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									                                     Professional Portfolio Introduction
                                         William Jessup University
                               Teacher Education – Credentials with Character
                               A Professional Portfolio is a purposeful collection and showcase of teaching activities and
What is a PROFESSIONAL         accomplishments. A Portfolio is a “work in progress” and is UNIQUE for each individual.
      PORTFOLIO?               It communicates the responsibility candidates have taken for their own professional
                               growth and development through the evidence of artifacts and reflection. The Portfolio
                               begins with Teaching as A Profession and continues until the candidate formally enters
                               the teaching profession.
                               The purpose of developing a Professional Portfolio is to enable candidates to portray
                               evidence of their competency and to demonstrate their progress towards becoming a
                               professional educator. The Portfolio includes the candidates’ educational philosophy.
 What is the PURPOSE of        Artifacts are chosen to portray the candidates’ knowledge and abilities. The Portfolio also
developing a Professional      provides outside evaluators with a factual document that includes concise, selective
        Portfolio?             information from a variety of sources and experiences. Portfolios model the behavior that
                               candidates will expect of their own students. The process of Portfolio development has
                               been found to contribute to personal and professional affirmation, fulfillment, worthiness
                               and competency, as well as the joy of learning (Kornuta, 2001). Portfolios are also one
                               way for candidates to prepare for future job interviews. Portfolios may also extend into
                               the candidate’s teaching career to provide continued evidence of growth and
                               development for their future administrators.
                               The Professional Portfolio benefits candidates. The Portfolio process encourages them to
                               keep evidence of the quality of their teaching and learning. This process empowers
What are the BENEFITS of a     candidates to be responsible for portraying the growth and development and through
 Professional Portfolio?       reflection, the resulting changes in their teaching. Research has shown that Professional
                               Portfolios contribute to continuous learning, enhancement of esteem, and a new sense of
                               personal and professional meaning for teachers (Kornuta, 2001). The Portfolio benefits
                               supervisors who evaluate candidates as evidence of progress is provided.
                               The following suggestions are provided to assist in the organizing of material for the
                               student teaching section of the Professional Portfolio:
                                  1. Container. Artifacts should be organized in an online account. WJU utilizes
                                     TaskStream for this purpose. A link to the website or a flash drive is helpful to take to
                                     interviews.
What is the ORGANIZATION          2. Table of Contents Create a detailed Table of Contents to facilitate easy access to
of a Professional Portfolio?         artifacts as identified by Professional Documents, Coursework, and the six Teaching
                                     Performance Expectations Domains. Color-coded dividers or tabs for each section
                                     are an effective way for organizing and categorizing artifacts.
                                  3. Professional Documents. Collections include a philosophy of education statement,
                                     résumé, letters of recommendation, certificates, honors, awards, transcripts, test
                                     scores (CBEST, RICA, TPA, CSET I, II, III), etc.
                                  4. Coursework. Include completed coursework, field activities, and assignments.
                                  5. Domains. One or two artifacts for each TPE should be organized into the six domains
                                     containing the TPEs.
                               There are many ways to construct a Portfolio. Candidates may include any
                               artifacts that they feel demonstrate their progress. Artifacts are chosen with a
                               specific purpose in mind, and might be lessons and/or units that they have
                               planned, products created for a lesson taught, or other evidence supporting the
                               thirteen Teacher Performance Expectations (TPEs). Portfolios also have a
                               reflective component. Candidates write a brief Reflective Summary for each
What are the CONTENTS          Course and Domain. Candidates also write a Character Application for each
   of a Professional           course.
       Portfolio?              In summary, a Portfolio contains:
                                     Table of Contents
                                     Professional Documents
                                     Coursework Artifacts
                                     Teaching Artifacts: Six Domains containing thirteen TPE’s. Include one or
                                        two artifacts for each TPE (see Artifact Suggestions)
                                     Reflective Summaries: Must be included for each of the Six Domains
                                     Character Applications
                          A good way to think of artifacts is to imagine preparing a bulletin board of your
                          professional experiences. Include photos from your classroom, field trips or at
                          extra curricular activities; evidence of involvement at professional development
What does an ARTIFACT     activities; samples of bulletin boards, special projects, lesson plans, artwork,
look like?                lesson videotape, etc. Suggestions are found at the end of this section. Artifacts
                          usually fall into two categories: Process and Product. The process artifacts are
                          items such as planning pages, i.e., something to show your work in progress.
                          The product artifacts tend to be the outcome, i.e., a unit plan.

