned about the students by teaching the lesson. Talk about what comes next, for the students and for yourself. The purpose of this reflection is not to defend your teaching but to demonstrate that you have learned from it.)
IX. Webster U’s UNIT PLAN OUTLINE
1. Unit title and rationale: description of the theme of the unit and why it is appropriate for the students. (The unit should extend at least six lessons for a three-credit practicum and at least four lessons for a two-credit practicum.)
2. Clear and Concise description of learners: range of age and ability, including reading ability.
3. Learner outcomes: description of what you expect the students to know and be able to do by the end of the unit.
4. Identification of the ShowMe Standards addressed in the unit (any standard that is addressed needs to be assessed).
5. A clear description of the behavioral and motivational goals you are working toward in designing management procedures for each lesson. (For example, you may be working toward better group interaction, more group independence, or motivation of reluctant learners).
6. A description of how the unit takes into consideration the cultural diversity of the students.
7. Pre-unit assessment of learners’ prior knowledge and skill levels; submit assessment questions and procedures.
8. A day-by-day general plan listing the lessons to be included in the unit (May be completed as a calendar of lessons and activities).
9. Thorough daily lesson plans; At least six lessons for a three-credit practicum and at least four lessons for a two-credit practicum: include individual adaptations and modifications for all students with special needs, materials, classroom management techniques, and assessment activities. A minimum of one lesson must use technology. At least one lesson must be taught with university supervisor present.
10. A list of resources: including materials, people, print, and media both for teacher planning and student use.
11. Unit assessment of the learner outcomes including the assessment itself (the instrument or if not, paper and pencil, a detailed description), the scoring guide used to evaluate the assessment and the strategy used to share the information with students.
12. Reflection on P-12 learning after the unit is taught. (What do the students now know and what are they able to do? How well do they know and can they do it? What would you do next to further the development of the learning?)
NOTE: The assignment should be written in a clear, concise, professional manner with attention given to proper grammar, spelling, and punctuation.
UNIT PLAN SCORING GUIDE
|# |Proficient |Nearing Proficiency |Unsatisfactory |MoSTEP |
|1 |Clear description of unit that explains |A serious attempt is made to explain the |Vague description with little or no |1 |
| |why it is a good fit to the needs and |rationale in terms of the needs and abilities|reference to the needs and abilities | |
| |abilities of the students |of students, with a need for more clarity. |of this group of students. | |
|2 |Description of the learners includes |Description of the learners includes most of |Description of the learners includes |2 |
| |grade level, range of age and ability |the designated components but with a need for|fewer than half of the designated | |
| |including reading ability. Description |more clarity or specificity. |components: description is vague. | |
| |is clear and specific | | | |
|3 |Learner outcomes clearly and specifically|Learner outcomes describe what the student is|Learner outcomes inadequately describe|4 |
| |describe what the student is to know and |to know and be able to do but tend to be too |what the student is to know and be | |
| |be able to do at the end of the unit. |general. |able to do at the end of the unit. | |
|4 |Identification of appropriate content and|Identification of appropriate content and |Incomplete identification of content |1, 4 |
| |process ShowMe Standards (and eventual |process ShowMe Standards (with most included |and process ShowMe standards. | |
| |inclusion of each in the assessment plan |in the assessment plan for the unit). | | |
| |for the unit). | | | |
|5 |Clear description of the behavioral and |A serious attempt at determining the |Vague description with little or no |6 |
| |motivational goals you are working toward|behavioral and motivational goals, with a |indication of the goals of behavior | |
| | |need for greater clarity. |choices. | |
|6 |Clearly describes how the cultural |Shows some evidence that the cultural |Does not consider the cultural |3 |
| |diversity of the students is used in the |diversity of the students is used in planning|diversity of the students in planning | |
| |planning of the unit. |the unit. |the unit. | |
|7 |Pre-unit assessment of learners’ prior |Pre-unit assessment of learners’ prior |Pre-unit assessment of learners’ prior|1 |
| |knowledge and skill levels is |knowledge and skill levels is somewhat vague |knowledge and skill levels is minimal | |
| |specifically targeted and directly |but impact on instructional planning is |or absent and its impact on | |
| |impacts instruction based on student |evident. Questions are clearly specified. |instruction is unclear. Questions | |
| |responses. Questions guiding the | |guiding the assessment and assessment | |
| |assessment and assessment procedures are | |procedures are not specified. | |
| |specified. | | | |
Unit Plan Scoring Guide Continued.
