Northwestern State University College of Education & Human Development
Student Teacher ProfessionalProfessional PortfolioPortfolio HandbookHandbook
Student Teacher Portfolio Handbook Page 1 “When a teacher wants to move to a professionally more rewarding or more challenging position, the teacher must document excellence.” -Charlotte Danielson
Table of Contents
The Student Teacher Professional Portfolio Handbook...... 1
The Professional Portfolio...... 4
Portfolio Overview...... 5
Integrity Guidelines...... 7
Helpful Hints for Developing Your Portfolio...... 8
Portfolio Timeline...... 9
Student Teacher Professional Portfolio Components...... 10
Personal and Professional Information...... 10
Contextual Factors...... 11
Instructional Unit Plan...... 12
Analysis of Classroom Learning Environment...... 18
Formal Observations...... 18
Professional Growth and Development...... 20
Evaluation of Written Communication...... 21
Portfolio Forms...... 22
Involvement in and Contributions to School and District Improvement...... 23
Contextual Factors and Student Learning Adaptations...... 24
Observation-Reflection Form...... 25
Management...... 25
Instruction...... 26
Instructional Unit Plan...... 28
Learning Goals and Objectives...... 28
Student Teacher Portfolio Handbook Page 2 Instructional Design 1...... 29
Instructional Design 2...... 30
Demonstration of Integration Skills...... 31
Analysis of Assessment Procedures...... 32
Documentation of Assessment Instruments...... 32 ......
Presentation and Analysis of Assessment Data...... 34
Analysis of Student Achievement...... 36
Presentation and Analysis of Disaggregated Data...... 36
Self-Evaluation of the Instructional Unit...... 37
Analysis of Classroom Learning Environment...... 38
Formal Observations...... 39
Reflection after Teaching Lesson...... 39
Student Teaching Weekly Activity Log...... 40
Professional Logs...... 41
Professional Development Experiences...... 41
Interactions with Families, Community, and Educational Personnel...... 42
Student Teacher Portfolio Handbook Page 3 The Professional Portfolio
A portfolio is an edited, integrated collection of evidence demonstrating that the education candidate has acquired the identified teacher education program proficiencies. It is not merely a scrapbook of the student teaching semester. Its purpose is to provide tangible evidence of development of knowledge, skills, and dispositions as a teaching professional. It reflects the candidate’s understanding of content and pedagogy and ability to teach. It provides a way to document effective teaching practices and impact on student achievement. Additionally, it provides a forum for analysis and reflection by the student teacher candidate on his/her own thinking, decision making and professional growth. Requirements for the portfolio include certain documents or artifacts as a minimum. However, candidates are encouraged to express individuality through documents selected for the portfolio.
Evidence, as the term is used in teacher assessment, is the factual recording of events. It may include observed, written, or pictorial documentation of teacher and student actions and behaviors. It may include lesson plans, reflections, student work samples, observations, written communication, pictures, video tapes and other artifacts prepared by the teacher, students or others. Evidence is selected based on the professional judgment of the observer and/or the teacher. Evidence is a “captured moment“of what is seen and heard.
An artifact is any piece of evidence used for demonstration purposes. Most items will come from the everyday plans, materials, and student work completed in the classroom. Additional items will come from others (e.g., observation notes, evaluations, and notes to/from parents.)
Analysis and reflection are critical elements of a portfolio and should be included in each entry. Analysis involves interpretation and examination of why the evidence or artifacts described are the way they are. Reflection is a particular analysis---it suggests self-analysis or retrospective consideration of one’s teaching practice and its outcomes. Reflection requires educators to think about what they are doing, why they are doing it, what the outcomes are, and how the information can be used for continuous improvement.
Student Teacher Portfolio Handbook Page 4 Portfolio Overview
The student teacher candidate will prepare and submit an electronic professional portfolio as part of the requirements for the student teaching semester. The portfolio will be a compilation of evidence of the student teacher candidate’s accomplishments of the identified outcomes for the candidate’s area of certification. Northwestern State University’s Teacher Education Conceptual Framework, MODELS FOR LEARNING, the teaching competencies outlined in the Louisiana Components for Effective Teaching (LCET), Interstate New Teacher Assessment and Support Consortium (INTASC) Standards, and the Louisiana New Teacher Assistance and Assessment (LATAAP) guidelines form the basis for the documents that are included in the portfolio. LCET and INTASC represent best practice and researched-based teaching competencies expected of beginning teachers in Louisiana who are assessed through the Louisiana Teacher Assistance and Assessment Program. The Education Professional Portfolio will reflect these requirements.
The Student Teacher Professional Portfolio will include six major entries: (1) Personal and Professional Information (2) Contextual Factors and Student and Learning Adaptations, (3) Instructional Unit Plan, (4) Analysis of Classroom Learning Environment, (5) Formal Observations, and (6) Professional Growth and Development.
These entries were designed to assess the knowledge and skills identified in the four tenets of the NSU Conceptual Framework: Models for Learning. The entries will provide evidence of the candidate’s ability to: analyze classroom context and make instructional decisions based on that analysis; design and implement meaningful, coherent, and integrated instruction; design challenging, useful classroom assessments; analyze student achievement and use the results to make decisions about future teaching and learning; impact student learning; create a positive learning environment; collaborate with different members of your learning community, and analyze and reflect on your experiences to improve your teaching and continue to grow professionally.
Entry 1 will provide an overview of the student teacher candidate’s teaching and learning accomplishments through the presentation of a professional resume, a philosophy of teaching, and current transcripts.
Entry 2 demonstrates that planning and instruction is meaningful and appropriate for the classroom context and students’ characteristics (background, individual learning needs, developmental level, interests, and approaches to learning). T
Entry 3 is the design, implementation, assessment of, and reflections on a multi-week Instructional Unit Plan. This unit is to be designed around significant concepts and skills of state and national content standards and the standards
Entry 4 demonstrates the candidate’s ability to create a climate conducive to learning and to establish clear expectations for student behavior that support student interactions, self- motivation, and active engagement in learning.
Student Teacher Portfolio Handbook Page 5 Entry 5 provides evidence of the development, implementation, observations of, and reflections on five individual instructional lessons. These five lessons must be based on three different subjects and/or three different classroom periods. At least one of these lessons will be from the instructional unit.
