College of Education & Human Services. Special Education Programs

Transcription

1 College of Education & Human Services GRADUATE STUDENT PORTFOLIO HANDBOOK Special Education Programs 0 Updated April 1, 2006

2 Contents Topic Page Performance Assessment in the College of Education 2 Goals of Performance Assessment 2 Types of Performance Assessment 2 Introduction to Portfolios 2 What is a portfolio? 2 Why is a portfolio needed? 3 Types of portfolios 3 Introductory 3 Working 3 Professional 3 Employment 3 The CSU Model 3 Table 1. Cleveland State University Teacher Education, 5 Council for Exceptional Children and National Board for Professional Teaching Standards Relationships to Other Standards 8 The Portfolio Process 8 General Description 8 Checkpoints 9 Your Responsibilities 9 Table 2. Student Portfolio Responsibilities 9 Artifacts 11 Table 3. Examples of Artifacts for each Program Outcome 11 Portfolio Management 14 Organization 14 Table 4. Suggested Portfolio Components 15 Design 16 Portfolio Evaluation 16 Rubrics 16 Artifact Rubric Assessment Sheet 17 Standard Summary Sheet 17 Reflection Cover Sheets 17 Standards Self-Assessment Checklist 19 Artifacts Analysis Chart 21 Appendix A: Standards Alignment Chart 22 Appendix B: Standard Summary Sheet and Completed Sample 26 Appendix C: Sample Reflection Cover Sheet 32 Appendix D: Portfolio Checkpoint Criteria and Remediation 34 Appendix E: Artifact Rubric Assessment Sheet 37 Appendix F: Rubrics for 12 Program Standards 39 1

3 Performance Assessment in the College of Education The College of Education at Cleveland State University has developed a comprehensive performance assessment system. Required by both the State of Ohio Department of Education and the National Council for Accreditation of Teacher Education (NCATE), this performance assessment system is a very important part of what happens in the College. And it affects you directly, because it is your performance that is being assessed! Goals of Assessment The College s comprehensive performance assessment system has been designed to achieve the following goals: 1. Document the growth and achievement of you and our other students in meeting program standards having to do with your knowledge, your skills, and your dispositions (attitudes and values). 2. Measure the success of our programs. 3. Promote your learning and the reflection you do on your learning and your performance. 4. Upon program completion, demonstrate your competency and the competency of our other program graduates. Types of Assessment As part of the College s system, your performance will be assessed through a variety of means. These include: evaluation of assignments you do and tests you take in individual courses. observation and evaluation of your teaching performance and professional behaviors in course and field experiences. administration and evaluation of standardized (Principles of Teaching and Learning and Special Education content area PRAXIS tests) and comprehensive examinations, and/or a project. evaluation of the portfolio you develop as you move through your graduate program. Introduction to Portfolios The term portfolio may be new to you. Portfolios, however, are a key element in the College of Education s performance assessment system. Your portfolio will be the major piece of evidence that is assessed to determine the degree to which you meet the standards of our teacher preparation program, the Council for Exceptional Children Standards, and the National Board for Professional Teaching Exceptional Needs Standards. The main purpose of this handbook is to help you understand what portfolios are and what you will be expected to do as you develop and refine your own portfolio. The information in this handbook is very important. You should read the material and understand it thoroughly. If you have any questions after reading this handbook, ask your academic advisor or an instructor. What is a portfolio? In the most general terms, a portfolio is documentation of professional growth and achieved competence. Organized around a set of twelve standards, your portfolio will contain a collection 2

4 of documents, which provides tangible evidence of the wide range of knowledge, skills, and dispositions that you possess as a growing professional educator. Why is a portfolio needed? As you move through and then complete your program at Cleveland State, your portfolio will help you in a number of ways. Your portfolio will: show the faculty that you are making progress toward achieving the stated outcomes or standards of the program; help you keep track of how you are doing, your areas of strength, and the areas in which you need to make extra effort; guide you in preparing for the Praxis II and Praxis III high stakes tests you will be taking; demonstrate, at the end of your program, whether you have satisfactorily met all program standards and thus qualify for our endorsement of your teaching license application; help your job search by serving as the major method of presenting evidence of your competence to potential employers. Types of portfolios Your portfolio will evolve through four different types as you move through your program: Introductory Portfolio: This version of your portfolio will provide the means for introducing yourself as a person and as a practicing or future teaching professional; it will serve as a catalyst for self-reflection and continual sharing of ideas and insights throughout your teacher education graduate program. Working Portfolio: This portfolio will be a continual work in progress. It will be an ongoing systematic collection of selected work samples from courses and evidence of school/community activities. This collection forms the framework for self-assessment and goal-setting. It will be checked a number of times during your program. The number of times and in which course it takes place will vary from program to program. Professional Portfolio: As you near the end of your program, you will select the artifacts in your working portfolio which best reflect your achieved competence, individuality, and creativity as a professional teacher. Normally, two to three artifacts would be selected for each program outcome and will become part of your streamlined professional portfolio. As you finish your program, your professional portfolio will be evaluated to determine if you have satisfactorily achieved all program standards. Employment Portfolio: After still more selective streamlining and the addition of materials of special interest to prospective employers, this is the portfolio you will present as part of the job inquiry/application/interview process. You may decide to develop an electronic (web-based) version of this, as well as your Professional Portfolio. The College is prepared to assist you in this effort. The CSU Model The teacher preparation program at Cleveland State University is based on a model which sees the TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL A PARTNER IN LEARNING. Many of you have seen this module in your teacher education course syllabi. As Figure 1 indicates, there are four related knowledge bases that form the framework of the CSU 3