|# |Proficient |Nearing Proficiency |Unsatisfactory |MoSTEP |
|8 |The general plan is a well thought out |The general plan is complete but does not |The general plan is incomplete or it |4, 5 |
| |mapping of the unit, with practical |show evidence of a clear understanding of the|is inappropriate given the time | |
| |consideration of the time available and |limitations of time or the requirements of |available and/or the requirements of | |
| |the requirements of the learners. |the learners. |the learners. | |
|9 |Unit includes at least six lessons for a |Unit includes at least six lessons (for a 3 |Unit includes inadequate lesson |3, 11 |
| |3 credit course and at least four lessons|credit course) and at least four lessons (for|plans. | |
| |for a two credit course. Lesson plans |a two credit course) with a need for more | | |
| |use the given format including specific |clarity. Lesson plans use the given format | | |
| |objectives and detailed scripting of |including specific objectives and detailed | | |
| |instructional activities (including |scripting of instructional activities | | |
| |adaptations and modifications, materials,|(including adaptations and modifications, | | |
| |management, and assessment activities). |materials, management, and assessment | | |
| | |activities). | | |
|10 |Resources in each category are provided |Resources in most categories are provided |An inadequate attempt to search out |10 |
| |(people, print, and media, both for |(people, print, and media, both for teacher |resources. | |
| |teacher planning and student use) |planning and student use) | | |
|11 |Unit assessment includes all unit |The unit assessment makes a serious attempt |The unit assessment does not address |8 |
| |outcomes, how information will be shared |to include unit outcomes, but the means of |most of the unit objectives; | |
| |with the student, and includes a |scoring information is vague. The scoring |administration and scoring directions| |
| |descriptive scoring guide for evaluating |guide needs to better describe the criteria. |are nonspecific. | |
| |the assessment. | | | |
|12 |Detailed, specific reflection on P-12 |Global reflection on P-12 learning is |Limited reflection on P-12 learning |9 |
| |learning is evident.(What do the students|evident. (What do the students now know and |is evident. (What do the students now| |
| |now know and what are they able to do? |what are they able to do? How well do they |know and what are they able to do? | |
| |How well do they know and can they do it?|know and can they do it? What would you do |How well do they know and can they do| |
| |What would you do next to further the |next to further the development of the |it? What would you do next to | |
| |development of the learning?) |learning?) |further the development of the | |
| | | |learning?) | |
| |Assignment is written in a clear, |Assignment is written in a clear, concise, |Assignment is written in a |7 |
| |concise, professional manner with |professional manner with minimal grammar, |nonspecific or unprofessional manner | |
| |attention given to proper grammar, |spelling, and punctuation errors |with multiple grammar, spelling, and | |
| |spelling, and punctuation. | |punctuation errors. | |
X. FREQUENTLY ASKED QUESTIONS
Why do I have to do a portfolio?
Every person seeking certification at Webster University must demonstrate through a portfolio that he/she is effective in using the skills or knowledge (called performance indicators) as defined by the MOSTEP Standards. The Standards are a general guideline of competencies for new teachers that were established by the Missouri Department of Elementary and Secondary Education (DESE) and approved by the State Board of Education.
What should a portfolio contain?
Your portfolio must document that you have fulfilled the performance indicators of each of the eleven MOSTEP Standards. The documentation is in the form of artifacts and narratives.
The artifacts include materials you have developed (lesson and unit plans, unit tests, resume, statement of philosophy, etc), as well as materials you have earned and accumulated (transcripts, evaluations, awards, children’s work samples, etc). To help you assemble your artifacts, this guidebook lists the MOSTEP Standards, their general performance indicators, and some suggestions for artifacts that document your performance with PK-12 students.
The narratives, the reflection component, are key to your portfolio success. Your reflections will refer to your artifacts, but primarily, these introspections should tell what you have learned and how you have developed from your experiences. Narratives are NOT a list of your experiences, but a response to the processes and reactions to your experiences. (see Section VII) Those reviewing your portfolio are interested in your responses to and understanding of your growth process. Each performance indicator presents an opportunity for reflection.
How many artifacts do I need for each standard?
One or two artifacts are recommended for each of the standard’s performance indicators. You can repeat artifacts for more than one indicator.
When are the portfolios due?
The portfolio is a requirement for all students seeking certification at Webster University and is due two weeks after the completion of apprentice teaching or as soon as possible. If a portfolio is submitted by the first Monday of the month and is approved, paperwork will be sent to the State by the last Friday of the same month. If approval is denied, the schedule begins anew after you resubmit. Certification applications will not be sent until portfolios are approved.
