2009 portfolio handbook for advanced programs -...

SOUTHERNADVENTISTUNIVERSITYSCHOOLOFEDUCATION&PSYCHOLOGY

PROFESSIONALPORTFOLIOHANDBOOKFORADVANCEDPROGRAMS

PreparedbyKrystalBishop,Ed.D.InCollaborationwithNCATEStandardICommittee

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TableofContents INTRODUCTION .......................................................................................................................... 3

PORTFOLIO EVALUATION........................................................................................................ 3

CONCEPTUAL FRAMEWORK ................................................................................................... 4

NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS ............................... 5

NBPTS CORE PROPOSITION 1 .................................................................................................. 7



NBPTS CORE PROPOSITION 4 ................................................................................................ 10

NBPTS CORE PROPOSITION 5 ................................................................................................ 12

APPENDIX A ............................................................................................................................... 13

APPENDIX B ............................................................................................................................... 16

APPENDIX C ............................................................................................................................... 17

APPENDIX D ............................................................................................................................... 18

APPENDIX E ............................................................................................................................... 21

APPENDIX F................................................................................................................................ 22

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INTRODUCTION The Advanced Programs Professional Portfolio is designed for the graduate student to provide documentation of the expected proficiencies that relate to the core pillars of the School of Education & Psychology (SEP) Conceptual Framework and the core propositions defined by the National Board for Professional Teaching Standards (NBPTS). Most importantly, it is a representation of the professionalism of each candidate in advanced programs. It is the desire of the SEP faculty that candidates in advanced programs will embrace the portfolio as evidence of their commitment to being a Caring Person, an Informed Facilitator, a Reflective Decision-maker, and a Committed Professional. All candidates in advanced programs are required to submit a professional portfolio. The portfolio will be submitted for evaluation at Admission to Candidacy and as an Exit evidence prior to graduation. Portfolio submissions are defined in the following pages. Evidences will come from advanced program classes as well as classroom practice. It is expected that candidates in advanced programs will demonstrate the knowledge, skills, and dispositions expected of committed professionals. Quality of the evidences should be emphasized, rather than quantity.

PORTFOLIOEVALUATION The portfolio should be organized according to the core propositions of the NBPTS. All documents should reflect the professional communication skills expected of candidates in advanced programs. No handwritten submissions are acceptable. Development of the portfolio should begin at the commencement of the graduate studies program and will progress throughout the advanced program. Evidences due at Admission to Candidacy are signified in this document with an *. Those evidences and all others will become a part of the completed portfolio which is due upon completion of the advanced program, prior to graduation. A rubric is provided in Appendix F. It should be used by candidates during development of the portfolio and completed as a self-assessment before presenting the portfolio at each data point. In addition, faculty from the SEP will use the rubric when evaluating each portfolio.

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Southern Adventist University School of Education & Psychology

Conceptual Framework Laying the Foundation of Professional Excellence

Institutional Mission

Southern Adventist University, as a learning community, nurtures Christ-likeness and encourages the pursuit of truth, wholeness, and a life of service.

The Mission – School of Education & Psychology

Our mission is to prepare all students to be effective professionals who demonstrate a commitment to the pursuit of truth, wholeness, and a life of service in a pluralistic society.

The Goal – School of Education & Psychology

The goal of the professional education unit is to facilitate the comprehensive development of school professionals as servant leaders in their communities.

This goal is realized by providing opportunities for the candidate to become effective in the following roles: (a) a caring person, (b) an informed facilitator of learning, (c) a reflective decision-maker, and (d) a committed professional. These then lay the foundation for professional excellence and constitute the core objectives of the professional education unit.

The Core Objectives and Expected Proficiencies

1. As a caring person, the candidate/school professional will demonstrate knowledge, skills, and dispositions by (a) demonstrating an ideal of fairness and belief that all students can learn (b) recognizing and respecting diversity, individual worth, and integrity (c) considering the influence of community, school, and family context (d) emulating the example of Christ-like service

2. As an informed facilitator of learning, the candidate/school professional will demonstrate knowledge, skills, and dispositions by

(a) providing nurturing environments, services, and programs (b) demonstrating understanding of central concepts (c) demonstrating understanding of how individuals develop (d) meeting the needs of a diverse student population (e) using technology to enhance communication and student learning

3. As a reflective decision-maker, the candidate/school professional will demonstrate knowledge, skills, and dispositions through

(a) demonstrating intellectual curiosity, critical thinking, and strategic decision-making (b) using theory, based on scientific research, to enhance pedagogical and professional practice (c) using formal and informal assessments to make informed professional decisions (d) reflecting on professional practice

