GATE IIGATE II

MCEA Professional MCEA Professional Semester Admission Semester Admission

PortfolioPortfolio

During this session . . . During this session . . .

• LogisticsLogistics

• Portfolio structurePortfolio structure

• Examples of entriesExamples of entries

• Questions and Questions and

answersanswers

Admission to the Professional Admission to the Professional Semester:Semester:

• PRAXIS II passing scoresPRAXIS II passing scores• Grades of at least B in the Grades of at least B in the teaching phaseteaching phase

of at least three block courses (ES 305 – of at least three block courses (ES 305 – 309)309)

• Grades of at least C in each of ES 304 – Grades of at least C in each of ES 304 – 309)309)

• Successful portfolio reviewSuccessful portfolio review• Human Relations Competencies Human Relations Competencies

completedcompleted

Who?Who?

• Any MCEA student Any MCEA student currently in Blockcurrently in Block

• It doesn’t matter if It doesn’t matter if you have a clean-you have a clean-up semesterup semester CS 9CS 9

Where and When?Where and When?

• DEPARTMENT of DEPARTMENT of EDUCATION STUDIES EDUCATION STUDIES (Centennial Hall 3215)(Centennial Hall 3215)

• Deadline: Friday, May Deadline: Friday, May 9th, 2014 at 12:00 noon9th, 2014 at 12:00 noon

What is the What is the Portfolio?Portfolio?

A set of reflections and artifacts that A set of reflections and artifacts that

documents your growth towards the documents your growth towards the

ten Wisconsin Teacher Standardsten Wisconsin Teacher Standards

Competence LevelsCompetence Levels

1.1. Awareness: Awareness: Not fully confident about starting to Not fully confident about starting to apply the knowledge/skill in the classroom. Needs people to apply the knowledge/skill in the classroom. Needs people to show, formulate examples, and sometimes do it for them. show, formulate examples, and sometimes do it for them.

2.2. Application: Application: Starting to apply the knowledge but Starting to apply the knowledge but needs affirmation that s/he is on the right track or needs needs affirmation that s/he is on the right track or needs extra assistance at times.extra assistance at times.

3.3. Management: Management: Consistently and effectively Consistently and effectively demonstrates the knowledge or skill and accurately records demonstrates the knowledge or skill and accurately records the impact on students. Able to reflectively change his/her the impact on students. Able to reflectively change his/her application to strengthen that impact. S/he looks for application to strengthen that impact. S/he looks for advanced knowledge or skill in this area.advanced knowledge or skill in this area.

4.4. Refinement: Refinement: Knows the subject/skill in depth and breadth allowing them to Knows the subject/skill in depth and breadth allowing them to teach teach other professionalsother professionals in a competent manner. in a competent manner. Other Professionals see them as a source for Other Professionals see them as a source for

extensive information and assistance in this areaextensive information and assistance in this area ..

What competence do I have to What competence do I have to demonstrate at Gate II?demonstrate at Gate II?

• GrowthGrowth from Gate I for Standards 1, 2, from Gate I for Standards 1, 2, 4, 9 to at least level 2 (beginning to 4, 9 to at least level 2 (beginning to apply)apply)

• At least level 2 for Standards 6, 7At least level 2 for Standards 6, 7

• At least level 1 (awareness) for At least level 1 (awareness) for Standards 3, 5, 8, 10Standards 3, 5, 8, 10

What is Level 2?What is Level 2?

Application: Application: Starting to applyStarting to apply the the knowledge but needs affirmation that knowledge but needs affirmation that s/he is on the right track or needs extra s/he is on the right track or needs extra assistance at times.assistance at times.

• Requires Requires implementationimplementation in classrooms in classrooms with studentswith students

• May May notnot have attempted all parts of a have attempted all parts of a standardstandard

• Classroom practices may be Classroom practices may be inconsistent, inconsistent, ineffective, or include mistakesineffective, or include mistakes

Conceptual FrameworkConceptual Framework The University of Wisconsin- The University of Wisconsin-

Eau Claire’s Teacher Eau Claire’s Teacher Education Program commits Education Program commits itself to itself to Preparing Preparing

Collaborative Leaders Collaborative Leaders who who can develop, apply, and can develop, apply, and

integrate knowledge within integrate knowledge within and across subjects, as well and across subjects, as well

as reflect on their practice to as reflect on their practice to

improve performance improve performance..

Collaborative LeadershipCollaborative Leadership

• IsIs the the intentionalintentional and and skillfulskillful management of relationships that enables management of relationships that enables others to succeed individually while accomplishing a collective outcome.others to succeed individually while accomplishing a collective outcome.

