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NCATE accredited since 1954 adopted by College of Edcation 1!"#$
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Teacher &or' Sample (T&S) Committee
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September #$$* Edition
+CATE ,--ICE TEAC.I+G PER-,R/A+CE CE+TER Kean Uniersit! Kean Uniersit!
College of Education College of Education
&illis .all0 Room 1$2 &illis .all0 Room 11$
Union0 +3 $4$*5 Union0 +3 $4$*5
Phone6 (%$*) 45472#88 Phone6 (%$*) 454721*9
-a:6 (%$*) 45472#89 -a:6 (%$*) 45472119
Email6 ncate;'eaniian Rodrigue?0 Associate =ean
College of Education
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Table of Contents
I< The SPECTRU/ /odel6 Kean Uniersit!@ Conceptual
-rameor' for Teacher Education
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I< The Spectrum /odel (continued)
Kean Uniersit!@s Conceptual -rameor' for Teacher Education
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KNOWLEDGE
SKILLS
DISPOSITIONSVAL;ES
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II< College ,f Education /ission Statement
The mission of the College of Edcation based on or conceptal frame&ork is to prepare
informed dynamic professionals for di%erse settings &hoD
1* demonstrate a broad backgrond in hmanities mathematics and the sciences ha%e anindepth nderstanding of one academic discipline and apply this kno&ledge andnderstanding in their professional settings
!* think creati%ely and critically in sol%ing edcational problems and make sond decisionsbased on their kno&ledge of theory
=* design and integrate a %ariety of instrctional strategies and technologies matched to
appropriate di%erse learning styles
4* accrately assess analy2e and monitor stdent learning make appropriate adFstments to
instrction and ha%e a positi%e effect on all stdents
5* recogni2e respect and respond appropriately to indi%idal and cltral differences
$* establish professional and collaborati%e relationships among all edcational stakeholders
(* commit to be lifelong learners and ad%ocates of Gality schooling for all*
dopted, !ollege of "ducation, #ctober $, %&&&
=
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III< College ,f Education Bearning ,utcomes
The College of Edcation has defined a set of learning otcomes that candidates mst meetreflecting the S/ECT?- conceptal frame&ork of .no&ledge Skills and +ispositions
B8ales* E%ery indi%idal program &ithin the College also has de%eloped a set of specific
learning otcomes reflecting kno&ledge skills and dispositions of particlar disciplines* ;norder to gradate and"or be certified candidates mst sho& e%idence that they ha%e achie%ed
both college and program otcomes* The portfolio is one way in which students demonstrate
their achievements. The College of Edcation learning otcomes that appear belo& are aligned
&ith theNew 'ersey Professional Teaching (tandards.
Knoledge
(A) Subect /atter
The beginning teacher has a thorogh nderstanding and kno&ledge of sbFect matter andnational professional and New 'ersey !ore !urriculum !ontent (tandards, and ses
sch kno&ledge to create effecti%e learning e
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The beginning teacher ses a %ariety of instrctional strategies and technologies that
encorage each stdent to de%elop critical thinking and problemsol%ing skills*
(C) Bearning Enironment
The beginning teacher creates a learning en%ironment that encorages acti%e engaged
learning positi%e interaction and selfmoti%ation for all stdents*
(=) Communication and Technolog!
