COLLEGE OF EDUCATION

Master of Education Portfolio Manual

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Table of Contents Introduction .................................................................................................................................................. 3 Objectives of the Portfolio ........................................................................................................................ 3 Format ....................................................................................................................................................... 3 Assessment of Portfolio ............................................................................................................................ 3 Grading of Portfolio .................................................................................................................................. 3 Creating a Portfolio in Live Text .................................................................................................................... 5 Required Portfolio Components ................................................................................................................... 7 For ALL M.Ed. Students ............................................................................................................................. 7 For EDLD Graduates ONLY ........................................................................................................................ 8 For Student Teachers/Licensure Candidates ONLY .................................................................................. 8 College of Education M.Ed. Portfolio Rubric............................................................................................... 10 Initial Licensure Portfolio Rubric ................................................................................................................. 12

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Introduction The College of Education uses the Live Text portfolio to document your experience in our program. You can share your portfolio with future employers. This manual should answer all of your questions about using Live Text and creating a portfolio. Should you have further questions, please contact your portfolio advisor.

Objectives of the Portfolio 1. To provide a record of your learning experiences, including field experiences and key assignments. 2. To demonstrate mastery of program goals. 3. To demonstrate an understanding of the CARE framework and to articulate your growth in that framework.

Format The portfolio will be developed in Live Text, an online portfolio system. You will have assignments and field experience from every College of Education class that must be uploaded into LiveText after your instructor’s assessment of these assignments and experiences.

Assessment of Portfolio Each term, the instructor of each College of Education course will review LiveText to ensure that the appropriate components from his or her course have been uploaded. Students will not get a grade in a course until the key assignments for that course have been submitted to LiveText. In your final semester, your advisor will evaluate your final portfolio using the College of Education portfolio rubric (1-4 scale). If your portfolio does not meet proficiency standards (3 on the scale), you will be asked to revise it and resubmit until it does. Please take the time to make this a quality representation of your professional learning. If you student teach or seek teaching licensure, there will be additional requirements for the portfolio. These will be graded during your student teaching semester or during your licensure period using the portfolio rubric. If you graduate in a different semester from the one in which you student teach, you must turn in your portfolio both times. Your student teaching portfolio advisor and your graduation portfolio advisor may be two different professors.

Grading of Portfolio for M.Ed. Student Teachers ONLY Student teachers, in addition to a score of 1-4 for graduation purposes, will also receive a grade on their portfolio that will be averaged into the Seminar portion of their student teaching grade. As you can see on the rubric, each section is graded on a 4 point scale. It is expected that all students will have a proficient or exemplary portfolio. The grade assignments are as follows: 4 on rubric (100-88%) A - Exemplary (averaged as 97 with unit and exit presentation grades) 3 on rubric (87-75%) B - Proficient (averaged as 90 with unit and exit presentation grades)

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2 on rubric (74-63%) C - Emerging (averaged as 82 with unit and exit presentation grades) 1 on rubric (62% and below) F - Unsatisfactory Students who do not achieve proficiency will not be able to graduate until their portfolio is assessed as proficient.

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Creating a Portfolio in Live Text You must first purchase a Live Text account. This can be purchased online at www.college.livetext.com or you can purchase a key code in the LU bookstore. The current cost as of 10/2011 is $98. When you set up your account, you MUST use your Lipscomb email address.

1. Click the Documents Tab.

2. Click New.

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3. Choose the M.Ed. Folder from the dropdown menu.

4. Choose the Template that relates to your program. Title your portfolio (ex. Joe Student’s Portfolio). Click Save.

5. You will see your new portfolio. To make changes click “Edit”.

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Required Portfolio Components For ALL M.Ed. Students: I.

Introductory Page. This section includes: a. Your photograph b. Your contact information c. Your program and endorsements

II.

Teaching and Leading Philosophy. In this section you will express your beliefs about education and the role of the teacher leader. As an educator or prospective educator you have ideas related to teaching and learning. This paper should be written in a personal style and reflect your inner thoughts. It should be between 500-750 words and conform to writing conventions identified in the College of Education Writing Rubric. It should include the following: a. Your beliefs about the importance of education in our nation and the world. b. The impact that teacher leaders have on the growth and development of learners c. Ideas about effective teaching, discipline, assessment, professional collaboration and relationships among teachers, students, and administrators. d. Your personal reasons for pursing an education career. (Include ways your values impact your profession.)