4. As a committed professional, the candidate/school professional will demonstrate knowledge, skills, and dispositions by (a) collaborating with peers and consulting with professionals (b) demonstrating professional, legal, and ethical responsibilities (c) participating in opportunities to achieve professional excellence (d) recognizing the value of health and a commitment to a lifestyle of wellness (e) demonstrating appropriate communication skills

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What Teachers Should Know and Be Able to Do National Board for Professional Teaching Standards

Policy Position (Five Core Propositions) The National Board for Professional Teaching Standards seeks to identify and recognize teachers who effectively enhance student learning and demonstrate the high level of knowledge, skills, abilities and commitments reflected in the following five core propositions. 1. Teachers are committed to students and their learning. Accomplished teachers are dedicated to making knowledge accessible to all students. They act on the belief that all students can learn. They treat students equitably, recognizing the individual differences that distinguish one student from another and taking account of these differences in their practice. They adjust their practice based on observation and knowledge of their students' interests, abilities, skills, knowledge, family circumstances and peer relationships. Accomplished teachers understand how students develop and learn. They incorporate the prevailing theories of cognition and intelligence in their practice. They are aware of the influence of context and culture on behavior. They develop students' cognitive capacity and their respect for learning. Equally important, they foster students' self-esteem, motivation, character, civic responsibility and their respect for individual, cultural, religious and racial differences. 2. Teachers know the subjects they teach and how to teach those subjects to students. Accomplished teachers have a rich understanding of the subject(s) they teach and appreciate how knowledge in their subject is created, organized, linked to other disciplines and applied to real-world settings. While faithfully representing the collective wisdom of our culture and upholding the value of disciplinary knowledge, they also develop the critical and analytical capacities of their students. Accomplished teachers command specialized knowledge of how to convey and reveal subject matter to students. They are aware of the preconceptions and background knowledge that students typically bring to each subject and of strategies and instructional materials that can be of assistance. They understand where difficulties are likely to arise and modify their practice accordingly. Their instructional repertoire allows them to create multiple paths to the subjects they teach, and they are adept at teaching students how to pose and solve their own problems. 3. Teachers are responsible for managing and monitoring student learning. Accomplished teachers create, enrich, maintain and alter instructional settings to capture and sustain the interest of their students and to make the most effective use of time. They also are adept at engaging students and adults to assist their teaching and at enlisting their colleagues' knowledge and expertise to complement their own. Accomplished teachers command a range of generic instructional techniques, know when each is appropriate and can implement them as needed. They are as aware of ineffectual or damaging practice as they are devoted to elegant practice. They know how to engage groups of students to ensure a disciplined learning environment, and how to organize instruction to allow the schools' goals for students to be met. They are adept at setting norms for social interaction among students and between students and teachers. They understand how to motivate students to learn and how to maintain their interest even in the face of temporary failure.

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Accomplished teachers can assess the progress of individual students as well as that of the class as a whole. They employ multiple methods for measuring student growth and understanding and can clearly explain student performance to parents. 4. Teachers think systematically about their practice and learn from experience. Accomplished teachers are models of educated persons, exemplifying the virtues they seek to inspire in students -- curiosity, tolerance, honesty, fairness, respect for diversity and appreciation of cultural differences -- and the capacities that are prerequisites for intellectual growth: the ability to reason and take multiple perspectives to be creative and take risks, and to adopt an experimental and problem solving orientation. Accomplished teachers draw on their knowledge of human development, subject matter and instruction, and their understanding of their students to make principled judgments about sound practice. Their decisions are not only grounded in the literature, but also in their experience. They engage in lifelong learning which they seek to encourage in their students. Striving to strengthen their teaching, accomplished teachers critically examine their practice, seek to expand their repertoire, deepen their knowledge, sharpen their judgment and adapt their teaching to new findings, ideas and theories. 5. Teachers are members of learning communities. Accomplished teachers contribute to the effectiveness of the school by working collaboratively with other professionals on instructional policy, curriculum development and staff development. They can evaluate school progress and the allocation of school resources in light of their understanding of state and local educational objectives. They are knowledgeable about specialized school and community resources that can be engaged for their students' benefit, and are skilled at employing such resources as needed. Accomplished teachers find ways to work collaboratively and creatively with parents, engaging them productively in the work of the school.

