TEACHER PREPARATION PORTFOLIO UNDERGRADUATE HANDBOOK Fall 2008 – Spring 2010* *Initial candidates completing EDUC 2013 in fall 2009 and, thereafter, will be required to utilize the electronic portfolio format.

2 TABLE OF CONTENTS INTRODUCTION Introduction to the Portfolio Philosophy for Teacher Education Unit University Vision and Mission Statements Teacher Education Unit Vision and Mission Statements Conceptual Framework Teacher Education Unit Purpose Conceptual Framework Knowledge, Skills and Dispositions Teacher Education Unit Portfolio Policy Portfolio Policy Statement, Guidelines, and Format Schedule for Evaluating Portfolios

3 4 4 4 5 5 5 8 9 10

PORTFOLIO DOCUMENTS Module I – Evaluation Checklist Module II – Evaluation Checklist Module III – Evaluation Checklist Module IV – Evaluation Checklist Documentation Log for Community Involvement

11 12 13 14 15

ASSESSMENT FORMS Portfolio Reflection Form Portfolio Self-Assessment – completed at the end of Module II Rubric for Faculty Portfolio Assessment

16 17 19

APPENDICES Appendix A: SDE General Competencies for License and Certification Appendix B: OCTP General Competencies for Licensure and Certification Appendix C: CEC General Competencies for Licensure and Certification Appendix D: Oklahoma Criteria for Effective Teaching Performance Appendix E: Oklahoma General Education Competencies for Teacher Licensure and Certification Appendix F: Sample Component/Competency Reflection Form Appendix G: Conceptual Framework – Professionals for the 21st Century: Competent, Committed, and Ethical

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Committed

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21 22 23 24 27 28 29

Ethical

3

Southeastern Oklahoma State University Undergraduate Teacher Preparation Portfolio This handbook is designed for undergraduate teacher candidates and faculty in the teacher education program at Southeastern. It provides the basic information needed to successfully complete the portfolio development process as required for the completion of a degree, licensure and certification. Check the Teacher Education Services website for the most current information. The information about portfolio development and construction in this handbook was adopted by the Teacher Education Council on April 17, 2008. Teacher candidates graduating in spring 2010 and thereafter will be responsible for all the requirements outlined in this version of the portfolio. Candidates graduating prior to spring 2010 may choose to fulfill the requirements of the fall 2008 portfolio or the fall 2005 version. Initial candidates completing EDUC 2013 in fall 2009 and thereafter, will be required to utilize the electronic portfolio format. The portfolio and its contents are the responsibility of the teacher candidate. The teacher candidate is responsible for preparing and/or selecting items of evidence, and completing the portfolio according to the appropriate g guidelines. The portfolio is a certification requirement of the Oklahoma State Regents for Higher Education and the Oklahoma Commission for Teacher Preparation.

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Philosophy for Teacher Education Unit The unit’s philosophy begins with the fundamental belief that all students can learn; however, students learn in different ways and at different rates. Therefore, educators must be knowledgeable about the content they teach and be committed to utilizing a variety of instructional strategies and approaches appropriate to the diverse learning needs of all students. The educational needs of all students will be met in a caring, non-discriminatory, and equitable manner. Another major component of the philosophy is the belief that candidates and other school professionals must have the knowledge and skills to utilize technology in order to assist all students in achieving their full potential as learners and citizens of the world. Schools and classrooms must have educators who are equipped with technology resources and skills and who can effectively teach the necessary subject matter content while incorporating technology concepts and skills (ISTE, 2008, p. 3).

Southeastern Oklahoma State University Vision 2010 Southeastern will be a leader and innovator in higher education. Strong academic and student life programs with a solid liberal arts and sciences foundation will characterize the university. Areas such as diversity, globalization, uniqueness, and cultural richness will be distinctive features of the institution.

University Mission Statement Southeastern Oklahoma State University provides an environment of academic excellence that enables students to reach their highest potential. By having personal access to excellent teaching, challenging academic programs, and extra curricular experiences, students will develop skills and habits that promote values for career preparation, responsible citizenship, and lifelong learning.

Teacher Education Unit Vision The teacher education unit at Southeastern Oklahoma State University strives to be an exemplary provider of high quality teacher education programs in southeastern Oklahoma and northern Texas for the development of educational practitioners.

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5 Teacher Education Unit Mission The mission of the Southeastern Oklahoma State University’s teacher education unit is to produce graduates who demonstrate academic and practical excellence in their respective fields. Through quality instruction grounded in current research and supported by diverse field and clinical experiences and technology usage, graduates will develop the professional competencies necessary to become lifelong learners who are competent, ethical, and committed practitioners.

Conceptual Framework

Purpose of the Teacher Education Unit The purpose of the teacher education unit is to train competent, committed, and ethical teachers and other school professionals to teach, counsel, administer, and lead in P-12 schools.

Candidate Learning Outcomes/Institutional Standards KNOWLEDGE 1. Educators have broad knowledge of liberal arts/general education. 2. Educators know the content appropriate to their major subject area. 3. Educators acquire pedagogical knowledge appropriate to their specialty area. 4. Educators know the specific uses of technology in their discipline.

SKILLS 1.

Educators demonstrate effective communication skills with peers, colleagues, and families.

2. Educators have strong and current technology skills. 3. Educators use a variety of instructional strategies and materials to promote critical thinking in students.

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6

4. Educators plan instruction that is appropriate for a diverse student population. 5. Educators use a variety of methods to deliver instruction. 6. Educators motivate students to learn. 7. Educators use multiple assessment tools to monitor student learning and modify instruction.

DISPOSITIONS Based on the unit’s vision, mission, philosophy, purposes, goals/outcomes, the unit is committed to preparing school practitioners who will demonstrate the following dispositions: 1

Educators who are competent: a. possess the knowledge, skills, and dispositions needed to perform their role and responsibilities in the classroom. b. promote positive learning outcomes for all students. c. know how to use self-reflection to learn from their experiences and improve their effectiveness. d. know how to secure and use various technological resources to enhance student learning, communication, and management tasks. e. embrace cultural diversity and accommodate the needs of diverse learners. f. value the role of the family in the child’s education and know how to work cooperatively with parents and the community for the student’s benefit.

2.

Educators who are committed: a. support learning for diverse learners in a caring, non-discriminatory, and equitable manner. b. establish high standards for all students. c. set high standards for themselves by being personally invested in their own professional work and career development. d. are proud to serve their communities as educational leaders and advocate for the profession in all interactions. e. engage in service to the profession and community.

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Ethical

7 3. Educators who meet high ethical standards of practice: a. respect and value all students and others for their diverse talents, abilities, and contributions b. are sensitive to community and cultural norms. c. are timely, respectful, and responsible in meeting expectations. d. model ethical and democratic principles in all relationships. e. use sound judgment and display confidence in practice. f. are honest in communications and interactions with others. g. maintain confidentiality.

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8 Portfolio Philosophy Statement

The undergraduate portfolio provides the opportunity for candidates to demonstrate their professional growth in the knowledge, skills, and dispositions outlined in the conceptual framework for the teacher education unit at Southeastern. In addition, candidates must demonstrate their competency of the nine required portfolio components which include the fifteen (15) competencies required for licensure and certification by the Oklahoma Commission for Teacher Preparation. The portfolio is a collection of artifacts from the specialization and professional education courses in their degree plan demonstrating the varied learning opportunities and field experiences of the candidates. The portfolio development process encourages teacher candidates to be reflective of their learning outcomes as well as their impact on student learning. The prescribed artifacts from each teacher candidate’s courses and field experiences reflect the diversity and depth of the teacher candidate’s professional preparation. In addition, the teacher preparation portfolio process provides a document that reflects authentic assessment activities that are utilized by the faculty and unit to evaluate and improve the teacher education program. Feedback on individual artifacts and at the end of each module, provide the candidates with continuous support and opportunities to improve their professional growth.

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9 Portfolio Policy Statement, Guidelines, and Format POLICY STATEMENT Teacher candidates in the teacher education program at Southeastern are required to develop an assessment portfolio documenting their growth and professional progress throughout their professional education program. The portfolio process begins when a candidate enrolls in the first introductory teacher education course. All teacher education candidates must present their portfolio at the completion of each module. A selfassessment is completed at the completion of Module II. At the completion of Module IV, teacher candidates will present their completed portfolio for a final assessment by a faculty member. Beginning in fall 2009, initial teacher candidates will begin implementing the portfolio in an electronic format. Candidates in EDUC 2013 in fall 2009 and, thereafter, will be required to present their portfolio in an electronic format in order to graduate. If a candidate is taking EDUC 2013 out of sequence, his/her transcript will be evaluated, and the Director of Teacher Education will determine the format the candidate will utilize for his/her portfolio. Candidates may choose to utilize the electronic format if they have taken a few courses prior to fall 2009. Transfer teacher candidates who have taken a few professional education courses at another university will be required to transfer to the electronic portfolio if they completed the equivalent courses in fall 2009 or thereafter. Southeastern candidates who have taken a few professional and specialization courses and then left the university and returned will be required to complete an electronic portfolio when they return. All teacher candidates who have transferred to Southeastern and all SE teacher candidates who have left the university and returned are required to complete a portfolio for their remaining courses. Module I will be implemented in the electronic format in fall 2009, Module II will be implements in spring 2010, and Module IV will be implemented in fall 2010. Module III for the various programs will be implemented by fall 2010. Module III artifacts for some programs may be in paper format during the implementation phase. GUIDELINES All Southeastern teacher candidates’ portfolios will contain the required four (4) modules and utilize the same format.** Teacher candidates should print the Undergraduate Portfolio guidelines from www.se.edu/teacher-education/documents during the first professional education course. All candidates must complete Module I, II, and III and submit written documentation to Teacher Education Services prior to student teaching. Module IV is completed during student teaching and submitted with the other three modules on student teacher return day.

