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Spring 2017
M.Ed. Teaching & Learning Portfolio Handbook
PROGRAM COORDINATOR: TIMOTHY E JESTER, ED.D.
M.Ed. T/L Portfolio Handbook
Spring 2017
1
UAA College of Education
M.Ed. Teaching and Learning
Overview of Program Portfolio Handbook: Fall 2016
The Teaching and Learning Program Portfolio is the culminating project and comprehensive examination
in the M.Ed. in Teaching and Learning program. The portfolio ensures cohesion in the M.Ed. Teaching
and Learning program by focusing on each student’s attainment of the five Program Student Learning
Outcomes (PSLO) (see list below). The portfolio consists of four elements developed in three phases
through independent work and enrollment in EDTL A698, Teaching and Learning Research Project. The
four elements are:
Research Project
Artifacts Report
Personal Reflection
Oral Presentation
The Program Portfolio project is designed to be completed while enrolled in the third credit of EDTL
A698; however, if a student has not completed it by that time, an additional credit—or more if
necessary—of EDTL A698 will be required. Students must be enrolled in EDTL A698 to submit the final
portfolio.
EDTL A698 supports students in developing the M.Ed. Teaching and Learning Program Portfolio. EDTL
A698 is not a research methods course. Therefore, students use knowledge and skills gained in the
research courses and through independent reading/study to design and implement the research project
with guidance from the instructor in EDTL A698.
PROGRAM STUDENT LEARNING OUTCOMES & PROGRAM ASSESSMENT SYSTEM
The Program Portfolio is structured around the M.Ed. Teaching and Learning program’s five Program
Student Learning Outcomes (PSLO). Each PSLO should be clearly addressed at least two times in the
portfolio (e.g., once in the research report and once in the Artifacts section). The five PSLOs are:
Demonstrate advanced content and pedagogical knowledge for teaching.
Use research to inform professional practice.
Explain the relationship between education and social justice.
Demonstrate leadership and facilitation skills for the professional context.
Translate educational theories into culturally responsive practice.
The Program Student Learning Outcomes focus on knowledge, skills, and dispositions vital for effective
teaching and leadership in education with an emphasis on the Alaska context (e.g., Alaska’s Standards
Teachers and applicable Alaska’s Cultural Standards for Educators), whether in P-12 schools or non-
formal education settings (e.g., community organizations). At the same time, PSLOs reflect the broader
knowledge of education and teaching, and to that end, the PSLOs are aligned with the Interstate Teacher
Assessment and Support Consortium’s (INTASC) Core Teaching Standards and Learning Progressions
for Teachers 1.0, developed by the Council of Chief State School Officers. See Appendix for information
about the links among the PSLOs, standards, and the program assessment system.
M.Ed. T/L Portfolio Handbook
Spring 2017
2
EDTL A698: RESEARCH PROJECT THREE PHASES
Designing, Implementing, and Completing
EDTL A698 supports M.Ed. Teaching and Learning students in designing, implementing, and
completing the research project. Although the research project is the primary focus, the course also
provides guidance in preparing the Artifacts Report and Personal Reflection, the other two written
sections of the portfolio.
EDTL A698 is not a research methods course. Rather, students use knowledge and skills gained in
research courses and through independent reading/study to design and implement a research project with
support from the instructor.
The instructor serves as a facilitator of the research project process. The instructor is not expected to be an
expert in all content areas or professional fields that students may be examining in their research project.
If a student needs additional support from a content or professional expert, it is the student’s
responsibility to identify and make arrangements to consult with that individual (e.g., university faculty or
professional in the field).
The following is an overview of the three phases of EDTL A698.
Phase I: Designing Research Project Proposal—First Credit of EDTL A698
Primary Product: Research Project Proposal
Students enrolled in EDTL A698 for the first one credit are considered Phase I. The primary product
developed in Phase I is a Research Project Proposal. Oher assignments will also be completed.
Instructor approval of the research project proposal and passing all other assignments are required to pass
EDTL A698, Phase I.
Examples of other activities/assignments in Phase I include a literature annotated bibliography and, when
appropriate, the development of data collection instruments and completion of the IRB approval process.
Phase I students also begin working on the Artifacts project.
Phase II: Implementing Research Project—Second Credit
Primary Products: Research Status Report and Literature Review
Phase II is the *second time students enroll in EDTL A698 for one credit. Phase II students may be in
various stages of the research project process. For example, some students may be beginning to
implement the proposal developed in Phase I while others may be in the implementation process. At a
minimum, students should come to the Phase II ready to implement the proposal that was approved in
Phase I.
