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exi t Portfolio of Your name Area of Licensure Completion date 2011
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Portfolio of
Your nameArea of Licensure
Completion date
2011
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BIOGRAPHY • Picture
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Resume
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Philosophy of Education
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Technology Statement
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Classroom Management Philosophy
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Diversity Statement
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1. Subject Matter 2. Student Learning
3 . Diverse Learners 4. Instructional Strategies4
5. Learning Environment 6. Communication
7. Planning Instruction 8. Assessment
9. Reflection & Professional
Development
10. Collaboration, Ethics &
Relationships
STANDARDS OF EFFECTIVE PRACTICE
The Standards of Effective Practice
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Standard 1: Subject Matter
A teacher must understand the central concepts, tools of inquiry, and structures of the disciplines taught and be able to create learning experiences that make these aspects of subject matter meaningful for students.
Subject Matter
Student Learning
Diverse Learners
Instructional Strategies
Learning Environment
Communication
Planning Instruction
Assessment
Reflection & Professional
Development
Collaboration, Ethics &
Relationships
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Subject Matter
D
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Standard 2: Student Learning
A teacher must understand how students learn and develop and must provide learning opportunities that support a student's intellectual, social, and personal development.
Subject Matter
Student Learning
Diverse Learners
Instructional Strategies
Learning Environment
Communication
Planning Instruction
Assessment
Reflection & Professional
Development
Collaboration, Ethics &
Relationships
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Student Learning
D
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Standard 3: Diverse Learners
A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities.
Subject Matter
Student Learning
Diverse Learners
Instructional Strategies
Learning Environment
Communication
Planning Instruction
Assessment
Reflection & Professional
Development
Collaboration, Ethics &
Relationships
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Diverse Learners
D
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Standard 4: Instructional Strategies
A teacher must understand and use a variety
of instructional strategies to encourage
student development of critical thinking,
problem solving, and performance skills.
Subject Matter
Student Learning
Diverse Learners
Instructional Strategies
Learning Environment
Communication
Planning Instruction
Assessment
Reflection & Professional
Development
Collaboration, Ethics &
Relationships
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Instructional Strategies
D
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Standard 5: Learning Environment
The teacher encourages an understanding
of individual and group motivation and
behavior to create a learning environment
that encourages positive social interactions,
active engagement in learning, and
self-motivation.
Subject Matter
Student Learning
Diverse Learners
Instructional Strategies
Learning Environment
Communication
Planning Instruction
Assessment
Reflection & Professional
Development
Collaboration, Ethics &
Relationships
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Learning Environment
D
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Standard 6: Communication
A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Subject Matter
Student Learning
Diverse Learners
Instructional Strategies
Learning Environment
Communication
Planning Instruction
Assessment
Reflection & Professional
Development
Collaboration, Ethics &
Relationships
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Communication
D
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Standard 7: Planning Instruction
A teacher must be able to plan and manage
instruction based upon knowledge of
subject matter, students, the community,
and curriculum goals.
Subject Matter
Student Learning
Diverse Learners
Instructional Strategies
Learning Environment
Communication
Planning Instruction
Assessment
Reflection & Professional
Development
Collaboration, Ethics &
Relationships
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Planning Instruction
D
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Standard 8: Assessment
A teacher must understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student.
Subject Matter
Student Learning
Diverse Learners
Instructional Strategies
Learning Environment
Communication
Planning Instruction
Assessment
Reflection & Professional
Development
Collaboration, Ethics &
Relationships
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Assessment
D
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Standard 9: Reflection and Professional Development
A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth.
Subject Matter
Student Learning
Diverse Learners
Instructional Strategies
Learning Environment
Communication
Planning Instruction
Assessment
Reflection & Professional
Development
Collaboration, Ethics &
Relationships
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Reflection and Professional Development:
D
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Standard 10: Collaboration,
Ethics & Relationships
A teacher must be able to communicate and
interact with parents or guardians, families,
school colleagues, and the community to
support student learning and well-being.
Subject Matter
Student Learning
Diverse Learners
Instructional Strategies
Learning Environment
Communication
Planning Instruction
Assessment
Reflection & Professional
Development
Collaboration, Ethics &
Relationships
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Collaboration, Ethics, & Relationships
HOME D
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Criteria Level 3 – Proficient Level 2 – Basic Level 1 - Unsatisfactory
Selection of Evidence
The evidence demonstrates a clear understanding and application of performance competencies of the standard with in-depth, high caliber artifacts that support the standard
The evidence demonstrates understanding and application of performance competencies of the standard with satisfactory artifacts that support the standard
The evidence demonstrates understanding and application of performance competencies of the standard with artifacts that minimally support the standard
Description of Evidence
The description of the evidence and the context in which it was created (and implemented, if applicable) is clear and detailed.
The description of the evidence and the context in which it was created (and implemented, if applicable) is clear but lacks detail.
The description of the evidence and the context in which it was created (and implemented, if applicable) is vague or unclear.
Rationale for Evidence
The supporting statement provides multiple justifications linking the evidence to the standard.
The supporting statement provides justification linking the evidence to the standard.
The supporting statement does not provide justification linking the evidence to the standard.
Description of Professional Growth
The supporting statement thoroughly describes the growth of the student in relationship to all performance competencies of the standard.
The supporting statement adequately describes the growth in relationship to most performance competencies of the standard.
The supporting statement minimally describes growth in relationship to performance competencies of the standard.
Writing Mechanics
Writing is at a professional level with accurate conventions and fluent style.
Control of conventions is consistent but style sometimes distracts from the message.
Control of conventions is inconsistent and style distracts from the message.
Rubric for Supporting Statements
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Evaluation
