Admission to School of Education Portfolio

Admission to School of Education Portfolio 1 Department of Teacher Education Marian University The portfolio developed in the first field experience is documentation of your initial growth and development in the profession of teaching. It is submitted at the completion of EDU 010 and is a requirement for completion of Field Experience One and a criterion for the Admission to the School of Education. The Admission to School of Education Portfolio Contains: Five Sections: 1. An Introduction to your portfolio (completed at the end of your field experience) and Self-Evaluation of the Teaching Dispositions (Rubric and Self-Analysis) 2. Lesson Plan a. Include all drafts of the lesson plan to show your development in understanding this process (Form 1) b. Copies of instructional materials used for your lesson c. Copies of student work produced (or record of observations) as a result of the lesson 3. Planning For Instruction and Assessment a. Teaching and Learning Context (This assignment essay - will be covered and completed early in the class) b. edtpa Analysis of Planning for Instruction and Assessment: Using Rubric 1-5 4. Reflection on Student Learning and Teaching (completed after your teach your lesson) 5. Appendix: Copy of Goals, Mid-Term Evaluation of Goals, written feedback from the cooperating teacher about the lesson you taught, completed journal Note: Your portfolio items will be uploaded into LiveText: an electronic portfolio system that you will use throughout your education courses at Marian

2 Preparing an EDU 010 Portfolio During the first field experience in the teacher education program at Marian University, candidates prepare and teach a lesson. The portfolio is a sample of your developing competence in designing effective instruction that promotes student learning. Throughout the process of developing your portfolio, you are expected to seek the support and feedback from your course instructor and cooperating teacher to assist you in your development as a professional. Section 1: Introduction to the Portfolio and Self-Evaluation of the Teaching Dispositions A. Introduction to the Portfolio The introduction to your portfolio sets the stage for the rest of the portfolio and prepares the reader and evaluator to the contents in your portfolio. 1. First, provide the necessary information: Your name Your major and minor (if applicable) The semester and year Contact information: e-mail address and telephone number 2. Describe, in general terms, the content of your portfolio and how the content demonstrates your growth as a teacher. 3. Explain the relevance of the following sections (one or more paragraphs for each) Tell why the Teaching Context and edtpa analysis, not your field experience, is important to your development as a teacher What you learned and the competence you gained in your field experience and preparing for teaching Following are phrases that might help you reflect on the two areas above: What I learned from this experience (or lesson planning or working with different students, etc.)is As a result of this, I now (know, understand, etc.) The most significant learning for me was. This (experience, lesson, paper, etc.) has helped me understand. I have gained significant growth in the areas of due to I have gained considerable insight about A new learning for me was I now understand the importance of Your introduction should not be more than one page in length.

