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									                                  DANED 302 – Theory and Practice in Teaching Dance

                                                 Teacher Learner Portfolio

Throughout this course, you are expected to develop a Professional Teaching/Learning Portfolio. This portfolio includes
your resume, philosophy and perspectives on teaching, lesson and unit plans, curriculum maps, knowledge of dance, dance
education and education, teaching skills, resource documents and a reflective journal. The portfolio is to be kept separately
from other class notes, in a three-ring 1 ½- 2-inch binder. This Professional Teaching/Learning Portfolio will constitute 15%
of the course grade.

This assignment addresses the following standards and principles:
NCATE Standard #1a: Content Knowledge for Teacher Candidates
NCATE Standard #1b: Pedagogical Content Knowledge and Skills for Teacher Candidates
INTASC Principle #9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and
actions on others (students, parents, and other professionals in the learning community) who actively seeks out opportunities
to grow professionally (Self-Reflection/Professional Development).

You are asked to include the following:

    1.   Your resume
            a. Full name and contact information (address, phone number, e-mail address),
            b. Dance education career objective,
            c. Formal education
            d. Artistic experience (include dance and all the arts),
            e. Performance skills (include performing, choreography, culturally diverse skills in dance),
            f. Teaching experience,
            g. Special recognition or awards (especially in the performing arts),
            h. Personal skills (such as computer skills, musical skills, backstage management skills, performance,
                 publicity, performance, technology).

    2.   You, Your Philosophy, Your Approach – Who are you as a dance educator and what will you, offer in a
         dance education setting? (INTASC 9)
            a. Dance Education Mission Statement,
            b. Photos of you and students dancing and teaching,
            c. Your biography, and letters of recommendation.

    3. Lesson/Unit Plans and Curriculum Maps - develop your ability to be professionally
       organized, preparing to use a plan book, keep an anecdotal book, curriculum guides
       and manage all other school and dance education related resources. (NCATE 1b)

    4. Evidence of artistic accomplishment and skill
          a. DVD of your own performances,
          b. DVD of student performances/exemplary lessons (edited),
          c. Programs, awards, etc.,
          d. Agendas from panels, conferences or presentations you have taken part in.

    5. Outside Documentation of Teaching Skills (INTASC 9):
          a. College supervisor, principal, peer evaluations,
          b. Agendas from panels, conferences or presentations you have taken part in.

    6. Electronic Portfolio:
          a. Using PowerPoint, or another software program, organize and design a visually
             appealing presentation of your portfolio. Store it in a divider with a DVD sleeve
             inside your portfolio.

    7. Perspectives on Dance Teaching Section:
          a.     Various perspectives on teaching, including articles and notes taken from texts, articles,
           internet research, cooperating teacher tips or points of view, as well as your own
           reflections, (NCATE 1a)
          Content Knowledge of Dance Education, (NCATE 1a)
                i. Dance Making – Dancing and Performing, Creating and Composing
               ii. Developing Dance Literacy – Analyzing and Critiquing and Writing about Dance
              iii. Making Connections – Knowing History, Context and Culture, Making Connections Across the
                      Curriculum
              iv. Working with Community and Cultural Resources – Developing relationships with and around
                      professional artists and cultural organizations representing diverse cultural and personal
                      approaches to dance. Reflections and analyses of performances representing diverse genres and
                      styles and venues.
               v. Exploring Careers and Lifelong Learning: Active engagement in thinking about your own
                      goals and future aspirations. Gain information and seek resources from other areas of study that
                      support the physical, social, cognitive, spiritual and affective domains necessary for
                      appreciating and participating in a long dance education career.