                          An educational philosophical statement summarizes the candidates’ values and
                          beliefs. This component of the Professional Portfolio is important yet challenging
                          to write. Candidates begin writing their philosophical statement by sharing
                          personal insights and views of the education process. Knowing that the
                          development of a philosophical statement is an ongoing process that is
                          continually revisited and revised, candidates in student teaching review their
                          original philosophical statement and these questions:
      What is an               Why do I want to become a teacher?
    EDUCATIONAL                What character do I need to develop?
   PHILOSOPHICAL               What will I stand for as a teacher? What is my philosophy, my beliefs?
    STATEMENT?                 What have I learned about myself? What are my values?
                               How is my faith integrated into my learning?
                               What do I believe about curriculum, learning, instruction, classroom
                                  activities, discipline, homework, evaluation and assessment?
                               What do I want my legacy as a teacher to be?

                          Place the revised philosophical statement in the Portfolio.

                          A Reflective Summary is a key component to the Professional Portfolio. Learning
                          improves through reflection; examining how learning takes place leads to personal
  What is a REFLECTIVE    discovery where theory takes on practical meaning. Reflective writing prompts
      SUMMARY?            candidates to think more deeply on their growth and development. This form of reflective
                          writing describes thoughts, feelings, teaching insights and questions decisions, and
                          student reactions. Candidates choose artifacts and think and write about what they are
                          doing and the effect it has on student behavior and achievement. A Reflective Summary
                          describes the artifacts, their value, and why they were chosen. A one page Reflective
                          Summary prefaces each Domain. It is a summary of the learning that was experienced in
                          each Domain. When writing the reflection, the candidate concludes with an analysis and
                          summary of personal learning (self evaluation) and projects how the learning may apply
                          to future teaching.
                          The journey of constructing a Professional Portfolio is an individual experience. The
                          process involves four stages of development. There is a struggle to find “order from
                          chaos” which learning to understand what is needed.
                          Muddling Through Stage. In the beginning when the experience is new, candidates
                          experience a “pioneer journey” into the unknown. Each person develops a system for
                          organizing and determining the portfolio contents.
 What are the STAGES OF   Collecting, reflecting, and selecting artifacts. Candidates should begin by collecting
  DEVELOPMENT in the      materials that give evidence of their skills, accomplishments, and activities. This should
   Portfolio process?     be done on an ongoing basis. Candidates then reflect on the value and relevance of
                          each artifact. Then, an artifact is selected to capture the competency within each TPE.
                          Motivational Change. The Portfolio project begins as an assignment necessary to fulfill a
                          requirement in the Teacher Preparation Program. It is a “job to do” as a result of
                          compliance to an external requirement. It is labor intensive and time consuming. As the
                          process of collecting artifacts becomes more familiar, candidates may find the process of
                          collecting, reflecting, and selecting artifacts transforming itself from a “job to do” to a
                          feeling of pride in their growth and development.
                          Continuous Construction. A Professional Portfolio is a work in progress. It is ever
                          evolving, growing and changing as the candidate develops. Understanding this concept
                          assists candidates when they realize that it is constantly under construction and never
                          truly “finished”.
                             At the conclusion of the Teacher Education Program, the teacher candidates are
                             required to prepare and present their Professional Portfolio as part of the requirements
 How will the Professional   for successful completion of the program. A rubric will be used which includes the
 Portfolio be ASSESSED?      aspects of performance to be measured and the criteria for rating those aspects.
                             Reviewing the rating criteria will help the candidates select artifacts that provide evidence
                             of competency in each of the Teaching Performance ExpectationsThe portfolio is
                             considered as a component of the Teacher Performance Assessment (TPA) process.
                             Kornuta, H. (2001). Teacher Portfolios in the Supervision Process: a Journey of
                             Discovery. Dissertation Abstracts International, 62 (03). (AAT 3007292).
What are some PORTFOLIO
RESOURCES?                   Palmer, P. (1998). The Courage to Teach: Exploring the Inner Landscape of a Teacher’s
                             Life. San Francisco: Jossey-Bass Publishers.