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10 FORMAT The Teacher Preparation Portfolio should be presented in a three-ring binder.** The follow guidelines must be included: 1. divided sections 2. a title page 3. identified artifacts required for each course 4. assessment rubric placed in front of each artifact 5. a competency reflection for each artifact 6. the order of items is assessment rubric, artifact, and competency reflection 7. completion of all assessments and log 8. identifying information on front cover and binder spine **Candidates beginning an initial teacher education program in fall 2009 and, thereafter, will be required to use the Chalk and Wire eportfolio which can be purchased through the campus book store. Schedule for Evaluating Portfolios

1. At the end of each module, teacher candidates will have their portfolio evaluated by a faculty member. A faculty signature on the Module Evaluation Checklist will indicate that all artifacts, assessment rubrics and reflections for the module have been completed. 2. After the completion of Module I, II, and III and prior to student teaching, the candidate’s portfolio will be evaluated by a faculty member. The candidate will provide documentation of the assessment of Module I, II, and III to Teacher Education Services. The module evaluation sheets must be submitted before the candidate is allowed to student teach. 3. After the completion of Module IV, the teacher candidates will submit their entire portfolio for assessment by a faculty member. The portfolio is submitted to Teacher Education Services on student teacher return day. 4. The final evaluation of the portfolio is completed during the last few weeks of the candidate’s student teaching. The portfolio will be assessed by a faculty member and the Director of Teacher Education. If the portfolio is complete and at the acceptable level, the candidate will be recommended for a teaching license. If additional items need to be submitted, the candidate will be notified, in writing, and have the opportunity to submit additional materials.

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11 Module I – Evaluation Checklist

Candidate Name __________________________________________________________ Program Area_____________________________________ Date __________________

Completed

Artifact Number

Course

Artifact

#1

EDUC 2000 EDUC 2013 EDUC 2013 SPED 2123

Content Packet Philosophy

#5

EDUC 3313

#6

EDUC 3313 PSY 3123

Lesson Plan with Power Point Brochure

#2 #3 #4

#7

OCTP Competency/ Component

Assessment Overall Score

Personal Goals IEP

Case Study

Each artifact must be accompanied by an assessment rubric and a component/competency reflection form.

The teacher candidate has satisfactorily completed Module I.

_______________________________________ Faculty Signature

Competent

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Committed

________________________ Date

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Ethical

12 Module II – Evaluation Checklist

Candidate Name _____________________________________________________ Program Area _______________________________ Date ___________________

Completed

Artifact Number

Course

Artifact

#8

EDUC 3002

#9

EDUC 3434

Content Packet Video Tape with modified lesson plan

#10

EDUC 3434

#11

EDUC 4443

#12

Any Course

#13 #14

OCTP Overall Competency/ Assessment Component Score

Behavior Management Project Peer Evaluation of a Lesson Plan Community Service Log Portfolio Not SelfRequired Assessment

Not Required

Not Required Not Required

Artifacts #8, #9, #10, and #11 must be accompanied by an assessment rubric and a component/competency reflection form. Artifacts #12 and #13 must be accompanied by a component/competency reflection form.

The teacher candidate has satisfactorily completed Module II

_________________________________________ Faculty Signature

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Committed

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Ethical

13 Module III – Major Program Evaluation Checklist

Module III Required items of evidence for course work in the major teaching area must be obtained from your department. The Module III evaluation checklist given to you by your department replaces this page. Module III is assessed by the major teaching area department.

PLEASE REPLACE THIS PAGE WITH THE MODULE III PAGE FROM YOUR DEPARTMENT.

THANK YOU

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14 Module IV and Portfolio Clearance Form Candidate Name __________________________ ID Number _________________ Program Area ____________________________

Date ______________________

Module I, II, and III were satisfactorily completed prior to student teaching. Completed

Artifact Number

Course

#15

EDUC 4919 Reflection of Job Interview EDUC 4919 Reflection on Parent Conference EDUC 4919 Teacher Work Sample

#16

#17

Artifact

OCTP Overall Competency/ Assessment Components Score Not Required Not Required

Artifacts #15 and #16 must be accompanied by a component/competency reflection form. Artifact #17 – Teacher Work Sample must be accompanied by an assessment rubric and a component/competency reflection form. Faculty Portfolio Assessment Total Rubric Points

_______________ Range 18 – 54)

______________________________________________ _______________ Faculty Signature Date Portfolio Clearance for Oklahoma Licensure This is to verify that the teacher candidate has completed the portfolio requirement for Oklahoma Licensure. ______________________________________ Director of Teacher Education

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Documentation Log for Community Involvement* Type of Experience

Community or School District

Date/ Number of Hours

*Community involvement activities are previous and/or current voluntary activities completed within various segments of the community. These voluntary activities do not necessarily have to include children. Examples of community involvement could include but are not limited to the following activities: participation in a walk-a-thon, organize a Toys for Tots campaign, interact with clients at a nursing home, run the concession stand at a high school basketball game, or coach a little league team. The teacher candidate should list all of the voluntary community service in which they participated during their career preparation.

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16 COMPONENT/COMPETENCY REFLECTION FORM Teacher Candidate’s Name ____________________________________Date_________

Each artifact must have a component/competency reflection form. OCTP component/competency addressed by the artifact________________________________ 1. Describe the artifact and the course or context in which the artifact was developed.

2. Explain how this artifact demonstrates your mastery of the identified OCTP component/competency.

3. What did you learn from developing this artifact?

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PORTFOLIO SELF-ASSESSMENT Candidate’s Name ________________________ Date _____________________ Please evaluate each component and competency of your portfolio. Component One – Fifteen competencies approved by Oklahoma State Board of Education for licensure and certification. 1.Does the portfolio provide evidence that I understand the central concepts and methods of inquiry of the subject matter discipline(s) I teach and can create learning experiences that make these aspects of subject matter meaningful for students? 2.Does the portfolio provide evidence that I understand how students learn and develop and can provide learning opportunities that support their intellectual, social, and physical development? 3.Does the portfolio provide evidence that I vary my approaches to learning and create instructional opportunities that are adaptable to individual differences of learners? 4.Does the portfolio provide evidence that I understand and use a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, performance skills, and effective use of technology? 5.Does the portfolio provide evidence that I use 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? 6.Does the portfolio provide evidence that I have developed knowledge of and use a variety of effective communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom? 7.Does the portfolio provide evidence that I plan instruction based upon curriculum goals, knowledge of the teaching/learning process, subject matter, students’ abilities and differences, the community, and adapt instruction based upon assessment and reflection? 8.Does the portfolio provide evidence that I understand and use a variety of assessment strategies to evaluate and modify the teaching/learning process ensuring the continuous intellectual, social, and physical development of the learner? 9.Does the portfolio evidence that I evaluate the effects of my choices and actions on others (students, parents, and other professionals in the learning community), modify those actions when needed, and actively seek opportunities for continued professional growth? 10.Does the portfolio provide evidence that I foster positive interaction with school colleagues, parent/families, and organizations in the community to actively engage them in support of students’ learning and well-being? 11.Does the portfolio provide evidence that I have an understanding of the importance of assisting students with career awareness and application of career concepts to the academic curriculum? 12.Does the portfolio provide evidence that I understand the process 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? 13.Does the portfolio provide evidence that I understand the legal aspects of teaching, including the rights of students and parents/families, as well as the legal rights and responsibilities of the teacher?

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Committed

Artifact #

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Yes

No

Rubric Score

Ethical

18 14.Does the portfolio provide evidence that I understand the Oklahoma Core Curriculum and am able to develop instructional strategies/plans based on Priority Academic Student Skills (PASS)? 15.Does the portfolio provide evidence that I understand the state teacher evaluation process, “Oklahoma Criteria for Effective Teaching Performance”, and how to incorporate these criteria in designing instructional strategies? *Is the portfolio neat, well organized and complete? -----------Portfolio Components Two – Nine - Portfolio components required by the Oklahoma Commission for Teacher Preparation Component Two – I began my portfolio development early in the program. Component Three – I related and applied principles and theories to actual practice. Component Four – I observed and/or practiced in a variety of communities, e.g., with students who are from different age groups, are culturally diverse, and represent exceptional populations, etc. Component Five – I observed and /or practiced in a variety of school settings. Component Six – I interacted with a variety of teaching styles in the program and in school settings. Component Seven – I received peer and/or faculty feedback on my teaching simulations and field performances during the program. Component Eight – I had involvement with parents, families, and communities. Component Nine – I exhibited effective teaching in a given school setting.

