Student Handbook Spring 2015

Transcription

1 Student Handbook Spring 2015

2 Table of Contents Introduction. 3 Overview of the Master of Arts in Teaching Program. 3 Program Description Coursework in Content Coursework in Pedagogy Supported Field Experience... 7 Compare & Contrast Student Teaching and Internship... 8 Important Points Regarding Field Experience Texas Learner-Centered Proficiencies 9 Professional Portfolio Portfolio Process Evaluating the MAT Professional Portfolio 13 MAT Professional Portfolio: Description of Required Items MAT Portfolio Alignment with Standards MAT Portfolio Structure Portfolio Scoring Rubric Suggested Guide for Advising Sessions.. 22 MAT Advising Checklist 23 The Texas Exam of Educator Standards (TExES) MAT Timelines by Students.. 25 Frequently Asked Questions by Students.. 26 Certification Appendix 29 Resources for MAT Students Using the TExES Exams to Advise Students Forms MAT Degree Plan.. 34 Change in Degree Plan.. 35 Application to the Teacher Education Program.. 36 Graduate Eligibility for Internship (Probationary Certificate) 38 Application for Graduate Internship 39 Mentor Teacher Observation of Interns 40 Field Supervisor Clinical Observation Form Certificate of Final Examination Texas Administrative Code: Code of Ethics & Standard Practices for Texas Educators. 43 Competencies of the PPR Texas Exam of Educator Standards Helpful online resources for MAT students may be found in the following locations: Master of Arts in Teaching website: MAT Blackboard site: Blackboard Organizations Master of Arts in Teaching TExES testing information and resources: 2

3 Introduction Thank you for the time, effort, expertise and thought you put into your journey through the Master of Arts in Teaching (M.A.T.) program and to your successful career path as a professional educator. The MAT meets the teacher certification standards set by the Texas State Board for Educator Certification (SBEC) and is accredited by the Texas Education Agency (TEA), the administrative arm of SBEC. The MAT emphasizes professional academic preparation that requires graduate students to become knowledgeable about their academic disciplines as well as effective teaching practices. The program is designed to help students develop critical thinking skills necessary to become an effective teacher and to provide an orientation toward lifelong learning. Overview of the Master of Arts in Teaching Program The Master of Arts in Teaching (MAT) is an interdisciplinary degree designed to prepare students who hold a baccalaureate degree but do not have initial teacher certification. It allows individuals to obtain initial teaching certification and a Master s degree at the same time. The MAT is not appropriate for individuals who already have teaching certification of any type. A person who has a teaching certificate and wants to obtain a graduate degree should be guided toward another Master s program depending upon their interests and goals. Currently the MAT program offers certification in the following content fields and levels: Early Childhood - Grade 6: Bilingual Generalist; ESL Generalist: Special Education Generalist (NOTE: English as a Second Language focuses on specific strategies to model and teach the English language to students whose primary language is not English. A second language is not required by the educator.) Grade 4 - Grade 8: Bilingual Generalist; ESL Generalist; Special Education Generalist; English, Language Arts and Reading; Mathematics; Social Studies: Science (NOTE: English as a Second Language focuses on specific strategies to model and teach the English language to students whose primary language is not English. A second language is not required by the educator.) Grade 6 Grade 12: Family and Consumer Sciences; Physical Science Grade 7 Grade 12: Science, Life Science; English; History; Mathematics; Social Studies Grade 8 Grade 12: Computer Science; Dance; Hospitality, Nutrition & Food Sciences; Human Development & Family Studies Early Childhood Grade 12 (EC-12): Theatre; Art; Music; Health; Physical Education; Teacher of the Deaf and Hard of Hearing The MAT degree program focuses on: The multiple roles of a teacher as a researcher/scholar/practitioner; Theory and research-based practices for curriculum design and instruction; Increased content knowledge needed for instruction; Application of appropriate technology in education; Assessment of teaching and learning; Understanding of socio-cultural and learning differences among students; and Collaborative leadership to improve schools. Program Description For students who began their MAT program in the Fall of 2009 or later there is a minimum of 32/38 credit hours required (the one-hour Professional Portfolio course is required only of students beginning on or after Fall 2008). These hours are distributed across four major academic components: 3

