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What Is A Portfolio

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What Is A Portfolio

    Phase I Handbook Table of Contents

Topic Page Number(s)

    Table of Contents 1

    What is the Phase I Mid-Prep Portfolio? 2 Phase I Portfolio Development and Progression into Phase II 2 Organizing the Written Components of the Mid-Prep Portfolio 3 Helpful Hints about completing the Phase I Mid-Prep Portfolio 3

    Description of Written Portfolio Requirements 4 Oral Presentation Guidelines 5

    Scoring Rubrics for both Presentations 6 Frequently Asked Questions About the Phase I Mid-Prep Portfolio 7 TDP 2000 Benchmarks for Oral Presentations/PDP 8

    TDP 2040 Benchmarks for Oral Presentations/PDP 9

    The Rest of the Mid-Preparation Benchmarks 10

    A Note about Privacy Issues 12

    Academic Honesty Statement 12

Copyright 2007 ? University of Missouri-Columbia College of Education 1

    What Is the Phase I Mid-Preparation Portfolio?

    Your mid-preparation portfolio will serve as a foundation for the development of your Certification Program Portfolio that will be reviewed by a College of Education evaluation team during your student teaching internship. In addition, your Phase I portfolio is a required program component and must be successfully completed before a student can apply for progression into Phase II of the Teacher Development Program. The components of your mid-preparation Portfolio will include: an oral presentation discussing one key concept (tied to at least one standard) from each of your Phase I courses (TDP2000 & TDP 4040) A résumé, Professional Development Plan, and Philosophy of Education statement (paper) will also be required (they will be loaded onto Foliotek.com).

    Note: Graduate students in the counseling program will not be required to do the professional documents portion of the Phase I Portfolio since they will be producing similar documents for their Counseling Portfolio.

    Phase I Portfolio Development & Progression into Phase II

    The Certification Program Portfolio process is initiated in Phase I of the Teacher Development Program. It is designed as the process that portrays the beginning knowledge and skills of a pre-service teacher and will be organized around selected mid-preparation benchmarks of the MoSTEP Quality Indicators for teacher candidates in the state of Missouri. At the end of the semester, you will be doing an 10-minute oral presentation over two key points you learned in your Phase I coursework. The Phase I Certification Program Portfolio also requires a philosophy of education statement, a professional development plan, and a résumé.

    The portfolio, at this time, will document the progress made by the candidate throughout Phase I. Faculty and Team Instructors will serve as primary evaluators of the portfolio. The purpose of the Portfolio Evaluation is two-fold: students must demonstrate the knowledge and skills necessary at this level of training and students must display appropriate written and communication skills.

    Part of the requirements for admittance to Phase II of the Teacher Development Program is successful completion of the Phase I Portfolio and Oral Presentations. In TDP 2000/7000 and TDP 2040/7040 (Note: The 7000 and 7040 are the course numbers for a graduate student) you will have the opportunity to create your portfolio over the course of two semesters (one semester for immersion students).

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    Organizing the written components of the Mid-Prep Portfolio

    The web address for the electronic portfolio system is http://www.foliotek.com

    You must activate your account before you can begin work on your mid-preparation portfolio. To activate your account, you will log in using the information provided to you via email. Your portfolio account information will be emailed to you; make sure to save that email! You will get this email in the second semester of your Phase I coursework. It will have your portfolio code and your registration code; these will be needed to log in for the first time. The CAPS office will not keep any record of student passwords; you may request them through the website if needed. The website will email the password to you upon request.

    The electronic portfolio system includes a help section that addresses both content and technical questions. If you have a question about how to use Foliotek, the first place to look for answers should be the help section. If you are unable to find an answer to your question within the help section, you may contact Kyle Blomenkamp, the portfolio coordinator, in 101 Hill Hall or through email at blomenkampkj@missouri.edu.

    You can use the Foliotek website to upload different files to your portfolio.