3 B. Self-Evaluation of Professional Dispositions Professional dispositions are defined as values and ethics that influence an educator s behavior toward students, their families, colleagues, and members of the larger community. Such behaviors affect student learning, motivation, and development as well as the educator s own professional growth. Professional dispositions are influenced by an educator s beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice (NCATE, 2001). As a developing teacher, it is important for you to evaluate your demonstration of the professional dispositions and reflect on your progress in attaining these. Using the questions below in each domain, reflect on the dispositions and then complete the Disposition Self-Evaluation form found in the online course shell or on line at https://my.marianuniversity.edu/schools/soe/ug/forms/default.aspx as a guide. A justification for each domain must be given for the categories with examples. The justification should provide support for and examples of your reflection on the self-evaluation of your professional dispositions. The justification for each area of dispositions must be typed directly on the rubric or on a separate paper. When considering these themes, reflect not only on your field experience but also on how you demonstrated these at Marian University and other places. Values & Ethics - The learning-centered educator consistently demonstrates professional values and ethics in words and actions. Have you behaved in a manner consistent with standards of legal and ethical conduct of the profession (such as professional conduct with students, parents, colleagues, professors, etc; academic conduct consistent with the policies and procedures of Marian University, and protecting privacy and confidentiality, )? Knowledge - The learning-centered educator acquires an understanding of the profession and keeps up-to-date with new ideas and understandings through continuous learning. How have you shown initiative and independence in learning; engaged in continuous, sustained effort to learn (such as through reading, listening, observing, questioning, and participating)? How have you demonstrated enthusiasm for the discipline s/he teaches and keeps up-to-date with new ideas in the field? (examples such as CCSS, RtI, technology, assessment, reading strategies) Reflection - The learning-centered educator critically evaluates professional performance, learns from experiences, and makes changes in practice as a result. How have you sought opportunities to learn about self and set goals for self-improvement? How are you open and responsive to feedback from others? How do you use reflection and feedback for professional growth? Collaboration - The learning centered educator seeks to establish a supportive, collaborative, and inclusive environment to improve educational opportunities for all students. How do you demonstrate thoughtful, effective verbal and non-verbal communication (including listening, speak, writing, and technology)? How do you demonstrate respects, acceptance, and responsiveness to the experiences, ideas, and views of others, regardless of individual and cultural differences? How do you resolves differences or misunderstandings respectfully and reflectively? Accountability - The learning-centered educator persists in helping all students achieve success and continually seeks out, develops, and refines practices that lead to professional growth. How do you hold the same high expectations for all learners and is committed to supporting the growth of each individual?

How do you recognize and fulfill professional responsibilities and habits of conduct (e.g., dress, language, preparedness, attendance, punctuality, composure, honesty, initiative, respect, attitude)? How do you willingly take responsibility in fulfilling professional obligations with others? 4 Section 2: Lesson Plan A. Plan and Teach the Lesson (See Form 1) Lesson Planning is crucial to teaching and class time will be devoted to examining, evaluating, and developing an effective lesson plan. In this section, place all copies of your lesson plan: from first draft to final copy. A blank copy of the lesson plan will be available in the course shell, and on the website https://my.marianuniversity.edu/schools/soe/ug/forms/default.aspx The following items will be covered in the lesson plan: Essential Question/Objective: With the help of your cooperating teacher and approval from your Marian University instructor, select an objective for student learning that is appropriate to the grade level and subject area. The lesson should align with an essential question for the unit. Talk with your cooperating teacher about why that objective is appropriate for the students at that particular time. Ask for suggestions about ways to make the lesson most meaningful to students. Type of Lesson: Identify whether your lesson will 1) introduce a new concept/skill/strategy, 2) continue to development of a concept/skill/strategy, or 3) complete instruction of a concept/skill/strategy. Identify the Standard: Standards are either from the Common Core State Standards (language arts or math) or from the Wisconsin Academic Standards. Your cooperating teacher should help you identify the standard. The standard(s) should be identified by both a number (ex. A.4.2) and a brief description/definition from the standard that is appropriate to your objective. All standards can be found on the Wisconsin Department of Instruction website http://standards.dpi.wi.gov/ Academic Language: Academic Language includes instructional language needed to participate in learning and assessment tasks. When identifying the Academic language, describe what students will do with it and how they will practice using the academic terminology. Vocabulary: for this section, list and define the vocabulary you will have students use during the lesson. Work with your cooperating teacher to be selective in developing this list, Do not list vocabulary previously covered in prior lessons, but focus on the key words for your lesson. Lesson Rationale: be able to explain why you are teaching this lesson and how it fits in with what the students are currently studying. Your lesson should not be a separate set of activities that does not fit in with what students are currently studying in the classroom. Student Prior Knowledge & Looking for Misconceptions): Identify what students will need to know to learn your intended objective. It is important to consider students prior knowledge because it enables them to make essential links to new ideas and understandings. You will need to talk with your cooperating teacher to help you understand the prior knowledge the student have in relationship to the lesson you are going to teach. In addition, talk with your cooperating teacher to help you understand if there are possible misconceptions that students might have related to the objective. Misconceptions can become barriers to new learning.

