teacher preparation portfolio … preparation portfolio undergraduate handbook fall 2008 – spring...

TEACHER PREPARATION PORTFOLIO

UNDERGRADUATE HANDBOOK

Fall 2008 – Spring 2010*

*Initial candidates completing EDUC 2013 in fall 2009 and, thereafter, will be

required to utilize the electronic portfolio format.

Competent ● Committed ● Ethical

2

TABLE OF CONTENTS

INTRODUCTION

Introduction to the Portfolio 3

Philosophy for Teacher Education Unit 4

University Vision and Mission Statements 4

Teacher Education Unit Vision and Mission Statements 4

Conceptual Framework 5

Teacher Education Unit Purpose 5

Conceptual Framework Knowledge, Skills and Dispositions 5

Teacher Education Unit Portfolio Policy 8

Portfolio Policy Statement, Guidelines, and Format 9

Schedule for Evaluating Portfolios 10

PORTFOLIO DOCUMENTS

Module I – Evaluation Checklist 11

Module II – Evaluation Checklist 12

Module III – Evaluation Checklist 13

Module IV – Evaluation Checklist 14

Documentation Log for Community Involvement 15

ASSESSMENT FORMS

Portfolio Reflection Form 16

Portfolio Self-Assessment – completed at the end of Module II 17

Rubric for Faculty Portfolio Assessment 19

APPENDICES

Appendix A: SDE General Competencies for License and Certification 21

Appendix B: OCTP General Competencies for Licensure and Certification 22

Appendix C: CEC General Competencies for Licensure and Certification 23

Appendix D: Oklahoma Criteria for Effective Teaching Performance 24

Appendix E: Oklahoma General Education Competencies for Teacher 27

Licensure and Certification

Appendix F: Sample Component/Competency Reflection Form 28

Appendix G: Conceptual Framework – Professionals for the 21st Century: 29

Competent, Committed, and Ethical


3

Southeastern Oklahoma State University

Undergraduate Teacher Preparation Portfolio

This handbook is designed for undergraduate teacher candidates and faculty in the

teacher education program at Southeastern. It provides the basic information needed to

successfully complete the portfolio development process as required for the completion

of a degree, licensure and certification. Check the Teacher Education Services website

for the most current information.

The information about portfolio development and construction in this handbook

was adopted by the Teacher Education Council on April 17, 2008. Teacher candidates

graduating in spring 2010 and thereafter will be responsible for all the requirements

outlined in this version of the portfolio. Candidates graduating prior to spring 2010 may

choose to fulfill the requirements of the fall 2008 portfolio or the fall 2005 version.

Initial candidates completing EDUC 2013 in fall 2009 and thereafter, will be required to

utilize the electronic portfolio format. The portfolio and its contents are the responsibility

of the teacher candidate. The teacher candidate is responsible for preparing and/or

selecting items of evidence, and completing the portfolio according to the appropriate g

guidelines.

The portfolio is a certification requirement of the Oklahoma State Regents for

Higher Education and the Oklahoma Commission for Teacher Preparation.


4

Philosophy for Teacher Education Unit

The unit’s philosophy begins with the fundamental belief that all students can

learn; however, students learn in different ways and at different rates. Therefore,

educators must be knowledgeable about the content they teach and be committed to

utilizing a variety of instructional strategies and approaches appropriate to the diverse

learning needs of all students. The educational needs of all students will be met in a

caring, non-discriminatory, and equitable manner.

Another major component of the philosophy is the belief that candidates and other

school professionals must have the knowledge and skills to utilize technology in order to

assist all students in achieving their full potential as learners and citizens of the world.

Schools and classrooms must have educators who are equipped with technology

resources and skills and who can effectively teach the necessary subject matter content

while incorporating technology concepts and skills (ISTE, 2008, p. 3).

Southeastern Oklahoma State University Vision 2010

Southeastern will be a leader and innovator in higher education. Strong academic

and student life programs with a solid liberal arts and sciences foundation will

characterize the university. Areas such as diversity, globalization, uniqueness, and

cultural richness will be distinctive features of the institution.

University Mission Statement

Southeastern Oklahoma State University provides an environment of academic

excellence that enables students to reach their highest potential. By having personal

access to excellent teaching, challenging academic programs, and extra curricular

experiences, students will develop skills and habits that promote values for career

preparation, responsible citizenship, and lifelong learning.

Teacher Education Unit Vision

The teacher education unit at Southeastern Oklahoma State University strives to

be an exemplary provider of high quality teacher education programs in southeastern

Oklahoma and northern Texas for the development of educational practitioners.


5

Teacher Education Unit Mission

The mission of the Southeastern Oklahoma State University’s teacher education

unit is to produce graduates who demonstrate academic and practical excellence in their

respective fields. Through quality instruction grounded in current research and supported

by diverse field and clinical experiences and technology usage, graduates will develop

the professional competencies necessary to become lifelong learners who are competent,

ethical, and committed practitioners.

Conceptual Framework

Purpose of the Teacher Education Unit

The purpose of the teacher education unit is to train competent, committed, and

ethical teachers and other school professionals to teach, counsel, administer, and lead in

P-12 schools.

Candidate Learning Outcomes/Institutional Standards

KNOWLEDGE

1. Educators have broad knowledge of liberal arts/general education.

2. Educators know the content appropriate to their major subject area.

3. Educators acquire pedagogical knowledge appropriate to their specialty

area.

4. Educators know the specific uses of technology in their discipline.

SKILLS

1. Educators demonstrate effective communication skills with peers,

colleagues, and families.

2. Educators have strong and current technology skills.

3. Educators use a variety of instructional strategies and materials to promote

critical thinking in students.


6

4. Educators plan instruction that is appropriate for a diverse student population.

5. Educators use a variety of methods to deliver instruction.

6. Educators motivate students to learn.

7. Educators use multiple assessment tools to monitor student learning and

modify instruction.

DISPOSITIONS

Based on the unit’s vision, mission, philosophy, purposes, goals/outcomes, the

unit is committed to preparing school practitioners who will demonstrate the following

dispositions:

1 Educators who are competent:

a. possess the knowledge, skills, and dispositions needed to perform their

role and responsibilities in the classroom.

b. promote positive learning outcomes for all students.

c. know how to use self-reflection to learn from their experiences and

improve their effectiveness.

d. know how to secure and use various technological resources to

enhance student learning, communication, and management tasks.

e. embrace cultural diversity and accommodate the needs of diverse

learners.

f. value the role of the family in the child’s education and know how to

work cooperatively with parents and the community for the student’s

benefit.

2. Educators who are committed:

a. support learning for diverse learners in a caring, non-discriminatory,

and equitable manner.

b. establish high standards for all students.

c. set high standards for themselves by being personally invested in their

own professional work and career development.

d. are proud to serve their communities as educational leaders and

advocate for the profession in all interactions.

e. engage in service to the profession and community.


7

3. Educators who meet high ethical standards of practice:

a. respect and value all students and others for their diverse talents,

abilities, and contributions

b. are sensitive to community and cultural norms.

c. are timely, respectful, and responsible in meeting expectations.

d. model ethical and democratic principles in all relationships.

e. use sound judgment and display confidence in practice.

f. are honest in communications and interactions with others.

g. maintain confidentiality.


8

Portfolio Philosophy Statement

The undergraduate portfolio provides the opportunity for candidates to

demonstrate their professional growth in the knowledge, skills, and dispositions outlined

in the conceptual framework for the teacher education unit at Southeastern. In addition,

candidates must demonstrate their competency of the nine required portfolio components

which include the fifteen (15) competencies required for licensure and certification by the

Oklahoma Commission for Teacher Preparation. The portfolio is a collection of artifacts

from the specialization and professional education courses in their degree plan

demonstrating the varied learning opportunities and field experiences of the candidates.

The portfolio development process encourages teacher candidates to be reflective

of their learning outcomes as well as their impact on student learning. The prescribed

artifacts from each teacher candidate’s courses and field experiences reflect the diversity

and depth of the teacher candidate’s professional preparation.

In addition, the teacher preparation portfolio process provides a document that

reflects authentic assessment activities that are utilized by the faculty and unit to evaluate

and improve the teacher education program. Feedback on individual artifacts and at the

end of each module, provide the candidates with continuous support and opportunities to

improve their professional growth.


9

Portfolio Policy Statement, Guidelines, and Format

POLICY STATEMENT

Teacher candidates in the teacher education program at Southeastern are required

to develop an assessment portfolio documenting their growth and professional progress

throughout their professional education program. The portfolio process begins when a

candidate enrolls in the first introductory teacher education course. All teacher education

candidates must present their portfolio at the completion of each module. A self-

assessment is completed at the completion of Module II. At the completion of Module

IV, teacher candidates will present their completed portfolio for a final assessment by a

faculty member.

Beginning in fall 2009, initial teacher candidates will begin implementing the

portfolio in an electronic format. Candidates in EDUC 2013 in fall 2009 and, thereafter,

will be required to present their portfolio in an electronic format in order to graduate. If a

candidate is taking EDUC 2013 out of sequence, his/her transcript will be evaluated, and

the Director of Teacher Education will determine the format the candidate will utilize for

his/her portfolio. Candidates may choose to utilize the electronic format if they have

taken a few courses prior to fall 2009.

Transfer teacher candidates who have taken a few professional education courses at

another university will be required to transfer to the electronic portfolio if they completed

the equivalent courses in fall 2009 or thereafter. Southeastern candidates who have taken

a few professional and specialization courses and then left the university and returned

will be required to complete an electronic portfolio when they return. All teacher

candidates who have transferred to Southeastern and all SE teacher candidates who have

left the university and returned are required to complete a portfolio for their remaining

courses.