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NBPTSCOREPROPOSITION1

CANDIDATES ARE COMMITTED TO STUDENTS & THEIR LEARNING

Evidence Correlation to Conceptual Framework

Dispositions Assessment* Caring Person Informed Facilitator Committed Professional

Wellness Plan* Committed Professional Wellness Plan Assessment Committed Professional Servant Leadership Reflective Statement* Caring Person Evidence chosen by Candidate* Reflective Decision-maker

*Evidence is due when portfolio is presented for Admission to Candidacy. Explanation

1. Dispositions Assessment*. Completed by emphasis coordinator and one other professor when six hours have been completed at Southern Adventist University. A copy will be given to candidate. A second Assessment will be completed at Admission to Candidacy. See Appendix A for instrument.

2. Wellness Plan*. See Appendix B for suggested format.

3. Wellness Plan Assessment. Write a statement assessing how you feel you met each goal of your Wellness Plan.

4. Servant Leadership*. Provide a Reflective Statement of at least one area of servant leadership in which you have been engaged during your graduate studies.

5. Evidence chosen by Candidate*. Choose one evidence that shows demonstrates that you are a Caring Person who is committed to students and their learning. Refer to the proficiencies of the Conceptual Framework when making a decision regarding the type of evidence to provide. Prepare a Reflective Statement to accompany the evidence.

Each Reflective Statement must include an explanatory paragraph for each of the following:

Nature and context of the evidence Significance of the evidence Relevance to proficiency found in the Conceptual Framework Relevance to NBPTS core proposition Sensitivity to diversity Impact on student learning Influence on instruction

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CANDIDATES KNOW THE SUBJECTS THEY TEACH AND HOW TO TEACH THOSE SUBJECTS


Graduate Degree Audit Informed Facilitator Reflective Decision-maker Committed Professional

Professional Evaluation Informed Facilitator Technology Evidences* Informed Facilitator Evidence chosen by Candidate* Reflective Decision-maker

*Evidence is due when portfolio is presented for Admission to Candidacy. Evidence:

1. Graduate Degree Audit. Available from Records.

2. Professional Evaluation. It is the responsibility of the Candidate to contact an administrator in their educational system for the completion of an evaluation of professional practice. Provide a copy of this evaluation in portfolio. It is recommended that this evaluation be completed during the Field Work/Internship semester.

3. Technology Evidences*. Provide three examples of projects using technology that you have designed and implemented to enhance student learning. Provide a Reflective Statement for this evidence.

4. Evidence chosen by Candidate*. Choose one evidence from a class or from your professional practice that shows evidence that you are an Informed Facilitator. Refer to the proficiencies of the Conceptual Framework when making a decision regarding the type of evidence to provide. Prepare a Reflective Statement to accompany the evidence.



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CANDIDATES ARE RESPONSIBLE FOR MANAGING AND MONITORING STUDENT LEARNING


Assessments/Accommodations Caring Person Informed Facilitator Reflective Decision-maker

Evidence chosen by Candidate* Reflective Decision-maker

*Evidence is due when portfolio is presented for Admission to Candidacy. Explanation:

1. Assessments/Accommodations. Administer three pre and post assessments to a student(s) who may need accommodations to experience success. Design and implement accommodations that will assist the student(s) in achieving success. Include data from each assessment as a part of the Reflective Statement.

2. Evidence chosen by Candidate*. Choose one evidence from a class or from your practice that shows evidence that you are an Informed Facilitator who accepts responsibility for managing students and their learning. Refer to the proficiencies of the Conceptual Framework when making a decision regarding the type of evidence to provide. Prepare a reflective statement to accompany the evidence.



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CANDIDATES THINK SYSTEMATICALLY ABOUT THEIR PRACTICE AND LEARN FROM EXPERIENCE


Personal Professional Goals* Caring Person Informed Facilitator Reflective Decision-maker Committed Professional

Implementation Reports Informed Facilitator Reflective Decision-maker

Self Assessment* Caring Person Reflective Decision-maker

Evidence Chosen by Candidate* Reflective Decision-maker

Comprehensive Reflection Caring Person Informed Facilitator Reflective Decision-maker Committed Professional

*Evidence is due when portfolio is presented for Admission to Candidacy. Explanation:

1. Personal Professional Goals*. Complete the Personal Professional Goals document found in Appendix C.

2. Implementation Reports. It is expected that Candidates will engage in continuous professional development. From your readings and/or workshop attendance choose two methods/strategies that you would like to implement. For each implementation write a report including (a) brief summary of the implementation, (b) reason the implementation was chosen, (d) student reactions to the implementation, (e) your professional assessment of the implementation, and (f) recommendations for other professionals regarding this implementation. Your portfolio must include two implementation reports.