Teacher Background Knowledge: Outline or describe the specific content or information that you must know to help students learn your intended objective. This section should demonstrate that you have sufficient knowledge of the concept to teach it to students. Materials: Identify the materials both you and the students will be using for the lesson. Also include the use of technology if appropriate. Be able to describe why you are using the materials in the Rationale section. Management Considerations: Anticipate possible management issues that may arise as you teach the lesson. Consider factors such as how the classroom will need to be arranged, where students will be during your lesson, how you will keep them engaged, what materials students will need and how you will distribute those materials. These management considerations will be impacted by the teaching strategies that you select. Learning Tasks / Procedures: Describe in detail each part of your lesson. Explain what you will do and what you will expect students to do, if appropriate. Be sure to include the actual directions you will give, questions you will ask, etc. The description should provide enough detail for another educator to understand how you will provide opportunities for students to learn. Consider the time factor for each section and provide an estimate in minutes on your lesson plan. Teaching Strategies/Approaches: Identify the specific strategies you will use in your lesson to motivate, guide and support student learning. Strategies may include ways that you will engage students (such as read aloud, demonstration, hands-on activity, shared writing, cooperative group work, individual work, question and answer discussion, direct instruction, lecture) ways that you will organize for students for learning (such as whole class, small groups, partners, cooperative think-pair-share). 5 1. Engagement: How will you introduce the lesson in order to capture their attention to help them focus on the intended objective? 2. Development of lesson: What steps will you use to present the lesson? What do you expect students to do at different points in the presentation? What will you do different points in the presentation? 3. Closure of the lesson: How will you bring the lesson to closure and help students verbalize what they learned? 4. Extension Activity/Homework Assignment (if appropriate): Is there a follow-up activity that will occur to keep students engaged in learning the objective? (It may not be a part of all lessons.) Rationale: Describe the reasoning behind each of the above Learning Tasks (#1-3). Connect your explanation to theory and theorists that support your learning tasks and teaching approaches. Example: Students are building on the lesson from yesterday and using the new vocabulary in a writing paragraph. This approach is new for students and supports Vygotsky s theory of scaffolding instruction to move students beyond their zone of proximal development. My teaching approach is to provide models to writing the paragraph and guidance by providing steps and one-on-one support as they work on this task. Questions: Develop a list of questions you will use with students for each section of your learning tasks above. Be specific and consider the level of questions you ask, designing them on the various levels of thinking skills. Write your questions on the lesson plan in the left column where indicated. You should have several questions for each of the above Learning Task sections (#1-3) Assessment: Identify and describe how you will assess what students learn. Think about what types of student work might be produced or observed during your lesson? What will you look for in that student work to determine whether students learned your intended objective? Describe how you will check for initial understanding (pre-assessment), check understanding during the lesson

6 (formative/informal assessment) and check for understanding/objective attainment at the end of your lesson. Develop a rationale statement explaining why you are doing these assessments Accommodations to support student learning: Do plans need to be modified or enhanced in some way to accommodate students who would not be able to complete the lesson as you have designed it? Work with your cooperating teacher in supporting the differentiation of your lesson. Describe the changes that you make for the level of students in the classroom. And explain why in the Rationale Section. Collaboration: Throughout this process, seek feedback from your cooperating teacher and university supervisor. Provide written comments in the last section of The Lesson Plan and describe those interactions in the essay on your reflection of teaching in Section 4. Also, provide a written comment and/or evaluation form from your teacher in Section 5. B. Copies of Instructional Material(s) In your LiveText Portfolio, you will need to place a copy of the material(s) that you used for your lesson (if appropriate). Examples would be a graphic organizer, a quiz or checklist, a worksheet you had students use. If items are too large, take pictures. An example of this would be a picture of the reading book you used for a lesson. C. Copies of Student Work Samples If students complete a worksheet or quiz, etc., select several student work samples and copy to put into your portfolio. You do not need a copy of every student s work, but three copies of student work from varying ability levels would be appropriate. Again, if students do work together or create items too large to have as a written document, ask the permission of the cooperating teacher to take pictures of the student work. Do not include pictures of students and remove any student names from the work samples to protect student identities. Observation by Cooperating Teacher Ask your Cooperating Teacher to observe the lesson that you teach and provide written feedback. Plan a time to talk with your Cooperating Teacher about his/her feedback. Include a copy of the written feedback in Section 5. Section 3: Planning for Instruction and Assessment The section consists of two parts: the Teaching and Learning Context (Part 1) and the analysis of the first five edtpa Rubrics (Part 2), which is an analysis of your planning and instruction, and a reflective analysis of parts 1 and 2. This section provides documentation in providing background knowledge of your teaching situation and demonstrates your developing competence in developing an analysis of your planning and teaching required for the edtpa portfolio. This will help you develop competence in meeting the edtpa requirements for teacher licensure.