Teacher Candidate Signature ________________________________________

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Date ________________

Ethical

19 CHECKLIST FOR FACULTY PORTFOLIO ASSESSMENT Please evaluate the following questions on a scale of three (3) to one (1). Three (3) signifies that the teacher candidate has met the competency or component at the target level. Two (2) signifies that the teacher candidate has met the criteria at the acceptable level. A one (1) means that the teacher candidate has not met the competency or component at an acceptable level. Component One – Fifteen competencies approved by the Artifact One Two Three # Oklahoma State Board of Education for licensure and U A T certification. Competency 1 - Does the portfolio provide evidence that the teacher candidate understands the central concepts and methods of inquiry of the subject matter discipline(s) s/he teach and can create learning experiences that make these aspects of subject matter meaningful for students? Competency 2 - Does the portfolio provide evidence that the teacher candidate understand how students learn and develop and can provide learning opportunities that support their intellectual, social, and physical development? Competency 3 - Does the portfolio provide evidence that the teacher candidate varies approaches to learning and creates instructional opportunities that are adaptable to individual differences of learners? Competency 4 - Does the portfolio provide evidence that the teacher candidate understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills, and effective use of technology? Competency 5 - Does the portfolio provide evidence that teacher candidate 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? Competency 6 - Does the portfolio provide evidence that the teacher candidate has developed a knowledge of and use a variety of effective communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom? Competency 7 - Does the portfolio provide evidence that the teacher candidate plan 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? Competency 8 - Does the portfolio provide evidence that the teacher candidate 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? Competency 9 - Does the portfolio evidence that the teacher candidate evaluates the effects of their 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? Competency 10 - Does the portfolio provide evidence that the teacher candidate fosters positive interaction with school colleagues, parent/families, and organizations in the community to actively engage them in support of students’ learning and well-being? Competency 11 - Does the portfolio provide evidence that the teacher candidate has an understanding of the importance of assisting students with career awareness and application of career concepts to the academic curriculum?

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Committed

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Ethical

20 Competency 12 – Does the portfolio provide evidence that the teacher candidate understands the process 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? Competency 13 - Does the portfolio provide evidence that the teacher candidate understands the legal aspects of teaching, including the rights of students and parents/families, as well as the legal rights and responsibilities of the teacher? Competency 14 - Does the portfolio provide evidence that the teacher candidate understands the Oklahoma Core Curriculum and is able to develop instructional strategies/plans based on Priority Academic Student Skills (PASS)? Competency 15 - Does the portfolio provide evidence that the teacher candidate understands the state teacher evaluation process “Oklahoma Criteria for Effective Teaching Performance,” and how to incorporate these criteria in designing instructional strategies? Portfolio Component Two-Nine – Portfolio components required by the Oklahoma Commission for Teacher Preparation. Component 2 – Did the candidate commence portfolio development early in his/her program? Component 3 – Did the candidate relate and apply principles and theories to actual practice? Component 4 – Did the candidate observe and practice in a variety of communities, e. g., with students who are from different age groups, are culturally diverse, and represent exceptional populations, etc.? Component 5 – Did the candidate observe and practice in a variety of school settings? Component 6 – Did the candidate interact with a variety of teaching styles in the program and in school settings? Component 7 – Did the candidate receive peer and faculty feedback on his/her teaching simulations and field performance during the program? Component 8 – Did the candidates have involvement with parents, families, and communities? Component 9 – Did the candidate exhibit effective teaching in a given school setting? ** Is the portfolio neat, well organized, and complete? ** Growth – Does the portfolio provide evidence that the teacher candidate has demonstrated growth and development in the knowledge, skills, and dispositions outlined in the conceptual framework? **Collaboration – Does the portfolio give evidence that the teacher candidate has collaborated with others in his/her preparation to facilitate the education of students?

Faculty Signature _____________________________________________ Date _______

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Appendix A Oklahoma State Department Of Education General Competencies For Licensure And Certification In Professional Education Courses (House Bill 1549) THE TEACHER: 1. 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 subject matter meaningful for students. 2. 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. 3. understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learners.

4. understands curriculum integration processes and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills and effective use of technology. 5. 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.

6. develops a knowledge of and uses a variety of effective communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

7. plans instruction based upon curriculum goals, knowledge of the teaching/learning process, subject matter, students' abilities and differences, and the community; and adapts instruction based upon assessment and reflection. 8. 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. 9. evaluates the effects of his/her choices and actions of others (students, parents, and other professionals in the learning community), modifies those actions when needed, and actively seeks opportunities for continued professional growth.

EDUC 3434, 3002 Student Teaching Methods SPED 2123 PSY 3123 EDUC 3313, 3434 PSY 3123 SPED 2123 Methods EDUC 3313, 3434 Methods EDUC 3434, 4443, 3002 Methods Student Teaching PSY 3123 EDUC 2013, 3002, 3434, 4443 Methods Student Teaching EDUC 3434

EDUC 3434 Methods EDUC 2013, 3434, 4443, 3313 Methods Student Teaching

10. fosters positive interaction with school colleagues, parents/families, and organizations in the community to actively engage them in support of students' learning and well-being.

EDUC 3434, 4443 Methods Student Teaching

11. shall have an understanding of the importance of assisting students with career awareness and the application of career concepts to the academic curriculum.

EDUC 2013, 3002, 3313, 3434 Methods Student Teaching EDUC 2013, 3434 PSY 3123 Methods EDUC 2013, 3313, 3434, SPED 2123 EDUC 3002, 3434 Methods Student Teaching

12. understands the process of continuous lifelong learning, the concept of making learning enjoyable, and the need for a willingness to change when the change leads to greater student learning and development. 13. understands the legal aspects of teaching including the rights of students and parents/families, as well as the legal rights and responsibilities of the teacher. 14. understands the Oklahoma core curriculum and is able to develop instructions strategies/plans based on Priority Academic Student Skills (PASS). 15. understands the State teacher evaluation process, "Oklahoma Criteria for Effective Teacher Performance," and how to incorporate these criteria in designing instructional strategies.

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EDUC 2013, 3313, 3434, 4443 Methods

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APPENDIX B Oklahoma Commission For Teacher Preparation General Competencies for Licensure and Certification The unit ensures that Teacher Candidates acquire and learn to apply the professional and pedagogical knowledge and skills to become competent to work with all students. The teacher candidates complete a well-planned sequence of courses and /or experiences in professional studies in which they acquire and learn to apply knowledge about:

INDICATOR

TOPIC AREA

1. the social, historical, and philosophical foundations of education, including and understanding of the moral, social, and political dimensions of classrooms, teaching and schools 2. the impact of technological and societal changes on schools

3. theories of learning, human development, developmental levels, special needs of all school age children and learning over the life span 4. inquiry, research, and the connection between research and practice

5. school law and educational policy.

EDUC 2013

Technology Strategies Ind. w/Exceptionalities Human Growth and Development: Life span Ind. w/Exceptionalities Teaching Strategies Methods Classroom/Beh. Mngt. Foundations Classroom/Beh. Mngt.

EDUC 3313 EDUC 3434 SPED 2123 PSY 3123

6. professional ethics and the responsibilities, structure and activities of the profession.

Foundations Technology Ind. w/Exceptionalities

7. organizational patterns and administration of schools 8. career education

Foundations Foundations Field Based Services Methods Student Teaching Teaching Strategies Technology Field Based Services Methods Student Teaching Classroom and Behavior Management Field Based Services Methods Student Teaching Foundations Teaching Strategies Technology Classroom/Beh. Mngt. Field Based Services Methods Student Teaching Foundations Teaching Strategies Classroom and Behavior Management Foundations Field Based Services Methods Student Teaching Teaching Strategies

9. pedagogical competencies or teaching skills as they are integrated with experiences within the actual school setting

10. Parental and community involvement Field Base Services

11. teaming, collaboration and the inter-relationship among components of programs at school sites

12. school leadership and its relationship to teaching and learning 13. planning and management of instruction based on knowledge of the content area, the community, and curriculum goals

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Committed

CLASS

Foundation

●

SPED 2123 EDUC 3434 Methods EDUC 4443 EDUC 2013 EDUC 3434 EDUC 4443 EDUC 2013 EDUC 3313 SPED 2123 EDUC 2013 EDUC 2013 EDUC 2000 3002, 4000 Methods Student Teaching EDUC 3434 EDUC 3313 EDUC 2000, 3002, 4000 Methods Student Teaching EDUC 4443 EDUC 2000, 3002, 4000 Methods Student Teaching EDUC 2013 EDUC 3434 EDUC 3313 EDUC 4443 EDUC 2000, 3002, 4000 Methods Student Teaching EDUC 2013 EDUC 3434 EDUC 4443 EDUC 2013 EDUC 2000, 3002, 4000 Methods Student Teaching EDUC 3434

Ethical

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APPENDIX C Council for Exceptional Children General Competencies for Licensure and Certification as Related to Topic Areas (Standard I.D., CEC Competencies)

Competencies

EDUC 2013 Found of Educ.

