SWCU Teacher Education Portfolio
A portfolio is an organized collection of documents that represent your undergraduate preparation for teaching. The documents you select for your portfolio will illustrate your unique personal and professional growth, a portrait of your abilities and skills. All students enrolled in the SWCU Teacher Education Program must complete the portfolio requirement in preparation for the senior comprehensive evaluation. Students will compile the portfolio during their undergraduate study, selecting documents from courses and experiences that best represent their individuality and competencies for teaching. Faculty members and future employers will be the audience for the portfolio.
All Oklahoma teacher candidates in professional education are required to prepare a teacher candidate portfolio. This portion of the handbook is designed to guide all SWCU teacher education candidates as they prepare their portfolios. The portfolio is defined as a documented profile of an individual's accomplishments, learning, and strengths related to the learning outcomes, standards, and outcomes established by the learned societies for each content/specialty area, the Office of Educational Quality and Accountability (OEQA – previously the Oklahoma Commission on Teacher Preparation, OCTP), the Oklahoma State Regents for Higher Education (OSRHE), the Oklahoma State Department of Education (OSDE), and the Department of Education at SWCU. The portfolio should represent candidates’ professional knowledge, performance, experiences, and dispositions.
The SWCU Teacher Education Portfolio documents candidates’ increasing proficiency toward the competencies of a caring, reflective, responsive, and scholarly professional as identified by the SWCU Conceptual Framework. It is an authentic assessment procedure that allows teacher candidates to set personal learning goals, assess growth, and document competence. It also provides an avenue for the faculty to assess candidate growth and progress toward demonstration of the identified program competencies. This is an educational portfolio that will contain a selective collection of papers, projects, and teaching performances with the accompanying professor/supervisor evaluation, and the candidate’s thoughtful and contemplative reflections. It is tangible evidence of the breadth and depth of knowledge, skills, and dispositions candidates possess as growing professionals.
The SWCU Teacher Education Portfolio is an edited collection of teacher candidate's evidence of professional growth and reflections representing progress through the entire professional education program. It demonstrates the candidate's progress toward meeting teacher education learning outcomes, SWCU goals and personal life development goals of a balanced life. Evidence and reflections show how candidates have met the Teacher Education learning outcomes and reflect the philosophy of the program. A personal philosophy of education must be included. Throughout the SWCU program, teacher candidates will assemble the items of evidence that best represent growth toward each of the required learning outcomes and will present that evidence in a professional format. There are a number of purposes for development of the Teacher Education Portfolio:
- To demonstrate the talents, skills, and experiences of teacher candidates. This demonstration indicates professional growth in becoming effective teachers.
- To demonstrate a unique, fluid and evolving display of life-long learning. Candidates base the portfolio on personal goals as they relate to state standards and the impact of learning communities. While learning outcomes are standard, the portfolio must reflect a personal creative style demonstrating additional knowledge and skills.
- To document teacher candidates’ skills, accomplishments, learning, and strengths related to designated learning outcomes, standards and outcomes.
- To provide examples of the quality of the SWCU Teacher Education program. The portfolios are units of measure which present evidence that SWCU is providing initial and on-going assessment that focuses on opportunities and experiences which lead to candidate development of learning outcomes, standards, and outcomes determined by the OEQA, the OSRHE, the OSDE, and SWCU.
- To demonstrate to prospective employers the evidence of a candidates’ professional growth. Work on a professional portfolio will assist candidates in developing the skills to be used throughout their teaching careers and to document professional development.
As mandated by the OEQA, the OSDE, National Council for the Accreditation of Teacher Education (NCATE), and the Department of Education at SWCU, all candidates admitted to Teacher Education, are required to establish a portfolio which is begun during the sophomore year and documents teacher candidates’ performance in regards to the SWCU Conceptual Framework, state, program, and national standards. SWCU Portfolio provides documentation of:
- experiences supportive of becoming a professional decision maker
- the ability to relate principles and theories to practice
- experiences in a variety of school communities, school settings and teaching styles
- involvements with parents and the school community
- clinical practice in partner school settings
All teacher candidates will prepare a portfolio, known as the SWCU Teacher Education Portfolio, as a requirement of the Professional Education sequence. Most artifacts are required; however, teacher candidates are encouraged to add artifacts that demonstrate their competency in a certain area. From these portfolios, teacher candidates can share selected artifacts which can be used during interviews with school districts with whom the teacher candidates are attempting to gain employment.
The purpose of the portfolio is to show the progression of understanding of subject matter and teaching strategies and to show evidences of various teaching experiences of teacher candidates. Therefore, some artifacts are taken from activities that teacher candidates experienced early in their undergraduate degree, while other artifacts are taken from the clinical internship (student teaching) experience. Individual artifacts should reflect teacher candidates’ best work at the time the artifact was submitted to the portfolio, and the portfolio should reflect the development of teacher candidates as they develop into a professional decision maker.
The SWCU Teacher Candidate Portfolio is an edited collection and final documentation of teacher candidates’ professional growth and reflections representing progress demonstrated in coursework in general education, the major field, and the professional teacher education sequence. Portfolios should show candidates’ progress toward and competency in reaching their personal goals, SWCU program goals, Oklahoma competencies and national standards. Candidates’ progress and competency are documented through artifacts placed in the portfolio. EDUC 2113 Foundations in Education course will provide the instructions for setting up the portfolio.
SWCU Program Goals: To assure that candidates meet SWCU program goals, the evidence and reflections in each portfolio must show how candidates have met or are progressing toward the competencies.
