Oklahoma State University Professional Education Portfolio Handbook

Copyright January 2001

Welcome to OSU Professional Education Portfolios!

In this “Handbook for Professional Education Portfolios at Oklahoma State University” you will find the requirements for assembling and keeping your portfolio; an explanation of the philosophy, mission, goals and conceptual framework of the professional education program; and an explanation of the portfolio requirements set by the Oklahoma Commission for Teacher Preparation and the Oklahoma Department of Education. For the most part, the portfolio is a collection of work and evidence of your progress towards becoming a teacher with opportunities for you to reflect on this process. As you take your course work in professional education, begin to collect your “artifacts”--projects, papers, journal entries, tests, photographs, etc. Then you will select the ones that represent your progress towards the competencies and goals. Finally, you will reflect on these goals and the relevance of your work. Since we may be receiving updates and clarifications from the Oklahoma Commission for Teacher Preparation and the Oklahoma Department of Education, there may be changes and updates as you move through the program. When this occurs we will supply you with those changes. Be sure to ask your advisors or program coordinators and check the professional education web site for these as you prepare your portfolio for each submission. There will be group meetings scheduled to help you assemble your portfolios at admission, at the beginning of student teaching, and before recommendation for licensure. Watch for notices to be posted and listen for announcements in your classes. We hope this handbook will be a helpful guide to the professional education portfolio process at OSU. If you have any questions or comments, stop by our offices in Willard or give us a call. Good luck! Just remember to collect, select and reflect!

Professional Education Unit 325 Willard Mary Lou Paxton – Portfolio Assessment Specialist

Note: All checklists, rubrics and score reports are available for you to download and save by going to http://home.okstate.edu/homepages.nsf/toc/portfolio.

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Table of Contents Introduction: Rationale, Philosophy and Purpose Overview of Policies and Submissions Professional Education Council portfolio policy Submission I: Application for Admission to Professional Education Submission II: Beginning Student Teaching Submission III: Recommendation for Licensure Additional Check Portfolio Submission I: Admission to Professional Education Assembling the portfolio Philosophy of Education and Goal Statement Guidelines Checklist for Admission to Professional Education Rubric for scoring portfolio for admission Academic Honesty Statement Permission to Review Portfolio Sample Field Placement Record Form Portfolio Submission II: Beginning Student Teaching OSU Professional Education Core Concepts And Goals Statement Oklahoma General Competencies for Teacher Licensure and Certification Guidelines for Submission II Descriptions of the Core Concepts and Goals Integration Diversity Life-long Learning Professionalism Checklist for Pre Student Teaching General portfolio rubric and score report for pre student teaching OSU Core Concepts and Goals Statement Rubric Core Concepts and Goals Score Report Oklahoma General Competencies Rubric Portfolio Submission III: Recommendation for Licensure Guidelines for second philosophy Checklist for Recommendation for Licensure Appendix A: Professional Education Philosophy and Mission Statement and Conceptual Framework Appendix B: Standard Table of Contents Example Plan of Improvement Follow-up Assessment Release form for use of photos and videos INTRODUCTION

4 7 7 8 8 9 9 10 10 10 13 14 15 16 17 18 18 18 20 21 21 22 23 24 26 27 28 29 30 33 33 35 37 40 41 42 43

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Professional Education at Oklahoma State University is committed to the development of professional educators through the integration of theory and practice in a range of experiences and settings. Throughout the program, students develop a professional portfolio in which they record, reflect upon and integrate their knowledge from their pre-service experiences. Through intensive academic coursework and field experiences that are combined with continuous student reflection, the goal of the program is to produce individuals who believe everyone deserves the opportunity to learn and can learn; who act on the principle that diversity is to be valued; and who are committed to the belief that professional educators providing quality education are the backbone of society. Rationale and Philosophy In Oklahoma State University's Professional Education Programs, a portfolio is a set of materials that provide evidence of the individual's learning, growth, and development toward becoming a professional educator. These collections of authentic, learner specific documents are also acknowledgment that the development of a professional educator is an individualized process. They reflect the student's progress over a period of time and provide useful information in assessing the success of the programs in meeting their goals. The portfolio has four major uses: 1. Documenting active learning by students in their professional growth and development. 2. Providing graduates of the programs with a collection of relevant materials for their use in the profession and/or for use as a personal marketing tool in seeking employment. 3. Assessing the Professional Education Degree Program - an important source of data to give a more comprehensive and complete picture of the program. 4. Improving the Professional Education Degree Program - revealed patterns of success and/or deficiency serve as foci for changes in the program to ensure its relevance and the attainment of its goals. The OSU professional education program provides a comprehensive experiential base of information, research, observation, practice and reflection. The program faculty understands that their students are active participants in their encounters and interactions with their environment and the world. The faculty recognizes that students may need assistance in understanding the importance, validity, utility and meaning of these experiences. They also need assistance in integrating and synthesizing knowledge and skills from different sources to solve problems and to enhance their perspectives. The development of portfolios can provide the reflective experiences needed to achieve these important goals. The program should enhance the ability of the future professional educator to respond appropriately to students in terms of their needs and interests, the needs and interests of society, and the characteristics of the various learning disciplines. Students exiting the Professional Education Degree Program at Oklahoma State University should present appropriate documentation of the attainment of the competencies of their

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programs in the form of a portfolio. The portfolio development process should be a positive experience, addressing many professional activities through assignments, class interactions and field experiences.

Purpose The Professional Education Portfolio demonstrates the talents, skills and experiences of each teacher candidate. It indicates each candidate’s professional growth toward becoming an effective teacher, and it provides evidence of progress towards: • Individual professional goals • OSU program goals (general professional and specialized education) • Oklahoma competencies, the standards and outcomes as set forth by the Commission for Teacher Preparation, the State Department of Education and the State Regents. Additionally, the portfolio should be a useful tool in seeking employment by providing prospective employers with evidence of the candidate’s professional growth. Work on portfolios will also assist candidates in developing reflective skills they will use throughout their teaching career as they continue to document their professional development. Teacher candidates should consider this portfolio as unique, fluid and changing, an evolving display of life long learning. Once candidates enter the profession with their first teaching position, their portfolios will be based on their personal goals as they relate to state standards, the local school district and their communities during the residency year. The portfolio is defined as a documented profile of an individual’s accomplishments, learning and strengths related to the Oklahoma General Competencies for Teacher Licensure and Certification and Oklahoma State University’s Core Concepts and Goals Statement. The portfolio is required by the Oklahoma Commission for Teacher Preparation for licensure and, for purposes of institutional accreditation, is a unit of measure which presents evidence that the institution is providing initial, ongoing, and focused opportunities and avenues which lead to student achievement of competencies, standards, and outcomes.