SPED 2123 Ind. with Excep.

X

X

EDUC 3313

PSY 3123

EDUC 3434

EDUC 4443

Tech.

Child & Adol. Dev.

Strat.

Class. Mngt

EDUC 2000 3002 4000

Methods

EDUC 4919 Student Teach

Field Exp.

CEC 1 – Foundations CEC 2 – Development and Characteristics of Learners CEC 3 – Individual Learning Differences

X

X

X

X

X

X

X

X

X

X

X

X

CEC 4 – Instructional Strategies X

CEC 5 – Learning Environments and Social Interactions CEC 6 – Language

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

CEC 7 – Instructional Planning X

X

X

CEC 8 – Assessment X

X

X

CEC 9 – Professional and Ethical Practice X

X

X

X

X

X

X

X

X

X

X

X

X

X

CEC 10 – Collaboration X

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Ethical

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APPENDIX D Oklahoma Criteria for Effective Teaching Performance

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APPENDIX D (Continued) Oklahoma Criteria for Effective Teaching Performance I.

PRACTICE A. Teacher Management Indicators 1. Preparation 2. Routine 3. Discipline 4. Learning Environment B. Teacher Instructional Indicators 1. Establishes Objectives 2. Stresses Sequence 3. Relates Objectives 4. Involves All Learners 5. Explains Content 6. Explains Directions 7. Models 8. Monitors 9. Adjusts Based on Monitoring 10. Guides Practices 11. Provides for Independent Practice 12. Establishes Closure

II.

PRODUCTS A. Teacher Product Indicators 1. Lesson Plans 2. Student Files 3. Grading Patterns B. Student Achievement Indicators 1. State standards

Teacher Instructional Indicators 1. 2.

Establishes Objectives - The teacher communicates the instructional objectives to students. Stresses Sequence - The teacher shows how the present topic is related to those topics that have been taught or that will be taught. 3. Relates Objectives - The teacher relates subject topics to existing student experiences. 4. Involves All Learners - The teacher uses signaled responses, questioning techniques and/or guided practices to involve all students. 5. Explains Content - The teacher teaches the objectives through a variety of methods. 6. Explains Directions - The teacher gives directions that are clearly stated and related to the learning objectives. 7. Models - The teacher demonstrates the desired skills. 8. Monitors - The teacher checks to determine if students are progressing toward stated objectives. 9. Adjusts Based on Monitoring - The teacher changes instruction based on the results of monitoring. 10. Guides Practice - The teacher requires all students to practice newly learned skills while under the direct supervision of the teacher. 11. Provides for Independent Practice - The teacher requires students to practice newly learned skills without the direct supervision of the teacher. 12. Establishes Closure - The teacher summarizes and fits into context what has been taught.

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APPENDIX E Oklahoma General Education Competencies for Teacher Licensure and Certification 1. Critical Thinking Skills: Reading 1.1. Identify a writer's purpose, points of view, and intended meaning 1.2. Analyze the relationship among ideas in written material, including identifying cause effect relationships, analyzing relationships between ideas in opposition. Identifying a solution to a problem presented, and drawing inductive and deductive conclusions. 1.3. Use critical reasoning skills to evaluate written material, inducing recognizing stated or implied assumptions, judging the relevance of material, evaluating the logic of an argument, and assessing credibility. 2. Critical Thinking Skills: Mathematics 2.1. Solve problems involving data interpretation and analysis, including interpreting information from various types of graphs, charts, and tables, and recognizing appropriate graphic representation of data. 2.2. Solve work problems involving one and two variables, inducing identifying the algebraic equivalent of a stated relationship and identifying the proper equation or expression to use to solve work problems. 2.3. Apply reasoning skills, including drawing conclusions using inductive and deductive reasoning. 2.4. Solve applied problems involving a combination of mathematical skills, including solving problems using a series of mathematical skills and identifying the proper equation or expression to use to solve a problem. 3. Critical Thinking Skills: Writing -- This component of the test would include these competencies: 3.1. A written assignment that requires examinees to respond to a prompt in writing. The prompt typically presents two opposing viewpoints on a topic and asks the examinee to take a position on the issue. Examinees are asked to support their position with logical arguments and appropriate examples. 3.2. Other writing test competencies involving critical thinking would include: recognizing purpose and audience, unity, focus, and development and effective organization in writing. 4. Critical Thinking Skills: Communications 4.1. Use inductive and deductive reasoning to recognize fallacies in logic. 4.2. Draw reasonable conclusions using information from written and spoken communications. 4.3. Distinguish fact from opinion. 4.4. Defend conclusions. 5. Communication Skills -- The test will require candidates to write clearly, correctly, and effectively. 5.1. The test would include a written response component, as described above, that requires examinees to communicate a whole message to an intended audience for a specified purpose. 5.2. Multiple choice questions would also require the examinee to recognize elements of effective written communications. 5.3. Demonstrate competence in writing mechanics. 6. Computation Skills -- The test would also include a number of competencies measuring computations, such as: 6.1. Solving word problems involving integers, fractions, decimals, and units of measurement. 6.2. Graphing number or number relationships. 6.3. Solving one- and two-variable equations. 6.4. Solving word problems involving one and two variables. 6.5. Solving problems involving geometric figures. 6.6. Solving applied problems involving a combination of mathematical skills.

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27 7. Science 7.1. Demonstrate a working familiarity with the nature of science, its methods, and most important concepts. 7.2. Demonstrate a working familiarity of the human context of science, including its history and its cultural impact on society. 8. Art 8.1. Demonstrate a factual knowledge base related to the connections for art to historical events, societal influences, cultural figures and the making of civilization. 9. Social Sciences 9.1. Demonstrate a factual knowledge base related to political issues, economic processes, and social movements that have shaped history. 9.2 Demonstrate a factual knowledge base related to democratic principles of freedom, diversity, and tolerance.

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28 Appendix F Portfolio Required Components and Competencies for Initial Licensure and Certification Oklahoma Commission for Teacher Preparation Component One - The candidate demonstrates the fifteen competencies established by the Oklahoma Commission for Teacher Preparation for licensure and certification. The teacher candidate: 1.

2.

3. 4.

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6. 7.

8.

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10. 11. 12.

13. 14. 15.

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 subject matter meaningful for students. 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. understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learners. understands curriculum integration processes and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills and effective use of technology. 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. develops a knowledge of and uses a variety of effective communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. plans instruction based upon curriculum goals, knowledge of the teaching/learning process, subject matter, students’ abilities and differences, and the community; and adapts instruction based upon assessment and reflection. 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. evaluates the effects of his/her choices and actions of others (students, parents, and other professionals in the learning community), modifies those actions when needed, and actively seeks opportunities for continued professional growth. fosters positive interaction with school colleagues, parents/families, and organizations in the community to actively engage them in support of students’ learning and well-being. shall have an understanding of importance of assisting students with career awareness and the application of career concepts to the academic curriculum. understands the process of continuous lifelong learning, the concept of making learning enjoyable, and the need for a willingness to change when the change leads to greater student learning and development. understands the legal aspects of teaching including the rights of students and parents/families, as well as the legal rights and responsibilities of the teacher. understands the Oklahoma core curriculum and is able to develop instructions strategies/plans based on Priority Academic Student Skills (PASS). understands the State teacher evaluation process, “Oklahoma Criteria for Effective Teacher Performance,” and how to incorporate these criteria in designing instructional strategies.

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29 Component Two – The candidate began the portfolio development early in his/her program Component Three – The candidate related and applied principles and theories to actual practice. Component Four – The candidate observed and practiced in a variety of communities, e.g., with students who are from different age groups, are culturally diverse, and represent exceptional populations, etc? Component Five – The candidate observed and practiced in a variety of school settings? Component Six – The candidate interacted with a variety of teaching styles in the program and in school settings. Component Seven – The candidate received peer and faculty feedback on his/her teaching simulations and field performance during the program? Component Eight – The candidate had involvement with parents, families, and communities? Component Nine – The candidate exhibited effective teaching in a given school setting?

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COMPONENT/COMPETENCY REFLECTION FORM SAMPLE Teacher Candidate’s Name __________________________ Date __________________ Each artifact must have a component/competency reflection form. OCTP component/competencies addressed by the artifact component 1 – competency 2, 3, and 13. 1. Describe the artifact and the course or context in which the artifact was developed. The IEP was developed in SPED 2123 – Introduction to Individuals with Exceptionalities. The IEP was completed on a student named Peter who was classified as a student with mental retardation. The information on Peter was presented in a video in class. I collected data during the viewing of the video and utilized this information to develop the individualized program for Peter. 2. Explain how this artifact demonstrates your mastery of the identified OCTP Component/competencies. In developing the IEP, I had to determine how Peter learned and the type of learning experiences that were the most effective for Peter. Since Peter is classified as mentally retarded, I needed to select learning opportunities which would be at Peter’s developmental level but experiences which would be age-appropriate. In addition, I selected the annual goals and objectives for the instructional program for Peter for the next year. The selection of goals was based on Peter’s demonstrated abilities and testing information. I also identified adaptations for general classroom which were based upon Peter’s identified strengths and needs. Writing an IEP is part of the federal law IDEA which will be a part of my legal responsibilities as a classroom teacher. In practicing writing the IEP, I have become familiar with my part in completing the IEP.

