Superintendent Specialist eportfolio Guide Missouri State University
Updated February 2014 Missouri State Portfolio Guide MoSPE & Conceptual Framework Standards QUALITY INDICATORS MoSPE 1: Content Knowledge Aligned with Appropriate Instruction. The teacher understands the central concepts, structures and tools of inquiry of the discipline(s) and creates learning experiences that make aspects of subject matter meaningful and engaging for students. PERFORMANCE INDICATORS 1.1 Demonstrates basic content knowledge as well as academic language of disciplines. 1.2 Demonstrates an awareness of teaching methodologies used to engage students in subject matter. 1.3 Utilizes disciplinary methods of inquiry and research. CONCEPTUAL FRAMEWORK 1. Foundations and Content Integration 2. Subject Matter Knowledge 1.4 Demonstrates an understanding of what constitutes an interdisciplinary lesson. 1.5 Demonstrates an understanding of cultural diversity and the potential for bias in teaching. MoSPE 2: Student, Learning Growth and Development. The teacher understands how students learn, develop, and differ in their approaches to learning. The teacher provides learning opportunities that are adapted to diverse learners and that support the intellectual, social, and personal development of all students. CONCEPTUAL FRAMEWORK 3. Learning and Development 9. Diversity 2.1 Demonstrates a basic knowledge of principles of child/adolescent development. 2.2 Demonstrates the ability to set short and longterm goals, organize, implement, and selfreflect. 2.3 Demonstrates a basic knowledge of theories of learning. 2.4 Demonstrates an understanding that students differ in their approaches to learning. 2.5 Explains how students' prior experiences, multiple intelligences, strengths, and needs to positively impact learning. 2.6 Explains how instruction is connected to students prior experiences, family, culture, and community.
MoSPE 3: Curriculum Implementation. The teacher recognizes the importance of long range planning and curriculum development. The teacher develops, implements, and evaluates curriculum based upon student, district and state standards data. CONCEPTUAL FRAMEWORK 6. Professional Skills 3.1 Demonstrates an understanding of curriculum, instructional alignment, and national and state standards. 3.2 Demonstrates an understanding of the importance of using appropriate strategies, materials, and technology based on the needs of diverse learners 3.3 Demonstrates an understanding of the importance of differentiated instruction and short and long-term instructional goal planning to meet student needs. MoSPE 4: Critical Thinking. The teacher uses a variety of instructional strategies and resources to encourage students development and critical thinking, problem solving, and performance skills. CONCEPTUAL FRAMEWORK 6. Professional Skills MoSPE 5: Positive Classroom Environment. The teacher uses an understanding of individual/group motivation and behavior to create a learning environment that encourages active engagement in learning, positive social interaction and self-motivation. CONCEPTUAL FRAMEWORK 6. Professional Skills 4.1 Demonstrates a general knowledge of various types of instructional strategies to promote critical thinking. 4.2 Demonstrates an understanding of how using current instructional resources benefits the teaching and learning process. 4.3 Demonstrates an understanding of the importance of using cooperative learning strategies for effective student engagement. 5.1 Recognizes principles of classroom management, motivation, and engagement. 5.2 Recognizes the importance of managing time, space, transitions, and activities. 5.3 Recognizes the influence of classroom, school, and community culture on student relationships and the impact on the classroom environment and learning.
MoSPE 6: Effective Communication. The teacher models effective verbal, nonverbal, and media communication techniques with students, colleagues and families to foster active inquiry, collaboration, and supportive interaction in the classroom. CONCEPTUAL FRAMEWORK 6. Professional Skills 6.1 Demonstrates effective verbal and nonverbal communication techniques. 6.2 Recognizes sensitivity to differences in culture, gender, intellectual and physical ability in classroom communication. 6.3 Identifies the importance of facilitating learner expression in speaking, writing, listening, and other media. 6.4 Develops skills in using a variety of media communication tools. MoSPE 7: Student Assessment and Data Analysis The teacher understands and uses formative and summative assessment strategies to assess the learner s progress and uses both classroom and standardized assessment data to plan ongoing instruction. The teacher monitors the performance of each student and devises instruction to enable students to grow and develop, making adequate academic progress. CONCEPTUAL FRAMEWORK 7. Assessment Skills 7.1 Demonstrates the importance of using formative and summative assessment strategies. 7.2 Recognizes the importance of using assessment data to guide instructional approaches and learning strategies. 7.3 Recognizes the importance of self and peer assessment, differences in formats, and can set their own learning goals. 7.4 Recognizes the importance of gathering assessment data to show the effectiveness of instruction on individual/class learning. 7.5 Recognizes the importance of maintaining confidentiality of student records and communicating student progress to students, families, colleagues, and administrators. 7.6 Recognizes the importance of the collaborative data analysis process.