                             Palmer, P.J.(2000). Let Your Life Speak: Listening for the Voice of Vocation. San
                             Francisco: Jossey-Bass Publishers.
 William Jessup University

Credentials with Character
           CwC



Professional Portfolio Guide
                          William Jessup University
                Credentials with Character
         Professional Portfolio Progress Checklist

Student Name:
__________________________________________________________________

           Course               Date of    Reviewed By          Signature of
                                Review     (Print Name)          Reviewer
Teaching as a Profession or
Teaching & Learning in the
Classroom


Student Teaching I




Master Teacher
for Student Teaching I



Student Teaching II




Master Teacher
for Student Teaching II



William Jessup Advisor
     William Jessup University
     Credentials with Character
       Professional Portfolio
          Table of Contents


1. Introduction
2. Official Documents
3. Reference Letters
4. Workshops, Conferences &
      Training
5.   Successful Lesson & Unit Plans
6.   Technology Presentation
7.    Assessment Strategies
8.    Classroom Management Plans &
        Protocols
9.    Character Components
10. Teaching Performance
      Assessments (TPAs)
                               Portfolio Planning Matrix

Section   Category          Description                Artifact Suggestions          Documents Included
  #
   1      Introduction   This section serves as         Resume
                            an overall general          Letter of Introduction
                           introduction to any          Personal Philosophy of
                         employer. It provides           Education
                         a brief history of your
                            job history, in and
                         out of the classroom,
                          and overall teaching
                               philosophy.


Section   Category          Description            Artifact Suggestions              Documents Included
  #

   2       Official       Official documents            CBEST test results
          Documents        are necessary to             CSET test results
                            provide outside             RICA test results
                            employers with              Certificate of Clearance
                           factual record of            Official transcripts from
                            meeting all the              all University work
                             requirements               Awards and recognition
                         necessary to teach in
                             a public K-12
                              classroom.




Section   Category          Description            Artifact Suggestions              Documents Included
  #

   3       Reference       Recommendation               Letters of
            Letters        letters from past             recommendation from
                         employers, personal             previous or current
                          references, Master             employers
                             Teacher, and               Personal reference
                                University               letters
                         Supervisors provide            Master Teacher
                          employers with an              reference letters
                          affirmation of your           University Supervisor
                                character,               reference letters
                            experience, and
                         training for teaching
                               in the K-12
                               classroom.
Section   Category           Description             Artifact Suggestions              Documents Included
  #
   4                        Candidates often            Workshop Attended
          Workshops,         take additional            Conferences Attended
          Conferences      workshops, attend            Specialized Training
           & Training       conferences, and            Coaching Experience
                           receive training in          Presentations
                          other areas that will
                              enhance their
                          qualification as a K-
                               12 teacher.




Section   Category           Description             Artifact Suggestions              Documents Included
  #
   5       Successful         Candidates must
          Lesson & Unit      demonstrate their          Model lesson plans
              Plans           ability as a K-12          designed and implemented
                            classroom teacher.           by the candidate
                             They must exhibit          Samples of student work
                           artifacts that support:       produced from
                                                         implementation of model
                             Domain A: Making            lesson plan
                               Subject Matter           Photographs to
                             Comprehensible to           demonstrate examples of
                                 Students                student activity, classroom
                                                         environment, etc. during
                            Domain C: Engaging           model lesson plan
                              and Supporting             implementation
                            Students in Learning        Supplemental lesson plans
                                                         demonstrating adaptations
                            Domain D: Planning           for students with SPED,
                              Instruction and            ELL, diverse cultural
                            Designing Learning           backgrounds, etc.
                              Experiences for
                                 students
Section   Category           Description             Artifact Suggestions              Documents Included
  #
   6       Technology         Candidates must
          Presentation       demonstrate their          Technology presentations
                              ability as a K-12          that accompany the
                            classroom teacher.           candidate’s model lesson
                             They must exhibit           plan
                           artifacts that support:      Examples of student work
                                                         that was produced using
                             Domain A: Making            technology tools in the
                               Subject Matter            classroom
                             Comprehensible to          DVD or video of candidate
                                 Students                using a variety of teaching
                                                         models, interaction with
                            Domain C: Engaging           students, etc.
                              and Supporting            Candidate’s classroom
                            Students in Learning         website used to support
                                                         instruction in the
                            Domain D: Planning           classroom
                              Instruction and
                            Designing Learning
                          Experiences for students
Section   Category        Description              Artifact Suggestions              Documents Included
  #
   7      Assessment        Candidates must
           Strategies      demonstrate their          Examples of teacher-made
                            ability to assess          assessment implemented
                        classroom learning as a        with model lesson plan
                            K-12 classroom            Examples of completed
                          teacher. They must           student projects with
                          exhibit artifacts that       assessment rubric
                                support:               implemented with model
                                                       lesson plan
                         Domain B: Assessing          Examples of alternative
                          Student Learning             assessments with a
                                                       description of its purpose,
                                                       meanings, and functions
                                                      Evidence of written
                                                       feedback given to students
                                                      Evidence of sample report
                                                       card assessment provided
                                                       to student
                                                      Examples of student’s
                                                       year end portfolio
                                                      Narratives of how
                                                       candidate deals with
                                                       students individually and
                                                       collectively.
                                                      Video showing teacher
                                                       movement, observation,
                                                       and feedback to students