5 model: inquiry, partnerships, contextualism, and professionalism. Professionalism encircles Inquiry, Contextualism, and Partnerships. The conceptual framework assumes that Professionalism is not a plateau but rather a careerlong process of reflection and growth, an ongoing process whereby teachers constantly enhance their understanding of how Inquiry, Contextualism, and Partnerships relate to the teachinglearning process. At the very center of the conceptual framework is the learner. CSU teacher education graduates take seriously their role in implementing and adapting the conceptual framework to a variety of instructional environments, urban and suburban, where learner diversity- measured in terms of gender, race, ethnicity, socio-economic status, and exceptionality- is often in high profile. This contextual approach accounts for the unique challenges facing educators today (The Teacher Education Conceptual Framework. The Teacher as a Responsive, Reflective Professional: A Partner in Learning. A Conceptual Framework for Undergraduate and Graduate Teacher Education Programs at Cleveland State University, College of Education). In practical terms, the teacher described by this model will satisfactorily meet each of the 12 program standards or outcomes, which serve as the cornerstone of our programs. The 12 standards are listed below in Table 1. In addition, the Council for Exceptional Children Standards and National Board for Professional Teaching Exceptional Needs Standards have also been included. As you read through and review the standards, consider them to be the goals toward which you are working in your teacher education program. Remember, in your portfolio, you will be providing evidence to demonstrate that you can meet each standard. The Council for Exceptional Children (CEC) has a set of performance-based standards for the preparation and licensure of special education teachers. The CEC s ten Content Standards are used across all special education teacher preparation programs. The CEC stresses the importance of teacher education programs comprehensively assessing each of the ten standards. Thus, it is important that these standards are integrated into the CSU model. All teachers, including special education teachers, should strive to be a quality educator. The National Board for Professional Teaching is a nonprofit, nonpartisan, and nongovernmental agency that strives to improve the quality of teaching and learning by maintaining high and 4

6 rigorous standards for what accomplished teachers should know and be able to do ( As a result, the National Board has based its work on five core propositions, which has been subdivided into 14 sub-propositions for accomplished special educators. These 14 sub-propositions have also been integrated into the CSU model. Table 1. Cleveland State University Teacher Education, Council for Exceptional Children and National Board for Professional Teaching Standards Cleveland State University Standards for Teacher Education 1. COE Personal Philosophy. The CSU teacher education student articulates a personal philosophy of teaching and learning that is grounded in theory and practice [Knowledge Base: Professionalism]. CEC Foundations. Special Educators understand the field as an evolving and changing discipline based on philosophies, which continue to influence the education and treatment of individuals with exceptional needs both in school and society [Knowledge Base: Professionalism]. NBPTS Knowledge of Special Education. Accomplished Special Educators draw on their knowledge of philosophical, historical, and legal foundations of special education and their knowledge of effective special education practice to organize and design instruction. They draw on specialized knowledge of specific disabilities to set meaningful goals for students [Knowledge Base: Professionalism]. 2. COE Social Foundations. The CSU teacher education student possesses knowledge and understanding of the social, political, and economic factors that influence education and shape the worlds in which we live [Knowledge Base: Contextualism]. CEC Foundations. Special Educators understand the field as an evolving and changing discipline based on philosophies, which continue to influence the education and treatment of individuals with exceptional needs both in school and society [Knowledge Base: Professionalism, Contextualism]. NBPTS Knowledge of Special Education. Accomplished Special Educators draw on their knowledge of philosophical, historical, and legal foundations of special education and their knowledge of effective special education practice to organize and design instruction. They draw on specialized knowledge of specific disabilities to set meaningful goals for students [Knowledge Base: Professionalism]. 3. COE Knowledge of Subject Matter and Inquiry. The CSU teacher education student understands content, disciplinary concepts, and tools of inquiry related to the development of an educated person [Knowledge Base: Inquiry]. CEC Foundations. Special Educators understand the field as an evolving and changing discipline based on philosophies, which continue to influence the education and treatment of individuals with exceptional needs both in school and society [Knowledge Base: Professionalism]. NBPTS Knowledge of Subject Matter. Accomplished Special Educators command a core body of knowledge in the disciplines and draw on that knowledge to establish curricular goals, design instruction, facilitate student learning, and assess student progress [Knowledge Base: Inquiry]. NBPTS Multiple Paths to Knowledge. Accomplished Special Educators use a variety of approaches to help students strengthen their understanding and gain command of essential knowledge and skills [Knowledge Base: Professionalism]. 4. COE Knowledge of Development and Learning. The CSU teacher education student understands how individuals learn and develop and that students enter the learning setting with prior experiences that give meaning to the construction of new knowledge [Knowledge Base: Contextualism]. CEC Development and Characteristics of Learners. Special Educators understand the similarities and differences in human development and the characteristics between and among individuals with and without exceptional learning needs (ELN). [Knowledge Base: Professionalism, Contextualism]. NBPTS Knowledge of Students. Accomplished Special Educators use their knowledge of human development and learning and their skills as careful observers of students to understand their student s knowledge, aptitudes, skills, interests, aspirations, and values [Knowledge Base: Professionalism, Contextualism]. 5