MoSPE 8: Professional Practice. The teacher is a reflective practitioner who continually assesses the effects of choices and actions on others. The teacher actively seeks out opportunities to grow professionally in order to improve learning for all students. 8.1 Articulates understanding of the importance of reflective practice and continual professional growth. 8.2 Articulates the importance of regular participation in professional learning opportunities. 8.3 Recognizes ethical practices and the influence of district policies and school procedures on professional practice. CONCEPTUAL FRAMEWORK 4. Reflective and Inquiry Skills 8. Dispositions MoSPE 9: Professional Collaboration. The teacher has effective working relationships with students, families, school colleagues and community members. CONCEPTUAL FRAMEWORK 10. Collaboration and Leadership 9.1 Reflects on the importance of fostering appropriate relationships with peers and school personnel. 9.2 Recognizes the importance of accessing basic services available in the school and community to support students and their learning. 9.3 Reflects on the importance of developing relationships with students, families, and communities in support of student learning.
MoSTEP 1.2.3: Building and District Administrator Competencies: SUPERINTENDENT NEW: April 2009, page 1 The beginning (preservice) Superintendent will demonstrate knowledge of and/or competency in the following areas of study: 1. Vision, Mission, and Goals: District leaders ensure the achievement of all students by guiding the development and implementation of a shared vision of learning, strong organizational mission, and high expectations for every student. ELCC 1.1-1.5; CCSSO: 1.A.1-4, 1.B.1-5, 1.C.1-7; MoSTEP 1.3.1; Praxis 1020 Module II, III; CR I.E.5, I.E.8 1. identifying and applying the skills needed to work with a board of education to facilitate the development of a vision of learning, that promotes the success of all students within a school district. 2. (CCSSO: 1.A.1) using varied sources of information and analyzing data about current practices and outcomes to shape or revise a district vision, mission, and goals with high, measurable expectations for all students and educators. 3. (CCSSO: 1.A.2) aligning the vision, mission, and goals to school, district, state, and federal policies (e.g., content standards and achievement targets). 4. (CCSSO: 1.A.3. 1.B.2) incorporating and engaging diverse perspectives and stakeholders in crafting consensus about vision, mission, and goals that are high and achievable for every student when provided with appropriate, effective learning opportunities. 5. (CCSSO: 1.A.4, 1.B.5) advocating and acting on a specific vision, mission and goals of learning in which every student has equitable, appropriate, and effective learning opportunities and achieves at high levels. 6. (CCSSO: 1.B.1) establishing, conducting, and evaluating processes used to engage staff and community in a shared vision, mission, and goals. 7. (CCSSO: 1.B.3) developing shared commitments and responsibilities that are distributed among staff and the community for making decisions and evaluating actions and outcomes. 8. (CCSSO: 1.B.4) strategies for communicating the vision to school boards, staff, parents, students, and community members through the use of symbols, ceremonies, stories, and other activities. 9. using and supporting district-wide technology and information systems to enrich internal and external communication. 10. (CCSSO: 1.C.1) using or developing data systems and other sources of information (e.g., test scores, teacher reports, student work samples) to identify unique strengths and needs within grades/buildings, gaps between current outcomes and goals, and areas for improvement. 11. (CCSSO: 1.C.2) making decisions informed by data, research, and best practices to shape plans, programs, and activities and regularly review their effects. 12. (CCSSO: 1.C.3) using data to determine effective change strategies, engaging staff, school board and community stakeholders in planning, and directing changes in programs and activities. 13. (CCSSO: 1.C.4) identifying and removing barriers to achieving the vision, mission, and goals of the school district. 14. (CCSSO: 1.C.5) incorporating the vision and goals into planning (e.g., strategic plan, district improvement plan), change strategies, behavior changes, and instructional programs. 15. (CCSSO: 1.C.6) obtaining and aligning resources (e.g., learning technologies, staff, time, funding, materials, training, and so on) to achieve the vision, mission, and goals. 16. strategies for using a district s vision to mobilize additional resources to support the vision. 17. (CCSSO: 1.C.7) revising plans, programs, administrative policies, and activities based on systematic evidence and reviews of progress toward the vision, mission, and goals.