Oklahoma Competencies and National Standards: The SWCU Teacher Candidate Portfolio contains sections addressing the categories of professional teaching competencies required by the Oklahoma Commission for Teacher Preparation, Oklahoma State Department of Education, and Oklahoma Regents for Higher Education.
Required Artifacts: An artifact is a product or performance documentation that demonstrates the desired competencies in teacher education. Artifacts from coursework will be included in the portfolio. Candidates should keep the portfolio up to date. It is checked periodically throughout the program, particularly at admission, prior to clinical internship, and upon completion of clinical internship.
Organization of the Portfolio
The portfolio organization reflects the conceptual framework for the SWCU Teacher Education Program. Our conceptual framework also supports the essence of our Christian mission by embracing a strong commitment to preparing teacher candidates who demonstrate caring for all students and the belief that all can learn; as they reflect on professional and personal practice; serve as a model of Christian character through leadership and involvement; and pursue scholarship as an integral part of life-long learning.
One's convictions develop through participation in faith, learning and service experiences. The conceptual framework emanates from our model, teaching standards. The goals and objectives serve as the guide for your professional preparation and focus on four broad areas. Upon completion of the SWCU Teacher Education Program, students will be able to:
1. Caring - Create positive and caring environments for student development and learning.
2. Reflective - Assess student learning and development with a variety of measures.
3. Serving - Establish professional and reciprocal relationships with others invested in students' learning.
4. Scholarship - Construct and deliver appropriate curriculum for students.
The portfolio is organized by these four broad themes. Documents need to illustrate your professional development and ability in each area.
Development of the Portfolio
Development of the portfolio begins during the first year and continues until graduation. Certain assignments must be included in the portfolio. For other requirements, students may evaluate their own work and select materials that represent their best work. The portfolio consists of prescribed materials as outlined in this paper. As assignments are completed, they may be placed in the portfolio for later evaluation. Materials are collected and arranged in the four categories as outlined on the previous page.
Evaluation of the Portfolio
The portfolio is evaluated at four points in the teacher education program. The purpose is to evaluate progress in the portfolio development and to assist with questions, if necessary. The four evaluation times are:
1. Portfolio Check Point #1 – Application for Teacher Education, Transition I
2. Portfolio Check Point #2 – Assessed during teacher education Methods course, Transition II
3. Portfolio Check Point #3 – Application for Clinical Internship, Transition III
4. Portfolio Check Point #4 – Assessed upon completion of clinical internship and all coursework, candidates will submit their portfolio for evaluation to Department of Education office
NOTE: The portfolio is a licensing requirement for all teacher education majors.
Portfolio Requirements: (those with * must be included)
The various required areas of the students' portfolio are:
A. *Title page-name, major
B. *Table of contents
C. *Conceptual Framework Personal Interpretation – Intro to Teaching
Caring: Create Positive and Caring Environments for Student Development and Learning
A. * Lesson plans illustrating ability to plan for individual differences -Methods
B. * Unit plan(s); interdisciplinary when appropriate - Methods
C. * Development paper - Educational Psychology
D. * Diversity paper - Classroom Strategies
E. * Technological artifacts - Technology in Education
F. Photographs of interaction with students, learning centers, bulletin boards, etc.
G. Communications to students/parents other than report cards
H. * Final Reflection Paper - Clinical Internship
Reflective: Assess Student Learning and Development with a Variety of Measures
A. * Assessments #1-#5 (minimum of five) illustrating candidate’s ability to design various assessment tools - Methods / Assessment & Measurement
B. *Modified lesson plan based on assessments - Assessment & Measurement
Serving: Establish professional and reciprocal relationships with others invested in students' learning.
A. *Samples of letters, memos to parents, community agencies – Educational Technology
B. Awards, certificates of membership in SEA and other professional groups
C. Evidence of participation in campus activities
D. Evidence of volunteer and other service oriented experiences
E. *Clinical Practice #1 - #4 log sheets
F. *Clinical Practice #1 - #4 reflections
Scholarship: Construct and deliver appropriate curriculum for students.
A. *Why I Want to Teach Essay –Foundations of Education
B. * Philosophy of Education - Foundations of Education
C. *Four samples of student's written communication work from courses in general education (not in major)
D. *Program artifacts for program assessment – specific artifacts will be provided by program
E. * Teacher Work Sample – Clinical Internship
Portfolio Rubric Evaluation Criteria:
5 demonstrates goals and objectives with high competency reflects outstanding authentic and creative work reflects depth of knowledge of the teaching and learning process reflects diverse skills and abilities for classroom teaching is well-organized and sequenced contains caption statements that relate to content of items contains all portfolio requirements
4 demonstrates goals and objectives with competency reflects authentic and creative work reflects knowledge of the teaching and learning process reflects diverse skills and abilities for classroom teaching is organized and sequences contains caption statements that give general idea of item contains all portfolio requirement
3 demonstrates goals and objectives with moderate competency reflects some authentic work reflects some knowledge of the teaching and learning process reflects some diverse skills and abilities for classroom teaching is organized and sequenced contains limited caption statements contains all portfolio requirements
2 demonstrates goals and objectives with limited competency reflects mediocre level of work reflects limited knowledge of the teaching and learning process reflects limited skills and abilities of classroom teaching lacks organization and sequence contains no caption statements contains most portfolio requirements
1 demonstrates goals and objectives at a beginning level reflects low level of work reflects low level of knowledge of the teaching and learning process reflects unsatisfactory skill and ability development lacks organization and sequence contains no caption statements lacks many portfolio requirements
If the teacher candidate does not have a passing score, he/she must meet with the evaluator to discuss a plan of improvement. For each level of evaluation, the teacher candidate must have all documents that are listed under the checklist. No passing score will be given unless all documents are presented.