The primary products developed in Phase II are (a) Research Status Report and (b) Literature
Review. Students also continue developing the Artifacts project. Students must receive a Pass for all
assignments to pass EDTL A698, Phase II.
*In some cases, students may be considered Phase II who have already completed two or more credits of
EDTL A698 but who are not yet ready to move into Phase III, as described below.
M.Ed. T/L Portfolio Handbook
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Phase III: Completing—Final Credit
Primary Product: Final Portfolio
Phase III is the time when students complete the Program Portfolio: The final portfolio is the
primary product in Phase III. Students must pass the final portfolio—written version and oral
presentation to pass EDTL A698, Phase III and to meet the Comprehensive Exam requirement.
Written Portfolio: All research, including data collection and analysis, and development of the
professional product should be completed before enrolling in Phase III. Students submit a draft of the
portfolio to the instructor early in the semester and then revise it based on instructor’s feedback. Due
dates are set by the instructor of EDTL A698 each semester. It is expected that students submit a well-
written and complete draft that meets the deadlines outlined in the syllabus of EDTL A698. Therefore,
students are advised to begin developing the draft portfolio prior to enrolling in Phase III using instructor
feedback provided in Phase II and information in the Program Portfolio Handbook.
Oral Presentation: After the instructor *approves the final version of the written portfolio, the oral
presentation is scheduled. The oral presentation serves as the program’s Oral Comprehensive Exam. The
presentation takes one of two forms determined by the instructor of EDTL A698 each semester: a) Video
recording or b) live/synchronous online presentation. The information students present and the faculty
evaluation process are the same regardless of format. The instructor of EDTL A698 will inform students
of the format used in a particular semester at the beginning of that semester.
Evaluation Process for written portfolio and oral presentation: The written portfolio and the oral
presentation are evaluated by the instructor of EDTL A698 and at least one other UAA/College of
Education faculty. The portfolio will be evaluated based on criteria described in the Portfolio Handbook
for each section of the portfolio including a) Research Report, b) Artifact Report, c) Personal Reflection,
and d) Oral Presentation.
*Note: Instructor’s approval of written portfolio for advancing to the presentation indicates the written
presentation is complete but is not the final evaluation of content or attainment of PSLOs. Evaluation of
the portfolio—written and oral presentation—is conducted as a final stage of review by the instructor of
EDTL A698 and at least one other UAA/COE faculty.
Program Portfolio Completion Policy: Phase III: The Program Portfolio serves as the program’s
comprehensive exam, a program requirement that must be completed to exit the program. Students must
pass the portfolio/exam to receive a Pass in EDTL A698, Phase III. If the Comprehensive
Exam/Program Portfolio is not completed by the end of three credits of EDTL A698, an additional
credit of EDTL A698 will be required to finish the portfolio/comprehensive exam requirement.
M.Ed. T/L Portfolio Handbook
Spring 2017
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PROGRAM PORTFOLIO DIRECTIONS
The Program Portfolio consists of three written sections and an oral presentation completed in
conjunction with enrollment in EDTL A698 and through independent research and development. The
written portfolio and oral presentation serve as the program’s comprehensive exam.
Through the portfolio, M.Ed. T/L students demonstrate successful attainment of the five Program Student
Learning Outcomes, listed below:
Demonstrate advanced content and pedagogical knowledge for teaching.
Use research to inform professional practice.
Explain the relationship between education and social justice.
Demonstrate leadership and facilitation skills for the professional context.
Translate educational theories into culturally responsive practice.
Below is an overview of the three sections of the written portfolio and the oral presentation. Additional
information about the portfolio will be provided in EDTL A698.
Program Portfolio Section 1: Applied Research Project
Conduct an applied research project that addresses a problem of practice (PoP) relevant to the student’s
professional practice and/or the organization in which he or she works. The project is developed through
Phases I and II of EDTL A698 and completed in Phase III.
The applied research project is based on the scholar-practitioner model of research drawn from the
Carnegie Project on the Education Doctorate’s (CPED) Dissertation in Practice approach, adapted for a
master level research project. The M.Ed. T/L Research Project addresses key CPED principles in one or
more of the following ways:
Framed around questions of equity, ethics, and social justice to bring about solutions to complex
problems of practice.
Prepares leaders who can construct and apply knowledge to make a positive difference in the
lives of individuals, families, organizations, and communities.
