PORTFOLIO REQUIREMENTS

Education Department

Park University

Effective Fall 1999

                Revised Summer 2000, Fall 2000, Spring 2002

Each student in an Education program leading to certification must produce and maintain a process portfolio throughout his/her matriculation at Park University. The concept will be introduced in ED 105 Career Inquiry in Education. The pre-service teacher will be expected to begin the portfolio based on the following standards and requirements. It is recommended that pre-service teachers use a 3 or 4 inch three ring notebook in a subdued color, blue, black or maroon. A school logo on the cover and the pre-service student's name is acceptable, otherwise the cover should be unadorned. Your advisor will also advise you on the portfolio, although much work will be done in various courses. Some advisors prefer you not imbed your work in plastic. Check with you advisor on this. Remember, we need easy access to your work.

At the time of application for admission to the department the pre-service teacher must present a portfolio that demonstrates his/her progress to that point. The assumption is that a major part of general education will be complete, the pre-service teacher will have completed all education foundations courses (100 & 200 level courses at least) and have substantial evidence of progress in his/her major or area of concentration. At this point the portfolio will be reviewed by the advisor ( and other department members at the advisor's request) to determine the progress of the pre-service student. Admission to the department will be denied if the portfolio does not represent adequate progress toward professional development.

The portfolio should address all Missouri Standards the student has studied to that point in time. Reflection pieces should be started and artifacts collected representing progress thus far, including content work and general education At this time the portfolio should demonstrate the student's understanding of the standards, the portfolio process, and the ability to put it together in a professional manner. It will not be complete yet, but the portfolio should demonstrate a good beginning. Your advisor has a form to fill out and send to the Director of Education verifying you have an acceptable portfolio begun at this time.

Each of the ten standards should be addressed by a reflective piece. The reflective piece should explain how the pre-service teacher understands the standard, how and where you learned it, and what you will do with this information, skill disposition in the classroom. Artifacts should support your statements. Artifacts should be in a separate section, identified by number or letter so they may be referred to in more than one standard. The idea is to use one artifact to demonstrate several standards. A few good artifacts are better than many weak ones.

Part E: Artifacts 

Select artifacts that demonstrate your readiness to be a teacher. Each may demonstrate more than one standard. Each must be coded so you may refer to it in your reflective pieces. Reflective pieces are critical. Each piece must demonstrate that you do teacher thinking-, critically creatively, and regularly.

Standard 1: Performance Standards for Education Professionals

        The unit ensures that candidates possess the knowledge, skills and competencies defined as appropriate to their area of responsibility.

1.1        General Studies for Initial Teacher Preparation (Initial)

            The unit ensures that candidates for teacher certification have completed general studies courses and experiences in the liberal arts and sciences.

            Quality Indicators:

            1.1.1  The general studies include the arts, communications, history, literature,

                    mathematics, philosophy, sciences and the social sciences.

            1.1.2  The general studies incorporate multi-cultural and global perspectives.

1.2 Content, Professional, Pedagogical, and Integrative Studies for Teacher Preparation (Initial)

The unit ensures that candidates for teacher certification have completed a program of content, professional, pedagogical and integrative studies.

        Quality Indicators

1.2.1 The pre-service teacher understands the central concepts, tools of inquiry and structures of the discipline(s) within the context of a global society and creates learning experiences that make these aspects of the subject matter meaningful for students.

Performance Indicators: The pre-service teacher

1.2.1.1 knows the subject(s) applicable to the area(s) of certification or endorsement (defined by Subject Specific Competencies for Beginning Teachers in Missouri) 

1.2.1.2 presents the subject(s) in multiple ways;

1.2.1.3 uses studnets' prior knowledge;

1.2.1.4 engages students in the methods of inquiry used in the subject(s);

1.2.1.5 creates interdisciplinary learning.

1.2.2 The pre-service teacher understands how students learn and develop, and provides learning opportunities that support the intellectual, social, and personal development of all students.