• Collaborative leadersCollaborative leaders ably facilitate the involvement of two or more ably facilitate the involvement of two or more people in a group working toward a shared outcome in a manner that people in a group working toward a shared outcome in a manner that reflects collective ownership, authorship, use, or responsibility. reflects collective ownership, authorship, use, or responsibility.

•   Collaboration is NOT the outcome or goal. Collaborations are Collaboration is NOT the outcome or goal. Collaborations are processesprocesses that, when successful, align people’s actions to accomplish a that, when successful, align people’s actions to accomplish a goal or solve a problem. goal or solve a problem.

• Collaborative leaders possess knowledge, skills, and dispositionsCollaborative leaders possess knowledge, skills, and dispositions that that enable them to carry out leaderful actions. enable them to carry out leaderful actions.

How is it organized?How is it organized?

• Cover Page identifying your major, Cover Page identifying your major,

minorminor

• Introduction including a current Introduction including a current

philosophy of education and resumephilosophy of education and resume

• A section on Collaborative Leadership A section on Collaborative Leadership

and one section for each of the WI and one section for each of the WI

teaching standardsteaching standards• Electronic, paper, or mixed media Electronic, paper, or mixed media

formatformat

My Life in

Brewer Hall

Each section will include . . . Each section will include . . .

• Appropriate title and full text of each Appropriate title and full text of each

standard or definition of Collaborative standard or definition of Collaborative

LeadershipLeadership

• Two-pages maximum for reflectionTwo-pages maximum for reflection

• No more than three artifacts - placed No more than three artifacts - placed

after reflectionafter reflection

What is an artifact?What is an artifact?Anything that you put into your Anything that you put into your

portfolio as evidence that students portfolio as evidence that students learn from your teaching!learn from your teaching!

Lesson plans

Lesson plans

Web sitesWeb sitesCourse papersCourse papers

Video clips

Video clips

Photos of experimentsPhotos of experiments gone wrong . . .gone wrong . . .

Letters

Letters

AwardsAwards

Student projects

Student projects

Choosing Artifacts Choosing Artifacts to Show Growthto Show Growth

What do I need to know and valueWhat do I need to know and valueto be a great teacher?to be a great teacher?

Gate IGate I

How do students respond How do students respond to my teaching?to my teaching?

Gate IIGate II

Are my Are my students students consistently consistently learning?learning?

Gate IIIGate III

What is a “Reflection?”What is a “Reflection?”

• Explains your Explains your growth towards growth towards all partsall parts of the of the StandardStandard

• Communicates Communicates your plan to your plan to maintain or maintain or improve your improve your progressprogress

Knowledge

Skills

Dispositions

How is each reflection organized?How is each reflection organized?

• Two page maximum with Two page maximum with

normal fontnormal font

• Focus on the Focus on the setset of artifacts of artifacts

• Description of the artifacts (1-2 Description of the artifacts (1-2

paragraphs)paragraphs)

• Analysis (2-3 paragraphs)Analysis (2-3 paragraphs)

• Reflecting on growth Reflecting on growth

(2-3 paragraphs)(2-3 paragraphs)

AnalyzeAnalyzeImpact Impact

on studentson students

ReflectReflect on onyour growthyour growth and explainand explainnext steps next steps

DescribeDescribeartifactsartifacts

DescribeDescribe

• What experiences are represented?What experiences are represented?

• When did the experiences occur?When did the experiences occur?

• Why were they selected?Why were they selected?

• How do they apply to the How do they apply to the entireentire

standard?standard?

Analyze – Don’t just restateAnalyze – Don’t just restate

• What ideas or practices were successful? What ideas or practices were successful?

Problematic?Problematic?

• How were students impacted?How were students impacted?

• What evidence helped you determine the What evidence helped you determine the

impact on students?impact on students?

• Have you grown more for some parts of the Have you grown more for some parts of the

standard than others?standard than others?

Reflect on GrowthReflect on Growth

• How did your thinking or practice change?How did your thinking or practice change?

• What ideas or practices were reinforced?What ideas or practices were reinforced?

• What realistic level of competence do you What realistic level of competence do you

think you have achieved for the standard?think you have achieved for the standard?

• What specific goals will you set for your What specific goals will you set for your

professional semester?professional semester?

SummarySummary

• Be realistic!Be realistic!

• Use existing materials and Use existing materials and

experiencesexperiences

• Start planning for the Gate III Start planning for the Gate III

portfolioportfolio

ResourcesResources

Wisconsin Teacher Standards with Wisconsin Teacher Standards with associated knowledge, skills, and associated knowledge, skills, and dispositions as described by DPIdispositions as described by DPI

http://www.dpi.state.wi.us/dpi/dlsis/tel/stand10.htmlhttp://www.dpi.state.wi.us/dpi/dlsis/tel/stand10.html

QUESTIONS?QUESTIONS?