7 5. COE Diversity. The CSU teacher education student understands how individuals differ in their backgrounds and approaches to learning and incorporates and accounts for such diversity in teaching and learning [Knowledge Base: Contextualism]. CEC Individual Learning Differences. Special Educators understand that the beliefs, traditions, and values across and within cultures can affect relationships among and between students, their families, and the school community. [Knowledge Base: Contextualism, Professionalism]. NBPTS Diversity. Accomplished Special Educators create an environment in which equal treatment, fairness, and respect for diversity are modeled, taught, and practiced by all and take steps to ensure access to quality learning opportunities for all students [Knowledge Base: Contextualism, Professionalism]. NBPTS Social Development. Accomplished Special Educators cultivate a sense of efficacy and independence in their students as they develop students character, sense of civic and social responsibility, respect for diverse individuals and groups, and ability to work constructively and collaboratively with others [Knowledge Base: Partnerships, Professionalism]. 6. COE Learning Environment. The CSU teacher education student uses an understanding of individual and group motivation to promote positive social interaction, active engagement in learning, and self-motivation [Knowledge Base: Contextualism, Partnerships]. CEC Learning Environment and Social Interactions. Special Educators actively create learning environments for individuals with ELN that foster cultural understanding, safety and emotional well being, positive social interactions, and active engagement of individuals with ELN. Special Educators foster environments in which diversity is valued and individuals are taught to live harmoniously and productively in a culturally diverse world. [Knowledge Base: Contextualism, Partnerships]. NBPTS Learning Environment. Accomplished Special Educators establish a caring, stimulating, and safe community for learning in which democratic values are fostered and students assume responsibility for learning, show willingness to take intellectual risks, develop self-confidence, and learn to work both independently and collaboratively [Knowledge Base: Partnerships, Contextualism, Professionalism]. NBPTS Social Development. Accomplished Special Educators cultivate a sense of efficacy and independence in their students as they develop students character, sense of civic and social responsibility, respect for diverse individuals and groups, and ability to work constructively and collaboratively with others [Knowledge Base: Partnerships, Professionalism]. 7. COE Communication. The CSU teacher education student uses knowledge of effective verbal, nonverbal, and media communication techniques to foster inquiry, collaboration, and engagement in learning environments [Knowledge Base: Inquiry, Partnerships]. CEC Language. Special educators understand the ways in which exceptional conditions can interact with an individual s experience with and use of language. They use and are familiar with augmentative, alternative, and assistive technologies to support and enhance communication of individuals with exceptional needs. [Knowledge Base: Inquiry, Partnerships, Contextualism]. NBPTS Communication. Accomplished Special Educators know the importance of communication in learning. They know how to use communication skills to help students access, comprehend, and apply information; help students acquire knowledge; enable them to develop and maintain interpersonal relationships [Knowledge Base: Inquiry, Contextualism, Partnerships]. 8. COE Instructional Strategies. The CSU teacher education student plans and implements a variety of developmentally appropriate instructional strategies to develop performance skills, critical thinking, and problem solving, as well as to foster social, emotional, creative, and physical development [Knowledge Base: Contextualism, Inquiry]. CEC Instructional Strategies. Special Educators possess a repertoire of evidence-based instructional strategies to individualize instruction for individuals with ELN. They enhance the learning of critical thinking, problem solving, and performance skills of individuals with ELN, and increase their selfawareness, self- management, self-control, self-reliance, and self-esteem [Knowledge Base: Contextualism, Inquiry, Partnerships]. CEC Instructional Planning. Special Educators develop long-range plans anchored in both general and special curricula. Special Educators understand the factors and implications of an individual s 6