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The Role of Portfolios in OSU’s Professional Teacher Education Programs Graduate and undergraduate students in teacher education should be aware that there are many of types of portfolios and that throughout the student experience at Oklahoma State University they will be asked to develop portfolios for several different purposes. Because a portfolio’s purpose and audience affect its contents, there is not a single all-purpose portfolio. The content or evidence in a portfolio depends on the purpose. During their academic career at Oklahoma State, students will be required to present their portfolios at three checkpoints, admission to professional education, beginning student teaching and recommendation for licensure. The handbook outlines the requirements at those three stages. In addition, the OCTP may request a sampling of portfolios for program accreditation. Guidance will be given to students interested in completing a portfolio for job placement. The table below explains the four major purposes for portfolios.

Purposes of Portfolios

Purposes To gain admission to a program while providing the audience with an opportunity to identify initial strengths and weaknesses for the purpose of providing appropriate assistance if needed. Demonstrate learning in course content or to fulfill specific course requirements

Present as the best candidate in application for an advertised position.

For program review and certification. Reflect professional growth and overall view of self as a teacher, including strengths and areas for improvement.

Contents Documentation of previous experiences and accomplishments.

Audience Interview committee for admitting program

Time frame No restrictions on time frame.

Evidence Guidelines in this handbook

Teacher assigned items that demonstrate learning in a particular course, related to program and state goals. Edited and reduced from the Program portfolio to show self as the best candidate for a teaching job in a particular district. Evidence of work from throughout the program, which illustrates the growth, reflections and personal beliefs about self as teacher.

The course instructor

Instructional time frame-usually the semester or duration of the course.

Course specific

Search committee

Time required to complete the professional program with previous and subsequent evidence as appropriate. Time required to complete the professional program, with previous and subsequent evidence as appropriate through residency year.

Peers, university faculty. OCTP accreditation personnel. State Dept. of Education reviewers.

Described throughout this handbook

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THE PROFESSIONAL EDUCATION PROGRAM PORTFOLIO SUBMISSIONS AND POLICIES The portfolio will provide students with a personal tool for reflecting upon their teaching skills, knowledge and understandings. This portfolio is an edited collection of the teacher candidate’s evidence of learning and professional growth and reflections representing progress through the entire professional education program. This portfolio differs from individual course portfolios in that it represents the integration of learning in all courses. Portfolios should show the student's progress toward professional goals, Oklahoma State University Professional Education Program Goals, and the Oklahoma General Competencies for Teacher Licensure and Certification. These are explained later in the handbook. The portfolio will provide the basis for assessing the student's progress in, and completion of, the program. Upon graduation, the completed portfolio may be edited and used as a dossier to help the new teacher in placement interviews. Throughout the program, the student is responsible for the safekeeping of the portfolio, but must make the portfolio available upon request for admission, beginning student teaching, licensure or program accreditation purposes. Policy for Portfolio Development & Assessment Students will compile their OSU Professional Education Portfolios throughout the years at OSU and into their residency year. The portfolio will be submitted for admission to professional education, for beginning student teaching and for application for licensure. It may also be requested for OCTP accreditation review. The steps involved for each checkpoint are listed below. Detailed explanations of the requirements are in the next section of the handbook. Per Title 712. Oklahoma Commission for Teacher Preparation (OCTP), Chapter 10. Teacher Preparation, institutions shall require all initial and advanced certification program students to develop a portfolio following the guidelines listed below. The portfolio development process will begin with enrollment in the professional education course work. This requirement is spelled out in the policy below. Resolution passed by the OSU Professional Education Council Be it therefore resolved that the Oklahoma State University Professional Education Council hereby requires that all students in the following categories present a professional portfolio in accordance with the guidelines of the Oklahoma State University Professional Education Handbook. a. Degreed candidates seeking initial Oklahoma licensure who were admitted to an accredited Oklahoma teacher education program during or after Fall 1997. b. Candidates who are entering freshmen beginning Fall 1997. c. Candidates already enrolled in an Oklahoma institution prior to Fall 1997 and admitted to an accredited teacher education program during or after Fall 1997 who will graduate after September 1, 1999. and d. Candidates holding a valid Oklahoma credential and seeking to add an advanced certificate who will complete certification area requirements after September 1, 1999. (Pending clarification from the OCTP and Regents)

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Students are required to submit portfolios for full admission to professional education, at the beginning of student teaching, and for recommendation for licensure. Furthermore, students will make their portfolios available for OCTP review with one week’s notice. SUBMISSION I: APPLICATION FOR ADMISSION TO PROFESSIONAL EDUCATION.

Students should begin these processes with the first professional education course taken. A detailed explanation of these steps follows in this handbook. 1. Student acquires Professional Portfolio Handbook and reads through the introductory material. Student also purchases 2” viewbinder notebook. 2. Student reads and reflects upon ways to demonstrate OSU program goals and state competencies. 3. Student records field placements and observation experiences as they are completed. 4. Student writes first philosophy of education. 5. Student writes professional goals following guidelines and reflects upon activities that may assist in reaching these goals. 6. Student begins collecting credentials & evidence. (Each program will specify which credentials are required for admission.) Student assembles portfolio. 7. Student presents complete admission portfolio to program reader. 8.

Program reader reviews the portfolio and signs admission checklist.

9. A student who is not recommended for admission based on the portfolio will be given a written plan of improvement. A. Written plan of improvement will identify a date for follow-up review. B. Individual program reader will establish the follow-up review date. A required written plan of improvement may delay admission by a full semester. SUBMISSION II: BEGINNING STUDENT TEACHING. A detailed explanation of steps follows in this handbook. 1. Student collects artifacts from course work (essays, journal reflections, lesson plans, etc.) 2. Student categorizes artifacts under each of the four OSU core concepts and composes reflections for each core concept. 3. Student presents professional portfolio as a requirement for beginning for student teaching. 4. Program reader reviews portfolio and signs checklist and score reports. 5. A student who does not pass the Submission II requirement will be given a written plan of improvement. A. Written plan of improvement will identify a date for follow-up review. B. Individual program reader will establish the follow-up review date. 8

SUBMISSION III: RECOMMENDATION FOR LICENSURE. (Completed during student teaching semester and submitted before OSU can recommend for licensure) A detailed explanation of steps follows in this handbook. 1. Student continues to add artifacts created during student teaching. For recommendation for licensure, the portfolio should contain a sufficient number of items of evidence for each of the four OSU program goals and 15 competencies. 2. Student adds reflections on any new artifacts for Submission III. 3. Student writes second philosophy of education statement. 4. Program reader completes and signs the final portfolio checklist and score reports to show that the portfolio has received its third review with added artifacts from student teaching (preferably lesson plans). Program supervisor submits checklist for placement in the student's file. 5. Institutional recommendation for licensure is given upon completion of all requirements and presentation of portfolio assessment documented by program reader. 6. Any teacher candidate who is not recommended for licensure on the basis of the portfolio will be given a written plan of improvement. A. Written plan of improvement will identify a date for follow-up review. B. Individual program reader will establish the follow-up review date. A required written plan of improvement may delay the application for teaching license. ADDITIONAL CHECK: REVIEW FOR PROGRAM ACCREDITATION. 1. The Oklahoma Commission for Teacher Preparation (OCTP) will select a list of students at random for portfolio review. The OSU Professional Education Unit will notify those students whose portfolios must be submitted. Students will then have up to 10 days to submit their portfolios to OSU’s professional education unit. The OCTP will not be evaluating the work of individual students. They will use a sampling of portfolio work to assess the Professional Education Unit at OSU. Upon completion of their review the portfolios will be returned to the students.