File types compatible for uploading:

    ; Any Microsoft Office Document ; Video content (.mpeg and .mov)

    (.doc, .xls, .ppt) ; Audio content (.mp3 preferred)

    ; Text Documents (.txt) ; Web content (.htm or .html)

    ; Rich Text Documents (.rtf) ; Pictures (.jpeg or .gif preferred)

    ; Adobe Documents (.pdf)

File types NOT compatible for uploading:

    ; Executable Files (.exe)

    ; Visual Basic Script (.vbs)

    ; Word Perfect Documents (.wps)

    Helpful hints for completion of the Mid-Preparation Portfolio

    1. Upload work as you finish it and be familiar with the website http://www.foliotek.com

    2. Peer edit your papers and seek help if you need it.

    3. Keep backups on disk and always double check your contents and your uploads.

During TDP 2000/7000 and TDP4040/7040:

    1) Familiarize yourself with the Mid-Prep Benchmarks and the Phase I Portfolio Handbook

    2) Upload your Philosophy of Education, Professional Development Plan, and Résumé onto

    Foliotek.com

    3) Concentrate on learning content for the Oral Presentation which will take place during

    finals week of the winter semester. See the portion of this Handbook titled, “Oral

    Presentation Outlines,” to find information about what you will need to present.

    4) Sign up for your oral presentation in 101 Hill Hall. A timeline for doing so will be

    discussed in class.

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    Description of Portfolio Written Requirements

    The electronic Phase I portfolio consists of four sections.

    Résumé

    Philosophy of Education

    Professional Development Plan

Résumé

    A résumé is a formal document chronicling a pre-service teacher’s work history and professional

    accomplishments. If you need help in creating your résumé, please contact the College of Education, Career and Program Support Office in 101 Hill Hall at (573) 882-7772 or access the website at http://www.coe.missouri.edu/~career/.

Philosophy of Education

    This is a constantly evolving and changing statement that reflects your beliefs regarding education. Your philosophy statement should be a 3-5 page paper including your philosophy

    about what constitutes good teaching. This paper will be assigned in one of your Phase I TDP courses.

    Your paper should synthesize information from TDP2000, TDP2040, field experience, and other readings. Under each topic include 3-4 main points and 2-3 specifics under each main point. It is also necessary to cite the information from class texts, Blackboard, and other class related experiences that support your philosophy statement. Please remember that your philosophy statement is your opinion supported by information gained through your Phase I experiences. If you use textual resources, be sure to cite them.

Professional Development Plan

    Students will use the information from this class to create an individual professional development plan to help guide the rest of their COE experience. This document will be posted to Foliotek AND will be the basis for the oral presentation, described later.

    Think about your total Phase I experience . . . Inquiry into Learning 1, Introduction to Schools, Community, and Society 1 and related field experiences. In 3-5 pages, please address the

    following question:

    What are two key ideas that you have learned in your teacher preparation program in 2000 and 2040 that you feel are critical to your development as a classroom teacher?

    ; from 2000, choose one Benchmark 1.2.2, 1.2.3, or 1.2.8

    o (listed on pg. 8 of this handbook)

    ; from 2040, choose one Benchmark 1.2.3, 1.2.9, or 1.2.10

    o (listed on pg. 9 of this handbook)

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    Oral Presentation Guidelines

    Oral Presentation Outlines:

I. Introduction Name, hometown, certification area, etc. (1 minute)

    II. Discuss one key idea from your TDP2000 coursework, tied to at least one

    standard discussed in class(1.2.2 or 1.2.8) that you think is critical to your

    development as a classroom teacher. (4 minutes)

    III. Discuss one key idea from your TDP2040 coursework, tied to at least one

    standard discussed in class (1.2.3, 1.2.9, 1.2.10) that you think is critical to your

    development as a classroom teacher (4 minutes)

IV. Evaluation of this Oral Presentation

    1. You will be scored on professionalism, quality & organization, and presentation

    skills

    2. You will receive a score out of 3 points for professionalism

    3. You will receive a score out of 3 points for quality and organization

    4. You will receive a score out of 3 points for oral speaking skills

    5. In order to pass your presentation, you will need a score of 2 or better on

    each of the three prompts: Professionalism, Quality and Organization, and

    Oral Speaking Skills

V. What happens if you do not pass?

    ; If you do not pass all three scoring areas with a score of 2 or better, you must

    contact the Portfolio Coordinator at 884-6566 to schedule a revision presentation.

    1. You will be responsible for contacting the Portfolio Coordinator to schedule your

    revision attempt if necessary.

    2. You must pass this presentation to pass your Phase I Portfolio and progress into

    Phase II.

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    Oral Presentation Scoring Rubric

    Successful completion of the Phase I Oral Presentation is required for entry into Phase II of the

    Teacher Development Program.