Entry 6 will include professional logs that document interactions with parents and colleagues, contributions to the school and district, and professional development activities.
By the established due date, the electronic Professional Portfolio should be completed, uploaded to PASS-Port, and submitted for review. Logistical questions for the portfolio can be addressed to the PASS-Port coordinator or to the Office of Field Experience and Clinical Practice.
At the end of the student teaching semester, the student teacher candidate will present and defend his/her portfolio to a committee consisting of the University Supervisor and members of the College of Education faculty.
Portfolio entries are the same across all program areas but artifacts and evidence presented in the portfolios will reflect the unique aspects of planning, instruction, and assessment for each program and the specific
Student Teacher Portfolio Handbook Page 6 Integrity Guidelines
Academic integrity means engaging in scholarly activity that is conducted honestly and responsibly. It includes a commitment not to be involved in falsification, misrepresentation or deception in the preparation of the student teaching portfolio. The submitted student teaching portfolio must be your own work and in your own words. Student teacher candidates are expected to act with personal and professional integrity at all times.
Examples of Violation of Academic Integrity:
Plagiarism means copying work (such as words, phrases, sentences, paragraphs or ideas) from someone else’s writing and putting them into the student teaching portfolio as if they were your own.
Submitting a student teaching portfolio or parts of a student teaching portfolio that was prepared by a person other than you.
Putting you in a situation that allows others to copy your student teaching portfolio and submit it as their own.
Submitting a student teaching portfolio that was prepared in a setting other than your student teaching setting.
Fabricating context, numerical, or other data.
Extensive collaboration with others in preparing the student teaching portfolio. (e.g. Having someone prepare your lesson plans and/or write sections of your student teaching portfolio is unacceptable.)
Violations of Academic Integrity will result in disciplinary measures decided by the Director of Field Experience and Clinical Practice. Refer to the section in the NSU Student Handbook concerning Academic Infractions and Sanctions for Academic Misconduct.
Student Teacher Portfolio Handbook Page 7 Helpful Hints for Developing Your Portfolio
The contents of your portfolio are most significant. These hints are to assist you in developing a “polished” product: Know what is expected. Read each entry carefully. Study the standards and dispositions to be met, the entry explanation, the questions and prompts provided and the assessment criteria as described in each entry rubric. Ask questions of your cooperating teacher, clinical instructor or faculty supervisor for clarification. Make copies of student work as you teach your Instructional Unit Plan. Remove student names from all student work. Caution: Video tapes, student work samples, and classroom photos may be used for reflection and self assessment at any time, but may only be shared publicly if the student is not identified or if permission has been granted by the parent/guardian (for students under 18) or by the student (over 18). Therefore, remove all names from student work samples and refer to students by first names only in any reflection statements. Never include any confidential information regarding students or their families in your portfolio. Photos and videotapes of students may be shared publicly in your portfolio only if permission has been granted. Ask your cooperating teacher or Clinical Instructor if the school has permission to publicly use pictures and/or videotapes of students. Guidelines for confidentiality are clearly defined in the Family Educational Rights and Privacy Act (FERPA) of 1974. Confidentiality must be maintained in both written and oral presentation of samples. Start gathering artifacts as evidence to support the standards and dispositions related to each entry early in the semester. You may decide not to use every artifact you collect, but it will be difficult or impossible to collect or recreate these artifacts at a later time. Clearly label and briefly describe each artifact as it is collected. You should note what professional teaching standard and/or disposition the artifact relates to and what the artifact demonstrates about your teaching and learning. Each portfolio entry should include strong evidence and a convincing reflective commentary. Write clearly and to the point. Your interpretations and reflections should support the evidence. When writing a reflection, be sensitive to ethnicity, gender and children with special needs. Be honest. Accent your strengths and acknowledge areas for improvement.
Review the questions and prompts listed with each entry explanation and on each entry form. Ask yourself, “Have I answered each question and responded to each prompt”?
Review the rubric levels of performance after you have developed your evidence. Ask yourself, “Have I demonstrated the essential criteria?”
Word-process everything. That makes changes easier.
Student Teacher Portfolio Handbook Page 8 Portfolio Timeline
Entry # Begin Date Due Date Entry
1 ______Professional Information
Start developing immediately.
2 ______Contextual Factors and Student Learning Adaptations
Start describing contextual factors early in the semester and add or modify learning adaptations throughout the semester. Identify School Improvement
Information early in semester. Document contributions
to school and district improvement throughout the
semester.
3 ______Instructional Unit Plan
You and your cooperating teacher will determine the time frame for designing and implementing your unit plan. It is recommended that you teach shorter instructional sequences before beginning the instructional unit. You must begin Part 4 of this entry, Analysis of Assessment Procedures, before you begin any instruction of the unit.
4 ______Analysis of Classroom Learning Environment
Begin making observations and planning your learning environment early in the semester. It may not be possible to fully answer each question until you have had greater experience with full time student teaching.
5 ______Formal Observations
Student Teacher Portfolio Handbook Page 9 Formal Observations using the forms provided in Entry #5 should be staggered across the semester.
One observation should be included from the teaching of your instructional unit.
6 ______Professional Growth & Development
Begin recording weekly logs, and Professional Development activities at the beginning of the semester and continue until the semester is completed.
Student Teacher Professional Portfolio Components
The Student Teacher Professional Portfolio includes six major entries: (1) Personal and Professional Information (2) Contextual Factors and Student and Learning Adaptations, (3) Instructional Unit Plan, (4) Analysis of Classroom Learning Environment, (5) Formal Observations, and (6) Professional Growth and Development.
Entry 1: Personal and Professional Information The portfolio begins with information designed to introduce the candidate as a knowledgeable, ethical, caring decision maker. This entry should provide evidence of the candidate’s understanding of educational foundations and essential dispositions through a professional resume, a philosophy of education, and the most recent copy of the candidate’s transcripts.
A. Resume:
The first document in the elementary education portfolio should be a professional resume. The resume should be a concise and logically organized narrative that shows the candidate to be a highly qualified educator. The professional resume provides a summary of the candidate’s educational experiences and background.