3. Self Assessment*. See Appendix D for this document.

4. Evidence chosen by Candidate*. Choose one evidence from a class or from your teaching that shows evidence that you are a Reflective Decision-maker who thinks systematically about your practice, learning from your experiences. Refer to the proficiencies of the Conceptual Framework when making a decision regarding the type of evidence to provide. Prepare a reflective statement to accompany the evidence.



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5. Comprehensive Assessment. This assessment has four parts. All graduate students will respond to the following two core issues and two area of emphasis questions. Contact the SEP Manager of Graduate Programs for questions related to area of emphasis. Core Disposition Assessment As a graduate student you have been exposed to new ideas, explored different ways of thinking, been encouraged to read professional literature, dialogued with colleagues, and conducted action research. Discuss your journey—the choices that led you to the emphasis you chose, your beliefs and dispositions at the beginning of your graduate work and now, and how you have changed as a professional.

Core Diversity Assessment With the potential that you have as an instructional leader it is imperative that you address diversity issues. Provide a comprehensive response to each of the following:

Outline the principles that should be considered when addressing diversity in your school community. Make reference to professional literature when developing your response.

Describe how technology can be utilized to nurture motivation, academic success, and lifelong learning for a diverse student population.

Provide at least two examples of ways to differentiate instruction and assessment for differences in each of the following:

a) Ethnicity / culture b) Gender c) Socio-economic status d) Exceptionalities

Area of Emphasis Assessment Contact the SEP Manager of Graduate Programs for questions related to area of emphasis.

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CANDIDATES ARE MEMBERS OF LEARNING COMMUNITIES


Resume/Curriculum Vita Committed Professional

Professional Membership* Committed Professional

Professional Membership Analysis Reflective Decision-maker Committed Professional

Professional Growth Experiences Committed Professional

Evidence chosen by Candidate* Reflective Decision-maker

*Evidence is due when portfolio is presented for Admission to Candidacy.

1. Resume/Curriculum Vita. Provide a current resume or curriculum vita that included your professional membership(s), conferences attended, presentations you have made, and/or professional writing submitted for publication.

2. Professional Membership*. Candidates are required to join a professional organization. See Appendix E for a listing of recommended organizations.

3. Professional Membership Analysis. Write a one page analysis describing how membership in a professional organization has informed and influenced your classroom practice and your identity as a professional.

4. Professional Growth Experiences. Candidates are expected to extend their professional development beyond classes taken for the degree. Provide a bulleted list of professional growth experiences you have engaged in that were not required for a class in your graduate work. Suggestions for professional activities include (a) professional books you have read, (b) presentations and/or/workshops attended, (c) study group involvement, (d) presentations and/or workshops presented, (e) professional writing, and (f) professional committee membership.

5. Evidence chosen by Candidate*. Choose one evidence from a class or from your teaching that shows evidence that you are a Committed Professional who is a member of a learning community. Refer to the proficiencies of the Conceptual Framework when making a decision regarding the type of evidence to provide. Prepare a reflective statement to accompany the evidence.



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APPENDIXA

Dispositions Assessment (Advanced Admissions/Mid-Point/Exit)

Purpose: To provide ongoing feedback to candidates regarding the perceptions of professional dispositions (attitudes, values, and beliefs) demonstrated in courses, field experiences, and clinical practice.

Completion: Prior to admission to graduate program (EDCI, EDIC, and EDLE only). This form will accompany the letter confirming receipt of the potential candidate’s application.

Instructions: Mark the score that most closely resembles the dispositions being demonstrated by the potential candidate (e.g., proficient). If the evaluator feels there are specific descriptors that indicate strengths or concerns in another area those, should be highlighted. When a potential candidate receives an unacceptable score on any element of the Dispositions Assessment, the professor and candidate will develop a Plan for Remediation. This plan will be presented to the Education Council.

Candidate Name: Program Area: Date: THE CANDIDATE AS A CARING PERSON

Demonstrates compassion, empathy, and interest in students as individuals; respectful toward all students, colleagues, and professors; encourages others to share while listening responsively; plans for and supports instruction that embraces diversity; seeks and implements multiple methods for treating all students fairly; employs a variety of strategies and interpersonal skills to ensure success for all students; fosters collaborative and positive relationships with caregivers; seeks for and utilizes community resources for student success; finds a variety of ways to engage in service that emulates the example of Christ.

Exceptional

Demonstrates an interest in students as individuals; respectful toward most students, colleagues, and professors; listens responsively; plans for and supports instruction that respects diversity; treats all students fairly; persists in helping all students experience success; respectful toward caregivers; uses community resources; engages in service that emulates the example of Christ.