7 The edtpa Planning for Instruction and Assessment section (Part 2) should be developed after you have completed planning and teaching the lesson, as well as analyzing student work produced during the lesson, if this occurred. This section is to be developed in two parts: A. Part 1: The Teaching and Learning Context (This assignment will be covered in class and should be completed early in the Field Experience) Develop this in a written essay with an introduction and a conclusion. In the first few weeks of your placement, plan a time to talk with your cooperating teacher about the diversity of students in your classroom. You will need to consider this information as you plan your formal lesson later in the semester. Use the information you gathered to complete the Field Experience Class Profile. Keep a copy for yourself and submit the form to your Marian University supervisor. Use the information you gathered about the students to write Part 1 of your Planning for Instruction and Assessment Community: Describe the community (city, town) where the school is located. Where is the community located? What is the population? What characteristics and qualities of the community may impact the learning situation? Check out the Chamber of Commerce webpage for the city District: How would you describe the district its size (total number of students, teachers, and administrators), the mission. What is your impression of the focus and goals for learning? Check out the webpage for the district to find out more information. School: Develop an awareness of the school, its climate and environment: What feelings do you have about the school? How is this shaped or displayed? Check out the school s webpage. Consider the following: A description of the school: location, building description Number of teachers, staff, administrators in the school Percent of students on free and reduced lunch (indication of poverty level of the school) A description of the feeling or culture of learning you get when you are in the school what is on the walls, in the school entrance? How do students move throughout the school? How do students interact with each other when in the hallways? Classroom: This covers three areas 1. Describe the layout of the classroom how is the class organized (desks, chairs, tables, bulletin boards, etc.)? 2. Identify the demographics of the classroom and tell how this impacts the culture of the classroom (consider the impact of gender, the socioeconomic impact or even the impact of minority students in the classroom) Number of students in the class Number of boys and girls Number of English Language Learners (ELL) Number of students identified with special learning needs and/or behavior issues

8 Range of academic abilities based on your observation and cooperating teacher input 3. Develop a class environment and climate analysis: Describe the feeling of the classroom and your overall impression of how students interact with each other and the teacher. Consider the following: How the teacher interacts with the student and the accommodations that the teacher makes or may need to be made for each student to support the successful learning of the student in the classroom How the layout of the room adds or detracts to the class culture How classroom management is handled How students interact with the teacher and with each other B. Part 2: edtpa Task 1 Planning for Instruction and Assessment The edtpa is designed as a performance-based assessment that has pre-service teachers demonstrate their understanding of teaching and student learning based on real instruction in the classroom. This section is developed after you have developed and presented your lesson. You will use your planning and your lesson(s) to critically analyze your performance as you develop into being an actual teacher in the profession. This section is written in paragraph form. Develop a well-written paragraph or more for each of the five rubrics. Be specific in your analysis and tell where in the lesson you focused on the elements of the rubric. In Task 1 of the edtpa Planning for Instruction and Assessment you will describe your plans for the learning segment and explain how your instruction is appropriate for the students and content you are teaching. Task 1 prepares you to demonstrate and analyze the effectiveness of your teaching in the area of planning. As you develop your plans, you need to think about the following: What do your students know, what can they do, and what are they learning to do? What do you want your students to learn? What are the important understandings, core concepts, and academic language concepts you want students to develop within the learning segment? What instructional strategies, learning tasks, and assessments will you design to support your students learning and language use? How is the teaching you propose supported by research and theory about how students learn? How is the teaching you propose informed by your knowledge of students? Follow the commentary laid out in the edtpa Handbook from your grade level and subject (Handbooks are available in the course shell and will be used at various times throughout your field experiences) to develop a written analysis of each of the following sections. For Task 1, Planning for Instruction and Assessment, your analysis will be assessed using rubrics 1-5. When preparing your reflection, refer to the rubrics frequently to guide your thinking, instruction, and writing Rubric 1 Planning for Learning 1. Describe the focus of your lesson and the purpose of teaching this lesson. 2. Describe how the standards and learning objectives address one or more of the following: a. reading: literacy strategy and reading/writing literacy b. facts and concepts c. interpretation and analytical skills Rubric 2 Planning to Support Varied Student Learning Needs 1. Describe what your students know (background knowledge), what they can do, and what they are learning to do in connection with your lesson(s)