How many artifacts should my portfolio contain?
Students tend to include too many artifacts in a portfolio. While Webster does not limit the amount of artifacts you can use, we encourage you to think about being very concise. Two to three well-executed lesson plans can suffice for an entire portfolio. Think quality, not quantity.
I’m not sure I understand narratives. What are they supposed to do?
In some ways, the narratives are the essence of your portfolio. What you say about your artifacts is more important than the actual artifacts. Do not include anything in your portfolio that you do not ultimately reflect on in a narrative. The narratives tell the evaluator how you are growing as an educator.
Should I include worksheets from lesson plans?
The artifacts in your portfolio should be your own. Worksheets that you have authored (please indicate this) are appropriate, but copies from other teachers or textbooks serve no purpose. There might be exceptions to this, but the reasons would have to be explained in your narrative!!!
XI. IMPORTANT THOUGHTS
In constructing this portfolio, you come to know yourself as a teacher. The evidence you examine (artifacts) and your comments (narratives) will ultimately change your teaching strategies to make them more effective. This process of professional growth is powerful, individual, and lifelong. It is what teachers do, and value, and continue to do.
1) Begin gathering artifacts for your portfolio as early in your teacher preparation program as possible. Your portfolio is dynamic, changing as new pieces better demonstrate your competence. As you add to your teaching strategies and practice these in school settings, document your growing competence in your portfolio. In your narratives, reflect on weaker moments and how they have changed or become stronger areas of your expertise.
2) Feedback along the way is important. We encourage you to work on this collaboratively. An instructor from your area will review the portfolio when it is completed, but you can get responses and ideas from your fellow students as the portfolio develops. This will not lead to cookie-cutter portfolios, but to deeper reflection on the decisions you are making and clearer communication of that thinking.
4) Indicate whether your artifacts are authored by you or another. Identify your work by putting your name on the lesson plans, worksheets, and exams you have generated. If you have borrowed a worksheet or test from another source for a lesson plan or assessment tool, identify the source and, in your narrative, tell why you thought this document was a good choice.
XII. SCHOOL OF EDUCATION GOALS
The process and final product of the teacher portfolio corresponds to and reflects the goals of the School of Education at Webster University as stated below.
WEBSTER UNIVERSITY
SCHOOL OF EDUCATION
Vision: “ . . . We all must work to make this world worthy of its children.” (Casals, 1970)
Mission: The School of Education at Webster University provides its students with the knowledge, experiences, and practical tools that help them guide both themselves and others toward lifelong learning. The School of Education is a community of educator-scholars who apply critical reflections and creative energies to enhance learning in schools and other educational settings. The faculty strives to support this community by modeling effective teaching practices based on sound theory and research. Personalized approaches create a challenging, yet supportive environment that permits the risk-taking necessary for learning and growth. The School of Education encourages its faculty and students to work actively toward this end, keeping in mind that action must be rooted in visionary, yet realistic, thinking. This thought and action process underscores the development of an inner-directed self-understanding, an outer-directed global perspective, and an appreciation of human diversity that arises from both.
Theme: Developing a world of learners through knowledge, leadership, and life-long learning.
[pic]
The mandala is a universal design that represents meaning. It appears in children’s early drawings in many cultures and seems a fitting symbol to represent the conceptual schema of the School of Education. The outer circle is the “world of learners” in cultural settings. Each quadrant represents one of the school’s four goals for its candidates: to develop knowledgeable learners, informed instructors, reflective collaborators, and responsive educators. The two axes represent the theme components of knowledge, leadership, and life-long learning. These lines are broken to emphasize the fluid relationship of the goals and integrated concepts.
Goals
1. Education candidates will demonstrate knowledge of the subject matter, knowledge of the learner, and knowledge of pedagogy based on inquiry and scholarship.
The knowledgeable learner:
1. knows content that supports conceptual understanding;
2. applies tools of inquiry to construct meaningful learning experiences;
3. identifies developmental factors in student learning; and
4. understands theoretical principles of effective instruction to plan learning experiences.
2. Education candidates will incorporate multiple assessment and instructional strategies to support effective educational practices based on research and theory.
The informed instructor:
1. designs curriculum based on students’ prior knowledge, learning styles, strengths, and needs;
2. understands and uses a range of instructional strategies;
3. uses a variety of communication modes, media, and technology to support student learning; and
4. employs a variety of formal and informal assessments to monitor learning and modify instruction.