Module I will be implemented in the electronic format in fall 2009, Module II will

be implements in spring 2010, and Module IV will be implemented in fall 2010. Module

III for the various programs will be implemented by fall 2010. Module III artifacts for

some programs may be in paper format during the implementation phase.

GUIDELINES

All Southeastern teacher candidates’ portfolios will contain the required four (4)

modules and utilize the same format.** Teacher candidates should print the

Undergraduate Portfolio guidelines from www.se.edu/teacher-education/documents

during the first professional education course. All candidates must complete Module I,

II, and III and submit written documentation to Teacher Education Services prior to

student teaching. Module IV is completed during student teaching and submitted with

the other three modules on student teacher return day.

http://www.se.edu/teacher-education/documents


10

FORMAT

The Teacher Preparation Portfolio should be presented in a three-ring binder.**

The follow guidelines must be included:

1. divided sections

2. a title page

3. identified artifacts required for each course

4. assessment rubric placed in front of each artifact

5. a competency reflection for each artifact

6. the order of items is assessment rubric, artifact, and competency reflection

7. completion of all assessments and log

8. identifying information on front cover and binder spine

**Candidates beginning an initial teacher education program in fall 2009 and, thereafter,

will be required to use the Chalk and Wire eportfolio which can be purchased through the

campus book store.

Schedule for Evaluating Portfolios

1. At the end of each module, teacher candidates will have their portfolio evaluated by a

faculty member. A faculty signature on the Module Evaluation Checklist will

indicate that all artifacts, assessment rubrics and reflections for the module have been

completed.

2. After the completion of Module I, II, and III and prior to student teaching, the

candidate’s portfolio will be evaluated by a faculty member. The candidate will

provide documentation of the assessment of Module I, II, and III to Teacher

Education Services. The module evaluation sheets must be submitted before the

candidate is allowed to student teach.

3. After the completion of Module IV, the teacher candidates will submit their entire

portfolio for assessment by a faculty member. The portfolio is submitted to Teacher

Education Services on student teacher return day.

4. The final evaluation of the portfolio is completed during the last few weeks of the

candidate’s student teaching. The portfolio will be assessed by a faculty member and

the Director of Teacher Education. If the portfolio is complete and at the acceptable

level, the candidate will be recommended for a teaching license. If additional items

need to be submitted, the candidate will be notified, in writing, and have the

opportunity to submit additional materials.


11

Module I – Evaluation Checklist

Candidate Name __________________________________________________________

Program Area_____________________________________ Date __________________

Completed Artifact

Number

Course Artifact OCTP

Competency/

Component

Assessment

Overall

Score

#1 EDUC

2000

Content

Packet

#2 EDUC

2013

Philosophy

#3

EDUC

2013

Personal

Goals

#4

SPED 2123 IEP

#5 EDUC

3313

Lesson Plan

with Power

Point

#6 EDUC

3313

Brochure

#7 PSY 3123 Case Study

Each artifact must be accompanied by an assessment rubric and a component/competency

reflection form.

The teacher candidate has satisfactorily completed Module I.

_______________________________________ ________________________

Faculty Signature Date


12

Module II – Evaluation Checklist

Candidate Name _____________________________________________________

Program Area _______________________________ Date ___________________

Completed Artifact

Number


Competency/

Component

Overall

Assessment

Score

#8

EDUC 3002 Content

Packet

#9

EDUC 3434 Video Tape

with

modified

lesson plan

#10

EDUC 3434

#11 EDUC 4443 Behavior

Management

Project

#12

Any Course Peer

Evaluation

of a Lesson

Plan

Not

Required

#13 Community

Service Log

Not

Required

#14 Portfolio

Self-

Assessment

Not

Required

Not

Required

Artifacts #8, #9, #10, and #11 must be accompanied by an assessment rubric and a

component/competency reflection form. Artifacts #12 and #13 must be accompanied by

a component/competency reflection form.

The teacher candidate has satisfactorily completed Module II

_________________________________________ ________________________



13

Module III – Major Program Evaluation Checklist

Module III

Required items of evidence for course work in the major teaching area must be obtained

from your department. The Module III evaluation checklist given to you by your

department replaces this page. Module III is assessed by the major teaching area

department.

PLEASE REPLACE THIS PAGE

WITH THE MODULE III PAGE FROM

YOUR DEPARTMENT.

THANK YOU


14

Module IV and Portfolio Clearance Form

Candidate Name __________________________ ID Number _________________

Program Area ____________________________ Date ______________________

Module I, II, and III were satisfactorily completed prior to student teaching.

Completed Artifact

Number


Competency/

Components

Overall

Assessment

Score

#15

EDUC 4919 Reflection

of Job

Interview

Not

Required

#16 EDUC 4919 Reflection

on

Parent

Conference

Not

Required

#17 EDUC 4919 Teacher

Work

Sample

Artifacts #15 and #16 must be accompanied by a component/competency reflection form.

Artifact #17 – Teacher Work Sample must be accompanied by an assessment rubric and a

component/competency reflection form.

Faculty Portfolio Assessment

Total Rubric Points _______________ Range 18 – 54)

______________________________________________ _______________


Portfolio Clearance for Oklahoma Licensure

This is to verify that the teacher candidate has completed the portfolio requirement for

Oklahoma Licensure.

______________________________________ ___________________________

Director of Teacher Education Date


15

Documentation Log for Community Involvement*

Type of Experience Community or School District Date/

Number of Hours

*Community involvement activities are previous and/or current voluntary activities completed within

various segments of the community. These voluntary activities do not necessarily have to include children.

Examples of community involvement could include but are not limited to the following activities:

participation in a walk-a-thon, organize a Toys for Tots campaign, interact with clients at a nursing home,

run the concession stand at a high school basketball game, or coach a little league team. The teacher

candidate should list all of the voluntary community service in which they participated during their career

preparation.


16

COMPONENT/COMPETENCY REFLECTION FORM

Teacher Candidate’s Name ____________________________________Date_________

Each artifact must have a component/competency reflection form.

OCTP component/competency addressed by the

artifact________________________________

1. Describe the artifact and the course or context in which the artifact was developed.

2. Explain how this artifact demonstrates your mastery of the identified OCTP

component/competency.

3. What did you learn from developing this artifact?


17

PORTFOLIO SELF-ASSESSMENT

Candidate’s Name ________________________ Date _____________________

Please evaluate each component and competency of your portfolio.

Component One – Fifteen competencies approved by Oklahoma State

Board of Education for licensure and certification.

Artifact # Yes No Rubric

Score

1.Does the portfolio provide evidence that I understand the central concepts and

methods of inquiry of the subject matter discipline(s) I teach and can create

learning experiences that make these aspects of subject matter meaningful for

students?

2.Does the portfolio provide evidence that I understand how students learn and

develop and can provide learning opportunities that support their intellectual,

social, and physical development?

3.Does the portfolio provide evidence that I vary my approaches to learning and

create instructional opportunities that are adaptable to individual differences of

learners?

4.Does the portfolio provide evidence that I understand and use a variety of

instructional strategies to encourage students’ development of critical thinking,

problem solving, performance skills, and effective use of technology?

5.Does the portfolio provide evidence that I use best practices related to

motivation and behavior to create learning environments that encourage positive

social interaction, self-motivation, and active engagement in learning, thus

providing opportunities for success?

6.Does the portfolio provide evidence that I have developed knowledge of and

use a variety of effective communication techniques to foster active inquiry,

collaboration, and supportive interaction in the classroom?

7.Does the portfolio provide evidence that I plan instruction based upon

curriculum goals, knowledge of the teaching/learning process, subject matter,

students’ abilities and differences, the community, and adapt instruction based

upon assessment and reflection?

8.Does the portfolio provide evidence that I understand and use a variety of

assessment strategies to evaluate and modify the teaching/learning process

ensuring the continuous intellectual, social, and physical development of the

learner?

9.Does the portfolio evidence that I evaluate the effects of my choices and

actions on others (students, parents, and other professionals in the learning

community), modify those actions when needed, and actively seek opportunities

for continued professional growth?

10.Does the portfolio provide evidence that I foster positive interaction with

school colleagues, parent/families, and organizations in the community to

actively engage them in support of students’ learning and well-being?

11.Does the portfolio provide evidence that I have an understanding of the

importance of assisting students with career awareness and application of career

concepts to the academic curriculum?

12.Does the portfolio provide evidence that I understand the process of

continuous lifelong learning, the concept of making learning enjoyable, and the

need for willingness to change when the change leads to greater student learning

and development?

13.Does the portfolio provide evidence that I understand the legal aspects of

teaching, including the rights of students and parents/families, as well as the

legal rights and responsibilities of the teacher?


18

14.Does the portfolio provide evidence that I understand the Oklahoma Core

Curriculum and am able to develop instructional strategies/plans based on

Priority Academic Student Skills (PASS)?

15.Does the portfolio provide evidence that I understand the state teacher

evaluation process, “Oklahoma Criteria for Effective Teaching Performance”,

and how to incorporate these criteria in designing instructional strategies?

*Is the portfolio neat, well organized and complete?

------------

Portfolio Components Two – Nine - Portfolio components required by the

Oklahoma Commission for Teacher Preparation

Component Two – I began my portfolio development early in the program.

Component Three – I related and applied principles and theories to actual

practice.

Component Four – I observed and/or practiced in a variety of communities,

e.g., with students who are from different age groups, are culturally diverse, and

represent exceptional populations, etc.

Component Five – I observed and /or practiced in a variety of school settings.

Component Six – I interacted with a variety of teaching styles in the program

and in school settings.

Component Seven – I received peer and/or faculty feedback on my teaching

simulations and field performances during the program.

Component Eight – I had involvement with parents, families, and communities.

Component Nine – I exhibited effective teaching in a given school setting.