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PORTFOLIO SUBMISSION I Admission to Professional Education Your first portfolio submission will be required for admission to professional education. All of your documentation for admission should be included in this section. The required items and the criteria for evaluating them are listed in the checklist. Include this checklist in the front pocket of your portfolio. Some programs may have additional requirements. Check with your program advisor. Most of the items included in Submission I are credentials (a resume, transcript etc...) The release forms and record forms you will need are shown at the end of this section. You will also include two written documents, a philosophy of education statement and a goals statement. The guidelines for those two documents are below. If the portfolio does not meet the standards for admission to the professional education unit, you and the program readers will complete the Plan of Improvement Form. You will then follow those requirements to prepare your portfolio for resubmission. Assembling the portfolio You will have purchased a 2-inch binder for your portfolio. The vinyl sleeve on the outside of the binder and the pocket on the side allow you to insert your name and program information. Check with program advisors about the required format and policy for decoration on your portfolios. Dividers should be used to organize the portfolio sections. Your program may have specific instructions for labeling these. If they do not, arrange your documents according to the Standard Table of Contents located in Appendix B.

Philosophy of Education Guidelines: What is the purpose of the philosophy statement? Your philosophy of education is important in establishing a purpose and a focus for your professional career as an educator. Your statement of philosophy is a description of your own purpose and beliefs as an educator. There is no "right" philosophy. As a future educator, it is important to learn to articulate your views, reflect upon actual practice, and evaluate your beliefs. As part of the pre-service teacher education program you will write two statements of your philosophy of education, once as you enter the licensure program and again upon completion of student teaching. Students who take some introductory classes may compose a philosophy statement that can be used for the portfolio. Check the criteria for evaluation on the rubric and decide if your assignment fits those criteria. Pre-service teachers develop a realistic philosophy by examining their reading and thinking in light of experiential activities such as observation, simulation and practice in the field. Therefore, two philosophy statements will be included in your third portfolio submission. This will demonstrate your professional growth and development through knowledge and experience gained during the program. You will refine, augment, and develop your philosophy for the rest of your career.

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When should this be started? Start by writing a philosophy of education during your introductory course in the teacher education program. If you take a Foundations of Education course, you may write a philosophy in that class. Other classes may also assign a philosophy. You may adapt that philosophy for your portfolio. The first philosophy essay will be submitted in the Admission Section of the portfolio. What are the guidelines? You may want to begin by reading the OSU Core Concepts and Goals Statement and any philosophy statements of the programs to which you are applying. (See program information) Reflect on how these relate to your philosophy. You may want to address the following in writing your first philosophy statement: • • • •

What is the purpose of education? What is the role of the teacher in achieving this purpose? What is the role of the student in education? What role will families, students, the community, and higher education play in achieving the purpose of education?

How will this be evaluated?

Basis

Criteria for evaluation

Entry Level Philosophy Your past experiences and your course work so far should form the basis of your entry level philosophy of education. 1. Clarity of expression 2. Focus and organization 3. Use of effective examples, indication of some experience. 4. Mechanics

Exit Level Philosophy Your knowledge and experiences in the licensure program should form the basis of your exit level philosophy. 1. Demonstrated knowledge of educational theory 2. Clarity of expression 3. Focus and organization 4. Use of effective examples, based on experience 5. Mechanics

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Individual Professional Goal Statement Guidelines What is the purpose of a goal statement? A goal statement guides your development of the portfolio by helping you to focus your future professional plans and the steps required to achieve them. When should this be started? You should begin to think about your goals in your first semester in an OSU professional education class. If you take SCFD 3223 or another introductory class you may write a goals statement for the class. If you don’t, you may use the suggestions below.

Suggestions for Development of Individual Professional Goals This personal goal statement is not intended to be all inclusive of the knowledge and skills necessary for any teacher. This is to be a personal statement of the goals that you feel are the most important to you or the goals you think are the most necessary for your own development. To achieve the desired emphasis on these goals, you should focus on no fewer than five goals. Follow the steps below to write your goals essay and generate your list. Step 1. Read the OSU Core Concepts and Goals Statement and the goals for the program to which you are applying. Reflect on their expectations for your educational experience. Step 2. Imagine and describe your ideal teaching position in the year 200_ (five years after you graduate.) Imagine where it will be geographically, what kind of community, the socio-economic or ethnic groups with whom you might be working, the grade level, the subject area, and the type of school. Step 3. Once you have described this ideal position consider the following questions: What will you need to know to perform well in that position? What skills will you need to have? What attitudes and dispositions will you need to develop in order to succeed and be satisfied with your work? What experiences do you need to prepare you for this position? Step 4. Looking over the essay and your reflection, list and describe at least five professional goals you have set for yourself and tell how you plan to go about meeting them. How will this be evaluated: The goals statement will be evaluated on: Clarity of expression Representation of awareness of essential skills, experiences and dispositions Representation of awareness of means necessary to achieve goals Mechanics Student name and ID# (Please print)______________________________________

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Checklist for Admission to Professional Education Program: Each of the items listed below is required for admission to professional education programs. The program reader will verify inclusion and sign in the designated places.

Required Item Standard 2” binder Title page Table of Contents Academic Honesty Form Permission to Review Portfolio form Field Placement Record Form Field Placement Evaluations First Personal Philosophy Statement Professional Goals Statement Up-to-date resume Application for Admission to OSU’s Professional Education Program Up-to-date transcript including proof of either successful completion of, or enrollment in, one course of Professional Education Foundations with a C or better and one field experience course with a Pass. Proof of 3.0 in a minimum of 20 hours in the Liberal Arts and Humanities including ENGL 1113, 1213, 1313, 1413, POLSCI 1113, HIST 1103, 1483 and 1493 and other Gen. Ed. courses (per PEU Council requirements) or PPST. Letters of recommendation Evaluation Rubric for Admission This checklist Evidence of successful interview

Instructions Name and Program displayed in cover sleeve and on binder edge Typed, include name and program Per program. Typed. Sample in App. B Sign and date Sign and date Typed. List locations and variety of experiences to date. From observation courses Typed. See rubric. Typed. See rubric. Typed. Includes education, work, and volunteer experiences. Obtain copy from advisor.

Reader’s initials

Follow specific program requirements

Include grade calculation sheet or PPST scores.