Grounded in and supports development of a professional knowledge base that integrates both
practical and research knowledge, that links theory with systemic and systematic inquiry.
Emphasizes the generation, transformation, and use of professional knowledge and practice.
For more information about CPED’s principles see: http://cpedinitiative.org/working-principles-
professional-practice-doctorate-education
M.Ed. T/L Portfolio Handbook
Spring 2017
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Through work in Phases I and II, students design and implement an appropriate applied research project
that includes a research-based professional product. In Phase III, students draw from their work in prior
phases to complete the research report. Examples of applied research projects include:
Action Research
Curriculum
Program Design
Program Evaluation
Professional Manual
Case Study
Policy Brief
The research method(s) (e.g., qualitative, quantitative, mixed-mode, etc.) should be appropriate for
addressing the problem of practice, the research question, and the intended contribution to professional
practice via the professional product. Students are expected to explicitly show/explain the links among
these elements in the Phase I Research Proposal, Phase II Status Report, in the Phase III Research Report
in the Portfolio.
The following are examples of recent M.Ed. Teaching & Learning research projects completed by
program graduates:
Curriculum: Research-based curriculum unit for a rural Alaska school district. Middle school
math and science curriculum that integrated a place-based/culturally responsive model with the
Common Core standards.
Action Research Report: Examined teacher’s work with students’ parents in a diverse,
multicultural/multilingual middle school leading to an action plan for enhancing and deepening
parents’ participation in their children’s education.
Professional Manual for Teachers: Study of outdoor education using a place-based framework
that resulted in a manual for teachers to use when planning.
Curriculum: Research-based middle school curriculum aligning a national curriculum to the
Alaska Standards for Language Arts and Math.
Professional Manual for Teachers: Action research examining teacher’s practice with positive
behavior intervention program leading to the development of a framework that was placed in a
manual for teachers to use in general education preschools.
Written Research Report: Information and Sections—Due in Phase III
The applied research report should reflect high levels of professionalism, rigor in scholarship, and
relevancy in addressing an authentic problem of practice. Written presentation and all formatting (e.g.,
citations) should follow APA Style (6th ed.).
The applied research report consists of the following sections (be sure to included headings and
subheadings throughout the report):
1. Title Page—use APA style unless the Instructor of EDTL A698 designates a different structure.
M.Ed. T/L Portfolio Handbook
Spring 2017
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2. Abstract (150-250 words) See APA Style Manual (6th ed.) for information about abstracts. In the
abstract, clearly indicate the problem of practice, research question, and professional product.
3. Introduction: Executive Summary (1-2 pages)
Identify the major sections of the research report using subheadings as noted below. Each section
in the Executive Summary is a concise summary of that section in the report.
a. Problem of Practice: Present importance of the problem of practice (e.g., to the field,
profession, your practice and/or your organization) and how your research project,
especially the professional product, addresses it. (2-3 sentences)
b. Research Question: Present the research question and briefly explain how it relates to the
problem of practice and professional product. (2-3 sentences)
c. Theoretical or Conceptual Framework: Identify and concisely explain the theoretical or
conceptual framework used to consider the problem, design and conduct the research
proejct, and design the professional product (e.g., culturally responsive education, critical
theory, post-colonial theory). (2-3 sentences)
d. Literature Review: Identify the key themes and briefly explain the relationship (of the
themes) to the problem of practice, research question, professional product, and, if
applicable, the professional product. (2-3 sentences)
e. Methods: Identify the sample (participants) and methods used to conduct the research and
analzye the data. (2-3 sentences)
f. Contribution to Professional Practice: Professional Product: Identify the professional
product and briefly explain how it addresses the problem of practice and how the research
question is related to the professional product. (2-3 sentences)
g. Discussion: Implications for Practice and the Profession: Identify and summarize the
major themes/ideas in your discusison section for your personal professional practice and
the professional field. (2-3 sentences)
4. Problem of Practice (2-3 pages)
Present the importance of the problem of practice (e.g., to the field, profession, your practice
and/or your organization) and how your research project, especially the professional product,
addresses it.
5. Research Question (1-2 paragraphs) Present the research question and explain how it relates to the problem of practice and
professional product.
6. Theoretical or Conceptual Framework (1-2 pages)
Identify and explain the theoretical or conceptual framework used to consider the problem, design
and conduct the research proejct, and design the professional product (e.g., culturally responsive
education, critical theory, post-colonial theory).
