The INTASC Portfolio • What is INTASC? • Who belongs to this organization? • What are “Core Standards” • What is a reflective portfolio? • Why does WSU Teacher Education have you create a portfolio? • Reflection • Growth over time • Level 1 license and my portfolio • How do I create my portfolio? • What are artifacts? • Using a template to create your portfolio • INTASC standards for different Levels of courses • What about after I graduate? • The role of a portfolio in Level 2 Licensure
Information for this presentation is drawn from the web site developed by the Council of Chief State School Officers. The primary document is “Model Standards for Beginning Teacher Licensing, Assessment and Development: A Resource for State Dialogue (1992). Downloaded on March 11, 2008 from: http://www.ccsso.org/projects Also located information about creating a Teacher Education portfolio: http://faculty.weber.edu/vnapper/portfolios/portfolio.htm Information about development of a portfolio after leaving teacher eduction training: http://www.schools.utah.gov/cert/other/EYE.htm
INTASC: Interstate New Teacher Assessment Support Consortium INTASC: The Interstate New Teacher Assessment and Support Consortium (INTASC) is a consortium of state education agencies and national educational organizations dedicated to the reform of the preparation, licensing, and on-going professional development of teachers. Created in 1987, INTASC's primary constituency is state education agencies responsible for teacher licensing, program approval, and professional development. Its work is guided by one basic premise: An effective teacher must be able to integrate content knowledge with the specific strengths and needs of students to assure that all students learn and perform at high levels. (taken from the CCSSO home page)
INTASC Core Standards are performance based • The Starting Point: A Common Core of Teaching Knowledge, Performance Skills, and Dispositions • The standards were developed in response to the five major propositions that guide the National Board's standard-setting and assessment work: • Teachers are committed to students and their learning. • Teachers know the subjects they teach and how to teach those subjects to diverse learners. • Teachers are responsible for managing and monitoring student learning. • Teachers think systematically about their practice and learn from experience. • Teachers are members of learning communities. • (CCSSO document, pp 7-8)
Core Standards …the issuing of a license should have a common meaning: that the entrant is prepared to practice responsibly as the primary teacher of record for students. We have consequently established these standards with this criterion in mind. Students' needs for well-grounded and adaptive teaching are what must ultimately define the standards for teachers. (p 9) Prior to the State of Utah adopting the INTASC standards as a foundation for licensure, the principle of reciprocal agreement was used to determine which states licenses would be honored for transfer
10 Core Standards Principle #1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students Principle #2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. Principle #3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. Principle #4: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills. Principle #5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Principle #6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. Principle #7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. Principle #8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. Principle #9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. Principle #10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.
What is a Reflective Portfolio Reflection is a process that allows development of meaning through exploring an event. Reflection is more than a list of activities that occurred. Reflection is asking questions of yourself about why you did something, how you did something, and what you learned from doing it. Research shows that the process of reflection allows the development of “deeper” learning. A reflective portfolio is one that requires you to think deeply about what you have learned and how you have applied that knowledge through performance based skills. This process also is a means to show your “dispositions” or tendency to do something.
Why does WSU Teacher Education have you create a reflective portfolio? • Reflection about what you know, do, and believe leads to “deeper” learning • Your portfolio will shows growth over time in our program and allows our program as well as you to identify areas of strength and weakness in your learning • Your portfolio is necessary for showing you have basic knowledge, performance skills, and dispositions for licensure by the Utah State Board of Education (Level 2 license)
Creating your Reflective Portfolio • How do I create my portfolio? • What are artifacts? • Artifacts can be any “thing” you have done to show you have knowledge, process skills, or dispositions. This may include things such as lesson plans, teaching work samples, media materials you have developed to teach with, assessments you have created, …
Using a template to create your portfolio • A MS Word document template (document that is pre-formated) is available for you to download and use. It is already formatted to accommodate your reflections and artifacts. Additional information about using the template, as well as the template, is available for download at: http://faculty.weber.edu/vnapper/portfolios/portfolio.htm • INTASC standards for different Levels of courses • Each Level and specialization of the teacher program has slightly different INTASC standards that are emphasized. You can also find a matrix of the various INTASC standards that will be emphasized at the above listed web site.
How does my Reflective Portfolio change over time? • If you are a Elementary Education major or have a special education teaching composite that includes Elementary Education, you will be progressing through the Teacher Education Program in “Levels” of courses. Your reflective portfolio is completed during Student Teaching. • Secondary Education majors with Teaching major/minors create their Reflective Portfolio during their Professional Core and complete it during their Student Teaching. • At the end of each semester, you will be asked to update your existing portfolio to include new artifacts and reflections. To do this: • If you are in Level 2 or 3, download the template (simple template or special template for your endorsement) (lhttp://faculty.weber.edu/vnapper/portfolios/portfolio) • Identify which INTASC standards require artifacts for the Level courses in which you are enrolled • Identify appropriate artifacts and complete the reflections. • Add the new artifacts and reflections to your Level 1 portfolio.
A portfolio for Level 2 Licensure At the end of your training in Teacher Education, you may apply for a Level 1 teaching license. This license is granted by the State Board of Education through the WSU Teacher Education Program. A Level 1 license will allow you to be hired by a District and teach in a classroom as the “teacher of record.” The Level 2 license is not issued until after you have been in the schools, teaching for three years. You will also participate in the Entry Year Educator program and be mentored during those 3 years (UT Admin Code R22-522). After 3 years, you will be re-evaluated by the Principal of your school for meeting the Level 2 license requirements. For additional information about Level 2 license, see the State of Utah, Board of Education web site for EYE (http://www.schools.utah.gov/cert/other/eye/required.htm) The Utah State Board of Education requires a portfolio evaluation to be part of the process of granting a “Level 2” license. The Level 2 license indicates you have become a “highly qualified” educator and is necessary to achieving professional status as a teacher. Each District has its criteria for format and content arrangement of the teaching portfolio you will continue to develop once you have left the Teacher Education Program. Whatever the format, the portfolio will contain the 10 INTASC core standards as well as professional core standards appropriate to your major (i.e. elementary education, special education, physical sciences, etc.
Your Level 2 Teaching Portfolio • A Level 2 Licensure portfolio is a “Teaching Portfolio” • A teaching portfolio is a collection of the beginning teacher’s teaching materials and activities and is submitted during a level 1 teacher’s second year of teaching • The portfolio provides excellent introspection opportunities for the beginning teacher as well as mentoring activities for the mentor. It is suggested that the portfolio be linked to the teacher evaluation • Portfolios should: • Be based upon the Utah Professional Teacher, INTASC, or district standards • Include teaching artifacts • Include notations explaining the artifacts • Include a section of reflection on teaching • Be a vehicle for collaboration with the mentor • Provide evidence of professional growth • Provide evidence of content knowledge and pedagogy • Taken from the EYE brochure available at: http://www.schools.utah.gov/cert/other/eye/required.htm • Contact Dr. Vicki Napper for additional information about the TED PORTFOLIO