III.

Resume. You should include a brief introductory statement in the portfolio (For example, “Attached is my most recent resume which includes my professional and educational qualifications.”) and then upload the resume as a document. If you are also student teaching, you should include your autobiography in this section.

IV.

Standards Growth Reflection. In this section you will reflect on how you have grown in all four areas of C.A.R.E. since the beginning of your master’s program. It should be written in a personal style and conform to writing conventions identified in the College of Education Writing Rubric. You may include photographs. The response to each standard should be approximately 250 words and include descriptions of field experiences and key assignments that helped you grow in these areas: a. Craft of Teaching and Leading b. Attitudes and Values c. Relationships d. Essential Knowledge (concerning your area of specialization) If you are student teaching, this is the section in which you upload artifacts and documents to support your growth in these areas. Please see the rubric for details.

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V.

Field Experience Documentation. After completion of each course’s field experience (s), transfer your field experience data into the Field Experience Placement Chart (located in Live Text). Your instructor for each course will check to make sure that you have done this before submitting your grade for the course.

VI.

Key Assignment Documentation. After completion of each course’s key assignment (s), upload your assignment to this section. Be sure to include the course number, date, and instructor’s name. If you have not been required to complete some of the key assignments, or you have not taken the course listed, you can edit each course. Put the name and number of the course you did take and load any key assignments for that course.

VII.

Action Research Exit Presentation. In this section, include your PowerPoint or other visual from your Action Research Exit Presentation. Your actual research will be included in the Key Assignment Section.

For EDLD Graduates ONLY: Leadership Requirements: a. TILS Self-Assessment : (SEE APPENDIX L for form) i. EG5233 (Learning Focused Leadership) ii. Review and Revision from EG5253 (Learning Organizations and Strategic Change) iii. Review and Revision from EG 5333 (Professional Accountability) b. TILS Competency Development Plan E-Log: (SEE APPENDIX M for form) i. EG5233 (Learning Focused Leadership) ii. Review and Revision from EG5253 (Learning Organizations and Strategic Change) iii. Review and Revision from EG 5333 (Professional Accountability) c. TILS 360 Degree Assessment: (SEE APPENDIX O for form) i. Minimum of Two from EG5253 (Learning Organizations and Strategic Change) ii. Minimum of Two from EG 5333 (Professional Accountability) d. Professional Development Plan(SEE APPENDIX P for form) e. SLLA Praxis II Passing Score

For Student Teachers/Transitional Licensure Candidates ONLY: I.

Standards Growth Documentation. You will include specific documentation from your student teaching experience that falls into each area. See the portfolio for specific documentation requirements. a. Craft of Teaching and Leading i. Examples: lesson plans, unit plans, teaching activities b. Attitudes and Values

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i. Examples: evaluations, letters to parents, examples of modified activities, professional development activities c. Relationships i. Examples: letters to parents or other teachers, evaluations, documentation of cultural awareness d. Essential Knowledge (concerning your area of specialization) i. Examples: lesson plans, unit plans, data sheets, sample assessments, classroom management plan

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College of Education M.Ed. Portfolio Rubric ALL students who are seeking a M.Ed. degree or administrative licensure will complete a graduation portfolio. This rubric is used to evaluate that portfolio.

Student’s Name: _______________________________________ Specialty: _______________________________ Component Introductory Page Overall Organization and Appearance

Component Philosophy

Component Resume

Components

Exemplary (4)

Proficient (3)

Emerging (2)

Includes clear photograph, contact information licensure and endorsement information. Visually pleasing and highly professional, with an element of creativity. No technical or grammatical errors.

Includes clear photograph, complete contact information licensure and endorsement information. Visually pleasing and professional.

Includes photograph, contact information licensure and endorsement information. May lack organization or not look professional. May have several errors.

Exemplary (4) Is thoughtful, sincere, and wellwritten. There are no grammatical or spelling errors.