Teacher Candidate Signature ________________________________________ Date ________________


19

CHECKLIST FOR FACULTY PORTFOLIO ASSESSMENT

Please evaluate the following questions on a scale of three (3) to one (1). Three (3)

signifies that the teacher candidate has met the competency or component at the target

level. Two (2) signifies that the teacher candidate has met the criteria at the acceptable

level. A one (1) means that the teacher candidate has not met the competency or

component at an acceptable level.

Component One – Fifteen competencies approved by the

Oklahoma State Board of Education for licensure and

certification.

Artifact

# One

U

Two

A

Three

T

Competency 1 - Does the portfolio provide evidence that the teacher candidate

understands the central concepts and methods of inquiry of the subject matter

discipline(s) s/he teach and can create learning experiences that make these

aspects of subject matter meaningful for students?


understand how students learn and develop and can provide learning

opportunities that support their intellectual, social, and physical development?


varies approaches to learning and creates instructional opportunities that are

adaptable to individual differences of learners?


understands and uses a variety of instructional strategies to encourage students’

development of critical thinking, problem solving, and performance skills, and

effective use of technology?

Competency 5 - Does the portfolio provide evidence that teacher candidate

uses best practices related to motivation and behavior to create learning

environments that encourage positive social interaction, self-motivation, and

active engagement in learning; thus, providing opportunities for success?


has developed a knowledge of and use a variety of effective communication

techniques to foster active inquiry, collaboration, and supportive interaction in

the classroom?


plan instruction based upon curriculum goals, knowledge of the

teaching/learning process, subject matter, students’ abilities and differences, the

community, and adapts instruction based upon assessment and reflection?


understands and uses a variety of assessment strategies to evaluate and modify

the teaching/learning process ensuring the continuous intellectual, social, and

physical development of the learner?

Competency 9 - Does the portfolio evidence that the teacher candidate

evaluates the effects of their choices and actions on others (students, parents,

and other professionals in the learning community), modifies those actions

when needed, and actively seeks opportunities for continued professional

growth?


fosters positive interaction with school colleagues, parent/families, and

organizations in the community to actively engage them in support of students’

learning and well-being?

Competency 11 - Does the portfolio provide evidence that the teacher

candidate has an understanding of the importance of assisting students with

career awareness and application of career concepts to the academic

curriculum?


20

Competency 12 – Does the portfolio provide evidence that the teacher

candidate understands the process of continuous lifelong learning, the concept

of making learning enjoyable, and the need for willingness to change when the

change leads to greater student learning and development?


candidate understands the legal aspects of teaching, including the rights of

students and parents/families, as well as the legal rights and responsibilities of

the teacher?


candidate understands the Oklahoma Core Curriculum and is able to develop

instructional strategies/plans based on Priority Academic Student Skills

(PASS)?


candidate understands the state teacher evaluation process “Oklahoma Criteria

for Effective Teaching Performance,” and how to incorporate these criteria in

designing instructional strategies?

Portfolio Component Two-Nine – Portfolio components required by the

Oklahoma Commission for Teacher Preparation.

Component 2 – Did the candidate commence portfolio development early in

his/her program?

Component 3 – Did the candidate relate and apply principles and theories to

actual practice?

Component 4 – Did the candidate observe and practice in a variety of

communities, e. g., with students who are from different age groups, are

culturally diverse, and represent exceptional populations, etc.?

Component 5 – Did the candidate observe and practice in a variety of school

settings?

Component 6 – Did the candidate interact with a variety of teaching styles in

the program and in school settings?

Component 7 – Did the candidate receive peer and faculty feedback on his/her

teaching simulations and field performance during the program?

Component 8 – Did the candidates have involvement with parents, families,

and communities?

Component 9 – Did the candidate exhibit effective teaching in a given school

setting?

** Is the portfolio neat, well organized, and complete?

** Growth – Does the portfolio provide evidence that the teacher candidate has

demonstrated growth and development in the knowledge, skills, and

dispositions outlined in the conceptual framework?

**Collaboration – Does the portfolio give evidence that the teacher candidate

has collaborated with others in his/her preparation to facilitate the education of

students?

Faculty Signature _____________________________________________ Date _______


21

Appendix A

Oklahoma State Department Of Education

General Competencies For Licensure And Certification

In

Professional Education Courses

(House Bill 1549) THE TEACHER: 1. understands the central concepts and methods of inquiry of the subject matter discipline(s) he or she

teaches and can create learning experiences that make these aspects of subject matter meaningful for

students.

EDUC 3434, 3002

Student Teaching

Methods 2. understands how students learn and develop, and can provide learning opportunities that support their

intellectual, social and physical development at all grade levels including early childhood,

elementary, middle level, and secondary.

SPED 2123

PSY 3123

3. understands that students vary in their approaches to learning and creates instructional opportunities

that are adaptable to individual differences of learners. EDUC 3313, 3434

PSY 3123

SPED 2123

Methods 4. understands curriculum integration processes and uses a variety of instructional strategies to

encourage students' development of critical thinking, problem solving, and performance skills and

effective use of technology.

EDUC 3313, 3434

Methods

5. uses best practices related to motivation and behavior to create learning environments that encourage

positive social interaction, self-motivation and active engagement in learning, thus, providing

opportunities for success.

EDUC 3434, 4443,

3002

Methods

Student Teaching

PSY 3123 6. develops a knowledge of and uses a variety of effective communication techniques to foster active

inquiry, collaboration, and supportive interaction in the classroom.

EDUC 2013, 3002,

3434, 4443

Methods

Student Teaching 7. plans instruction based upon curriculum goals, knowledge of the teaching/learning process, subject

matter, students' abilities and differences, and the community; and adapts instruction based upon

assessment and reflection.

EDUC 3434

8. understands and uses a variety of assessment strategies to evaluate and modify the teaching/learning

process ensuring the continuous intellectual, social and physical development of the learner. EDUC 3434

Methods 9. evaluates the effects of his/her choices and actions of others (students, parents, and other

professionals in the learning community), modifies those actions when needed, and actively seeks

opportunities for continued professional growth.

EDUC 2013, 3434,

4443, 3313

Methods

Student Teaching

10. fosters positive interaction with school colleagues, parents/families, and organizations in the

community to actively engage them in support of students' learning and well-being.

EDUC 3434, 4443

Methods

Student Teaching

11. shall have an understanding of the importance of assisting students with career awareness and the

application of career concepts to the academic curriculum.

EDUC 2013, 3002,

3313, 3434

Methods

Student Teaching 12. understands the process of continuous lifelong learning, the concept of making learning enjoyable,

and the need for a willingness to change when the change leads to greater student learning and

development.

EDUC 2013, 3434

PSY 3123

Methods 13. understands the legal aspects of teaching including the rights of students and parents/families, as

well as the legal rights and responsibilities of the teacher. EDUC 2013, 3313,

3434, SPED 2123 14. understands the Oklahoma core curriculum and is able to develop instructions strategies/plans based

on Priority Academic Student Skills (PASS).

EDUC 3002, 3434

Methods

Student Teaching

15. understands the State teacher evaluation process, "Oklahoma Criteria for Effective Teacher

Performance," and how to incorporate these criteria in designing instructional strategies.

EDUC 2013, 3313,

3434, 4443

Methods


22

APPENDIX B

Oklahoma Commission For Teacher Preparation

General Competencies for Licensure and Certification

The unit ensures that Teacher Candidates acquire and learn to apply the professional and pedagogical

knowledge and skills to become competent to work with all students. The teacher candidates complete a

well-planned sequence of courses and /or experiences in professional studies in which they acquire and

learn to apply knowledge about:

INDICATOR TOPIC AREA CLASS 1. the social, historical, and philosophical foundations of education,

including and understanding of the moral, social, and political

dimensions of classrooms, teaching and schools

Foundation

EDUC 2013

2. the impact of technological and societal changes on schools

Technology

Strategies

Ind. w/Exceptionalities

EDUC 3313

EDUC 3434

SPED 2123

3. theories of learning, human development, developmental levels, special

needs of all school age children and learning over the life span

Human Growth and

Development: Life span


PSY 3123

SPED 2123

4. inquiry, research, and the connection between research and practice

Teaching Strategies

Methods

Classroom/Beh. Mngt.

EDUC 3434

Methods

EDUC 4443

5. school law and educational policy.

Foundations


EDUC 2013

EDUC 3434

EDUC 4443

6. professional ethics and the responsibilities, structure and activities of the

profession.

Foundations

Technology


EDUC 2013

EDUC 3313

SPED 2123

7. organizational patterns and administration of schools Foundations EDUC 2013

8. career education

Foundations

Field Based Services

Methods

Student Teaching

Teaching Strategies

Technology

EDUC 2013

EDUC 2000 3002, 4000

Methods

Student Teaching

EDUC 3434

EDUC 3313

9. pedagogical competencies or teaching skills as they are integrated with

experiences within the actual school setting


Methods

Student Teaching

Classroom and Behavior

Management

EDUC 2000, 3002, 4000

Methods

Student Teaching

EDUC 4443

10. Parental and community involvement Field Base Services


Methods

Student Teaching

Foundations

Teaching Strategies

Technology


EDUC 2000, 3002, 4000

Methods

Student Teaching

EDUC 2013

EDUC 3434

EDUC 3313

EDUC 4443

11. teaming, collaboration and the inter-relationship among components of

programs at school sites


Methods

Student Teaching

Foundations

Teaching Strategies

Classroom and Behavior

Management

EDUC 2000, 3002, 4000

Methods

Student Teaching

EDUC 2013

EDUC 3434

EDUC 4443

12. school leadership and its relationship to teaching and learning Foundations EDUC 2013

13. planning and management of instruction based on knowledge of the

content area, the community, and curriculum goals


Methods

Student Teaching

Teaching Strategies

EDUC 2000, 3002, 4000

Methods

Student Teaching

EDUC 3434


23

APPENDIX C

Council for Exceptional Children

General Competencies for Licensure and Certification

as Related to Topic Areas (Standard I.D., CEC Competencies)

Competencies

EDUC

2013 Found

of

Educ.