The resume should be edited and proofread carefully. The resume is an example of the candidate’s writing ability and should be grammatically correct and free of typographical errors. Counseling and Career Services (305 Student Union) can provide assistance in preparation of a professional resume.
B. College Transcripts:
Student Teacher Portfolio Handbook Page 10 The portfolio should include the most recent copy of the candidate’s transcripts. An unofficial copy of transcripts is acceptable. Unofficial transcript copies may be downloaded via the Student Web at www2.nsula.edu.
C. Philosophy of Teaching:
The philosophy of teaching is a synthesis of the candidate’s educational perspectives and preparation. It combines knowledge and beliefs about teaching and learning in elementary education into a personal rationale and vision for teaching. A philosophy of teaching is based on an understanding of the historical, philosophical, and social foundations of education and how this knowledge guides personal educational practices. In addition, it should include beliefs and vision for effectively teaching all students and for promoting the well-being of students, their families, and the larger community. A philosophy of teaching may have been a requirement of earlier coursework (EDUC 2020, EPSY 3000, MUED 4010), but should be a work in progress. Modification to an educational philosophy should occur as the candidate is exposed to additional knowledge and experience and new challenges in teaching and learning.
Entry 2: Contextual Factors
This entry allows the student teacher candidate to use understanding of students to identify important contextual factors that impact learning in the classroom. The student teacher candidate will use knowledge of learning to determine how this contextual information should impact planning and instruction.
A. School Improvement Information (FORM 2.A: SCHOOL IMPROVEMENT)
Comprehensive plans for school improvement are developed with the involvement of the community to be served and individuals who will implement the plan, including classroom teachers. The student teacher candidate should provide evidence of school performance scores for his/her assigned school from the Louisiana Department of Education Website. Also include the goals of the School Improvement Plan (SIP) developed for the assigned school. The candidate should reflect on and describe how s/he contributed toward meeting the school’s goal during the student teaching semester. Provide evidence of efforts to work collaboratively with cooperating teacher to implement the school’s improvement plan within your classroom.
B. Contextual Factors and Student Learning Adaptations (FORM 2.B: CONTEXTUAL FACTORS AND STUDENT LEARNING ADAPTATIONS)
The student teacher candidate is to identify the school and student factors that influence the teaching and learning process in the classroom and the adaptations needed to enhance the learning of ALL students. Adaptations might include strategies that provide equitable
Student Teacher Portfolio Handbook Page 11 opportunities for all students as well as accommodations and modifications designed to support students with special educational needs Students’ backgrounds include the school’s socio-economic makeup, the classroom’s gender, ethnic/cultural make-up, and students’ language proficiency needs, academic performance levels, and special educational needs. Student characteristics include the cognitive, physical, emotional, and social development of students, their prior knowledge, and interests. Environmental factors include district, school, classroom, family, and community factors that impact student learning. These contextual factors may be identified through classroom observations, interactions or communication with students/parents/teachers/school personnel, students’ classroom scores and samples of student work, information found in your students’ cumulative folders, classroom/district/state test scores, individual educational plans, and any other records such as a health history
The student teacher candidate should begin compiling information as soon as possible and use the information recorded to plan and teach all lessons and the instructional unit. Additions can be made as the student teacher candidate gains further experiences and insight throughout the semester.
Information gathered on students should be examined. The student teacher candidate should analyze what the information reveals about students, their environment, and their unique learning needs as a group as well as individually. Candidates should consider the following questions when completing the Contextual Factors and Student Learning Adaptations form:
Based on knowledge of cognitive, physical, emotional, and social development, what specific teaching strategies will you use to address the student characteristics and environmental factors you have identified?
What specific strategies will you use to provide equitable learning opportunities for all students regardless of their gender, race/ethnicity, socio-economic status, or language proficiency?
What accommodations or modifications will you make to enhance the learning of special needs students and those performing above or below grade level?
C. Classroom Observations/Reflections (FORM 2.C CLASSROOM OBSERVATIONS/REFLECTIONS)
At least two (2) observations of other teachers and classrooms in the assigned school are required during the student teaching semester. The student teacher candidate should make every effort to observe a variety of diverse teaching-learning situations. Suggested observations include: other content area classrooms, resource classrooms, gifted & talented programs, Headstart, academic readiness, and other special reading programs.
Entry 3: Instructional Unit Plan
Student Teacher Portfolio Handbook Page 12 The Instructional Unit Plan provides evidence of the student teacher candidate’s ability to plan instruction and assessment aligned with desired learning outcomes; effectively teach content; and collect, interpret, and reflect on evidence of student progress. The heart of the portfolio is the design, implementation, assessment of, and reflection on a multi-week instructional unit plan. Entry 3 is divided into five parts: (1) Learning Goals and Objectives, (2) Instructional Design, (3) Demonstration of Integration Skills, (4) Analysis of Assessment Procedures, and (5) Self-Evaluation of Instructional Unit. It is expected that contextual factors and student learning modifications and adaptations identified in Entry 2 and the learning environment described in Entry 4 will influence the planning of the instructional unit. The unit will be planned and implemented as Entry 3 and at least one lesson from the instructional unit will be observed as part of Entry 5. In addition, it is expected that the planning and implementation of the instructional unit will result in family interactions, school and community contributions, and professional development activities to be noted on the professional logs from Entry 6. Consequently, the instructional unit provides a unifying theme for the entire portfolio
Early Childhood Education and Elementary Education candidates will prepare an integrated instructional unit. Secondary Content candidates, MUED candidates, and HPE candidates will prepare an instructional unit in one subject area for one class. Documentation of alignment with standards for appropriate national professional associations ( NAEYC, ACEI, NASM, NASPE, NCTE, NCTM, NSTA, NCSS, CEC) must be evident in the professional portfolio.
Discuss the unit with your cooperating teacher beginning early in the semester. The student teacher candidate and the cooperating teacher will mutually determine the topic and time frame for the unit. Begin Part 4, Analysis of Assessment Procedures, before beginning any instruction of the unit. Select a topic that relates to significant concepts in the content area, that will be meaningful and worthwhile for the students, that can be used to promote enhanced student learning, that accurately demonstrates teaching competencies, and that is worthy of the time and attention devoted to it through the development of the portfolio. The candidate should spend some time in the classroom becoming familiar with the school, the students, the curriculum, and teaching before beginning the instructional unit.
