USCA School of Education: Undergraduate Program Portfolio (revised January 2010)

Purpose | Contents | Procedure | Due Dates | Assessment
Conceptual Framework | Scoring Guide

Purpose

The USCA School of Education prepares highly qualified Dynamic Educators who have the knowledge, skills, and dispositions to create optimal learning environments to assist all individuals in reaching their potential. The purpose of the Program Portfolio is to demonstrate the ways in which you have developed as a result of your coursework and field experiences in one of the undergraduate teacher certification programs offered by the USCA School of Education.  

Each teacher candidate will develop a Program Portfolio based upon selected elements of the USCA School of Education Conceptual Framework. The portfolio will provide documentation of the teacher candidate's growth in the program by allowing the candidate to reflect on teaching skills, knowledge and understanding. The portfolio also will provide information for the School of Education to evaluate its programs.

Contents

The Program Portfolio will include evidence of and reflection on two of the elements of the Conceptual Framework.

Evidence may include electronic copies of papers you have written, research you have conducted, photographs, video, or other artifacts that represent your accomplishments and growth as a teacher and that are directly related to the selected Conceptual Framework elements. Any items may be used as long as you show a clear relationship to the selected Conceptual Framework elements.

Reflection will include a detailed analysis of the evidence with respect to the following (address each question below in your reflection):

Procedure

  1. Create a new document in Microsoft Word and save it as "portfolio".
  2. Create links to each artifact from within your document, making certain that your document and all artifacts are in the same folder.
  3. Remove your name and all other identifiers as best posssible from the artifacts.
  4. Copy the folder to a CD.
  5. Attach a removable identifier (e.g. sticky note with your name) to the CD. Do not write on the CD.
  6. Submit the CD to the School of Education, B&E 210 by the due date.

Here is a template you may use for your portfolio.

Due Dates

Fall semester intern candidates will submit their Portfolio by February 15.
Spring semester intern candidates will submit the portfolio by October 15.
(See http://www.usca.edu/education/educationinternship/ for Teaching Internship Application deadlines.)

Assessment

School of Education Faculty will assess the Program Portfolio using the scoring guide below. If a Portfolio is assessed as Unacceptable, it must be revised accordingly and resubmitted within one week of notification. If the resubmitted portfolio is rated Unacceptable, the candidates will not be admitted to the Teaching Internship.

Assessment of the Portfolio at the Acceptable or Target level is a requirement for approval of the Teaching Internship.

The School of Education Conceptual Framework | Expected Candidate Outcomes (Knowledge, Skills, Dispositions)

The Dynamic Educator as Planner

1. The Dynamic Educator as planner should have a strong understanding of national, state, and local standards.
2. The Dynamic Educator as planner should have a strong content knowledge in the Liberal Arts and Sciences.
3. The Dynamic Educator as planner should be able to use various forms of assessments to inform and plan instruction.
4. The Dynamic Educator as planner should have pedagogical content knowledge to facilitate short and long term planning.

The Dynamic Educator as Manager

1. The Dynamic Educator as manager should have knowledge of human growth theories, psychological theories, management theories and management techniques to be able to facilitate learning for all children.
2.The Dynamic Educator as manager should be able to apply techniques and theories to create safe learning environments, manage instructional time, and instructional materials.

The Dynamic Educator as Instructor

1.The Dynamic Educator as instructor should have a strong understanding of national, state, and local standards.
2.The Dynamic Educator as instructor should have a strong content knowledge in the Liberal Arts and Sciences.
3.The Dynamic Educator as instructor should be able to use various forms of assessments to inform instruction.
4.The Dynamic Educator as instructor should have pedagogical content knowledge.
5.The Dynamic Educator as instructor should have knowledge of various learning theories to enable them to facilitate the learning for all children.
6.The Dynamic Educator as instructor should be able to think critically so they can assess the merits of various curricula and instructional approaches based on research.

The Dynamic Educator as Communicator

1. The Dynamic Educator as communicator must have excellent oral communication skills.
2.The Dynamic Educator as communicator must have excellent written communication skills.
3.The Dynamic Educator as communicator must be able to facilitate the learning of all children.
4.The Dynamic Educator as communicator must be able to effectively communicate with children, parents and colleagues.

The Dynamic Educator as Professional

1. The Dynamic Educatoras a professional must be committed to facilitate the learning in all children, regardless of gender, ethnicity, or socioeconomic background.
2.The Dynamic Educator as a professional must be a reflective practitioner.
3.The Dynamic Educator as a professional must stay informed about trends and legislation in order to be an advocate.
4.The Dynamic Educator as a professional must be familiar with various local, state, and national professional organizations.
5.The Dynamic Educator as a professional must be able to work collaboratively with peers and colleagues.
6.The Dynamic Educator as a professional must display the following dispositions: Patience, punctuality, compassion, respectfulness, considerate, just, unbiased, friendly, enthusiasm, resourceful, professional dress, encouraging, flexible, reflective, positive attitude, culturally aware, sensitivity.

 

Undergraduate Program Portfolio Scoring Guide (revised January 2010)


Candidate Name:             

Major Area:   

Assigned Performance Dimension:

Planner | Instructor | Communicator | Manager | Professional

Criteria

Unacceptable

Acceptable

Target

Selection of Artifacts

Artifacts are unrelated to the chosen dimension of the Conceptual Framework or provide little or no evidence of professional practice.

All artifacts are related to the chosen dimension of the Conceptual Framework and provide evidence of professional practice.

All artifacts are clearly and directly related to the chosen dimension of the Conceptual Framework and provide clear evidence of professional practice.

Reflections

Not all reflections describe how artifacts demonstrate achievement of the chosen dimension of the Conceptual Framework.

Not all reflections show evidence of  the ability to effectively critique work.

Not all reflections show evidence suggesting constructive practical alternatives.

*All reflections describe how artifacts demonstrate achievement of the chosen dimension of the Conceptual Framework.

*All reflections provide evidence of the ability to effectively critique work for strengths and weaknesses.

*All reflections describe a plan for constructive practical alternatives.

*All reflections clearly describe how artifacts demonstrate achievement of the chosen dimension of the Conceptual Framework.

 *All reflections provide clear evidence of the ability to effectively critique work for strengths and weaknesses.

*All reflections describe a relevant plan for constructive practical alternatives.

*All reflections address long-term professional growth goals for continued learning.

Language

Numerous surface errors and/or message is not always clear

Few, if any, minor surface errors.  Message is conveyed.

Correct, standard English.  Message clearly conveyed.

Rating:

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