3. What did you learn from developing this artifact? In completing this IEP, I developed skills in observing students and identifying strengths and needs from my observation. I practiced using the strengths and needs of a student to develop annual goals and objectives that would be appropriate for a student’s age and developmental level. I learned the process of completing the IEP for a special education student and the legal requirements that teachers must comply with in a school.

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APPENDIX G

Conceptual Framework Professionals for the 21st Century: Competent, Committed, and Ethical

The conceptual framework of the teacher education unit of Southeastern Oklahoma State University establishes the shared vision that directs the preparation of candidates to work effectively as professionals in P-12 schools. The intent and function of the conceptual framework is to provide direction for the programs courses, instruction, candidate performance, service, and accountability for the teacher education unit. The conceptual framework is consistent with the mission of the university and is based upon research about best practices in education. The fifteen Oklahoma competencies, the INTASC Standards, NBPTS principles, and the standards of various national learned societies provide the context for establishing candidate learning outcomes. The revised conceptual framework represents a commitment to the knowledge, skills, and dispositions established in the previous versions with updates that have occurred as a result of new knowledge and conceptualizations in the profession of teacher education. The overall theme of “Teacher: Manager of Learning” in the previous conceptual framework has been replaced by the new theme Professionals for the 21st Century: Competent, Committed, and Ethical. In the knowledge component, the importance of knowledge in the specific uses of technology in the candidate’s content area was added. In addition in the skills component, the emphasis of educators having strong and current technology skills was included. The prior conceptual framework encompassed the four dispositions of integrity, professionalism, competence, and commitment to education for all students. In the revised conceptual framework, the unit will seek to develop candidates who are competent, committed, and ethical.

Southeastern Oklahoma State University Vision 2010 Southeastern will be a leader and innovator in higher education. Strong academic and student life programs with a solid liberal arts and sciences foundation will characterize the university. Areas such as diversity, globalization, uniqueness, and cultural richness will be distinctive features of the institution. In addition, Southeastern established strategic goals in the areas of academic excellence, facilities, funding, multicultural competence, and recruitment and retention.

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University Mission Statement Southeastern Oklahoma State University provides an environment of academic excellence that enables students to reach their highest potential. By having personal access to excellent teaching, challenging academic programs, and extra curricular experiences, students will develop skills and habits that promote values for career preparation, responsible citizenship, and lifelong learning.

Teacher Education Unit Vision The teacher education unit at Southeastern Oklahoma State University strives to be an exemplary provider of high quality teacher education programs in southeastern Oklahoma and northern Texas for the development of educational practitioners.

Teacher Education Unit Mission The mission of the Southeastern Oklahoma State University’s teacher education unit is to produce graduates who demonstrate academic and practical excellence in their respective fields. Through quality instruction grounded in current research and supported by diverse field and clinical experiences and technology usage, graduates will develop the professional competencies necessary to become lifelong learners who are competent, committed, and ethical practitioners.

Unit Philosophy, Purpose and Goals/Outcomes

Philosophy The unit’s philosophy begins with the fundamental belief that all students can learn, however, students learn in different ways and at different rates. Therefore, educators must be knowledgeable about the content they teach and be committed to utilizing a variety of instructional strategies and approaches appropriate to the diverse learning needs of all students. The educational needs of all students should be provided in a caring, non-discriminatory, and equitable manner. Another major component of our philosophy is the belief that candidates and other school professionals must have the knowledge and skills to utilize technology in order to assist all students in achieving their full potential as learners and citizens of the world. Schools and classrooms must have teachers who are equipped with technology resources and skills and who can effectively teach the necessary subject matter content while incorporating technology concepts and skills (ISTE, 2008, p. 3).

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Purpose The purpose of the Teacher Education Unit is to train competent, committed, and ethical teachers and other school professionals to teach, counsel, administer, and lead in P-12 schools. Goals The teacher education unit has established the following five unit goals which are aligned with university’s strategic goals: 1. The teacher education unit will have highly regarded programs in education that meet the changing demands of the 21st century with an emphasis on technology. 2. The teacher education unit will provide a nurturing environment, and education programs that attract and retain faculty, staff, and candidates from diverse backgrounds to work with diverse learners in a changing world. 3. The teacher education unit will make progress in providing up-to-date facilities and technology for education candidates in order to meet the learning goals of the unit. 4. The teacher education unit will increase its resources obtained from private funding sources, grants, and contracts and collaboration/partnerships with external constituents. 5. The teacher education unit will increase its enrollment by optimizing recruitment/retention strategies and by expanding its service area through alternative delivery formats and new delivery sites.

Candidate Learning Outcomes/Institutional Standards KNOWLEDGE 1. Educators have broad knowledge of liberal arts/general education. 2. Educators know the content appropriate to their major subject area. 3. Educators acquire pedagogical knowledge appropriate to his/her specialty area. 4. Educators know the specific uses of technology in their discipline.

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SKILLS 1.

Educators demonstrate effective communication skills with peers, colleagues, and families.

2. Educators have strong and current technology skills. 3. Educators apply a variety of instructional strategies and materials to promote critical thinking in students. 4. Educators plan instruction that is appropriate for a diverse student population. 5. Educators use a variety of methods to deliver instruction. 6. Educators motivate students to learn. 7. Educators use multiple assessment tools to monitor student learning and modify instruction. DISPOSITIONS Based on the vision, mission, philosophy, purposes, goals/outcomes, the unit is committed to preparing school practitioners who will demonstrate the following dispositions: 1. Educators who are competent: a. possess the knowledge, skills, and dispositions needed to perform their role and responsibilities in the classroom. b. promote positive learning outcomes for all students. c. know how to use self-reflection to learn from their experiences and improve their effectiveness. d. know how to secure and use various technological resources to enhance student learning, communication, and management tasks. e. embrace cultural diversity and accommodate the needs of diverse learners. f. value the role of the family in the child’s education and know how to work cooperatively with parents and the community for the child’s benefit.

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2.

Educators who are committed: a. support learning for diverse learners in a caring, non- discriminatory and equitable manner. b. establish high standards for all students. c. set high standards for themselves by being personally invested in their own professional work and career development. d. are proud to serve their communities as educational leaders and advocate for the profession in all interactions. e. engage in service to the profession and community.

3. Educators who meet high ethical standards of practice: a. respect and value all students and others for their diverse talents, abilities, and contributions. b. are sensitive to community and cultural norms. c. are timely, respectful, and responsible in meeting expectations. d. model ethical and democratic principles in all relationships. e. use sound judgment and display confidence in practice. f. are honest in communications and interactions with others. g. maintain confidentiality.

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Teacher Education Logo The hexagon-shaped plane of the logo consists of three components---general education, major subject education, and professional education. The three points of the triangle, defined by NCATE standards, State of Oklahoma, and the learned societies, rest on the remaining three sides of the hexagon. This plane serves as the foundation for the development of the theme Professionals for the 21st Century: Competent, Committed, and Ethical. Each component is essential and contributes to the creation of the final product: an educator who is prepared to effectively utilize technology in planning and delivering instruction for diverse students while motivating and assessing all students.

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The circle symbolizes the ongoing interdependence of accepted theory, cumulative and current research, and wisdom of practice. These guiding influences serve in the selection of content to be included in the conceptual framework for general education, major education, and professional education. The structure inside the circle represents Morrison Hall, a campus landmark which has been closely associated with teacher education. The steps represent the knowledge, skills, dispositions, and technology information and skills candidates need to develop as they progress through the teacher education program. The unit expects teacher candidates to demonstrate evidence of these attributes when they complete the program. The steps, therefore, denote both the beginning of the learning process and the maturation of the final product as the teacher candidates prepare to become professionals in the field. The columns represent the teaching behaviors that are acquired in the program. The teacher education program at Southeastern is dedicated to producing competent, committed, and ethical educators who can successfully work with diverse students.

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TEACHER WORK SAMPLE

EDUC 4919 – Teaching Experiences in Major Program

Module IV Portfolio Artifact

The source of the Teacher Work Sample is from The Renaissance Partnership for Improving Teacher Quality which is a Title II federally funded project with offices at Western Kentucky University. Director: Roger Pankratz

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39 Southeastern Oklahoma State University EDUC 4919 – Teaching Experiences in Major Programs Teacher Work Sample – Module IV Portfolio Artifact Guidelines for Preparation

As a requirement during student teaching, each candidate must develop a Teacher Work Sample that documents your ability to plan, deliver, and assess a standards-based instructional sequence, and then reflect on the impact of your instruction on student learning. The Teacher Work Sample is completed during EDUC 4919 – Teaching Experiences in Major Programs. The required components are outlined in the attached document. In addition, the rubrics used to evaluate your Teacher Work Sample are included for use in developing your written report. The following steps should be considered in completing your Teacher Work Sample: 1. Read the directions for the Teacher Work Sample and discuss the project with your mentor teacher. They may suggest a unit of instruction, concept or skill in the future curriculum that may be appropriate for your assignment. 2. Begin immediately to gather information on the contextual factors in your school and classroom assignment. These factors will have implication for the unit you select to implement. 3. As you begin to instruct more of the school day, select a class or group of students to be the basis for your Teacher Work Sample. 4. Review the following website to examine Teacher Work Samples developed by other teacher candidates in various academic programs for various grade and subject levels: http://uni.edu/itq/ 5. If you want me to review any portion of your TWS electronically at any time, please email the document as an attachment. 6. Submit the completed Teacher Work Sample electronically by to [email protected].