Use the forms attached to each entry to guide your planning and preparation.
A. Learning Goals & Objectives: (FORM 3.A: LEARNING GOALS & OBJECTIVES)
For Part A of Entry 3, list and describe unit learning goals and objectives. Use high-level objectives, such as those in Bloom’s Taxonomy of Educational Objectives, when possible. Identify the State Content Standards, Benchmarks, and or Grade Level Expectations (GLEs) with which these objectives are aligned. Additionally, identify the standards from the appropriate professional organization ( NAEYC, ACEI, NASM, NASPE, NCTE, NCTM, NSTA, NCSS, CEC) that correspond to the unit goals and objectives.
Keep the following questions in mind when planning:
What standards are most relevant for the instructional unit? Student Teacher Portfolio Handbook Page 13 What are the central concepts and skills (the big, important ideas) related to these standards? Based on these central concepts and skills, what are the significant objectives for student learning? That is, what is most important for students to learn and be able to do?
Are the objectives appropriate for students’ developmental level and the school and classroom context (Entry 2)?
Do the objectives provide evidence that you believe all students can learn and hold high expectations for all students?
Do the objectives focus on critical thinking and problem solving?
Are they clearly stated, measurable, and described in terms of student performance rather than activities?
Remember, “Less is More”. When planning a unit you will be more successful helping students understand a few central concepts and skills represented by fewer significant goals and objectives rather than superficially covering a broad range of less significant topics and too many goals and objectives.
Example:
Goal: Students will understand the physical world
Objectives:
1. Given a map, the students will be able to use latitude and longitude to find physical features.
2. Given a map with six distinct geographic features, the student will evaluate the best location for building a new city and justify their reasoning.
B. Instructional Design: (FORM 3.B.1: INSTRUCTIONAL DESIGN 1) (FORM 3.B.2: INSTRUCTIONAL DESIGN 2)
Based on knowledge of students, the subject matter to be taught, home, school, and community resources, and instructional technology, design and teach a multi-week instructional unit. The unit may be taught in collaboration with the cooperating teacher, but consider the questions and prompts below when planning the instructional design:
Learning Strategies: Include multiple learning strategies to address the diverse cognitive, physical, emotional, and social needs of all students. Progressively sequence these strategies.
Student Teacher Portfolio Handbook Page 14 Meeting the Needs of All Students: Use contextual factors and pre- assessment/diagnostic information to plan to meet the needs of all students. Identify strategies to provide equitable learning opportunities and/or adaptations to address the specific identified needs of individuals, small groups, and the entire class.
Active Inquiry, Learner Centeredness, and Meaningful Student Engagement: Be sure the concepts and skills to be taught are presented in relevant and meaningful ways to the students. Identify key activities and discussion questions to actively engage students in learning. Be sure to include opportunities to actively engage students in questioning concepts, developing learning strategies, seeking resources, and conducting independent investigations.
Technology Integration: Use technology to research, plan, and teach the selected unit. Integrate instructional technology into lessons to enhance students’ use of technology.
Use of Community Resources Outside the School Environment: There are multiple family and community resources available to strengthen connections, provide additional support, and make learning relevant for students. How can knowledge of these resources to enhance planning and teaching? How can parents, community members, and community agencies be involved in the teaching and learning process? Be sure these additional resources directly relate to the unit goals and learning objectives.
C. Demonstration of Integration of Skills (FORM 3.C: DEMONSTRATION OF INTEGRATION OF SKILLS)
Based on the unit plan, list and describe integration across and within content fields to enrich the curriculum, develop thinking strategies; reading strategies, and facilitate all students’ abilities to understand relationships between subject areas. Discuss how the instruction creates an integrated learning experience. Describe the integrated strategies used in delivery of the instructional unit. Include suggestions and guidelines for student use of textual materials related to the subject.
D. Analysis of Assessment Procedures (FORM 3.D.1: DOCUMENTATION OF ASSESSMENT INSTRUMENTS) (FORM 3.D.2: PRESENTATION & ANALYSIS OF ASSESSMENT DATA) (FORM 3.D.3: PRESENTATION & ANALYSIS OF DISAGGREGATED DATA)
For Part D of Entry 3, describe the instructional unit assessment plan and the analysis of student performance in relation to the unit instructional goals and objectives. Discuss how student performance is used to plan and adjust instruction. Start this task BEFORE beginning the unit instruction. Provide information, data, and summary results as called for using written descriptions, copies of instruments used, and tables and charts. Copies of instruments should be included in the portfolio. Do not include any student work.
Student Teacher Portfolio Handbook Page 15 For this entry, prepare and implement (1) pre-assessment/diagnostic assessment instruments (before you begin your unit), (2) at least two formative assessments (as you teach your unit), and (3) a summative assessment (at the end of your unit). Learning objectives should be assessed before, during, and at the end of the unit through these instruments. Develop assessment criteria for each objective and each assessment instrument. These assessment criteria must be measurable, comprehensive, and specify the minimal level of performance for students to successfully meet the learning objectives. When establishing the assessment criteria, remember to keep expectations high yet reasonable. In addition, collect and analyze the data from each of the instruments, disaggregate the data, and discuss the results. Describe how the assessment data is used for instructional planning and decision- making.
Be sure to include evidence that you are persistent in helping all your students succeed. In planning assessments, use a variety of formats (more than two). Example formats include multiple choice, short answer, essay, performance assessment, portfolios, checklists, observations, etc. Be sure to address each of the following prompts:
1. Pre-Assessment/Diagnostic Assessments
Prepare Pre-Assessment/Diagnostic Assessments: For the unit’s instructional objectives, prepare both a formal and informal assessment of the students’ readiness to engage in the instruction.
Informal Assessment: Consider both information from school records, external assessment data, and personal observations of the students relying on measures used in previous instruction and observations of the class. Document the sources used to assess student readiness.
Formal Assessment: Prepare a pre-assessment/diagnostic instrument that will assess each of the unit objectives. This assessment should be an appropriate pre-measure of the students’ readiness to engage in the unit’s instruction. This assessment can also be used as a point for measuring student growth at the end of the unit and determining the overall success of the unit design. Describe the format and content (objectives) assessed through each assessment instrument. Include a copy of the pre- assessment/diagnostic instrument in the portfolio.