8 exceptional condition when creating individualized instructional and transition plans [Knowledge Base: Contextualism, Inquiry, Partnerships]. NBPTS Instructional Resources. Accomplished Special Educators select, adapt, create, and use rich and varied resources, both human and material [Knowledge Base: Professionalism]. NBPTS Meaningful Learning. Accomplished Special Educators work with students to explore (in purposeful ways) important and challenging concepts, topics, and issues to build competence and confidence [Knowledge Base: Inquiry, Contextualism]. 9. COE Assessment. The CSU teacher education student understands, selects, and uses a range of assessment strategies to foster physical, cognitive, social, and emotional development of learners and give accounts of students' learning to the outside world [Knowledge Base: Inquiry, Contextualism]. CEC Assessment. Special Educators use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress [Knowledge Base: Inquiry, Contextualism, Partnerships]. NBPTS Assessment. Accomplished Special Educators design and select a variety of assessment strategies to obtain useful and timely information about student learning and development and to help students reflect on their own progress [Knowledge Base: Inquiry, Contextualism]. 10. COE Technology. The CSU teacher education student understands and uses up-to-date technology to enhance the learning environment across the full range of learner needs [Knowledge Base: Contextualism]. CEC Instructional Strategies. Special Educators possess a repertoire of evidence-based instructional strategies to individualize instruction for individuals with ELN. They enhance the learning of critical thinking, problem solving, and performance skills of individuals with ELN, and increase their selfawareness, self- management, self-control, self-reliance, and self-esteem [Knowledge Base: Contextualism, Inquiry, Partnerships]. NBPTS Multiple Paths to Knowledge. Accomplished Special Educators use a variety of approaches to help students strengthen their understanding and gain command of essential knowledge and skills [Knowledge Base: Professionalism]. 11. COE Professional Development. The CSU teacher education student is a reflective practitioner who evaluates his/her interactions with others (e.g., learners, parents/guardians, colleagues and professionals in the community) and seeks opportunities to grow professionally [Knowledge Base: Inquiry, Professionalism, Partnerships] CEC Professional Ethical Practice. Special Educators practice requires ongoing attention to legal matters along with serious professional and ethical considerations. Special Educators engage in professional activities and participate in leaning communities that benefit individuals with ELN, their families, colleagues, and their own professional growth [Knowledge Base: Inquiry, Professionalism, Contextualism, Partnerships]. NBPTS Reflective Practice. Accomplished Special Educators regularly analyze, evaluate, and strengthen the quality of their practice [Knowledge Base: Inquiry, Professionalism, Contextualism]. NBPTS Contributing to the Profession and to Education. Accomplished Special Educators work independently and collaboratively with colleagues and others to improve schools and to advance knowledge, policy, and practice in the field [Knowledge Base: Inquiry, Professionalism, Partnerships, Contextualism]. 12. COE Collaboration and Professionalism. The CSU teacher education student fosters relationships with colleagues, parents/guardians, community agencies, and colleges/universities to support students' growth and well being [Knowledge Bases: Professionalism, Partnerships]. CEC Collaboration. Special Educators routinely and effectively collaborate with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways. This collaboration assures that the needs of individuals with ELN are addressed throughout schooling [Knowledge Base: Professionalism, Contextualism, Partnerships]. NBPTS Family Partnerships. Accomplished Special Educators work collaboratively with parents, guardians, and other caregivers to understand their children and to achieve common educational goals [Knowledge Base: Professionalism, Partnerships]. 7

9 Relationships to Other Standards The 12 Cleveland State teacher education standards, Council for Exceptional Children standards, and National Board for Professional Teaching standards are just a few examples of standards for teacher preparation programs. There are many others. One set of standards has been developed as part of the Praxis assessment process. The areas covered by the Praxis II Principles of Learning and Teaching examination are based on these standards. You must pass this test to be eligible for student teaching (first licensure students) and/or a provisional teaching license (first and second licensure students). The Praxis III assessment, done during your first year of teaching (your entry year ), is based on these same standards. Success on the Praxis III assessment will be required to convert your teaching license from a provisional one to a professional one. The Interstate New Teacher Assessment and Support Consortium (INTASC) has identified another set of standards. INTASC is a consortium of state education agencies and national educational organizations dedicated to the reform of teacher education programs, teacher licensure, and professional development of educators. INTASC is based on one basic premise: effective educators must be able to integrate content knowledge with the strengths and needs of their students to ensure that all students learn and perform at high levels (INTASC). When you achieve the 12 Cleveland State teacher education standards, you will also have to meet the other sets of standards. To verify this, we have lined up the Cleveland State standards with the Praxis and INTASC standards. The chart in Appendix A shows you what this looks like. Finally, there are subject area specific standards developed by the learned societies that support the different teaching content areas, such as mathematics, language arts, science, physical education, and others. You should be introduced to these standards in your programspecific courses. General Description The Portfolio Process The portfolio process, in general, is fairly simple. As you move through your program, you will analyze and collect evidence to show how you are achieving the 12 program standards. Evidence can be in the form of a written product, picture, or any other piece of evidence produced in class or in your job as an educator. Each piece of evidence is called an artifact. You will organize your artifacts in some kind of file (three ring binder, expandable folder) which will be referred to as your portfolio. At various predetermined checkpoints in your program, your portfolio will be evaluated to determine your progress in meeting the standards. In addition, your artifacts should be evaluated in each course for which they were prepared. In checkpoints toward the end of your program as well as throughout your program of study, you will find out whether your artifacts are UNACCEPTABLE, EMERGING, PROFICIENT, or EXEMPLARY in each standard. To complete your program and receive endorsement for your teaching license, you must be evaluated as (at a minimum) proficient in each standard. Criteria for success at other checkpoints are described in Appendix D: PORTFOLIO CHECKPOINT CRITERIA AND REMEDIATION. 8

