2. Pedagogy The beginning teacher displays competence in both the factual and theoretical bases of pedagogy.

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2 1. Global Perspective The beginning teacher prepares students for productive lives within today's multi-cultural society as the global community necessitates providing them opportunities to be exposed to and to cultivate an appreciation for perspectives, customs and beliefs different from their own. 2. Pedagogy The beginning teacher displays competence in both the factual and theoretical bases of pedagogy. 3. Management The beginning teacher orchestrates the learning tasks and environment to provide optimum learning for each student. 4. Metacognition The beginning teacher motivates students to learn, understand, monitor, and reflect upon his/her own learning processes. 5. Collaborative Communication The beginning teacher can communicate clearly and collaborate with students, professional colleagues, parents, community, and other constituencies. 6. Resources The beginning teacher will identify and use technologies and other resources available in his/her field to optimize learning. 7. Diversity The beginning teacher is a professional who demonstrates the knowledge, skills, and disposition necessary to facilitate learning for all students. 8. Modeling The beginning teacher models desirable cognitive, social, and moral patterns. 9. Content Knowledge The beginning teacher displays competence in both the factual and theoretical bases his/her discipline. 10. Integration The beginning teacher understands and conveys to students an understanding of the interrelatedness and integrated nature of learning. 11. Professional Development The beginning teacher will pursue formal and informal post-baccalaureate learning experiences to keep abreast of changes in knowledge, theory, and technology in his/her field and in related fields. 12. Foundations The beginning teacher understands the current responsibilities of public education in its historical, social, and philosophical context. 13. Assessment The beginning teacher demonstrates the professional knowledge and skills to: plan for assessment; observe learning; analyze and interpret evidence of learning; give feedback to learners and support learners in self-assessment. 14. Curriculum Planning The beginning teacher understands learning styles, developmental patterns and exceptionalities sufficient to design effective lesson plans for individual students and groups of students, to objectively measure student preparedness and progress, and to effectively evaluate student performance. Lighthouse

3 Portfolio Checklist When applying for to the Teacher Education Program, your portfolio should contain the following: Title page Table of contents Preface Lighthouse metaphor Complete transcript Resume Philosophy of education Two artifacts with reflections Depending upon where you are in your program, you might have other items or competencies completed as well. When applying for to the Student Teaching Program, your portfolio should contain the following: All items listed above, plus Orange scoring rubric Summary sheet of field experience Sign-in sheets from field experiences Evaluations from field experiences Overall reflection of each field experience Computer/Media technology artifacts with reflections Depending upon what courses you have completed, you might have other items or competencies completed as well. Prior to application for initial licensure, your portfolio must contain the following: All items listed above, plus Yellow scoring rubric Scores from competency exam (if you took them) Evidence reflecting knowledge and awareness of diversity issues Video tape of student teaching and reflective narrative Student teaching journal Appendices A & C completed (from Student Teacher Handbook) At least 28 artifacts with reflections and a final score above 92 Portfolio Checklist.wpd JANUARY 2009

4 CONTENT OF THE PORTFOLIO Content of the portfolio is dictated by both regulations and by the OBU Teacher Education conceptual framework, the lighthouse metaphor. The lighthouse is anchored by the liberal arts curriculum, essential knowledge in professional education and specialty studies, current research, and sound professional practice. The twelve goals articulated by the lighthouse metaphor, as well as the anchoring concepts, have been infused with the sixteen general competencies set forth by the Oklahoma Commission for Teacher Preparation (OCTP). As the portfolio is developed, teacher candidates must keep in mind the need to reflect the quality of their learning experience as one aspect that will be evaluated. Characteristics to address or reflect upon should include: early integration into the teacher education program; opportunities to relate principles and theories to practice; field experiences in a variety of settings and with a variety of populations; interactions with teachers who use varied teaching styles; feedback from faculty and peers; opportunity for parental, family and community involvement; and effective teaching experiences in specific school settings. Required Documents to be Included: Teacher candidates do have some freedom in deciding what to include in their portfolio thereby making them an individual work. Items may be created via class assignments or they may be created specifically for the portfolio. However, in addition to items required to document competency completion, there are specific items that must be included in the portfolio documenting both competence and professional growth. Items must be placed in a three-ring view binder or, the candidate may opt to meet these same guidelines using technology computer/media and saving to a CD. The following items must be included. 1. Title page (Must appear on the outside cover of your notebook. Your name must appear on the spine.) Your title page should include your name (first and last), your classification, your major, your advisor's name. 2. Table of contents 3. An opening commentary on why and how the portfolio was developed, which may be called a "Preface." You may reference the fact that the portfolio is required by law in order toobtain teacher certification, but add some statements describing how the development of this document will help you as a future teacher. 4. Complete current transcript information (unofficial is sufficient) 5. Resume' 6. Personal philosophy of education A philosophy of education should, at a minimum, include what you believe about students and how they learn. You might also opt to include what you believe about teachers. 7. Summary Sheet listing field placements (beginning with 2004 entering candidates) 8. Documentation and reflection on field hours This is a copy of the sign-in sheets you obtained from your classroom observations. The reflection might be copies of your journal from that observation experience or it may be a broad reflection created from looking at each experience as a whole. 9. Evaluations from Field experiences 10. Computer/Media technology activity (samples of electronic grade book, seating chart, weekly work plan, calendar, grade analysis sheet, progress report, group work sheet, graphics in content area of lessons, use of the computer in instruction, PowerPoint, etc.). Portfolio Content.wpd