4 1. Coursework in Pedagogy (16 hours); 2. Coursework in Content (9-15 hours); 3. Supported Field Experience (6-12 hours); 4. The Professional Portfolio (1 hour for students beginning Fall 2008 or later). Please note that some MAT students may need to take more than the required 32/38 hours because the nine hours of content coursework is a minimum. Students may need to take more hours in their content field if there are prerequisites for certain graduate level classes they need in their content teaching field or if they need additional coursework in order to pass their content TExES exam. Coursework in Content (Academic Specialization) These courses will vary from student to student, but they should be based on performance on the TExES content exam for your certification field and previous coursework and background. If you fail the TExES content exam more than the required minimum hours may be needed in order to have a sufficient background to successfully pass the exam. If the content TExES exam is passed the results by Domain and Competencies should be examined to determine the coursework needed to best address any weaknesses in the content/ academic specialization field. There is a minimum of 9-12 (15 for math or science certification areas) hours in content fields required for graduation. However, there is the option and possibility of going beyond that number if the advisor feels it is necessary for the student to have a sufficient background in the discipline, or if the results of the student s content TExES exam indicates that more than nine hours are necessary in order for her/him to demonstrate sufficient competency in their teaching field. If special education certification, ESL, or Bilingual certification is also desired, additional hours must be taken in these specific courses. Please work with your advisor to specifically select these courses. Reading/Language Arts Delivery alternates from face to face to online delivery *READ 5423 Literacy Practice to Theory (EC-6 and 4-8) Blended instruction with face to face one Saturday per month. READ 5443 Literacy Assessment and Instruction (EC-6 and 4-8) Blended instruction with face to face one Saturday per month. READ 5503 Phonological & Orthographic Language Systems (EC-6) Online Delivery of Course. READ 5513 Literacy and the Diverse Learner Blended instruction with face to face one Saturday per month. * Prerequisite for all reading courses Library Science Coursework is delivered online *LS 5603 Literature for Children and Young Adults LS 5623 Advanced Literature for Young Adults (4-8) * Prerequisite for LS 5623 English Courses not delivered each semester, and delivery alternates from face to face to online delivery ENG 5343 Rhetoric & Comp Theory & Practice Other coursework based on student need. Mathematics All Coursework is delivered in a face to face mode MATH 5203 Problem Solving in the Mathematics Classroom (EC-6, 4-8, 7-12) MATH 5303 Algebra in the Mathematics Classroom (4-8 and 7-12) MATH 5313 Geometry in the Mathematics Classroom (4-8 and 7-12) MATH 5333 Technology in the Mathematics Classroom (4-8 and 7-12) Computer Science Coursework is delivered in a face to face mode, and it is dependent on prior course completion in Computer Science 4

5 Child Development/Child Guidance Child Development/Child Guidance FS 5003 Lifespan Human Development (4-8) (alternate semesters) FS 5213 Curriculum Development in Early Childhood (EC-6) (Fall) FS 5223 Child Growth & Human Development (EC-6) (Summers) FS 5283 Technology & the Young Learner (alternate Summers) FS 5613 Child Guidance (EC-6) (fall) Family and Consumer Sciences Please contact Dr. Joyce Armstrong at for advising FS Individual Study: Methods of Teaching Family & Consumer Science FS Individual Study: Family Resource Management Science If there is not any Science coursework completed on the bachelor s degree. Typically, all coursework is delivered in a face to face mode BIOL 5033 Science in the Classroom BIOL 5293 Advanced Scientific Communication (Spring) BIOL 5123 Biostatistics BIOL 5613 Readings in Biology BIOL 5681 Seminar CHEM 5613 Biochemistry I CHEM 5623 Biochemistry II ZOOL 5423 Endocrinology ZOOL 5913 Animal Behavior (alternate Summers) *BIOL 5913 Virology *BIOL 5913 Immunology *BIOL 5913 Evolution (alternate Summers) *BIOL 5913 Botany *BIOL 5913 Ecology *BIOL 5913 Scanning Electron Microscopy or Individual Study (Spring) *Prerequisite: Science faculty permission needed Highlighted are most frequently recommended courses for MAT students per Dr. Westmoreland English as a Second Language/Bilingual All Coursework is offered in a hybrid format EDBE 5653 Second Language Acquisition EDBE 5453 English as a Second Language: Methods EDBE 5413 Teaching Reading & Other Lang Arts to Linguistically Diff Learners EDBE 5633 Education in Culturally Diverse Environments Special Education Other EDSP coursework may be available based on advisor guidance and student needs EDSP 5003 Psychology of the Exceptional Child Online Delivery of Course. EDSP 5423 Methods of Teaching Special Education Face to Face Delivery of Course EDSP 5013 Collaboration in Schools Primarily Online Delivery of Course EDSP 5413 Individuals with Learning Disabilities Face to Face Delivery of Course Art EC-12 Please contact Diane Gregory at dgregory@twu.edu for advising before registering for any class. Courses are offered on rotating schedules ART 5313 Foundations of Art Education (Spring 2016) ART 5323 Contemporary Issues in Art Education (Fall 2016) ART 5333 Individual Differences in Art Education (Spring 2017) ART 5343 Art, Cognition & Advocacy (Fall 2014) ART 5353 Curriculum & Instruction in Art Education (Spring 2015) ART 5903 Art Learning Technology (Fall 2015) 5