If program requires Type name and ID number. Place in front pocket. Type name and ID # at top. Sign and date at bottom. Place in front pocket. Include in portfolio after the interview

Pre-professional candidate signature ________________________________ Date ____________ Program Reader signature ________________________________________ Date __________

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Evaluation Rubric for Admission to Professional Education Part I: General presentation and components Number_____________________________________ 3= Exceeds Expectations Item Overall presentation

First Philosophy

Goals Statement

Student Name and ID

2 = Meets expectations 1 = Needs Improvement

Exceptional (3) Exceptionally professional presentation. Table of Contents. Title page complete. Attention to detail. Materials Identified. Formal essays typed. Exceptionally well written explanation. Exceptional use of examples. Exceptionally well focused or organized. Clearly grounded in experience or observation Candidate demonstrates virtually complete control over written expression. Exceptionally well focused or organized. Exceptional and realistic awareness of requirements. Clear plans for accomplishment of goals. Candidate demonstrates virtually complete control over written expression.

Satisfactory (2) Neat presentation. Table of Contents. Title page has most information included. Most materials identified. Some attention to detail. Formal essays typed Clear explanation. Use of appropriate examples. Focused and organized. Grounded in some experience or observations. Candidate demonstrates generally good complete control over written expression.

Needs improvement (1) Somewhat sloppy or disorganized presentation. Components not identified. Little or no attention to details. Formal essays not typed.

Clear explanation. Focused and organized. Some realistic awareness of requirements. Some plan for accomplishment of goals. Candidate demonstrates generally good complete control over written expression.

Disorganized. Unfocused. Little or no knowledge of requirements. Little or no clear plan for accomplishment. Candidate demonstrates little or no control over written expression..

Score

Disorganized. Unfocused. Little or no connection to experience or observation. Candidate demonstrates little or no control over written expression.

Program reader signature __________________________________________________ Date ____________________

Comments: 14

Academic Honesty Statement

The Oklahoma State University Catalog states, “Academic dishonesty or misconduct is neither condoned nor tolerated at Oklahoma State University. Academic dishonesty is behavior in which a deliberately fraudulent misrepresentation is employed in an attempt to gain undeserved intellectual credit, either for oneself or another. Academic misconduct is behavior that results in intellectual advantage obtained by violating specific directions, rules or accepted academic standards, but without deliberate intent or fraudulent means.” Any charge of academic dishonesty or misconduct will be dealt with according to the policies outlined in the Policy and Procedure Letters. These are available on the OSU Web page. I have read and understand the Academic Honesty Policy. The material contained in this portfolio is my work. None of the artifacts were created by another individual. Where the item is a product of group work or collaboration, I have indicated this fact on my caption and have identified my contribution to the project. For confidentiality purposes, any names of individuals have been changed or deleted. Where that was not possible, I have obtained the appropriate release forms. I understand that these policies must be adhered to throughout the development of my portfolio.

Pre-professional Student’s signature _______________________________________________

Pre-professional Student’s name __________________________________________________

Program ____________________________________________

Date __________________

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4/4/01 Permission to Review Portfolio

_____ I give permission to the Oklahoma Department of Education and the Oklahoma Commission for Teacher Preparation, national and state accreditation personnel, and Oklahoma State University personnel to read the material contained in this portfolio. _____ I have obtained necessary permission forms from students or parents where appropriate. They are available on request.

Pre-professional Student’s signature _______________________________________________

Pre-professional Student’s name and ID Number _____________________________________

Program ___________________________________________ Date _____________________

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4/4/01 Field Placement Record Form Some programs may require alternate forms, check with your advisors. Make additional copies as needed. Course affiliation/ Number of hours in field

School and community

Subject and Grade

Population of community (Available from School District Database)

Socio-economic level (Available from School District Database- list Poverty % and Free/Reduced Lunch %)

Examples of diversity in the classroom you observed. (See p. 22 of Handbook)

* Use the list below to indicate the types of settings. You may put the number in the box. 1. Integrated curriculum 2. Self-contained classroom 3. Single subject 4. Multi subject 5. Alternative school 6. Block Schedule 7. Inclusion 8. Open school 9. Teaming

10. Pull-out 11. Multi-age groups 12. Museum school 13. Extension 14. Laboratory 15 Distance learning 16. Choir 17. Band 18. Recreation facility

Experiences and Responsibilities

Type of setting * See listing below

Teaching styles observed. ** See below

** Use the list below to indicate the teaching style. A. Individualized B. Direct instruction C. Learning centers D. Computer based learning E. Cooperative groupings F. Tutoring G. Field Trip

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4/4/01 PORTFOLIO SUBMISSION II Beginning of Student Teaching Your second portfolio submission will be prior to the beginning of student teaching. At this point you will have taken more professional education courses and had the opportunity to collect work from those courses and field placements. You should collect papers, projects, lesson plans, and documents from the classes you take. Select the ones you believe taught you about and represent your progress towards OSU’s Core Concepts and Goals, the Oklahoma General Competencies, and your Individual Professional Goals. A complete checklist is included in this section. Programs will have designated individuals evaluate your portfolio using the rubric included at the end of this section.

OKLAHOMA STATE UNIVERSITY PROFESSIONAL EDUCATION CORE CONCEPTS AND GOALS STATEMENT Oklahoma State University's professional education faculty seek to prepare individuals who believe everyone deserves the opportunity to learn and can learn; who act on the principle that diversity is to be valued; and who are committed to the belief that professional educators providing quality education are the backbone of society. OSU's professional education programs are devoted to the concept of integration. Professional education students learn to integrate personal experience with fields of knowledge and with teaching based on sound theory and research-driven educational practice. Students' attainment of unit and program goals is assigned and assessed in schools and communities in which continuous professional development for pre-service candidates, in-service school professionals, and university faculty is valued.

OKLAHOMA GENERAL COMPETENCIES FOR TEACHER LICENSURE AND CERTIFICATION Although particular competencies are specified for teaching at different levels (preschool, elementary, middle or high schools) or for different subject matters, the following general competencies are expected to be demonstrated by all candidates in OSU’s professional education programs. The program portfolio will demonstrate the development of these competencies. A. The teacher understands the central concepts and methods of inquiry of the subject matter discipline(s) he or she teaches and can create learning experiences that make these aspects of the subject matter meaningful for students. B. The teacher understands how students learn and develop, and can provide learning opportunities that support their intellectual, social, and physical development at all grade levels including early childhood, elementary, middle level, and secondary.