3. Education candidates will reflect on the roles educators take as leaders of change through collaboration with colleagues, students, and families in schools and communities.
The reflective collaborator:
1. values and integrates reflection to grow as a professional;
2. promotes communication and collaboration with colleagues, families, and community leaders;
3. seeks relationships with families and students to support student learning; and
4. initiates change that benefits students and their families.
4. Education candidates will demonstrate respect for diversity through responsive teaching and learning that values individual differences.
The responsive educator:
1. understands and responds appropriately to issues of diversity
2. acknowledges social and cultural contexts to create effective teaching and learning environments;
3. adapts instruction to the learner’s knowledge, ability, and background experience; and
4. identifies resources for specialized services when needed.
Dispositions:
There are various definitions of dispositions. The dictionary suggests that dispositions are the combination of traits revealed by one’s habitual ways of behaving or thinking. NCATE defines dispositions as “the values, commitments and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as the educator’s own professional growth. “ (Professional Standards, p. 53) Interpreting and assessing dispositions is often more intuitive than it is descriptive and measurable. Regardless of the difficulty of assessment, there is significant value in focusing attention on qualities that make an effective teacher.
1. Understands and Respects Self
1. Understands and respects that s (he) may be different from others
2. Embraces an openness to change (adaptability, flexibility)
3. Exhibits curiosity
4. Engages in reflection
2. Understands and Respects Others
1. Understands, respects, and responds appropriately to diversity in a variety of settings
2. Exhibits empathy
3. Commits to fairness and honesty
4. Listens respectfully to other points of view
3. Understands and Respects Professional Communities
1. Commits to professional behavior in university and school cultures
2. Practices informed decision-making in university and school cultures
3. Communicates and collaborates in university and school cultures
4. Accepts academic rigor (willingness to work/ high expectations)
5. Affects change with courage and confidence
.
XIII. EVALUATION FOR PORTFOLIO
MoSTEP RUBRICS FOR PORTFOLIO EVALUATION
MOSTEP Standard 1: The preservice teacher understands the central concepts, tools of inquiry and structures of the disciplines within the context of a global society and creates learning experiences that make these aspects of subject matter meaningful for students.
|Meets the Standard |Not Yet Meeting the Standard |Insufficient Evidence |
|The preservice teacher demonstrates strong |The preservice teacher demonstrates a basic |There is insufficient evidence upon |
|knowledge of relevant central concepts, tools |knowledge of the disciplines, possibly only |which to make a determination. |
|of inquiry and structures of the disciplines |exhibiting the knowledge or skills of a | |
|with no serious gaps or inaccuracies in |discipline rather than the central concepts | |
|understanding. |that unify the discipline. The preservice | |
| |teacher’s work, however, may demonstrate flaws | |
| |or gaps in disciplinary understanding. | |
|Lesson preparation and instruction reveal the |There is little or no evidence of teaching |There is insufficient evidence upon |
|ability to make connections between and among |content in a meaningful context that connects |which to make a determination. |
|the content, other disciplines, and student |to students’ interests and lives or to connect | |
|background and life experiences. |subject matter within and across disciplines | |
MOSTEP Standard 2: The preservice teacher understands how students learn and develop, and provides learning opportunities that support the intellectual, social and personal development of all students.
|Meets the Standards |Not Yet Meeting the Standard |Insufficient Evidence |
|The preservice teacher applies knowledge of how|The preservice teacher demonstrates a basic |There is insufficient evidence upon|
|students learn and develop to create |knowledge of theories and principles of human |which to make a determination. |
|developmentally appropriate learning |development and learning (e.g. paraphrases the | |
|opportunities that not only strengthens prior |most major developmental and learning | |
|knowledge and encourages student |theorists). However, there is little or | |
|responsibility, but also supports the |superficial evidence of using this knowledge to| |
|intellectual, social, and personal development |create developmentally appropriate instruction.| |
|of all students. | | |
MOSTEP Standard 3: The preservice teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
|Meets the Standards |Not Yet Meeting the Standard |Insufficient Evidence |
|The preservice teacher demonstrates the |The preservice teacher demonstrates a |There is insufficient evidence upon |
|ability to adapt instruction and assessment to|recognition that students differ in their |which to make a determination. |
|meet the diverse physical, intellectual, and |approaches to learning but offers only | |
|cultural needs of individual students |occasional or narrow evidence of the ability to| |
| |implement even the most basic adaptations to | |
| |meet the needs of individual learners. | |
|Based in high expectations, activities connect|The preservice teacher may assert a belief in |There is insufficient evidence upon |
|with and build upon students’ individual |the individuality of learners (possibly |which to make a determination. |
|strengths, prior experiences, family, culture,|considering only ability differences), but | |
|and community heritages. |instruction appears predominately designed for | |
| |the whole class. | |
|The candidate demonstrates knowledge of when |Overt knowledge of when and how to access |There is insufficient evidence upon |
|and how to access specialized services. |specialized services is superficial or absent. |which to make a determination. |
MOSTEP Standard 4: The preservice teacher recognizes the importance of long-range planning and curriculum development and develops, implements, and evaluates curriculum based upon student, district, and state performance standards.