6 Music Coursework is delivered face to face MU Additional Information: 9-12 hours of Music coursework is required, and the specific, required courses will be dependent on your area of emphasis, i.e. elementary, band, choral, or strings. Dr. Vicki Baker can be contacted at for guidance and advising. History Courses are delivered Face to Face HIST 5913 Selected Topics in History HIST 5913 may be repeated when the topic varies. Please contact Dr. Lybeth Hodges at for guidance and advising. Kinesiology Below is a list of the recommended courses (recommending 3 of the 4 listed) KINS 5913 Independent Study: Elementary Methods in Physical Education (Fall) KINS 5913 Independent Study: Secondary Methods in Physical Education (Spring) KINS 5863 Pedagogy in Adapted Physical Education (Spring) KINS 5843 Adapted Physical Activity and the APENS Theory to Practice (Sum II) Coursework in Pedagogy The 16 hours in pedagogy courses are designed to help students develop the knowledge and skills to design and deliver effective and appropriate instruction, plan classroom activities, evaluate and monitor student progress and manage classroom behavior. The courses in the 16 hour pedagogy sequence are aligned with the competencies of the Pedagogy and Professional Responsibilities TExES exam and will help prepare students to successfully pass that exam. The courses to be taken in these 16 hours are listed and described below. EDUC 5113: Foundations for Teaching & Learning Critical examination of the professional roles, responsibilities, & structure of national & state educational systems; legal and ethical requirements of teaching; the importance of family participation in the educational process; significance of developing partnerships with the learning community. EDUC 5123: Learning Theory, Development and Research Analysis of research and theories of the learning process and factors that impact learning; instructional strategies to support the cognitive, social, physical, and emotional development of learners; and effective teacher instructional design. EDUC 5131: Integrating Technology in Assessment and Instruction Integrating technology in education; principles and strategies for using software and Internet resources in the design and delivery of instruction and assessment; current uses for technology in curricula activities that successfully model subject-area technology integration. EDUC 5133: Assessment & Instruct. Design & Delivery for Diverse Learners Design and implementation of instruction appropriate for diverse student populations that reflects an understanding of relevant content and is based on continuous and appropriate assessment; responsive instruction that makes use of effective communication techniques, instructional strategies that actively engage students in the learning process, and timely, high-quality feedback. EDUC 5143: Effective Design & Management of the Classroom Environment Design and management of a positive, productive classroom environment; physical and emotional environment; effective learnercentered strategies used for managing student behavior. Social, legal, and ethical issues regarding the use of technology and learning environment. EDUC 5173: Diversity in the Classroom Study of theoretical issues and practices that impact the education of students from diverse backgrounds or with diverse educational needs: linguistic, culture, economics. (This class meets face to face once a month for two hours in the evening and requires 15 hours of field experience.) (Dept.) 5981: Professional Teaching Portfolio Development of a professional portfolio by students in the Master of Arts in Teaching program demonstrating the student s growth in the Learner-Centered Competencies. The prefix is the prefix of the student's content department. (This course is taken the last semester, but work on the portfolio is throughout the program.) 6

7 It is recommended, but not required, that students take these courses in the following sequence. If only 3 hours per semester, take: 1 st Semester EDUC 5113 Delivery of course is online with exception of the required orientation. 2 nd Semester EDUC 5123 Delivery of the course is online with exception of the required orientation. 3 rd Semester EDUC 5131/5133 (together) Delivery is face to face with online components. 4 th Semester EDUC 5143 Delivery is face to face with online components. 5 th Semester EDUC 5173 Delivery is face to face with online components. If taking 6 hours per semester, take: 1 st Semester EDUC 5113 & EDUC 5123 Delivery is online with exception of required orientation. 2 nd Semester EDUC 5131, EDUC 5133, & EDUC 5143 Delivery is face to face with online components. 3 rd Semester EDUC 5173 Delivery is face to face with online components. If taking 9 hours per semester, take: (See notes above regarding method of course delivery). 1 st Semester EDUC 5113, EDUC 5123, & EDUC nd Semester EDUC 5131, EDUC 5133, &EDUC 5143 Students must complete EDUC 5113, 5123, 5131, 5133, and 5143 before student teaching or beginning their internship. (Dept.) 5981 should be taken the last semester of student teaching or the last semester of the internship. Supported Field Experience There are two options from which MAT students may select to complete their field experience requirement: The first option consists of 6 credit hours of student teaching for one semester. Student teaching involves teaching all day for 14 weeks in a classroom under the direct supervision of a certified teacher. The student teacher is not the teacher of record for the class, but gradually assumes more and more responsibility for the class from the supervising teacher. An experienced retired teacher or administrator would also be assigned by the university to observe and support the MAT student. The second option consists of 6 credit hours of an internship for two semesters, for a total of 12 credit hours. In an internship the MAT student is approved for a probationary teaching certificate and would be assigned as the teacher of record for a class and have complete responsibility for teaching the students in the class. The school district would assign a certified teacher in the school as a mentor to the intern and the university would assign a supervisor to observe and provide support to the intern on a regular basis. Points to keep in mind when talking with MAT students about the field experience component include the following: Both student teaching and the internship must be in the field and grade level for which the student is seeking certification. For instance, if students are seeking certification in EC-6 Generalist they cannot do their student teaching or internship all day in seventh grade math. Over 50% of their teaching day must be in an EC-6 classroom. This is a state requirement. With an internship, students must secure their own teaching position since it is a paid position, but we will place them in their student teaching position. There are specific dates and deadlines each semester for applying for student teaching and for an internship. During the first 3 weeks of the semester prior to the student teaching/internship semester, a student seeking a student teaching placement or a student seeking an internship must attend a Student Teaching Enrollment meeting. At this meeting, options for both student teaching placements and internships will be discussed. Also, during this meeting each student, whether a student teaching candidate or an intern candidate, must submit a copy of their Application for Student Teaching that she/he submitted online prior to attending this enrollment meeting. The Application for Student Teaching is an online form that will only be accessible for a designated time period (during the first three weeks of the fall and spring semesters). Students should go to the following link, and complete the form. 7