10 Checkpoints Each special education teacher preparation program at Cleveland State has identified at least three checkpoints for portfolio evaluation. Table 2 lists the checkpoints for each graduate special education program. Your Responsibilities Table 2 summarizes your portfolio-related responsibilities at various stages of your program. Study this information carefully; keep up with your responsibilities; and your portfolio will become a showcase of your teaching competence. Do not expect your instructors to continually remind you to work on your portfolio. This is your responsibility! Table 2. Checkpoints and Student Responsibilities. The table below summarizes the portfolio-related responsibilities at various program stages for the graduate Early Childhood and Special Education Licensure Programs. Checkpoints CHECKPOINT 1 Between CHECKPOINT 1 and CHECKPOINT 2 SPED Checkpoint Course Developed in ESE 500 Introduction to Special Education; or in one of the major intro courses ECIS - ESE 501, M/M ESE 502, M/I ESE 503 Developed in major coursework between Checkpoint 1 and Checkpoint 2 courses Student Responsibilities Develop Introductory Portfolio by completing following tasks: 1. Obtain copy of Student Portfolio Handbook: download at: 2. Include required artifact(s) from completed and current courses with copy of ARTIFACT RUBRIC ASSESSMENT sheet and REFLECTION COVER SHEET for each artifact 3. Include other items listed for Introductory Portfolio in Student Portfolio Handbook Table 5, including optional artifacts (and a REFLECTION COVER SHEET for each optional artifact) 4. Record results of artifact assessment(s) on STANDARD SUMMARY SHEET; include this sheet with Checkpoint 1 Introductory Portfolio 5. Submit Introductory Portfolio to Checkpoint 1 course instructor Begin development of Checkpoint 2 Working Portfolio by completing following tasks: 1. Continue to produce and include required artifacts; collect and include appropriate optional artifacts 2. Complete and include REFLECTION COVER SHEETS for all artifacts 3. Include copies of ARTIFACT RUBRIC ASSESSMENT sheets with all required artifacts 4. Update STANDARD SUMMARY SHEET Include other items listed for Working Portfolio in Student Portfolio Handbook Table 5 9

11 Checkpoints CHECKPOINT 2 CHECKPOINT 3 SPED Checkpoint Course For ECIS, developed in ESE 514 Curriculum and Intervention for Infants and Young Children with Special M/M- Checkpoint Not Applicable (See Note) M/I- Checkpoint Not Applicable (See Note) Developed during Practicum or the semester before Student Teaching (ST) ECIS EST 576 M/M before ST M/I before ST Student Responsibilities Conclude development of Checkpoint 2 Working Portfolio by completing following tasks: 1. Continue tasks #1-5 from initial development of Checkpoint 2 Working Portfolio outlined above 2. Submit Checkpoint 2 Working Portfolio to course instructor for assessment; include all ARTIFACT RUBRIC ASSESSMENT sheets, REFLECTION COVER SHEETS, updated copy of STANDARD SUMMARY SHEET, and other items listed for Checkpoint 2 Working Portfolio in Student Portfolio Handbook Table 5 3. To be eligible for Practicum, your Checkpoint 2 Working Portfolio must meet the following five criteria: o It is well organized (e.g., it includes a table of contents and all required sections) o It includes at least one required or optional artifact for each of the 12 college outcomes o It includes a REFLECTION COVER SHEET for each artifact o It includes an ARTIFACT RUBRIC ASSESSMENT sheet for each required artifact (signed by assessor) o It includes an updated STANDARD SUMMARY SHEET NOTE: M/M and M/I majors who have questions regarding the portfolio are responsible for seeking assistance from their advisor. Develop Checkpoint 3 Professional Portfolio by completing the following tasks: 1. Continue tasks #1-5 from initial development of Checkpoint 2 Working Portfolio outlined above 2. Checkpoint 3 Professional Portfolio must include the following items: a. 1 to 3 selected artifacts for each of the 12 program outcomes; select those artifacts which best demonstrate competence for each outcome (artifacts may be required or optional) b. A minimum of 6 of your selected artifacts (required or optional) must be ones generated during your practicum; or for M/M or M/I a minimum of 6 selected artifacts developed in the assessment and methods courses, (e.g., ESE 510, 517, ESE 521, ESE 511, etc.) c. REFLECTION COVER SHEETS for all artifacts d. ARTIFACT RUBRIC ASSESSMENT sheets for all required artifacts selected e. An updated STANDARD SUMMARY SHEET 3. ECE majors submit Checkpoint 3 Professional Portfolio to course instructor or university supervisor for a Checkpoint 3 assessment; Special Education majors, submit portfolio to special education faculty at assigned meeting. To be eligible for Student Teaching the Checkpoint 3 Professional Portfolio must demonstrate achievement of at least Emerging on all 12 program outcomes and Proficient in at least 8 of these, including: #2 Social Foundations, #3 Knowledge of Subject Matter and Inquiry, #4 Knowledge of Development and Learning, #8 Instructional Strategies, and #10 Technology 10