    Oral Presentation Rubric

    Exceeds the Standard Meets the Standard Not Yet Meeting

    (Score of 3) (Score of 2) (Score of 1)

     (1 Given for (3 given for truly

    exceptional work)

    Professional Demeanor

    The speaker appears on The speaker appears on The speaker does not

    time, is dressed in time, dresses in a appear, appears late, interview attire, and professional manner, and appears in sloppy attire, exhibits an engaging is polite or is rude.

    personality

    Quality and Organization of Presentation

    The speaker The speaker The speaker

    demonstrates demonstrates knowledge demonstrates little/no outstanding, documented of coursework, linking substantive content in a knowledge of this knowledge to random manner.

    content/standards and selected standards in a

    presents this knowledge manner that is well

    in a clearly defined organized and easy to

    manner by identifying follow

    main ideas and linking

    these ideas with

    transition sentences.

    Quality of Oral Presentation Skills

    The speaker presents a The speaker gives The speaker gives little confident, polished evidence of rehearsal and indication of rehearsal presentation, using uses physical skills (eye and presents the exceptional physical and contact, gestures, information in a manner vocal skills in an movement) and vocal which detracts from the intelligent, engaging skills (inflection, content

    manner pronunciation) which

    enhance the content.

    ; Suggested guidelines for a student who is late: - If the student is only a minute or two late, a deduction is at the evaluator’s discretion

    - If the student is more than two minutes late, a 1 is a proper score for that student

    - These are suggested guidelines; some circumstances might result in an evaluator

     deciding otherwise.

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    Frequently Asked Questions about the Phase I Mid-Prep Portfolio

How long will it take to put together my presentations?

    This varies from person to person, but on average it takes 3-5 hours of individual work time to prepare for each presentation.

    Where can I get help with my portfolio?

    There is an online help site at http://www.foliotek.com. The portfolio help section has tips on

    using the website. In addition, the Portfolio Coordinator can be reached at 884-6566. Phase I instructional team members are available to assist you with your portfolio. If you need specific technical help, the Reflector staff is available to provide assistance.

    How should I start my portfolio?

    To get started, read this handbook carefully and familiarize yourself with the Mid-Preparation Benchmarks. Upload your resume and Philosophy of Education, and begin working on your Professional Development Plan

    Will Foliotek work with my computer/browser?

    Foliotek works best on a PC using Internet Explorer or Firefox. If you are a Mac user, Firefox and Internet Explorer should both function adequately, although there may be some subtle differences. The Safari browser (for Mac) WILL NOT work for Foliotek. Foliotek has done all they can do to be compatible with the Safari browser, but the software will not allow full functionality.

    Scanning Tips:

    1) Scan images at 72 dpi (They are for screen viewing only.)

    2) The smaller the file the better.

    3) Scan B+W items in grayscale and color images in rgb format.

    4) Scan images (photos) as JPEGs

    5) Scan text, illustrations, diagrams as GIFs

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    Professional Development Plan/Oral Presentation Benchmarks

    from TDP2000

    Mid-Preparation Benchmark 1.2.2 Learners:

    The preliminary candidate demonstrates a basic knowledge of theories and principles of human development and learning. Through descriptions of and reflections on the performance of teachers, P-12 students and themselves, the preliminary candidate demonstrates an awareness of the importance of strengthening prior knowledge with new ideas and encouraging student responsibility.

    Performance Indicators:

    The preliminary teacher candidate:

    ; Displays accurate understanding of the intellectual, social- emotional, and physical characteristics

    of learners of all ages and the inter-relatedness of the areas.

    ; Displays understanding of the major theoretical perspectives on how people learn, emphasizing the

    importance of building upon students’ prior knowledge.

    ; Displays understanding of how teachers facilitate higher-order thinking and engaged, self-

    regulated learning of all students.

    Mid-Preparation Benchmark 1.2.3 Diversity:

    Through observation, description, and reflection on their own and P-12 students’ prior

    experience, learning styles, strengths and needs, the preliminary candidate recognizes that students differ in their approaches to learning.

    Performance Indicators:

    The preliminary teacher candidate:

    ; Describes areas of diversity such as race, culture, gender, socioeconomic status, special needs, and

    academic performance and supports that description with examples.

    ; Identifies school/ classroom practices for addressing diversity; justifies selection with research or

    theory.

    ; Recognizes that students’ cultural backgrounds influences how students learn and perform in the

    classroom.