Proficient (3) Is sincere, has some minor errors and/or missing components

Emerging (2) Is not welldeveloped, has several errors

Unsatisfactory (1)

Unsatisfactory (1)

Points

Is poorly written or has multiple errors; may be too brief.

Exemplary (4)

Proficient (3)

Emerging (2)

Unsatisfactory (1)

Thorough, well written and organized with upto-date information and correct grammar and spelling. Visually appealing and professional.

Thorough and organized with upto-date information and correct grammar and spelling. Professional appearance.

Organized with upto-date information and generally correct grammar and spelling.

Missing, unorganized, incomplete, or has several grammar and spelling errors.

Exemplary (4)

Proficient (3)

Emerging (2)

Standard Growth: Craft

Reflects growth in professionalism of craft of teaching; is meaningful and wellwritten; no grammatical errors

Is superficial, contains little evidence of growth, or has several errors

Missing, not reflective of growth, or has major technical errors

Standard Growth: Attitudes and Values

Reflects growth in professionalism of craft of attitudes and values; is meaningful and well-written; no grammatical errors

Is superficial, contains little evidence of growth, or has several errors

Missing, not reflective of growth, or has major technical errors

Standard Growth: Relationships

Reflects growth in professionalism of craft of relationships; is meaningful and wellwritten; no grammatical errors Reflects growth in professionalism of craft of essential knowledge; is meaningful and wellwritten; no

May contains some reflection of growth and/or have minor errors. May be of good content but include several minor grammatical errors. Contains some reflection of growth; has minor errors. May be of good content but include several minor grammatical errors. Contains some reflection of growth; has minor errors. May be of good content but include several minor grammatical errors. Contains some reflection of growth; has minor errors. May be of good content but include several minor

Is superficial, contains little evidence of growth, or has several errors

Missing, not reflective of growth, or has major technical errors

Is superficial, contains little evidence of growth, or has several errors

Missing, not reflective of growth, or has major technical errors

Standard Growth: Essential Knowledge

Points

Is missing one or more component.

Unsatisfactory (1)

Points

Points

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grammatical errors

Components Field Experiences

Components Key Assignments

Components Action Research

Exemplary (4) Chart is complete with field experiences and required data for each COE course taken. Totals are included. Field experiences are reflected in CARE Standards Responses.

grammatical errors.

Proficient (3)

Emerging (2)

Chart is complete with field experiences and required data for each COE course taken. Totals are included. CARE standards responses reflect some of the field experiences.

Chart is not completed correctly or some field experiences are missing. Hours are missing.

Unsatisfactory (1)

Exemplary (4)

Proficient (3)

Emerging (2)

Unsatisfactory (1)

All key assignments for each COE course taken are included. Any differences in key assignments are noted in narrative form. Key assignments are an important component in CARE Standards Responses.

Most key assignments for each COE course taken. Key assignments are referred to in CARE Standards Responses.

Some key assignments for each COE course taken are included.

Few key assignments included.

Exemplary (4) The action research presentation is loaded in the correct section.

Proficient (3) N/A

Emerging (2) N/A

Points

Missing documentation.

Unsatisfactory (1)

Points

Points

N/A

Additional component for EDLD Only Components EDLD Program requirements: _____TILS Self Assessment (key assignment EG 5233) _____TILS Competency Development Plan (key assignment EG 5233) _____TILS Self Assessment reviewed and revised (key assignment EG 5253) _____TILS Competency Development Plan reviewed and revised (key assignment EG 5253) _____TILS 360 Degree Assessment (key assignment EG 5253) _____TILS Self Assessment reviewed and revised (key assignment EG 5333) _____TILS 360 Degree Assessment (key assignment EG 5233) _____TILS Competency Development Plan reviewed and revised (key assignment EG 5233) _____Professional Development Plan _____SLLA Praxis II Passing Score (scanned into portfolio) _____Action Research *ALL components required for graduation or Administrative Licensure. Any component ranked unsatisfactory must be revised. Additionally, an average of 3 or above is required for graduation or administrative license.

Additional component for Alternative Licensure only Components Alternative Licensure

Exemplary (4) All components complete and revised according to program requirements/checklists.

Proficient (3) N/A *All components are required for graduation.

