1

Teaching Licensure Programs

2012-2013

updated August 9, 2012 2

Contents

Introduction...... 3 What is a portfolio?...... 3 Why is a portfolio needed?...... 4 Getting Started...... 5 Portfolio Structure...... 7 Directed Response Folio...... 7 Standards-Based...... 9 Performance-Based...... 10 The Portfolio Process...... 10 Submitting an Artifact to an Instructor...... 11 Artifact Assessment...... 12 Checkpoints...... 13 Checkpoint Submission...... 14 Employment Portfolio...... 15 Conclusion...... 16 Appendix A: Program Self-Enrollment Codes...... 17 Appendix B: Transfer Student Information...... 18 Appendix C: Standards Alignment...... 19 Appendix D: Choice Artifacts...... 23 Appendix E: General Outcome Rubrics for CSU Outcomes...... 26 Appendix F: TaskStream Technical Information...... 39 3

Introduction What is a portfolio? In the Cleveland State College of Education and Human Services, you will gather a portfolio of work that you produce throughout your program. Your portfolio is a crucial part of your teacher education experience and serves as a significant method of demonstrating how you meet the standards of the Cleveland State teacher preparation program. Over the past 12 years of experience using portfolios in our teacher education programs, we have found that candidates who understand the process complete the requirements thoughtfully. When done properly, the portfolio is a valuable tool for fostering and documenting professional growth.

We want the portfolio process to be a positive experience for you. Toward that goal, this handbook provides:

 An explanation of the purpose of the portfolio  Clarification of the portfolio process at Cleveland State  Technical information about managing your portfolio  Additional resources to help you understand and make the best use of the portfolio

In the most general terms, a portfolio is documentation of professional growth and competence. We have found that candidates have different ideas when they hear the word portfolio. Let’s examine some common misconceptions that people have about CSU portfolios.

Some people think of a portfolio as a scrapbook of memorabilia. Scrapbooks contain photos, captions, and snippets of text. Scrapbooks rely heavily on visual appeal and on the use of brief, punchy statements to generate an emotional response. This is NOT what your CSU portfolio will be. Although you might include some photos in your portfolio, the contents of your portfolio must offer a reviewer insight into your knowledge, skills, and attitudes about teaching (called “dispositions” in education). Photos with captions alone are not substantial enough to offer insight into your thinking or evidence of your skills.

Some people think of a portfolio as a file cabinet or notebook containing a complete collection of assignments from all your courses. This idea of a portfolio treats everything equally with the ultimate goal of gathering as much material as possible. This is NOT what your CSU portfolio will be. Your portfolio will be selective and include only a small subset of your finished work. Some assignments will be required to be in your portfolio. Other assignments will be included because you have chosen them as evidence to demonstrate something important about your skills or knowledge.

Some people think of a portfolio as a showcase of best work, similar to a portfolio that an artist or a designer might use to win a contract with a client. This idea of a portfolio includes only the artist’s best work and does not document the prior work it took to reach that level of ability. In addition, the artist herself chooses how to organize the 4 portfolio. This is NOT what your CSU portfolio will be. Your portfolio will include high- quality pieces of work, but it will contain work that you produce at every stage in your teacher preparation program to demonstrate your growing competence in the CSU Outcomes, a set of standards that identify and describe the essential knowledge, skills and dispositions you need to start your teaching career. At each transition point you must meet expectations for that phase of your program, but we expect that you will continue to develop throughout your program. At the end of your program you will produce an employment portfolio that will include only your best work to market yourself to potential employers.

In summary, your CSU portfolio will have the following characteristics:  The portfolio will contain documents that provide substantial evidence of your knowledge, skills, and dispositions related to the CSU Outcomes.  The portfolio will contain only selected work identified by the faculty and by the candidates.  The portfolio will document professional growth by including work generated at all stages of the teacher preparation program.

Why is a portfolio needed? You may be asking yourself, “If I already receive course grades, isn’t that enough to document my professional growth? Why do I need a portfolio?” The faculty believe that the portfolio is a useful component in the CSU teacher preparation programs.

The portfolio process helps teacher candidates in the following ways:

 The process provides you with an overview of the requirements that must be completed prior to licensure and gives you an easy way to track your progress towards completion.  The portfolio allows you to identify areas of strength and to determine areas where you need to make additional efforts. The process requires you to reflect on the documents in light of the CSU Outcomes. The portfolio provides a broader perspective than an individual course and allows faculty to see that you are prepared at key transition points to move to the next level of your teacher preparation program.  The process is fair for all candidates because the portfolio uses common assessments given across all sections of a course.  At the end of your program, the portfolio helps you demonstrate whether you have satisfactorily met all program standards and thus qualify for endorsement of your licensure application.  The portfolio will provide you with materials you can use in an employment portfolio to show potential employers your skills.  The reflective components of the portfolio process will help become more aware of the CSU Outcomes and prepare you for interview questions that are likely to be similar to the outcomes.

The process helps college faculty in the following ways: 5

 The common assessments included in the portfolio facilitate conversation among faculty about course objectives, offer clear guidance for part-time instructors, and provide program teams with a measure of how courses and assignments collectively prepare candidates for success in their student teaching internships and beyond.  The portfolio provides a comprehensive tool to make informed decisions about candidates’ readiness to progress through the teacher preparation program.  The electronic portfolio process provides the faculty with a simplified system of gathering, aggregating, and analyzing assessment data within and across programs. Analysis of these data allows faculty to identify program strengths and areas for improvement.

Getting Started The following groups of students will use TaskStream (http://www.taskstream.com) to submit and manage their portfolios:

 Undergraduate students enrolled in EDB 300 in Fall 2012 or later  Graduate early childhood licensure students who took ECE 500 in Fall 2012 or later  Graduate special education licensure students who took ESE 500 in Fall 2012 or later  Students in the MUST or Chinese Licensure programs beginning Summer 2012 or later  Students who transferred to the College of Education and Human Services in Fall 2012 or later. Transfer students should refer to Appendix A for details about how the portfolio process works with transfer courses.

Any student who is not included in one of these groups and who has already submitted artifacts through ePortfolio will continue to use the ePortfolio system. (Refer to ePortfolio handbooks and instructional “Quicksheets” to help you navigate and use ePortfolio. You can find these materials online at http://www.csuohio.edu/cehs/students/eport.html)

All students using TaskStream will be charged a portfolio lab fee which covers the cost of a 4-year subscription to TaskStream. This fee will automatically be charged to EDB 300 students. Transfer students who receive credit for EDB 300 must visit the Education Student Services Center to pay this fee. Graduate licensure students will receive information from their program coordinator about how to pay the fee.

Once you have paid the fee, you will receive a key code to activate your TaskStream account. To begin your subscription activation, go to the TaskStream Home Page. Below the login area, click the “Subscribe/Renew Today” link. 6

Select the option that applies to you. First time subscribers should select the “Create a new TaskStream subscription” option. You will use Subscription Option 2 because you will be provided with a key code by either your EDB 300 instructor or the Education Student Services Center.

Follow the directions to complete the subscription purchase or activation process. Please ensure that you enter a valid email address so TaskStream can send your username and password to you. All email addresses are confidential and will not be made available to third parties. TaskStream recommends that you add the taskstream- [email protected], [email protected], and [email protected] email addresses to your email contacts so that TaskStream emails are not blocked by spam software or computer settings. 7

Once your TaskStream account is activated, you must enter the enrollment code for your program. The self-enrollment code for all programs is found in Appendix A. To enroll in your program, simply access your TaskStream account and then click on the “Enter Code” button on the left side to enter the code.

When prompted, enter the program code and click “Search.” You can then review the program information that corresponds to the code you entered. To be enrolled in the program, click “Enroll.” If you enroll yourself into an inactive program, the program will not appear on your home page until the Cleveland State Program Manager activates the program. If you switch programs, you should contact Heather Gallacher at [email protected] or 216-687-3743 to be switched into the new program.

If you have any technical questions about TaskStream, you can always contact the TaskStream Mentoring Services at [email protected] or at 800-311-5656.

Portfolio Structure As you move through your program, you will develop and submit evidence to demonstrate that you meet the 12 CSU Outcomes. Each piece of evidence is called an artifact. Course instructors assess artifacts using a rubric specific to that artifact. At various “checkpoints” that mark significant transition points in your program, you will submit additional artifacts, and a faculty evaluator will check the whole portfolio to ensure that you have met the criteria to move to the next phase of your program. To complete your program and receive endorsement for licensure, you must meet the requirements for all artifacts.

Directed Response Folio When you click on your program, you will see a list of all portfolio requirements for that program along the left side of your screen. 8

These requirements comprise a structure called a Directed Response Folio (DRF). By clicking on any requirement, you will see the course number where the assignment will be submitted and a brief overview of the assignment. All assignments will be scored using a rubric which you can also view. Many requirements also include detailed directions for the assignment; if not, your instructor will provide you with additional details.

The DRF is divided into three phases: 1) pre-practicum, 2) pre-student teaching, and 3) pre-licensure. During each phase, you will find the following types of submissions:

 Required Artifacts. For selected courses, there are common artifacts that will be submitted directly to your instructor and assessed by your instructor using a rubric for that assignment. These artifacts must be submitted and graded in TaskStream. Each required artifact will be designated as “meets” or “does not meet” requirements. If you have a required artifact that “does not meet” requirements, you will not be able to proceed to the next phase of your program.  Choice Artifacts. When your portfolio is ready to be checked to move to the next phase of your program (checkpoint assessment), you will choose two additional artifacts to submit and you will write a reflection explaining how these artifacts demonstrate your competence in the CSU Outcomes. These artifacts will be assessed by an assigned faculty checkpoint evaluator.  No Submission Requirements. In some phases of your program, there will be assessments imported directly into your DRF. These might include performance assessments from field experiences, GPA calculations, or Praxis test scores.  Summative Checkpoint Self-Analysis. In the final step before checkpoint assessment, you will review your assessments compared to the CSU outcomes to determine areas of strength and areas for improvement. You will use this analysis to determine strategies for your own professional development during the next program phase. 9

Portfolio Standards The portfolio structure is designed to ensure that you have mastered standards established by CSU to identify the skills and knowledge needed by beginning teachers. These standards, called CSU Outcomes (listed in Table 1), are based on a conceptual model of the TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL—A PARTNER IN LEARNING. Each outcome is comprised of knowledge, skills, and dispositions which you must demonstrate. These are goals toward which you will work in your teacher preparation program. Portfolio requirements have been carefully selected to provide evidence that you have met all requirements of each Outcome. The scoring rubric for each artifact is linked to these outcomes, and TaskStream allows you to you see your scores in relation to each outcome.

Table 1: Cleveland State University Teacher Education Outcomes Cleveland State University – Teacher Education Outcomes 1. Personal Philosophy. The CSU teacher education student articulates a personal philosophy of teaching and learning that is grounded in theory and practice. 2. 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. 3. 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. 4. 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. 5. 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.

6. 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. 7. 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. 8. 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. 9. 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 gives accounts of students’ learning to the outside world. 10. 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. 11. 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. 12. 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.

Besides the 12 Cleveland State Outcomes, there are many other educator standards, including the Ohio Standards for the Teaching Profession (OSTP), the Praxis domains 10 that guide the ETS Praxis II Principles of Learning and Teaching examinations, and the new teacher standards established by the Interstate New Teacher Assessment and Support Consortium (INTASC). In addition, there are subject specific standards developed by the Specialized Professional Associations (SPAs) that support different teaching content areas such as mathematics, language arts, science, and physical education. You will be introduced to these standards in your program-specific courses.

To keep the process simple, the faculty has aligned the Cleveland State Outcomes with these other standards. The chart in Appendix D shows you how these standards are aligned. If you meet the 12 Cleveland State teacher education Outcomes, you will also meet the other necessary sets of standards.

Portfolio as a performance assessment Unlike paper and pencil tests, the portfolio is designed to assess three things: 1) knowledge of pedagogy and content; 2) ability to apply and use that knowledge through the performance of specific skills; and 3) dispositions that reflect a professional attitude towards teaching. To assess these things, the portfolio will include a variety of evidence demonstrating what you know, what you can do, and your attitudes about teaching and learning. This evidence will include written assignments, electronic materials you produce for teaching, multimedia such as photos and video that document things you are able to do, and assessments of your abilities and attitudes completed by qualified people who have observed you working in educational settings.