8 The form should take approximately minutes to complete. Please Note: Students must complete ALL required fields and PRINT a copy of the application before submitting the online form. They will not be able to print the form after clicking Submit. Incomplete applications cannot be submitted as the system will block the submission if a required field is blank. If students are unable to complete the form at one sitting, they will be required to start from the beginning with the online application process. With the student teaching application already processed, the MAT intern candidate will have the student teaching option to fall back on. Often an internship opportunity will not develop or will fall through later in the semester and it is too late for students to enroll for a student teaching placement instead. So, even MAT students that feel certain they will be doing an internship should go ahead and submit an Application for Student Teaching. It is easier to cancel it than to submit it late. Dates for attending Student Teaching Enrollment meetings and deadlines for applying for student teaching or an internship are established each semester and are posted on the MAT Blackboard site. Remind students to monitor this closely. Please contact Michelle Williams-Laing, Director of the Professional Development Office, at mwilliamslaing@twu.edu if you have questions. COMPARE & CONTRAST: Student Teaching and the Internship Student Teaching 6 credit hours One semester Unpaid University arranges placement ST not teacher of record Must pass practice TExES PPR and actual state content exams Must have completed all courses on degree plan Internship 12 credit hours Two semesters Paid as teacher Student must find position Intern serves as teacher of record Must pass Practice TExES PPR and actual state content TExES Must have completed all pedagogy classes Important Points Regarding the Supported Field Experience Component MAT students planning on student teaching must satisfy the following requirements: Degree plan signed by advisor and submitted to the Office of Student Support Services. (The plan must be officially approved by the Graduate School prior to student teaching.); Change of Degree Plan form approved by the Graduate School for any degree plan changes; 3.0 or higher cumulative GPA on master s coursework at TWU; Completion of EDUC 5113, 5123, 5131, 5133, and 5143 with a grade of B or higher; Completion of all additional coursework on the degree plan, except student teaching and professional portfolio, with a grade of B or higher ; and Completion of the TWU requirements regarding certification testing (see PREP Process in Appendix). MAT students seeking approval for the internship must satisfy the following requirements: Letter confirming student s admission into Texas Woman's University s Graduate School ; Official Degree Plan submitted to the Office of Student Support Services; Demonstrated competence in the content area through success on the corresponding TExES examination or completion of 24 semester credit hours in the content field with 12 hours advanced (only an option for grades 8-12 or 7-12). Completion of 13 credit hours of pedagogy courses: EDUC 5113, EDUC 5123, EDUC 5131, EDUC 5133 and EDUC 5143 with a grade of B or better; Completion of the TWU requirements regarding certification testing (see PREP Process in Appendix); and A minimum 3.0 overall grade point average. 8

9 Once a candidate s eligibility is confirmed, the Professional Development Center will provide the candidate with: Statement of Eligibility for Internship (bottom part must be completed by employing school district); Yellow Internship Contract forms (two separate identical forms). One is kept with the employing school, and the second form is returned to the TWU Professional Development Center; Advisor Recommendation Form certifying student s eligibility for Professional Teaching Internship; and Letter certifying that the student is eligible to serve as the teacher-of-record under the No Child Left Behind Act on a one-year professional teaching internship. Once the candidate receives an offer of employment from an accredited public or private school, she/he must: Complete Application for Probationary Certificate for internship on-line at Complete Fingerprinting Application for national criminal history check. (Form provided by the State Board for Educator Certification); Return the completed Statement of Eligibility for Internship and a completed Internship Contract to the TWU Professional Development Center to verify employment as the teacher-of-record in certification area; and Register for EDUC 5936, Internship in Teaching, for each of the two semesters. If MAT students have questions or issues regarding the requirements, procedures and timelines for student teaching or the internship tell them to visit with staff in the Professional Development Center, 202 Stoddard Hall, or contact Michelle Williams- Laing, mwilliamslaing@twu.edu. TEXAS LEARNER-CENTERED PROFICIENCIES The Texas Learner-Centered Proficiencies form the framework for the MAT and the competencies of the Pedagogy and Professional Responsibilities (PPR) Texas Exam for Educator Standards (TExES), as well as the competencies of the content TExES for each student s teaching field are also integrated throughout the program. Adopted by the State Board of Education in February 1994, these proficiencies guide preservice preparation, professional development, and teacher appraisal practices for teachers in Texas. 1. Learner-Centered Knowledge 2. Learner-Centered Instruction 3. Equity in Excellence for all Learners 4. Learner-Centered Communication 5. Learner-Centered Professional Development 1. LEARNER-CENTERED KNOWLEDGE The teacher possesses and draws on a rich knowledge base of content, pedagogy and technology to provide relevant and meaningful learning experiences for all students. The teacher exhibits a strong working knowledge of subject matter and enables students to better understand patterns of thinking specific to a discipline. The teacher stays abreast of current knowledge and practice within the content areas, related disciplines and technology; participates in professional developmental activities; and collaborates with other professionals. Moreover, the teacher contributes to the knowledge base and understands the pedagogy of the discipline. As the teacher guides learners to construct knowledge through experiences, they learn about relationships among and within the central themes of various disciplines while also learning how to learn. Recognizing the dynamic nature of knowledge, the teacher selects and organizes topics so students make clear connections between what is taught in the classroom and what they experience outside the classroom. As students probe these relationships, the teacher encourages discussion in which both the teacher s and the students opinions are valued. To further develop multiple perspectives, the teacher integrates other disciplines, learners interests, and technological resources so that learners consider the central themes of the subject matter from as many different cultural and intellectual viewpoints as possible. 9

