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 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.
The Program Portfolio will include evidence of and reflection on two of the elements of the Conceptual Framework.
Evidence may include copies of papers you have written, research you have conducted, photographs, video, or other artifacts that represent your accomplishments and growth as a teacher. These documents must be in electronic form.
Reflection will include a detailed analysis of the evidence with respect to the following: What is the evidence? Why is this evidence important? How does it demonstrate the particular element of the Conceptual Framework? What meaning does it have to you? What did you learn? How can you use this knowledge or skill? What would you like to do with it? How can it improve your studentsŐ learning?
Procedure and Assessment
Candidates will receive directions for the Program Portfolio from their academic advisors and will submit their Portfolio with the application for the teaching internship. Candidates will create an electronic version of their Program Portfolios using Microsoft Word. Then copy the final version of your portfolio to a CD. The CD will include all documents (artifacts and reflections). See the next section, Instructions to Candidates, for details.
School of Education faculty will assess the Program Portfolios. If a Portfolio is assessed as Unsatisfactory, it must be revised accordingly and resubmitted. Assessment of the Portfolio at the Satisfactory or Target level is one requirement for approval of the teaching internship. Specific information concerning portfolio design, requirements, scoring rubrics, and guidelines should be obtained from academic advisors.
The purpose of the Program Portfolio is for you 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.
You will
develop your Program Portfolio based upon two of the elements of the USCA School
of Education conceptual framework.
¬ Dynamic Educator as Planner
¬ Dynamic Educator as Instructor
¬ Dynamic Educator as Communicator
¬ Dynamic Educator as Manager
¬ Dynamic Educator as Professional
A. Design your portfolio in MS¨
Word using the following organization:
B. Name your portfolio document
"yourlastnameportfolio.doc" Copy the final portfolio and related documents to a CD.
C. Submit the CD with the application for the teaching internship.
Portfolio Templates (for Word) may be downloaded from http://www.usca.edu/education/portfolioinfo/templates.html
An example of a portfolio addressing one element of the Conceptual Framework is here.
Assistance with the technical aspects of preparing your portfolio may be obtained in the School of Education Curriculum Lab, B&E 238C.
Candidate Name: ____________________
Major Area: ________________________
Assigned Performance Dimension: Planner, Instructor, Communicator, Manager,
Professional
|
Criteria |
Unsatisfactory |
Satisfactory |
Target |
|
Selection of Artifacts |
Artifacts are unrelated to the chosen dimension of the Conceptual Framework |
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 |
No reflections describe why artifacts in the portfolio demonstrate achievement of the chosen dimension of the Conceptual Framework or illustrate the ability to effectively critique work or provide suggestions for constructive practical alternatives. |
All reflections illustrate the ability to effectively critique work and provide suggestions for constructive practical alternatives. |
All reflections clearly describe why artifacts in the portfolio demonstrate achievement of the chosen dimension of the Conceptual Framework and include 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: ___________________
Comments:
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.
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.
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.
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.
1. The Dynamic Educator as 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, sensitive.