7. Literature Review (8-15 pages)
M.Ed. T/L Portfolio Handbook
Spring 2017
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Present and discuss relevant scholarly literature related to the research project. In the
introduction to this section, succiently restate how the themes in the literature review relate to
the problem of practice, research question, and professional product. Clearly identify themes
and use subheadings to organize the literature review. Use APA style (6th edition) for
citations, notes, etc.
8. Methods (2-4 pages)
Describe in detail how the applied research project was conducted. Explicitly explain how the
methods relate to and appropriately address the problem of practice and research question and
how they informed the design of the professional product. Divide into subsections with
headings appropriate for the type of research you conducted. Examples of subsections include
sample, data collection, and data analysis. If you used a data collection instrument (e.g.,
survey, interview protocol), include it in the Appendix section.
9. Contrubution to Professional Practice: Professional Product (Length: Varies
depending on type of product)
Present the professional product in this section as a contribution to professional practice.
In the introduction to this section, restate how the professional product addresses the problem
of practice and offers a positive contribution to professional practice. Also, clearly summarize
how you used the research data to design the professional product. In sum, the professional
product should clearly align with information in the report’s introduction, themes in the
literature review, information presented in the research methods sections, and data collected
that were used to develop/create the professional product.
10. Discussion: Implications for the Professional Practice and the Profession (3-5 pages)
Present implications for your professional practice and for the profession. Use subheadings as
indicated below. Clearly address implications for individual practice and for the broader
professional field (e.g., school district or agency). By addressing implementation beyond
one’s individual practice (e.g, teaching in classroom), you demonstrate the capacity to think
as a leader in education. Use the following subheadings and points/questions to organize the
discussion:
Personal Professional Practice: How will you use your findings and/or
professional product in your individual professional practice?
Implications for the Profession: Demonstrate your capacity to think as a leader in
education by addressing one or more of the following questions:
a) What would need to happen for your professional product or findings to be
implementated on a broader scale (e.g., district or state-wide)?
b) What are policy implications of your findings or product?
c) What are implications for teacher education or continuing education
requirements?
11. References
Use APA style (6th ed.) and include all citations used in the report.
M.Ed. T/L Portfolio Handbook
Spring 2017
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12. End Notes (if applicable)
13. Appendix (if applicable)
M.Ed. T/L Portfolio Handbook
Spring 2017
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Program Portfolio Section 2: Program Outcomes Artifacts Report
The primary purpose of the Program Outcomes Artifacts Report is to present evidence of and make the
case for meeting the Program Student Learning Outcomes (PSLO). Present one to two (1-2) artifacts for
each PSLO with a total of seven to ten (7-10) for the report—do not include more than two (2) artifacts
for each PSLO. Artifacts should be selected from at least five classes. You may use the same artifact for
up to two PSLO; however, you should include at least five separate artifacts.
The artifacts will be drawn from work completed in courses that were part of program of study (e.g.,
assignments). One of the 7-10 artifacts may be from your professional practice, for instance, an activity or
item produced in professional practice during the time admitted to the M.Ed. Teaching and Learning
program such as leading a professional development workshop for teachers or chairing a school-based
committee.
The Artifact Report will be structured around the Program Student Learning Outcomes and clearly
address three guiding questions: What, So What, Now What? When using two artifacts for a PSLO,
address each set of questions twice.
In Part B, provide evidence of completing the artifact identified (e.g., the actual assignment or product
you referred to). The actual artifacts may be submitted as separate documents rather than collapsing into a
single Word document.
Program Student Learning Outcomes Artifacts Report Part A:
Linking Artifacts to Program Student Learning Outcomes
(Total of 7-10 artifacts—for more information, see above)
1) Include a Cover Page for Section 2: Program Student Learning Outcomes Artifacts Report that
includes title of this section, your name, EDTL A698—Phase III, Instructor’s name, and date
submitted.
2) Include the Artifacts Summary Table for page 2--found on page 10 of this handbook.
3) Include all headings and format presented below.