2. Explain the impact of your students prior experiences, community cultural background, and their interests to your lesson Rubric 3 Using Knowledge of Students to Inform Teaching and Learning 1. Explain how your understanding of students prior learning and personal/cultural/community assets guided your choice or adaptation of learning tasks and materials 2. Describe and explain how your instructional strategies and planned supports are appropriate for the whole class, individuals, and/or groups of students with specific learning needs 3. How did research and/or theory support the instruction of your lesson? (connect this with 2-3 theorists or theories of learning) Rubric 4 Identifying and Supporting Language Demands 1. Identify one language function in your lesson that was essential for students to learn (elementary literacy one literacy strategy) 2. Describe where and how in your lesson students were given an opportunity to practice using the function 3. Describe how students discussed, practiced, and showed an understanding of the vocabulary and key phrases Rubric 5 Monitoring Student Learning 1. Describe how both your formal and informal assessments showed how students could use the literacy (elementary literacy) or content (facts, concepts and analytical skills) 2. Explain how the design or adaptation of your assessments allowed students with specific needs to demonstrate their learning 9 Section 4: Reflection on Teaching and Student Learning (Form 2) Complete this section at the end of your field experience. Develop a reflective essay on the field experience goals, the teaching of your lesson, and your experience in the classroom and other related items. This section allows you to show your accomplishment in meeting the InTASC Teacher Standards. It should focus on the entire field experience. This essay is submitted prior to your portfolio conference with your instructor and serves as a basis for discussion during your conference, which will take place during the last two weeks of the semester. It is developed at the end of your field experience. Without this paper, the final meeting cannot take place. This section allows you to reflect on the students in your classroom and your teaching. This should be completed after you teach your lesson. Develop this section in two parts: Reflect on your goals, and reflect on your students and on your teaching. Type your paper in 12-point font, double-spaced with one-inch margins. Provide a separate introduction and conclusion. (See Form 2) A. Reflect on Your Goals Reflect on the achievement of your goals in relationship to the classroom experience (a minimum of one paragraph for each goal). Be specific and include examples of how you achieved this goal. Use the InTASC Standards chart provided in class and posted on the Marian website at (https://my.marianuniversity.edu/schools/soe/ug/forms/default.aspx) to specifically draw upon the standards that were focused on during this field experience (every field experience focuses on