Implement Pre-Assessment/Diagnostic Assessments and Collect Data: Use the Informal and formal assessment strategies chosen/developed and collect assessment data on the class. Present these data in a chart or table.
Analyze Pre-Assessment/Diagnostic Assessment Results: Disaggregate the data collected based on students’ prior knowledge and readiness skills. To do this, identify students who already have considerable knowledge of the unit objectives, those who may have “prior knowledge” deficits, and those who are ready for instruction as planned. In addition, disaggregate the class results to reveal subgroup differences (i.e., males and females or ELL
Student Teacher Portfolio Handbook Page 16 and native speakers) for at least two groups of students within the classroom (i.e., gender and language proficiency)
Plan for Instruction: Describe specifically how pre-assessment/diagnostics data were used to proceed with instruction for the identified groups of students. Address the specific objectives evaluated, and discuss instructional strategies for those with different prior knowledge and readiness skills (i.e., in need of remediation, ready for instruction, advanced). In addition, discuss instruction strategies for the two identified groups (i.e., gender, ELL, and students with special needs).
2. Formative Assessments
Prepare Formative Assessments: Prepare at least two informal and/or formal formative assessment tools to use during the period of the unit’s instruction. Discuss the format and content (objectives) assessed through each assessment instrument. Include a copy of the formative instruments in the portfolio.
Implement Formative Assessments and Collect Data: Use the formative assessment strategies you have chosen/developed and collect assessment data on the class. Present these data in a chart or table.
Analyze your Formative Assessment Results: Discuss the results in terms of your learning goals and objectives. Are students learning what you intended for them to learn? Identify individual students and/or subgroups in need of remediation and/or modifications/adaptations to successfully meet the unit learning objectives.
Plan for Instruction: Describe how these interim results were used to re-direct, re-teach, and otherwise inform the plan for instruction. Be persistent in helping all students achieve success.
Report Information to Students: Present assessment information to students to help them become responsible for their own learning. How did the students use this information to enhance their own learning?
3. Summative Assessment
Prepare Summative Assessment: Prepare an end-of-unit (summative) assessment that will assess unit objectives. Use at least two different test formats (e.g., multiple choice, short answer, essay, performance assessment, portfolios, observations, etc.). Use this assessment as a final measure of student learning and to determine the success of the unit design. For each specific objective establish reasonable minimal levels of performance (What would the student need to do to demonstrate they have met the objective). In addition, for each assessment instrument, establish reasonable minimal levels of performance (grade decision points/passing scores). Keep expectations high yet reasonable. Discuss the format and content (objectives)
Student Teacher Portfolio Handbook Page 17 assessed through each assessment instrument. Include a copy of the summative instruments in the portfolio.
Implement Summative Assessment and Collect Data: At the end of the unit’s instruction, administer the unit’s summative assessment and collect student results. Present results/data that describe the level of student performance on the unit’s objectives in a table or chart.
Analyze your Summative Assessment Results: Discuss the results in terms of your learning goals and objectives. Were your objectives achieved? Did students learning what you intended for them to learn? Describe the level of student performance on each unit objective. Were all parts of the objective met? In addition, include the percentage of students who achieved each unit objective. Disaggregate your class results to reveal differences in achievement based on prior knowledge and readiness skills (i.e., students in need of remediation, ready for instruction, advanced) and based on the groups identified in your pre-assessment/diagnostic assessment (gender, ELL, students with special needs, etc.). This is done, by organizing and reporting the data to show the achievement of one subgroup compared to the achievement of another subgroup (i.e., males compared to females, ELL compared to native speakers, and/or students in need of remediation compared to students ready for instruction etc.). Were some groups of students less successful than others?
Plan for Instruction: Describe how you will use these results to plan future instruction. What will be your next steps? What changes in instruction should be made to help all groups of students be successful. Discuss at least one specific intervention to be used in future instruction for any subgroup performing lower than the rest of the class.
E. Self-Evaluation of Instructional Unit
It is important that the student teacher candidate is a reflective practitioner who continually assesses his or her teaching and its impact on student learning and uses this information to plan future learning opportunities. For Entry 3, Part E, use the questions on the Entry 3 Part E: Self Evaluation of Instructional Unit form to reflect on the instructional unit as it is taught.
Entry 4: Analysis of Classroom Learning Environment (FORM 4: ANALYSIS OF CLASSROOM LEARNING ENVIRONMENT)
A learning environment that encourages positive social interactions, active engagement in learning, and student self-motivation and responsibility is built and maintained by: (1) creating an environment of respect and rapport, (2) establishing a culture for learning, (3) managing classroom procedures, (4) encouraging appropriate student behavior, and (5) organizing the physical environment. For entry 5, analyze the classroom learning environment based on these five components. As part of this analysis, determine how these five components can be used to build and/or maintain a positive learning environment. All five of these components are supported by an understanding and application of individual and group motivation and student
Student Teacher Portfolio Handbook Page 18 behavior. Be sure to discuss principles of motivation and student behavior in the analysis of classroom learning environment.
Entry 5: Formal Observations (FORM 5.C SELF-REFLECTION AFTER TEACHING)
Formal observations are another major component of the student teaching portfolio. The major focus of this entry is to provide evidence of instruction; however, formal observations also provide evidence of competence in all four categories of the NSU Conceptual Framework, the Louisiana Components of Effective Teaching
Student teacher candidates will be observed by the cooperating teacher, the cooperating principal or principal designee, and the university supervisor. From these observations the student teacher will select five (5) to include in the portfolio. At least three of the documented observations need to be from different subjects or class periods and at least one needs to be from the instructional unit. For each of the five formal observations you will include (1) a copy of the daily lesson plan on a NSU-approved lesson plan template, (2) copy of the completed CLASSROOM OBSERVATION FORM AND (3) a self-reflection of the lesson
1. Planning:
Include five (5) example lesson plans from lessons taught and evaluated by the University Supervisor, Cooperating Teacher and/or Cooperating Principal or principal designee. At least one of the lessons taught must be from the Instructional Unit Plan. An approved NSU lesson plan format must be used. Lesson plans included in the portfolio should indicate:
Content Pedagogy Example lesson plans indicate understanding of the central concepts, tools of inquiry, & structure of the discipline taught. Plans should indicate strong content knowledge and the ability to create learning experiences that make the aspects of subject matter meaningful for students.