SPED

2123

Ind.

with

Excep.

EDUC

3313 Tech.

PSY

3123 Child

&

Adol.

Dev.

EDUC

3434

Strat.

EDUC

4443 Class.

Mngt

EDUC

2000

3002

4000 Field

Exp.

Methods

EDUC

4919 Student

Teach

CEC 1 – Foundations

X

X

X

X

CEC 2 – Development and Characteristics of

Learners

X

X

X

X

X

CEC 3 – Individual Learning Differences

X

X

X

X

X

CEC 4 – Instructional Strategies

X

X

X

X

X

X

X

CEC 5 – Learning Environments and Social

Interactions

X

X

X

X

X

X

X

CEC 6 – Language

X

X

X

X

CEC 7 – Instructional Planning

X

X

X

X

X

CEC 8 – Assessment

X

X

X

CEC 9 – Professional and Ethical Practice

X

X

X

X

X

X

X

X

X

CEC 10 – Collaboration

X

X

X

X

X

X


24

APPENDIX D

Oklahoma Criteria for Effective Teaching Performance


25

APPENDIX D (Continued)

Oklahoma Criteria for Effective Teaching Performance

I. PRACTICE

A. Teacher Management Indicators

1. Preparation

2. Routine

3. Discipline

4. Learning Environment

B. Teacher Instructional Indicators

1. Establishes Objectives

2. Stresses Sequence

3. Relates Objectives

4. Involves All Learners

5. Explains Content

6. Explains Directions

7. Models

8. Monitors

9. Adjusts Based on Monitoring

10. Guides Practices

11. Provides for Independent Practice

12. Establishes Closure

II. PRODUCTS

A. Teacher Product Indicators

1. Lesson Plans

2. Student Files

3. Grading Patterns

B. Student Achievement Indicators

1. State standards

Teacher Instructional Indicators

1. Establishes Objectives - The teacher communicates the instructional objectives to students.

2. Stresses Sequence - The teacher shows how the present topic is related to those topics that have

been taught or that will be taught.

3. Relates Objectives - The teacher relates subject topics to existing student experiences.

4. Involves All Learners - The teacher uses signaled responses, questioning techniques and/or

guided practices to involve all students.

5. Explains Content - The teacher teaches the objectives through a variety of methods.

6. Explains Directions - The teacher gives directions that are clearly stated and related to the

learning objectives.

7. Models - The teacher demonstrates the desired skills.

8. Monitors - The teacher checks to determine if students are progressing toward stated objectives.

9. Adjusts Based on Monitoring - The teacher changes instruction based on the results of

monitoring.

10. Guides Practice - The teacher requires all students to practice newly learned skills while under

the direct supervision of the teacher.

11. Provides for Independent Practice - The teacher requires students to practice newly learned

skills without the direct supervision of the teacher.

12. Establishes Closure - The teacher summarizes and fits into context what has been taught.


26

APPENDIX E

Oklahoma General Education Competencies for

Teacher Licensure and Certification

1. Critical Thinking Skills: Reading

1.1. Identify a writer's purpose, points of view, and intended meaning

1.2. Analyze the relationship among ideas in written material, including identifying cause effect

relationships, analyzing relationships between ideas in opposition. Identifying a solution to a problem

presented, and drawing inductive and deductive conclusions.

1.3. Use critical reasoning skills to evaluate written material, inducing recognizing stated or implied

assumptions, judging the relevance of material, evaluating the logic of an argument, and assessing

credibility.

2. Critical Thinking Skills: Mathematics

2.1. Solve problems involving data interpretation and analysis, including interpreting information from

various types of graphs, charts, and tables, and recognizing appropriate graphic representation of data.

2.2. Solve work problems involving one and two variables, inducing identifying the algebraic equivalent of

a stated relationship and identifying the proper equation or expression to use to solve work problems.

2.3. Apply reasoning skills, including drawing conclusions using inductive and deductive reasoning.

2.4. Solve applied problems involving a combination of mathematical skills, including solving problems

using a series of mathematical skills and identifying the proper equation or expression to use to solve a

problem.

3. Critical Thinking Skills: Writing -- This component of the test would include these competencies:

3.1. A written assignment that requires examinees to respond to a prompt in writing. The prompt typically

presents two opposing viewpoints on a topic and asks the examinee to take a position on the issue.

Examinees are asked to support their position with logical arguments and appropriate examples.

3.2. Other writing test competencies involving critical thinking would include: recognizing purpose and

audience, unity, focus, and development and effective organization in writing.

4. Critical Thinking Skills: Communications

4.1. Use inductive and deductive reasoning to recognize fallacies in logic.

4.2. Draw reasonable conclusions using information from written and spoken communications.

4.3. Distinguish fact from opinion.

4.4. Defend conclusions.

5. Communication Skills -- The test will require candidates to write clearly, correctly, and effectively.

5.1. The test would include a written response component, as described above, that requires examinees to

communicate a whole message to an intended audience for a specified purpose.

5.2. Multiple choice questions would also require the examinee to recognize elements of effective written

communications.

5.3. Demonstrate competence in writing mechanics.

6. Computation Skills -- The test would also include a number of competencies measuring computations,

such as:

6.1. Solving word problems involving integers, fractions, decimals, and units of measurement.

6.2. Graphing number or number relationships.

6.3. Solving one- and two-variable equations.

6.4. Solving word problems involving one and two variables.

6.5. Solving problems involving geometric figures.

6.6. Solving applied problems involving a combination of mathematical skills.


27

7. Science

7.1. Demonstrate a working familiarity with the nature of science, its methods, and most important

concepts.

7.2. Demonstrate a working familiarity of the human context of science, including its history and its

cultural impact on society.

8. Art

8.1. Demonstrate a factual knowledge base related to the connections for art to historical events, societal

influences, cultural figures and the making of civilization.

9. Social Sciences

9.1. Demonstrate a factual knowledge base related to political issues, economic processes, and social

movements that have shaped history.

9.2 Demonstrate a factual knowledge base related to democratic principles of freedom, diversity, and

tolerance.


28

Appendix F

Portfolio Required Components and Competencies

for Initial Licensure and Certification

Oklahoma Commission for Teacher Preparation

Component One - The candidate demonstrates the fifteen competencies established

by the Oklahoma Commission for Teacher Preparation for licensure and

certification. The teacher candidate: 1. understands the central concepts and methods of inquiry of the subject matter discipline(s) he or

she teaches and can create learning experiences that make these aspects of subject matter

meaningful for students.

2. understands how students learn and develop, and can provide learning opportunities that support

their intellectual, social and physical development at all grade levels including early childhood,

elementary, middle level, and secondary.

3. understands that students vary in their approaches to learning and creates instructional

opportunities that are adaptable to individual differences of learners.

4. understands curriculum integration processes and uses a variety of instructional strategies to

encourage students’ development of critical thinking, problem solving, and performance skills and

effective use of technology.

5. uses best practices related to motivation and behavior to create learning environments that

encourage positive social interaction, self-motivation and active engagement in learning, thus,

providing opportunities for success.

6. develops a knowledge of and uses a variety of effective communication techniques to foster

active inquiry, collaboration, and supportive interaction in the classroom.

7. plans instruction based upon curriculum goals, knowledge of the teaching/learning process,

subject matter, students’ abilities and differences, and the community; and adapts instruction

based upon assessment and reflection.

8. understands and uses a variety of assessment strategies to evaluate and modify the

teaching/learning process ensuring the continuous intellectual, social and physical development of

the learner.

9. evaluates the effects of his/her choices and actions of others (students, parents, and other

professionals in the learning community), modifies those actions when needed, and actively seeks

opportunities for continued professional growth.

10. fosters positive interaction with school colleagues, parents/families, and organizations in the

community to actively engage them in support of students’ learning and well-being.

11. shall have an understanding of importance of assisting students with career awareness and the

application of career concepts to the academic curriculum.

12. understands the process of continuous lifelong learning, the concept of making learning

enjoyable, and the need for a willingness to change when the change leads to greater student

learning and development.

13. understands the legal aspects of teaching including the rights of students and parents/families, as

well as the legal rights and responsibilities of the teacher.

14. understands the Oklahoma core curriculum and is able to develop instructions strategies/plans

based on Priority Academic Student Skills (PASS).

15. understands the State teacher evaluation process, “Oklahoma Criteria for Effective Teacher

Performance,” and how to incorporate these criteria in designing instructional strategies.


29

Component Two – The candidate began the portfolio development early in his/her

program

Component Three – The candidate related and applied principles and theories to actual

practice.

Component Four – The candidate observed and practiced in a variety of communities,

e.g., with students who are from different age groups, are culturally diverse, and represent

exceptional populations, etc?

Component Five – The candidate observed and practiced in a variety of school settings?

Component Six – The candidate interacted with a variety of teaching styles in the

program and in school settings.

Component Seven – The candidate received peer and faculty feedback on his/her

teaching simulations and field performance during the program?

Component Eight – The candidate had involvement with parents, families, and

communities?

Component Nine – The candidate exhibited effective teaching in a given school setting?


30

COMPONENT/COMPETENCY REFLECTION FORM SAMPLE

Teacher Candidate’s Name __________________________ Date __________________

Each artifact must have a component/competency reflection form.

OCTP component/competencies addressed by the artifact component 1 – competency 2,

3, and 13.

1. Describe the artifact and the course or context in which the artifact was

developed.