Many portfolio requirements have been chosen to prepare you for one key culminating assessment, the Teacher Performance Assessment (TPA), which all student teachers must complete beginning in Fall 2012.

The TPA is composed of three tasks. First, you must plan a series of 3-5 lessons, called a lesson segment. Your plan must include a link to relevant content standards and a strategy for assessing student understanding. Second, you must teach and videotape yourself teaching the learning segment. You will select specific video clips to demonstrate your ability to interact with students. Third, you will analyze the learning of your students and reflect on how well your instruction helped them learn the content. If you are successful in completing the early requirements of the program, you should be well prepared for the TPA.

The Portfolio Process There are two major steps in the portfolio process. First, you will submit required artifacts to your instructors through TaskStream. Your instructors will assess each artifact using a rubric for that artifact and inform you whether it meets or does not meet requirements. If the artifact does not meet requirements, you must revise and resubmit it to your instructor until it meets requirements.

Second, at the specified “checkpoints,” you will be assigned a checkpoint assessor. You will prepare your portfolio for checkpoint assessment and submit it to your checkpoint assessor who will review your progress and determine whether you meet the criteria to 11 move forward in your program. At the final checkpoint, your assessor will determine whether you have met the criteria to be endorsed for a teaching license.

Submitting an Artifact to an Instructor This section explains how to submit the different types of artifacts during the process. As you saw earlier, each required artifact is associated with a course, which you can see in parentheses next to the artifact title. Your instructor will inform you when you need to submit the required artifact for assessment.

To submit an artifact, simply click on the title of the requirement itself. The content of the chosen requirement section will be displayed in the right frame area. You can view the “Directions” for the requirement and download any additional available details about the assignment. If you would like to see the rubric being used to evaluate your work, click the “Evaluation Method” link and click “View rubric.”

Submitting an artifact for assessment is similar to adding an attachment to an email. For most artifacts, you will be clicking on “Attachments.” Follow these steps:

1. Select the type of file you wish to add. You can select a file from your computer, a file you previously uploaded in TaskStream, or work that you created in TaskStream (such as a web folio). 2. Name the file and add a description of the file, if desired. 3. Click the “Add File” button when finished. 4. Click “Save and Return” to go back to the main program work area when you are done adding attachments. You may add multiple attachments as specified in the artifact directions. 5. To submit this requirement to your instructor, click “Submit Requirement” from the top of the Work tab. The dialog box allows you to add comments for your instructor. 12

6. Select your assessor from the list of faculty (listed alphabetically by last name) and click “Submit Evaluation.”

Congratulations! You have submitted your artifact for assessment!

Artifact Assessment Every artifact in your portfolio will be assessed by your instructor using a rubric based on the specific requirements for that artifact. Each rubric row describes one specific assignment criterion, and every row will be rated as unacceptable, emerging, proficient, or exemplary based on the column descriptions. “Proficient” describes the target level of performance. Ratings of “unacceptable” or “emerging” are not considered to be meeting the requirements for that particular assignment, whereas “exemplary” describes work that exceeds expectations. The rubric scores may also be factored into your course grade. If so, your instructor will inform you how your rubric scores will be converted into points or letter grades.

Every row of the rubric is related to one or more CSU Outcomes, which you can view by clicking on the “Standards” link in each row. We suggest that you review the rubric for every assignment before you submit it to ensure you have met all requirements. In addition to the artifact-specific rubrics, there are 12 general Outcome Rubrics (Appendix E) used with the choice artifacts at each checkpoint to assess progress on each of the 12 CSU Outcomes.

When assessing your artifact, the instructor will complete the rubric and may also provide written comments. At the end of each rubric, the instructor will indicate whether you have met or not met the requirements for that artifact. The instructor has the ability to return an electronic copy of your paper through TaskStream with comments or tracked changes.

After your instructor assesses your work, view your assessment results by clicking on the “Scores/Results” tab. The “Status” column indicates whether your artifact meets 13

or does not meet the requirements. The “Actions” column shows you to whom you submitted your artifact and indicates whether the artifact has been assessed yet. The Results column provides you with your score, and the “History” column allows you to track any comments made by you or your instructor. If any artifacts do not meet requirements, you must revise and resubmit the artifact or make alternate arrangements with the instructor. You will not be allowed to move to the next checkpoint until all artifacts within that checkpoint meet the requirements. Checkpoints Each teacher preparation program at Cleveland State has three assessment checkpoints:

 Checkpoint 1 (Pre-practicum): When you apply online for practicum, your name will be added to the list of candidates receiving a pre-practicum checkpoint assessment. By the time you are ready for practicum, you will have taken a number of professional courses, including foundations and several methods courses. The requirements in this phase of your program are focused primarily on foundational knowledge, introductory skills, and dispositions necessary for success.

 Checkpoint 2 (Pre-student teaching): When you apply for student teaching online, your name will be added to the list of candidates receiving a pre-student teaching checkpoint. Your practicum experience (or practicum equivalent) will include assessments to demonstrate your knowledge and mastery of a broad repertoire of management, instructional, and assessment strategies to prepare you for independent teaching and the completion of the Teacher Performance Assessment.

 Checkpoint 3 (Pre-licensure): This checkpoint occurs at the end of student teaching. By the end of Checkpoint 4, you must demonstrate proficiency across all 12 College Outcomes. At this phase, your portfolio will consist primarily of the Teacher Performance Assessment materials and a separate employment portfolio you will develop to assist you in your job search.

Table 2 lists the checkpoints for each undergraduate or post-baccalaureate program.

Table 2: Portfolio Checkpoints by Program Program Checkpoint : When is portfolio checked Early Childhood 1: Prior to EST 370/570 2: Prior to EST 480/580 3: At the conclusion of EST 480/580 Mild/Moderate 1: Prior to EST 377 (ESE 518/522 for graduates) 2: Prior to EST 487 (EST 587 for graduates) 3: At the conclusion of EST 487 (EST 587 for graduates) Moderate Intensive 1: Prior to EST 378 (ESE 2: Prior to EST 488 (EST 588 for graduates) 3: At the conclusion of EST 488 (EST 588 for graduates) 14

Middle Childhood 1: Prior to EST 371 2: Prior to EST 481 3: At the conclusion of EST 481 Adolescent/Young Adult 1: Prior to EST 372 2: Prior to EST 482 3: At the conclusion of EST 482 Physical Education 1: Prior to PED 440 2: Prior to PED 445 3: At the conclusion of PED 445 Art 1: Prior to EDC 311 2: Prior to EST 483 3: At the conclusion of EST 483 Music 1: Prior to MUS 445 2: Prior to EST 483 3: At the conclusion of EST 483 Foreign Language 1: Prior to EDC 313 2: Prior to EST 484 3: At the conclusion of EST 484

Checkpoint Submission During the semester when you complete checkpoint assessment, you will be assigned to a faculty member who will serve as the checkpoint assessor. To prepare for your checkpoint assessment, in addition to the required artifacts from your courses, you will prepare the following two portfolio artifacts:

1. Choice Artifacts. For Checkpoints 1 and 2, you will identify two “choice artifacts” that have not already been submitted as key artifacts. You get to choose artifacts to represent strengths in particular CSU Outcomes that you wish to demonstrate for your assessor. Upload both choice artifacts into the “Choice Artifacts” requirement in your DRF. Then, click on the “Standards” link at the bottom of the submission screen and identify which of the CSU Outcomes are addressed by the artifacts you have chosen. Finally, write a single “Reflection Cover Sheet” that explains what the artifacts are, how you have used the artifacts in your teaching (if applicable), why you have selected them, and how these artifacts demonstrate your competence in the Outcomes you have selected.

In preparing this section, you should refer to the general CSU Outcome rubrics located in Appendix D. For Checkpoint 3, you will not submit choice artifacts, but instead you will prepare an “Employment Portfolio” which you can use in your job search. You will be given more information about preparing an employment portfolio during your student teaching semester.

2. Summative Checkpoint Self-Assessment. This artifact requires you to complete a form which verifies that you have satisfied college requirements to move to the next phase in your program (e.g. GPA and grade requirements, background checks, immunizations, etc.) and involves a self-analysis of your progress on 15

each College Outcome. You should prepare this by clicking on the “Scores/Results” tab and reviewing your results for all artifacts. The Summative Checkpoint Self-Analysis Form requires you to identify “strengths” and “areas for improvement” for each College Outcome, as well as the identification of specific strategies to improve in each outcome. Finally, the form includes a self-assessment of the dispositions from the college List of Student Dispositions. You can view these forms in your TaskStream DRF.

Your checkpoint assessor will check that all required artifacts in that phase have been assessed as “meeting requirements,” review and assess your choice artifacts, review your Summative Checkpoint Self-Assessment, and rate the overall portfolio. This assessment will determine your eligibility to move to the next program phase. If you do not satisfy the checkpoint requirements, you will be referred to a Remediation Concern Conference Board which will assess any resubmitted artifacts, identify a remediation plan (if applicable), and make a final determination about your eligibility for the next phase of the program.

Employment Portfolio One of the Checkpoint 3 requirements is an Employment Portfolio. To get started, click on the “Folios & Web Pages” tab at the top of the browser. Type a title for your Employment Portfolio and click “Create New.” On the next screen, click “General Purpose Templates,” select Employment Portfolio from the drop-down list of available templates, then click “Continue.” On the following pages you can personalize your employment portfolio according to your preferences. You can modify the navigation and color selections, and then select the Edit Content tab to add artifacts you wish to include. You must include a brief introductory statement, an updated resume, and a list of current references. You may choose to include any artifacts from your TaskStream portfolio, photographs (with appropriate permissions), and any other items you choose to include. For assistance in preparing the employment portfolio, you may want to visit one of the college computer labs. Once your portfolio is ready, you will load it into your DRF template by clicking on the “Attachments” button. Then you will click the radio button for “An artifact created in TaskStream.” This will open up a drop-down box, where you will select Web Folios. You should see the name of the employment portfolio you created in the last drop-down box. If you wish to publish your employment portfolio to the internet for potential employers, simply click on the “Publish/Share” tab. Then click the “Publish” button, and TaskStream will allow you to create a customized web address and password, if you wish. Conclusion If you have questions, do not hesitate to get help from any of the following sources:  Faculty Advisor  Course Instructor 16

 Education Student Services Center (JH 170A; 216-687-4625)  TaskStream Mentoring Services (800-311-5656; [email protected])  Center for Educational Technology (JH 118)  College of Education and Human Services TaskStream web page (currently located under the Dean’s office at http://www.csuohio.edu/cehs/Deans_Office/Deans_Office.html)  Coordinator of Assessment and Accreditation (Heather Gallacher; 216-687-3743, [email protected]) We are optimistic that your portfolio experience will be professionally rewarding, if you do each of these things:

 Follow the steps in this handbook  Listen to the advice of advisors and instructors  Adhere to the written directions included in TaskStream  Seek assistance when needed We wish you good luck in your program and continued success in your teaching career. 17

Appendix A: Program Self-Enrollment Codes Use the following codes to add the correct teaching licensure program DRF to your TaskStream account. If you switch programs, you can add a new program, but you must also contact the Education Student Services Center (JH 170A; 687-4625) and the Coordinator of Assessment and Accreditation (Heather Gallacher; JH 201; [email protected]; 687-3743) to inform them of the change.

Program Self-enrollment Code Art CSUARTFA2012 Chinese CSUCHIFA2012 Early Childhood CSUECEFA2012 Early Childhood Grad CSUECGFA2012 Early Childhood Intervention Specialist CSUECISFA2012 Foreign Language CSUFLFA2012 Middle Childhood CSUMCEFA2012 Mild/Moderate CSUMMFA2012 Mild/Moderate Grad CSUMMGFA2012 Moderate/Intensive CSUMIFA2012 Moderate/Intensive Grad CSUMIGFA2012 Music CSUMUSFA2012 Physical Education CSUPEFA2012 Secondary English CSUENGFA2012 Secondary English Grad CSUENGGFA2012 Secondary Math CSUMAFA2012 Secondary Math Grad CSUMAGFA2012 Secondary Science CSUSCIFA2012 Secondary Science Grad CSUSCIGFA2012 Secondary Social Science CSUSSFA2012 Secondary Social Science Grad CSUSSGFA2012 18

Appendix B: Transfer Student Information All candidates who transfer to the College of Education and Human Services in Fall 2012 or later will use TaskStream (http://www.taskstream.com) to submit and manage their portfolios.

