A Guide for Compiling a Portfolio -No Rubrics

8/12/2019 A Guide for Compiling a Portfolio -No Rubrics

1/35


2/35

NCATE accredited since 1954 adopted by College of Edcation 1!"#$

"%ar"&&&"apps"con%ersion"tmp"scratch'5"!15!!()55*doc


3/35

Teacher &or' Sample (T&S) Committee

+r* ,* Amorino +r* -* .night

/rof* -* 0occhino +r* 0* ee

+r* * Cahir +r* * orent2en/rof* A* Carso +r* -* -obley+r* 3* +elisco +r* * 6sborne

/rof* * E%ans +r* ,* 6ssaty

+r* ,* 7offman +r* 8* odrige2+r* * Schraer,oiner +r* +* Schman

+r* +* ,oiner

September #$$* Edition

+CATE ,--ICE TEAC.I+G PER-,R/A+CE CE+TER Kean Uniersit! Kean Uniersit!

College of Education College of Education

&illis .all0 Room 1$2 &illis .all0 Room 11$

Union0 +3 $4$*5 Union0 +3 $4$*5

Phone6 (%$*) 45472#88 Phone6 (%$*) 454721*9

-a:6 (%$*) 45472#89 -a:6 (%$*) 45472119

Email6 ncate;'eaniian Rodrigue?0 Associate =ean

College of Education

"%ar"&&&"apps"con%ersion"tmp"scratch'5"!15!!()55*doc
mailto:[email protected]:[email protected]


4/35

Table of Contents

I< The SPECTRU/ /odel6 Kean Uniersit!@ Conceptual

-rameor' for Teacher Education


5/35


6/35

I< The Spectrum /odel (continued)

Kean Uniersit!@s Conceptual -rameor' for Teacher Education

K!"#$ %'()*+ -++), #%+*+#!-/ %+-+)$#)%, /)-#$ +0)!,

- +0) *!#+ "0)) ! +)-*03

'-%) ! -%+) !4 *!+)+, +0)! - *#+#*-/ +0#5#$.

F-*#/#+-+#$ - -%%)%%#$ P612 %+)+ /)-#$,

--$#$ +0) */-%%!!3

'-%) ! 5!"/)$), -*+#*) - )8)#)*).

M-5#$ - *!#+)+ +! +0) !4)%%#!, 0-#$ )+0%#-% 4! +)-*0#$3

*-#$, 4-#)%%, 0!)%+, )%!%#'#/#+ - %!*#-/ (%+#*)3

'-%) ! ')/#)4% -'!+ +0) "!/.

!

KNOWLEDGE

SKILLS

DISPOSITIONSVAL;ES


7/35

II< College ,f Education /ission Statement

The mission of the College of Edcation based on or conceptal frame&ork is to prepare

informed dynamic professionals for di%erse settings &hoD

1* demonstrate a broad backgrond in hmanities mathematics and the sciences ha%e anindepth nderstanding of one academic discipline and apply this kno&ledge andnderstanding in their professional settings

!* think creati%ely and critically in sol%ing edcational problems and make sond decisionsbased on their kno&ledge of theory

=* design and integrate a %ariety of instrctional strategies and technologies matched to

appropriate di%erse learning styles

4* accrately assess analy2e and monitor stdent learning make appropriate adFstments to

instrction and ha%e a positi%e effect on all stdents

5* recogni2e respect and respond appropriately to indi%idal and cltral differences

$* establish professional and collaborati%e relationships among all edcational stakeholders

(* commit to be lifelong learners and ad%ocates of Gality schooling for all*

dopted, !ollege of "ducation, #ctober $, %&&&

=


8/35

III< College ,f Education Bearning ,utcomes

The College of Edcation has defined a set of learning otcomes that candidates mst meetreflecting the S/ECT?- conceptal frame&ork of .no&ledge Skills and +ispositions

B8ales* E%ery indi%idal program &ithin the College also has de%eloped a set of specific

learning otcomes reflecting kno&ledge skills and dispositions of particlar disciplines* ;norder to gradate and"or be certified candidates mst sho& e%idence that they ha%e achie%ed

both college and program otcomes* The portfolio is one way in which students demonstrate

their achievements. The College of Edcation learning otcomes that appear belo& are aligned

&ith theNew 'ersey Professional Teaching (tandards.

Knoledge

(A) Subect /atter

The beginning teacher has a thorogh nderstanding and kno&ledge of sbFect matter andnational professional and New 'ersey !ore !urriculum !ontent (tandards, and ses

sch kno&ledge to create effecti%e learning e


9/35

The beginning teacher ses a %ariety of instrctional strategies and technologies that

encorage each stdent to de%elop critical thinking and problemsol%ing skills*

(C) Bearning Enironment

The beginning teacher creates a learning en%ironment that encorages acti%e engaged

learning positi%e interaction and selfmoti%ation for all stdents*

(=) Communication and Technolog!