The IEP was developed in SPED 2123 – Introduction to Individuals with

Exceptionalities. The IEP was completed on a student named Peter who was classified as

a student with mental retardation. The information on Peter was presented in a video in

class. I collected data during the viewing of the video and utilized this information to

develop the individualized program for Peter.

2. Explain how this artifact demonstrates your mastery of the identified OCTP

Component/competencies.

In developing the IEP, I had to determine how Peter learned and the type of learning

experiences that were the most effective for Peter. Since Peter is classified as mentally

retarded, I needed to select learning opportunities which would be at Peter’s

developmental level but experiences which would be age-appropriate.

In addition, I selected the annual goals and objectives for the instructional program for

Peter for the next year. The selection of goals was based on Peter’s demonstrated

abilities and testing information. I also identified adaptations for general classroom

which were based upon Peter’s identified strengths and needs.

Writing an IEP is part of the federal law IDEA which will be a part of my legal

responsibilities as a classroom teacher. In practicing writing the IEP, I have become

familiar with my part in completing the IEP.

3. What did you learn from developing this artifact?

In completing this IEP, I developed skills in observing students and identifying

strengths and needs from my observation. I practiced using the strengths and needs of a

student to develop annual goals and objectives that would be appropriate for a student’s

age and developmental level. I learned the process of completing the IEP for a special

education student and the legal requirements that teachers must comply with in a school.


31

APPENDIX G

Conceptual Framework

Professionals for the 21st Century: Competent, Committed, and Ethical

The conceptual framework of the teacher education unit of Southeastern Oklahoma

State University establishes the shared vision that directs the preparation of candidates to

work effectively as professionals in P-12 schools. The intent and function of the

conceptual framework is to provide direction for the programs courses, instruction,

candidate performance, service, and accountability for the teacher education unit.

The conceptual framework is consistent with the mission of the university and is

based upon research about best practices in education. The fifteen Oklahoma

competencies, the INTASC Standards, NBPTS principles, and the standards of various

national learned societies provide the context for establishing candidate learning

outcomes.

The revised conceptual framework represents a commitment to the knowledge,

skills, and dispositions established in the previous versions with updates that have

occurred as a result of new knowledge and conceptualizations in the profession of teacher

education. The overall theme of “Teacher: Manager of Learning” in the previous

conceptual framework has been replaced by the new theme Professionals for the 21st

Century: Competent, Committed, and Ethical. In the knowledge component, the

importance of knowledge in the specific uses of technology in the candidate’s content

area was added. In addition in the skills component, the emphasis of educators having

strong and current technology skills was included. The prior conceptual framework

encompassed the four dispositions of integrity, professionalism, competence, and

commitment to education for all students. In the revised conceptual framework, the unit

will seek to develop candidates who are competent, committed, and ethical.

Southeastern Oklahoma State University Vision 2010

Southeastern will be a leader and innovator in higher education. Strong academic

and student life programs with a solid liberal arts and sciences foundation will

characterize the university. Areas such as diversity, globalization, uniqueness, and

cultural richness will be distinctive features of the institution. In addition, Southeastern

established strategic goals in the areas of academic excellence, facilities, funding,

multicultural competence, and recruitment and retention.


32

University Mission Statement

Southeastern Oklahoma State University provides an environment of academic

excellence that enables students to reach their highest potential. By having personal

access to excellent teaching, challenging academic programs, and extra curricular

experiences, students will develop skills and habits that promote values for career

preparation, responsible citizenship, and lifelong learning.

Teacher Education Unit Vision

The teacher education unit at Southeastern Oklahoma State University strives to

be an exemplary provider of high quality teacher education programs in southeastern

Oklahoma and northern Texas for the development of educational practitioners.

Teacher Education Unit Mission

The mission of the Southeastern Oklahoma State University’s teacher education

unit is to produce graduates who demonstrate academic and practical excellence in their

respective fields. Through quality instruction grounded in current research and supported

by diverse field and clinical experiences and technology usage, graduates will develop

the professional competencies necessary to become lifelong learners who are competent,

committed, and ethical practitioners.

Unit Philosophy, Purpose and Goals/Outcomes

Philosophy

The unit’s philosophy begins with the fundamental belief that all students can

learn, however, students learn in different ways and at different rates. Therefore,

educators must be knowledgeable about the content they teach and be committed to

utilizing a variety of instructional strategies and approaches appropriate to the diverse

learning needs of all students. The educational needs of all students should be provided

in a caring, non-discriminatory, and equitable manner.

Another major component of our philosophy is the belief that candidates and

other school professionals must have the knowledge and skills to utilize technology in

order to assist all students in achieving their full potential as learners and citizens of the

world. Schools and classrooms must have teachers who are equipped with technology

resources and skills and who can effectively teach the necessary subject matter content

while incorporating technology concepts and skills (ISTE, 2008, p. 3).


33

Purpose

The purpose of the Teacher Education Unit is to train competent, committed, and

ethical teachers and other school professionals to teach, counsel, administer, and lead in

P-12 schools.

Goals

The teacher education unit has established the following five unit goals which are

aligned with university’s strategic goals:

1. The teacher education unit will have highly regarded programs in education

that meet the changing demands of the 21st century with an emphasis on

technology.

2. The teacher education unit will provide a nurturing environment, and

education programs that attract and retain faculty, staff, and candidates

from diverse backgrounds to work with diverse learners in a changing world.

3. The teacher education unit will make progress in providing up-to-date

facilities and technology for education candidates in order to meet the learning

goals of the unit.

4. The teacher education unit will increase its resources obtained from private

funding sources, grants, and contracts and collaboration/partnerships with

external constituents.

5. The teacher education unit will increase its enrollment by optimizing

recruitment/retention strategies and by expanding its service area through

alternative delivery formats and new delivery sites.

Candidate Learning Outcomes/Institutional Standards

KNOWLEDGE

1. Educators have broad knowledge of liberal arts/general education.

2. Educators know the content appropriate to their major subject area.

3. Educators acquire pedagogical knowledge appropriate to his/her specialty

area.

4. Educators know the specific uses of technology in their discipline.


34

SKILLS

1. Educators demonstrate effective communication skills with peers,

colleagues, and families.

2. Educators have strong and current technology skills.

3. Educators apply a variety of instructional strategies and materials to promote

critical thinking in students.

4. Educators plan instruction that is appropriate for a diverse student population.

5. Educators use a variety of methods to deliver instruction.

6. Educators motivate students to learn.

7. Educators use multiple assessment tools to monitor student learning and

modify instruction.

DISPOSITIONS

Based on the vision, mission, philosophy, purposes, goals/outcomes, the unit is

committed to preparing school practitioners who will demonstrate the following

dispositions:

1. Educators who are competent:

a. possess the knowledge, skills, and dispositions needed to perform their

role and responsibilities in the classroom.

b. promote positive learning outcomes for all students.

c. know how to use self-reflection to learn from their experiences and

improve their effectiveness.

d. know how to secure and use various technological resources to

enhance student learning, communication, and management tasks.

e. embrace cultural diversity and accommodate the needs of diverse

learners.

f. value the role of the family in the child’s education and know how to

work cooperatively with parents and the community for the child’s

benefit.


35

2. Educators who are committed:

a. support learning for diverse learners in a caring, non- discriminatory

and equitable manner.

b. establish high standards for all students.

c. set high standards for themselves by being personally invested in their

own professional work and career development.

d. are proud to serve their communities as educational leaders and

advocate for the profession in all interactions.

e. engage in service to the profession and community.

3. Educators who meet high ethical standards of practice:

a. respect and value all students and others for their diverse talents,

abilities, and contributions.

b. are sensitive to community and cultural norms.

c. are timely, respectful, and responsible in meeting expectations.

d. model ethical and democratic principles in all relationships.

e. use sound judgment and display confidence in practice.

f. are honest in communications and interactions with others.

g. maintain confidentiality.


36

Teacher Education Logo

The hexagon-shaped plane of the logo consists of three components---general education, major subject

education, and professional education. The three points of the triangle, defined by NCATE standards,

State of Oklahoma, and the learned societies, rest on the remaining three sides of the hexagon. This

plane serves as the foundation for the development of the theme Professionals for the 21st Century:

Competent, Committed, and Ethical. Each component is essential and contributes to the creation of the

final product: an educator who is prepared to effectively utilize technology in planning and delivering

instruction for diverse students while motivating and assessing all students.


37

The circle symbolizes the ongoing interdependence of accepted theory, cumulative and current

research, and wisdom of practice. These guiding influences serve in the selection of content to be

included in the conceptual framework for general education, major education, and professional

education.

The structure inside the circle represents Morrison Hall, a campus landmark which has been closely

associated with teacher education. The steps represent the knowledge, skills, dispositions, and

technology information and skills candidates need to develop as they progress through the teacher

education program. The unit expects teacher candidates to demonstrate evidence of these attributes

when they complete the program. The steps, therefore, denote both the beginning of the learning

process and the maturation of the final product as the teacher candidates prepare to become

professionals in the field. The columns represent the teaching behaviors that are acquired in the

program. The teacher education program at Southeastern is dedicated to producing competent,

committed, and ethical educators who can successfully work with diverse students.


38

TEACHER WORK SAMPLE

EDUC 4919 – Teaching Experiences

in Major Program

Module IV Portfolio Artifact

The source of the Teacher Work Sample is from The Renaissance Partnership for

Improving Teacher Quality which is a Title II federally funded project with offices

at Western Kentucky University. Director: Roger Pankratz


39


EDUC 4919 – Teaching Experiences in Major Programs

Teacher Work Sample – Module IV Portfolio Artifact

Guidelines for Preparation

As a requirement during student teaching, each candidate must develop a Teacher

Work Sample that documents your ability to plan, deliver, and assess a standards-based

instructional sequence, and then reflect on the impact of your instruction on student

learning. The Teacher Work Sample is completed during EDUC 4919 – Teaching

Experiences in Major Programs. The required components are outlined in the attached

document. In addition, the rubrics used to evaluate your Teacher Work Sample are

included for use in developing your written report.