Proficient

Fails to demonstrate an interest in students as individuals; demonstrates disrespect toward others; fails to be a responsive listener; ignores the influence of diversity; treats some students unfairly; does not appear committed to success for all students; fails to nurture relationships with caregivers; unaware of community resources or how to use them for student success; fails to engage in service that emulates the example of Christ.

Unacceptable

THE CANDIDATE AS AN INFORMED FACILITATOR

Plans for and supports instruction that reflects an outstanding command of pedagogical knowledge and skills; presents content in an interesting, accurate, and clear manner; employs multiple methods for making learning invitational; accepts responsibility for the holistic development of students, utilizing an impressive repertoire of methods that make a significant impact on student learning; involves students in the construction of meaning; plans for monitoring student understanding and engagement; differentiates instruction so all students experience success; develops and uses appropriate assessments that inform instruction and/or support services; demonstrates how content connects to life decisions and community service.

Exceptional

Plans for and supports instruction that reflects adequate use of pedagogical knowledge and skills; presents content accurately and clearly; makes learning invitational; accepts responsibility for the holistic development of students, utilizing an appropriate repertoire of methods that make an acceptable impact on the learning of all students; involves students in the learning process; plans for monitoring student understanding; differentiates instruction; employs appropriate assessments that inform instruction; tells students how content connects to life decisions and community service.

Proficient

Form Continues on Back

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Fails to plan for and support instruction that reflects adequate use of pedagogical knowledge and skills; presents content inaccurately or in a manner that is unclear; struggles to make learning invitational; draws from a limited repertoire of appropriate methods and skills; provides insufficient evidence of ability to engage students; fails tor monitor student understanding and engagement; ignores the need to differentiate instruction; does not accept responsibility for student learning; relies on formal assessments that evaluate rather than assess; fails to help students make a connection between content, life decisions, and community service.

Unacceptable

THE CANDIDATE AS A REFLECTIVE DECISION-MAKER

Engages in independent research of topics that impact the holistic development of students; adopts an inquiry stance that includes translating theory into practice; reflects on practice—analyzing, synthesizing, and applying new information; bases instructional decisions on a thorough understanding of research-based practices practices; engages in critical thinking that informs instructional practice; demonstrates leadership in gathering evidence related to teaching and learning; makes informed decisions based on an understanding of professional literature as well as professional experience; engages in critical examination of personal practice and makes adjustments according to new findings, ideas, and theories.

Exceptional

Demonstrates curiosity regarding topics that impact the holistic development of students; seeks to understand how theory will translate into practice; reflects on professional practice; bases decisions on research-based practices; engages in critical thinking; pursues opportunities to gather evidence related to teaching and learning; makes informed decisions based on an understanding of professional experience more than on professional literature; engages in examination of personal practice and makes adjustments.

Proficient

Exhibits disinterest in topics and issues being studied; depends on the understandings of others when translating theory into practice; fails to engage in reflection of professional practice; ignores research-based practices when making decisions; fails to demonstrate critical thinking skills; maintains a passive stance for gathering evidence related to professional practice; bases decisions on what has been done in the past rather than on professional literature and experience; adjusts practice according to instruction without engaging in an examination of personal experience.

Unacceptable

THE CANDIDATE AS A COMMITTED PROFESSIONAL

Accepts responsibility for becoming informed regarding research-based practice and seeks a variety of opportunities to continue learning about content, pedagogy, and human development; demonstrates leadership in promoting opportunities for professional excellence; promotes and demonstrates ethical behavior; maintains confidentiality; initiates collaboration and works effectively with colleagues; maintains an exemplary record of punctuality and attendance; contributes to graduate course experiences in a way that indicates thorough preparation; completes assignments in an exemplary manner; engaged and able to engage others during class; seeks feedback and responds with meaningful change; demonstrates a commitment to identified goals for health and wellness.

Exceptional

Seeks opportunities to continue learning about content, pedagogy, and human development; participates in opportunities to achieve professional excellence; demonstrates ethical behavior; maintains confidentiality; collaborates effectively with colleagues; maintains a satisfactory record of punctuality and attendance; contributes to graduate course experiences in a way that indicates adequate preparation; completes assignments in a satisfactory manner according to schedule; engaged during class; responds positively to feedback; identifies goals for health and wellness.

Proficient

Depends on others to provide learning opportunities; exhibits a passive attitude regarding opportunities for achieving professional excellence; demonstrates unethical behavior; unable to work effectively with colleagues; makes excuses for an unsatisfactory record of punctuality and attendance; fails to contribute to graduate course experiences in a way that indicates adequate preparation; produces work that is unsatisfactory and/or late; disengaged during class; ignores feedback; fails to engage in activities that promote health and wellness.