|Meets the Standard |Not Yet Meeting the Standard |Insufficient Evidence |
|The preservice teacher demonstrates the ability |The preservice teacher demonstrates the |There is insufficient evidence upon |
|to create and implement short-term curriculum |ability to create and implement short-term |which to make a determination. |
|goals, the ability to set and/or to work toward |classroom curriculum without providing | |
|long-term curricular goals, and the ability to |evidence of either the ability to set and/or | |
|evaluate the impact of delivered curriculum. |to work toward long-term curricular goals or | |
| |the ability to evaluate the impact of | |
| |delivered curriculum. | |
|The preservice teacher is aware of state and |Although lesson plans may include references |There is insufficient evidence upon |
|district knowledge and performance standards and|to state knowledge and performance standards, |which to make a determination. |
|considers those, as well as student needs, when |references tend not to be reflected in what | |
|planning lessons. |K-12 students were actually asked to do. | |
|Instructional planning and implementation |Lesson tend to focus on whole-class |There is insufficient evidence upon |
|consider individual student learning styles and |instruction. |which to make a determination. |
|are constructed to build student skills in | | |
|developmentally appropriate ways. | | |
|During implementation, the preservice teacher |Little evidence is available to indicate the |There is insufficient evidence upon |
|demonstrates flexibility by evaluating and |teacher’s ability or inclination to evaluate |which to make a determination. |
|changing long- & short-term goals and/or |and change goals and/or instruction to meet | |
|instruction to meet student needs. |student needs. | |
MOSTEP Standard 5: The preservice teacher uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
|Meets the Standard |Not Yet Meeting the Standard |Insufficient Evidence |
|The preservice teacher uses and subsequently |The preservice teacher uses a limited set of |There is insufficient evidence upon |
|evaluates the impact of a variety of |instructional strategies, materials, or |which to make a determination. |
|instructional strategies, materials, and |technology to create lessons mostly at the | |
|technologies to meet individual student needs |recall/recognition level; the candidate may not | |
| |distinguish multiple activities using the same | |
| |strategy from using different strategies. | |
|Artifacts reveal the use of a variety of |There is little or no evidence of either the |There is insufficient evidence upon |
|strategies to encourage students’ development |ability to create learning opportunities that |which to make a determination. |
|of critical thinking, problem solving, and |encourage students; development of critical | |
|performance skills |thinking, problem solving, and performance | |
| |skills or the ability to align instructional | |
| |strategy with content and/or skills to be taught| |
|The candidate offers evidence of the ability |The candidate reveals only limited evidence of |There is insufficient evidence upon |
|to engage each student in active learning; |the ability to engage each student in active |which to make a determination. |
|moreover, instructional artifacts emphasize a |learning; rather, instructional artifacts | |
|balance between teacher-centered, whole-class |emphasize a frequently teacher-centered, | |
|instruction and more student-centered, |whole-class approach to instruction | |
|individualized instruction. | | |
|The candidate uses student work in the |The candidate tends to assert the positive |There is insufficient evidence upon |
|evaluation of a strategy’s impact on student |impact of a strategy rather than provide |which to make a determination. |
|learning. |evidence via student work. | |
MOSTEP Standard 6: The preservice teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
|Meets the Standard |Not Yet Meeting the Standard |Insufficient Evidence |
|The preservice teacher provides evidence of |The preservice teacher may recount the |There is insufficient evidence upon |
|not only knowing but also applying motivation |principles (or theorists) of individual and |which to make a determination. |
|theories and behavior management strategies |group motivation and behavior management but | |
|and techniques to create a collaborative, |offer little or no evidence of the ability to | |
|participatory, and individualized learning |design and implement a collaborative, | |
|environment that encourages positive social |participatory, or individualized learning | |
|interaction, active engagement in learning and|environment that encourages positive social | |