Transfer students who receive transfer credit for EDB 300 must visit the Education Student Services Center in Julka Hall 170 to activate their TaskStream account. You will need to provide permission for the college to assess a $105 fee to your CSU account to cover the cost of a TaskStream subscription, and then you will be given a key code to activate your TaskStream account following the steps in this handbook.

If you receive transfer credit for courses where you are required to submit a TaskStream artifact, follow these steps to receive credit for these artifacts:

1. Click on the requirement in the TaskStream DRF template. Review the directions for the assignment and select an assignment you completed at your former institution that is roughly equivalent to the TaskStream artifact. 2. Click the “Text & Image” button at the bottom of the page. In the dialogue box, type in a brief description of the artifact you are submitting, with a brief explanation of why you think it satisfies the artifact requirements. 3. Follow the directions in this handbook to add the assignment as an Attachment. 4. Submit your artifact to Cleveland State Manager (found in the evaluator list under “M” for the last name). 5. The Cleveland State Manager will determine whether the artifact satisfies the requirement and mark it in your portfolio as equivalent. 19

Appendix C: Standards Alignment Alignment Chart: Ohio, INTASC, CSU, Praxis Standards CSU Outcomes Ohio Teaching Standards PRAXIS Standards INTASC Standards 1. Personal Philosophy. The CSU 1.3 Teachers expect that all students will teacher education student achieve to their full potential. articulates a personal philosophy 7.1 Teachers understand, uphold and of teaching and learning that is follow professional ethics, policies grounded in theory and practice. and legal codes of professional conduct.

2. Social Foundations. The CSU 2.3 Teachers understand school and teacher education student district curriculum priorities and the possesses knowledge and Ohio academic content standards. understanding of the social, political, and economic factors that influence education and shape the worlds in which we live.

3. Knowledge of Subject Matter and 2.1 Teachers know the content they teach A3. demonstrating an understanding of 1. Knowledge of Subject Matter. The Inquiry. The CSU teacher education and use their knowledge of content- the connections between the teacher understands the central student understands content, specific concepts, assumptions and content that was learned previously, concepts, tools of inquiry, and disciplinary concepts, and tools of skills to plan instruction. the current content, and the content structures of the discipline(s) he or inquiry related to the development 2.4 Teachers understand the relationship that remains to be learned in the she teaches and can create learning of an educated person. of knowledge within the discipline to other future. experiences that make these aspects content areas. C2. making content comprehensible to of the subject matter meaningful for students students.

4. Knowledge of Development and 1.1 Teachers display knowledge of how A1. becoming familiar with relevant 2. Knowledge of Human Development Learning. The CSU teacher students learn and of the aspect of student’s backgrounds and Learning. The teacher education student understands developmental characteristics of and experiences understands how children learn and how individuals learn and develop age groups. A2. articulating clear learning goals for the develop and can provide learning and that students enter the 1.2 Teachers understand what students lesson that are appropriate for opportunities that support their learning setting with prior know and are able to do, and use students intellectual, social and personal experiences that give meaning to this knowledge to meet the needs of A4. creating or selecting teaching development. the construction of new all students. methods, learning activities, and knowledge. instructional materials or other resources that are appropriate for the students and that are aligned with the goals of the lesson A5. creating or selecting evaluation strategies that are appropriate for the students and that are aligned 20

CSU Outcomes Ohio Teaching Standards PRAXIS Standards INTASC Standards with the goals of the lesson B1. creating a climate that promotes fairness 5. Diversity. The CSU teacher education 1.4 Teachers model respect for students' A1. becoming familiar with relevant 3. Adaptation of Instruction for Individual student understands how diverse cultures, language skills and aspect of student’s backgrounds Needs. The teacher understands how individuals differ in their experiences. and experiences students differ in their approaches to backgrounds and approaches to 1.5 Teachers recognize characteristics of B1. creating a climate that promotes learning and creates instructional learning and incorporates and gifted students, students with fairness opportunities that are adapted to accounts for such diversity in disabilities and at-risk students in diverse learners. teaching and learning. order to assist in appropriate identification, instruction and intervention. 4.5 Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students. 5.1 Teachers treat all students fairly and establish an environment that is respectful, supportive and caring. 6. Learning Environment. The CSU 5.2 Teachers create an environment that B1. creating a climate that promotes 5. Skills. The teacher uses an teacher education student uses an is physically and emotionally safe. fairness understanding of individual and group understanding of individual and 5.3 Teachers motivate students to work B2. establishing and maintaining rapport motivation and behavior to create a group motivation to promote productively and assume responsibility for with students learning environment that positive social interaction, active their own learning. B3. communicating challenging learning encourages positive social engagement in learning, and self- 5.4 Teachers create learning situations in expectations to each student interaction, active engagement in motivation. which students work independently, B4. establishing and maintaining learning, and self-motivation. collaboratively and/or as a whole class. consistent standards of classroom 5.5 Teachers maintain an environment behavior that is conducive to learning for all B5. making the physical environment as students. safe and conducive to learning as possible 7. Communication. The CSU teacher 2.5 Teachers connect content to relevant B3. communicating challenging learning 6. Classroom Motivation and education student uses knowledge life experiences and career expectations to each student Management. The teacher uses of effective verbal, nonverbal, and opportunities. C1. making learning goals and knowledge of effective verbal, media communication techniques 4.1 Teachers align their instructional goals instructional procedures clear to nonverbal, and media communication to foster inquiry, collaboration, and and activities with school and district students techniques to foster active inquiry, engagement in learning priorities and Ohio’s academic C2. making content comprehensible to collaboration, and supportive environments. content standards. students interaction in the classroom. 4.2 Teachers use information about C3. encouraging students to extend their students’ learning and performance thinking to plan and deliver instruction that C5. using instructional time effectively will close the achievement gap. 4.4 Teachers apply knowledge of how students think and learn to instructional design and delivery. 4.6 Teachers create and select activities that are designed to help students develop as independent learners 21

CSU Outcomes Ohio Teaching Standards PRAXIS Standards INTASC Standards and complex problem-solvers.

8. Instructional Strategies. The CSU 2.2 Teachers understand and use content- A2. articulating clear learning goals for the 4. Multiple Instructional Strategies. The teacher education student plans specific instructional strategies to lesson that are appropriate for teacher understands and uses a and implements a variety of effectively teach the central students variety of instructional strategies to developmentally appropriate concepts and skills of the discipline. A4. creating or selecting teaching encourage students’ development instructional strategies to develop 4.1 Teachers align their instructional goals methods, learning activities, and of critical thinking, problem solving, performance skills, critical thinking, and activities with school and district instructional materials or other and performance skills. and problem solving, as well as to priorities and Ohio’s academic resources that are appropriate for foster social, emotional, creative, content standards. the students and that are aligned 7. Instructional Planning Skills. The and physical development. 4.2 Teachers use information about with the goals of the lesson teacher plans instruction based 10. Technology. The CSU teacher students’ learning and performance C3. encouraging students to extend their upon knowledge of the subject education student understands and to plan and deliver instruction that thinking matter, students, the community, uses up-to-date technology to will close the achievement gap. D2. demonstrating a sense of efficacy and curriculum goals. enhance the learning environment 4.4 Teachers apply knowledge of how across the full range of learner students think and learn to needs. instructional design and delivery. 4.6 Teachers create and select activities that are designed to help students develop as independent learners and complex problem-solvers. 4.7 Teachers use resources effectively, including technology, to enhance student learning. 9. Assessment. The CSU teacher 3.1 Teachers are knowledgeable about A5. creating or selecting evaluation 8. Assessment of Student Learning. The education student understands, assessment types, their purposes strategies that are appropriate for teacher uses formal and informal selects, and uses a range of and the data they generate. the students and that are aligned assessment strategies to evaluate assessment strategies to foster 3.2 Teachers select, develop and use a with the goals of the lesson and ensure the continuous physical, cognitive, social, and variety of diagnostic, formative and C4. monitoring students’ understanding of intellectual, social, and physical emotional development of learners summative assessments. the content through a variety of development of the learner. and gives accounts of students’ 3.3 Teachers analyze data to monitor means, providing feedback to learning to the outside world. student progress and learning, and students to assist in learning, and to plan, differentiate and modify adjusting learning activities as the instruction. situation demands. 3.4 Teachers collaborate and communicate student progress with students, parents and colleagues. 3.5 Teachers involve learners in self- assessment and goal setting to address gaps between performance and potential. 11. Professional Development. The 7.2 Teachers take responsibility for D1. reflecting on the extent to which the 9. Professional Commitment and CSU teacher education student is engaging in continuous, purposeful learning goals were met Responsibility. The teacher is a a reflective practitioner who professional development. D2. demonstrating a sense of efficacy reflective practitioner who continually evaluates his/her interactions evaluates the effects of his/her with others (e.g., learners, choices and actions on others parents/guardians, colleagues (students, parents, and other and professionals in the professionals in the learning 22

CSU Outcomes Ohio Teaching Standards PRAXIS Standards INTASC Standards community) and seeks community) and who actively seeks opportunities to grow out opportunities to grow professionally. professionally. 12. Collaboration and 6.2 Teachers share responsibility with D3. building professional relationships 10. Partnerships. The teacher fosters Professionalism. The CSU teacher parents and caregivers to support with colleagues to share teaching relationships with school colleagues, education student fosters student learning, emotional and insights and to coordinate learning parents, and agencies in the larger relationships with colleagues, physical development and mental activities for students community to support students’ parents/guardians, community health D4. communicating with parents or learning and well being. agencies, and colleges/universities 6.3 Teachers collaborate effectively with guardians about student learning to support students’ growth and other teachers, administrators and well being. school and district staff. 6.4 Teachers collaborate effectively with the local community and community agencies, when and where appropriate, to promote a positive environment for student learning. 23

Appendix D: Choice Artifacts Table 3 provides examples of the kinds of artifacts you may include as choice artifacts to provide evidence of your competence in each program standard. The list is not comprehensive. There are many possible artifacts you could use.

Table 3: Examples of Choice Artifacts for each Outcome Program Examples of Artifacts Standard 1. Personal  personal philosophy paper Philosophy  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 2. Social  essay on a complex social issue Foundations  position paper on a complex social issue  research paper/project on a complex social issue 3. Knowledge of  resource reference in lesson plans Subject Matter  learning packet that demonstrate knowledge of content and Inquiry  lesson plan, web site (self-designed), or outline in which content is clearly explained  research conducted in preparation for instruction  research paper in content area  project done as part of content area coursework  article summary or critique  copy of evaluation that comments on and/or rates the knowledge of subject matter you demonstrate in your teaching  results of Praxis II content area test 4. Knowledge of  case study Development and  notes from observation of pupils Learning  example of differentiated curriculum  adaptation of lesson or unit plan to account for individual differences  lesson plan including “developmentally appropriate” learning activities  diagnostic tool used to get to know pupils  audio or videotape with analysis  sample of checklist used to record development of pupils 5. Diversity  curriculum, unit plan, or lesson plan incorporating content, materials, activities designed to enhance pupils’ appreciation for any ethnic group, gender, religion, handicapping condition, etc.  curriculum, unit plan, or lesson plan incorporating content, materials, activities differentiated to account for diverse learners  essay or position paper on issue of diversity  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  journal reflection 6. Learning  copy of classroom management plan Environment  audio or videotape with analysis  journal reflection  lesson plan with evidence of planning for the management of time and materials  picture of bulletin board  picture of classroom  written observation by supervisor 24

 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  copy of lesson or unit plan Strategies  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  description and/or videotape of assessment procedure with analysis  chart showing pre and post test results  sample of pupil test with comments  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) 10. Technology  copy of lesson or unit plan showing use of technology  sample of media produced for use in instruction  copy of PowerPoint or similar presentation  audio or videotape with analysis  assessment of use of technology by supervisor, cooperating teacher, peers, etc.  journal reflection  sample of media/technology produced by pupils 11. Professional  journal reflection Development  copy of lesson or unit plan with reflective analysis  evidence of attendance at workshop, professional conference  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 12. Collaboration and  evidence of participation in extra-curricular activities Professionalism  copy of communication with parents, colleagues, community members  documentation of meetings with parents, colleagues, community members  sample of materials prepared for a meeting, class, etc., in which a leadership role was assumed  thank you, certificate, testimonial to attest to work done in collaboration with others

You will write one Reflection Cover Sheet to explain how your chosen artifacts relate to the CSU Outcomes. You will use the Reflection Cover Sheet to help the checkpoint 25 assessor understand what you are trying to demonstrate about your competence. The Reflection Cover Sheet is extremely important because it is likely to be the first thing your assessor looks at when reviewing the choice artifacts.