5 12. Completed forms from Appendices A and C in the Student Teacher Handbook. 13. Candidates who have reached the student teaching stage of their preparation career must include a video tape of their teaching. (These may be placed in a pocket page within the notebook.) Accompanying the tape would be a narrative describing what was being taught and why, strategies used and why, material(s) used and why, and problems anticipated or experienced and how they were handled. Analysis should reference knowledge base. Competency Reflection Documentation: Portfolio contents should include evidence in support of the candidate s claim that he or she has successfully achieved the competencies specific to the program. Each entry should include a caption statement. The following caption is suggested for each entry: Date Competency Description Relationship to Lighthouse Metaphor Critique/Reflection Semester and year is sufficient information Restate the competency met by the artifact Describe the artifact, i.e. what is it, why was it completed. Describe how it meets the competency. To which part of the conceptual framework does the artifact relate? How does it relate to these identified parts of the framework. What did you learn by doing/implementing the artifact? Would you change anything about this project for future us? How will it help you in your future classroom? Monitoring: There are three checkpoints at which portfolios must be evaluated by the candidate s advisor. The first checkpoint is upon admission to the Teacher Education Program which usually occurs during the candidate's sophomore year. The scoring rubric at this level is bright orange. The second checkpoint occurs during the semester prior to student teaching, and is on bright yellow paper. By this time, the portfolio should be well developed. The final checkpoint occurs at the end of the candidate's final semester. For many, this will be during the final days of student teaching. Upon completion of the final scoring rubric (which is white), the advisor forwards the document to the Director of Teacher Education for his/her signature. The original rubric is returned to the candidate, and a copy is maintained in the candidate s permanent file for certification purposes. Additionally, the candidate should maintain completed scoring rubrics in the front pocket of notebook. The Teacher Education Division reserves the right to request that all portfolios be submitted to the Teacher Education office at any time deemed necessary for monitoring. Portfolio Content.wpd

6 Suggested for Each Competency At least two documents/artifacts must be submitted for each competency. The artifacts listed are suggestions only. The candidate may select from any number of artifacts to document attainment of a particular competency. It should be noted that the portfolio documents performance of the candidate; therefore, article critiques should be used sparingly. Journal entries, while of value to the candidate do not document attainment of the competency. Competency #1: Core Curriculum The teacher understands the central concepts and methods of inquiry of the subject matter disciplines) he or she teaches and can create learning experiences that makes these aspects of the subject matter meaningful for students. -Papers from subject matter courses, i.e. science, foreign language, music, etc. -Lesson plans from methods course work -This competency applies to anyone who has completed coursework (not just methods courses) in their subject matter discipline. For elementary, early childhood, and special education majors, this would include each of the four major content areas (English, science, mathematics, or social studies). For other P-12 areas and content areas majors, this would include courses in your field. Competency #2: Development The teacher 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. -Papers/Projects from EDUC 3013, 3093, 3203, 3502, ECED 2082, SPED Journals from field experiences Competency #3: Individual Differences The teacher understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learners. -Journals from field experiences -Lesson plans from field experiences -Paper/Project from EDUC 2012, 3013, 3093, 3203, 3502, ECED 2082, SPED 3022, Methods classes Competency #4: Curriculum Integration The teacher understands curriculum integration processes and uses a variety of instructional strategies to encourage students' development and critical thinking, problem solving, and performance skills and effective use of technology. Portfolio Content.wpd