The beginning teacher effecti%ely commnicates in the classroom by sing a %ariety of

commnication skills inclding %erbal and non%erbal techniGes technology and media*

(E) Assessment

The beginning teacher effecti%ely ses formal and informal assessment strategies to

e%alate stdent progress and makes appropriate adFstments to instrction based on

his"her assessment*

(-) Student Support

The beginning teacher &orks &ith parents"family members school colleages andcommnity members to spport stdent learning and de%elopment*

(G) Reflection and Professional =eelopment

The beginning teacher is a reflecti%e practitioner &ho continally e%alates the effects of

her"his choices and actions on others Bstdents parents and other professionals in thelearning commnity and &ho acti%ely seeks opportnities to gro& professionally*

=ispositions>alues

(A) =iersit!Indiidual =ifferences

The beginning teacher appreciates indi%idal cltral and lingistic differences sho&srespect for the di%erse talents of all learners and is committed to helping de%elop self

confidence and competence*

(F) .igh E:pectations

The beginning teacher belie%es that all stdents can learn at high le%els and persists inhelping all stdents achie%e sccess*

(C) Communit!Culture

The beginning teacher &orks prodcti%ely &ithin commnity and cltral norms*

5


10/35

(=) Positie Climate

The beginning teacher takes responsibility for establishing a positi%e climate in the

classroom and participates in maintaining sch a climate in the school as a &hole*

(E) Positie Role /odel

The beginning teacher recogni2es her"his responsibility to ser%e as a positi%e role model*

(-) Bife7long Bearner

The beginning teacher is a lifelong learner &ho seeks ot opportnities for continedgro&th*

pproved, !ollege of "ducation, #ctober %&&)

$


11/35

I>< A Guide to Compiling a Teacher &or' Sample Portfolio

A< &hat is a Teacher &or' Sample Portfolio

A Teacher Work Sample /ortfolio docments the candidates@ achie%ements o%er thecorse of a teacher preparation program at .ean ?ni%ersity at the core of &hich is theimpact the candidate has on /1! stdent learning* ;t incldes the Teacher Work Sample

BTWS files that demonstrate e%idence of /1! stdent learning* The TWS mst sho&

satisfactory achie%ement of the learning otcomes of the College of Edcation and thecandidates@ program of stdy as &ell as e%idence of /1! stdent learning* The format

of the Teacher Work Sample /ortfolio may be traditional print and"or electronic

mltimedia file*

+ring the ;ntrodctory and /reprofessional ield E


12/35

Edcation based on kno&ledge skills and dispositions"%ales* The statement shold

be kept to a readable length of no more that t&o to three doblespaced pages* Thestdent shold be prepared to discss this statement in detail &ith an instrctor*

Charts graphs and attachments* Charts graphs and assessment instrments are

reGired as part of the portfolio"TWS docment* 6ther attachments sch as stdent

&ork may be pro%ided* 7o&e%er be %ery selecti%e and make sre the attachmentspro%ide clear concise e%idence of ho& performance is related to TWS standards and

the stdents@ learning progress*

Narrati%e length* A sggested page length for the narrati%e is gi%en at the end of each

component section* There is some fle


13/35

district content standards* An assessment plan &ill be created to measre stdent

performance before Bpreassessment dring Bformati%e assessment and after Bpostassessment and a plan for instrction de%eloped* After teaching the nit stdent

learning &ill be analy2ed and then instrction &ill be reflected pon and e%alated as

related to stdent learning*

Sccessfl teacher candidates spport learning by designing a Teacher Work Sample that

employs a range of strategies and bilds on each /1! stdent@s strengths needs andprior e


14/35

/ost0accalareate stdents may incr problems &ith beginning the Teacher Work

Sample /ortfolio becase of corses &ai%ed i*e* introdctory field ho&e%er they arestill responsible for completing a Teacher Work Sample /ortfolio* /ost0ac stdents are

to be gi%en information abot completing the Teacher Work Sample /ortfolio at the time

of entry into the certification program*

Elementary -iddle > Secondary Edcation and Early Childhood gradate stdents &ho

are seeking initial teacher certification are also responsible for completing an TeacherWork Sample /ortfolio and &ill be gi%en information on the Teacher Work Sample/ortfolio process throgh their respecti%e program*

Beel II6 Preprofessional -ield E:perience Students

Candidates enrolled in coreGisite corses &ith the /reprofessional ield E


15/35

Analysis of Stdent earning and eflection and SelfE%alation* These coreGisite

corses areD EC4### E+?C4### E-SE 49## -?S4### /E+4$1# S/E+4!##E-SE5=14 or 55$1*

The capstone corse instrctor from each corse listed abo%e is responsible for thecontined de%elopment of the Teacher Work Sample /ortfolio* The capstone instrctor

&ill re%ie& each candidates@ Teacher Work Sample /ortfolio pro%iding gidance in the

de%elopment and reflection of Teacher Work Sample processes and formally e%alatingthe Teacher Work Sample /ortfolio sing the appropriate rbrics and the Teacher WorkSample /ortfolio Assessment form in the e%alation* The Teacher Work Sample