Administrator Competencies: SUPERINTENDENT MoSTEP 1.2.3: Building and District NEW: April 2009, page 2 2. Teaching and Learning: District leaders ensure achievement and success of all students by monitoring and continuously improving teaching and learning. ELCC 2.1-2.4; CCSSO: 2.A.1-7, 2.B.1-4, 2.B.1-5; MoSTEP 1.3.2; Praxis 1020: Module I, III; CR I.E.5, I.E.3 1. (CCSSO: 2.A.1) developing shared understanding, capacities, and commitment to high expectations for all students and closing achievement gaps. 2. (CCSSO: 2.A.3, 2.A.4) strategies for developing time and resources to build a professional culture of openness, collaboration, and modeling while engaging all staff in sharing information, analyzing outcomes, and planning improvement. 3. (CCSSO: 2.A.2) guiding and supporting job-embedded, standards-based professional development that improves teaching and learning and meets diverse learning needs of every student. 4. (CCSSO: 2.A.5) strategies for providing support, time, and resources for leaders and staff to examine their own beliefs, values, and practices in relation to the vision and goals for teaching and learning. 5. (CCSSO: 2.A.6) strategies for providing ongoing feedback using data, assessments, and evaluation methods that improve practice. 6. (CCSSO: 2.A.7) strategies for guiding and monitoring professional development committee plans and progress for continuous improvement of teaching and learning. 7. (CCSSO: 2.B.1) developing shared understanding of rigorous curriculum and standards-based instructional programs, leading teams to analyze student work, monitoring student progress, and redesigning curricular and instructional programs to meet diverse needs. 8. developing district-wide data-based educational expectations and evidencebased programs that account for the impact of diversity on individuals with exceptional learning needs and their families 9. (CCSSO: 2.B.2) ensuring the utilization of research-based, coherent, and effective guidance regarding rigorous curriculum, instructional practice, assessment, aligning content standards, professional development, and evaluation methods in all grade levels.
MoSTEP 1.2.3: Building and District Administrator Competencies: SUPERINTENDENT NEW: April 2009, page 3 2. Teaching and Learning (Continued) 10. (CCSSO: 2.B.3) analyzing with board the monitoring effects of differentiated teaching strategies, curricular materials, educational technologies, and other resources appropriate to address diverse student populations, including students with disabilities, cultural and linguistic differences, gifts and talents, disadvantaged social economic backgrounds, or other factors affecting learning. 11. using strategies such as observations, walk-through, collaborative reflection, coaching, and adult learning strategies to form comprehensive professional growth plans with all levels of school personnel. 12. (CCSSO: 2.B.4) identifying and using high-quality research and data-based strategies and practices that are appropriate in the local context to increase learning for every student. 13. (CCSSO: 2.C.1) developing and utilizing aligned, standards-based accountability data to improve the quality and equity of teaching and learning. 14. (CCSSO: 2.C.2) using varied sources and kinds of information and assessments (e.g., test scores, work samples, and teacher judgment) to evaluate student learning, effective teaching and administration, and program quality. 15. (CCSSO: 2.C.3) regularly reviewing and disaggregating data about all students to improve instructional programs. 16. using and promoting data-based technologies and performance management systems to monitor and analyze instructional, curricular, and assessment practices and to provide staff the assistance needed for professional improvement. 17. analyzing similarities and differences between and among career, special, and regular education in order to ensure equity. 18. (CCSSO: 2.C.4) interpreting data and communicating progress toward vision, mission, and goals for educators, the school community, and state department of education and other stakeholders.