Think of the Reflection Cover Sheet like the cover letter of an application package. Your choice artifacts, like a resume, contain the information about what you’ve accomplished, but by themselves it may not be apparent how they demonstrate your abilities. A good cover letter explains to a potential employer how your experiences on the resume match with the job requirements. In the same way, a Reflection Cover Sheet explains to an assessor how your artifacts show your mastery of the CSU Outcomes. A good Reflection Sheet should not merely summarize the artifact. Instead, it should:

 describe the artifact;  state how you used the artifact in your teaching (if applicable);  explain why you selected the artifact for your portfolio;  analyze how your artifact is related to the CSU Outcomes you have chosen and how the artifact demonstrates your growing competence in those Outcomes.

Sample Reflection Cover Sheet

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):

This is a copy of a written test I developed during student teaching to assess how well my students met the following objectives of a poetry unit:  The students will be able to identify the major theme of a poem by Edgar Allen Poe  The students will be able to describe the structure and form of a poem  The students will be able to describe how Poe uses imagery and figurative language to convey meaning  The students will be able to describe how Poe uses language to express feelings.

The test relates specifically to these objectives and is a good example of the kind of assessment that challenges students to use their higher order cognitive abilities.

Both my student teaching supervisor and I evaluated this test at the “Proficient” level. In addition, most students commented that it was fair and comprehensive—and even a little “fun” to take. I do, however, think that the test was a little “long” for the time allotted for the class. I would probably eliminate questions 7 and 11 next time. Overall, I think the test shows that I am competent at developing assessment instruments that challenge students and are keyed directly to learning objectives.

What is not shown in the artifact is how I have used the results of the test to plan changes to my unit. In analyzing and reflecting on the results, I have concluded that my students had trouble describing how Poe uses language to express feelings. The next time I teach this unit (or a similar one), I plan to incorporate many more examples from Poe’s poetry and from the poetry of others. I will also ask the students to engage in some imagery activities. For example, I will ask them to close their eyes and get in touch with their feelings as I read specific words, lines, or passages from various poems. We will then discuss their feelings and how other words might evoke similar or contrasting feelings. We might also discuss how hearing certain words at home, in school, or “on the street” evoke feelings. 26

Appendix E: General Outcome Rubrics for CSU Outcomes 27 CLEVELAND STATE UNIVERSITY COLLEGE OF EDUCATION AND HUMAN SERVICES THE TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL: A PARTNER IN LEARNING

Outcome 1 - PERSONAL PHILOSOPHY The CSU Teacher education student articulates a personal philosophy of teaching and learning that is grounded in theory and practice. [OHIO 1.3, 7.1] CRITERIA LEVELS OF ACHIEVEMENT UNACCEPTABLE EMERGING PROFICIENT EXEMPLARY (showing growth toward (ready to be a first year teacher) (target for experienced teacher) proficiency) Knowledge & Understanding The artifact (& reflection) The artifact (& reflection) defines The artifact (& reflection) provides an The artifact (& reflection) provides an In the area of Knowledge and Understanding, does not provide a clear educational beliefs with general explanation of educational beliefs explanation of educational beliefs artifacts & reflections are expected to show explanation of beliefs. justifications that are largely consistent with current ideas of best consistent with current ideas of best that the candidate has an understanding of the Educational philosophy as based on personal experience. practice as justified by theory and practice that includes specific and key concepts, ideas, or strategies necessary described is research. appropriate references to personal to implement this standard in teaching incomprehensible or experiences. It clearly and articulately practice. contradictory. explains the theoretical and philosophical bases for personal beliefs.

Performance & Skills The artifact (& reflection) The artifact (& reflection) provides The artifact (& reflection) provides some The artifact (& reflection) provides In the area of Performance & Skills, artifacts provides little or no evidence some evidence that the candidate evidence that the candidate can apply clear evidence that the candidate can and reflections are expected to show the that the candidate can assess can assess the consequences of philosophical reasoning to assess the apply philosophical reasoning to the candidate’s ability to implement this standard the educational implications instructional decisions, but lacks consequences and implications of critical assessment of his/her own in teaching practice. and consequences of skill in philosophical reasoning. instructional decisions. Writing is clear beliefs and actions. Writing is clear instructional decisions. Writing is somewhat incoherent. with minor incoherence. The artifact (& and coherent. The artifact (& Writing is incoherent. The The artifact (& reflection) shows reflection) shows the ability to cogently reflection) shows on ability to artifact (& reflection) shows the ability to cogently summarize summarize and analyze information, cogently summarize, analyze and an inability to cogently information, ideas, and opinions. ideas, and opinions. evaluate information, ideas, and summarize, analyze, or opinions. evaluate information, ideas, and opinions. Dispositions The personal philosophy The personal philosophy reflected The personal philosophy reflected in the The personal philosophy reflected in In the area of Dispositions, artifacts and reflected in the artifact (& in the artifact (& reflection) is artifact (& reflection) is congruent with the artifact (& reflection) is congruent reflections are expected to show that the reflection) violates congruent with professional and professional and ethical standards; it with professional and ethical candidate values the key concepts and beliefs professional and/or ethical ethical standards. Beliefs and provides some evidence of a standards; it provides ample of the standard and behaves in ways that are standards; it reflects biased, attitudes expresses are relatively commitment to continued professional evidence of a commitment to consistent with those values and beliefs. stereotypical, or prejudicial free from bias; however, scant development; and it is free from bias. continued professional development, attitudes and beliefs; and it evidence is provided to suggest a and it is free from bias. provides no evidence of a ongoing commitment to continued commitment to continued professional development. professional development. 28 CLEVELAND STATE UNIVERSITY COLLEGE OF EDUCATION AND HUMAN SERVICES The Teacher as a Responsive, Reflective Professional: A Partner in Learning

Outcome 2 - SOCIAL FOUNDATIONS The CSU teacher education student has knowledge of pertinent issues in society, how they effect education and how they relate to educational reform on community, state, national and international levels. [OHIO 2.3] CRITERIA LEVELS OF ACHIEVEMENT UNACCEPTABLE EMERGING PROFICIENT EXEMPLARY (showing growth toward (ready to be a first year teacher) (target for experienced teacher) proficiency) Knowledge & Understanding The artifact (& reflection) The artifact (& reflection) shows The artifact (& reflection) shows The artifact (& reflection) shows In the area of Knowledge and Understanding, shows a lack of limited understanding of the need acceptable understanding of education evidence through exemplary written artifacts & reflections are expected to show understanding of the need to to view education within a broader as part of a complex socio-cultural and oral communication of a that the candidate has an understanding of the view education within the framework of social issues. fabric. It shows a knowledge of the profound understanding of socio- key concepts, ideas, or strategies necessary framework of broader social effect of social change through cultural issues and how they are to implement this standard in teaching issues. educational practice. effected by and affect the practice of practice. education.

Performance & Skills The artifact (& reflection) The artifact (& reflection) shows The artifact (& reflection) provides The artifact (& reflection) shows In the area of Performance & Skills, artifacts shows a lack of ability to build limited ability to articulate acceptable evidence of the ability to exemplary evidence of the ability to and reflections are expected to show the conceptual relationships conceptual relationships between build conceptual relations among use synthesis to build complex candidate’s ability to implement this standard between education and other education and other socio-cultural education and a wide variety of socio- conceptual relations between in teaching practice. socio-cultural concepts. fields of study. cultural issues. education and a wide variety of socio-cultural issues.

Dispositions The artifact (& reflection) The artifact (& reflection) shows The artifact (& reflection) shows The artifact (& reflection) shows In the area of Dispositions, artifacts and shows a lack of desire to limited interest and effort in consistent work with colleagues to plan exemplary positive leadership in reflections are expected to show that the effect social collaboration and working collaboratively with ways to involve a broader community in working with others to affect the candidate values the key concepts and beliefs change in education through students, colleagues, parents and the process of the practice of education process of educational change and of the standard and behaves in ways that are understanding of social community. It shows some sense and educational reform. It displays reform. It displays considerable consistent with those values and beliefs. issues. of responsibility and empowerment evidence of a belief that educational evidence of a belief that educational of effecting social change through practice can effect social change. practice can effect social change. the practice of education. 29 CLEVELAND STATE UNIVERSITY COLLEGE OF EDUCATION AND HUMAN SERVICES The Teacher as a Responsive, Reflective Professional: A Partner in Learning

Outcome 3 - 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.[OHIO 2.1, 2.4; INTASC #1; PRAXIS A3 & C2] CRITERIA LEVELS OF ACHIEVEMENT UNACCEPTABLE EMERGING PROFICIENT EXEMPLARY (showing growth toward (ready to be a first year teacher) (target for experienced teacher) proficiency) Knowledge & Understanding The artifact (& reflection) The artifact (& reflection) shows The artifact (& reflection) displays The artifact (& reflection) displays In the area of Knowledge and Understanding, shows lack of a grasp of limited knowledge of subject substantial knowledge of subject matter comprehensive knowledge of subject artifacts & reflections are expected to show subject matter, content area matter and content area and content area standards. It matter and content area standards. It that the candidate has an understanding of the standards or strategies standards. It evidences some evidences adequate understanding of shows understanding of strategies, key concepts, ideas, or strategies necessary required to create and understanding of strategies, strategies, methods, and materials methods, and materials to create and to implement this standard in teaching implement developmentally- methods, and materials needed to needed to create and implement implement developmentally- practice. appropriate activities. create and implement a developmentally-appropriate activities. appropriate activities developmentally-appropriate activity.