The beginning teacher effecti%ely commnicates in the classroom by sing a %ariety of
commnication skills inclding %erbal and non%erbal techniGes technology and media*
(E) Assessment
The beginning teacher effecti%ely ses formal and informal assessment strategies to
e%alate stdent progress and makes appropriate adFstments to instrction based on
his"her assessment*
(-) Student Support
The beginning teacher &orks &ith parents"family members school colleages andcommnity members to spport stdent learning and de%elopment*
(G) Reflection and Professional =eelopment
The beginning teacher is a reflecti%e practitioner &ho continally e%alates the effects of
her"his choices and actions on others Bstdents parents and other professionals in thelearning commnity and &ho acti%ely seeks opportnities to gro& professionally*
=ispositions>alues
(A) =iersit!Indiidual =ifferences
The beginning teacher appreciates indi%idal cltral and lingistic differences sho&srespect for the di%erse talents of all learners and is committed to helping de%elop self
confidence and competence*
(F) .igh E:pectations
The beginning teacher belie%es that all stdents can learn at high le%els and persists inhelping all stdents achie%e sccess*
(C) Communit!Culture
The beginning teacher &orks prodcti%ely &ithin commnity and cltral norms*
5
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(=) Positie Climate
The beginning teacher takes responsibility for establishing a positi%e climate in the
classroom and participates in maintaining sch a climate in the school as a &hole*
(E) Positie Role /odel
The beginning teacher recogni2es her"his responsibility to ser%e as a positi%e role model*
(-) Bife7long Bearner
The beginning teacher is a lifelong learner &ho seeks ot opportnities for continedgro&th*
pproved, !ollege of "ducation, #ctober %&&)
$
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I>< A Guide to Compiling a Teacher &or' Sample Portfolio
A< &hat is a Teacher &or' Sample Portfolio
A Teacher Work Sample /ortfolio docments the candidates@ achie%ements o%er thecorse of a teacher preparation program at .ean ?ni%ersity at the core of &hich is theimpact the candidate has on /1! stdent learning* ;t incldes the Teacher Work Sample
BTWS files that demonstrate e%idence of /1! stdent learning* The TWS mst sho&
satisfactory achie%ement of the learning otcomes of the College of Edcation and thecandidates@ program of stdy as &ell as e%idence of /1! stdent learning* The format
of the Teacher Work Sample /ortfolio may be traditional print and"or electronic
mltimedia file*
+ring the ;ntrodctory and /reprofessional ield E
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Edcation based on kno&ledge skills and dispositions"%ales* The statement shold
be kept to a readable length of no more that t&o to three doblespaced pages* Thestdent shold be prepared to discss this statement in detail &ith an instrctor*
Charts graphs and attachments* Charts graphs and assessment instrments are
reGired as part of the portfolio"TWS docment* 6ther attachments sch as stdent
&ork may be pro%ided* 7o&e%er be %ery selecti%e and make sre the attachmentspro%ide clear concise e%idence of ho& performance is related to TWS standards and
the stdents@ learning progress*
Narrati%e length* A sggested page length for the narrati%e is gi%en at the end of each
component section* There is some fle
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district content standards* An assessment plan &ill be created to measre stdent
performance before Bpreassessment dring Bformati%e assessment and after Bpostassessment and a plan for instrction de%eloped* After teaching the nit stdent
learning &ill be analy2ed and then instrction &ill be reflected pon and e%alated as
related to stdent learning*
Sccessfl teacher candidates spport learning by designing a Teacher Work Sample that
employs a range of strategies and bilds on each /1! stdent@s strengths needs andprior e
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/ost0accalareate stdents may incr problems &ith beginning the Teacher Work
Sample /ortfolio becase of corses &ai%ed i*e* introdctory field ho&e%er they arestill responsible for completing a Teacher Work Sample /ortfolio* /ost0ac stdents are
to be gi%en information abot completing the Teacher Work Sample /ortfolio at the time
of entry into the certification program*
Elementary -iddle > Secondary Edcation and Early Childhood gradate stdents &ho
are seeking initial teacher certification are also responsible for completing an TeacherWork Sample /ortfolio and &ill be gi%en information on the Teacher Work Sample/ortfolio process throgh their respecti%e program*
Beel II6 Preprofessional -ield E:perience Students
Candidates enrolled in coreGisite corses &ith the /reprofessional ield E
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Analysis of Stdent earning and eflection and SelfE%alation* These coreGisite
corses areD EC4### E+?C4### E-SE 49## -?S4### /E+4$1# S/E+4!##E-SE5=14 or 55$1*