Administrator Competencies: SUPERINTENDENT MoSTEP 1.2.3: Building and District NEW: April 2009, page 4 3. Managing Organizational Systems and Safety: District leaders ensure the success of all students by managing organizational systems and resources for a safe, high-performing learning environment. ELCC 3.1-3.3; CCSSO: 3.A.1-6, 3.B.1-7, 3.C.1-3; CEC SA1S4; MoSTEP 1.3.3; Praxis 1020: Module I, III; CR I.E.8, I.E.6, I.E.10 NOTE: CEC (Council for Exceptional Children) coding derives from CEC Advanced Standards for Special Education Administrators 1. (CCSSO: 3.A.1) problem-solving and strategic, long- range, and operational planning skills (including applications of technology) in the effective, legal, and equitable use of fiscal, human, and material resource allocation and alignment that focuses on teaching, learning, and safety. 2. (CCSSO: 3.A.3) developing and facilitating district-wide use of communication and data systems that assure the timely flow of information. 3. (CCSSO: 3.A.4) providing oversight of acquisition and maintenance of equipment and effective technologies, particularly to support teaching and learning. 4. (CCSSO: 3.A.5) strategies for distributing and monitoring responsibilities for leadership of operational systems and involving staff in conducting operations and setting priorities using appropriate and effective needs assessment, research-based data, and group-process skills to build consensus, communicate and resolve conflicts in order to align resources with the organizational vision. 5. (CCSSO: 3.A.6) evaluating and revising processes to continuously improve the operational system. 6. strategies for focusing on effective organization and management of fiscal, human, and material resources, giving priority to student learning, safety, curriculum, and instruction. 7. (CCSSO: 3.B.1) developing and evaluating budgets and fiscal guidelines in accordance with state and federal requirements to ensure priorities of teaching and learning (e.g., epegs system). 8. (CCSSO: 3.B.2) allocating funds based on student needs within the framework of federal and state rules. 9. (CCSSO: 3.B.3, 3.B.7) strategies for aligning and obtaining fiscal and human resources based on assessment of student needs within the framework of local, state, and federal regulations and the district s vision and goals.
MoSTEP 1.2.3: Building and District Administrator Competencies: SUPERINTENDENT NEW: April 2009, page 5 3. Managing Organizational Systems and Safety (Continued) 10. (CCSSO: 3.B.4, CEC SA1S4) strategies for recruiting, interviewing, and retaining highly qualified personnel, including principals and assistants, that comply with local, state and federal regulations and laws. 11. strategies for remediating or, in worst case scenarios, removing lowperforming personnel. 12. (CCSSO: 3.B.5) assigning personnel to address diverse student needs, legal requirements, and equity goals. 13. (CCSSO: 3.B.6) conducting personnel evaluation processes that enhance professional practice, in keeping with district and state policies. 14. developing communications plans for staff that include opportunities for staff to develop family and community collaboration skills. 15. identifying and applying legal principles that promote educational equity and provide a safe, effective, and efficient facilities. 16. applying and assessing current technologies for school management, business procedures, and scheduling. 17. strategies for developing plans for acquisition, maintenance, and appropriate use of equipment and technologies throughout the district. 18. (CCSSO: 3.C.1) advocating for and creating collaborative systems and distributed leadership responsibilities that support student and staff learning and well-being. 19. (CCSSO: 3.C.2) strategies for involving families, board members, administrators, teachers, and students in developing, implementing, and monitoring guidelines and norms for appropriate student behavior. 20. (CCSSO: 3.A.2, 3.C.3) identifying strategies for protecting the welfare and safety of students and staff, including assessment of school environment, ADA requirements, and other access issues; collaboratively developing comprehensive safety, security, and response plans; identifying emergency support personnel in and outside of the school; and communicating the safety plan to staff, students, and parents on a regular basis. 21. strategies for using comprehensive school improvement plans, Missouri school improvement plans, epegs, and other structures to ensure comprehensive school improvement/success. 22. coaching aspiring principals and assistant superintendents within the district. 23. mentoring new superintendents outside of the district.