Performance & Skills The artifact (& reflection) The artifact (& reflection) shows a The artifact (& reflection) consistently The artifact (& reflection) uses multiple In the area of Performance & Skills, artifacts shows representations of limited ability to use uses representations of key disciplinary representations of key disciplinary and reflections are expected to show the disciplinary ideas that are representations of disciplinary ideas to make subject matter accessible ideas to make subject matter candidate’s ability to implement this standard inaccurate or unclear. It ideas to make subject matter and meaningful to students. It shows accessible and meaningful to students. in teaching practice. provides evidence of accessible to students. It shows engagement in an adequate amount of It shows engagement in extensive engagement in little or no limited engagement in inquiry for inquiry for preparation. inquiry for preparation. inquiry for preparation. preparation. Dispositions The artifact (& reflection) The artifact (& reflection) shows The artifact (& reflection) shows a The artifact (& reflection) shows In the area of Dispositions, artifacts and shows lack of recognition of limited recognition of the consistent recognition of the importance extensive awareness of the synergistic reflections are expected to show that the the importance of content importance of content knowledge. of content knowledge. It shows relationship between content and candidate values the key concepts and beliefs knowledge. It shows a lack of It shows some motivation to motivation to engage in inquiry to learn inquiry as applied to planning and of the standard and behaves in ways that are the motivation to engage in engage in inquiry to learn new new content for planning and teaching. teaching. consistent with those values and beliefs. inquiry to learn new content content for planning and teaching. for panning and teaching 30 CLEVELAND STATE UNIVERSITY COLLEGE OF EDUCATION AND HUMAN SERVICES The Teacher as a Responsive, Reflective Professional: A Partner in Learning

Outcome 4 - KNOWLEDGE OF DEVELOPMENT AND LEARNING The teacher candidate 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. [OHIO 1.1, 1.2; INTASC #2; PRAXIS A1, A2, A4, A5, & B1]

LEVELS OF ACHIEVEMENT CRITERIA UNACCEPTABLE EMERGING PROFICIENT EXEMPLARY (showing growth toward (ready to be a first year teacher) (target for experienced teacher) proficiency) Knowledge & Understanding The artifact (& reflection) The artifact (& reflection) shows The artifact (& reflection) shows The artifact (& reflection) shows In the area of Knowledge and Understanding, shows lack of knowledge and limited knowledge and acceptable knowledge and extensive knowledge and artifacts & reflections are expected to show understanding of major understanding of major theories of understanding of major theories of understanding of major theories of that the candidate has an understanding of the theories of cognitive, cognitive, physical, emotional, cognitive, physical, emotional, social, cognitive, physical, emotional, social, key concepts, ideas, or strategies necessary physical, emotional, social, social, and moral development, of and moral development, of how and moral development, of how to implement this standard in teaching and moral development, of how students construct knowledge students construct knowledge and students construct knowledge and practice. how students construct and acquire cognitive and acquire cognitive and metacognitive acquire cognitive and metacognitive knowledge and acquire metacognitive skills, and of skills, and of developmental skills, and of developmental cognitive and metacognitive developmental progressions. progressions progressions skills, and of developmental progressions. Performance & Skills The artifact (& reflection) The artifact (& reflection) shows The artifact (& reflection) consistently The artifact (& reflection) shows In the area of Performance & Skills, artifacts shows lack of ability to apply limited ability to apply knowledge shows application of knowledge of consistent and deliberate application and reflections are expected to show the knowledge of educational of educational theories and educational theories and concepts, to of knowledge of educational theories candidate’s ability to implement this standard theories and concepts, to concepts, to build on prior build on prior knowledge in the and concepts; it shows provision of in teaching practice. build on prior knowledge in knowledge in the development of development of students’ thinking and opportunities for students to discover the development of students’ students’ thinking and the the implementation of appropriate connections between prior knowledge thinking and the implementation of appropriate instructional activities; it shows and present learning; it shows implementation of appropriate instructional activities; it shows consistent integration of the awareness consistent and deliberate integration instructional activities; it limited ability to integrate of cultural and individual differences of the awareness of cultural and shows lack of ability to awareness of cultural and and similarities into practice. individual differences and similarities integrate awareness of individual differences and into practice. cultural and individual similarities into practice. differences and similarities into practice. Dispositions The artifact (& reflection) The artifact (& reflection) shows The artifact (& reflection) shows The artifact (& reflection) shows In the area of Dispositions, artifacts and shows lack of appreciation limited appreciation and respect consistent appreciation and respect for consistent and deliberate appreciation reflections are expected to show that the and respect for for developmental change, developmental changes, individual and respect for developmental candidate values the key concepts and beliefs developmental changes, individual differences, self-efficacy, differences, self-efficacy, the fact that changes, individual differences, self- of the standard and behaves in ways that are individual differences, self- the fact that all students are able all students are able to achieve, and the efficacy, the fact that all students are consistent with those values and beliefs. efficacy, for the fact that all to achieve, and the instructional instructional opportunity of students’ able to achieve, and the instructional students are able to achieve; opportunity of students’ misconceptions. opportunity of students’ and the instructional misconceptions misconceptions. opportunity of students’ misconceptions. 31 CLEVELAND STATE UNIVERSITY COLLEGE OF EDUCATION AND HUMAN SERVICES The Teacher as a Responsive, Reflective Professional: A Partner in Learning Outcome 5 - DIVERSITY The teacher candidate understands how individuals differ in their backgrounds and approaches to learning and incorporates and accounts for such diversity in teaching and learning. [OHIO 1.4, 1.5, 4.5, 5.1; INTASC #3; PRAXIS A1 & B1] LEVELS OF ACHIEVEMENT CRITERIA UNACCEPTABLE EMERGING PROFICIENT EXEMPLARY (showing growth toward (ready to be a first year teacher) (target for experienced teacher) proficiency) Knowledge & Understanding The artifact (& reflection) shows The artifact (& reflection) shows limited The artifact (& reflection) shows acceptable The artifact (& reflection) shows deep In the area of Knowledge and Understanding, lack of a grasp of the concept of knowledge of varying individual learning levels of knowledge of varying learning knowledge of “culturally responsive artifacts & reflections are expected to show that the varying individual learning abilities and of the need to vary abilities and of the need to vary instructional pedagogy” including assessments, curricular candidate has an understanding of the key concepts, abilities; it shows lack of instructional assessments, appropriate assessments, appropriate activities, response and instructional design related to it for ideas, or strategies necessary to implement this knowledge of the need to vary activities, response modes, etc. to modes and adaptations of instruction for children with varying abilities, second standard in teaching practice. instructional assessments and accommodate the needs of learners students with varying abilities; it shows language learners, and those from diverse approaches for students, with varying abilities, second language knowledge of educational needs of second cultural backgrounds; it shows deep including those with varying learners, and those from diverse language learners and those from diverse understanding of the importance of abilities, second language cultural backgrounds; it shows limited cultural backgrounds; it shows understanding community resources to meet the needs of learners and those from diverse knowledge of community resources. of the importance of community resources to diverse learners and their families. cultural backgrounds; it shows diverse learners and their families. lack of understanding of the importance of community resources to learning of diverse learners. Performance & Skills The artifact (& reflection) lacks the The artifact (& reflection) shows limited The artifact (& reflection) shows ability to The artifact (& reflection) shows ability to In the area of Performance & Skills, artifacts and ability to design instruction that ability to design instruction that is design instruction that appropriately consistently plan and implement effective reflections are expected to show the candidate’s responds to the needs of responsive to individual student needs; challenges students of varying abilities, instruction which responds to individual ability to implement this standard in teaching individual and diverse learners; it it does not display consistent diverse cultures, and linguistic histories; it students’ diverse needs; it shows consistent practice. demonstrates only modest expectations for students; it shows shows the ability to communicate effectively use of community resources that support the expectations for children with limited ability to respond sensitively to with families of children with varying abilities, learning of students with varying abilities, varying abilities, second language differing and diverse family cultures and from diverse cultures and those of second second language learners, and those from learners, and those from diverse needs. language learners; it shows ability to utilize diverse cultural backgrounds; it shows ability cultural backgrounds; it does not community services and resources to support to work effectively with families as partners respond sensitively to the needs students’ learning needs. in their children’s learning. of students’ families from diverse cultures or abilities. Dispositions The artifact (& reflection) places The artifact (& reflection) shows little The artifact (& reflection) shows high value on The artifact (& reflection) shows high value In the area of Dispositions, artifacts and reflections little value on high expectations value of the need to vary goals, the importance of responding sensitively to on human variability and the importance of are expected to show that the candidate values the for all students or on the instruction, activities, and assessment students’ varied abilities, cultures, and varying instruction to meet the needs of key concepts and beliefs of the standard and importance of “culturally in response to individual students’ linguistic histories; it shows an appreciation children with varying abilities, second behaves in ways that are consistent with those responsive pedagogy” to meet the needs for children with varying abilities, for seeking ways to represent community and language learners, and those from diverse values and beliefs. needs of diverse learners; it those from diverse cultural cultural norms in the learning environment; it cultural backgrounds; it shows an shows little respect for students’ backgrounds, and second language shows appreciation for the importance of expectation for students to achieve at their varied talents, interests, linguistic learners; it shows little appreciation for families and the community in the educational highest levels; it shows a deep appreciation histories, or cultural backgrounds; human diversity and how human process. of the importance of family and community it shows little regard for the differences have an impact on the involvement in the educational process. importance of community learning process; it shows some value resources for diverse learners on using community resources in the and their families. educational process for diverse learners and their families. 32 CLEVELAND STATE UNIVERSITY COLLEGE OF EDUCATION AND HUMAN SERVICES THE TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL: A PARTNER IN LEARNING Outcome 6 - 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. [OHIO 5.2, 5.3, 5.4, 5.5; INTASC #5; PRAXIS B1, B2, B3, B4 & B5] CRITERIA LEVELS OF ACHIEVEMENT UNACCEPTABLE EMERGING PROFICIENT EXEMPLARY (showing growth toward (ready to be a first year teacher) (target for experienced teacher) proficiency) Knowledge & Understanding The artifact (& reflection) shows lack of The artifact (& reflection) show The artifact (& reflection) show The artifact (& reflection) shows In the area of Knowledge and knowledge and understanding of major limited knowledge and acceptable knowledge and extensive knowledge and Understanding, artifacts & reflections theories of motivation and learning, self- understanding of major theories understanding of major theories of understanding of major theories of are expected to show that the efficacy, goal orientations, group of motivation and learning, self- motivation and learning, self-efficacy, motivation and learning, self-efficacy, candidate has an understanding of dynamics, and development as well as efficacy, goal orientations, group goal orientations, group dynamics, goal orientations, group dynamics, the key concepts, ideas, or strategies cultural variations and classroom dynamics, and development as and development as well as cultural and development as well as cultural necessary to implement this standard applications; it shows lack of knowledge well as cultural variations and variations and classroom variations and classroom in teaching practice. of how materials, tasks, and features of classroom applications; it shows applications; it shows acceptable applications; it shows extensive . the physical environment contribute to limited knowledge of how knowledge of how materials, tasks, knowledge of how materials, tasks, students’ learning. materials, tasks, and features of and features of the physical and features of the physical the physical environment environment contribute to students’ environment contribute to students’ contribute to students’ learning. learning. learning. Performance & Skills The artifact (& reflection) shows lack of The artifact (& reflection) shows The artifact (& reflection) shows The artifact (& reflection) show In the area of Performance & Skills, ability to use strategies that demonstrate limited ability to use strategies consistent uses of strategies that consistent and deliberate use of artifacts and reflections are expected knowledge of major theories of that demonstrate knowledge of demonstrate knowledge of major strategies that demonstrate to show the candidate’s ability to motivation and learning, self-efficacy, major theories of motivation and theories of motivation and learning, knowledge of major theories of implement this standard in teaching goal orientations, group dynamics, and learning, self-efficacy, goal self-efficacy, goal orientations, group motivation and learning, self-efficacy, practice. development in culturally appropriate orientations, group dynamics, dynamics, and development in goal orientations, group dynamics, ways; it shows lack of ability to utilize and development in culturally culturally appropriate ways; it shows and development in culturally understanding of how materials, tasks, appropriate ways; it shows consistent application of appropriate ways; it shows consistent and features of the physical environment limited ability to utilize understanding of how materials, and deliberate application of contribute to students’ learning. understanding of how materials, tasks, and features of the physical understanding of how materials, tasks, and features of the environment contribute to students’ tasks, and features of the physical physical environment contribute learning. environment contribute to students’ to students’ learning. learning. Dispositions The artifact (& reflection) shows lack of The artifact (& reflection) shows The artifact (& reflection) shows The artifact (& reflection) shows In the area of Dispositions, artifacts appreciation for the importance of limited appreciation for the consistent appreciation for the consistent and explicit appreciation and reflections are expected to show establishing a positive learning importance of establishing a importance of establishing a positive for the importance of establishing a that the candidate values the key environment in the classroom that positive learning environment in learning environment in the positive learning environment in the concepts and beliefs of the standard promotes social interaction, active the classroom that promotes classroom that promotes social classroom that promotes social and behaves in ways that are engagement in learning and self- social interaction, active interaction, active engagement in interaction, active engagement in consistent with those values and motivation in culturally appropriate ways; engagement in learning and self- learning and self-motivation in learning and self-motivation in beliefs. it shows lack of appreciation for the motivation in culturally culturally appropriate ways; it shows culturally appropriate ways; it shows degree to which materials, tasks, and appropriate ways; it shows consistent appreciation for the consistent and explicit appreciation features of the physical environment limited appreciation for the degree to which materials, tasks, and for the degree to which materials, contribute to students’ learning. degree to which materials, tasks, features of the physical environment tasks, and features of the physical and features of the physical contribute to students’ learning. environment contribute to students’ environment contribute to learning students’ learning. 33 CLEVELAND STATE UNIVERSITY COLLEGE OF EDUCATION AND HUMAN SERVICES THE TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL: A PARTNER IN LEARNING Outcome 7 - COMMUNICATION The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster inquiry, collaboration, and engagement in learning environments. [OHIO 2.5, 4.1, 4.2, 4.4, 4.6; INTASC #6; PRAXIS B3, C1, C2, C3, & C5] CRITERIA LEVELS OF ACHIEVEMENT UNACCEPTABLE EMERGING PROFICIENT EXEMPLARY (showing growth toward proficiency) (ready to be a first year teacher) (target for experienced teacher) Knowledge & Understanding The artifact (& reflection) shows weak The artifact (& reflection) show relatively The artifact (& reflection) shows The artifact (& reflection) shows strong In the area of Knowledge and knowledge of subject that may hinder weak knowledge of subject that may knowledge of subject that supports ability knowledge of subject that makes it possible to Understanding, artifacts & reflections ability to provide understandable, hinder ability to provide understandable, to provide understandable, accurate offer multiple powerful representations of accurate statements about content. It accurate statements about content. It statements about content. It shows content. It shows understanding of multiple are expected to show that the shows lack of understanding of shows limited repertoire of methods of understanding of multiple methods of methods of presenting information, how to candidate has an understanding of the multiple methods of presenting presenting information, limited awareness presenting information, how to structure structure classroom discussion, how to key concepts, ideas, or strategies information, how to structure of how to structure classroom discussion classroom discussion, how to question question students to probe their thinking, and necessary to implement this standard classroom discussion, how to question or how to question students to probe their students to probe their thinking, and how how to use nonverbal communication as a in teaching practice. students to probe their thinking, and thinking. It shows little or no understanding to use nonverbal communication as a communication tool. how to use nonverbal communication of nonverbal communication strategies. communication tool. strategies.

