Career and Technical Education
Submission I

In Oklahoma State University's Professional Education Programs, a portfolio is a set of materials that provide evidence of the individual's learning, growth, and development toward becoming a professional educator. These collections of authentic, learner specific documents are also acknowledgment that the development of a professional educator is an individualized process. They reflect the student's progress over a period of time and provide useful information in assessing the success of the programs in meeting their goals. The portfolio has four major uses:

The OSU professional education program provides a comprehensive experiential base of information, research, observation, practice and reflection. The program faculty understands that their students are active participants in their encounters and interactions with their environment and the world. The faculty recognizes that students may need assistance in understanding the importance, validity, utility and meaning of these experiences. They also need assistance in integrating and synthesizing knowledge and skills from different sources to solve problems and to enhance their perspectives. The development of portfolios can provide the reflective experiences needed to achieve these important goals. The program should enhance the ability of the future professional educator to respond appropriately to students in terms of their needs and interests, the needs and interests of society, and the characteristics of the various learning disciplines.

Students exiting the Professional Education Degree Program at Oklahoma State University should present appropriate documentation of the attainment of the competencies of their programs in the form of a portfolio. The portfolio development process should be a positive experience, addressing many professional activities through assignments, class interactions and field experiences.

Purpose

The Professional Education Portfolio demonstrates the talents, skills and experiences of each teacher candidate. It indicates each candidate's professional growth toward becoming an effective teacher, and it provides evidence of progress towards:

Additionally, the portfolio should be a useful tool in seeking employment by providing prospective employers with evidence of the candidate's professional growth. Work on portfolios will also assist candidates in developing reflective skills they will use throughout their teaching career as they continue to document their professional development.

Teacher candidates should consider this portfolio as unique, fluid and changing, an evolving display of life long learning. Once candidates enter the profession with their first teaching position, their portfolios will be based on their personal goals as they relate to state standards, the local school district and their communities during the residency year.

The portfolio is defined as a documented profile of an individual's accomplishments, learning and strengths related to the Oklahoma General Competencies for Teacher Licensure and Certification and Oklahoma State University's Core Concepts and Goals Statement. The portfolio is required by the Oklahoma Commission for Teacher Preparation for licensure and, for purposes of institutional accreditation, is a unit of measure which presents evidence that the institution is providing initial, on-going, and focused opportunities and avenues which lead to student achievement of competencies, standards, and outcomes.

The Role of Portfolios in OSU's Professional Teacher Education Programs

Graduate and undergraduate students in teacher education should be aware that there are many of types of portfolios and that throughout the student experience at Oklahoma State University they will be asked to develop portfolios for several different purposes. Because a portfolio's purpose and audience affect its contents, there is not a single all-purpose portfolio. The content or evidence in a portfolio depends on the purpose.

During their academic career at Oklahoma State, students will be required to present their portfolios at three checkpoints. The handbook outlines the requirements at those three stages. In addition, the OCTP may request a sampling of portfolios for program accreditation. Guidance will be given to students interested in completing a portfolio for job placement.

The table below explains the four major purposes for portfolios.

Purposes of Portfolios

THE PROFESSIONAL EDUCATION PROGRAM PORTFOLIO
SUBMISSIONS AND POLICIES

The portfolio will provide students with a personal tool for reflecting upon their teaching skills, knowledge and understandings. This portfolio is an edited collection of the teacher candidate's evidence of learning and professional growth and reflections representing progress through the entire professional education program. This portfolio differs from individual course portfolios in that it represents the integration of learning in all courses. Portfolios should show the student's progress toward professional goals, Oklahoma State University Professional Education Program Goals, and the Oklahoma General Competencies for Teacher Licensure and Certification. These are explained later in the handbook. The portfolio will provide the basis for assessing the student's progress in, and completion of, the program. Upon graduation, the completed portfolio may be edited and used as a dossier to help the new teacher in placement interviews. Throughout the program, the student is responsible for the safekeeping of the portfolio, but must make the portfolio available upon request for admission, beginning student teaching, licensure or program accreditation purposes.

Policy for Portfolio Development & Assessment

Students will compile their OSU Professional Education Portfolios throughout the years at OSU and into their residency year. The portfolio will be submitted at least 3 times; (1) upon completion of the Basic 17 credits required for Provisional I certification; (2) upon completion of the requirements for admission to professional education and (3) at the end of the student teaching or internship semester prior to recommendation for a Standard Certificate. It may also be requested for OCTP accreditation review. The steps involved for each submission are listed below. Detailed explanations of the requirements are in the next section of the handbook.