Administrator Competencies: SUPERINTENDENT MoSTEP 1.2.3: Building and District NEW: April 2009, page 6 4. Collaborating with Families and Stakeholders: District leaders ensure the success of all students by collaborating with families and stakeholders who represent diverse community interests and needs and mobilizing community resources that improve teaching and learning. ELCC 4.1-4.3; CCSSO: 4.A.1-5, 4.B.1-5, 4.C.1-4; CEC SA6S2; MoSTEP 1.3.4; Praxis 1020: Module I, II, III; CR I.E.9 1. using community relations models, marketing strategies and processes, datadriven decision-making, and communication theory to craft frameworks for school, families, business, community, government, and higher education partnerships. 2. (CCSSO: 4.A.1) strategies for involving community members, groups, and other stakeholders in district decision-making, reflecting an understanding of strategies to capitalize on the district s integral role in the larger community. 3. collaborating with community agencies to integrate health, social, and other services in the schools to address student and family conditions that affect learning. 4. (CCSSO: 4.A.2, CEC SA6S2) strategies for involving families in decision making about their children s education and strengthening the role of parent and advocacy organization as they support students with exceptional learning needs and their families. 5. (CCSSO: 4.A.3) identifying effective public information strategies to communicate with families and community members (e.g., email, night meetings, and written materials in multiple languages). 6. (CCSSO: 4.A.4) identifying and implementing communication and collaboration strategies to develop family and local community partnerships. 7. (CCSSO: 4.A.5) identifying and evaluating characteristics of positive community and media relations. 8. (CCSSO: 4.B.1) strategies for identifying and actively involving key stakeholders within the community, including working with community members and groups that have competing or conflicting perspectives about education. 9. (CCSSO: 4.B.2) ensuring the identification and implementation of appropriate assessment strategies and research methods to understand and accommodate diverse student and community conditions and dynamics. 10. (CCSSO: 4.B.3) identifying and collaborating with community programs serving students with special needs/talents. 11. (CCSSO: 4.B.4) strengthening educational programs by identifying and capitalizing on diversity (e.g., cultural, ethnic, racial, economic, and special interest groups) in the school community. 12. (CCSSO: 4.B.5) identifying and demonstrating characteristics of cultural competence in sharing responsibilities with communities to improve teaching and learning. 13. (CCSSO: 4.C.1) identifying and collaborating with community agencies for health, social, and other services to families and children. 14. (CCSSO: 4.C.2) identifying characteristics of mutually beneficial relationships with business, religious, political, and service organizations to share school and community resources (e.g., buildings, playing fields, parks, medical clinics, and so on). 15. (CCSSO: 4.C.3) identifying and using public resources and funds appropriately and effectively. 16. (CCSSO: 4.C.4) developing and implementing plans for nurturing relationships with community leaders and reaching out to different business, religious, political, and service organizations to strengthen programs, sustain existing resources, and add new resources that address emerging student needs and support district goals.