Performance & Skills The artifact (& reflection) shows poor The artifact (& reflection) shows clear The artifact (& reflection) shows some The artifact (& reflection) shows clear In the area of Performance & Skills, communication of learning communication of non-challenging learning clarity in communicating challenging communication of challenging learning artifacts and reflections are expected expectations, ineffective use of expectations, and ineffective use of learning expectations, effective use of expectations, effective use of instructional time, instructional time, use of lecturing as instructional time, which includes doing instructional time, varying methods of varied methods of presentation of new to show the candidate’s ability to the only mode of communication, no two or three or more of the following: presentation of new material, including material, including group work, powerful, implement this standard in teaching use of group work. It shows primarily use of lecturing as a mode of group work, comprehensible and correct comprehensible and correct presentations of practice. presentations of content that are communication, with occasional questions presentations of content, some attempts content, regularly probing and encouraging of incomprehensible or incorrect; rare interspersed; sporadic use of group work; to probe or encourage diversity of diversity of student thinking, and effective attempts to probe or encourage presenting content that is difficult to follow student thinking, and effective management of group work. It demonstrates diversity of student thinking, and or contains relatively serious factual errors; management of group work. It complete mastery of major and minor ineffective management of group rarely attempting to probe or encourage demonstrates mastery of major and conventions of standard English. work. It demonstrates mastery of diversity of student thinking; managing many minor conventions of standard some major conventions of standard group work ineffectively. It demonstrates English. English. mastery of most major and some minor conventions of standard English. Dispositions The artifact (& reflection) shows a The artifact (& reflection) shows a view of The artifact (& reflection) shows a view of The artifact (& reflection) shows a view of In the area of Dispositions, artifacts view of self as deliverer of information. self as deliverer of information, with an students as a valid sources of students as a valid sources of information. It and reflections are expected to show It shows little regard for ideas of occasional need to solicit student input. It information. It shows the offering of shows the offering of additional information to students, a belief that students have shows occasional fostering of student additional information to clarify and clarify or extend student thinking, a belief in the that the candidate values the key no prior knowledge to use in making inquiry, few attempts to promote student extend student thinking, a belief in the importance of listening to students’ ideas, a concepts and beliefs of the standard sense of new content, a belief that collaboration, a belief mainly in one importance of listening to students’ ideas. fostering of student inquiry by providing and behaves in ways that are students should be kept silent, even if planned representation of content, Fostering of student inquiry by providing situations, tasks or problems and inviting consistent with those values and that means not allowing them to speak supplemented occasionally with other situations, tasks or problems and inviting students to engage with them individually or in beliefs. to one another, a belief that saying the representations (visual, audio). students to engage with them groups, a belief in the importance of multiple same thing over and over again will individually, a belief in regular use of representations of content that address ultimately help students learn material. student collaboration, a belief in the multiple learning styles to make content importance of multiple representations of comprehensible. content to make content comprehensible. 34 CLEVELAND STATE UNIVERSITY COLLEGE OF EDUCATION AND HUMAN SERVICES THE TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL: A PARTNER IN LEARNING Outcome 8 - 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. [OHIO 2.2, 4.1, 4.2, 4.4, 4.6, 4.7; INTASC #4 & #7; PRAXIS A2, A4, C3, & D2] CRITERIA LEVELS OF ACHIEVEMENT UNACCEPTABLE EMERGING PROFICIENT EXEMPLARY (showing growth toward (ready to be a first year teacher) (target for experienced proficiency) teacher) Knowledge & Understanding The artifact (& reflection) The artifact (& reflection) shows The artifact (& reflection) shows The artifact (& reflection) shows In the area of Knowledge and shows little or no knowledge some knowledge and knowledge and understanding of knowledge and understanding of Understanding, artifacts & reflections are and understanding of a range understanding of a range of an adequate range of a broad range of instructional expected to show that the candidate has of instructional strategies. It instructional strategies. It shows instructional strategies. It shows strategies. It shows an an understanding of the key concepts, understanding that instructional ideas, or strategies necessary to does not show an an understanding that an understanding that strategies are an essential implement this standard in teaching understanding that instructional strategies are instructional strategies are prerequisite for students’ social, practice. instructional strategies are somewhat important for students’ important for students’ social, emotional creative and physical important for students’ social, social, emotional, creative, and emotional, creative, and physical development. It shows extensive emotional, creative, and physical development.. It shows development. It shows knowledge of how instructional physical development. It limited knowledge of how acceptable knowledge of how strategies promote critical thinking shows a lack of knowledge of instructional strategies promote instructional strategies promote and problem solving skills. how instructional strategies critical thinking and problem critical thinking and problem promote critical thinking and solving skills. solving skills. problem solving skills. Performance & Skills The artifact (& reflection) The artifact (& reflection) shows a The artifact (& reflection) shows a The artifact (& reflection) shows In the area of Performance & Skills, shows no range of limited range of instructional range of instructional techniques, mastery of an extensive range of artifacts and reflections are expected to instructional techniques and techniques, with little based on assessment, including instructional techniques, based on show the candidate’s ability to implement no proper use of assessment. understanding of assessment. It but not limited to cooperative assessment, including but not this standard in teaching practice. limited to cooperative learning, It shows little or no ability to shows some ability to choose learning, presentation skills, and presentation skills, and leading choose appropriate activities appropriate activities for discussion learning. It shows an discussions. It shows ability to for instructional objectives and instructional objectives and some adequate ability to choose choose appropriate activities for shows a lack of flexibility to degree of flexibility to adapt appropriate activities for instructional objectives and a high adapt instructional strategies instructional strategies to instructional objectives and a degree of flexibility to adapt to classroom needs. classroom needs. degree of flexibility to adapt instructional strategies to instructional strategies to classroom needs. classroom needs. Dispositions The artifact (& reflection) The artifact (& reflection) shows The artifact (& reflection) shows a The artifact (& reflection) shows a In the area of Dispositions, artifacts and shows a lack of value for the limited acknowledgement of the belief in the value of using many belief in the value of using many reflections are expected to show that the use of many types of value of using many types of types of instructional strategies. It types of instructional strategies. It candidate values the key concepts and instructional strategies. It does instructional strategies. It shows shows value for the importance of shows value for the importance of beliefs of the standard and behaves in adapting instructional strategies to ways that are consistent with those not show value for the some value for the importance of adapting instructional strategies classroom and individual student values and beliefs. importance of adapting adapting instructional strategies to classroom and individual needs. It shows value for the instructional strategies to to classroom and individual student needs. importance of students engaging classroom and individual student needs. in performance, critical thinking, student needs. and problem solving activities. 35 CLEVELAND STATE UNIVERSITY COLLEGE OF EDUCATION AND HUMAN SERVICES The Teacher as a Responsive, Reflective Professional: A Partner in Learning Outcome 9 - 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 gives accounts of students’ learning to the outside world. [OHIO 3.1, 3.2, 3.3, 3.4, 3.5; INTASC #8; PRAXIS A5 & C4] CRITERIA LEVELS OF ACHIEVEMENT UNACCEPTABLE EMERGING PROFICIENT EXEMPLARY (showing growth toward (ready to be a first year teacher) (target for experienced teacher) proficiency) Knowledge & Understanding The artifact (& reflection) shows a The artifact (& reflection) shows familiarity The artifact (& reflection) shows familiarity with The artifact (& reflection) shows a knowledge In the area of Knowledge and lack of understanding of rationale for with a limited range of formal and informal a variety of formal and informal assessment about a variety of formal and informal Understanding, artifacts & reflections adopting assessment procedures to assessment strategies. It shows an initial strategies. It shows an understanding of how to assessment strategies, including their are expected to show that the meet student’s individual needs. It understanding of fundamental test statistics accurately calculate fundamental test statistics. inherent strengths and limitations. It shows an candidate has an understanding of shows familiarity with a very limited and constructs such as validity and reliability. It shows satisfactory knowledge of constructs understanding of how to accurately calculate the key concepts, ideas, or range of formal and informal such as reliability and validity. fundamental test statistics. It shows strategies necessary to implement assessment strategies. It shows a knowledge of different types of validity and this standard in teaching practice. lack of understanding of fundamental reliability. test statistics and constructs such as validity and reliability.

Performance & Skills The artifact (& reflection) shows the The artifact (& reflection) shows the ability to The artifact (& reflection) shows the ability to The artifact (& reflection) shows the ability to In the area of Performance & Skills, ability to select and uses instruments select and use procedures and instruments select and use procedures and instruments for select and use procedures and instruments artifacts and reflections are expected for assessment that are incongruent for assessment that are congruent with assessment that are congruent with learning for assessment that are congruent with to show the candidate’s ability to with learning goals. It shows a lack of learning goals, but shows a lack of goals and shows some proficiency in designing learning goals and shows proficiency in implement this standard in teaching ability to develop, administer, and proficiency in designing and interpreting and interpreting measures for assessing designing and interpreting measures for practice. interpret a variety of formal and measures to assess complex tasks and complex tasks and higher order knowledge and assessing complex tasks and higher order informal instruments to evaluate higher order knowledge and skills. It shows skills. It shows the ability to develop, knowledge and skills. It shows the ability to processes and products. It shows an the ability to develop, administer, and administer, and interpret a variety of formal and develop, administer, and interpret a variety of inability to devise and employ interpret a limited range of formal and informal activities and instruments to evaluate formal and informal activities and instruments appropriate and reliable scoring informal activities and instruments to evaluate products. The artifact (& reflection) shows the to evaluate both products and processes. It procedures for evaluating student products. The artifact (& reflection) shows use of reliable scoring procedures, clearly shows consistent use of reliable scoring work. It shows an inability to adapt difficulty in adapting assessment procedures written items and prompts, and unambiguous procedures, clearly written items and assessment procedures to meet to meet the individual needs of students; it directions to assess pupil progress. It shows prompts, and unambiguous directions to students’ individual needs or shows a heavy reliance on only one type of inconsistent adaptation of assessment assess pupil progress. It shows routine employs inappropriate adaptations. It assessment. It shows the ability to accurately procedures to meet the individual needs of adaptation of assessment procedures to meet shows an inability to explain, utilize, explain and report assessment strategies and students. It shows the ability to clearly and the individual needs of students. It shows use or report assessment strategies and results to students, administrators, parents, accurately explain and report assessment of multiple forms to clearly and accurately results to students, administrators, and other audiences. strategies and results to students, explain and report assessment strategies and parents, and other audiences. administrators, parents, and other audiences. results to students, administrators, parents, and other audiences. Dispositions The artifact (& reflection) shows lack The artifact (& reflection) shows some value The artifact (& reflection) shows a value for The artifact (& reflection) shows a value for In the area of Dispositions, artifacts of perception of assessment as an for the role of assessment in evaluating pupil assessment as an integral part of instruction assessment as an integral part of instruction and reflections are expected to show integral part of instruction as progress, but generally shows a failure to and shows an effort to use the results of and shows consistent use of the results of that the candidate values the key evidence by its lack of use in make use of the results of formative and formative and summative assessments to formative and summative assessments to concepts and beliefs of the standard instructional planning. It does not summative measures to reflect on practice reflect on practice and improve instruction. It reflect on practice and improve instruction. It and behaves in ways that are show belief in adopting assessment and improve instruction. It shows a belief in shows a belief in adapting assessment constantly shows a belief in the adaptation of consistent with those values and procedures to meet students’ occasionally adopting assessment procedures to meet individual needs but does assessment procedures by utilizing beliefs. individual needs. procedures to meet students’ individual not show consistency in utilizing adaptations adaptations in instruction and assessment needs. practice. 36 CLEVELAND STATE UNIVERSITY COLLEGE OF EDUCATION AND HUMAN SERVICES The Teacher as a Responsive, Reflective Professional: A Partner in Learning