10 2. LEARNER-CENTERED INSTRUCTION To create a learner-centered community, the teacher collaboratively identifies needs and plans, implements, and assesses instruction using technology and other resources. The teacher is a leader of a learner-centered community, in which an atmosphere of trust and openness produces a stimulating exchange of ideas and mutual respect. The teacher is a critical thinker and problem solver who plays a variety of roles when teaching. As a coach, the teacher observes, evaluates, and changes directions and strategies whenever necessary. As a facilitator, the teacher helps students link ideas in the content area to familiar ideas, to prior experiences, and to relevant problems. As a manager, the teacher effectively manages the learning environment so that optimal learning occurs. Assessment is used to guide the learner community. By using assessment as an integral part of instruction, the teacher responds to the needs of all learners. In addition, the teacher guides learners to develop personally meaningful forms of self-assessment. The teacher selects materials, technology, activities, and space that are developmentally appropriate and designed to engage interest in learning. As a result, learners work independently and cooperatively in a positive and stimulating learning climate fueled by self-discipline and motivation. Although the teacher has a vision for the destination of learning, students set individual goals and plan how to reach the destination. As a result, they take responsibility for their own learning, develop a sense of the importance of learning for understanding, and begin to understand themselves as learners. The teachers plans integrate learning experiences and various forms of assessment that take into consideration the unique characteristics of the learner community. The teacher shares responsibility for the result of this process with all members of the learning community. Together, learners and teachers take risks in trying out innovative ideas for learning. To facilitate learning, the teacher encourages various types of learners to shape their own learning through active engagement, manipulation, and examination of ideas and materials. Critical thinking, creativity, and problem solving spark further learning. Consequently, there is an appreciation of learning as a life-long process that builds a greater understanding of the world and a feeling of responsibility toward it. 3. EQUITY IN EXCELLENCE FOR ALL LEARNERS The teacher responds appropriately to diverse groups of learners. The teacher not only respects and is sensitive to all learners but also encourages the use of all their skills and talents. As the facilitator of learning, the teacher models and encourages appreciation for students cultural heritage, unique endowments, learning styles, interest, and needs. The teacher also designs learning experiences that show consideration for these student characteristics. Because the teacher views differences as opportunities for learning, cross-cultural experiences are an integral part of the learner-centered community. In addition, the teacher establishes a relationship between the curriculum and community cultures. While making this connection, the teacher and students explore attitudes that foster unity. As a result, the teacher creates an environment in which learners work cooperatively and purposefully using a variety of resources to understand themselves, their immediate community, and the global society in which they live. 4. LEARNER-CENTERED COMMUNICATION While acting as an advocate for all students and the school, the teacher demonstrates effective professional and interpersonal communication skills. As a leader, the teacher communicates the mission of the school with learners, professionals, families, and community members. With colleagues, the teacher works to create an environment in which taking risks, sharing new ideas, and 10

11 innovative problem solving are supported and encouraged. With citizens, the teacher works to establish strong and positive ties between the school and the community. Because the teacher is a compelling communicator, students begin to appreciate the importance of expressing their views clearly. The teacher uses verbal, nonverbal, and media techniques so that students explore ideas collaboratively, pose questions, and support one another in their learning. The teacher and students listen, speak, read, and write in a variety of contexts; give multimedia and artistic presentation; and use technology as a resource for building communication skills. The teacher incorporates techniques of inquiry that enable students to use different levels of thinking. The teacher also communicates effectively as an advocate for each learner. The teacher is sensitive to concerns that affect learners and takes advantage of community strengths and resources for learners welfare. 5. LEARNER-CENTERED PROFESSIONAL DEVELOPMENT The teacher, as a reflective practitioner dedicated to all students success, demonstrates a commitment to learn, to improve the profession and to maintain professional ethics and personal integrity. As a learner, the teacher works within a framework of clearly defined professional goals to plan for and profit from a wide variety of relevant learning opportunities. The teacher develops an identity as a professional, interacts effectively with colleagues, and takes a role in setting standards for teacher accountability. In addition, the teacher uses technological and other resources to facilitate continual professional growth. To strengthen the effectiveness and quality of teaching, the teacher actively engages in an exchange of ideas with colleagues, observes peers, and encourages feedback from learners to establish a successful learning community. As a member of a collaborative team, the teacher identifies and uses group processes to make decisions and solve problems. The teacher exhibits the highest standard of professionalism and bases daily decisions on ethical principles. To support the needs of learners, the teacher knows and uses community resources, school services, and laws relating to teacher responsibilities and student rights. Through these activities, the teacher contributes to the improvement of comprehensive educational programs as well as programs within specific disciplines. 11