12 Checkpoints CHECKPOINT 4 SPED Checkpoint Course Developed in Student Teaching ECIS EST 586 M/M EST 587 M/I EST 588 Student Responsibilities * ECIS = Early Childhood Intervention Specialist Program M/M = Mild/Moderate Intervention Specialist Program M/I = Moderate/Intensive Intervention Specialist Program Develop Checkpoint 4 Professional Portfolio by completing the following tasks: 1. Continue tasks #1-5 from initial development of Checkpoint 2 Working Portfolio outlined above 2. Checkpoint 4 Professional Portfolio must include the following items: a. 1 to 3 selected artifacts for each of the 12 program outcomes; select those artifacts which best demonstrate competence for each outcome (artifacts may be required or optional) b. A minimum of 6 of your selected artifacts (required or optional) must be ones generated during your student teaching experience c. REFLECTION COVER SHEETS for all artifacts d. ARTIFACT RUBRIC ASSESSMENT sheets for all required artifacts selected e. An updated STANDARD SUMMARY SHEET 3. ECE majors submit Checkpoint 4 Professional Portfolio to course instructor or university supervisor for a Checkpoint 4 assessment; Special Education majors, display portfolio and present it to the special education faculty on assigned day and time. 4. To be eligible for endorsement for teaching license, Checkpoint 4 Professional Portfolio must be assessed as Proficient on all 12 college outcomes 5. Prepare Employment Portfolio Note: Although Mild/Moderate and Moderate/Intensive Intervention Specialist Licensure Programs do not have a formal Checkpoint 2 because there is no practicum in these programs; support for continued development of the portfolio between Checkpoint 1 and 3 will be provided in the students special education courses and, upon request, by the academic advisor. Artifacts As indicated above, your portfolio will contain numerous artifacts as evidence of your competence in each of the 12 program standards. Some artifacts will be required in your courses and field experiences; these will represent the minimum evidence of your competence in each standard. To show your competence in a more robust and creative way, you will also want to include a wide variety of optional artifacts. Optional artifacts may be in the form of evidence collected as part of your job, your work in the community, or any other evidence you feel shows your competence in each standard. Examples of Artifacts for Each Program Outcome Table 3 provides examples of the kinds of artifacts you may include in your portfolio to provide evidence of your competence in each program standard. In addition, this table also lists specific course assignments that fit under each standard. Most of your professional courses will require specific artifacts that must be included in at least your working portfolio. The list is not 11

13 complete or all inclusive; you will surely come up with additional kinds of artifacts as you develop your portfolio. Table 3. Examples of Artifacts for Each Program Outcome Program Standard Examples of Artifacts 1. Personal Philosophy personal philosophy paper (EST 576, ESE 501, ESE 502, ESE 503, ESE 519) position paper on philosophical issue letter from student, parent, instructor, school administrator containing assessments of those aspects of your performance that give evidence of your philosophy (EST 586, EST 588) paper delineating the needs of children with disabilities and the role of the special education teacher (ESE 500) 2. Social Foundations essay on a complex social issue position paper on a complex social issue research paper/project on a complex social issue (ESE 521) 3. Knowledge of Subject resource reference in lesson plans Matter and Inquiry learning packet that demonstrate knowledge of content lesson plan, web site (self-designed), or outline in which content is clearly explained (EST 588) research conducted in preparation for instruction (ESE 502) research paper in content area (ESE 500, ESE 501, ESE 502) project done as part of content area coursework (ESE 518, ESE 521) article summary or critique (ESE 503, ESE 522) copy of evaluation that comments on and/or rates the knowledge of subject matter you demonstrate in your teaching 4. Knowledge of Development and Learning exams (ESE 521) case study (ESE 521) notes from observation of pupils (ES5 576, EST 586) example of differentiated curriculum (ESE 514, ESE 518, ESE 519, ESE 522, EST 588) adaptation of lesson or unit plan to account for individual differences (ESE 522) lesson plan including developmentally appropriate learning activities (ESE 514, ESE 519, EST 576, EST 586, EST 588) diagnostic tool used to get to know pupils (EST 576, ESDT 586) audio or videotape with analysis sample of checklist used to record development of pupils 5. Diversity curriculum, unit plan, or lesson plans incorporating content, materials, activities designed to enhance pupils appreciation for any ethnic group, gender, religion, handicapping condition, etc. classroom observation and observational journal (ESE 502) curriculum, unit plan, or lesson plan incorporating content, materials, activities differentiated to account for diverse learners essay or position paper on issue of diversity (ESE 501, ESE 522) copy of evaluation that comments on and/or rates your ability to interact with and plan/implement instruction for diverse learners audio or videotape with analysis copy of IEP you helped to develop (ESE 500, ESE 502, ESE 514, 12