Conceptual Framework The objectives and activities in sample lesson plans reflect the principles of NSU Conceptual Framework: Models for Learning.
. Problem Solving . Creative and Critical Thinking . Assessment-Based Decision Making . Responsibility Taking
Each example lesson plan should include a brief narrative that identifies the Conceptual Framework principle(s) addressed and brief explains how the lesson promotes use of principle(s) by K-12 students.
Teaching Strategies In addition, example lesson plans provide evidence of the ability to use a variety of instructional strategies to meet stated content objectives and the ability to differentiate
Student Teacher Portfolio Handbook Page 19 instruction to meet the individual needs of the learning community. Lesson plan(s) should identify specific instructional strategies.
Literacy Strategies Instructional plan shows integration of literacy and literacy strategies appropriate for grade level or content area.
Accommodations Evidence is provided demonstrating the understanding of how students differ in their approaches to learning and the ability to create instructional opportunities adapted to diverse learners. Example lesson plans should identify specific accommodations based on individual needs and lesson content and objectives.
Technology Integration Technology must be considered in the context of curriculum standards, classroom management strategies, new designs for learning, and the most effective pedagogical practices. Each lesson plan should indicate integration of technology into instruction and provide an explanation of why the technology was appropriate in the instructional process and/or how it supported instruction
2. Evaluation of Instruction:
Provide copy of the completed CLASSROOM OBSERVATION FORM for each of the five (5) example lesson plans.
3. Reflection on Instruction:
Complete a FORM 5.C SELF-REFLECTION AFTER TEACHING for each of the five (5) lesson plans included.
Entry 6: Professional Growth & Development
Professional responsibilities help to make teachers true professional educators. They encompass the roles assumed outside of and in addition to those in the classroom with students. Students rarely observe these activities; parents and the larger community observe them intermittently. But the activities are critical to preserving and enhancing the profession, both in the impact made to the teacher as well as to other teachers, students and parents.
Professional responsibilities include a wide rage of activities from self-reflection and professional growth, to contributions made to the school and district, to contributions made to the profession as a whole. Teachers who excel in professional responsibilities are highly regarded by colleagues and parents. They can be depended on to serve students’ interests and the larger community, and they are active in their professional organizations, in the school, and in the district.
Student Teacher Portfolio Handbook Page 20 Document the following professional responsibilities
A. Weekly Logs:
Weekly activity logs of classroom participation and teaching are to be included in the professional portfolio. Logs should be kept electronically and uploaded into the electronic portfolio.
B. Professional Development (FORM 6.B: PROFESSIONAL DEVELOPMENT & GROWTH)
Complete the PROFESSIONAL DEVELOPMENT form documenting participation in a minimum of five (5) school-level, parish-level, or university lead professional developments. Include a reflection of instruction. Identify professional strengths and weaknesses identified through professional development experiences, and provide at least one goal for continuing to improve professionally and plans for achieving this goal.
C. Interactions with Families, Community, and Educational Personnel (FORM 6.C: INTERACTIONS WITH FAMILIES, COMMUNITY, AND EDUCATIONAL PERSONNEL)
The components also include facilitation of 2-way interactions with the families of students, contacts with the larger community, the maintenance of records and other paper work, and advocacy for students. Document the interactions with family of students, other educational personnel, and the community as a whole during the student teaching semester. Examples include parent-teacher conferences, family nights, newsletters or websites, team or content areas meetings, participation in extracurricular school activities, attendance at school district meeting, etc. Evaluation of Written Communication
The professional educator should be able to communicate ideas effectively to others. Narratives and other written documents included in the portfolio will be evaluated on the following:
Organization and format Organizes written communications and follows the prescribed reporting formats.
Writing Conventions Uses conventions of writing accurately and appropriately including grammar, punctuation, word usage, and spelling.
Clarity of Writing Writes effectively and clarity.
Student Teacher Portfolio Handbook Page 21 Portfolio Forms
Student Teacher Portfolio Handbook Page 22 Entry 2.A Involvement in and Contributions to School and District Improvement School:______District:______
1. Identify the school performance scores for your school as given on the Louisiana Department of Education Website:
2. Identify at least two (2) major goals of the School Improvement Plan (SIP) developed for your school:
3. Document your involvement in school and district improvements:
Date Event Contribution / Insight Impact on You,
(E.g., committee Other Teachers, meeting, faculty activity) Students, Parents
Student Teacher Portfolio Handbook Page 23 4. Reflect on and describe how you contributed toward meeting the school’s goal during your student teaching semester.
Entry 2.B Contextual Factors and Student Learning Adaptations
Student Characteristics:
Describe developmental characteristics of students in your classroom
(Cognitive, Physical, Emotional, Social).
Highlight the prior knowledge and interests of students in your classroom.
Environmental Factors:
Describe district, school, and classroom environmental factors impacting the quality of education for all of your students.
Describe community and family environmental factors impacting the quality of education for all of your students.
Student Teacher Portfolio Handbook Page 24 Instructional Strategies Appropriate for Student Characteristics and Environmental Factors:
Based on the student characteristics and environmental factors you noted above, describe the instructional strategies you use to meet the unique learning needs of your students.
ENTRY 2.C OBSERVATION/REFLECTION FORM
Student Teacher______Date______
Class Observed______Lesson Topic:______Length of Observation_____
MANAGEMENT:
1. Describe how the classroom was organized to facilitate learning.
2. In what ways did the teacher promote a positive climate in the classroom?
3. What did you observe about management of routines and transitions during the lesson?
4. How did the teacher establish expectations for learner behavior during the lesson?
5. What monitoring techniques did the teacher use to manage learner behavior?
Student Teacher Portfolio Handbook Page 25 6. How were pupils encouraged to take responsibility during this lesson?
INSTRUCTION:
1. How did the teacher communicate the lesson objectives to the pupils? How did the teacher develop the lesson objectives?