7 -Paper/Project from Methods classes, SPED 3022, ELED Journals from field experiences -Lesson plans from field experiences Competency #5: Learning Environments The teacher 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. -Paper/Project from EDUC 2012, 3013, 3093, 3203, 3502, 4722, SPED 3022, Methods classes Competency #6: Communication in the Classroom The teacher develops a knowledge of and uses a variety of effective communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. -Paper/Project from methods classes, SPED 3022, CMAR1092, EDUC 3093, Journals from field experiences -Lesson plans from field experiences Competency #7: Instructional Planning The teacher plans 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. -Papers/Projects from EDUC 3092, 3502, 4722, SPED 3022, Methods classes -Lesson plans from field experiences -Videotapes of lesson presentation(s) Competency #8: Assessment The teacher 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. -Papers/Projects from SPED 3022, EDUC 4162, Methods classes -Lesson plans from field experiences Competency #9: Professional Growth The teacher evaluates the effects of his/her 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. Portfolio Content.wpd

8 -Journals from field experiences -Lesson plans from field experiences -Papers/Projects from EDUC 2012, 3093, 3502, SPED 3022, ECED 2152, Methods classes -Student teaching experience Competency #10: Collaboration The teacher fosters positive interaction with school colleagues, parents/families, and organization in the community to actively engage them in support of students' learning and well-being. -Journals from field experiences -Lesson plans from field experiences -Papers/Projects from EDUC 2012, 3093, 3502, SPED 3022, ECED 2152, Methods classes -Student teaching experience Competency #11: Career Awareness The teacher shall have an understanding of the importance of assisting students with career awareness and the application of career concepts to the academic curriculum. -Papers/Projects from SPED 3022, Methods classes Competency #12: Lifelong Learning The teacher understands the purpose of continuous lifelong learning, the concept of making learning enjoyable, and the need for willingness to change when the change leads to greater students learning and development. -Papers/Projects from EDUC 2012, 3013, 3093, 3203, 3502, SPED 3022, Methods classes -Journals from field experiences -Lesson plans from field experiences -Student teaching experience Competency #13: Legal Issues The teacher 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. -Papers/Projects from EDUC 2012, SPED 3022, ECED 2152, Methods classes -Journals from field experiences -Student teaching experience Competency #14: PASS The teacher understands, and is able to develop instructional strategies/plans based on the Oklahoma core curriculum. Portfolio Content.wpd

9 -Papers/Projects from Methods classes -Lesson plans from field experiences Competency #15: Effective Teaching The teacher understands the State teacher evaluation process, "Oklahoma Criteria for Effective Teaching Performance," and how to incorporate these criteria in designing instructional strategies. -Papers/Projects from Methods classes -Lesson plans from field experiences Portfolio Content.wpd

10 Portfolio Q & A Can I use article critiques for some of my artifacts? Yes, articles that you have critiqued could be used once or twice. Since this would not be a strong piece of evidence documenting attainment of the competency, we would not want to see a plethora of articles. Your reflection must be written well enough to document how the article critique proves that you are competent in the specific area. Can I use observation journals for some of my artifacts? Yes, observation journals may be used. Again, these would not constitute strong pieces of evidence that you are competent in a particular area, so limited use is advised. What do I do with the scored rubric (the orange and yellow checksheets)? Leave them in your portfolio. Your advisor will want to reference the previous form each time you turn your portfolio in. When is my portfolio due? There are three checkpoints for the portfolio. The first one occurs upon application to the Teacher Education Program. Your advisor must approve your portfolio before you can be admitted to the Program. The second checkpoint is upon application to the Student Teaching Program. Again, your advisor must approve your portfolio before you are allowed to student teach. The final check point is just prior to graduation. Your advisor will give you the due date which is typically 2-3 weeks prior to graduation. Will my advisor know which artifacts should be in my portfolio at any given point? Yes, advisors can look at your transcript and by knowing which classes have been completed, they will know which artifacts to expect. Regardless of which classes have been completed, Competency #1 should always have at least one artifact in it even upon your first submission. Of course, there are several items that each candidate should have from the list on the first page of your portfolio guideline document. Portfolio Q & A.wpd JANUARY 2009