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4/4/01 C. The teacher understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learners. D. The teacher understands curriculum integration processes and uses a variety of instructional strategies to encourage students' development and critical thinking, problem solving, and performance skills and effective use of technology. E. The teacher uses best practices related to motivation and behavior to create learning environments that encourage positive social interaction, self-motivation and active engagement in learning, thus, providing opportunities for success. F. The teacher develops knowledge of and uses a variety of effective communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. G. The teacher plans instruction based upon curriculum goals, knowledge of the teaching/learning process, subject matter, students' abilities and differences, the community; and adapts instruction based upon assessment and reflection. H. The teacher understands and uses a variety of assessment strategies to evaluate and modify the teaching/learning process ensuring the continuous intellectual, social, and physical development of the learner. I. The teacher evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community), modifies those actions when needed, and actively seeks opportunities for continued professional growth. J. The teacher fosters positive interaction with school colleagues, parents/families, and organization in the community to actively engage them in support of students’ learning and well being. K. The teacher shall have an understanding of the importance of assisting students with career awareness and the application of career concepts to the academic curriculum. L. The teacher understands the purpose of continuous life-long learning, the concept of making learning enjoyable, and the need for willingness to change when the change leads to greater student learning and development. M. The teacher understands the legal aspects of teaching including the rights of students and parents/families, as well as the legal right and responsibilities of the teacher. N. The teacher understands, and is able to develop instructional strategies/plans based on the Oklahoma Core curriculum. O. The teacher understands the state teacher evaluation process, “Oklahoma Criteria for Effective Teaching Performance," and how to incorporate these criteria in designing instructional strategies.

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4/4/01 Guidelines for Submission II Selection of Materials The collection of artifacts for this submission should begin with your first professional education course and continue throughout your professional education career. Selection and reflection should be done periodically to insure that the presented evidence indicates the quality or growth you wish to present. As you select artifacts for your portfolio, keep in mind that they should represent your understanding of the four OSU Core Concepts and Goals and the Oklahoma General Competencies. The four OSU Core Concepts and Goals are described below. Under each description is a list of the Oklahoma General Competencies that may relate. If you created a large poster or bulky item that you want to include, consider taking photographs of the original and attaching a written description of the project. If you wish to have a videotape in your portfolio, be sure this is approved by your program and the label clearly describes the content of the tape. You must have a signed release form for each individual appearing in a photograph or on the video. The release form can be found in Appendix B.

Guidelines for the Reflection Essay For each of the four OSU core concepts--integration, diversity, life-long learning, and professionalism--you will write a reflection essay. This essay will be about the selection of items that you have chosen to represent the core concept. The following suggestions should help you focus your reflection. 1. Title the essay with the name of the core concept. 2. Define and explain your understanding of this concept. 3. Look over the artifacts and documents you have chosen to represent this core concept and discuss why they helped you develop this understanding. Caption Page Each item of evidence placed in the portfolio must be accompanied by a caption page that identifies it, tells why it was created, and how it connects to the Oklahoma General Competencies. For each artifact the caption page should indicate: • Title of artifact • Course in which it was created and semester you attended it. • A brief description of the assignment. If this was a group project, say that and indicate your part in its completion. • Oklahoma General Competency (or competencies) represented by this artifact. List the letter and the description of the competency.

How will the collection and reflection be evaluated? The criteria for evaluation are spelled out in the rubric and score reports at the end of this section. DESCRIPTIONS OF THE CORE CONCEPTS AND GOALS 20

4/4/01 Core Concept and Goal: Integration The first of the OSU core concepts is Integration. The Core Concepts and Goals Statement says: OSU's professional education programs are devoted to the concept of integration. Professional education students learn to integrate personal experience with fields of knowledge and with teaching based on sound theory and research-driven educational practice. You should present evidence that demonstrates that you have met the OSU goal of integration. Integration has multiple meanings in education. Some examples of the principle of Integration that you may choose to consider are: integrating theory into practice; integrating personal experiences and teaching strategies; integrating different fields of knowledge, research and teaching; integrating community service and classroom experience; integrating past and present experiences; integrating experiences from multiple courses. There are many forms that integration can take in education. You may discover more as you prepare your portfolio. If you are unsure, you can always discuss with your instructors how you think your work fits this goal. As you present evidence to demonstrate that you have met OSU’s goal of integration you should connect that evidence to the Oklahoma General Competencies as well. Some of the competencies that may relate to integration are A, B, C, D, E, F, G, H, K, N, O. * Possible items of evidence include: • Assessment Philosophy • Assessment plans • Assessment products (age and program appropriate) • Pupil Profiles • Pupil work that has been evaluated • Assignment sheets with evaluation rubric described • Student Evaluation of clinical experiences • Mentor teacher evaluation of students during field experiences • Use of peer assessment • Grade book sample • Classroom observations • Field trip plan • Career education in content area • Lesson plans (including those incorporating PASS, integrating theory and practice or subject matter). • Evidence of the use of technology • Evidence of the use of diverse resources • Analysis of a lesson planned and taught • Use of self assessment • Demonstration of developmentally appropriate instructional materials

Core Concept and Goal: Diversity 21

4/4/01 The Core Concept and Goals Statement also makes clear that diversity is valued. Oklahoma State University's professional education faculty seek to prepare individuals who believe everyone deserves the opportunity to learn and can learn; who act on the principle that diversity is to be valued; OSU’s professional education programs value diversity in its many forms. Some of the types of diversity you may want to demonstrate an awareness and understanding of are learner, multi-cultural, gender, race, socio-economic status, age, and physical abilities. There are many others. As you complete your reflections, be sure to explain what you mean by diversity. As you present evidence to demonstrate that you have met OSU’s goal of diversity you should connect that evidence to the Oklahoma General Competencies as well. Some of the competencies that may relate to integration are B, C, E, G, H, M. * Possible items of evidence include: • • • • • • • • •

Demonstration of knowledge of other cultures IEP meeting write up Evidence of multicultural planning Demonstration of developmentally appropriate instructional materials Demonstration of knowledge and use of various learning styles Case study Interview Diagram of classroom environment Community profile

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4/4/01 Core Concept and Goal: Life-Long Learning The Core Concepts and Goals Statement asserts the need for life-long learning. Students’ attainment of unit and program goals is assigned and assessed in schools and communities in which continuous professional development for pre-service candidates, in-service school professionals, and university faculty is valued. Educators know that learning is a life-long activity. Teachers must continue to learn and grow professionally, keeping up with the research and best practices in their areas, while personally maintaining an interest in and a curiosity about the world around them. Teachers, in turn, help their students develop the skills and attitudes they need to become life-long learners themselves. As you present evidence to demonstrate that you have met OSU’s goal of life-long learning you should connect that evidence to the Oklahoma General Competencies as well. Some of the competencies that relate to life-long learning are A, I, J. K, L. * Possible items of evidence include: • • • • • • •

Plans for future education, professional development Reflective journals – must show what you have learned about this concept Professional organization membership Demonstration of computer literacy/technology Graduate coursework/plans Community service Attendance at conferences/workshops