Unacceptabl

e


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Unacceptable <6 Proficient 6 – 9 Exceptional 10 ‐ 12 Total Evaluator: Date:

Please return the completed form to the Unit Assessment Manager of the School of Education & Psychology P.O. Box 370; Collegedale, TN 37315-0370, fax (423) 236-1765

For questions on this form, please call (423) 236-2846 or send e-mail to [email protected]

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APPENDIXB WELLNESS PLAN Committed professionals “recognize the value of health and a commitment to a lifestyle of wellness” (SEP Conceptual Framework 4e). As you begin your graduate studies create a wellness plan that seems achievable. As a Committed Professional in an advanced program I am committed to the following wellness goals: Spiritual

Social Mental Physical

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APPENDIXC

PERSONAL PROFESSIONAL GOALS

Name_____________________ Date_________________

Conceptual Framework Pillar Personal Goals

Caring Person

Informed Facilitator

Reflective Decision‐maker

Committed Professional

At the beginning of your graduate studies you should set two‐four goals for each pillar of the Conceptual Framework. Study the proficiencies bulleted in the Conceptual Framework as well as the core propositions for NBPTS. Goals should reflect specific ways in which you wish to grow as a professional. Give one copy to the coordinator for your emphasis and include a copy in your Professional Portfolio. There will be question on the Admission to Candidacy Interview that relates to these goals and the progress you are making toward achieving them.

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APPENDIXD

Self‐Assessment (Advanced Admissions)

Purpose: A self-assessment of the potential candidate’s fulfillment of the expected proficiencies embedded in the Conceptual Framework of the School of Education and Psychology.

Completion: Prior to admission to graduate programs in the School of Education and Psychology. This form will accompany the letter stating the receipt of the potential candidate’s application.

Instructions: For each area, mark the score corresponding to the level of attainment described in the cells of the form, using the scale indicated below. In the last two columns, please describe your rationale for the score that you have entered and how you plan to continue to develop in that area. Please provide tangible evidence that supports your choice. NOTE: No minimum score is required.

Potential candidate’s name: Program:

Expected Proficiencies Unacceptable

(1) Developing

(2) Proficient

(3) Exceptional

(4) Enter Score

Explain your reason behind this choice.

How do you plan to continue to develop this

area?

1. As a caring person, the candidate/school professional will demonstrate knowledge, skills, and dispositions by

a) Demonstrating an ideal of fairness and belief that all students can learn

I evidence favoritism toward certain students, while viewing others as unpromising

I display occasional partiality toward certain students, with some evidence of a belief that all students can learn

I consistently treat all students with fairness, maintaining that all students can learn

I explain issue of fairness to students, communicating frequently that each student can successfully learn

b) Recognizing and respecting diversity, individual worth, and integrity

I neither recognize nor respect diversity, individual worth, nor integrity

I recognize, but do not affirm, diversity, individual worth, and integrity

I consistently recognize and respect diversity, affirming individual worth and integrity

I celebrate diversity, providing frequent affirmations of individual worth and integrity

c) Considering the influence of community, school, and family context

I demonstrate negative interactions with caregivers and/or community agencies

I respond positively to, but do not foster, interactions with caregivers and community agencies

I consistently foster positive relationships with caregivers and community agencies

I initiate and maintain successful relationships with caregivers and community agencies

d) Emulating the example of Christ-like service

I do not engage in service activities for the betterment of others

I engage in occasional acts of service to the greater community

I, as a Christian, consistently seek to serve all individuals

I demonstrate Christian servant leadership toward all individuals


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(1) Developing

(2) Proficient

(3) Exceptional

(4) Enter Score



area?

2. As an informed facilitator of learning, the candidate/school professional will demonstrate knowledge, skills, and dispositions by

a) Providing nurturing environments, services, and programs

I provide environments, services or programs that are detrimental to individual well-being

I occasionally provide nurturing environments, services, and programs

I consistently provide nurturing environments, services, and programs

I creatively initiate services or programs that create a nurturing environment

b) Demonstrating understanding of central concepts

I demonstrate a lack of understanding or misunderstanding of central concepts

I evidence a limited understanding of certain central concepts

I demonstrate a clear understanding of central concepts

I evidence a thorough understanding of central concepts and related constructs

c) Demonstrating understanding of how individuals develop

I demonstrate a lack of understanding or misunderstanding of how individuals develop