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40 The Vision Successful teacher candidates support learning by designing a Teacher Work Sample that employs a range of strategies and builds on each student’s strengths, needs, and prior experiences. Through this performance assessment, teacher candidates provide credible evidence of their ability to facilitate learning by meeting the following TWS standards: *The teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment. *The teacher sets significant, challenging, varied, and appropriate learning goals. *The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during, and after instruction. *The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. *The teacher uses regular and systematic evaluations of student learning to make instructional decisions. *The teacher uses assessment data to profile student learning and communicate information about student progress and achievement. *The teacher reflects on his or her instruction and student learning in order to improve teaching practice. Your Assignment The TWS contains seven teaching processes identified by research and best practice as fundamental to improving student learning. Each teaching process is followed by a TWS standard, the task and a prompt. The standards will be used to evaluate your TWS. The prompts or direction help you document the extent to which you have met the standard. You are required to teach a comprehensive unit. Before you teach the unit, you will describe contextual factors, identify learning goals based on your state or district content standards, create an assessment plan designed to measure student performance before (pre-assessment), during (formative assessment), and after (post-assessment), and plan for instruction. After you teach the unit, you analyze student learning and then reflect upon and evaluate your teaching as related to student learning. Format 1. Complete a cover page that includes your name, date submitted, grade level taught, subject taught, and your university. 2. Provide a table of contents that lists the sections and attachments in your TWS document with page numbers. 3. Charts, graphs and assessment instruments may be a part of the TWS document. However you should be very selective and make sure your attachments provide clear, concise evidence of your performance related to TWS standards and your students’ learning progress. 4. A suggestive page length for your narrative is given at the end of each component section. You have some flexibility of length across components, but the total

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41 length of your written narrative (excluding charts, graphs, attachments and references) should not exceed twenty (20) word-processed pages, double-spaced in 12-point font, with 1-inch margins. 5. If you referred to another person’s ideas or material in your narrative, you should cite these in a separate section at the end of your narrative. You may use any standard form for references. 6. In order to insure the anonymity of students in your class, do not include any student names or identification in any part of your TWS.

Contextual Factors TWS Standard The teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment.

Task Discuss relevant factors and how they affect the teaching-learning process. Include any supports and challenges that affect instruction and student learning. Prompt In your discussion, include: Community, district and school factors. Address geographic location, community and school population, socio-economic profile and race/ethnicity. You might also address such things as stability of community, political climate, community support for education, and other environmental factors. Classroom factors. Address physical features, availability of technology equipment and resources and the extent of parental involvement. You might also discuss relevant factors such as classroom rules and routine, grouping patterns, scheduling and classroom arrangement. Student characteristics. Address student characteristics you must consider as you design instruction and assess learning. Include factors such as age, gender, race/ethnicity, special needs, achievement/developmental levels, culture, language, interests, learning style/modalities of students’ skill levels. In your narrative, make sure you address student skills and prior learning that may influence the development of your learning goals, instruction and assessment. Instructional implications. Address how contextual characteristics of the community, classroom and student have implications for instructional planning and assessment. Include specific instructional implications for at least two characteristics and any other factors that will influence how you plan and implement your unit. Suggested Page Length: 1 – 2 pages

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42 Learning Goals TWS Standard The teacher sets significant, challenging, varied and appropriate learning goals. Task Provide and justify the learning goals for the unit. Prompt List the learning goals (not the activities) that will guide the planning, delivery and assessment of your unit. These goals should define what you expect students to know and/or be able to do at the end of the unit. The goals should be significant (reflect the big ideas or structure of the discipline), challenging, varied and appropriate. Number or code each learning goal so you can reference them later. Show how the goals are aligned with local, state, or national standards. Identify the source of the standards. Describe the types and levels of your learning goals. Discuss why your learning goals are appropriate in terms of development, pre-requisite knowledge, skills, and other student needs. Suggested Page Length: 1- 2 pages ________________________________________________________________________ Assessment Plan TWS Standard The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and after instruction. Task Design an assessment plan to monitor student progress toward learning goals. Use multiple assessment modes and approaches aligned with learning goals to assess student learning before, during, and after instruction. These assessments should authentically measure student learning and may include performance-based tasks, paper-and-pencil tasks, or personal communication. Describe why your assessments are appropriate for measuring learning. Prompt Provide an overview of the assessment plan. For each learning goal include: assessments used to judge student performance, format of each assessment, and adaptations of the assessments for the individual needs of students based on preassessment and contextual factors. The purpose of this overview is to depict the alignment between learning goals and assessments and to show adaptations to meet the individual needs of students or contextual factors. You may use a visual organizer such as a table, outline or other means to make your plan clear. Describe the pre- and post-assessments that are aligned with your learning goals. Clearly explain how you will evaluate or score pre- and post-assessments,

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43 including criteria you will use to determine if the students’ performance meets the learning goals, include copies of assessments, prompts, and/or student directions and criteria for judging student performance (e.g., scoring rubrics, observation checklist, rating scales, item weights, test blueprint, answer key). Discuss your plan for formative assessment that will help you determine student progress during the unit. Describe the assessments you plan to use to check on student progress and comment on the importance of collecting that particular evidence. Although formative assessment may change as you are teaching the unit, your task here is to predict at what points in your teaching it will be important to assess students’ progress toward learning goals. Example of Assessment Plan Table: Kindergarten Learning Goals Assessments Format Adaptations Learning Goal 1 Pre-Assessment Checklist: game Repeat and modify with animal masks instructions, as Example: The & centers needed. student will link representing habitats Demonstrate and animals with their (tree, lake, burrow, assist with cutting, habitats. cave) gluing, etc. Provide model of a mask and model how to move to habitat centers. Keep all activities highinterest and brief. Formative Assessment

Animal puppets and habitats (e.g., bird and nest) anecdotal records & picture journals

Provide concrete models and assistance with fine motor tasks, as needed. Provide multiple explanations and model performances. Process writing when needed. Provide verbal cues and wait time.

Post-Assessment

Checklist: game with animal masks & centers representing habitats Suggested Page Length: 2 plus pre- and post-assessment instruments, scoring rubrics/keys, and assessment plan table.

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44 Design for Instruction TWS Standard The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. Task Describe how you will design your unit instruction related to unit goals, students’ characteristics and needs, and the specific learning context. Prompt Results of pre-assessment. After administering the pre-assessment, analyze student performance relative to the learning goals. Depict the results of the preassessment in a format that allows you to find patterns of student performance relative to each learning goals. You may use a table, graph, or chart. Describe the pattern you find that will guide your instruction or modification of the learning goals. Unit overview. Provide an overview of your unit. Use a visual organizer such as a block plan outline to make your plan clear. Include the topic or activity you are planning for each day/period. Also indicate the goal or goals that you are addressing in each activity. Make sure that every goal is addressed by at least one activity and that every activity relates to at least one goal. Activities. Describe at least three unit activities that reflect a variety of instructional strategies/techniques and explain why you are planning those specific activities. In your explanation for each activity, include:  how the content relates to your instructional goal(s)  how the activity stems from your pre-assessment information and contextual factors  what materials/technology you will need to implement the activity, and  how you plan to assess student learning during and/or following the activity (i.e., formative assessment). Technology. Describe how you used technology in your planning and/or instruction. Suggested Page Length: 3 plus visual organizer

Instructional Decision-Making TWS Standard The teacher uses on-going analysis of student learning to make instructional decisions. Task Provide two examples of instructional decision-making based on students’ learning or responses.

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45 Prompt Think of two times during your unit when a student’s learning or response caused you to modify your original design for instruction. Cite specific evidence to support your answers to the following:  Describe the student’s learning or response that caused you to rethink your plans. The student’s learning or response may come from a planned formative assessment or another source.  Describe what you did next and explain why you thought this would improve student progress toward the learning goal.