The following steps should be considered in completing your Teacher Work

Sample:

1. Read the directions for the Teacher Work Sample and discuss the project

with your mentor teacher. They may suggest a unit of instruction, concept or

skill in the future curriculum that may be appropriate for your assignment.

2. Begin immediately to gather information on the contextual factors in your

school and classroom assignment. These factors will have implication for the

unit you select to implement.

3. As you begin to instruct more of the school day, select a class or group of

students to be the basis for your Teacher Work Sample.

4. Review the following website to examine Teacher Work Samples

developed by other teacher candidates in various academic programs for

various grade and subject levels: http://uni.edu/itq/

5. If you want me to review any portion of your TWS electronically at

any time, please email the document as an attachment.

6. Submit the completed Teacher Work Sample electronically by

to [email protected].

http://uni.edu/itq/

mailto:[email protected]


40

The Vision

Successful teacher candidates support learning by designing a Teacher Work Sample that

employs a range of strategies and builds on each student’s strengths, needs, and prior

experiences. Through this performance assessment, teacher candidates provide credible

evidence of their ability to facilitate learning by meeting the following TWS standards:

*The teacher uses information about the learning-teaching context and student individual

differences to set learning goals and plan instruction and assessment.

*The teacher sets significant, challenging, varied, and appropriate learning goals.

*The teacher uses multiple assessment modes and approaches aligned with learning goals

to assess student learning before, during, and after instruction.

*The teacher designs instruction for specific learning goals, student characteristics and

needs, and learning contexts.

*The teacher uses regular and systematic evaluations of student learning to make

instructional decisions.

*The teacher uses assessment data to profile student learning and communicate

information about student progress and achievement.

*The teacher reflects on his or her instruction and student learning in order to improve

teaching practice.

Your Assignment

The TWS contains seven teaching processes identified by research and best

practice as fundamental to improving student learning. Each teaching process is followed

by a TWS standard, the task and a prompt. The standards will be used to evaluate your

TWS. The prompts or direction help you document the extent to which you have met the

standard.

You are required to teach a comprehensive unit. Before you teach the unit, you

will describe contextual factors, identify learning goals based on your state or district

content standards, create an assessment plan designed to measure student performance

before (pre-assessment), during (formative assessment), and after (post-assessment), and

plan for instruction. After you teach the unit, you analyze student learning and then

reflect upon and evaluate your teaching as related to student learning.

Format

1. Complete a cover page that includes your name, date submitted, grade level

taught, subject taught, and your university.

2. Provide a table of contents that lists the sections and attachments in your TWS

document with page numbers.

3. Charts, graphs and assessment instruments may be a part of the TWS document.

However you should be very selective and make sure your attachments provide

clear, concise evidence of your performance related to TWS standards and your

students’ learning progress.

4. A suggestive page length for your narrative is given at the end of each component

section. You have some flexibility of length across components, but the total


41

length of your written narrative (excluding charts, graphs, attachments and

references) should not exceed twenty (20) word-processed pages, double-spaced

in 12-point font, with 1-inch margins.

5. If you referred to another person’s ideas or material in your narrative, you should

cite these in a separate section at the end of your narrative. You may use any

standard form for references.

6. In order to insure the anonymity of students in your class, do not include any

student names or identification in any part of your TWS.

Contextual Factors

TWS Standard

The teacher uses information about the learning-teaching context and student individual

differences to set learning goals and plan instruction and assessment.

Task

Discuss relevant factors and how they affect the teaching-learning process. Include any

supports and challenges that affect instruction and student learning.

Prompt

In your discussion, include:

Community, district and school factors. Address geographic location,

community and school population, socio-economic profile and race/ethnicity.

You might also address such things as stability of community, political climate,

community support for education, and other environmental factors.

Classroom factors. Address physical features, availability of technology

equipment and resources and the extent of parental involvement. You might also

discuss relevant factors such as classroom rules and routine, grouping patterns,

scheduling and classroom arrangement.

Student characteristics. Address student characteristics you must consider as

you design instruction and assess learning. Include factors such as age, gender,

race/ethnicity, special needs, achievement/developmental levels, culture,

language, interests, learning style/modalities of students’ skill levels. In your

narrative, make sure you address student skills and prior learning that may

influence the development of your learning goals, instruction and assessment.

Instructional implications. Address how contextual characteristics of the

community, classroom and student have implications for instructional planning

and assessment. Include specific instructional implications for at least two

characteristics and any other factors that will influence how you plan and

implement your unit.

Suggested Page Length: 1 – 2 pages


42

Learning Goals

TWS Standard

The teacher sets significant, challenging, varied and appropriate learning goals.

Task

Provide and justify the learning goals for the unit.

Prompt

List the learning goals (not the activities) that will guide the planning, delivery

and assessment of your unit. These goals should define what you expect students

to know and/or be able to do at the end of the unit. The goals should be

significant (reflect the big ideas or structure of the discipline), challenging, varied

and appropriate. Number or code each learning goal so you can reference them

later.

Show how the goals are aligned with local, state, or national standards.

Identify the source of the standards.

Describe the types and levels of your learning goals.

Discuss why your learning goals are appropriate in terms of development,

pre-requisite knowledge, skills, and other student needs.

Suggested Page Length: 1- 2 pages

________________________________________________________________________

Assessment Plan

TWS Standard

The teacher uses multiple assessment modes and approaches aligned with learning goals

to assess student learning before, during and after instruction.

Task

Design an assessment plan to monitor student progress toward learning goals. Use

multiple assessment modes and approaches aligned with learning goals to assess student

learning before, during, and after instruction. These assessments should authentically

measure student learning and may include performance-based tasks, paper-and-pencil

tasks, or personal communication. Describe why your assessments are appropriate for

measuring learning.

Prompt

Provide an overview of the assessment plan. For each learning goal include:

assessments used to judge student performance, format of each assessment, and

adaptations of the assessments for the individual needs of students based on pre-

assessment and contextual factors. The purpose of this overview is to depict the

alignment between learning goals and assessments and to show adaptations to

meet the individual needs of students or contextual factors. You may use a visual

organizer such as a table, outline or other means to make your plan clear.

Describe the pre- and post-assessments that are aligned with your learning

goals. Clearly explain how you will evaluate or score pre- and post-assessments,


43

including criteria you will use to determine if the students’ performance meets the

learning goals, include copies of assessments, prompts, and/or student directions

and criteria for judging student performance (e.g., scoring rubrics, observation

checklist, rating scales, item weights, test blueprint, answer key).

Discuss your plan for formative assessment that will help you determine

student progress during the unit. Describe the assessments you plan to use to

check on student progress and comment on the importance of collecting that

particular evidence. Although formative assessment may change as you are

teaching the unit, your task here is to predict at what points in your teaching it

will be important to assess students’ progress toward learning goals.

Example of Assessment Plan Table: Kindergarten

Learning Goals Assessments Format Adaptations

Learning Goal 1

Example: The

student will link

animals with their

habitats.

Pre-Assessment

Formative

Assessment

Post-Assessment

Checklist: game

with animal masks

& centers

representing habitats

(tree, lake, burrow,

cave)

Animal puppets and

habitats (e.g., bird

and nest) anecdotal

records & picture

journals

Checklist: game

with animal masks

& centers

representing habitats

Repeat and modify

instructions, as

needed.

Demonstrate and

assist with cutting,

gluing, etc. Provide

model of a mask

and model how to

move to habitat

centers. Keep all

activities high-

interest and brief.

Provide concrete

models and

assistance with fine

motor tasks, as

needed. Provide

multiple

explanations and

model

performances.

Process writing

when needed.

Provide verbal cues

and wait time.

Suggested Page Length: 2 plus pre- and post-assessment instruments, scoring

rubrics/keys, and assessment plan table.


44

Design for Instruction

TWS Standard

The teacher designs instruction for specific learning goals, student characteristics and

needs, and learning contexts.

Task

Describe how you will design your unit instruction related to unit goals, students’

characteristics and needs, and the specific learning context.

Prompt

Results of pre-assessment. After administering the pre-assessment, analyze

student performance relative to the learning goals. Depict the results of the pre-

assessment in a format that allows you to find patterns of student performance

relative to each learning goals. You may use a table, graph, or chart. Describe

the pattern you find that will guide your instruction or modification of the

learning goals.

Unit overview. Provide an overview of your unit. Use a visual organizer such as

a block plan outline to make your plan clear. Include the topic or activity you are

planning for each day/period. Also indicate the goal or goals that you are

addressing in each activity. Make sure that every goal is addressed by at least one

activity and that every activity relates to at least one goal.

Activities. Describe at least three unit activities that reflect a variety of

instructional strategies/techniques and explain why you are planning those

specific activities. In your explanation for each activity, include:

how the content relates to your instructional goal(s)

how the activity stems from your pre-assessment information and

contextual factors

what materials/technology you will need to implement the activity, and

how you plan to assess student learning during and/or following the

activity (i.e., formative assessment).

Technology. Describe how you used technology in your planning and/or

instruction.

Suggested Page Length: 3 plus visual organizer

Instructional Decision-Making

TWS Standard

The teacher uses on-going analysis of student learning to make instructional decisions.

Task

Provide two examples of instructional decision-making based on students’ learning or

responses.


45

Prompt

Think of two times during your unit when a student’s learning or response caused

you to modify your original design for instruction. Cite specific evidence to

support your answers to the following:

Describe the student’s learning or response that caused you to rethink your

plans. The student’s learning or response may come from a planned

formative assessment or another source.