Emerging (2) N/A

Unsatisfactory (1)

Points

N/A

Average Score: __________ Faculty Member: _________________________________________ Date: ___________________________

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Initial Licensure Portfolio Rubric Additional Components for Student Teaching/Alternative Licensure Only: (To be evaluated at the end of the student teaching semester or licensure period.)

Components Craft of Teaching: Effective Planning

Craft of Teaching: Varied Instructional Strategies

Craft of Teaching: Creating a Positive Climate

Craft of Teaching: Meeting Diverse Needs of Students

Craft of Teaching: Using Technology

Exemplary (4)

Proficient (3)

Emerging (2)

Provides plans that are thorough and could easily be used by others; links appropriate goals, objectives, key questions, and standards; includes plans for at least two grade levels across the endorsement area Includes lessons plans, unit plans, and other items documenting a variety of teaching strategies; addresses critical thinking, problem solving and performance skills; includes whole class, small group, and individual assignments

Provides plans that are complete, including all lesson plan elements; includes plans for at least two grade levels

Lacks some lesson plan elements or sufficient details; limits plans to only one grade level

Plans are unorganized, contain no variety for grade levels, or have other major errors

Includes lesson plans and unit plans that show the use of a variety of teaching strategies; addresses critical thinking, problem solving, and/or performance skills; includes whole class, small group, and individual assignments Includes evidence of establishing clear classroom procedures; considers student motivation when designing lessons and routines

Includes lesson and unit plan with instructional strategies that are limited in scope; focuses on lower cognitive levels of knowledge and comprehension

Contains no variety of instructional strategies; follows a repetitive lesson format; has activities not suitable for targeted concepts; demonstrates no effort to engage students

Includes evidence of establishing classroom procedures and logical consequences

Has unclear classroom procedures or provides no evidence

Includes evidence of modifications and adaptations to meet student needs; includes differentiate activities designed for multiple learning styles Uses technology for research, communication and/or management; integrates technology into lessons

Includes some evidence of attempts to make modifications; gives some attention to differentiated instruction

Includes no evidence or gives little attention to modifications or differentiated instruction

Uses little technology resources for research, communication, management, or as part of the lesson

Does not demonstrate effective use of technology

Includes evidence of establishing proactive classroom procedures that encourage self-discipline; creates a community of respect that supports learning; empowers and motivates students Includes evidence of creative modification and adaptations to meet student needs; provides students with choices and opportunities for movement, cooperative work, and activities designed for multiple learning styles Use technology creatively to enhance teaching, research, communication, management, and to promote active student engagement

Components

Unsatisfactory (1)

Exemplary (4)

Proficient (3)

Emerging (2)

Unsatisfactory (1)

Attitudes and Values: Believes all children can learn

Documents a strong belief that all children are capable of learning and demonstrates that s/he is capable of teaching them

Documents a belief that all children are capable of learning and a desire to meet each student’s needs

Lacks documentation of a belief that all children can learn or any attempt to meet each student’s needs

Attitudes and Values: Healthy Lifestyle

Documents a demonstration of the value for a healthy lifestyle for both self and students Includes at least 3 pieces of documentation about performance and professional development activities with proof of their impact on his/her teaching

Documents a belief that all children are capable of learning and demonstrates the use of strategies to teach them Documents a value for a healthy lifestyle for both self and students

Documents a value for a healthy lifestyle for either self or students

Includes 1 piece of documentation about performance and professional development with proof of its impact on his/her teaching

Includes documentation on either performance or professional development that impacted their teaching

Does not document a value for a healthy life style for either self or students Includes little or no documentation about performance or professional development activities

Attitudes and Values: Teaches with confidence

Points

Points

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Components

Exemplary (4)

Attitudes and Values: Demonstrates a strong work ethic

Documents excellence attendance and punctuality, proof of professional activities that contribute to being an effective teacher, and strong ethical behavior

Attitudes and Values: Exhibits joy and enthusiasm

Documents evidence of great enthusiasm and vivid joy of teaching

Components

Exemplary (4)

Relationships: Appreciates Diversity

Provides 3 pieces of documentation of respect and appreciation of cultural diversity and individual differences, as well as documentation of incorporating cultural awareness in teaching