14 ESE 517, ESE 519, ESE 520, ESE 521, ESE 522, EST 586, EST 588) journal reflection 6. Learning Environment copy of classroom management plan audio or videotape with analysis journal reflection lesson plan with evidence of planning for the management of time and materials (ESE 514, ESE 519, EST 576, EST 586, EST 588) picture of bulletin board picture of classroom written observation by supervisor lesson or unit plan incorporating strategies to enhance cooperation and collaboration among pupils record showing how pupil behavior was affected by implementation of management strategies 7. Communication copy of lesson or unit plan showing effective use of media copy of media developed for use in instruction picture of bulletin board assessment of communication skills by supervisor, cooperating teacher, peers, etc. audio or videotape with analysis copy of lesson plan with list of divergent questions asked of pupils journal reflection on use of effective communication 8. Instructional Strategies copy of lesson or unit plan (ESE 514, ESE 519, EST 576, EST 586, EST 588) audio or videotape with analyses sample of pupil work generated as part of the implementation of an instructional strategy journal reflection assessment of teaching by supervisor, cooperating teacher, peers, etc. copy (or picture) of materials developed for use in instructional strategies 9. Assessment copy of test developed to measure pupil status (EST 586, EST 588) description and/or videotape of assessment procedure with analysis (ESE 514, ESE 522) chart showing pre and post test results sample of pupil test with comments (ESE 517, EST 576) sample of pupil project/paper/essay with comments copy of communication to pupil or parents with results of assessment description of system used to record pupil assessment results and pupil progress (with sample materials) (ESE 519, ESE 521) Course Exams (ESE 519) 10. Technology copy of lesson or unit plan showing use of technology sample of media produced for use in instruction (ESE 502, ESE 518, ESE 522) copy of PowerPoint or similar presentation audio or videotape with analysis assessment of use of technology by supervisor, cooperating teacher, 13

15 11. Professional Development 12. Collaboration and Professionalism peers, etc. (ESE 501, ESE 503, ESE 511, ESE 512, ESE 520) journal reflection sample of media/technology produced by pupils journal reflection (ESE 500, ESE 502, ESE 503) copy of lesson or unit plan with reflective analysis (ESE 576) evidence of attendance at workshop, professional conference(est 588) evidence of membership in professional association list of personal goals with analysis of achievement evidence of presentation made at workshop or conference annotated list of books and journals read copy of article written for local, state, national journal report of action research conducted in a field setting report of how information and/or skills gained at workshop/conference or through reading was applied in your teaching evidence of participation in extra-curricular activities copy of communication with parents, colleagues, community members (ESE 512, EST 586, EST 588) documentation of meetings with parents, colleagues, community members sample of materials prepared for a meeting, class, etc., in which a leadership role was assumed (ESE 517, EST 576) thank you, certificate, testimonial to attest to work done in collaboration with others Portfolio Management Organization Each version of your portfolio should be organized around the 12 CSU program standards. The artifacts, which demonstrate your skills, knowledge, or dispositions for each standard, should be grouped together for the standard, along with self-reflections and self, peer, or instructor assessments of the artifacts. In addition, you may have some introductory materials to include before you present your artifacts; and you will probably have a summary section in which you would include documents relating to the overall assessment of your portfolio and your achievement of the standards. Table 4, suggests various components you might include in your different types of portfolios and the order in which they might be included. 14

16 Table 4. Suggested Portfolio Components Portfolio Types Suggested Portfolio Components Cover Table of Contents Introductory Statement (Introduction of yourself, why you want to be a teacher, your professional goals) Cover Letter Current Resume Field Experience/Practicum/Student Teaching Evaluations Letters of Recommendation Summary of Program Standards Assessments Self assessments Peer assessments Instructor assessments Artifacts Supporting Standard 1 (include Reflection Cover Sheet for each artifact and Artifact Rubric Assessment sheet for each required artifact)* Artifacts Supporting Standard 2 (include Reflection Cover Sheet for each artifact and Artifact Rubric Assessment sheet for each required artifact)* Artifacts Supporting Standard 3 (include Reflection Cover Sheet for each artifact and Artifact Rubric Assessment sheet for each required artifact)* Artifacts Supporting Standard 4 (include Reflection Cover Sheet for each artifact and Artifact Rubric Assessment sheet for each required artifact)* Artifacts Supporting Standard 5 (include Reflection Cover Sheet for each artifact and Artifact Rubric Assessment sheet for each required artifact)* Artifacts Supporting Standard 6 (include Reflection Cover Sheet for each artifact and Artifact Rubric Assessment sheet for each required artifact)* Artifacts Supporting Standard 7 (include Reflection Cover Sheet for each artifact and Artifact Rubric Assessment sheet for each required artifact)* Artifacts Supporting Standard 8 (include Reflection Cover Sheet for each artifact and Artifact Rubric Assessment sheet for each required artifact)* Artifacts Supporting Standard 9 (include Reflection Cover Sheet for each artifact and Artifact Rubric Assessment sheet for each required artifact)* Artifacts Supporting Standard 10 (include Reflection Cover Sheet for each artifact and Artifact Rubric Assessment sheet for each required artifact)* Artifacts Supporting Standard 11 (include Reflection Cover Sheet for each artifact and Artifact Rubric Assessment sheet for each required artifact)* Artifacts Supporting Standard 12 (include Reflection Cover Sheet for each artifact and Artifact Rubric Assessment sheet for each required artifact)* Other relevant materials *NOTES: (1) Your Introductory Portfolio should have a section for each of the 12 standards. However, because you are just beginning your program, you may not have much in the way of artifacts to include in several of the sections. (2) You should not include Reflection Cover Sheets and Artifact Rubric Assessment sheets in your Employment Portfolio. 15 Introductory Working Professional Employment