Suggested Page Length: 3 pages ________________________________________________________________________ Analysis of Student Learning TWS Standard The teacher uses assessment data to profile student learning and communicate information about student progress and achievement. Task Analyze your assessment data, including pre/post assessments and formative assessments to determine students’ progress related to the unit learning goals. Use visual representations and narrative to communicate the performance of the whole class, subgroups, and two individual students. Conclusions drawn from this analysis should be provided in the “Reflection and Self-Evaluation” section. Prompt In this section, you will analyze data to explain progress and achievement toward learning goals demonstrated by your whole class, subgroups of students, and individual students. Whole class. To analyze the progress of your whole class, create a table that shows pre- and post- assessment data on every student on every learning goal. Then, create a graphic summary that shows the extent to which your students made progress (from pre- to post-) toward the learning criterion that you identified for each learning goal. Summarize what the graph tells you about your students’ learning in this unit (i.e., the number of students who met the criterion). Subgroups. Select a group characteristics ( e.g., gender, performance level, socio-economic status, language proficiency) to analyze in terms of one learning goal. Provide a rationale for your selection of this characteristic to form subgroups. Create a graphic representation that compares pre- and postassessment results for the subgroups on this learning goal. Summarize what these data show about student learning. Individuals. Select two students that demonstrated different levels of performance. Explain why it is important to understand the learning of these

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46 particular students. Use pre-, formative, and post-assessment data to draw conclusions about the extent to which these students attained the two learning goals. Graphic representations are not necessary for this subsection. Suggested Page Length: 4 pages with charts.

Reflection and Self-Evaluation TWS Standard The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice. Task Reflect on your performance as a teacher and link your performance to student learning results. Evaluate your performance and identify future actions for improved practice and professional growth. Prompt Select the learning goal where your students were most successful. Provide two or more possible reasons for this success. Consider your goals, instruction, and assessment along with student characteristics and other contextual factors under your control. Select the learning goal where your students were least successful. Provide two or more possible reasons for this lack of success. Consider your goals, instruction, and assessment along with student characteristics and other contextual factors under your control. Discuss what you could do differently or better in the future to improve your students’ performance. Reflection on possibilities for professional development. Describe at least two professional learning goals that emerged from your insights and experiences with the TWS. Identify two specific steps you will take to improve your performance in the critical areas you identified. Suggested Page Length – 2 pages

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47 Teaching Processes Assessed by the Renaissance Teacher Work Sample Teaching Processes, TWS Standards, and Indicators Contextual Factors The teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment.  Knowledge of community, school, and classroom factors  Knowledge of characteristics of students  Knowledge of students’ varied approaches to learning  Knowledge of students’ skills and prior learning  Implications for instructional planning and assessment Learning Goals The teacher sets significant, challenging, varied and appropriate learning goals.  Significance, challenge and variety  Clarity  Appropriateness for students  Alignment with national, state or local standards Assessment Plan The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and after instruction.  Alignment with learning goals and instruction  Clarity of criteria for performance  Multiple modes and approaches  Technical soundness  Adaptations based on the individual needs of students Design for Instruction The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.  Alignment with learning goals  Accurate representation of content  Lesson and unit structure  Use of a variety of instruction, activities, assignments and resources  Use of contextual information and data to select appropriate and relevant activities, assignments and resources  Use of technology Instructional Decision-Making The teacher uses ongoing analysis of student learning to make instructional decisions.  Sound professional practice  Adjustments based on analysis of student learning  Congruence between modifications and learning goals Analysis of Student Learning The teacher uses assessment data to profile student learning and communicate information about student progress and achievement.  Clarity and accuracy of presentation  Alignment with learning goals  Interpretation of data  Evidence of impact on student learning Reflection and Self-Evaluation The teacher reflects on his or her instruction and student learning in order to improve teaching practice.  Interpretation of student learning  Insights on effective instruction and assessment  Alignment among goals, instruction and assessment  Implications for future teaching  Implications for professional development

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48 Southeastern Oklahoma State University EDUC 4919 – Teaching Experiences in Major Program Teacher Work Sample - Contextual Factors Rubric Module IV - Artifact #

Teacher Candidate __________________________________Date ______________________________ OCTP Competencies: 3 Conceptual Framework: D1e, D2a, D3b

Rating Standard

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Acceptable

Target

Candidate displays some knowledge of the characteristics of the school, community, and classroom that may affect learning.

Candidate displays a comprehensive understanding of the characteristics of the community, school, and classroom that may affect learning.

Candidate displays general knowledge of student differences (development, interests, culture, abilities/disabilities) that may affect learning.

Candidate displays general & specific understanding of student differences (development, interests, culture, abilities/disabilities) that may affect learning.

Candidate displays general knowledge about the different ways students learn (learning styles/modalities).

Candidate displays general & specific understanding of the different ways students learn (learning styles/modalities) that may affect learning. Candidate displays general & specific understanding of students’ skills and prior learning that may affect learning.

D1e D2a

Candidate displays minimal, irrelevant, or biased knowledge of the characteristics of the school, community, and classroom. Candidate displays minimal, stereotypical, or irrelevant knowledge of student differences (development, interests, culture). Candidate displays minimal, stereotypical or irrelevant knowledge about the different ways students learn (learning styles/modalities). Candidate displays little or irrelevant knowledge of students’ skills and prior learning that may affect learning.

Competent

●

OCTP

Contextual Factors Components Knowledge of Community, School and Classroom Factors

______1

CF D3b OCTP 3

Knowledge of Characteristics of Students

CF D1e D2a OCTP 3

Knowledge of Students’ Varied Approaches to Learning

CF D1e D2a OCTP 3

Knowledge of Students’ Skills and Prior Learning

CF

Candidate displays general knowledge of students’ skills and prior learning that may affect learning.

Committed

●

Rating

Ethical

49

OCTP 3

Implications for Instructional Planning and Assessment

CF

D1e D2a

Candidate does not provide implications for instruction and assessment based on student individual differences and community, school, or classroom characteristics or provides inappropriate implications.

Candidate provides general implications for instruction and assessment based on student individual differences and community, school, or classroom characteristics.

Candidate provides specific implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics.

The source of this rubric is from the Teacher Work Sample project for the Renaissance Partnership Quality which is a Title II federally funded project.

Competent

●

Committed

●

for Improving Teacher

Ethical

50 Southeastern Oklahoma State University EDUC 4919 – Teaching Experiences in Major Program Teacher Work Sample – Learning Goals Rubric Module IV– Artifact # Teacher Candidate:

__________________________________ Date __________________________

OCTP Competencies: 7, 14 Conceptual Framework: S4, D2b

Rating Standard OCTP

_______1

_______2

Components of Learning Goals Significance, Challenge and Variety

Unacceptable

Acceptable

Target

Goals reflect only one type or level of learning

Goals reflect several types of levels of learning and are significant and challenging.

Clarity

Goals are not stated clearly and are activities rather than learning outcomes. Goals are not appropriate for the development, pre-requisite knowledge, skills, experiences, or other student needs. Goals are not aligned with national, state or local standards.

Goals reflect several types or levels of learning but lack significance or challenge. Most of the goals are clearly stated as learning outcomes. Most goals are appropriate for the development, pre-requisite knowledge, skills, experiences, and other student needs. Most goals are aligned with national, state or local standards.

All goals are appropriate for the development, pre-requisite knowledge, skills, experiences, and other student needs. All of the goals are explicitly aligned with national, state or local standards.

CF

OCTP CF

OCTP

Appropriateness for Students

7

CF S4 D2b OCTP 14

_______3

Alignment with National, State, or Local Standards

CF D2b

Rating

All of the goals are clearly stated as learning outcomes.

The source of this rubric is from the Teacher Work Sample project for the Renaissance Partnership for Improving Teacher Quality which is a Title II federally funded project.

Competent

●

Committed

●

Ethical

51 Southeastern Oklahoma State University EDUC 4919 – Teaching Experiences in Major Program Teacher Work Sample – Assessment Plan Rubric Module IV – Artifact #

Teacher Candidate _______________________________ Date ________________________________ OCTP Competencies: 8 Conceptual Framework: S7, D1e, D2a Rating : Standard OCTP 8

_______1

_______2

_______3

Components of Assessment Plan Alignment with Learning Goals and Instruction

Unacceptable

Acceptable

Target

Content and methods of assessment lack congruence with learning goals or lack cognitive complexity.

Clarity of Criteria and Standards of Performance

The assessments contain no clear criteria for measuring student performance relative to the learning goals. The assessment plan includes only one assessment mode and does not assess students before, during and after instruction.

Some of the learning goals are assessed through the assessment plan, but some are not congruent with learning goals in content and cognitive complexity. Assessment criteria have been developed, but they are not clear or are not explicitly linked to the learning goals. The assessment plan includes multiple modes but all are either pencil/paper based and/or do not require the integration of knowledge, skills and reasoning ability.

Each of the learning goals is assessed through the assessment plan. Assessments are congruent with the learning goals in content and cognitive complexity. Assessment criteria are clear and are explicitly linked to the learning goals.

CF S7

OCTP 8 CF S7 OCTP

Multiple Modes and Approaches

8 CF S7

Competent

●

Committed

Rating

The assessment plan includes multiple assessment modes including performance assessments and assesses student performance throughout the instructional sequence.

●

Ethical

52 OCTP

Technical Soundness

Assessments are not valid; scoring procedures are absent or inaccurate; items or prompts are poorly written; directions and procedures are confusing to students.

Adaptations Based on Individual Needs of Students

Candidate does not adapt assessments to meet the individual needs of students or the assessments are inappropriate.