Outcome 10 - 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. [OHIO 2.2, 4.1, 4.2, 4.4, 4.6, 4.7; INTASC #4 & #7; PRAXIS A2, A4, C3, & D2] CRITERIA LEVELS OF ACHIEVEMENT UNACCEPTABLE EMERGING PROFICIENT EXEMPLARY (showing growth toward (ready to be a first year teacher) (target for experienced teacher) proficiency) Knowledge & Understanding The artifact (& The artifact (& reflection) The artifact (& reflection) shows an The artifact (& reflection) shows an understanding of In the area of Knowledge and reflection) shows a shows an awareness of basic understanding of basic technology technology knowledge, skills and concepts as described in Understanding, artifacts & lack of understanding technology operations and operations in most but not all areas state or national (e.g. ISTE) standards documents, and shows reflections are expected to show that the candidate has an of basic technology concepts, and begins to show described in state or national (e.g. continuing professional growth in staying abreast of current understanding of the key concepts, operations and the application of this ISTE) standards, and shows an active and unacceptable technologies. It shows the abilities to model ideas, or strategies necessary to concepts. It shows awareness to professional effort to develop an understanding in and teach legal & ethical technology use; to apply technology implement this standard in unfamiliarity with the growth. It shows awareness of the areas which have not yet been resources to empower diverse learners; to promote safe and teaching practice. social, ethical, legal the social, ethical, legal and mastered. It shows functional healthy use of technology resources; and to facilitate equitable and human issues human issues surrounding the understanding of the social, ethical, access to technology resources for all students. surrounding the use of use of technology in schools, legal and human issues surrounding technology in schools. and begins to show the the use of technology in schools, and application of them in practice. shows an active effort to transform classroom practice to address these issues. Performance & Skills The artifact (& The artifact (& reflection) The artifact (& reflection) shows the The artifact (& reflection) shows the abilities to design In the area of Performance & reflection) does not shows a beginning ability to ability to incorporate a variety of developmentally appropriate learning activities that incorporate Skills, artifacts and reflections are show the ability to tentatively incorporate learner-appropriate technology- technology-enhanced instructional strategies; to apply current expected to show the candidate’s ability to implement this standard incorporate technology technology into learning enhanced activities within the research on teaching and learning with technology; to identify, in teaching practice. into learning environments and classroom learning environment, but locate and evaluate technology resources; to plan for the environments and experiences. It shows the does not yet show adoption of a management of technology resources within learning activities; experiences. It does ability to implement curriculum proactive stance with regard to and to plan strategies to manage student learning in a not show the ability to plans which incorporate minor technological developments. It shows technology-enhanced environment. It shows the abilities to implement curriculum technological components the ability to implement curriculum facilitate technology-enhanced experiences that address plans which include which have limited effect on plans which incorporate substantial content standards and student technology standards; to use technological student learning. It shows technological components likely to technology to support learner-centered strategies; to apply components. It does awareness of methods for significantly enhance student learning technology to develop students higher order thinking skills and not show the using technology in outcomes. It shows the regular creativity; and to manage student learning activities in a application of assessment and evaluation, application of technology as a technology-enhanced format. It shows the abilities to apply technology to and begins to show the substantial and meaningful component technology in assessing student learning using a variety of assessment or implementation of these in assessment and evaluation assessment techniques; to use technology resources to collect evaluation needs. methods practice in tentative activities. and analyze data, interprets results, and communicates ways. findings; and to apply multiple methods of evaluation to determine students’ appropriate uses of technology resources. Dispositions The artifact (& The artifact (& reflection) The artifact (& reflection) shows a The artifact (& reflection) shows an appreciation for the use of In the area of Dispositions, reflection) does not shows some values for the use value for the use technology for technology to: engage in ongoing professional development; artifacts and reflections are show a value for of technology for periodic regular, substantial professional increase professional productivity, and expected to show that the candidate values the key concepts technology within professional communications communications and to provide communicate/collaborate with others in order to nurture and beliefs of the standard and professional practice. and to provide minor increases significant increases in professional student learning. behaves in ways that are in professional productivity. productivity. It begins to show a value consistent with those values and for technology as a means of acquiring beliefs. new knowledge and skills. 37 CLEVELAND STATE UNIVERSITY COLLEGE OF EDUCATION AND HUMAN SERVICES The Teacher as a Responsive, Reflective Professional: A Partner in Learning

Outcome 11 - PROFESSIONAL DEVELOPMENT The teacher 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. [OHIO 7.2; INTASC #9; PRAXIS D1 & D2] CRITERIA LEVELS OF ACHIEVEMENT UNACCEPTABLE EMERGING PROFICIENT EXEMPLARY (showing growth toward (ready to be a first year (target for experienced teacher) proficiency) teacher) Knowledge & Understanding The artifact (& reflection) shows a The artifact (& reflection) shows The artifact (& reflection) shows The artifact (& reflection) shows knowledge of In the area of Knowledge and lack of knowledge about how to limited knowledge about how to adequate knowledge about how how to think critically about planning, teaching, Understanding, artifacts & reflect on teaching. It shows a reflect about teaching. It shows to reflect on teaching. It shows an and student learning to reflect on teaching. It reflections are expected to show lack of understanding of the some understanding of the need understanding of the need for shows an understanding of the need for that the candidate has an importance of professional for professional development professional development goals. several specific professional development understanding of the key development goals. It shows little goals. It shows some awareness It shows some awareness of goals and a clear plan for accomplishing those concepts, ideas, or strategies or no awareness of strategies for of strategies for promoting strategies for promoting goals. It shows knowledge about available necessary to implement this promoting professional professional development. professional development. strategies for promoting professional standard in teaching practice. development. development.

Performance & Skills The artifact (& reflection) does not The artifact (& reflection) shows a The artifact (& reflection) shows The artifact (& reflection) shows the ability to In the area of Performance & show the ability to reflect on minimal ability to reflect on adequate ability to reflects on reflect thoughtfully and critically on teaching, Skills, artifacts and reflections are teaching, and to make an effort to teaching (only surface level teaching, and to improve, based and to actively seek to improve teaching expected to show the candidate’s improve. The artifact (& reflection) awareness of classroom events), on others’ suggestions. The based on others’ suggestions and self- ability to implement this standard shows a lack of participation in and to make efforts to improve. It artifact (& reflection) shows identified goals. It shows active participation in in teaching practice. professional opportunities. It shows occasional participation in participation in professional professional opportunities such as shows no involvement in school professional opportunities. It opportunities such as conferences and workshops. It shows activities outside the classroom. shows some involvement in conferences and workshops. It extensive involvement in school activities school activities outside the shows involvement in school outside the classroom. classroom. activities outside the classroom. Dispositions The artifact (& reflection) does not The artifact (& reflection) The artifact (& reflection) shows a The artifact (& reflection) shows a keen In the area of Dispositions, acknowledge the importance of acknowledges minimal need for value for the need for interest in personal growth. It shows a value artifacts and reflections are professional growth; it presents a professional growth; it presents a professional growth. It presents a for course work, supervision, and other expected to show that the view of course work, supervision, view of course work, supervision, view of course work, supervision, professional development activities as candidate values the key and other professional and other professional and other professional opportunities to pursue learning goals. It concepts and beliefs of the development activities as hurdles development activities somewhat development activities as shows a keen interest in the suggestions of standard and behaves in ways rather than growth opportunities. as hurdles. It shows a some value opportunities to learn. It shows a supervisors, other professionals, and parents that are consistent with those It does not show a value for for supervisors, other value for supervisors, other as resources for growth. values and beliefs. supervisors, other professionals, professionals, and parents as professionals, and parents as or parents as resources for resources for growth. resources for growth. growth. 38 CLEVELAND STATE UNIVERSITY COLLEGE OF EDUCATION AND HUMAN SERVICES The Teacher as a Responsive, Reflective Professional: A Partner in Learning

Outcome 12 - COLLABORATION AND PROFESSIONALISM The CSU teacher education student fosters relationships with colleagues, parents/guardians, community agencies, and colleagues/university to support students’ growth and well-being. [OHIO 6.2, 6.3, 6.4; INTASC #10; PRAXIS D3 & D4] CRITERIA LEVELS OF ACHIEVEMENT UNACCEPTABLE EMERGING PROFICIENT EXEMPLARY (showing growth toward (ready to be a first year teacher) (target for experienced teacher) proficiency) Knowledge & Understanding The artifact (& reflection) The artifact (& reflection) shows The artifact (& reflection) shows an The artifact (& reflection) shows In the area of Knowledge and Understanding, shows a lack of the concept some limited knowledge and acceptable understanding and comprehensive knowledge of the artifacts & reflections are expected to show of the need for working understanding for working knowledge of collaboration to explain need for and the planning of positive that the candidate has an understanding of the positively with colleagues, collaboratively with colleagues, concepts necessary for planning collaborative activities with students, key concepts, ideas, or strategies necessary parents or community or how parents and community. positive partnerships with students, colleagues and community. to implement this standard in teaching to actively build successful colleagues and community. practice. partnerships.

Performance & Skills The artifact (& reflection) The artifact (& reflection) shows The artifact (& reflection) shows The artifact (& reflection) shows In the area of Performance & Skills, artifacts shows a lack of evidence of some limited evidence of fostering acceptable evidence of fostering extensive evidence of fostering and reflections are expected to show the fostering relationships with relationships with colleagues, relationships and reflections with relationships and reflections with candidate’s ability to implement this standard colleagues, parents/ guardians, agencies, to colleagues, parents/ guardians, colleagues, parents/guardians, in teaching practice. parents/guardians, agencies, support students’ growth and well- agencies, to support students’ growth agencies, to support students’ growth to support students’ growth being through collaborative efforts. and well-being through collaborative and well-being; it shows evidence of and well-being. efforts. participation beyond basic requirements. Dispositions The artifact (& reflection) The artifact (& reflection) shows The artifact (& reflection) shows The artifact (& reflection) shows a In the area of Dispositions, artifacts and shows a lack of interest in limited interest and effort in acceptable evidence in written and oral belief that the teacher must provide reflections are expected to show that the working positively with working collaboratively with interactions of an understanding of the positive leadership in developing candidate values the key concepts and beliefs colleagues, parents or colleagues, parents and need for positive collaboration. It shows relationships and attitudes with of the standard and behaves in ways that are community community. a desire to develop successful colleagues and others. It shows a consistent with those values and beliefs. partnerships. sense of efficacy. 39

Appendix F: TaskStream Technical Information You can get excellent technical help from the TaskStream Mentoring Services hotline at 1(800) 311-5656 at most common times of the day. However, for your convenience, we provide some excerpts from the TaskStream help pages that you might find useful.