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4/4/01 Core Concept and Goal: Professionalism Finally, The Professional Education Unit at OSU seeks to develop professionalism in all of its students. Oklahoma State University's professional education faculty seek to prepare individuals who believe everyone deserves the opportunity to learn and can learn; who act on the principle that diversity is to be valued; and who are committed to the belief that professional educators providing quality education are the backbone of society. OSU’s Professional Education Unit prepares educators to work as professionals in their chosen areas. Your course work, class discussions and fieldwork opportunities will illustrate the many aspects of professional conduct. The experiences you have and the items you prepare for class will help you demonstrate your developing professionalism. As you present evidence to demonstrate that you have met OSU’s goal of professionalism, you should connect that evidence to the Oklahoma General Competencies as well. Some of the competencies which may relate to professionalism are A, E, I, J, K, M, O. * Possible items of evidence include: • • • • • • • • • • • • • • • • •

Voluntary community service related to children and youth Attendance and written report of board meeting Membership in a professional education organization Presentations at a professional meeting/workshop Knowledge of code of ethics within major field Review of an issue in education Review of research on a specific topic Conferencing guidelines Collaborative homework plan Synopsis of any training with peers, practicing teachers, or parents Data base of community resources Evidence of parental involvement (PTA, Advisory Group, etc.) Journal articles/newsletters written Grants awarded Letter from students/families Review of a district policy Demonstration of knowledge of professional standards in major

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Note: All checklists, rubrics and score reports are available for you to download and save. Please visit the following web page and click on the appropriate form link: http://home.okstate.edu/homepages.nsf/toc/portfolio

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4/4/01 Student Name and ID Number (please print)___________________________________________ Checklist for Pre -Student Teaching Each of the items listed below is required for beginning student teaching. The program reader will verify inclusion and sign in the designated places. Shaded items are from the first submission and do not require updating. Required Item Instructions Reader’s Initials Standard 2” binder Name and Program displayed in cover sleeve and on binder edge Title page Typed, include name and program Updated Table of Contents Add artifact titles All documents from first submission Updated Field Placement Record Form Add any new field experiences since Submission I. Field Placement or Peer Evaluations As program requires Checklist and Rubric from Submission I Updated resume Current transcript Initial selection of artifacts indicating progress Each artifact is explained with a caption toward the 4 OSU Core Concepts and the page. fifteen Oklahoma General Competencies Reflection essay for each of the Core Concepts Define and explain your understanding of the core concept. Include reasons for your artifact selection. Portfolio Evaluation Rubric and Score Report – Type name and ID number at top. Place General Presentation in front pocket of binder. OSU Core Concepts and Goals Statement Place in front pocket of binder. Rubric Core Concepts and Goals Score Report Type name and ID number at top. Type artifact titles that meet each core concept. Place in front pocket of binder. OK General Competencies Rubric (3 pages) Type name and ID number at top of each page. Type artifact titles that meet each competency. Place in front pocket of binder. This checklist Type name and ID number at top. Sign and date at bottom. Pre-professional student signature ______________________________ Date _______________ Program reader signature _________________________________________ Date________________

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4/4/01 Pre-professional student name and ID Number (please print)________________________________________________________ Portfolio Evaluation Rubric and Score Report for Pre -Student Teaching and Recommendation for Licensure General presentation 3 = Exceeds Expectations 2 = Meets Expectations 1 = Needs Improvement N/I = Not indicated Item

Exceptional (3)

Satisfactory (2)

Needs improvement (1)

Overall presentation

Exceptionally professional presentation. Table of Contents. Title page complete. Attention to detail. Materials Identified. Formal essays by candidate typed.

Somewhat sloppy or disorganized presentation. Components not identified. Little or no attention to details. Formal essays by candidate not typed.

Second Philosophy (For end of student teaching submission only)

Exceptional incorporation of educational theory. Exceptional use of examples. Clearly grounded in experience. Demonstrates virtually complete control of composition process including spelling, grammar and punctuation.

Neat presentation. Table of Contents. Title page has most information included. Most materials identified. Some attention to detail. Formal essays by candidate typed. Incorporates educational theory. Uses examples. Somewhat grounded in experience. Demonstrates generally good control of composition process including spelling, grammar and punctuation.

Sub. II Sub. III score score

Little or no use of educational theory. Few or no examples. Not clearly grounded in experience. Demonstrates little control over composition process including spelling, grammar and punctuation.

Program reader signature _____________________________________________ Date ______________ Comments:

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4/4/01 Oklahoma State University Core Concepts and Goals Statement Rubric for Pre -student Teaching and Recommendation for Licensure Instructions: On the following pages you should list each item you have included for each core concept. They will be scored according to the rubric below. The score report begins on the next page. Ratings:

3= Exceeds Expectations 2 = Meets Expectations 1 = Needs Improvement N/I = Not Indicated

Item Artifact selections

Exceeds Expectations (3) OSU core concept identified. Items clearly demonstrate progress towards OSU core concept. Caption present. Professional appearance. Exceptionally creative item(s).

Meets Expectations (2) OSU core concept identified. Items demonstrate progress towards OSU core concept. Caption present. Professional appearance. Some creativity in items.

Reflections

Demonstrates clear understanding of the OSU concept. Clearly connects artifacts to the OSU core concept. Clearly reflects on significance of all of the artifacts. Exceptionally well written and organized. Candidate demonstrates virtually complete control over spelling, grammar and punctuation.

Demonstrates understanding of the OSU goal.. Connects artifacts to the OSU concept. Some reflection on the significance of the items. Clearly written and organized Candidate demonstrates generally good control of their spelling, grammar and punctuation.

Needs Improvement (1) OSU Core concept not identified. Items do not demonstrate progress towards OSU core concept. Missing caption. Appearance not professional. Little or no creativity in items. Lacks clear understanding of the OSU goal Does not reflect on significance of all of the artifacts. Not clearly organized. Candidate demonstrates little control over spelling, grammar or punctuation.

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4/4/01 Pre-professional student name and ID Number (please print)___________________________________________ Core Concepts and Goals Score Report: For Pre-Student Teaching and Recommendation for Licensure. Core Concept Artifact title Submission Additional titles from Submission (candidate enters) II Score end of student III Score teaching Integration Selections Selections

Diversity

Professionalism

Life-Long Learning

Reflection

Reflection

Selections

Selections

Reflection

Reflection

Selections

Selections

Reflection

Reflection

Selections

Selections

Reflection

Reflection

Comments

Pre Student teaching: Program reader signature ______________________________________________Date ______________ Post Student Teaching: Program reader signature ____________________________________________ Date ______________ 29

4/4/01 Pre-professional student name and ID Number (please print)________________________________________________ Oklahoma General Competencies for Teacher Licensure and Certification Rubric for Pre -Student Teaching and Recommendation for Licensure Instructions: List each item you have included for each competency. They will be scored according to the rubric below. Ratings: 3 = Exceeds Expectations 2 = Meets expectations 1 = Needs Improvement N/I = Not Indicated Item Artifact selection

Exceeds Expectations (3) Oklahoma general competency identified. Demonstrates clear understanding of the Oklahoma general competencies.