|self-motivation. |interaction, active engagement in learning, and| |
| |self-motivation. | |
|The preservice teacher demonstrates the |Maintaining control may be emphasized over |There is insufficient evidence upon |
|capacity to actively engage students in their |student empowerment. |which to make a determination. |
|own learning and the effort to encourage all | | |
|students to set, monitor, and adjust their | | |
|learning goals and behavior. | | |
MOSTEP Standard 7: The preservice teacher models effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
|Meets the Standard |Not Yet Meeting the Standard |Insufficient Evidence |
|The preservice teacher uses clear and articulate|The preservice teacher demonstrates effective |There is insufficient evidence |
|verbal, nonverbal and media communication tools |personal oral and written communication skills |upon which to make a |
|in all interactions with students, parents, |and presentation techniques, including limited |determination. |
|colleagues and the community. |media communication to communicate with | |
| |students, parents, colleagues, and the | |
| |community. | |
|The candidate uses these communication tools and|The candidate can describe how these |There is insufficient evidence |
|techniques to support the learner’s development |communication skills might be used to develop |upon which to make a |
|of effective communication skills and to foster |learners’ skills or to foster active inquiry, |determination. |
|active inquiry, collaboration, and supportive |collaboration, and supportive interaction in the| |
|interaction in the classroom. |classroom without actually giving evidence | |
| |demonstrating the ability. | |
|Interactions with students tend to treat |Interactions with students tend to treat |There is insufficient evidence |
|students as valued individuals. |students as all being the same. |upon which to make a |
| | |determination. |
|Use of communication/media technology is |Use of communication/media technology is limited|There is insufficient evidence |
|appropriate and varied. |and conventional. |upon which to make a |
| | |determination. |
MOSTEP Standard 8: The preservice teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
|Meets the Standard |Not Yet Meeting the Standard |Insufficient Evidence |
|The preservice teacher understands and uses formal |The preservice teacher demonstrates a basic |There is insufficient evidence upon|
|and informal traditional and performance-based |knowledge of formal assessment strategies |which to make a determination. |
|assessment strategies to evaluate and ensure the |for a variety of purposes (i.e. | |
|continuous intellectual, social and physical |intellectual, social, and physical | |
|development of the learner, including but not |assessment); alternatively, the candidate | |
|limited to understanding of state |may reveal only a narrow range of even | |
|knowledge/performance standards and their |formal assessment strategies, tending to | |
|assessment. |focus on whole-class knowledge testing. | |
|Evidence demonstrateds a knowledge of state |Provides little or no evidence of knowledge |There is insufficient evidence upon|
|knowledge/performance standards and their |of state knowledge/ performance standards or|which to make a determination. |
|assessment. |their assessment. | |
|This teacher maintains and uses data from |There is little or no evidence that the |There is insufficient evidence upon|
|assessment activities to inform instruction and to |candidate uses information generated from |which to make a determination. |
|provide constructive and specific feedback to |assessment to inform instruction or to | |
|students, parents and colleagues. |foster student self-assessment or growth. | |
|The candidate consciously encourages and supports |There is little or no evidence of the |There is insufficient evidence upon|
|students’ self assessment as a means to enhancing |ability to maintain useful records of |which to make a determination. |
|their own learning and achievement; moreover, |student performance and/or to communicate | |
|evidence reveals the willingness and ability to use|constructive and specific feedback to | |
|assessment data to offer constructive feedback to |students, parents, or colleagues. | |
|students, parents, and colleagues. | | |
|Student work samples verify candidate’s assessment |Knowledge and skills tend not to be |There is insufficient evidence upon|
|knowledge and skills. |supported by student work samples. |which to make a determination. |
MOSTEP Standard 9: The preservice teacher is a reflective practitioner who continually assesses the effects of choices and actions on others. This reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.