Section   Category        Description              Artifact Suggestions              Documents Included
  #
   8       Classroom        Candidates must
          Management        demonstrate their         Classroom rules,
            Plans &          ability as a K-12         procedures,
           Protocols      teacher to manage a          consequences, etc. with
                         classroom effectively.        explanation as necessary
                            They must exhibit         Lists, documents, charts,
                         artifacts that support:       etc. for establishing and
                                                       implementing classroom
                         Domain C: Engaging            rules
                           and Supporting             Classroom schedule
                         Students in Learning          indicating how classroom
                                                       time is used effectively
                        Domain E: Creating and        Description of procedures
                         Maintaining Effective         used to manage and
                          Environments for             promote classroom-
                          Student Learning             learning activities such as
                                                       independent reading,
                                                       writing workshop, etc.
                                                      Photographs of classroom
                                                       demonstrating positive
                                                       climate
                                                      Substitute teacher’s
                                                       packet
Section   Category         Description               Artifact Suggestions              Documents Included
  #
   9       Character    WJU candidates develop
          Components        specific character          Personal evaluations and
                          attributes that reflect        reflections for each of the
                         their faith in the Bible,       character traits
                            Jesus Christ, the
                        Church, others and self.        Master Teacher
                        Candidates demonstrate           Assessment
                             these character
                              attributes by:

                          (1)   the longevity of
                                the candidates’
                                teaching career
                                and evidence of
                                their successful
                                   community
                                leadership, and
                           (2) the candidates’
                              ability to motivate
                               their students to
                              become active and
                                  enthusiastic
                                 “engravers” of
                             their own lives and
                                   character.
Section   Category         Description               Artifact Suggestions              Documents Included
  #
  10A      Teaching            Performance
          Performance   Assessment is a form of         Completed Activities for
          Assessment       testing that requires         Task 1
            (TPAs)        individuals to perform
                        an authentic task rather        Final Score for Task 1
                          than select an answer
                         from a ready-made list.
                        Individuals develop their
                        approaches to the tasks
                               under defined
                        conditions, knowing that
                             their work will be
                          evaluated according to
                        agreed-upon standards.



                        Task 1 (TPE 1,3, 4, 6, 7,
                                   9)



Section   Category         Description               Artifact Suggestions              Documents Included
  #
  10B      Teaching            Performance
          Performance   Assessment is a form of         Completed Activities for
          Assessment       testing that requires         Task 2
            (TPAs)        individuals to perform
                        an authentic task rather        Final Score for Task 2
                          than select an answer
                         from a ready-made list.
                        Individuals develop their
                        approaches to the tasks
                               under defined
                        conditions, knowing that
                             their work will be
                          evaluated according to
                        agreed-upon standards.


                         Task 2 (TPE 1, 4, 6, 7,
                               8, 9, 13)
Section   Category         Description              Artifact Suggestions              Documents Included
  #
  10C      Teaching            Performance
          Performance   Assessment is a form of        Completed Activities for
          Assessment       testing that requires        Task 3
            (TPAs)        individuals to perform
                        an authentic task rather       Final Score for Task 3
                          than select an answer
                         from a ready-made list.
                        Individuals develop their
                        approaches to the tasks
                               under defined
                        conditions, knowing that
                             their work will be
                          evaluated according to
                        agreed-upon standards.


                        Task 3 (TPE 3, 6, 7, 8,
                        9, 13)




Section   Category         Description              Artifact Suggestions              Documents Included
  #
  10D      Teaching            Performance
          Performance   Assessment is a form of        Completed Activities for
          Assessment       testing that requires        Task 4
            (TPAs)        individuals to perform
                        an authentic task rather       Final Score for Task 4
                          than select an answer
                         from a ready-made list.
                        Individuals develop their
                        approaches to the tasks
                               under defined
                        conditions, knowing that
                             their work will be
                          evaluated according to
                        agreed-upon standards.