Oklahoma Competencies Score Report Competency

Meets Expectations (2) Oklahoma general competency identified. Demonstrates understanding of the Oklahoma general competencies.

Pre student teaching artifacts titles (to be entered by the student)

Needs Improvement (1) Oklahoma general competencies not identified. Lacks clear understanding of the Oklahoma general competencies.

Submission III Artifacts (add new artifact titles from Student Teaching)

Sub. Comments III Score

A. The teacher understands the central concepts and methods of inquiry of the subject matter discipline(s) he or she teaches and can create learning experiences that makes these aspects of the subject matter meaningful for students. B. The teacher understands how students learn and develop, and can provide learning opportunities that support their intellectual, social, and physical development at all grade levels including early childhood, elementary, middle level, and secondary. C. The teacher understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learners.

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4/4/01 Pre-Professional Student Name and ID Number (please print)_________________________________________________________ Oklahoma Competencies Score Report Competency Pre-student teaching Submission III Sub. Comments artifacts (to be entered Artifacts (add new artifact III by the student) titles from Student Teaching) Score D. The teacher understands curriculum integration processes and uses a variety of instructional strategies to encourage students' development and critical thinking, problem solving, and performance skills and effective use of technology. E. The teacher uses best practices related to motivation and behavior to create learning environments that encourage positive social interaction, self-motivation and active engagement in learning, thus, providing opportunities for success. F. The teacher develops a knowledge of and uses a variety of effective communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. G. The teacher plans instruction based upon curriculum goals, knowledge of the teaching/learning process, subject matter, students' abilities and differences, the community; and adapts instruction based upon assessment and reflection. H. The teacher understands and uses a variety of assessment strategies to evaluate and modify the teaching/learning process ensuring the continuous intellectual, social, and physical development of the learner. I. The teacher evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community), modifies those actions when needed, and actively seeks opportunities for continued professional growth. J. The teacher fosters positive interaction with school colleagues, parents/families, and organization in the community to actively engage them in support of students’ learning and well being.

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4/4/01 Pre-Professional Student Name and ID Number (please print)__________________________________________________ Oklahoma Competencies Score Report Competency

Pre-student teaching Submission III artifacts (to be entered by the Artifacts (add new artifact student) titles from Student Teaching)

Sub. Comments III Score

K. The teacher shall have an understanding of the importance of assisting students with career awareness and the application of career concepts to the academic curriculum. L. The teacher understands the purpose of continuous lifelong learning, the concept of making learning enjoyable, and the need for willingness to change when the change leads to greater student learning and development. M. The teacher understands the legal aspects of teaching including the rights of students and parents/families, as well as the legal right and responsibilities of the teacher. N. The teacher understands, and is able to develop instructional strategies/plans based on the Oklahoma Core curriculum. [PASS OBJECTIVES] O. The teacher understands the state teacher evaluation process, “Oklahoma Criteria for Effective Teaching Performance," and how to incorporate these criteria in designing instructional strategies.

Pre-student Teaching: Program reader signature_________________________________________ Date _______________

Post-student Teaching: Program reader signature________________________________________ Date _______________

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4/4/01 PORTFOLIO SUBMISSION III Recommendation for Licensure You will submit your portfolio a third time during or at the end of your student teaching semester. This portfolio review will be for OSU’s recommendation to The State Department of Education for licensure. At this point in your college career, you should be able to demonstrate your attainment of the Oklahoma competencies and an understanding of OSU’s core concepts and goals. Your selection of artifacts should address all of the competencies and the goals. A complete list of requirements for this submission is on the checklists. When you select items of evidence to include you should continue to select work that represents your achievement of the OSU Core Concepts and Goals and the Oklahoma General Competencies as well as your Individual Professional Goals. Follow the same general guidelines outlined for pre-student teaching. Your final submission for licensure should demonstrate your attainment of all fifteen of the Oklahoma General Competencies for Teacher Licensure and Certification and the four OSU goals. The Oklahoma Commission for Teacher Preparation requires that all fifteen competencies be met for licensure and certification. Look at your reader comments from your pre-student teaching submission to find suggestions for completing this submission. The student teaching semester should provide you with many opportunities to develop items for inclusion in your portfolio. As you write lesson plans, meet with parents, or keep a journal of your experiences, think about what you may want to select for your licensure portfolio. Programs will have designated individuals evaluate your portfolio using the rubric included at the end of this section. Guidelines for Second Philosophy of Education: At the end of your student teaching experience you should compose a second philosophy of education. In this, you may want to address the following points. You should also refer to specific theories and philosophies with which you have become familiar and experiences you have had. The italicized questions refer to points to address that you may not have included in your first philosophy. • Read the OSU Core Concepts and Goals Statement and the philosophy statements of the programs to which you are applying ( See program information) Reflect on how these relate to your philosophy. • What is the purpose of education? • What is the role of the teacher in achieving this purpose? • What is the role of the student in education? • What role will families, students, the community, and higher education play in achieving the purpose of education? • How is the curriculum utilized and organized in the classroom? • What type of classroom management plan would you use? • How would you evaluate student progress? • What educational theorists have influenced the development of your philosophy?

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4/4/01 How will these be evaluated?

Basis

Criteria for evaluation

Entry Level Philosophy Your past experiences and your course work so far should form the basis of your entry level philosophy of education. 1. Clarity of expression 2. Focus and organization 3. Use of effective examples, indication of some experience. 4. Mechanics

Exit Level Philosophy Your knowledge and experiences in the licensure program should form the basis of your exit level philosophy. 1. Demonstrated knowledge of educational theory 2. Clarity of expression 3. Focus and organization 4. Use of effective examples, based on experience 5. Mechanics

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4/4/01 Student name and ID Number (please print)_________________________________________ Checklist for Recommendation for Licensure Each of the items listed below is required for recommendation for licensure. The program reader will verify inclusion and sign in the designated places. Shaded items were required at prior submissions and should remain in the current submission but do not require updating. The same score reports are used for both pre and post student teaching submissions. Required Item Instructions Reader’s Initials 2” binder Title page Name, program Table of Contents New artifact titles listed All forms from Submission I and II Place all score reports at the end of the including checklists and score reports Handbook Forms section. Updated Field Placement Record Add Student Teaching Placement Form Student Teaching Evaluation Obtain copy from supervisor Second Philosophy Statement See guidelines in handbook Any additional program requirements Check with program coordinator for additional information. Artifacts from Student Teaching New artifacts should include at least two representing the four OSU Core lesson plans from Student Teaching. Concepts and the fifteen Oklahoma General Comp. Reflective commentary for each of Add explanation for new artifacts. the four OSU Core Concepts General Presentation Rubric and Same report from Sub. II. Keep in front Score Report pocket. OSU Core Concept and Goals Score Type name and ID # at top. Make a new Report copy of form that includes artifact titles from Sub. II in the first column and new artifact titles from Student Teaching listed in the second column. Place in front pocket. OK General Competencies Score Type name and ID # at top. Make a new Report (3 pages) copy of form that includes artifact titles from Sub. II in the first column and new artifact titles from Student Teaching listed in the second column. Place in front pocket. This checklist Type name and ID # at top. Sign and date at bottom. Place in front pocket.