17 Design When you present your portfolio to others, it is a reflection of you especially your professional side. You should therefore give careful consideration to its design. To house your portfolio, use a container that works best for you. The container you use should be easily accessible to those people who will be evaluating your artifacts. Experiment with many types of containers such as notebooks, expanding files, folders, or portfolio satchels. Be creative with your portfolio design, but not too cute. The cover is a good place to start; your portfolio might be organized around a theme such as: Traveling on a Journey Toward Professional Teaching. Such a theme can be easily integrated into the rest of your portfolio. Remember, the goal of your portfolio is to show others how you have met each of the 12 standards. Include a Table of Contents. Providing a table of contents for the reader will help them understand how you have organized your portfolio. Label each section clearly, as this will help the reader locate artifacts easily. Provide an abbreviated title for each standard so that someone viewing the portfolio will know what it means. Present your artifacts neatly and professionally. Check spelling and grammar; all work should be typed except those artifacts not typed originally. Make sure the style of the overall presentation is consistent. Make it a habit to save electronic copies of your papers so you will be able to make clean copies to eventually include in your employment portfolio. You will not want to include graded copies in your employment portfolio. Portfolio Evaluation As your portfolio moves through developmental stages from introductory to working to professional to employment, it will be subjected to a continuous process of analysis and assessment. Much of the analysis will be your responsibility, as you decide things like what artifacts to include under each standard, the level of competence each artifact demonstrates, and which artifacts to eliminate or replace. Other evaluations may be done by your course instructors, field experience cooperating teachers, supervisors, or peers. A number of tools will be used in the portfolio evaluation process. Each of these tools is described below. Rubrics A rubric is an instrument used to help you or others make a judgment as to whether an artifact or set of artifacts demonstrates that you are at the unacceptable, emerging, proficient, or exemplary level for each of the 12 program standards. There is a separate rubric for each of the 12 standards. Eventually you will become familiar with all of the rubrics. Each of the 12 rubrics can be found in Appendix E. Sometimes, you may be asked to use a rubric to evaluate one of your artifacts or to evaluate a set of artifacts to make a judgment about one of the standards. At other times, a course instructor may ask your peers to use a rubric to evaluate one of your artifacts. Your course instructors and program faculty will also use rubrics to evaluate individual artifacts or to judge your 16

18 performance on one of the 12 program standards as unacceptable, emerging, proficient, or exemplary. Artifact Rubric Assessment Sheet When a course instructor or practicum/student teaching supervisor uses a rubric to evaluate one of your artifacts, he or she will complete an Artifact Rubric Assessment sheet and give you a copy. (NOTE: Often the instructor or supervisor will ask you to submit one of these sheets with the artifact to be evaluated.) Completed Artifact Rubric Assessment sheets should be attached to the artifacts in your working or professional portfolio. You can find a copy of an Artifact Rubric Assessment Sheet in Appendix E. Standard Summary Sheet When you present your portfolio for evaluation at one of the checkpoints listed in Table 2, you will be asked to summarize all of the assessments done on the artifacts included for each standard. You will use a Standard Summary Sheet to do this. A copy of this sheet is included in Appendix B along with a sample of how it might be filled out. Reflection Cover Sheets Readers of your portfolio will not necessarily know why an artifact was chosen for a particular standard; you should attach a Reflection Cover Sheet to each artifact. The Reflection Cover Sheet should not summarize the artifact. Instead, it should answer the questions: What is the artifact? Why is it filed under this standard? and what does it say about my growing competence? A copy of a Reflection Cover Sheet is on the next page. A sample of a completed Reflection Cover Sheet is included in Appendix C. 17

19 The CSU Teacher is a Responsive, Reflective Professional: A Partner in Learning Reflection Cover Sheet Name: Date: Licensure Area: Course/Activity: Standard #: Title of Standard (CEOHS/CEC): Name of Artifact: Rationale Statement: Why is this artifact filed under the listed Standard? What does the artifact say about my growing competence? (Be sure to address the relevant items in the appropriate rubric): 18

20 Standards Self-Assessment Checklist The following self-assessment should be included in your portfolio and is required for all checkpoint reviews. A self-assessment checklist will help you analyze your progress in meeting the program standards. Here is an example of such a checklist. SELF-ASSESSMENT OF PROGRAM STANDARDS Name CSU Program Standard My Current Strengths My Current Weaknesses Date Current Self- Assessment Unacceptable Emerging Proficient Exemplary