Describe what you did next and explain why you thought this would

improve student progress toward the learning goal.

Suggested Page Length: 3 pages

________________________________________________________________________

Analysis of Student Learning

TWS Standard

The teacher uses assessment data to profile student learning and communicate

information about student progress and achievement.

Task

Analyze your assessment data, including pre/post assessments and formative assessments

to determine students’ progress related to the unit learning goals. Use visual

representations and narrative to communicate the performance of the whole class,

subgroups, and two individual students. Conclusions drawn from this analysis should be

provided in the “Reflection and Self-Evaluation” section.

Prompt

In this section, you will analyze data to explain progress and achievement toward

learning goals demonstrated by your whole class, subgroups of students, and individual

students.

Whole class. To analyze the progress of your whole class, create a table that

shows pre- and post- assessment data on every student on every learning goal.

Then, create a graphic summary that shows the extent to which your students

made progress (from pre- to post-) toward the learning criterion that you

identified for each learning goal. Summarize what the graph tells you about your

students’ learning in this unit (i.e., the number of students who met the criterion).

Subgroups. Select a group characteristics ( e.g., gender, performance level,

socio-economic status, language proficiency) to analyze in terms of one learning

goal. Provide a rationale for your selection of this characteristic to form

subgroups. Create a graphic representation that compares pre- and post-

assessment results for the subgroups on this learning goal. Summarize what these

data show about student learning.

Individuals. Select two students that demonstrated different levels of

performance. Explain why it is important to understand the learning of these


46

particular students. Use pre-, formative, and post-assessment data to draw

conclusions about the extent to which these students attained the two learning

goals. Graphic representations are not necessary for this subsection.

Suggested Page Length: 4 pages with charts.

Reflection and Self-Evaluation

TWS Standard

The teacher analyzes the relationship between his or her instruction and student learning

in order to improve teaching practice.

Task

Reflect on your performance as a teacher and link your performance to student learning

results. Evaluate your performance and identify future actions for improved practice and

professional growth.

Prompt

Select the learning goal where your students were most successful. Provide two or

more possible reasons for this success. Consider your goals, instruction, and

assessment along with student characteristics and other contextual factors under

your control.

Select the learning goal where your students were least successful. Provide two

or more possible reasons for this lack of success. Consider your goals,

instruction, and assessment along with student characteristics and other contextual

factors under your control. Discuss what you could do differently or better in the

future to improve your students’ performance.

Reflection on possibilities for professional development. Describe at least two

professional learning goals that emerged from your insights and experiences with

the TWS. Identify two specific steps you will take to improve your performance

in the critical areas you identified.

Suggested Page Length – 2 pages


47

Teaching Processes Assessed by the Renaissance Teacher Work Sample

Teaching Processes, TWS Standards, and Indicators

Contextual Factors

The teacher uses information about the learning-teaching context and student individual differences to set

learning goals and plan instruction and assessment.

Knowledge of community, school, and classroom factors

Knowledge of characteristics of students

Knowledge of students’ varied approaches to learning

Knowledge of students’ skills and prior learning

Implications for instructional planning and assessment

Learning Goals

The teacher sets significant, challenging, varied and appropriate learning goals.

Significance, challenge and variety

Clarity

Appropriateness for students

Alignment with national, state or local standards

Assessment Plan

The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student

learning before, during and after instruction.

Alignment with learning goals and instruction

Clarity of criteria for performance

Multiple modes and approaches

Technical soundness

Adaptations based on the individual needs of students

Design for Instruction

The teacher designs instruction for specific learning goals, student characteristics and needs, and learning

contexts.

Alignment with learning goals

Accurate representation of content

Lesson and unit structure

Use of a variety of instruction, activities, assignments and resources

Use of contextual information and data to select appropriate and relevant activities, assignments

and resources

Use of technology

Instructional Decision-Making

The teacher uses ongoing analysis of student learning to make instructional decisions.

Sound professional practice

Adjustments based on analysis of student learning

Congruence between modifications and learning goals

Analysis of Student Learning

The teacher uses assessment data to profile student learning and communicate information about student

progress and achievement.

Clarity and accuracy of presentation

Alignment with learning goals

Interpretation of data

Evidence of impact on student learning

Reflection and Self-Evaluation

The teacher reflects on his or her instruction and student learning in order to improve teaching practice.

Interpretation of student learning

Insights on effective instruction and assessment

Alignment among goals, instruction and assessment

Implications for future teaching

Implications for professional development


48


EDUC 4919 – Teaching Experiences in Major Program

Teacher Work Sample - Contextual Factors Rubric

Module IV - Artifact #

Teacher Candidate __________________________________Date ______________________________

OCTP Competencies: 3

Conceptual Framework: D1e, D2a, D3b

Rating ______1 _______2 _______3

Standard Contextual

Factors

Components

Unacceptable Acceptable Target Rating

OCTP

CF

D3b

Knowledge of

Community,

School and

Classroom

Factors

Candidate

displays minimal,

irrelevant, or

biased knowledge

of the

characteristics of

the school,

community, and

classroom.

Candidate displays

some knowledge of

the characteristics

of the school,

community, and

classroom that may

affect learning.

Candidate displays

a comprehensive

understanding of

the characteristics

of the community,

school, and

classroom that may

affect learning.

OCTP

3

CF

D1e

D2a

Knowledge of

Characteristics

of Students

Candidate

displays minimal,

stereotypical, or

irrelevant

knowledge of

student

differences

(development,

interests,

culture).

Candidate displays

general knowledge

of student

differences

(development,

interests, culture,

abilities/disabilities)

that may affect

learning.

Candidate displays

general & specific

understanding of

student differences

(development,

interests, culture,

abilities/disabilities)

that may affect

learning.

OCTP

3

CF

D1e

D2a

Knowledge of

Students’

Varied

Approaches to

Learning

Candidate

displays minimal,

stereotypical or

irrelevant

knowledge about

the different

ways students

learn (learning

styles/modalities).

Candidate displays

general knowledge

about the different

ways students learn

(learning

styles/modalities).

Candidate displays

general & specific

understanding of

the different ways

students learn

(learning

styles/modalities)

that may affect

learning.

OCTP

3

CF

D1e

D2a

Knowledge of

Students’

Skills and

Prior Learning

Candidate

displays little or

irrelevant

knowledge of

students’ skills

and prior

learning that

may affect

learning.

Candidate displays

general knowledge

of students’ skills

and prior learning

that may affect

learning.

Candidate displays

general & specific

understanding of

students’ skills and

prior learning that

may affect learning.


49

OCTP

3

CF

D1e

D2a

Implications

for

Instructional

Planning and

Assessment

Candidate does

not provide

implications for

instruction and

assessment based

on student

individual

differences and

community,

school, or

classroom

characteristics or

provides

inappropriate

implications.

Candidate provides

general

implications for

instruction and

assessment based

on student

individual

differences and

community, school,

or classroom

characteristics.

Candidate provides

specific

implications for

instruction and

assessment based

on student

individual

differences and

community, school,

and classroom

characteristics.

The source of this rubric is from the Teacher Work Sample project for the Renaissance Partnership for Improving Teacher

Quality which is a Title II federally funded project.


50



Teacher Work Sample – Learning Goals Rubric

Module IV– Artifact #

Teacher Candidate: __________________________________ Date __________________________

OCTP Competencies: 7, 14

Conceptual Framework: S4, D2b

Rating _______1 _______2 _______3

Standard Components of

Learning Goals


OCTP

CF

Significance,

Challenge and

Variety

Goals reflect

only one type or

level of learning

Goals reflect

several types or

levels of

learning but

lack

significance or

challenge.

Goals reflect

several types of

levels of

learning and are

significant and

challenging.

OCTP

CF

Clarity Goals are not

stated clearly

and are

activities rather

than learning

outcomes.

Most of the

goals are clearly

stated as

learning

outcomes.

All of the goals

are clearly

stated as

learning

outcomes.

OCTP

7

CF

S4

D2b

Appropriateness

for Students

Goals are not

appropriate for

the

development,

pre-requisite

knowledge,

skills,

experiences, or

other student

needs.

Most goals are

appropriate for

the

development,

pre-requisite

knowledge,

skills,

experiences,

and other

student needs.

All goals are

appropriate for

the

development,

pre-requisite

knowledge,

skills,

experiences, and

other student

needs.

OCTP

14

CF

D2b

Alignment with

National, State, or

Local Standards

Goals are not

aligned with

national, state

or local

standards.

Most goals are

aligned with

national, state

or local

standards.

All of the goals

are explicitly

aligned with

national, state or

local standards.

The source of this rubric is from the Teacher Work Sample project for the Renaissance Partnership

for Improving Teacher Quality which is a Title II federally funded project.


51



Teacher Work Sample – Assessment Plan Rubric

Module IV – Artifact #

Teacher Candidate _______________________________ Date ________________________________


Conceptual Framework: S7, D1e, D2a

Rating : _______1 _______2 _______3


Assessment Plan


OCTP

8

CF

S7

Alignment with

Learning Goals

and Instruction

Content and

methods of

assessment lack

congruence with

learning goals or

lack cognitive

complexity.

Some of the

learning goals

are assessed

through the

assessment plan,

but some are not

congruent with

learning goals in

content and

cognitive

complexity.

Each of the

learning goals is

assessed through

the assessment

plan.

Assessments are

congruent with

the learning

goals in content

and cognitive

complexity.

OCTP

8

CF

S7

Clarity of

Criteria and

Standards of

Performance

The assessments

contain no clear

criteria for

measuring

student

performance

relative to the

learning goals.

Assessment

criteria have

been developed,

but they are not

clear or are not

explicitly linked

to the learning

goals.

Assessment

criteria are clear

and are explicitly

linked to the

learning goals.