/ortfolio e%alation &ill be inclded in the grade for the capstone corse*

3radate stdents in EC 55$5 and E-SE 55$1 &ill be responsible for completing the

Teacher Work Sample /ortfolio*

The ni%ersity sper%isor"clinical instrctor also is responsible for re%ie&ing and

formally e%alating each candidate@s Teacher Work Sample /ortfolio and pro%iding

assistance in the de%elopment process and the accompanying reflections* The ni%ersity

sper%isor"clinical instrctor &ill se the Teacher Work Sample /ortfolio Assessmentbrics and the Teacher Work Sample /ortfolio Assessment form in the e%alation &ith

inpt from the cooperating teacher*

At e%el ;;; the Teacher Work Sample &ill be e%alated by both the ni%ersity corse

instrctor AN+ the ni%ersity sper%isor"clinical instrctor*

E< Ealuating the Teacher &or' Sample Portfolio

Beel I

The instrctor of the ;ntrodctory ield E


16/35

;nstrctors"sper%isors are to se the Teacher Work Sample /ortfolio Assessment

/rocesses form as a gide to smmari2ing a candidates@ performance in each section* ;tis not necessary to sm the candidates@ score in each descriptor to achie%e a total score in

each section*

Beel II

The corse instrctor of the follo&ing corsesD EC==## E-SE=1!= E-SE=!1#E-SE=!!# E-SE=!=# E-SE=!4# E-SE=!5# E-SE=41# E-SE=4#=A=9##"=9#1 A5#15"5#1$ -?S==1#"==11 /E+=$1# =$11 S/E+=### T7E=!!#

&ill be responsible for assisting stdents in de%eloping the -iniTeacher Work Sample

/ortfolio processes re%ie&ing each stdent@s -iniTeacher Work Sample /ortfolio andformally e%alating the -iniTeacher Work Sample /ortfolio sing the Teacher Work

Sample /ortfolio Assessment brics and the Teacher Work Sample /ortfolio

Assessment form*

The ni%ersity sper%isor"clinical instrctor &ill spport the preprofessional field

e


17/35

;nstrctors"sper%isors shold se the Teacher Work Sample /ortfolio Assessment/rocesses form as a gide to smmari2ing a candidates@ performance in each section* ;t

is not necessary to sm the candidates@ score in each descriptor to achie%e a total score in

each section*

The cooperating teacher &ill se the Teacher Work Sample /ortfolio as a catalyst for

discssion abot best teaching practices* The cooperating teacher &ill pro%ide inpt tothe ni%ersity sper%isor"clinical instrctor regarding the e%alation of the Teacher WorkSample /ortfolio*

Each professional intern &ill ha%e t&o Teacher Work Sample /ortfolio e%alations onefrom the ni%ersity sper%isor"clinical instrctor and one from the capstone instrctor*

E-/-+#! F! S'#%%#!

A copy of the completed Teacher Work Sample /ortfolio Assessment form &ill be

sbmitted to the Teaching /erformance Center by the designated instrctor of the e%el ;;; or ;;; corse*

or the professional internship a completed Teacher Work Sample /ortfolio Assessmentorm &ill be sbmitted to the Teaching /erformance Center by both the ni%ersity

sper%isor"clinical instrctor and the e%el ;;; corse instrctor*

1=


18/35

>< ,erie of Teacher &or' Sample (T&S)

The >ision

Sccessfl teacher candidates spport learning by designing a Teacher Work Sample that

employs a range of strategies and bilds on each stdent@s strengths needs and priore


19/35


20/35

Teacher &or' Sample

Teaching Processes Assessed b! the Teacher &or' Sample (T&S)

TEACHING PROCESSES, TWS STANDARDS AND INDICATORS

Conte


21/35

Conte:tual -actors

To be completed b!6 Introductor! (Beel I) and Professional Interns (Beel III)isual ,rgani?er

Bearning Goals Assessments -ormat of Assessment Adaptations

earning 3oal 1

"+ample: The student

will lin wild animals

with their habitats.

/reAssessment ChecklistD game &ith

animal masks > centersrepresenting habitats

Btree lake brro&

ca%e

epeat and modify

instrctions as needed*+emonstrate and assist

&ith ctting gling etc*

/ro%ide model of a

mask and model ho& to

mo%e to habitat centers*

.eep all acti%ities high

interest and brief*

ormati%e Assessment Animal pppets and

habitats Be*g* bird and

nest anecdotal records

EJ > a pictre

Fornals

/ro%ide concrete models

and assistance &ith fine

motor tasks as needed*

/ro%ide mltiple

e A*

/ostAssessment ChecklistD game &ith

animal masks > centers

representing habitats

Suggested Page Bength6! K pre and postassessment instrments scoring rbrics"keys andassessment plan table

!#


25/35

=esign for Instruction

Unit Plan andor Besson Plans

To be completed b!6 Pre7professional -ield E:perience Students (Beel II) and

Professional Interns (Beel III)

Documents

A Guide for Compiling a Portfolio -No Rubrics