Frequently Asked Questions Which browsers can I use to access TaskStream? Your browser (such as Internet Explorer or Firefox) is a computer application that allows you to access and view various web sites on the Internet. TaskStream is a highly dynamic environment that responds slightly differently to each browser. TaskStream recommends using a supported browser to get full TaskStream capability:

Windows  Microsoft Internet Explorer 7.0 and above  Mozilla Firefox 3.6 and above  Google Chrome 4.0 and above Mac  Mozilla Firefox 3.6 and above  Apple Safari 4.0  Chrome 5.0

If you use a browser other than those listed above, you may still be able to access TaskStream but you may not have access to all the system's features. Regardless of the browser, you will need to have pop-ups , cookies and JavaScript enabled in order to use all the features of TaskStream. If you are unable to log in AT ALL, you may be using a browser with known issues. Please install one of the supported browsers and use this to access TaskStream.

Can I use TaskStream on a Mac or a PC? On a desktop or laptop computer? Yes, TaskStream works equally well on a Mac or PC and on both desktops and laptops. Whether you're using Mac or PC, you can run TaskStream from your choice of browsers. Many TaskStream features are also available from mobile devices using built- in browsers.

Does TaskStream work on iPhones, iPads or other mobile devices? Though many TaskStream features work well on these devices using the built in browsers such as Safari and Chrome, full support on these mobile devices and tablets is not available yet. For example, the ability to upload file attachments is not supported because mobile and tablet devices do not support local file storage. Nevertheless, TaskStream is actively working to enhance the use of our site on these devices and will post regular updates as more features become available.

Do I need additional plugins or add-ons to use TaskStream? No, you do not require additional plugins or add-ons. However, your browser must have JavaScript and cookies enabled in order to log into the TaskStream site. On most browsers, these are default settings. 40

Can I access TaskStream offline? You must have an internet connection to edit your work in TaskStream and to perform real-time tasks. You can, however, view your work offline by using TaskStream's Pack- It-Up feature to make copies of your work and download them to your computer. Begin by "packing up" selected web pages and rubrics that you created in TaskStream. Your package is converted into html format that can be opened and read outside TaskStream, and then it is zipped (compressed) for downloading to your computer. Once offline, you can save the package to your computer or to an external storage device such as a sufficiently large USB flash drive (aka "thumb drive" or "USB key") or, if your computer is equipped with this capability, burn it to a DVD or CD-Rom.

Please note that Pack-It-Up is designed for VIEWING work ONLY. It is not possible to import the downloaded work back into TaskStream, nor can you edit work on your computer with the TaskStream tool once it is downloaded.

Does TaskStream require cookies to be enabled? Yes. The steps to enable cookies vary based on the specific version of the browser you use. We recommend you do a web search for “enable cookies nameofbrowser version number” to access the most recent information provided by the team that supports your browser.

Does TaskStream use pop-ups? Yes. TaskStream uses pop-up windows in order to deliver our tools in the most efficient manner possible. Luckily, in most browsers TaskStream can be added as an accepted site. This allows TaskStream’s pop-up windows to appear as you browse http://www.taskstream.com. Please Please keep in mind that your pop-up blocking software can be installed on your computer as a separate piece of software or as part of a security software package. The steps to enable pop-ups vary based on the browser you use.

Is TaskStream's site accessible to users with disabilities? Yes. TaskStream is committed to making its tools accessible for all users, including people with disabilities. The TaskStream tools comply with Federal Section 508 guidelines and W3C WCAG recommendations as described in their accessibility statement. Some optional services and third-party plug ins may not be covered by this document. As new technologies emerge, TaskStream strives to amend its tools to be compliant with the widest audience possible.

In addition to making technical changes to the websites to provide greater accessibility, TaskStream tests them using multiple assistance-type technologies - such as screen readers and screen enlarging software - to analyze and modify pages. They also engage accessibility experts and people with disabilities to further test and modify websites for optimal usability.

How do I print my work? Generally, to print a page in TaskStream use either the print button or icon located within that page, or the print feature of your browser. However, sometimes a single 41

TaskStream window is divided into multiple frames that might print separately. For example, when you have a screen that displays a scrolling left panel, that panel and the main work space are two separate frames.

To print a particular frame of a TaskStream window, use these options: Method 1  Click anywhere in the frame that has the information you want to print. This selects that frame.  On your menu bar, click “File.”  Select Print. Method 2  Click anywhere in the frame that has the information you want to print. This selects that frame.  On your browser's toolbar, click the print icon .  Proceed with your print job as you normally would. Method 3  Right-click anywhere in the frame that has the information you want to print.  From the pop-up menu, select Print.  Proceed with your print job as you normally do.

What is Turnitin Originality Reporting? Turnitin's online OriginalityCheck product helps reduce incidents of unoriginal writing and improper citation by digitally comparing student work against an extensive pool of web pages, student papers, publications and library databases. TaskStream's integration with Turnitin enables OriginalityCheck to be included as a preference when setting up a DRF Program. With this preference set, work added to a DRF by the Author triggers the generation of originality reports. The author's work is processed by Turnitin and a report is returned to the evaluator.

In addition to the Turnitin Originality Score, the full report includes a copy of the author's work with color-coded annotation to show incidents of potential plagiarism, unoriginal content and improper citation. Text comparison via Turnitin reclaims hours of time that instructors and evaluators would otherwise spend in such analysis, while insuring the integrity of author submissions to a far greater degree.

Troubleshooting When I click on a button nothing happens. Certain web browsers have software that regulates the creation of new windows within a website. This software is commonly referred to as a pop-up blocker. If you are clicking on a button and nothing happens, it's more than likely that you have a pop-up blocker installed on your system.

Some of the features in the TaskStream site are missing. Due to an October 2011 security upgrade to TaskStream, some users of Internet Explorer (IE) will need to make a minor change to one of their browser Security settings in order to be compatible with the TaskStream site. If you are having trouble accessing 42 certain areas of the TaskStream site (for example, the Folio or DRF areas), please follow these steps to make this adjustment:  Start Internet Explorer.  From the IE toolbar, click “Tools.”  From the menu that displays, click “Internet Options.”  From the pop-up Internet Options window that displays, click the “Security” tab.  Click on the green checkmark icon to select Trusted Sites and click the “Sites” button to navigate to a screen with the related settings. TaskStream protects members' sensitive personal information by using HTTPS to transfer and display web content securely. To ensure that it correctly acknowledges TaskStream as a secure, trusted site, it is necessary to remove any outdated listings from your IE settings. To update these settings, read the listings in the Websites box to see if there are any current references to TaskStream. If you find any reference to TaskStream, click to highlight that listing and click “Remove.” Once the TaskStream listing no longer appears in the Websites box, click the “Close” button at the bottom of the window to save the Trusted sites information and return to the Security page. Click “OK” to close the Internet Options communications box and complete the settings process. What if I've Removed the Trusted Sites that Refer to TaskStream and I'm Still Having Issues? While the above steps are usually sufficient to ensure compatibility, some users may need to manually add an updated TaskStream listing to the Trusted sites page.

If you continue to have issues after removing the old listings, repeat the steps described above to navigate to the Trusted sites page, and add this website to the zone “https://*.taskstream.com.” Be sure to type this EXACT website, and click “Add.” Once the new TaskStream listing appears in the Websites box, click the “Close” button at the bottom of the window to save the Trusted sites information and return to the Security page. If you still have issues, please contact the TaskStream Mentoring Services department at 1-800-331-5656.

When I try to download/view a file attachment, nothing happens. There can be a number of causes for this type of situation. The most common cause is that your computer does not have the software application that created the file. For example, if you download an attachment that was created in MS Word, you need a copy of this software application to be able to open the sample. Some software applications provide a trial or viewer version of the program that you can download from the Web and use to open the file that you downloaded from TaskStream. For example, if you do not own Microsoft Word, you can download a Word Viewer from Microsoft that allows you to open and view Word files.

I am not receiving emails from TaskStream. One reason why this could be happening is that your email program is interpreting incoming TaskStream mail as spam,or junk mail. Spam is not typically stored in your Inbox, but rather in a folder specifically designed to hold unwanted mail. Try the following: 43

 Check your Spam or Junk E-mail folder for TaskStream-related emails.  Examine your mail options and check for spam blocking software.  If possible, add TaskStream as an accepted source for emails. In the event that you have a Spam filter associated with your email account, please add the following to your address book:  [email protected]  [email protected]  [email protected] This ensures that TaskStream is recognized as an accepted site. Even if TaskStream is recognized as an accepted site by your email client, you may have opted out of receiving automated TaskStream emails and/or Message Center forwarding. You can manage your TaskStream email subscription preferences in My Account. See Email Subscriptions for details.

I uploaded a file on my Mac, but the attached file does not open. This issue may occur if the document has been saved and then uploaded without the proper file extension. This is related to the way Mac operating systems handle files and file extensions. Extensions are the 3-4 characters that follow the "dot" at the end of a file name. The operating system uses extensions to identify compatible software that can open and read the file. For example, a file ending ".doc" is identified as a MS Word document, while ".ppt" identifies a PowerPoint presentation. To remedy this situation:  Remove the file from your work.  Re-save your work, making certain to include the extension in the document path.

My TaskStream Messenger icon won't stop blinking. The section of the menu bar with the TaskStream Messenger icon is programmed to check every 10 seconds if you have received any instant messages and announce if you have received any. The flash occurs because the frame holding the icon reloads to check for messages. If you check for messages and click on them, the blinking will stop because the message is no longer considered new.

My file is too large to upload. If your file is too large to upload, these optimizing file tips should help reduce the file size: Scanner:  When using a scanner, the scanning resolution determines the size of the scanned image. Use a resolution of 72 dots per inch (dpi) to get a life-size image when displayed on the screens of most computers. Since computer screens display only about 72 pixels per inch, using a resolution higher than this will make your file size unnecessarily large. Software/Images:  Use digital imaging software to crop unnecessary parts of the image.  Use .gif format when you do not need a lot of colors. For example, simple line drawings, shapes, and small icons work well in this format. You can optimize .gif images by reducing the number of colors. The fewer colors 44

you use, the smaller the file size. Start with 256 colors, and reduce the number of colors until just before you notice a difference in the image.  Use .jpg format, when you are working with photographs. When prompted, you can optimize .jpg images by using a lower quality choice. The default save for a .jpg in most programs is set to 10, the highest quality. You can try reducing it to a smaller number, depending on the necessity of a sharp image for your project. The lower the quality, the smaller the file size. Start with the maximum quality and reduce the image quality until just before you notice a difference in the image.  Reduce image size using a graphics-editing program (such as Adobe Photoshop, or Microsoft Photo Editor). The smaller the dimensions of the image, the smaller the file size. PowerPoint:  Cropping an image in PowerPoint WILL NOT reduce the file size.  When you resize the image in a program such as PowerPoint, you are only making the picture appear smaller on the screen - the actual file size of the image has not been reduced at all.  Individual images should be no larger than 200 KB whenever possible. Maximum size of all the images in the presentation should be no more than 4 MB, whenever possible.  Include a blank slide at the beginning of the presentation. It would seem as though adding a blank slide at the beginning of a presentation would increase file size; however, the opposite is true. The blank slide serves as the preview image -- the image PowerPoint displays when you select a file in the Open dialog box. Since a blank slide is far less complex than the real first slide, the preview image is much smaller, thereby reducing the size of the presentation file. Video:  In order to upload your video to TaskStream, you will need to compress it to a file size of 100MB or less.  Change the resolution. 320x240 and 640x480 are common resolution settings for uploading video to the web.  Change the frame rate (number of frames per second). Lowering the frame rate will reduce the size of the file. Please note this can reduce video quality if overused.  Change the audio quality. Slightly reducing the quality of the audio track will help reduce file size  You may also wish to separate your video into multiple sections. Each piece can then be uploaded to TaskStream separately and listed in chronological order by naming the files appropriately. It is possible to upload multiple video files to TaskStream if the total file storage space of your account is not exceeded and if each video file is 100MB or smaller. Please note that depending on the quality of your video, each section may still need additional compression to reduce it under the 100MB limit. 45

 Because video compression and manipulation occur outside of TaskStream, we are only able to provide limited support and do not endorse or support any specific video program.