OCTP

8

CF

S7

Multiple Modes

and Approaches

The assessment

plan includes only

one assessment

mode and does

not assess

students before,

during and after

instruction.

The assessment

plan includes

multiple modes

but all are either

pencil/paper

based and/or do

not require the

integration of

knowledge, skills

and reasoning

ability.

The assessment

plan includes

multiple

assessment

modes including

performance

assessments and

assesses student

performance

throughout the

instructional

sequence.


52

OCTP

8

CF

S7

Technical

Soundness

Assessments are

not valid; scoring

procedures are

absent or

inaccurate; items

or prompts are

poorly written;

directions and

procedures are

confusing to

students.

Assessments

appear to have

some validity.

Some scoring

procedures are

explained; some

items or prompts

are clearly

written; some

directions and

procedures are

clear to students.

Assessments

appear to be

valid, scoring

procedures are

clearly written

and directions

and procedures

are clear to

students.

OCTP

8

CF

D1e

D2a

Adaptations

Based on

Individual Needs

of Students

Candidate does

not adapt

assessments to

meet the

individual needs

of students or the

assessments are

inappropriate.

Candidate does

not make

adaptations to

assessments that

are appropriate

to meet the

individual needs

of some students.

Candidates make

adaptations to

assessments that

are appropriate

to meet the

individual needs

of most students.




53



Teacher Work Sample – Design for Instruction



OCTP Competencies: 1, 3, 4, 7

Conceptual Framework: K2, K4, S2, S3, S4, S5, D1d, D1e

Rating _______1 ______2 _______3

Standard Components Unacceptable Acceptable Target Rating

OCTP

7

CF

S3

S4

Alignment with

Learning Goals

Few lessons are

explicitly linked

to learning goals.

Few learning

activities,

assignments and

resources are

aligned with

learning goals.

Not all learning

goals are covered

in the design.

Most lessons

are explicitly

linked to

learning goals.

Most learning

activities,

assignments

and resources

are aligned

with learning

goals. Most

learning goals

are covered in

the design.

All lessons are

explicitly linked

to learning

goals. All

learning

activities,

assignments

and resources

are aligned

with learning

goals. All

learning goals

are covered in

the design.

OCTP

1

CF

K2

Accurate

Representation of

Content

Candidate’s use

of content

appears to

contain numerous

inaccuracies.

Content seems to

be viewed more

as isolated skills

and facts rather

than as a part of a

larger conceptual

structure.

Candidate’s use

of content

appears to be

mostly

accurate. They

show some

awareness of

the big ideas or

structure of the

discipline.

Candidate’s use

of content

appears to be

accurate.

Focus of the

content is

congruent with

the big ideas or

structure of the

discipline.

OCTP

7

CF

K2

Lesson and Unit

Structure

The lessons

within the unit

are not logically

organized.

The lessons

within the unit

have some

logical

organization

and appear to

be somewhat

useful in

moving

students toward

achieving the

learning goals.

All lessons

within the unit

are logically

organized and

appear to be

useful in

moving

students toward

achieving the

learning goals.


54

OCTP

3, 4

CF

S3

S4

S5

Use of a Variety

of Instruction,

Activities,

Assignments, and

Resources

Lessons have

little variety of

instruction,

activities,

assignments and

resources and

there is heavy

reliance on a

textbook or single

resource.

Lessons have

some variety in

instruction,

activities,

assignments, or

resources but

some make a

limited

contribution to

learning.

Lessons have

significant

variety across

instruction,

activities,

assignments,

and/or

resources. This

variety makes a

clear

contribution to

learning.

OCTP

3, 4 ,7

CF

S4

D1e

Use of

Contextual

Information and

Data to Select

Appropriate and

Relevant

Activities,

Assignments, and

Resources

Instruction has

not been designed

with reference to

contextual factors

and pre-

assessment data.

Activities and

assignments do

not appear

productive and

appropriate for

each student.

Most

instruction has

been designed

with reference

to contextual

factors and pre-

assessment

data. Some

activities and

assignments

appear

productive and

appropriate for

each student.

All instruction

has been

designed with

reference to

contextual

factors and pre-

assessment

data. All

activities and

assignments

appear

productive and

appropriate for

each student.

OCTP

4

CF

K4

S2

D1d

Use of

Technology

Technology is

inappropriately

used or teacher

does not use

technology.

Candidate uses

technology but

it does not

make a

significant

contribution to

teaching and

learning.

Candidate

integrates

appropriate

technology that

makes a

significant

contribution to

teaching or

learning.




55



Teacher Work Sample – Instructional Decision Making


Teacher Candidate ________________________________ Date ______________________________

OCTP Competencies: 2, 3, 7, 8

Conceptual Framework: K3, S4 S7, D1e, D2a

Rating: _______1 _______2 _______3


Instructional

Decision

Making


OCTP

2, 3

CF

K3

Sound

Professional

Practice

Many

instructional

decisions are

inappropriate

and not

pedagogically

sound.

Instructional

decisions are

mostly

appropriate,

but some

decisions are

not

pedagogically

sound.

All instructional

decisions are

pedagogically sound.

OCTP

2, 3, 7, 8

CF

S4

S7

D1e

D2a

Modifications

Based on

Analysis of

Student

Learning

Candidate

treats class as

“one plan fits

all” with no

modifications

Some

modifications

of the

instructional

plan are made

to address

individual

student needs,

but these are

not based on

the analysis of

student

learning, best

practice, or

contextual

factors.

Appropriate

modifications of the

instructional plan are

made to address

individual student

needs. These

modifications are

based on the analysis

of student

learning/performance,

best practice, or

contextual factors.

An explanation of why

the modifications

would improve

student progress is

included.

OCTP

7, 8

CF

S7

D1e

Congruence

Between

Modifications

and Learning

Goals

Modifications

in instruction

lack

congruence

with learning

goals.

Modifications

in instruction

are somewhat

congruent with

learning goals.

Modifications in

instruction are

congruent with

learning goals.




56



Teacher Work Sample – Analysis of Student Learning Rubric




Conceptual Framework: S7, D1b, D2b

Rating: _______1 ______2 ______3


Analysis of

Student

Learning


OCTP

8

CF

S7

Clarity and

Accuracy of

Presentation

Presentation is

not clear and

does not

accurately

reflect the data.

Presentation is

understandable

and contains few

errors

Presentation is

easy to

understand and

contains no errors

of representation.

OCTP

8

CF

S7

Alignment with

Learning Goals

Analysis of

student learning

is not aligned

with learning

goals.

Analysis of

student learning

is partially

aligned with

learning goals

and/or fails to

provide a

comprehensive

profile of student

learning relative

to the goals for

the whole class,

subgroups, and

two individuals.

Analysis is fully

aligned with

learning goals and

provides a

comprehensive

profile of each

individual

student’s learning

for the whole

class, subgroups,

and two

individuals.

OCTP

8

CF

S7

Interpretation

of Data

Interpretation is

inaccurate, and

conclusions are

missing or

unsupported by

data.

Interpretation is

technically

accurate, but

conclusions are

missing or not

fully supported

by data.

Interpretation is

meaningful, and

appropriate

conclusions are

drawn from the

data.

OCTP

8

CF

S7

D1b

D2b

Evidence of

Impact on

Student

Learning

Analysis of

student learning

fails to include

evidence of

impact on

student learning

in terms of

numbers of

students who

achieved and

made progress

toward learning

goals.

Analysis of

student learning

includes

incomplete

evidence of the

impact on

student learning

in terms of

numbers of

students who

achieved and

made progress

toward learning

goals.

Analysis of

student learning

includes evidence

of the impact on

student learning

in terms of

number of

students who

achieved and

made progress

toward each

learning goal.


57



Teacher Work Sample – Reflection and Self-Evaluation Rubric


Teacher Candidate ______________________________ Date _________________________________

OCTP Competencies: 9, 12

Conceptual Framework: S7, D1c, D2c, D3e

Rating _______1 _______2 _______3


Reflection


OCTP

9

CF

S7

D1c

D3e

Interpretation

of achievement

of goals

Candidate

provides no

evidence or

reasons that

goals were met

or unmet.

Candidate provides

evidence but no

reasons or

hypotheses to

support why some

learning goals were

met or unmet.

Candidate explores

multiple hypotheses

for why some

learning goals were

met or unmet.

OCTP

9

CF

D1c

D2c

D3e

Insights on

Effective

Instruction

Candidate

provides no

rationale for

why some

activities were

more successful

than others.

Candidate identifies

successful and

unsuccessful

activities and

superficially explores

reasons for their

success or lack of

success (no use of

theory or research).

Candidate

identifies successful

activities and

provides plausible

reasons based on

theory or research

for their success or

lack of success.

OCTP

9

CF

D1c

D2c

D3e

Alignment

Among Goals,

Instruction,

and Assessment

Candidate does

not connect

learning goals

and instruction

in the discussion

of student

learning and

effective

instruction

and/or the

connections are

irrelevant or

inaccurate.

Candidate connects

learning goals and

instruction in the

discussion of student

learning and

effective instruction,

but

misunderstandings

or conceptual gaps

are present.

Candidate logically

connects learning

goals and

instruction results

in the discussion of

student learning

and effective

instruction.

OCTP

9, 12

CF

D1c

D2c

D3e

Implications for

Future

Teaching

Candidate

provides no

ideas or

inappropriate

ideas for

redesigning

learning goals

and instruction.

Candidate provides

ideas for redesigning

learning goals,

instruction, and

assessment but offers

no rationale for why

these changes would

improve student

learning.

Candidate provides

ideas for

redesigning

learning goals and

instruction and

explains why these

modifications

would improve

student learning.



teacher preparation portfolio … preparation portfolio undergraduate handbook fall 2008 – spring...

Documents