different standards) and refer to specific sub-standards as you develop this essay. Be specific in your explanation and cite examples that explain your position. 10 B. Reflection on Teaching and Student Learning For this reflection, answer the following questions in paragraph form. Provide enough explanation and solid examples in your reflective paragraphs: 1. How did you use the knowledge of the teaching and learning context (refer to the class profile survey and teaching context assignment) to develop and teach your lesson (give examples)? 2. What went well related to your teaching and classroom management? Describe examples of your teaching and management to support your reflections. 3. How did you incorporate the use of Academic language and student use of the language in your lesson(s)? 4. What did you observe about student learning as a result of your lesson? How did students interact and respond to your instruction? If the class did not produce work that can be collected, as soon as you can after completing your lesson, make careful notes about what you observed while you were teaching. 5. Review the student samples you collected from your lesson. Reflect on the students work and/or what you observed. In what ways do the students work and/or your observations show that they learned the intended objective? What did you notice about the different children in the class (ex. boys/girls, English language learners, children who struggle, or children who excel)? 6. What would you do differently if you taught the lesson again? What knowledge and skills might you need to develop to improve your development as a professional? 7. Describe how you worked with your cooperating teacher and university supervisor in developing and preparing your lesson. 8. What did you learn about yourself as a teacher? Section 5: Records This section of your Portfolio contains some of your records for the course and evidence that may be used as you develop your edtpa Analysis (Section 3), your reflection on Teaching and Student Learning (Section 4), and your introduction to your portfolio (Section 1). In this section, place a copy of the following A copy of your course goals A copy of your mid-term evaluation of your goals Feedback from your cooperating teacher about the lesson you taught Your completed journal

Form 1 Name Lesson Title School Lesson Plan for edtpa Marian University Date taught Course Title/Grade level(s) Field Experience Teacher 11 Type of Lesson: introduction continues development completes instruction Big Idea or Essential Question Student Learning Target /Objective(s) Assessment of Objective(s) Standard(s) Common Core State Standards or Wisconsin Academic Standards Academic Language What language demands are in the lesson? (Form, Function. Fluency) How will you help students access and use the academic language during the lesson? Vocabulary for this lesson (list and define) Lesson Rationale Student prior knowledge and prior thinking (include student misconceptions about what will be taught): Teacher Background Knowledge Instructional Materials, Resources, and Technology List Rationale Classroom Management Considerations Learning Tasks aligned with learning targets, state standards, big idea and/or essential question aligned with students learning needs of individuals and whole class aligned with the academic language demands of this lesson / aligned with theory & theorist Time/ Questions/ Acad. Lang. Plan 1. Engagement/Anticipatory Set 2. Development (steps and procedures during lesson) 1. 2. Rationale 3. Closure 3. Questions to elicit higher thinking in students during the lesson and provide opportunities for students to engage in dialogue about their learning. Develop for each section for your learning tasks in the above sections Assessments: Assessments to help teacher and students monitor and support student learning: 1. Assessing prior knowledge and readiness for lesson 2. Assessing learning during lesson and at end of lesson including student self-assessment of learning as associated with the learning target. 3. Planning the next steps of learning based on the data or information gained through the lesson s assessments. 1. 2. 3. Plan Rationale

12 Accommodations / Differentiation to support student learning Plan Rationale Collaboration

Form 2 Marian University FIELD EXPERIENCE REFLECTION PAPER EDU 010 Field Experience One 13 Introduction Review of Goals Reflect on the achievement of your goals in relationship to the classroom experience (a minimum of one paragraph for each goal). State each goal and discuss how it was achieved. Be specific and cite examples Reflect on the topics below (a minimum of one paragraph for each topic): 1. How did you use the knowledge of the teaching and learning context (refer to the class profile survey and teaching context assignment) to develop and teach your lesson (give examples)? 2. What went well related to your teaching and classroom management? Describe examples of your teaching and management to support your reflections. 3. How did you incorporate the use of Academic language and student use of the language in your lesson(s)? 4. What did you observe about student learning as a result of your lesson? How did students interact and respond to your instruction? 5. In what ways do the students work and/or your observations show that they learned the intended objective? What did you notice about the different children in the class (ex. boys/girls, English language learners, children who struggle, or children who excel)? 6. What would you do differently if you taught the lesson again? What knowledge and skills might you need to develop to improve your development as a professional? 7. Describe how you worked with your cooperating teacher and university supervisor in developing and preparing your lesson. 8. What did you learn about yourself as a teacher? Conclusion