7. Resource Section - Use this section to:
      a. Develop your ability to make research and finding resources part of your practice.
         Recognize when you need to find a resource in a circulating library, or a children’s
         library, an online resource, special collection, or area outside of dance, such as
         educational philosophy or science,
      b. Learn about and have access to the standards for dance education at your fingertips.
         They will serve as a foundation for your dance practice, as well as an advocacy tool.
               i. http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
                    Common Core State Standards in English Language Arts
              ii. http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
                    Common Core State Standards in Mathematics
            iii. http://www.aahperd.org/nda/profDevelopment/standards.cfm National
                    Standards for Dance
             iv. http://www.ndeo.org/ National Dance Education Organization Standards
              v. http://emsc32.nysed.gov/ciai/arts/pub/artlearn.pdf New York State
                    Standards for the Arts
             vi. http://schools.nyc.gov/offices/teachlearn/arts/images/2007dancebp.pdf
                    New York City Department of Education Blueprint for Teaching and
                    Learning in Dance Pre-K-12.
            vii. http://www.ndeo.org/
                  Professional Teaching Standards for Dance Arts
      c. Find out about, and join professional Dance Education organizations,
      d. Develop a list of helpful phone numbers, websites and retail stores to purchase
         educational and/or performance-based materials,
      e. Familiarize yourself with the NYSED and NYCDOE websites, as well as the
         certification processes for each. There is an online certification process for New
         York State Education Department and the New York City Department of Education.
         You must complete both in order to be hired in the NYC public school system,
      f. Find out about the United Federation of Teachers and the New York State United
         Teachers,
      g. Begin a network (telephone and e-mail contacts) for other dance education
         professionals. Share your challenges and successes,
      h. Seek out articles, books, museum exhibits, music, etc. that touches you in some way,
         and make notes on post-its on why or how you might utilize it, or use it to stimulate
         your dance teaching,
      i. Start a list of websites where you can access information that is important to your
         dance education planning and or facilitation,
j. Start a song list. Talk to other dance educators about their song lists and begin to
   build a varied list,
k. Teaching Skills Checklist: (Keep at the front of the Resource section, and add
   supporting materials as they are covered in class, your research, or in your NYCDOE
   Dance Class Observation.
TEACHING SKILL                           REFLECTION
 Classroom Management       How effectively do you manage a classroom?
 Rules and Routines         How effectively will you set up your rules and
                            routines?
Dance Learning              How effectively will you maintain a learning
Environment                 environment that interests and engages all
                            children?
Curriculum Content          How effectively will you design instruction and
Instruction and Design      curriculum content (lesson and unit plans,
                            curriculum maps)?
Assessment                  How effectively do you monitor dance learning
Strategies                  (pre, formative and summative assessment)?
Long Term Planning          How effective are your long-term (year-long or
(Curriculum Map)            cycled) plans?
Questioning Techniques –    Are you able to effectively use questioning
Higher Order Thinking       techniques to facilitate inquiry and deliver
Skills                      instruction?
Reflective Practice –       Do you engage in reflective practice?
Journal Entries
Revisions to Dance          Are you willing to revise your practice based on
Education Practice          reflections and feedback you receive from peers,
                            your instructor and your cooperating teacher?
Dance Across the            Are you able to integrate dance with other
Curriculum                  subjects?
Positive Attitude and Joy   Are you experiencing joy when you teach, and
in your Dance Practice      incorporating joy and a positive attitude within the
                            content of your lessons?
                              Rubric for Teaching/Learning Portfolio