The capstone corse instrctor from each corse listed abo%e is responsible for thecontined de%elopment of the Teacher Work Sample /ortfolio* The capstone instrctor
&ill re%ie& each candidates@ Teacher Work Sample /ortfolio pro%iding gidance in the
de%elopment and reflection of Teacher Work Sample processes and formally e%alatingthe Teacher Work Sample /ortfolio sing the appropriate rbrics and the Teacher WorkSample /ortfolio Assessment form in the e%alation* The Teacher Work Sample
/ortfolio e%alation &ill be inclded in the grade for the capstone corse*
3radate stdents in EC 55$5 and E-SE 55$1 &ill be responsible for completing the
Teacher Work Sample /ortfolio*
The ni%ersity sper%isor"clinical instrctor also is responsible for re%ie&ing and
formally e%alating each candidate@s Teacher Work Sample /ortfolio and pro%iding
assistance in the de%elopment process and the accompanying reflections* The ni%ersity
sper%isor"clinical instrctor &ill se the Teacher Work Sample /ortfolio Assessmentbrics and the Teacher Work Sample /ortfolio Assessment form in the e%alation &ith
inpt from the cooperating teacher*
At e%el ;;; the Teacher Work Sample &ill be e%alated by both the ni%ersity corse
instrctor AN+ the ni%ersity sper%isor"clinical instrctor*
E< Ealuating the Teacher &or' Sample Portfolio
Beel I
The instrctor of the ;ntrodctory ield E
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;nstrctors"sper%isors are to se the Teacher Work Sample /ortfolio Assessment
/rocesses form as a gide to smmari2ing a candidates@ performance in each section* ;tis not necessary to sm the candidates@ score in each descriptor to achie%e a total score in
each section*
Beel II
The corse instrctor of the follo&ing corsesD EC==## E-SE=1!= E-SE=!1#E-SE=!!# E-SE=!=# E-SE=!4# E-SE=!5# E-SE=41# E-SE=4#=A=9##"=9#1 A5#15"5#1$ -?S==1#"==11 /E+=$1# =$11 S/E+=### T7E=!!#
&ill be responsible for assisting stdents in de%eloping the -iniTeacher Work Sample
/ortfolio processes re%ie&ing each stdent@s -iniTeacher Work Sample /ortfolio andformally e%alating the -iniTeacher Work Sample /ortfolio sing the Teacher Work
Sample /ortfolio Assessment brics and the Teacher Work Sample /ortfolio
Assessment form*
The ni%ersity sper%isor"clinical instrctor &ill spport the preprofessional field
e
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;nstrctors"sper%isors shold se the Teacher Work Sample /ortfolio Assessment/rocesses form as a gide to smmari2ing a candidates@ performance in each section* ;t
is not necessary to sm the candidates@ score in each descriptor to achie%e a total score in
each section*
The cooperating teacher &ill se the Teacher Work Sample /ortfolio as a catalyst for
discssion abot best teaching practices* The cooperating teacher &ill pro%ide inpt tothe ni%ersity sper%isor"clinical instrctor regarding the e%alation of the Teacher WorkSample /ortfolio*
Each professional intern &ill ha%e t&o Teacher Work Sample /ortfolio e%alations onefrom the ni%ersity sper%isor"clinical instrctor and one from the capstone instrctor*
E-/-+#! F! S'#%%#!
A copy of the completed Teacher Work Sample /ortfolio Assessment form &ill be
sbmitted to the Teaching /erformance Center by the designated instrctor of the e%el ;;; or ;;; corse*
or the professional internship a completed Teacher Work Sample /ortfolio Assessmentorm &ill be sbmitted to the Teaching /erformance Center by both the ni%ersity
sper%isor"clinical instrctor and the e%el ;;; corse instrctor*
1=
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>< ,erie of Teacher &or' Sample (T&S)
The >ision
Sccessfl teacher candidates spport learning by designing a Teacher Work Sample that
employs a range of strategies and bilds on each stdent@s strengths needs and priore
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Teacher &or' Sample
Teaching Processes Assessed b! the Teacher &or' Sample (T&S)
TEACHING PROCESSES, TWS STANDARDS AND INDICATORS
Conte
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Conte:tual -actors
To be completed b!6 Introductor! (Beel I) and Professional Interns (Beel III)isual ,rgani?er
Bearning Goals Assessments -ormat of Assessment Adaptations
earning 3oal 1
"+ample: The student
will lin wild animals
with their habitats.
/reAssessment ChecklistD game &ith
animal masks > centersrepresenting habitats
Btree lake brro&
ca%e
epeat and modify
instrctions as needed*+emonstrate and assist
&ith ctting gling etc*
/ro%ide model of a
mask and model ho& to
mo%e to habitat centers*
.eep all acti%ities high
interest and brief*
ormati%e Assessment Animal pppets and
habitats Be*g* bird and
nest anecdotal records
EJ > a pictre
Fornals
/ro%ide concrete models
and assistance &ith fine
motor tasks as needed*
/ro%ide mltiple
e A*
/ostAssessment ChecklistD game &ith
animal masks > centers
representing habitats
Suggested Page Bength6! K pre and postassessment instrments scoring rbrics"keys andassessment plan table
!#
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=esign for Instruction
Unit Plan andor Besson Plans
To be completed b!6 Pre7professional -ield E:perience Students (Beel II) and
Professional Interns (Beel III)