Relationships: Communicates effectively

Documents an ability to communicate effectively with all members of the educational community; includes at least 3 examples of communicating with parents or other professionals, at least one of which is through the use of technology

Relationships: Collaborates with others

Documents an ability to relate well to all members of the educational community and includes at least 3 examples of collaboration

Relationships: Demonstrates professional and ethical behavior

Documents the use of continual professional behavior, exceptional ethical standards in working with others, and includes at least 3 examples of being a caring teacher

Components Essential Knowledge: Knows subject matter

Proficient (3) Documents excellence attendance and punctuality, proof of at least one professional activity that contributed to being an effective teacher, and ethical behavior Documents evidence of enthusiasm and joy of teaching

Emerging (2)

Unsatisfactory (1)

Documents good attendance and punctuality, proof of a desire to become an effective teacher, and ethical behavior

Lacks sufficient documentation of attendance or documents several absences or tardiness; no documentation of ethical behavior nor efforts to improve

Provide unclear evidence of enthusiasm or joy of teaching

Provides little to no evidence of enthusiasm or joy of teaching

Proficient (3)

Emerging (2)

Unsatisfactory (1)

Provides at least one piece of documentation of respect and appreciation of cultural diversity and individual differences, as well as documentation of incorporating cultural awareness in teaching Documents an ability to communicate comfortably with most members of the educational community; includes at least 3 examples of communicating with parents or other professionals, at least one of which is through the use of technology Documents an ability to relate well to most members of the educational community and includes at least 2 examples of collaboration Documents the use of professional behavior, ethical standards in working with others, and includes at least 2 examples of being a caring teacher

Provides either documentation of respect and appreciation of cultural diversity and individual differences or documentation of incorporating cultural awareness in teaching

Provides insufficient documentation of respect and appreciation of cultural diversity and individual differences or documentation of incorporating cultural awareness in teaching

Documents an ability to communicate comfortably with some members of the educational community; includes at least 2 examples of communicating with parents or other professionals, at least one of which is through the use of technology

Does not document communication with parents or professionals or does not use technology to maximize communication

Documents an ability to relate to some members of the educational community and includes at least 1 example of collaboration

Does not provide documentation of collaboration or collaboration attempt is not appropriate

Documents the use of professional behavior, ethical standards in working with others, and includes at least 1 example of being a caring teacher

Does not provide documentation of professional behavior, ethical standards or being a caring teacher

Exemplary (4)

Proficient (3)

Emerging (2)

Unsatisfactory (1)

Documents a thorough knowledge of the discipline, its relationship to other disciplines, where to find and how to use a variety of creative resources related to the discipline, and exceptional skill in planning for both short-term and longterm instruction

Documents a good knowledge of the discipline, its relationship to other disciplines, where to find and how to use a variety of resources related to the discipline, and ability to plan for both short-

Documents a satisfactory knowledge of the discipline, some sense of its relationship to other disciplines, attempts to find and use resources related to the discipline, and attempts to plan for both short-term and

Does not provide sufficient documentation of knowledge of the discipline, where to find resources or plan for long or short term instruction

Points

Points

Points

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Essential Knowledge: Knows pedagogical skills

Essential Knowledge: Uses data to plan and assess learning Essential Knowledge: Classroom management skills

Documents a strong understanding and application of best practices; creatively uses learning theories and developmental stages in planning for effective teaching and learning Documents a strong understanding and consistent use of data in planning and evaluating learning Documents strong skills in creative classroom management

term and long-term instruction Documents an understanding and application of best practices; uses learning theories and developmental stages in planning for teaching and learning Documents an understanding and use of data in planning and evaluating learning Documents adequate skills in classroom management

long-term instruction Documents a desire to use best practices; attempts to use learning theories or developmental stages in planning for teaching and learning

Provides insufficient documentation of the use of best practices, learning theories or developmental stages in planning

Documents a limited understanding of the use of data in planning and/or evaluating learning Documents a desire to develop classroom management skills

Provides little to no evidence of the use of data

Provides little or no evidence of the use of classroom management skills

Average Score: _________ Faculty Member: _________________________________________ Date: ___________________________

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