I evidence a limited understanding of how individuals develop

I demonstrates a clear understanding of how individuals develop

I creatively structure student learning based on a thorough understanding of how individuals develop

d) Meeting the needs of a diverse student population

I do not take into account the needs of a diverse student population

I am aware of, but unsure of how to meet, the needs of a diverse student population

I acceptably meet the needs of a diverse student population

I frequently initiate accommodations to meet the needs of specific students

e) Using technology to enhance communication and student learning

I do not utilize technology to enhance communication or foster student learning

I occasionally utilize limited technology to enhance communication or promote student learning

I utilize technology effectively to enhance communication and student learning

I create technology implementations that enhance communication and promote student learning

3. As a reflective decision-maker, the candidate/school professional will demonstrate knowledge, skills, and dispositions through

a) Demonstrating intellectual curiosity, critical thinking, and strategic decision-making

I do not evidence intellectual curiosity, critical thinking, and strategic decision-making

I occasionally demonstrate intellectual curiosity, critical thinking, and strategic decision-making

I frequently demonstrate intellectual curiosity, critical thinking, and strategic decision-making

I evidence exceptional levels of intellectual curiosity, critical thinking, and strategic decision-making

b) Using theory, based on scientific research, to enhance pedagogical and professional practice

I do not identify research-based theory as the basis for pedagogical and professional practices

I occasionally identify research-based theory as the basis for pedagogical and professional practices

I frequently identify research-based theory as the basis for pedagogical and professional practices

I engage in research to develop grounded theory for pedagogical and professional practices

c) Using formal and informal assessments to make informed professional decisions

I do not use formal or informal assessments to make informed professional decisions

I occasionally use formal or informal assessments to make informed professional decisions

I consistently utilize formal or informal assessments to make informed professional decisions

I develop innovative formal or informal assessments to guide professional decisions

d) Reflecting on professional practice

I do not evidence reflection on professional practice

I occasionally evidence reflection on professional practice

I frequently evidence reflection on professional practice

I create new approaches derived from reflections on professional practice

4. As a committed professional, the candidate/school professional will demonstrate knowledge, skills, and dispositions by Form Continues on Back

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(1) Developing

(2) Proficient

(3) Exceptional

(4) Enter Score



area?

a) Collaborating with peers and consulting with professionals

I demonstrate little or no commitment to collaborating with peers and consulting with professionals

I occasionally collaborate with peers and consult with professionals

I frequently collaborate with peers and consult with professionals

I actively seek out opportunities to collaborate with peers and consult with professionals

b) Demonstrating professional, legal, and ethical responsibilities

My professional conduct reflects little understanding of professional, legal, and ethical responsibilities

My professional conduct occasionally reflects an understanding of professional, legal, and ethical responsibilities

My professional conduct demonstrates a clear understanding of professional, legal, and ethical responsibilities

I seek to create professional contexts that consistently fulfill professional, legal, and ethical responsibilities

c) Participating in opportunities to achieve professional excellence

I do not participate in activities that seek to enhance professional excellence

I occasionally participate in activities that seek to enhance professional excellence

I participate in a variety of activities that seek to enhance professional excellence

I actively seek out opportunities to enhance professional excellence

d) Recognizing the value of health and a commitment to a lifestyle of wellness

I fail to recognize the value of health or commit to a lifestyle of wellness

I recognize the value of health, but do not embrace a lifestyle of wellness

I recognize the value of health and commit to a lifestyle of wellness

I promote healthful living and encourage others to commit to a lifestyle of wellness

e) Demonstrating appropriate communication skills

I demonstrate a lack of appropriate communication skills

I occasionally demonstrate appropriate oral, written, and body communication skills

I consistently demonstrate appropriate oral, written, and body communication skills

I creatively utilize oral, written, and body communication in effective ways

Your signature: Date: Please return the completed form to the Unit Assessment Manager of the School of Education & Psychology

P.O. Box 370; Collegedale, TN 37315‐0370, fax (423) 236‐1765 For questions on this form, please call (423) 236‐2846 or send e‐mail to [email protected]

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APPENDIXE

RECOMMENDED PROFESSIONAL ORGANIZATIONS

Candidates in advanced programs are required to join a professional organization and provide documentation of how membership in that organization has informed and influenced their practice. Following is a list of recommended professional organizations. Candidates should examine these recommendations and make a decision as to which organization will best enable them to meet the goal of being a member of a learning community. Association for Supervision and Curriculum Development, ASCD Association for Childhood Education International, ACEI International Reading Association, IRA National Association for the Education of Young Children, NAEYC National Council for the Teaching of Mathematics, NCTM National Council for Social Studies, NCSS Council for Exceptional Education, CEC American Association of School Administrators, AASA American Educational Research Association, AERA International Technology Education Association, ITEA National Association of Gifted Children, NAGC National Council for Teachers of English, NCTE National Science Teachers Association, NSTA http://library.gmu.edu/resources/edu/edorg.htm provides annotated descriptions and links to the above

organizations as well as additional organizations for consideration.