|Meets the Standard |Not Yet Meeting the Standard |Insufficient Evidence |
|The preservice teacher is a reflective |The preservice teacher does not consistently |There is insufficient evidence upon |
|practitioner who demonstrates the capacity and |exhibit the ability to think about and |which to make a determination. |
|the inclination to examine and assess the |articulate the quality of his/her own | |
|effects of his/her choices and actions on self |learning, choices, and actions on student | |
|and others; candidate reflections analyze the |learning. | |
|impact or actions on student learning (vs. | | |
|merely describing what transpired). | | |
|The candidate offers evidence that he or she |There is evidence that this teacher can |There is insufficient evidence upon |
|consciously applies professional ethical |articulate and apply professional ethical |which to make a determination. |
|standards within this reflective process. |standards to situations posed to him or her; | |
| |alternatively, there may be no evidence that | |
| |the individual has considered ethical | |
| |standards. | |
|The candidate uses reflection to analyze |Candidate reflections are primarily |There is insufficient evidence upon |
|actions and decisions, and based on his/her |descriptive of what occurred; if reflection is|which to make a determination. |
|findings the candidate refines practice and/or |used at all, it yields at most only minor | |
|seeks out opportunities to grow professionally |refinements in learning and practice, seeking | |
| |no opportunities for professional growth. | |
MOSTEP Standard 10: The preservice teacher fosters relationships with school colleagues, parents, and educational partners in the larger community to support student learning and well-being.
|Meets the Standard |Not Yet Meeting the Standard |Insufficient Evidence |
|The preservice teacher seeks opportunities to |The preservice teacher confines his/her |There is insufficient evidence upon |
|develop caring, professional, and productive |activities to the classroom and to |which to make a determination. |
|relationships with school colleagues, parents, |interactions with the cooperating teacher. | |
|and educational partners in the school and | | |
|larger community to support student learning | | |
|and well-being | | |
|The candidate demonstrates knowledge of when |The candidate shows no evidence of going |There is insufficient evidence upon |
|and how to access specialized services. |beyond the classroom to connect with others to|which to make a determination. |
| |support student learning, including but not | |
| |limited to knowledge of when and how to access| |
| |specialized services. | |
MOSTEP Standard 11: Technology in Teaching and Learning: The preservice teacher understands the theory and application of technology in educational settings and has technological skills to create meaningful learning opportunities for all students.
|Meets the Standard |Not Yet Meeting the Standard |Insufficient Evidence |
|The preservice teacher demonstrates continual |The preservice teacher demonstrates at most a |There is insufficient evidence |
|growth in the uses and troubleshooting of |basic (or very limited) knowledge of computer |upon which to make a |
|current and emerging computer technologies to |technologies with little recognition of need to |determination. |
|run software; to access, generate, and |stay abreast of evolving technologies. | |
|manipulate data; and to publish results. | | |
|The preservice teacher applies current research |The preservice teacher plans and delivers |There is insufficient evidence |
|on teaching and learning with technology to plan|learning opportunities that integrate computers |upon which to make a |
|and deliver developmentally appropriate learning|into the classroom, but these opportunities |determination. |
|opportunities that integrate a variety of |employ only a limited range of learning software| |
|software, applications, and learning tools |and little beyond games, word-processing, | |
|(e.g., graphing calculators, language |presentation software, and computerized work | |
|translators, scientific probe-ware, musical |sheets. | |
|composition software, electronic maps, etc) to | | |
|support the diverse needs of learners. | | |
|The preservice teacher identifies, locates, |The preservice teacher identifies, locates, |There is insufficient evidence |
|explores, and evaluates for accuracy and |explores computer/technology resources including|upon which to make a |
|suitability, computer/technology resources |applications, tools, educational software, but |determination. |
|including applications, tools, educational |does not evaluate these critically with regard | |
|software, and associated documentation. |to such issues as developmental appropriateness,| |
|Designs and utilizes technology-enhanced, |accuracy, or suitability to support local, | |
|learner- centered classroom strategies and |state, or national standards. Designs and | |
|activities (including teaming and/or small group|utilizes technology-based, teacher-centered | |
|collaboration) to address the diverse needs of |classroom strategies and activities, with no | |
|students. Facilitates technology-enhanced |differentiation of instruction. Facilitates | |
|learning experiences that develop students’ |technology-enhanced learning experiences that | |
|higher-order thinking skills, creativity, and |are limited to knowledge or basic-skills | |
|problem-solving skills; content standards; and |acquisition and communication. | |