MoSTEP 1.2.3: Building and District Administrator Competencies: SUPERINTENDENT NEW: April 2009, page 7 5. Ethics, Integrity, and Fairness: District leaders ensure the success of all students by being ethical and acting with integrity. ELCC 5.1-5.3; CCSSO: 5.A.1-3, 5.B.1-6, 5.C.1-5; CEC SA5K1; MoSTEP 1.3.5; Praxis 1020: not overtly referenced; CR I.E.7 1. (CCSSO: 5.A.1, CEC SA5K1) applying an understanding of the profession s code of ethics, integrity, justice, and fairness to own and other s actions. 2. (CCSSO:5.A.2) respecting the rights of others with regard to confidentiality and dignity and engages in honest interactions. 3. (CCSSO: 5.A.3, 5.B.2) applying cultural competency skills and equitable practices to interactions with all constituencies. 4. (CCSSO: 5.B.4) assessing one s own assumptions, values, beliefs, and practices in the service of improving student learning. 5. (CCSSO: 5.B.5) strategies for leading others in safely examining deeply held assumptions and beliefs that may conflict with vision and goals. 6. (CCSSO: 5.B.6) strategies for respectfully challenging assumptions and beliefs that negatively affect students, educational environments, and learning. 7. strategies for combining impartiality and sensitivity to student diversity with ethical considerations in one s interactions with others. 8. (CCSSO: 5.C.2) lifelong learning skills needed to deepen understanding and practice related to content, standards, assessment, data, teacher support, evaluation, and professional development. 9. (CCSSO: 5.C.3) using understanding of educational policies (e.g., accountability) to avoid expedient, inequitable, or unproven approaches that meet short-term goals (e.g., raising test scores). 10. (CCSSO: 5.C.5) strategies for balancing professional and personal responsibilities and encouraging similar actions for others.
Administrator Competencies: SUPERINTENDENT MoSTEP 1.2.3: Building and District NEW: April 2009, page 8 6. The Education System: District leaders ensure the success of all students by influencing interrelated systems of political, social, economic, legal, and cultural contexts affecting education to advocate for their teachers and students needs. ELCC 6.1-6.3; CCSSO: 6.A.1-3, 6.B.1-4, 6.C.1-4; MoSTEP 1.3.6; Praxis 1020: Module I, II; CR I.E.2, I.E.7, I.E.6 1. (CCSSO: 6.A.1) strategies for facilitating constructive discussions with the public about federal, state, and local laws, policies, regulations, and statutory requirements affecting continuous improvement of educational programs and outcomes. 2. (CCSSO: 6.A.2) strategies for actively developing relationships with a range of stakeholders and policymakers to identify, respond to, and influence issues, trends, and potential changes that affect the context and conduct of education. 3. (CCSSO: 6.A.3) advocating for equity and adequacy in providing for students and families educational, physical, emotional, social, cultural, legal, and economic needs, so every student can meet educational expectations and policy goals. 4. (CCSSO: 6.B.1) strategies for upholding and influencing federal, state, and local laws, policies, regulations, and statutory requirements in support of every student learning. 5. (CCSSO: 6.B.2) strategies for collecting and accurately communicating data about educational performance (e.g. MAP, end-of-course statistics, MoSIS, MSIP data) in a clear and timely way, relating specifics about the local context to improve policies and inform progressive political debates. 6. (CCSSO: 6.B.3) strategies for communicating with members of a school community concerning trends, issues, and potential changes in the environment in which the school operates, including maintenance of an ongoing dialogue with representatives of diverse community groups. 7. (CCSSO: 6.B.4) advocating for increased support of excellence and equity in education. 8. (CCSSO: 6.C.1) characteristics of strong administrator relationships with coworkers, the school board, district and state education leaders, and policy actors to inform and influence policies and policymakers in the service of children and families. 9. promoting teamwork and recognizing team achievements by developing activities and policies that benefit students and their families and, then, recognizing team achievements. 10. (CCSSO: 6.C.2) identifying and advocating for policies and programs that promote equitable learning opportunities and success for all students, regardless of socioeconomic background, ethnicity, gender, disability, or other individual characteristics. 11. (CCSSO: 6.C.3) advocating for public policies that ensure appropriate and equitable human and fiscal resources and improve student learning. 12. (CCSSO: 6.C.4) collaborating with community leaders to collect, describe, and analyze data on economic, social, and other emerging issues that impact district and school planning, programs, and structures.