12 Professional Portfolio The purpose of the Professional Portfolio is to assess and demonstrate the MAT student s growth and accomplishments in the Learner-Centered Proficiencies that guide the professional and academic preparation and practices for teachers in Texas. This portfolio also serves as the final paper/project of the student s program and as the final assessment of her/his success in meeting the objectives of the MAT. Students should begin their professional portfolio the first semester of their MAT program, adding documents and items each semester. The contents of the portfolio should document students progress toward degree completion and certification requirements, reflect their growth and development as a teacher, and demonstrate their innovation and creativity. Portfolio items have been aligned with the Learner-Centered Proficiencies and with state and national standards. See the document "MAT Portfolio Alignment with Standards" on the following pages for more information on this alignment. Portfolio Process At the first advising meeting you have with your advisor you should review the portfolio process with them and make sure you understand it. Please ask your advisor if there are specific procedures and preferences about how and when various portfolio activities are expected to be completed. Discuss with them appropriate timelines and benchmarks for your portfolio review and ask questions when needed to ensure that the portfolio is a productive and successful experience for everyone. Very early in your last semester in the MAT program you should visit with your advisor and discuss the progress and submission of your professional portfolio. At this meeting you should request feedback regarding your progress toward successfully completing the portfolio and ask questions about the advisor s expectations for the final product. At least eight weeks before the end of your last semester your portfolio should be put into a presentation format and submit it to your advisor and your second reader for evaluation. After the portfolio has been reviewed, you should make any needed revisions and resubmit it to your advisor for approval. Approximately 4-5 weeks before the end of the semester students participate in a formal portfolio presentation session to share their completed portfolio with faculty members and other MAT students. The College of Professional Education establishes a date and schedule for MAT students advised by COPE faculty and notifies students. Other departments, such as Math and Computer Science, schedule a separate presentation session for their MAT students. These departments that do not have a session of their own are invited and encouraged to have their students participate in the COPE portfolio presentation sessions. The presentation and final approval of the professional portfolio constitutes MAT students Final Examination and is the last step in completing the MAT program. Passing scores on the requisite pedagogy and content exams must be documented and the documentation included in the portfolio before it can be considered complete. Remember you will need to schedule your TExES exams so that you can pass the exams and receive their scores before the portfolio due date. MAT students will be submitting and maintaining their portfolio through Blackboard using the Portfolio Wiki link on the MAT Blackboard site. The final presentation of the portfolio should be in a in a web-based format. Information regarding this process is included on the following page. 12

13 Evaluating the MAT Professional Portfolio 1. Students complete a portfolio item for a class as one of the required class assignments and submit it to the instructor of the class. The portfolio items and the classes in which they are completed are listed on the next page. 2. The instructor of the class evaluates the item using the rubric developed for that assignment. 3. Students place the item and the completed and scored rubric in their portfolio Wiki on Blackboard (Bb). 4. If the student does not have a rubric or other grade document from the instructor, the student should explain what grade was received in the narrative accompanying the document. 5. The student notifies her/his advisor that the item is ready to be evaluated. 6. To evaluate a portfolio item, advisors may access the item through the Bb wiki and provide feedback to the student through the comment section of the wiki. You may also want to record the score you have given that item in the Portfolio rubric which is also included as a separate page in each student's Bb wiki. 7. Using the portfolio scoring rubric, advisors assign points to the item based on the grade the student received on the item from the instructor, 1 for an A, 2 for a B, 3 for a C, 0 if the item is missing or inappropriate. Any item scored with a 3 or less is not acceptable for the portfolio and will need to be revised and resubmitted. 8. If the item is a self-selected item that has not been graded, advisors should evaluate it and assign points as described on the portfolio scoring rubric. 9. Early in their final semester the student schedules a meeting with her/his advisor. The purpose of the meeting is to ensure that all portfolio items have been completed and evaluated, or are in the process of being completed, and to establish a time line for the final portfolio. 10. Students and advisors should meet again later in the semester to discuss the final format and presentation of the portfolio. 11. Students design an appropriate web based format to display the final portfolio and make arrangements to formally present it. The various options for the student to use are described in the MAT Blackboard Wiki. It is very helpful to encourage students to put their final portfolio into a website. The MAT office converts these websites to pdf documents and retains them as documentation of the student's final examination. The completed portfolios are also used for MAT program evaluations. 12. Advisors complete an evaluation of the completed portfolio using the appropriate section of the portfolio scoring rubric. Once students have made any required changes to their portfolio they will make the presentation version of it available to all MAT faculty members. 13