11 SAMPLE DOES NOT ALWAYS NEED TO BE THIS LONG! COMPETENCY 3 INDIVIDUAL DIFFERENCES The teacher understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learners Date: Spring, 2001 Description: Competency: Lighthouse: Personal Reflection: I took Language Arts and Children's Literature during the fall of n that class we were required to plan a 2 week thematic unit over a topic of our choice. The emphasis of the unit was teaching students how to research a topic and present the research. This lesson plan indicates I understand that students vary in their approaches to learning and I created instructional opportunities to accommodate the various approaches. I incorporated direct instruction into my lessons almost every day. Many students learn by being told and through demonstrations so the direct instruction mini lessons helped those learners. Other learners learn by "doing" so I incorporated active participation in what I had taught during the mini lesson. For example, if we were learning to use the Internet, I demonstrated some techniques and the students then searched the Internet themselves. At the end of the unit the students had to present the information they had learned in their research. The students had a choice of 3 ways to present the information so each child could pick a mode that fit their learning style. In addition, I had the students working together at certain times and alone at other times. I provided a variety of resources for research so the students could pick the mode of research that fit their learning style. Another way that I accommodated for individual differences of learners is by putting them into heterogeneous groups. The slower learners need to see how good students work and think I also provided for individual differences by having a variety of levels of research materials available. I selected the topic of South America for my thematic unit because I have been there and I have a lot of resources to help the children learn about this topic. I have video tapes and pictures of the trip. In almost all of my mini lessons I did teacher modeling or think aloud, which are other words for Metacognition and Modeling. The entire assignment was designed to give me an opportunity to do curriculum planning. I integrated social studies, science, art and music and all of the language arts (reading, listening, speaking, writing and thinking,) into the lesson plan. I used good pedagogy in my lessons because I varied the pace, I had a daily routine and the students worked together and alone at appropriate times. My unit involved the art teacher, the music teacher, parents and community resources so I incorporated communication into this unit. Planning a 2 week unit seemed like an impossible task for me at the beginning. I didn't really know how to go about setting up a classroom for research purposes. It took a long time to come up with an interest center and bulletin board idea, but I'm proud of what I did. I like the fact that my bulletin board is interactive and it will help my students organize the information they collect. It will really help them when it comes time to write the reports and plan their share activity. I was surprised that 2 weeks was actually not enough time to get done all of the things I wanted to get done. l also like the fact that I learned how to conduct research and become a part of the research process rather than giving all of the information through lectures. I lice the fact that the students are in charge of their research and I hope that this will build positive attitudes about research and learning. Competency Samples.wpd

12 Date: Fall, 2000 SAMPLE COMPETENCY 5 LEARNING ENVIRONMENTS The teacher 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 Description: Competency: Lighthouse: Personal Reflection: I took Foundations of Reading the fall of 2000 and we had a 5 week practicum experience at the end of the semester. We taught every day for an hour for 5 weeks. I was required to turn in lesson plans each week and the first day of practicum I was required to set classroom rules. This lesson plan indicates that I used best practices related to motivation. I had a discipline plan that included positive reinforcement for good behavior and consequences for students who chose not to follow the rules. The positive reinforcement was motivating to the students and the negative consequences allowed me to establish a positive learning environment with well established guidelines. During the week my students worked in cooperative groups and had many opportunities for positive social interaction. Because my students picked their own books they were highly self motivated and actively engaged in learning. The accommodations that I incorporated in my lesson planning demonstrates that I was providing opportunities for success for all of my students. I brought in picture books, we did fluency activities with poems, jokes, and we did readers theater. All of these activities supported the slower readers. In almost all of my mini lessons I did teacher modeling or think aloud, which are other words for Metacognition and Modeling. I was in charge of the curriculum planning for 5 weeks. I planned, prepared and taught each lesson. I integrated all of the language arts (reading, listing, speaking, writing and thinking) into each of my lessons. The students read, talked about their reading and wrote about what they read. I used good pedagogy in my lessons because I varied the pace, I had a daily routine and the students worked together and alone at appropriate times. Because I established my expectations at the very beginning of the class, I had excellent classroom management. This was an amazing experience for me. I was so afraid to go into the classroom the first day. I didn't think I knew enough to be able to plan and teach every day for 5 weeks. After the first week, however, I became very comfortable with the planning and teaching. I liked the video taping we did. When we did the peer critiques it was neat to see me and my classmates teaching. I think this was a wonderful preparation for student teaching. Competency Samples.wpd