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APPENDIXF

Professional Portfolio (Advanced Mid‐Point)

Purpose: An evaluation of the potential candidate’s portfolio in terms of his/her fulfillment of the expected competencies outlined by the Conceptual Framework and professional standards.

Completion: Prior to admission to candidacy.

Instructions: Mark each section according to the appropriate level of attainment described in the cells of the form.

Potential Candidate’s Name: Program:

Unacceptable (1)

Proficient (2)

Exceptional (3)

Enter Score

Caring Person Evidences and reflective statements indicate minimal knowledge and understanding of what it means to be a caring person and makes minimal impact on student learning.

Evidences and reflective statements show adequate knowledge and understanding of what it means to be a caring person who makes an acceptable impact on student learning.

Evidences and reflective statements show an in‐depth knowledge and understanding of what it means to be a caring person who makes a significant impact on student learning.

Informed Facilitator

Evidences and reflective statements indicate minimal knowledge and understanding of what it means to be an informed facilitator. Minimal evidence of impact on student learning.

Evidences and reflective statements show adequate knowledge and understanding of what it means to be an informed facilitator who makes an acceptable impact on student learning.

Evidences and reflective statements show an in‐depth knowledge and understanding of what it means to be an informed facilitator who makes a significant impact on student learning.

Reflective Decision‐maker

Evidences and reflective statements indicate minimal knowledge and understanding of what it means to be a reflective decision‐maker.

Evidences and reflective statements show adequate knowledge and understanding of what it means to be a reflective decision‐maker.

Evidences and reflective statements show an in‐depth knowledge and understanding of what it means to be a reflective decision‐maker who makes a significant impact on student learning.

Committed Professional

Evidences and reflective statements indicate minimal knowledge and understanding of what it means to be a committed professional.

Evidences and reflective statements show adequate knowledge and understanding of what it means to be a committed professional.

Evidences and reflective statements show an in‐depth knowledge and understanding of what it means to be a committed professional who makes a significant impact on student learning.

Content & Pedagogical Knowledge

Evidences and reflective statements demonstrate minimal understanding of content, pedagogical theory, and instructional strategies.

Evidences and reflective statements demonstrate an understanding of content, pedagogical theory, and instructional strategies that impact student learning.

Evidences and reflective statements demonstrate an in‐depth understanding of content, pedagogical theory, and instructional strategies that significantly impact student learning.

Professional Growth Experiences

Evidences demonstrate that candidate only participates in required professional growth experiences.

Evidences demonstrate that candidate actively seeks multiple opportunities for professional growth.

Evidences demonstrate that candidate actively seeks multiple opportunities for professional growth which are


23

Unacceptable (1)

Proficient (2)

Exceptional (3)

Enter Score

implemented in instruction.

Use of Technology

Evidences and reflective statements demonstrate that instructional technologies are used ineffectively to impact student learning.

Evidences and reflective statements demonstrate the ability to select and use instructional technologies that impact student learning.

Evidences and reflective statements demonstrate ability to select and use instructional technologies. Utilizes technology in creative ways that significantly impact student learning.

Diversity Evidences and reflective statements indicate that candidate respects diversity but fails to value it. Minimal accommodations are provided for ensuring that all students experience success.

Evidences and reflective statements demonstrate that candidate respects and values student diversity. The belief that all students can learn is shown by designing instructional opportunities that ensure success.

Evidences and reflective statements demonstrate that candidate embraces diversity. Diversity is used as an instructional tool to impact student learning in a positive manner.

Professional Presentation

Poor organization. Does not have a professional appearance. Many errors in conventions.

Adequately organized. Professional in appearance. Some errors in conventions.

Well organized. Professional in appearance. No errors in conventions.

Unacceptable < 14 Proficient 14 – 22 Exceptional 23 ‐ 27 TOTAL

Evaluator: Date:

Please return the completed form to the Unit Assessment Manager of the School of Education & Psychology, P.O. Box 370; Collegedale, TN 37315‐0370, or fax to (423) 236‐2846.

For questions on this form, please call (423) 236‐2846 or send e‐mail to [email protected].

2009 portfolio handbook for advanced programs -...

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