14 MAT Professional Portfolio: Description of Required Items Item 1: My Profile This item addresses Learner Centered Proficiency 5. The purpose of this item is to introduce yourself and tell something about your background and your professional goals. It will acquaint the reader of your portfolio with who you are and should be completed your final semester in the program. It will be the introductory item in your completed portfolio. Provide a brief introduction and background of who you are, including any personal information you feel comfortable sharing. Also, include when you began your MAT program, your certification field and level, and your future professional plans. This entire item should be singlespaced, with one-inch margins, appropriate headings and subheadings, well written and well organized and no longer than half to three-quarters of a page. It will be evaluated by your advisor and second reader. This item should be completed your final semester. Item 2: My Classes This item addresses Learner Centered Proficiency 1. This item allows you to describe the classes and other professional experiences you have completed as part of your MAT program and those that you plan to complete before you graduate. It should be completed your final semester and will give viewers of your portfolio an idea of the types of experiences and preparation you have had in your program. In this item you are to list all of the classes and other professional experiences you have completed or will complete as part of your MAT program. It should include student teaching or internship, your pedagogy classes and your content area classes. The total length should not be more than half a page. At the top of the page put your name, your certification field and level and when you began your MAT program. It will be evaluated by your advisor and second reader. This item should be completed during your final semester. Item 3: Why Teach This item addresses Learner Centered Proficiency 5. As a teacher who is a reflective practitioner it is important for you to reflect on your reasons for wanting to teach and how teaching connects with your personal qualities, beliefs, and values. This helps you to clarify your values, beliefs and perspectives about teaching and about the kind of teacher you want to be. This is a necessary first step in the journey to becoming an effective teacher. In this item you will have an opportunity to reflect on your reasons and motivation for teaching. You are to write a one to two page narrative about why you have decided to become a teacher. Speak to your previous career/education choices and why you are making a change. Connect with your own experience, qualities, beliefs and perspectives. Your paper will conform to APA style. Your title will be Why I Want to Teach. It will be centered on your page and bolded. The paper should be organized well, thoughtful, and free of any spelling or grammatical errors. This item should be completed as a requirement of EDUC Item 4: Professional Resume This item addresses Learner-Centered Proficiency 5 A written professional resume will give prospective employers an understanding of your background, preparation, and skills, and should also give them a reason to want to hire you. Submit an appropriate written resume following the guidelines provided in class. An attractively formatted, informative, and error-free resume is an essential part of your job search preparation. A resume should be no more than two pages, should be consistent in structure, which usually includes the use of clauses rather than complete sentences, and focuses on information directly related to the type of position being pursued. This item should be completed in EDUC Item 5: Teaching Philosophy This item is designed to address Learner Centered Proficiency 1 Being able to articulate a clear and well-grounded philosophy of education provides a solid foundation for the beginning and practicing teacher. In this item you will have an opportunity to describe and discuss your teaching philosophy and the information, theories, beliefs and research on which it is based. First, prepare a brief statement at the beginning of your EDUC 5123 class that presents your working philosophy of teaching to your classmates. Then revisit this toward the end of the semester and prepare a new philosophy statement based upon what you learned in EDUC In the second statement include references to specific theory (theories) that you believe to be important in the teaching-learning process. The resulting paper should be well-organized and free of spelling and grammatical errors. Reference and citations should conform to the APA Style Manual (5th edition). This item should be completed in EDUC

15 Item 6: Technology Skills This item addresses Learner Centered Proficiency 4 Effective teachers who are learner-centered must be skilled in the use of technology as a tool to deliver instruction. This portfolio item is designed to give you an opportunity to demonstrate your technology skills. In EDUC 5131 create a PowerPoint presentation to accompany one of the lesson plans written during the semester. Follow the specific format and requirements given in class in terms of length, format, required components, etc. This item should be completed as a requirement for EDUC Item 7: Lesson This item addresses Learner Centered Proficiency 2 In this item you have the opportunity to demonstrate your ability to create, develop and write an appropriate and effective lesson plan. Your goal for this item is to develop, from a unit plan, a detailed lesson plan which includes the integration of technology and provisions for students with special needs. You should follow guidelines and requirements given to you in EDUC The lesson plan should be appropriate for the content area and grade level. The lesson plan should have sufficient detail for the reader to know exactly what will take place by teachers and students as a result of the lesson. Address at least five of the following: Context, Anticipatory focus, Setting expectations, Input, Modeling, Checking for understanding, Guided practice, Reteach, Independent practice, Mastery check, Extension, Closure. This item should be completed in EDUC Item 8: Student Centered Discipline System This item addresses Learner Centered Proficiency 2 In this portfolio item you have the opportunity to demonstrate your understanding of a classroom discipline system that is effective and student centered. As one of the requirements of EDUC 5143 you will develop a student-centered discipline system based on all discipline models studied in the class. Your system should have 8 sections: Philosophy Statement, Ethical Standards, Classroom Arrangement Map, Rules/Procedures, Teacher Responsibilities, Student Responsibilities, Incentives, Intervention/Referral, Procedure. Follow all requirements as given to you in EDUC This item should be completed as part of EDUC Item 9: Field-Based Reflection This item addresses Learner Centered Proficiency 3 Being reflective about your own beliefs, values, skills, and growth as a professional educator will make you a better teacher. It is also important for the Learner Centered Teacher to be skilled in teaching in the diverse classrooms of the 21st century. In this item you have the opportunity to reflect on and share with others your growth in establishing and maintaining a culturally diverse, inclusive classroom. As one of the assignments in EDUC 5173 write an essay on personal growth as a result of your fieldwork and course work. In your essay describe how you would develop a culturally inclusive community in your current or future classroom. You should have a minimum of three sources and use the APA Style Manual (5th edition). In addition, follow all other requirements as given to you in EDUC This item should be completed in EDUC Item 10: The Content Research Paper This item addresses Learner Centered Proficiency 1 Demonstrate knowledge and understanding of your content field by developing and writing a paper examining a current issue, or issues, in your discipline. The paper should be written as an assignment in one of your content classes. However, if you have not had such an opportunity you should write an appropriate paper under the guidance of your advisor. The paper should address some area your content teaching field; i.e,, math, science, etc. (if EC-6 Generalist it should on a content area in that discipline, such as reading, math, etc.). It should also be of sufficient length and rigor to demonstrate your knowledge of your content field and your skill in using and applying research and professional literature to deepen your understanding of your content field. Item 11: Self-Selected Item You determine which of the Learner Centered Proficiencies this item will address. This item gives you an opportunity to decide which aspect of your development and accomplishments as a new teacher you wish to demonstrate and highlight. You can use your own creativity to determine an appropriate item to meet this requirement. Try to focus on something that is particularly significant and meaningful to you and that you feel does a good job of illustrating your readiness to be a successful teacher. Try to use an item that is somewhat different than that required by other portfolio items. Along with the item attach a narrative describing: which Learner Centered Proficiency you think the item addresses; how this item addresses this particular Proficiency; why you chose to include this particular item; and what the item says about you as a teacher. If this is an item that has been evaluated by a TWU faculty member attach the grade and/or grading rubric as well. This item may be completed in any of your classes or in your student teaching/internship. 15