                         Task 4 (TPE 1, 2, 3, 4,
                          5, 6, 7, 8, 9, 10, 11,
                                   13)

Section   Category         Description              Artifact Suggestions              Documents Included
  #
  10E        Self-       Self-assessment is the
          Assessment     ability of a student to       Candidate’s self-evaluation
                         observe, analyze, and          of the TPEs
                              judge his/her
                          performance on the
                          basis of criteria and
                        determine how s/he can
                               improve it.
                                        Portfolio Requirements by Course
                                         Bachelors of Arts degree Course Sequence


 WJU       WJU Course Description                                   Required Portfolio Work                                   Portfolio Section
Course
TEDU 101   Teaching as a Profession                              Portfolio Binder with Required Sections 1-10
                                                                 Introduction of Portfolio Planning Matrix                         1, 2, 4, 10
                                                                 Statement of Philosophy of Education
                                                                 Check & Sign Off Portfolio Progress Checklist
                                                                 Character Component: Introduce all 9 Fruits of the Spirit
                                                                  (love, joy, peace, patience, kindness, goodness,
                                                                  faithfulness, gentleness, self-control)
TEDU 102   Curriculum & Methods in Physical Education &          Health and Physical Education Lesson Plans,
           Health Science                                         Assessment Tools                                                 6, 7, 8, 9, 10
                                                                 Character Component: Love
TEDU 110   Applied Technology for Teachers                       Technology Integrated Lesson Plans                                6, 8, 9, 10
                                                                 Technology Integrated Unit Plans
                                                                 Technology Assessment Tools
                                                                 Character Component: Self-Control
TEDU 223   Math for Teachers                                     Math Lesson Plans, Assessment Tools                              6, 7, 8, 9, 10
                                                              
TEDU 251   Curriculum & Methods in Visual & Performing Arts      VAPA Lesson & Unit Plans                                         6, 7, 8, 9, 10
                                                                 VAPA Fair Project
                                                                 Character Component: Joy
TEDU 275   Initial Student Teaching 1                            Check & Sign Off Portfolio Progress
                                                                 Reflection Statements Completed for Section 6                      2, 6, 10
                                                                 Character Component: Joy
                                                                 Completed TPA Task 1
TEDU 302   Foundations of Education                              Resume
                                                                 Letter Of Introduction                                             1, 2, 10
                                                                 CBEST Test Results
                                                                 Observations
                                                                 Character Component: Love
TEDU 310   Educational Psychology                                Observations
                                                                 Classroom Management Plan                                        6, 7, 8, 9, 10
                                                                 Discovery Learning Plan
                                                                 Character Component: Peace
TEDU 311   Curriculum & Methods in History & Social Science      History/Social Science Lesson Plans
                                                                 History/Social Science Unit Plans                                6, 7, 8, 9, 10
                                                                 History/Social Science Assessment Tools
                                                                 Character Component: Gentleness
TEDU 323   Language, Culture, Literacy                           Lesson Plans that Incorporate Sensitivity to Cultural and
                                                                  Language Issues                                                  6, 7, 8, 9, 10
                                                                 Character Component: Kindness
TEDU 375   Initial Student Teaching 2                            Check & Sign Off Portfolio Progress
                                                                 Reflection Statements Completed for Section 7                      2, 7, 10
                                                                 Character Component: Faithfulness
                                                                 Completed TPA Task 2
TEDU 413   Curriculum & Methods in Math and Science              Math and Science Lesson Plans
                                                                 Math and Science Unit Plans                                      6, 7, 8, 9, 10
                                                                 Math and Science Assessment Tools
                                                                 Character Component: Goodness
TEDU 423   Curriculum & Methods in Literature & Language         Literature and Language Lesson Plans
                                                                 Literature and Language Unit Plans                               6, 7, 8, 9, 10
                                                                 Literature and Language Assessment Paper
                                                                 Character Component: Patience
                                                              

TEDU 475   Student Teaching I                                    Letter of Introduction
                                                                 Resume                                                            1, 2, 8, 10
                                                                 Observations
                                                                 Examination Results
                                                                 Check & Sign Off Portfolio Progress
                                                                 Reflection Statements Completed for Section 8
                                                                 Character Component: Demonstrate all 9
                                                                 Completed TPA Task 3
TEDU 476   Student Teaching II                                   Revised Lesson Plans, Unit Plans
                                                                 Classroom Teaching Student Sample Work                           2, 3, 5, 9, 10
                                                                 Additional Workshop & Conferences attended
                                                                 Video, Photographs of Classroom Teaching Student
                                                                  Participation & Engagement
                                                                 Reflection Statements Completed for Section 9
                                                                 Portfolio Student Self-Assessment Completed
                                                                 Check & Sign Off Portfolio Progress
                                                                 Character Component: Demonstrate all 9
                                                                 Completed TPA Task 4

								
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