The Professional Preparation Portfolio Successful completion of a Professional Preparation Portfolio is required of all teacher education candidates at Missouri State in order to be recommended for initial certification to teach. This portfolio is a graphic anthology of a student s progress and performance in all coursework, practicum placements and student teaching experiences. The Professional Preparation Portfolio is also a medium by which the academic programs are evaluated for accreditation by the Missouri Department of Elementary and Secondary Education and the National Council for the Accreditation of Teacher Education. Teacher education students will receive guidance throughout their program from the instructors of their courses to help answer questions and maintain quality of the portfolio. There are three checkpoints scheduled throughout the sequence of courses taken in the teacher education program. The checkpoints are individual conferences held between students and instructors to assure that everything is in order and progressing satisfactorily toward meeting the Missouri Standards for Teacher Education Program (MoSTEP) quality indicators and subject area competencies. The first checkpoint occurs in SEC 302. PED 200, or MUS 200. The second will occur during the special methods courses or designated point in the degree program. The third and final checkpoint occurs during the student teaching semester. At that time the portfolio will be reviewed to determine if there is sufficient evidence to meet MoSTEP quality indicators and subject area competencies. Portfolio Checkpoint 1: ELE 302/SEC 302/PED 200/MUS 200* These artifacts are required and must be included within the portfolio at checkpoint 1: Professional Resume Clinical Placements Log Artifacts with cover sheets as assigned minimum of lesson plan and appropriate artifact cover sheet Evaluation of uploaded materials by faculty Portfolio Checkpoint 2: Special Methods Courses or Designated Point in Program A summary of general expectations for Portfolio Checkpoint 2 follows: Artifacts and artifact cover sheets required by the specialty area that reflect knowledge, skills and professional dispositions aligned with standards Professional Resume further developed Clinical Placement form completed to reflect additional experiences and outcomes Educational Philosophy Portfolio Checkpoint 3: Supervised Student Teaching Artifacts may be required and reviewed by the specialty area faculty, University Student Teaching Supervisor and cooperating teacher. A summary of expected content follows: Additional artifacts and artifact cover sheets as required in order to meet MoSTEP quality indicators and subject area competencies Professional resume completed Clinical placement form completed to reflect culminating experiences and outcomes Complete section IV of your portfolio (Student Teaching Evaluations) For additional help log on to the Missouri State PEU Website at http://www.missouristate.edu/peu/ *Students must consult with their departmental advisors concerning special requirements for artifact cover sheets. Limited examples follow.
Appendix 1: Portfolio Content and Requirements Access the portfolio website for further details at http://www.missouristate.edu/peu/student_portfolios/ Candidates (students) starting the program in fall 2001 semester will be expected to develop the portfolio in an electronic format (web-based and/or zip disk or CD). There are four sections to the portfolio as noted below. Candidates that wish to maintain a hard copy of the portfolio, along with a copy in an electronic format, may purchase tabs that correspond to the following section at the University bookstore (Spring, 2002). The number and type of artifacts will correspond to the program assessment plan. See program faculty for guidance. Candidates should record progress toward meeting professional standards on the Portfolio Guide (see downloadable forms). Portfolio Sections Section I. Introduction Section I contains the professional education candidate s: Educational Philosophy Resume' Log of Clinical Placements assigned during the program (downloadable form) Section II. Professional Practice Section II includes artifacts that represent performances aligned to the Conceptual Framework (CF) MoSTEP and specialty area standards. Download a copy of the Portfolio Guide (replaces the old Table of Contents) specific to your area of study. The Portfolio Guide should be kept in Section II of the portfolio with artifacts reflecting the required standards placed after the guide. Candidates are expected to monitor progress toward standards on the Portfolio Guide (downloadable form). Artifacts that reflect the Missouri State (CF) Learner Outcomes, the MoSTEP Standards and the specialty area standards will be placed in Section II of the portfolio. Artifacts must be accompanied by anartifact Cover Sheet that documents the nature of the project as well as performances related to standards. (See downloadable forms to access the Artifact Cover Sheet and corresponding Directions for the Artifact Cover Sheet. Section III. Showcase Section III is the student Showcase Section. This is optional for students who elect to include items that will further illustrate their experiences in the professional education program as well as showcase mastery of professional standards and the Conceptual Framework general outcomes. Section IV. Field Evaluations This section should include practicum and student teaching field evaluations. See your program faculty for guidance regarding practicum materials and evaluations. For student teaching, include the evaluation of the cooperating teacher and the University supervisor of all placements in the student teaching semester.