Per Title 712. Oklahoma Commission for Teacher Preparation (OCTP), Chapter 10. Teacher Preparation, institutions shall require all initial and advanced certification program students to develop a portfolio following the guidelines listed below.

Resolution passed by the OSU Professional Education Council

Be it therefore resolved that the Oklahoma State University Professional Education Council hereby requires that all students in the following categories present a professional portfolio in accordance with the guidelines of the Oklahoma State University Professional Education Handbook.

a. Degreed candidates seeking initial Oklahoma licensure who were admitted to an
accredited Oklahoma teacher education program during or after Fall 1997.
b. Candidates who are entering freshmen beginning Fall 1997.
c. Candidates already enrolled in an Oklahoma institution prior to Fall 1997 and admitted to an accredited teacher education program during or after Fall 1997 who will graduate after September 1, 1999.
and
d. Candidates holding a valid Oklahoma credential and seeking to add an advanced certificate who will complete certification area requirements after September 1, 1999. (Pending clarification from the OCTP and Regents)

Students are required to submit portfolios for full admission to professional education, and for recommendation for licensure or certificates. Furthermore, students will make their portfolios available for OCTP review with one week's notice.

SUBMISSION I: Completion of Basic 17 credit hours required for Provisional I Certificate or towards the B.S. Degree. Students should begin these processes with the first course taken and keep materials throughout the program. A detailed explanation of these steps follows in this handbook.

A. Written plan of improvement will identify a date for follow-up review.
B. Individual program reader will establish the follow-up review date. A required written plan of improvement may delay admission by a full semester.

SUBMISSION II: Application for Admission to Professional Education. (After completion of the above 17 hours.)

SUBMISSION III: Recommendation for Standard Certificate. (Completed during student teaching or internship semester and submitted before OSU can recommend for certification.)

ADDITIONAL CHECK: REVIEW FOR PROGRAM ACCREDITATION.

1. The Oklahoma Commission for Teacher Preparation (OCTP) will select a list of students at random for portfolio review. The OSU Professional Education Unit will notify those students whose portfolios must be submitted. Students will then have up to 10 days to submit their portfolios to OSU's professional education unit. The OCTP will not be evaluating the work of individual students. They will use a sampling of portfolio work to assess the Professional Education Unit at OSU. Upon completion of their review the portfolios will be returned to the students.

Provisional I Certification (Completion of the Basic 17 program credits)

Your first portfolio submission will be due at the completion of the required Basic 17 program credit hours. At this point you will have taken several professional education courses and had the opportunity to collect work from those courses, field placements, and observations. In addition to credential materials, this portfolio will include items that you have created in the classes you have taken. You should collect papers, projects, lesson plans, and documents from the classes you take and select the ones you believe represent your progress towards OSU's Core Concepts and Goals, the Oklahoma General Competencies and your individual professional goals. A complete checklist is included in this section.

Your program will have designated readers evaluate your portfolio using the rubric included at the end of this section. If the portfolio does not meet the standards for admission to the professional education unit, you and the program readers will complete the Plan of Improvement Form. You will then follow those requirements to prepare your portfolio for resubmission.

Assembling the portfolio

You will need to purchase a 2-inch view binder for your portfolio. The vinyl sleeve on the outside of the binder and the pocket on the side allow you to insert your name and program information. Check with program advisors about the required format and policy for decoration on your portfolios.

Dividers should be used to organize the portfolio sections. Arrange your documents according to the Table of Contents located in Appendix B.

Philosophy of Education Guidelines:

What is the purpose of the philosophy statement?

Your philosophy of education is important in establishing a purpose and a focus for your professional career as an educator. Your statement of philosophy is a description of your own purpose and beliefs as an educator. There is no "right" philosophy. As a future educator, it is important to learn to articulate your views, reflect upon actual practice, and evaluate your beliefs.
As part of the pre-service teacher education program you will write two statements of your philosophy of education, once early in your program and again upon completion of student teaching. Pre-service teachers develop a realistic philosophy by examining their reading and thinking in light of experiential activities such as observation, simulation and practice in the field. Therefore, two philosophy statements will be included in your third portfolio submission. This will demonstrate your professional growth and development through knowledge and experience gained during the program. You will refine, augment, and develop your philosophy for the rest of your career.