Organize the Artifacts Report by the Program Student Learning Outcomes with clear headings for
sections in Part A of the Artifacts Report:
PSLO 1: Content and Instruction
PSLO 2: Research Informing Practice
PSLO 3: Social Justice and Education
PSLO 4: Leadership and Facilitation
PSLO 5: Culturally Responsive Practice
M.Ed. T/L Portfolio Handbook
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Format and Headings each artifact (total 7-10): Indicate the exact PSLO by number and title, see previous
paragraph. Include the three questions as subheadings for each of the 7-10 artifacts:
PSLO #: Title of PSLO
What? Identify the artifact (name of artifact) and course it is from and concisely describe the
artifact. (1 paragraph)
So What? Clearly explain how this artifact demonstrates your attainment of the PSLO. Your job
here is to make a strong case that this artifact demonstrates having met the PSLO (1 paragraph)
Now What? Tell about one implication for your professional practice in the future. This should
clearly focus on your future practice. (1 paragraph)
Program Student Learning Outcomes Artifacts Report Part B:
Artifact Documentation (7-10 artifacts)
Directions: The actual artifacts may be submitted as separate documents rather than collapsing into a
single Word Document. Use the following format for each of the 7-10 artifacts referenced in Part A.
Artifact 1: Provide Name of Artifact and List the PSLO. Include the artifact.
Artifact 2: Provide Name of Artifact and List the PSLO. Include the artifact.
Artifact 3: Provide Name of Artifact and List the PSLO. Include the artifact.
Artifact 4: Provide Name of Artifact and List the PSLO. Include the artifact.
Artifact 5: Provide Name of Artifact and List the PSLO. Include the artifact.
Artifact 6: Provide Name of Artifact and List the PSLO. Include the artifact.
Artifact 7: Provide Name of Artifact and List the PSLO. Include the artifact.
Artifact 8: Provide Name of Artifact and List the PSLO. Include the artifact.
Artifact 9: Provide Name of Artifact and List the PSLO. Include the artifact.
Artifact 10: Provide Name of Artifact and List the PSLO. Include the artifact.
M.Ed. T/L Portfolio Handbook
Spring 2017
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M.Ed. Teaching and Learning Portfolio (EDTL A698)
Artifacts Summary Page
Name:
Date:
7-10 Artifacts with 1-2 for each PSLO. No more than two artifacts for each PSLO. One artifact may be
from one’s professional practice. Artifacts should be selected from at least five classes taken for the
M.Ed. T/L program. You may use the same artifact for up to two PSLOs; however, you should include at
least five separate artifacts.
Program Student
Learning Outcomes
(PSLO)
Artifact Title Identify Course or
Professional Practice Event
Artifact Included in
Appendix of Report
(Yes or No)
1: Content & Instruction
2: Research informing
Practice
3: Social Justice &
Education
4: Leadership
5: Culturally Responsive
Practice
Note: The above table should be complete and placed as page 2 of the Artifacts report document.
M.Ed. T/L Portfolio Handbook
Spring 2017
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Program Portfolio Section 3
Personal Reflection on Program Experiences
Length: 3-6 pages
Completed in Phase III of EDTL A698. Considering overall experiences in the program, write a personal
reflection that presents key personal learning.
Cover Page: Include a cover page for Section 3 that includes student’s name, title of section, EDTL
A698—Phase III, name of Instructor, and date submitted.
M.Ed. T/L Portfolio Handbook
Spring 2017
13
Final Activity: Oral Presentation
After the instructor *approves the final version of the written portfolio, the oral presentation is scheduled.
The oral presentation serves as the program’s Oral Comprehensive exam. The presentation takes one of
two forms, determined by the instructor of EDTL A698 each semester: a) Video recording or b)
live/synchronous online presentation. The information students present and the faculty evaluation process
are the same regardless of format. The instructor of EDTL A698 will inform students of the format that
will be used in a particular semester at the beginning of the semester.
The goal is to successfully present the Program Portfolio, including the research project report, artifacts,
and personal reflection demonstrating attainment of the Program Student Learning Outcomes.
Presentation Outline
Develop PowerPoint slides for each section below. Submit the PPt slides to the Instructor at least one
week before the presentation is scheduled. Be prepared to upload the PPt presentation to Collaborate at
the time of your presentation.
Introduction (2-3 minutes)
Who are you? (e.g., classroom teacher…)
M.Ed. T/L Professional Concentration
Advance organizer for presentation (e.g., what is the order of the presentation)
Research Report (10-15 minutes)
Present a concise summary of each section.
Topic and Research Question
Literature Review (Key theme or two from lit. review emphasizing how lit review informed your
project)
Methods (e.g., what type of research and why this type)
Contribution to Professional Practice: Professional Product
Discussion: Implications for Professional Practice
Conclusion
Artifacts Summary (5-10 minutes)
Select 4 to 5 of the 7 to 10 artifacts including the following information:
Course (one exmaple from professonal practice may be used)
Link to Program Student Learning Outcome
Address the three questions in the Artifact Written Report: What, So What, Now What?