2. How did the teacher sequence the lesson activities? Were any adjustments needed in lesson activities? Specify.
3. List standard and supplemental teaching materials and aids used by the teacher and pupils.
4. What evidence did you observe that the lesson content was at the appropriate level for the pupils?
5. How did the teacher accommodate differences in pupils during this lesson?
Student Teacher Portfolio Handbook Page 26 6. What kind of examples and events did the teacher use to explain lesson content?
7. Relate how the teacher effectively communicated with the pupils.
8. How were pupils encouraged to participate in the lesson?
9. Describe how the teacher gave specific feedback to the pupils on their performance.
10. What evidence did you see of creativity or critical thinking by the pupils during this lesson?
11. What problem solving activities did you observe?
12. How were the pupils involved in decision making during this lesson?
Student Teacher Portfolio Handbook Page 27 13. What techniques or strategies did you observe that you would like to try in your own teaching?
Entry 3.A Instructional Unit Plan Learning Goals and Objectives
Student Teacher Portfolio Handbook Page 28 State Content Standards and Professional Content Standards
Identify:
1. State Content Standards, Benchmarks an/or Grade Level Expectations related to this unit:
2. Professional Content Standards related to this unit: (NAEYC, ACEI, NASM, NASPE, NCTE, NCTM, NSTA, NCSS, CEC)
Learning Goals and Objectives
What will students know and be able to do at the end of this unit? Give at least one goal and three objectives.
Goal:
Objectives:
Entry 3.B.1 Instructional Unit Plan Instructional Design 1
Student Teacher Portfolio Handbook Page 29 Use the goals and objectives from Entry 3. A to complete the table showing the daily sequence of instructional strategies used to teach to these goals and objectives in a multi-week unit/body of instruction. (Units should be a minimum of 2 weeks) Add to chart if necessary.
Date: Objective: Instructional Strategies:
Entry 3.B.2 Instructional Unit Plan Instructional Design 2
Student Teacher Portfolio Handbook Page 30 1. Learning Strategies:
Explain how you included multiple learning strategies to address diverse cognitive, physical, emotional, and social needs of all your students.
2. Adaptations to Meet the Needs of All Students:
Explain how your instructional strategies were designed to address the contextual factors and pre- assessment/diagnostic assessment information gathered on your students. What strategies did you use to provide equitable opportunities for all students? What adaptations did you make to address varied reading levels and/or students with special needs?
3. Active Inquiry, Student Centered, and Meaningful Student Engagement:
Justify in what ways this unit is student centered. Describe how students were meaningfully engaged in active inquiry (i.e. questioning concepts, developing learning strategies, seeking resources, and conducting independent investigations).
4. Technology Integration:
How did you use technology to plan and teach your unit?
How did student’s use technology to enhance their learning?
5. Community Resources:
What community resources did you use to achieve your unit goals and objectives and foster student learning?
Entry 3.C Instructional Unit Plan Demonstration of Integration Skills
Student Teacher Portfolio Handbook Page 31 Based on your unit plan, document how you were able to integrate across and within content fields to enrich the curriculum, develop thinking strategies; incorporate literacy strategies, and facilitate all students’ abilities to understand relationships between subject areas.
Integration Across and Integration of Critical Thinking/ Integration of Literacy Strategies: Within Content Fields: HOTS Strategies:
Entry 3. D.1 Instructional Unit Plan Analysis of Assessment Procedures Documentation of Assessment Instruments
Student Teacher Portfolio Handbook Page 32 Complete the following chart based on the unit learning objectives
Learning Objectives Type of assessment Format of Assessment Assessment Criteria
List each learning objective. (pre-assessment/diagnostic (e.g., multiple choice, short For each objective All learning objectives must assessment, formative, or answer, essay, performance establish measurable, be assessed through pre- summative). List the assessment, portfolios, comprehensive, minimal assessment/diagnostic assessments in the order they observations, etc.) Be sure the levels of performance assessment, formative and are to be given. Be sure to format for each assessment is (What would the student summative assessments. include all 3 types of appropriate for measuring need to do to demonstrate assessments student performance levels in they have met the relation to each objective. objective? Be sure the minimal levels of performance are based on high yet reasonable expectations.
Respond to the following prompts based on each required assessment instrument.
Student Teacher Portfolio Handbook Page 33 1. For each assessment instrument, listed above, establish minimal levels of performance (grade decision points/passing scores).
Pre-Assessment/Diagnostic Assessment Instrument:
Formative Assessment Instruments (at least two):
Summative Assessment Instrument:
Attach a copy of your pre-assessment/diagnostic assessment, formative, and summative assessments. Attach a copy of all supporting documents—for example, a rubric used to evaluate student performance.
Entry 3. D.2 Instructional Unit Plan Analysis of Assessment Procedures Presentation and Analysis of Assessment Data Student Teacher Portfolio Handbook Page 34 Pre-Assessment/Diagnostic Assessment Data
(Be sure to include informal sources of readiness data and results from formal assessment instruments.)
Unit Learning Objectives Level of Student Performance on each Objective
Assessment Instrument:
Percentage of students who achieved unit objectives on this assessment (overall results) _____
1. How did you use this information to proceed with unit instruction?
Informal Assessment:
Informal sources of readiness data and results from formal assessment instruments.
Formative Assessment Data
(Be sure to include results from at least two formative assessments.)
Unit Learning Objectives Level of Student Performance on each Objective
Assessment Instrument:
Percentage of students who achieved unit objectives on this assessment (overall results) ____
1. Describe how you used this information to re-direct, re-teach, and otherwise inform your plan of instruction. Provide evidence that you are persistent in helping all your students succeed.
2. How did you report these results to your students to help them become more responsible for their own learning?
Student Teacher Portfolio Handbook Page 35 3. How did your students use this information to enhance their own learning?
Summative Assessment Data
Unit Learning Objectives Level of Student Achievement on each Objective
Assessment Instrument:
Percentage of students who achieved unit objectives on this assessment (overall results) ____
1. Discuss these results in terms of your learning goals and objectives. Did students learn what you intended them to learn? Specifically describe your evidence.