When should this be started?

Start by writing a philosophy of education during your introductory course in the teacher education program. You may do this in TIED 3203. This will be submitted for Submission I. Conclude by writing a philosophy of education at the end of student teaching or your internship.

What are the guidelines?

You may want to begin by reading the OSU Core Concepts and Goals Statement and the philosophy statement of your program. Reflect on how these relate to your philosophy.

You may want to address the following in writing your first philosophy statement:

How will this be evaluated?

Artifact Selection Guidelines

The collection of artifacts for this submission should begin with your first professional education course and continue throughout your professional education career. Selection and reflection should be done periodically to insure that the presented evidence indicates the quality or growth you wish to present. As you select artifacts for your portfolio, keep in mind that they should represent your understanding of the four OSU Core Concepts and Goals and the Oklahoma General Competencies. The four OSU Core Concepts and Goals are described below. Under each description is a list of the Oklahoma General Competencies that may relate.

If you created a large poster or bulky item that you want to include, consider taking photographs of the original and attaching a written description of the project. If you wish to have a videotape in your portfolio, be sure this is approved by your program and the label clearly describes the content of the tape. You must have a signed release form for each individual appearing in a photograph or on the video. The release form can be found in Appendix B.

Guidelines for the Reflection Essay

For each of the four OSU core concepts--integration, diversity, life-long learning, and professionalism--you will write a reflection essay. The following suggestions should help you focus your reflection on each concept.

1. Title the essay with the name of the core concept.
2. Define and explain your understanding of this concept and how it relates to teaching and learning.
3. Discuss specific examples from your education and experiences that helped you develop this understanding.
4. What are some changes or improvements you might make in your teaching based on what you have learned about this concept? Cite examples to support your ideas.
5. How does this knowledge support or change your philosophy and goals?

Guidelines for the Caption Page

Each item of evidence placed in the portfolio must be accompanied by a caption page that identifies it, tells why it was created, and connects it to the OSU Core Concepts and the Oklahoma General Competencies.
For each artifact the caption page should indicate:

How will the collection and reflection be evaluated?

The criteria for evaluation are spelled out in the rubric and at the end of this section.

OKLAHOMA STATE UNIVERSITY PROFESSIONAL EDUCATION CORE CONCEPTS AND GOALS STATEMENT

Oklahoma State University's professional education faculty seek to prepare individuals who believe everyone deserves the opportunity to learn and can learn; who act on the principle that diversity is to be valued; and who are committed to the belief that professional educators providing quality education are the backbone of society.

OSU's professional education programs are devoted to the concept of integration. Professional education students learn to integrate personal experience with fields of knowledge and with teaching based on sound theory and research-driven educational practice.

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

DESCRIPTIONS OF THE CORE CONCEPTS AND GOALS

Core Concept and Goal: Integration

The first of the OSU core concepts is Integration. The Core Concepts and Goals Statement says: OSU's professional education programs are devoted to the concept of integration. Professional education students learn to integrate personal experience with fields of knowledge and with teaching based on sound theory and research-driven educational practice.

You should present evidence that demonstrates that you have met the OSU goal of integration. Integration has multiple meanings in education. Some examples of the principle of Integration that you may choose to consider are: integrating theory into practice; integrating personal experiences and teaching strategies; integrating different fields of knowledge, research and teaching; integrating community service and classroom experience; integrating past and present experiences; integrating experiences from multiple courses. There are many forms that integration can take in education. You may discover more as you prepare your portfolio. If you are unsure, you can always discuss with your instructors how you think your work fits this goal.

As you present evidence to demonstrate that you have met OSU's goal of integration you should connect that evidence to the Oklahoma General Competencies as well. Some of the competencies that may relate to integration are A, B, C, D, E, F, G, H, K, N, O.

* Possible items of evidence include:

Core Concept and Goal: Diversity

The Core Concept and Goals Statement also makes clear that diversity is valued.
Oklahoma State University's professional education faculty seek to prepare individuals who believe everyone deserves the opportunity to learn and can learn; who act on the principle that diversity is to be valued;

OSU's professional education programs value diversity in its many forms. Some of the types of diversity you may want to demonstrate an awareness and understanding of are multi-cultural, gender, race, socio-economic status, age, and physical abilities. There are many others. As you complete your reflections, be sure to explain what you mean by diversity.