Pre-professional student signature ______________________________ Date _______________

Program reader verification ___________________________________ Date _______________ When this list has been completed and verified, submit a copy of this to the Office of Teacher Certification in 325 Willard Hall.

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4/4/01

APPENDIX A

PHILOSOPHY AND MISSION STATEMENT AND CONCEPTUAL FRAMEWORK

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4/4/01

Oklahoma State University Professional Education Council Core Concepts And Goal Statement OSU’s philosophy and mission can be found in the Core Concepts and Goals Statement.

Philosophy Oklahoma State University's professional education faculty seek to prepare individuals who believe everyone deserves the opportunity to learn and can learn; who act on the principle that diversity is to be valued; and who are committed to the belief that professional educators providing quality education are the backbone of society. OSU's professional education programs are devoted to the concept of integration. Professional education students learn to integrate personal experience with fields of knowledge and with teaching based on sound theory and research-driven educational practice.

Mission Students' attainment of unit and program goals is assigned and assessed in schools and communities in which continuous professional development for pre- service candidates, in- service school professionals, and university faculty is valued.

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4/4/01

The Conceptual Framework for the OSU Professional Education Programs Basic Programs Certification Exams Portfolios Student Teaching Academic Performance Learned Societies Certification OCTP INTASC

Advanced Programs

Outcomes and Assessments Program Goals Early Childhood, Elementary, Secondary, K-12 programs, Graduate Programs

Comprehensive Exams Thesis / Dissertation Portfolios Licensure Exams Academic Performance Learned Societies Graduate College OCTP Certification

Core Concepts and Goals Diversity, Integration, Professionalism, Lifelong Learning

Knowledge Base Beliefs, Principles, Commitments, Pedagogical Concepts

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4/4/01

APPENDIX B

HANDBOOK FORMS

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4/4/01 PROFESSIONAL TEACHING PORTFOLIO Oklahoma State University Table of Contents Please use the following example when completing your Portfolio. Roman Numeral Headings are the tab titles. I. HANDBOOK FORMS A. Academic Honesty Form B. Portfolio Release Form C. Field Placement Form D. Field Placement Evaluation ( Submission I) E. Evidence of Peer Feedback on Teaching Simulation (Submission II) F. Field Placement Feedback (Submission II) G. Checklists and Score Reports (upon completion of each submission) II. PERSONAL DOCUMENTS A. Philosophy – First and Second B. Personal Goals C. Resume D. Application for Admission to OSU’s Professional Education Program E. Transcript F. Proof of 3.0 or PPST scores (Submission I) G. Letter of Recommendation (if required) H. Admission Interview Results (included after interview) III. INTEGRATION A. Reflection Essay B. Artifacts (List artifact title) DIVERSITY A. Reflection Essay B. Artifacts (List artifact title) LIFE-LONG LEARNING A. Reflection Essay B. Artifacts (List artifact title) PROFESSIONALISM A. Reflection Essay B. Artifacts (List artifact title) ITEMS TO BE PLACED IN FRONT POCKET Checklist and Evaluation Rubric for Admission to Professional Education Submission II: Checklist and Score Reports for Pre-Student Teaching Submission III: Checklist and Score Reports for Recommendation for Licensure All Submissions: Blank Plan of Improvement and Follow-Up Assessment Forms Submission I:

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4/4/01 PLAN OF IMPROVEMENT FOR OSU TEACHER CANDIDATES PORTFOLIO ASSESSMENT Pre-professional Student Name: (please print)______________________________________ ID number _________________________ Date _____________________

Stage of program: _____Pre-admission ____ Beginning Student Teaching _____ Recommendation for licensure Weakness causing written plan of improvement _____ Weakness in reflections _____ Weakness in philosophy statement _____ Written / Oral support and/or defense of item(s) _____ Correlation of item(s) to specific Concepts and Competencies _____ Other (explain, be specific)________________________ Committee's comments and explanations

Specific steps to be taken to successfully accomplish this plan of improvement

Portfolio should be submitted to ______________________________ on ________________. (name/location)

(Date)

Program reader signature ____________________________________________________ Pre-professional candidate signature _____________________________

Date ___________

Student signature reflects review of this document, but not necessarily agreement with it.)

OSU will provide individual help and assistance upon request by the student.

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4/4/01 FOLLOW-UP ASSESSMENT (Plan of Improvement continued)

Pre-professional Student Name (please print)________________________________________ This plan of improvement has been: _____ Fully accomplished

_____ Partially accomplished Explain:

_____ Not accomplished Explain:

Program designee recommendation: _____ Admission to the program _____ Begin Student Teaching _____ Recommendation for Licensure _____ Additional plan of improvement _____ Other

Program reader signature _____________________________________ Date _____________

Pre-professional candidate signature ______________________________ Date _____________ (Candidate signature reflects review of this document, but not necessarily agreement with it.)

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4/4/01 Release Form for Video and Photos and Student Work Dear Parent/Guardian: As a pre-professional teacher I am doing some of my field practice or student teaching in your child’s classroom. As part of the requirements for licensure and certification, I am required to develop a portfolio demonstrating my professional development. This portfolio will be reviewed by faculty in my college program and possibly by review teams from the Oklahoma Commission for Teacher Preparation and public school officials. As part of that process I may want to include some photos, videotapes and/or class work from your child’s class. Although the photos and tapes involve the teacher candidate and the students, the primary focus is on the teacher candidate, not on the students in the class. In the course of taping or photographing, your child may appear in the pictures. Also, at times I might want to include samples of student work as evidence of my teaching practice and that may include some of your child’s work. No student name will appear with any materials that are submitted. All materials will be kept confidential. The form below will be used to document your permission for these activities. Sincerely,

______________________________________________________________________________ Student name: ___________________________________________________________ Address: ________________________________________________________________ School/Teacher: __________________________________________________________ I am the parent/legal guardian of the child named above. I have received and read your letter regarding the development of a pre-professional teaching portfolio and agree to the following: Please check the appropriate box: I DO give permission to you to include my child’s work or image on videotape or photos as he or she participates in class conducted at _______________________ by _________________ Name of school

Name of candidate

and to reproduce materials that my child may produce as part of classroom activities. No last names will appear on any material submitted by the teacher candidate. I DO NOT give permission to videotape or photograph my child or to reproduce materials that my child may produce as part of classroom activities.

Signature of parent or guardian: ______________________________ Date: ________________ 43