Performance Indicators: The pre-service teacher

1.2.2.1 knows and identifies child/adolescent development;

1.2.2.2 strengthens prior knowledge with new ideas;

1.2.2.3 encourages student responsibility;

1.2.2.4 knows theories of learning.

1.2.3 The pre-service teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Performance Indicators: The pre-service teacher

1.2.3.1 identifies prior experience, learning styles, strengths, and needs;

1.2.3.2 designs and implements individualized instruction based on prior experience, learning styles, strengths, and needs;                              

1.2.3.3 knows when and how to access specialized services to meets students' needs; 

1.2.3.4 connects instruction to students' prior experiences and family, culture and community.

1.2.4 The pre-service teacher recognizes the importance of long-range planning and curriculum development and develops, implements and evaluates curriculum based upon student, district and state performance standards.

Performance Indicators: The pre-service teacher

1.2.4.1 selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g., encourages exploration and problem solving, building new skills from those previously acquired);

1.2.4.2 creates lessons and activities that recognize individual needs of diverse learners and variations in learning styles and performance;

1.2.4.3 evaluates plans relative to long and short-term goals and adjusts them to meet student needs and to enhance learning.

1.2.5 The pre-service teacher uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

Performance Indicators: The pre-service teacher                     

1.2.5.1 selects alternative teaching strategies, materials, and technology to achieve multiple instructional purposes to meet students needs;

1.2.5.2 engages students in active learning that promotes the development of critical thinking, problem solving, and performance capabilities.

1.2.6 The pre-service teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Performance Indicator: The pre-service teacher

1.2.6.1 knows motivation theories and behavior management strategies and techniques;

1.2.6.2 manages time, space, transitions and activities effectively;                   

1.2.6.3 engages students in decision making.

1.2.7 The pre-service teacher models effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Performance Indicators: The pre-service teacher

1.2.7.1 models effective verbal /non-verbal communication skills

1.2.7.2 demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences in classroom communication and in responses to students' communications;

1.2.7.3 supports and expands learner expression in speaking, writing, listening, and other media;

1.2.7.4 uses a variety of media communication tools.

1.2.8 The pre-service teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Performance Indicators: The pre-service teacher

1.2.8.1 employs a variety of formal and informal assessment techniques (e.g. observation, portfolios of student work, teacher made tests, performance tasks, projects, student self-assessments, authentic assessments, and standardized tests) to enhance and monitor her or his knowledge of learning to evaluate student progress and performances, and to modify instructional approaches and learning strategies;

1.2.8.2 uses assessment strategies to involve learners in self-assessment activities, to help them become aware of their learning behaviors, strengths, needs and progress and to encourage them to set personal goals for learning;

1.2.8.3 evaluates  the effect of class activities on both individual and the class as a whole collecting information through observation of classroom interactions, questioning and analysis of student work;

1.2.8.4 maintains useful records of student work and performances and can communicate student progress knowledgeably and responsibly, based on appropriate indicators, to student, parents, and other colleagues.

1.2.9 The pre-service teacher is a reflective practitioner who continually assess the effects of choices and actions on others. This reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for students.

Performance Indicators: The pre-service teacher

1.2.9.1 applies a variety of self-assessment and problem-solving strategies for reflecting on practices, their influences on students' growth and learning, and the complex interactions between them;

1.2.9.2 uses resources available for professional development.

1.2.9.3 practices professional ethical standards.

1.2.10 The pre-service teacher fosters relationships with school colleagues, parents, and educational partners in the larger community to support student learning and well-being.

Performance Indicators:

1.2.10.1 participates in collegial activities designed to make the entire school a productive learning environment.

1.2.10.2 talks with and listens to students, is sensitive and responsive to signs of distress, and seeks appropriate help as needed to solve students' problems;

1.2.10.3 seeks opportunities to develop relationships with parents and guardians of students, and seeks to develop cooperative partnerships in support of student learning and well-being;

1.2.10.4 identifies and uses appropriate school personnel and community resources to help students reach their full potential.