|student technology standards.- | | |
|The preservice teacher uses technology |The preservice teacher exhibits little or no |There is insufficient evidence upon|
|resources in assessing student learning of |use of technology resources in assessing and |which to make a determination. |
|subject matter using a variety of assessment |managing data on student learning of subject | |
|techniques to collect and analyze data, to |matter; alternatively, uses technology to asses| |
|interpret results, and to communicate findings|only the recall/recognition of knowledge and | |
|to improve instructional practice and maximize|basic skills. | |
|student learning (including the use of | | |
|technology resources for learning, | | |
|communication, and productivity). | | |
|The preservice teacher uses technology |The preservice teacher reveals little or no |There is insufficient evidence upon|
|resources to engage in ongoing professional |evidence of the inclination or ability to use |which to make a determination. |
|development and lifelong learning, continually|technology resources to enhance professional | |
|evaluates and reflects on professional |development learning, rarely reflects on | |
|practice to make informed decisions regarding |professional practice regarding the use of | |
|the use of technology in support of student |technology in support of student learning, may | |
|learning, uses technology to communicate and |use technology to communicate with peers but | |
|collaborate with peers, parents, and the |not with parents and the larger community or to| |
|larger community in order to nurture student |collaborate or conduct research. | |
|learning and to conduct research and to solve | | |
|problems. | | |
|The preservice teacher models and teaches |The preservice teacher models and teaches legal|There is insufficient evidence upon|
|legal and ethical practice related to |and ethical practice related to technology, |which to make a determination. |
|technology, information, and software |information, and software resources, but does | |
|resources, as well as the safe and healthy use|not demonstrate the inclination to teach this | |
|of technology resources, applies technology |to students; alternatively, may disregard | |
|resources to enable and empower learners with |matters of copyright or fair acknowledgment of | |
|diverse backgrounds, characteristics, and |resources and materials taken from print or | |
|abilities, including facilitating equitable |electronic sources; expresses some concern for | |
|access to technology resources for all |the safe and healthy use of technology | |
|students. |resources; does not use technology resources as| |
| |a means to empowering learners with diverse | |
| |backgrounds, characteristics, and abilities; | |
| |does not overtly consider the issues of | |
| |equitable access to technology resources for | |
| |all students. | |
SCORING GUIDE
3=Meets Requirements 2=Does Not Yet Meet Requirements 1=Not Sufficient Evidence
Standard 1 General Score 3 2 1
• Knows the discipline 3 2 1
• Presents content in multiple ways 3 2 1
• Uses students’ prior knowledge 3 2 1
• Strengthens thinking skills 3 2 1
• Creates interdisciplinary learning 3 2 1
Comments:
Standard 2 General Score 3 2 1
• Understands children, their interests and needs 3 2 1
• Strengthens prior knowledge with new ideas 3 2 1
• Encourages student responsibility 3 2 1
• Knows theories of learning 3 2 1
Comments:
Standard 3 General Score 3 2 1
• Assesses learning needs 3 2 1
• Individualizes instruction 3 2 1
• Uses special services when appropriate 3 2 1
• Connects to family, culture and prior experience 3 2 1
Comments:
Standard 4 General Score 3 2 1
• Encourages problem-solving 3 2 1
• Guides learning experiences 3 2 1
• Teaches for diverse learning styles 3 2 1
• Builds in assessment standards 3 2 1
• Does effective long range planning 3 2 1
Comments:
Standard 5 General Score 3 2 1
• Selects alternative teaching strategies 3 2 1
• Fosters critical thinking and problem-solving 3 2 1
Comments:
Standard 6 General Score 3 2 1
• Maintains atmosphere conducive to learning 3 2 1
• Manages time, space, transitions, activities 3 2 1
• Engages students in decision making 3 2 1
Comments
Standard 7 General Score 3 2 1
• Demonstrates verbal/ non-verbal communication skills 3 2 1
• Is sensitive to cultural, physical, and gender differences 3 2 1
• Involves students in writing, speaking and listening 3 2 1
• Uses a variety of communication tools 3 2 1
Comments:
Standard 8 General Score 3 2 1
• Uses formal and informal assessment methods 3 2 1
• Involves students in self-assessment 3 2 1
• Keeps record of student work 3 2 1
Comments:
Standard 9 General Score 3 2 1
• Shows commitment to teaching 3 2 1
• Evaluates self as teacher 3 2 1
• Uses instructional materials and community resources 3 2 1
• Practices the profession’s ethical standards 3 2 1
Comments:
Standard 10 General Score 3 2 1
• Maintains collegial relationship with colleagues 3 2 1
• Is sensitive to students emotional or learning needs 3 2 1
• Communicates with parents and teachers 3 2 1
• Uses school and community resources 3 2 1
Comments:
Standard 11 General Score 3 2 1
• Understands technology operations and concepts 3 2 1
• Integrates technology in curriculum to support learning 3 2 1
• Applies technology to assessment strategies 3 2 1
Comments:
-----------------------
The Standards
The Narrative
The Artifacts
8.2
4.1
4.2
................
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