8 CF S7

OCTP 8 CF D1e D2a

Assessments appear to have some validity. Some scoring procedures are explained; some items or prompts are clearly written; some directions and procedures are clear to students. Candidate does not make adaptations to assessments that are appropriate to meet the individual needs of some students.

Assessments appear to be valid, scoring procedures are clearly written and directions and procedures are clear to students.

Candidates make adaptations to assessments that are appropriate to meet the individual needs of most students.

The source of this rubric is from the Teacher Work Sample project for the Renaissance Partnership for Improving Teacher Quality which is a Title II federally funded project.

Competent

●

Committed

●

Ethical

53 Southeastern Oklahoma State University EDUC 4919 – Teaching Experiences in Major Program Teacher Work Sample – Design for Instruction Module IV – Artifact # Teacher Candidate _______________________________ Date ________________________________ OCTP Competencies: 1, 3, 4, 7 Conceptual Framework: K2, K4, S2, S3, S4, S5, D1d, D1e

Rating Standard OCTP

_______1

Components Alignment with Learning Goals

Unacceptable Few lessons are explicitly linked to learning goals. Few learning activities, assignments and resources are aligned with learning goals. Not all learning goals are covered in the design.

Accurate Representation of Content

Candidate’s use of content appears to contain numerous inaccuracies. Content seems to be viewed more as isolated skills and facts rather than as a part of a larger conceptual structure. The lessons within the unit are not logically organized.

7

CF S3 S4

OCTP 1 CF K2

OCTP

Lesson and Unit Structure

7 CF

K2

Competent

●

______2

_______3

Acceptable Most lessons are explicitly linked to learning goals. Most learning activities, assignments and resources are aligned with learning goals. Most learning goals are covered in the design. Candidate’s use of content appears to be mostly accurate. They show some awareness of the big ideas or structure of the discipline.

Target All lessons are explicitly linked to learning goals. All learning activities, assignments and resources are aligned with learning goals. All learning goals are covered in the design. Candidate’s use of content appears to be accurate. Focus of the content is congruent with the big ideas or structure of the discipline.

The lessons within the unit have some logical organization and appear to be somewhat useful in moving students toward achieving the learning goals.

All lessons within the unit are logically organized and appear to be useful in moving students toward achieving the learning goals.

Committed

●

Rating

Ethical

54 OCTP

3, 4

Use of a Variety of Instruction, Activities, Assignments, and Resources

Lessons have little variety of instruction, activities, assignments and resources and there is heavy reliance on a textbook or single resource.

Lessons have some variety in instruction, activities, assignments, or resources but some make a limited contribution to learning.

Lessons have significant variety across instruction, activities, assignments, and/or resources. This variety makes a clear contribution to learning.

Use of Contextual Information and Data to Select Appropriate and Relevant Activities, Assignments, and Resources

Instruction has not been designed with reference to contextual factors and preassessment data. Activities and assignments do not appear productive and appropriate for each student.

Use of Technology

Technology is inappropriately used or teacher does not use technology.

Most instruction has been designed with reference to contextual factors and preassessment data. Some activities and assignments appear productive and appropriate for each student. Candidate uses technology but it does not make a significant contribution to teaching and learning.

All instruction has been designed with reference to contextual factors and preassessment data. All activities and assignments appear productive and appropriate for each student. Candidate integrates appropriate technology that makes a significant contribution to teaching or learning.

CF S3 S4 S5

OCTP 3, 4 ,7

CF S4 D1e

OCTP 4

CF K4 S2 D1d

The source of this rubric is from the Teacher Work Sample project for the Renaissance Partnership for Improving Teacher Quality which is a Title II federally funded project.

Competent

●

Committed

●

Ethical

55 Southeastern Oklahoma State University EDUC 4919 – Teaching Experiences in Major Program Teacher Work Sample – Instructional Decision Making Module IV – Artifact # Teacher Candidate ________________________________ Date ______________________________ OCTP Competencies: 2, 3, 7, 8 Conceptual Framework: K3, S4 S7, D1e, D2a Rating: Standard

OCTP 2, 3

_______1

_______2

Components of Instructional Decision Making Sound Professional Practice

Unacceptable

Acceptable

Target

Many instructional decisions are inappropriate and not pedagogically sound.

All instructional decisions are pedagogically sound.

Modifications Based on Analysis of Student Learning

Candidate treats class as “one plan fits all” with no modifications

Instructional decisions are mostly appropriate, but some decisions are not pedagogically sound. Some modifications of the instructional plan are made to address individual student needs, but these are not based on the analysis of student learning, best practice, or contextual factors.

Congruence Between Modifications and Learning Goals

Modifications in instruction lack congruence with learning goals.

CF K3 OCTP

2, 3, 7, 8

CF S4 S7 D1e D2a

OCTP 7, 8 CF

Modifications in instruction are somewhat congruent with learning goals.

_______3 Rating

Appropriate modifications of the instructional plan are made to address individual student needs. These modifications are based on the analysis of student learning/performance, best practice, or contextual factors. An explanation of why the modifications would improve student progress is included. Modifications in instruction are congruent with learning goals.

S7 D1e The source of this rubric is from the Teacher Work Sample project for the Renaissance Partnership for Improving Teacher Quality which is a Title II federally funded project.

Competent

●

Committed

●

Ethical

56 Southeastern Oklahoma State University EDUC 4919 – Teaching Experiences in Major Program Teacher Work Sample – Analysis of Student Learning Rubric Module IV – Artifact # Teacher Candidate _______________________________ Date ________________________________ OCTP Competencies: 8 Conceptual Framework: S7, D1b, D2b

Rating: Standard

OCTP 8 CF S7 OCTP

_______1

Components of Analysis of Student Learning Clarity and Accuracy of Presentation

Alignment with Learning Goals

8 CF

______2

Unacceptable

Acceptable

Target

Presentation is not clear and does not accurately reflect the data. Analysis of student learning is not aligned with learning goals.

Presentation is understandable and contains few errors

Presentation is easy to understand and contains no errors of representation. Analysis is fully aligned with learning goals and provides a comprehensive profile of each individual student’s learning for the whole class, subgroups, and two individuals.

S7

OCTP

Interpretation of Data

Interpretation is inaccurate, and conclusions are missing or unsupported by data.

Evidence of Impact on Student Learning

Analysis of student learning fails to include evidence of impact on student learning in terms of numbers of students who achieved and made progress toward learning goals.

8 CF S7 OCTP 8 CF S7 D1b D2b

Competent

●

______3

Analysis of student learning is partially aligned with learning goals and/or fails to provide a comprehensive profile of student learning relative to the goals for the whole class, subgroups, and two individuals. Interpretation is technically accurate, but conclusions are missing or not fully supported by data. Analysis of student learning includes incomplete evidence of the impact on student learning in terms of numbers of students who achieved and made progress toward learning goals.

Committed

Rating

Interpretation is meaningful, and appropriate conclusions are drawn from the data. Analysis of student learning includes evidence of the impact on student learning in terms of number of students who achieved and made progress toward each learning goal.

●

Ethical

57 Southeastern Oklahoma State University EDUC 4919 – Teaching Experiences in Major Program Teacher Work Sample – Reflection and Self-Evaluation Rubric Module IV – Artifact # Teacher Candidate ______________________________ Date _________________________________ OCTP Competencies: 9, 12 Conceptual Framework: S7, D1c, D2c, D3e

Rating Standard

OCTP 9 CF S7 D1c D3e OCTP 9

9

Rating

Acceptable

Target

Candidate provides no evidence or reasons that goals were met or unmet.

Candidate provides evidence but no reasons or hypotheses to support why some learning goals were met or unmet.

Candidate explores multiple hypotheses for why some learning goals were met or unmet.

Insights on Effective Instruction

Candidate provides no rationale for why some activities were more successful than others.

Candidate identifies successful activities and provides plausible reasons based on theory or research for their success or lack of success.

Alignment Among Goals, Instruction, and Assessment

Candidate does not connect learning goals and instruction in the discussion of student learning and effective instruction and/or the connections are irrelevant or inaccurate. Candidate provides no ideas or inappropriate ideas for redesigning learning goals and instruction.

Candidate identifies successful and unsuccessful activities and superficially explores reasons for their success or lack of success (no use of theory or research). Candidate connects learning goals and instruction in the discussion of student learning and effective instruction, but misunderstandings or conceptual gaps are present.

Candidate provides ideas for redesigning learning goals, instruction, and assessment but offers no rationale for why these changes would improve student learning.

Candidate provides ideas for redesigning learning goals and instruction and explains why these modifications would improve student learning.

D1c D2c D3e

9, 12

_______3

Unacceptable

CF

OCTP

_______2

Components of Reflection Interpretation of achievement of goals

CF D1c D2c D3e OCTP

_______1

Implications for Future Teaching

CF D1c D2c D3e

Candidate logically connects learning goals and instruction results in the discussion of student learning and effective instruction.

The source of this rubric is from the Teacher Work Sample project for the Renaissance Partnership for Improving Teacher Quality which is a Title II federally funded project.

Competent

●

Committed

●

Ethical