THE PROFESSIONAL PORTFOLIO

           The professional portfolio is a document that allows a student to “show-case” the quality of their work. Students should select exemplary samples of work completed in their courses, both within the School of Education and in courses in other academic departments.  These materials should be organized in a binder that includes a cover page and five divider tabs using the following headings:

                   I.     The Learners (INTASC Principles 2, 3, 5)

                   II.    The Curriculum (INTASC Principles 1, 7)

                   III.   Teaching Processes (INTASC Principles 4, 6, 8)

                   IV.   The Profession (INTASC Principles 9, 10)

                   V.    Appendix

         This format is to be utilized for demonstrating the level of knowledge, dispositions and skills you have acquired at the following critical assessment points: (1) admission to Teacher Education, (2) admission to Student Teaching, and (3) the Exit Interview.   Remember, at each succeeding step the work you present in your portfolio should demonstrate a higher level of proficiency than you demonstrated in the prior step.

          A minimum of two artifacts is required for each portfolio section.  Each artifact must be accompanied by a rational statement.  The rationale statements you use in your portfolio should be brief; however, they should clearly state why a particular artifact or piece of work demonstrates specific skills related to the INTASC principles and standards. For example:

           The portfolio should be attractive and neatly organized.  The inclusion of graphics, pictures, and decorations are encouraged; however, it is not necessary to spend time with embellishments that do not speak to your skills as a teacher. Please remember to use your best writing skills and if you are using work from other courses, be sure to edit and correct your work so the artifact reflects high quality accomplishments.   

SUGGESTIONS for PORTFOLIO CONTENT

   Cover Page

·       student name, date, major/minor(s), advisor(s), local address, telephone number(s), and e-mail address 

   Section I. The Learners (INTASC Principles 2, 3, 5) 

·       demonstrations of efforts to determine what students should know and be able to do

·     demonstrations of efforts to guide students through the learning process

·     demonstrations of an understanding of how students learn and efforts to provide developmentally appropriate learning outcomes

·     case studies

·     journals

·     demonstrations of an appreciation of individual differences and the ability to successfully plan instructional opportunities based upon the needs, interests, and abilities of diverse learners

·     descriptions and illustrations of learning centers, cooperative learning activities and the integration of technology

·     descriptions of provisions for accommodating student diversity in learning styles, culture,  and the uniqueness of needs.

·     demonstrations of the ability to plan and provide an appropriate learning environment for all students  

   Section II. The Curriculum (INTASC Principles 1, 7) 

·      demonstrations of efforts to plan instruction based on student needs, subject matter, curriculum goals and community expectations

·     demonstrations of a growing understanding of the subject(s) being taught and the ability to impart appropriate and meaningful learning experiences to students

·     demonstrations of efforts to plan and utilize a variety of instructional strategies designed to develop students’ thinking, problem solving, and performance skills

·     sample lesson plans

·     unit plans

·     study guides 

   Section III. Teaching Processes (INTASC Principles 4, 6, 8) 

·     demonstrations of efforts to utilize and encourage multiple modes of communication designed to foster self-expression and collaboration within the learning environment

·     demonstrations of efforts to utilize various assessment strategies to improve both the teaching and learning processes

·     teacher-made tests, quizzes, and/or assessments (both formal and informal)

·     checklists, rubrics

·     rating scales

·     demonstrations of an understanding of the nature of an educational environment that encourages positive social interaction, active involvement in the learning process, and student self-motivation

·     demonstrations of efforts to engage students in self-assessments    

·     demonstrations of efforts to interpret and communicate standardized test results

·     examples of exercises in “re-teaching” and remediation 

   Section IV. The Profession (INTASC Principles 9, 10) 

·     demonstrations of the ability to engage in reflection as a means for self-assessment and professional growth

·     demonstrations of ethical behaviors, positive relationships with professional colleagues, and a respect for the education and well-being of all students

·     reflections on course work, field experiences, and other educational activities and assessments and their impact on the development of teaching skills

·     formal observations of teaching

·     teacher/administrator interviews

·     reflections on teaching strengths and special instructional skills possessed by the student, including strategies for engaging students in the learning process, and the ability to manage classrooms effectively: What are you doing when you are “doing your best teaching?”                                    

   Section V.   Appendix 

·     additional materials designed to personalize the portfolio

·     examples of pupils’ work resulting from classroom teaching

·     photographs with explanations (such as learning centers, bulletin boards, etc.)