Quality and         Exemplary                   Developed                 Developing                   Underdevelo
Content             (4.0 pts, A+)               (3.5-3.9 pts, A, A-)      (3.0-3.4 pts, B, B+)         ped (Below
                                                                                                       3.0, Below B)
   Quality of    Highly effective use of     Appropriate use of        Evidence falls short on    Inadequate
 Evidence and    evidence that               evidence that             demonstrating an           Demonstration
  Reflections    demonstrates an             demonstrates a clear      understanding of           of completeness
                 advanced understanding      understanding of          concepts and content.      or presentation.
                 of concepts and content.    concepts and content.     Ideas are predictable      It is
                 Compelling awareness        Shows awareness and       and                        unacceptable
                 and careful observation.    observation.              evidence/reflections are   and must be
                 Evidence/Reflections        Evidence/reflections      missing detail             redone.
                 are convincing and          are thoughtful.                                      Evidence fails to
                 interesting and show a                                                           demonstrate an
                 high degree of creativity                                                        understanding of
                 or depth.                                                                        concepts and
                                                                                                  content.
                                                                                                  Absence of basic
                                                                                                  comprehension,
                                                                                                  relevant ideas,
                                                                                                  and creativity.
 Your resume     Exemplary                   All components are        Three or more              More than 5
                 documentation. All          thoroughly                components are missing     components are
                 components are              represented, except for                              missing
                 thoroughly represented.     one or two.
   You, Your     Exemplary                   All components are        Three or more              More than 5
philosophy and   documentation. All          thoroughly                components are missing     components are
   approach      components are              represented, except for                              missing
   INTASC 9      thoroughly represented.     one or two.
 Lesson/Unit     Exemplary                   All components are        Three or more              More than 5
   Plans and     documentation. All          thoroughly                components are missing     components are
  Curriculum     components are              represented, except for                              missing
     Maps        thoroughly represented.     one or two.
  NCATE 1b
 Evidence of     Exemplary                   All components are        Three or more              More than 5
    artistic     documentation. All          thoroughly                components are missing     components are
 accomplish-     components are              represented, except for                              missing
ment and skill   thoroughly represented.     one or two.
    Outside      Exemplary                   All components are        Three or more              More than 5
Documentation    documentation. All          thoroughly                components are missing     components are
 of Teaching     components are              represented, except for                              missing
     Skills      thoroughly represented.     one or two.
   INTASC 9
 Perspectives    Exemplary                   All components are        Three or more              More than 5
   on Dance      documentation. All          thoroughly                components are missing     components are
   Teaching,     components are              represented, except for                              missing
   including     thoroughly represented.     one or two.
    Content
  Knowledge
  NCATE 1a
   Resource      Exemplary                   All components are        Three or more              More than 5
    Section      documentation. All          thoroughly                components are missing     components are
  NCATE 1a       components are              represented, except for                              missing
                 thoroughly represented.     one or two.
Quality and        Exemplary                Developed                     Developing                       Underdevelo
Content            (4.0 pts, A+)            (3.5-3.9 pts, A, A-)          (3.0-3.4 pts, B, B+)             ped (Below
                                                                                                           3.0, Below B)
  Mechanics     Uses exemplary           Uses standard English         Uses standard English,          Does not use
                writing skills with no   and good writing skills       but not fluently. There         standard English
                errors. Exemplary use    with no mechanical            are more than 5 errors          and writing
                of capitalization,       errors.                       in capitalization,              skills.
                punctuation, spelling       Most words are            punctuation and                 Inappropriate or
                and grammar.                 spelled correctly with    grammar.                        inadequate use
                   All words spelled        a few errors                                              of capitalization,
                    correctly               Most capitalization                                       punctuation,
                   All capitalization       and punctuation is                                        spelling or
                    and punctuation is       correct, but a few are                                    grammar. There
                    correct                  not                                                       are more than 10
                   Application of          Less than 3                                               grammatical
                    grammar is correct       grammatical errors                                        errors total.

   Artistic     Exemplary                Presentation is               Presentation is                 Presentation is
 Presentation   presentation with a      professional and has          appropriate, has some           poor, has very little
     and        high degree of           artistry and style, is        artistry and style, but         or no evidence of
                                                                                                       artistry or style, is
 Organization   professionalism,         organized and neat and        lacks organization, and
                                                                                                       not organized in
                artistry and style.      easy to read and              is somewhat difficult to        the requested
                Extremely organized      understand.                   read or understand.             format, and is
                and neat. Easy to read                                 (I don’t think I’ll hire this   difficult to read
                and understand.          (I want to give this person   person yet, although I see      and understand.
                (I want to give this     a job, but I will interview   there might be some             (I cannot hire this
                person a job today)!     other candidates first).      potential)                      candidate. They
                                                                                                       did not do their
                                                                                                       work.)

								
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