APPENDIX 2: ABOUT THIS ARTIFACT - DIRECTIONS FOR THE ARTIFACT COVER SHEET Cover sheets should be attached to artifacts within the Professional Preparation Portfolio as directed by program faculty. The purpose of the cover sheet is to ensure reflection and review regarding performances related to the Missouri State Professional Education Unit (PEU) Conceptual Framework (CF), the MoSTEP standards and your Specialty Area standards. Information provided on the cover sheet yields evidence of your progress in meeting professional education standards.. Directions for completing the sections of the cover sheet follow. Title of artifact : Typically, an artifact will have a designated title. If it does not, provide a brief description or name. Date this artifact was collected : When was the item completed, graded, or made available for inclusion in the portfolio? If necessary, give a more general time, e.g. Fall Semester 2001. Course or experience where the artifact was developed : Provide both the course code and course title. If the item was not developed for a course, describe the experience corresponding to development. Quality indicators addressed by this artifact : Identify the quality indicators/learner outcomes that are represented within the artifact. Example: CF (add learner outcome and #) MoSTEP (add # and description) Specialty Area: Science Education (add # and description) Since there is commonality between the CF, the MoSTEP, and the Specialty Area Standards, it is typically appropriate to reference all three sets of standards on the cover sheet. See your program faculty for guidance if you have questions. Reflective Narrative : This section includes a summary of candidate performances that correspond to the quality indicator and learner outcomes listed. Use the performance indicators corresponding to each quality indicator as a guide. This section requires analysis and synthesis of performances related to standards and should be written as a narrative summary rather than a list. The narrative should document that you have demonstrated performances consistent with the CF Learner Outcomes, the MoSTEP and the Specialty Area standards noted above. Examples of completed Artifact Cover Sheets follow; however, you must seek guidance from program faculty regarding requirements specific to your area of study.
ABOUT THIS ARTIFACT Student Name: Major/Certification Area: Title of the Artifact: Date this artifact was collected: Course or experience where artifact was developed: Quality indicators addressed by this artifact - Include MoSTEP and Specialty Area Indicator(s) as well as PEU CF Learner Outcome(s) as appropriate: Reflective narrative How this artifact reflects performances specific to MoSTEP, PEU CF Learner Outcomes and/or Specialty Area performance indicators as appropriate. What do I know and what am I able to do?
Appendix 3: CF General Learning Outcomes The curricula of professional education programs at Southwest Missouri State University reflect our commitment to these beliefs. Further, they reflect and are aligned with the professional standards specified by state, national and professional accreditation organizations. Our initial and advanced programs are designed to develop candidate knowledge, skills, and dispositions associated with successful professional educational practice. Missouri State professional education graduates will demonstrate competence in: 1. Foundations: knowledge of the historical development of the profession, and foundational issues and arguments underlying its practices, as well as understanding of the importance of integrated learning across disciplines. 2. Subject Matter: knowledge of subject matter discipline content and the ability to integrate content with pedagogy appropriate to the candidate s field of study. 3. Learning and Development: knowledge of human development and motivation, theories of learning, pedagogy and assessment. 4. Reflective skills: communication skills, critical and creative thinking abilities and other skills crucial to reflective decision-making. 5. Technology: knowledge and skills in the use of technology appropriate to the candidate s field of study. 6. Professional Skills: the practical abilities to implement the skills, techniques, and strategies associated with student learning and development in the educational context in which they practice. 7. Assessment Skills: the skills to conduct valid and reliable assessments of their students learning, and use that assessment to improve learning and development for their students. 8. Dispositions: the intellectual, social, ethical, and other personal attributes and beliefs previously ascribed to reflective decision-makers in a variety of professional settings, including a commitment to their own lifelong learning and professional development. 9. Diversity: the ability to skillfully facilitate and promote the learning of all students, including those from diverse cultural, racial and economic backgrounds, and those with disabilities. 10. Collaboration and Leadership: the ability and skills to foster and maintain collaborative, empowering relationships with other professionals within schools and the community.