2. Describe how you would use these results to plan for future instruction. What are your next steps?
Entry 3. D.3 Instructional Unit Plan Analysis of Student Achievement Presentation and Analysis of Disaggregated Data
Student Teacher Portfolio Handbook Page 36 Pre-Assessment/ Summative Percentage of Students Who Achieved Unit Diagnostic Assessment Assessment Objectives
Whole Class Mean:
Subgroup Means:
Students Ready for Instruction
Students in Need of Remediation
Male Mean
Female Mean
ELL Mean
Native Speakers Mean
Ethnic/Cultural Groups Mean
Majority Groups Mean
Identified Students (IEP) Mean
Non-Identified Students Mean
1. Explain your interpretation of the disaggregated data: Did all students learn what you intended them to learn (Were your objectives achieved)? Specifically describe your evidence.
2. Describe how you used these results for planning and instructional decision-making. Pre-Assessment/Diagnostic Assessment: How did you use these data to proceed with instruction for the identified subgroups to plan for the success of all students?
3. Summative Assessment: Discuss at least one intervention to be used in future instruction for any subgroup performing lower than the rest of the class. What changes should be made in this unit to help all students be successful the next time it is taught?
Entry 3.E Instructional Unit Plan Self-Evaluation of the Instructional Unit
It is important that each teacher is a reflective practitioner who continually assesses his or her teaching and its impact on student learning and uses this information to plan future learning opportunities. For
Student Teacher Portfolio Handbook Page 37 Entry 3, Part 5, use the following questions to help you reflect on the effectiveness of your instructional unit.
1. Select the learning objectives where your students were the most successful. Provide two or more reasons for this success (Be specific and provide evidence). Consider your objectives, instruction, and assessment along with student characteristics and other contextual factors under your control.
2. Select the learning objectives where your students were least successful. Provide two or more reasons for this lack of success (Be specific and provide evidence). Consider your objectives, instruction, and assessment along with student characteristics and other contextual factors under your control. Explain any mid-unit adaptations you made to enhance learning for all students. Discuss what you could do differently or better in the future to improve your students’ performance.
3. Discuss how and in what context you have communicated with students, parents, and other professionals about your decisions regarding students’ learning and assessment. You must address all three. Students:
Parents:
Other school professionals:
4. Reflect on possibilities for professional development. Describe at least two professional learning goals related to your professional strengths and weaknesses revealed by teaching this unit. Identify two specific activities you will undertake to improve your performance as a teacher in the critical areas you identified. 5. Entry 4 Analysis of Classroom Learning Environment Creating an Environment of Respect and Rapport
Student Teacher Portfolio Handbook Page 38 Explain how you established and maintained an atmosphere of trust, openness and mutual respect in your classroom. Describe specific strategies used to encourage:
Positive student verbal and non-verbal communication skills Positive student social interactions
Establishing a Culture for Learning to Encourage Student Engagement and Responsibility
Describe how you created a culture for learning in your classroom. Describe specific strategies used to encourage:
Active engagement in learning Student responsibility for their own learning Student commitment to the subject High expectations for achievement Student pride in work Managing Classroom Procedures
Describe your classroom routines and procedures. Include specific procedures used to promote:
Student responsibility Smooth operation of the classroom Efficient use of time (e.g., organizing and managing groups of students, distribution and collection of materials, use of student helpers, transition between activities, etc.
Encouraging Appropriate Student Behavior
Describe your classroom management plan. Include specific classroom management strategies used to:
Establish clear expectation of conduct Monitor student behavior Respond to behavior that does not meet your expectations
Organizing the Physical Environment
Attach a simple sketch of the arrangement of the physical space of your classroom. Design a plan to:
Make learning accessible to all students Address safety concerns Arrange the furniture to support typical learning activities Entry 5.C Formal Observations Reflection After Teaching Lesson
Name: ______School: ______
Student Teacher Portfolio Handbook Page 39 Grade Level/Subject Area: ______Date of Lesson: ______------
Did you depart from anything you planned for this lesson? If so, why?
2. Has anything that happened during this lesson influenced your evaluation plan? If so, how and why?
3. To what extent did the students learn what was intended? How do you know?
As part of your answer indicate:
In what ways were your teaching methods effective? How do you know? In what ways were your activities effective? How do you know? In what ways were the instructional materials effective? How do you know? How did any special considerations of accommodations affect the lesson?
4. Identify an individual or group of students who had difficulty in today’s lesson. How do you account for this performance? How will you help this (these) student(s) achieve the learning objectives?
5. Identify an individual or group of students who did especially well in this lesson today. How do you account for this performance?
6. If you were going to teach this lesson again to the same group of students, what would you do differently? (Consider: grouping, methods, materials, evaluation, activities) Why? What would you do the same? Why?
7. Based on what happened in this lesson, what do you plan to teach next to this class? Be sure to explain how you will use information from this evaluation in future lesson planning.
Entry 6.A Northwestern State University – College of Education
Student Teacher Portfolio Handbook Page 40 Student Teaching Weekly Activity Log
Name______School Placement ______Grade & Teacher ______Week of ______
Monday Tuesday Wednesday Thursday Friday Weekly totals
n Content # of Content Content Content Content # o i
t hrs # of hrs # of hrs # of hrs of hrs a p i c i t r a P
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t Description of Description of event: Description of event: Description of Description of event: n
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Include a paragraph outlining your responsibilities for the week: (may be written here and then transferred into PASS-PORT or typed directly into PASS-PORT
Student Teacher Portfolio Handbook Page 41 Cooperating Teacher______University Supervisor______
Entry 6.B Professional Logs Professional Development Experiences
Name: School:
Date Event Benefits / Learning Derived Plans for Continual Growth
Student Teacher Portfolio Handbook Page 42 Based on your experiences and information from this log, (1) identify your professional strengths and weaknesses identified through your professional development experiences, (2) at least one goal for continuing to improve your teaching, and (3) plans for achieving this goal.
Entry 6.C Professional Logs Interactions with Families, Community, and Educational Personnel To Support Student Learning
Name: School: ______
Date Person Interacted Type of Purpose Impact on Teaching and With Interaction Student
Based on your experiences and information from this log, (1) identify your professional strengths and weaknesses in terms of your ability to interact with families, community, and other educational personnel to support student learning, (2) at least one professional goal for continuing to grow professionally in your area of weakness, and (3) plans for achieving this goal.
Student Teacher Portfolio Handbook Page 43