    Mid-Preparation Benchmark 1.2.8 Assessment:

    The preliminary candidate demonstrates a basic knowledge of formal and informal assessment strategies. The preliminary candidate observes, describes, and reflects upon the use of both formal and informal assessments from his/her own learning experiences and course work. Performance Indicators:

    The preliminary teacher candidate:

    ; Recognizes the differentiating characteristics of formal and informal assessment.

    ; Is able to describe and reflect upon the various purposes of assessment.

    ; Demonstrates an understanding of assessment as an integral part of the teaching process. ; Identifies a variety of assessment strategies in his/her own learning and coursework.

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    Prof. Dev. Plan/Oral Presentation Benchmarks from TDP2040

    Mid-Preparation Benchmark 1.2.3 Diversity:

    Through observation, description, and reflection on their own and P-12 students’ prior

    experience, learning styles, strengths and needs, the preliminary candidate recognizes that students differ in their approaches to learning.

    Performance Indicators:

    The preliminary teacher candidate:

    ; Describes areas of diversity such as race, culture, gender, socioeconomic status, special needs, and

    academic performance and supports that description with examples.

    ; Identifies school/ classroom practices for addressing diversity; justifies selection with research or

    theory.

    ; Recognizes that students’ cultural backgrounds influences how students learn and perform in the

    classroom.

    Mid-Preparation Benchmark 1.2.9 Reflection:

    The preliminary candidate understands the concept of reflective practice and the importance of continual professional growth. This preliminary candidate can articulate professional ethical standards to situations posed to him or her. He or she uses reflection to refine his or her learning and practice. The preliminary candidate can begin to articulate and reflect upon a personal philosophy of education.

    Performance Indicators

    The preliminary teacher candidate:

    ; Has observed, described, and reflected upon professional development resources.

    ; Has reflected upon his/her own learning.

    ; Has used reflection as the basis for description of how his/her future learning and future teaching

    practice could be refined.

    ; Has written a personal philosophy of education.

    Mid-Preparation Benchmark 1.2.10 Professionalism:

    The preliminary candidate fosters appropriate relationships with other pre-service teachers and school personnel to support his or her own learning. He or she demonstrates knowledge of basic services available in the school and community to support children and their learning. The preliminary candidate observes, describes and reflects upon professional relationships in school settings.

    Performance Indicators

    The preliminary teacher candidate:

    ; Displays evidence of ability to collaborate with student colleagues and school personnel and reflect

    on the effectiveness of the collaboration.

    ; Demonstrates awareness of resources available to support student learning on the college campus, in

    P-12 schools, and in the community.

    ; Has described and reflected upon observed professional behaviors.

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    The Rest of the Mid-Preparation Benchmarks

    These are being provided as a reference to be used during the creation of your mid-preparation portfolio. You may want to refer to them while writing your Professional Development Plan and/or your Philosophy of Education Statement.

Mid-Preparation Benchmark 1.2.1 Content:

    The preliminary teacher candidate demonstrates a basic knowledge of the discipline(s). The preliminary candidate has observed, described, and reflected upon the presentation/teaching of this knowledge and basic tools of inquiry within the P-12 setting. The preliminary candidate has met the state’s minimum passing score on the CBASE.

    Performance Indicators

    The preliminary teacher candidate:

    ; Displays a basic understanding of discipline’s content.

    ; Displays an ability to apply the relevant tools of inquiry relative to his/her academic

    discipline.

    ; Observes, describes, and reflects on the teaching of the discipline’s content in multiple ways

    within the P-12 setting.

    ; Completed the C-BASE with scores meeting or surpassing Missouri’s declared minimum

    passing scores- not evaluated in portfolio

    Displayed through successful completion of C-BASE examination and General Education Coursework

Mid-Preparation Benchmark 1.2.4 Curriculum:

    The preliminary candidate can create and implement simulated or actual classroom learning activities. The preliminary candidate observes, describes and reflects upon district, state and national performance standards, individual diversity, and long- and short-term learning goals.

    Performance Indicators

    The preliminary teacher candidate:

    ; Displays knowledge of the importance of setting goals

    Demonstrates ability to create goals and classroom activities utilizing accepted knowledge

    and performance standards (such as Show-Me Standards and/or national professional

    organization standards)

Mid-Preparation Benchmark 1.2.5 Instruction:

    The preliminary candidate observes, describes, and reflects upon the uses of a variety of instructional strategies in his or her own learning and in that of P-12 students. The preliminary candidate recognizes alternative strategies, materials, and technology based on the needs of diverse learners.

    Performance Indicators

    The preliminary teacher candidate:

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