16 Item 12: Self-Selected Item You determine which of the Learner Centered Proficiencies this item will address. This item gives you an opportunity to decide which aspect of your development and accomplishments as a new teacher you wish to demonstrate and highlight. You can use your own creativity to determine an appropriate item to meet this requirement. Try to focus on something that is particularly significant and meaningful to you and that you feel does a good job of illustrating your readiness to be a successful teacher. Try to use an item that is somewhat different than that required by other portfolio items. Along with the item attach a narrative describing: which Learner Centered Proficiency you think the item addresses; how this item addresses this particular Proficiency; why you chose to include this particular item; and what the item says about you as a teacher. If this is an item that has been evaluated by a TWU faculty member attach the grade and/or grading rubric as well. This item may be completed in any of your classes or in your student teaching/internship. Item 13: Final Reflection This item addresses Learner Centered Proficiency 5. This item gives you an opportunity to reflect on your journey toward becoming a professional educator. It allows you to pull together your experiences and accomplishments in the MAT program and to relate them to the Learner Centered Proficiencies. Use this item to demonstrate that you are a reflective practitioner and that you are able to integrate what you learned in your preparation program and apply it to your own classroom. This item should be completed in the last semester of your program and will consist of an essay of 3-5 pages on the progress you have made in each of the Learner-Centered Proficiencies and how this progress was achieved. A discussion of changes in your philosophy and practice as a professional educator over time is expected. You should integrate in your essay a description of your strengths, weaknesses, interests, and academic record and experiences. Use citations where appropriate. One part of this essay should address your performance and accomplishments in your field-based experience, whether as a student teacher or an intern. Submit a copy of the observation completed of you during your student teaching or internship. Discuss your strengths and weakness in light of this observation, including how you will use your strengths and improve your weaknesses to become an effective, learner-centered teacher. The paper should be well organized and free of spelling and grammatical errors. All citations and references should conform to the APA (5th edition) style manual. This item should be completed during your final semester and should be submitted to and evaluated by your advisor. Item 14: The TExES Exams This item addresses Learner Centered Proficiency 1. For this item you will need to have an electronic version of the score reports of both your content and PPR TExES exams. If you have only a paper copy you will need to scan it into the computer. Three important things to keep in mind about this portfolio item: 1. It requires passing scores on both exams, not just an indication that you took the exams. 2. You need to provide a lot of lead time for this requirement. TExES exam dates are limited and it takes a while to get the actual results. If you wait too long you may not be able to take the exams and get your scores back in time to meet the requirement. Also, keep in mind that you may not pass one or more of the exams the first time and will need to take it more than once. 3. The item must be a copy of the official report from the State. It cannot be an informal listing of your scores. Item 15: Designing and Presenting Your Portfolio This item addresses Learner Centered Proficiency 4 Your job here is to convert your individual items into a presentation portfolio that will allow you to present your portfolio to others in a way that is attractive, functional and reflects some of your own personality, while highlighting your skills as a professional educator. In this activity your advisor and second reader will also have the opportunity to review your portfolio as a whole, rather than as individual items. The successful completion of this step will finish your requirements for the professional portfolio component of the MAT. The portfolio serves as your final project/paper and thus fulfills the final requirement of the Graduate School. It is very important that you take great care to successfully complete this last step in your program by following the process described on the MAT Blackboard Portfolio site. On that site there are instructions on using several web based programs, such as WordPress, to design, format and present your portfolio. Links to those programs and examples are provided to help you in using these tools for designing and presenting your final portfolio. 16