13 Record of Field Experience and Practicum COURSE SCHOOL SEMESTER GRADE LEVEL(S) TEACHER S NAME Field Exp Record.wpd

14 Part I: Completed by candidate SCORING RUBRIC FOR TEACHER EDUCATION PORTFOLIO Name: Classification: Major: Hours completed: Advisor: OBU Box : Part II: Completed by advisor Application to Teacher Education and Student Teaching Pts. Acceptable = 1 pt. Needs Improvement = 0 pts. Title Page Present; includes name, major, classification, advisor Does not include all components OR not present Table of Contents Present; well-organized Poorly organized OR not present Preface Well-developed rationale for creation of portfolio (at least two supporting statements) Explanation of usefulness of portfolio for future teaching practice Poorly developed rationale for creation of portfolio (only one supporting statement) No explanation of usefulness for future teaching practice Lighthouse Metaphor Present Not present Transcript Current to present semester Not current OR not present Resume Well-organized; follows standard format for employment resume Philosophy of Education Well-developed; includes beliefs on teaching, learning, students, etc. Supports OBU teacher education mission Record of Field Experiences Field Experience Sign-in Sheets Field Experience Reflections Field Experience Evaluations Peer Evaluation from a methods course Computer/Media Technology Does not follow standard employment resume format OR not present Poorly written; does not convey beliefs on elements from acceptable column Does not support OBU teacher education mission Incomplete OR not present Complete according to field experiences on transcript Present for all field experiences Incomplete OR not present Present Not present Present, or explanation Not present; no explanation Reflection explains the nature of activity that Not present; no was evaluated by peers as well as needed explanation explanation of the evaluation Present Not present Target total = 13 After Student Teaching Pts. Acceptable = 1 pt. Needs Improvement = 0 pts. Appendices A & C Present Not present Student Teaching Journal Present Not present Student Teaching Video Present Not present and Self-evaluation Target total = 16

15 Part III: Completed by advisor Rubric Reflection 2 points possible per reflection Artifact 2 points possible per artifact Reflection includes 5 portions specified in Contents of the Portfolio: date, competency, description, relationship to lighthouse metaphor, critique/reflection Target 4 points Acceptable 2 points Needs Improvement 0 pts. 5 portions of Any of the 5 portions reflection are of reflections is included missing Clear description of artifact Clear defense of relationship between artifact and competency Clear relation to lighthouse metaphor Artifact clearly relates to competency (evaluator s judgment) Artifact is complete and is presented neatly Target total = 4 points Weak relation of artifact to competency Weak relation of artifact to lighthouse metaphor Weak relationship between artifact and competency Poor relation of artifact to competency and/or lighthouse metaphor Indication that candidate does not understand competency Poor relationship between artifact and competency Artifact is incomplete and/or messy Teacher Education Application Student Teaching Application After Student Teaching 2 artifacts required 16 artifacts required *30 artifacts required Target = points (90%) Target = (90%) Target = pts. (90%) Acceptable = points (70%) Acceptable = (70%) Acceptable = pts. (70%) Needs improvement = < 14 pts. Needs improvement = <53 pts. Needs improvement = <94 pts. *Due to Oklahoma law regarding teacher education, a portfolio will not be accepted unless an attempt has been made to complete all 30 artifacts. First Page Competency First Page TOTAL TOTAL Signature of Advisor Date

16 Scores Competency R A Artifact 1 R A Artifact 2 1. Core Curriculum 2. Development 3. Individual Differences/Diversity *One artifact must be reflection on a cultural diversity experience. 4. Curriculum Integration 5. Learning Environments 6. Communication in the Classroom 7. Instructional Planning 8. Assessment 9. Professional Growth 10. Collaboration 11. Career Awareness 12. Lifelong Learning 13. Legal Issues 14. PASS 15. Effective Teaching TE & ST Portfolio Rubric JANUARY 2009