Personal Reflection (5 minutes)
Present summary of key personal learning during graduate program; connect to professional
concentration when possible.
Questions: (Time varies) Address questions posed by faculty reviewers. For students presenting via
video recording, this may occur via a scheduled debrief conference call or via writing.
M.Ed. T/L Portfolio Handbook
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14
Portfolio Evaluation Form: M.Ed. Teaching and Learning
M.Ed. Student:
Semester/Date:
Faculty reviewers will use this form when evaluating each portfolio.
Evaluation Result: (Pass/Not Pass)
Each PSLO should be clearly addressed at least two times in the Portfolio (e.g., once in Research Project
and once in the Artifact section.)
Professionalism expectations: Demonstrate professionalism in written presentation throughout
portfolio.
Oral Presentation: Presents satisfactory summary of written portfolio (content) in
professional manner.
PSLO Research
Project
Artifact 1 Artifact 2
Personal Reflection
1) Demonstrate advanced
content and pedagogical
knowledge
2) Use Research to inform
practice
3) Explain relationship
between social justice and
education
4) Demonstrate leadership
and facilitation skills for
professional context
5) Translate educational
theories into culturally
responsive practice
Additional Comments
See Program Portfolio Handbook for specific directions for each section of portfolio.
M.Ed. T/L Portfolio Handbook
Spring 2017
15
APPENDIX
M.Ed. Teaching and Learning Program Assessment System
The following table presents a summary of the program’s assessment system used to evaluate students’
attainment of the PSLOs and the effectiveness of the program in preparing graduates to meet these
outcomes.
Program
Student
Learning
Outcome
*Alaska Teacher
Standards &
**Cultural
Standards for
Educators
Alignment
***InTASC
Standards Alignment
Addressed in
Program Design
Key Assessment:
Program Portfolio
(EDTL A698)
1. Demonstrate
advanced
content and
pedagogical
knowledge for
teaching.
ATS:
2: Learning
Theory &
Pedagogy
4: Content
5: Assessment
Content Knowledge
Standard 4: Content
knowledge
Standard 5: Application
of Content
Instructional Practice
Standard 6: Assessment
Standard 7: Planning
for Instruction
Standard 8:
Instructional Strategies
EDTL A651
Teaching &
Learning Core
courses
Program Portfolio
Artifact(s)
Content and Instruction
artifact(s)
2. Use research
to inform
professional
practice.
ATS:
8:
Professionalism
Professional
Responsibility
Standard 9:
Professional Learning
and Ethical Practice
EDRS courses:
A660 & selectives
Program Portfolio:
Research project and
selected artifact(s)
Professional
Concentration area
Program Portfolio:
Teaching and Learning
Research Project and
other selected
artifact(s) (EDTL
A698)
3. Explain the
relationship
between
education and
social justice.
ATS:
3: Diversity
8:
Professionalism
CSE: All five
cultural standards
Professional
Responsibility
Standard 10:
Leadership and
Collaboration
EDTL A651
Teaching and
Learning Core
course options
Program
Professional
Portfolio
Professional Portfolio:
Education and Social
Justice Artifact(s)
(EDTL A698)
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4. Demonstrate
leadership and
facilitation skills
for the
professional
context.
ATS:
8:
Professionalism
Professional
Responsibility
Standard 10:
Leadership and
Collaboration
EDTL A651
Teaching and
Learning Core
Course Selectives
Professional
Portfolio:
Artifact(s),
Reflection, and
Presentation
Program Portfolio:
Leadership Artifact(s)
(EDTL A698)
5. Translate
educational
theories into
culturally
responsive
practice.
ATS:
3: Diversity
CSE:
All five cultural
standards
Learner and Learning
Standard 1: Learner
Development
Standard 2: Learning
Differences
Standard 3: Learning
Environments
EDTL A651
Teaching and
Learning Core
course options
Program Portfolio
artifact(s)
Professional Portfolio:
Culturally Responsive
Practice Artifact and
Reflection (EDTL
A698)
*Alaska Teacher Standards. Alaska Department of Education and Early Development
**Alaska Cultural Standards for Educators. Alaska Native Knowledge Network.
***InTASC: Model Core Teaching Standards and Learning Progressions for Teachers 1.0
Developed by the Council of Chief State School Officers Interstate Teacher Assessment and Support
Consortium (April 2013)