As you present evidence to demonstrate that you have met OSU's goal of diversity you should connect that evidence to the Oklahoma General Competencies as well. Some of the competencies that may relate to diversity are B, C, E, G, H, M.

* Possible items of evidence include:

Core Concept and Goal: Life-Long Learning

The Core Concepts and Goals Statement asserts the need for life-long learning.
Students' attainment of unit and program goals is assigned and assessed in schools and communities in which continuous professional development for pre-service candidates, in-service school professionals, and university faculty is valued.

Educators know that learning is a life-long activity. Teachers must continue to learn and grow professionally, keeping up with the research and best practices in their areas, while personally maintaining an interest in and a curiosity about the world around them. Teachers, in turn, help their students develop the skills and attitudes they need to become life-long learners themselves.

As you present evidence to demonstrate that you have met OSU's goal of life-long learning you should connect that evidence to the Oklahoma General Competencies as well. Some of the competencies that relate to life-long learning are A, I, J. K, L.

* Possible items of evidence include:

Core Concept and Goal: Professionalism

Finally, The Professional Education Unit at OSU seeks to develop professionalism in all of its students. Oklahoma State University's professional education faculty seek to prepare individuals who believe everyone deserves the opportunity to learn and can learn; who act on the principle that diversity is to be valued; and who are committed to the belief that professional educators providing quality education are the backbone of society.

OSU's Professional Education Unit prepares educators to work as professionals in their chosen areas. Your course work, class discussions and fieldwork opportunities will illustrate the many aspects of professional conduct. The experiences you have and the items you prepare for class will help you demonstrate your developing professionalism.

As you present evidence to demonstrate that you have met OSU's goal of professionalism, you should connect that evidence to the Oklahoma General Competencies as well. Some of the competencies which may relate to professionalism are A, E, I, J, K, M, O.

* Possible items of evidence include:

OKLAHOMA GENERAL COMPETENCIES FOR TEACHER LICENSURE AND CERTIFICATION

Although particular competencies are specified for teaching at different levels (preschool, elementary, middle or high schools) or for different subject matters, the following general competencies are expected to be demonstrated by all candidates in OSU's professional education programs. The program portfolio will demonstrate the development of these competencies. (Artifact lists are suggestions for the type of artifact that covers the competency).

A. The teacher understands the central concepts and methods of inquiry of the subject matter discipline(s) he or she teaches and can create learning experiences that make these aspects of the subject matter meaningful for students.

Artifact - Lesson plans, Units of study, Tutoring Report, Research with examples

B. The teacher understands how students learn and develop, and can provide learning opportunities that support their intellectual, social, and physical development at all grade levels including early childhood, elementary, middle level, and secondary.

Artifact -Tutoring report, Lesson plans, Research on developmental stages, Interview

C. The teacher understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learners.

Artifact - Lesson plans showing use of learning styles, Resource files, Tutoring reports, Classroom floor plans

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

Artifact - Lesson plans incorporating questioning techniques or technology, Resource
Files, Research papers on topic

E. The teacher uses best practices related to motivation and behavior to create learning environments that encourage positive social interaction, self-motivation and active engagement in learning, thus, providing opportunities for success.

Artifact - Classroom Management techniques, Lesson plans showing cooperative
Learning activities

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

Artifact - Research paper or lesson plans describing or using these techniques, communication to the parents

G. The teacher plans instruction based upon curriculum goals, knowledge of the teaching/learning process, subject matter, students' abilities and differences, the community; and adapts instruction based upon assessment and reflection.

Artifact - Set of lesson plans with adapted instruction

H. The teacher understands and uses a variety of assessment strategies to evaluate and modify the teaching/learning process ensuring the continuous intellectual, social, and physical development of the learner.

Artifact - Assessment tools, lesson plans showing modifications

I. The teacher evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community), modifies those actions when needed, and actively seeks opportunities for continued professional growth.

Artifact - Reflections, article critique, workshop presentation or attendance

J. The teacher 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.

Artifact -Any project involving family or community, Parent Newsletters

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

Artifact - Lesson plan or bulletin board incorporating career awareness

L. The teacher understands the purpose of continuous life-long learning, the concept of making learning enjoyable, and the need for willingness to change when the change leads to greater student learning and development.

Artifact - Research papers, Interviews, Workshop attendance, Reflections

M. The teacher understands the legal aspects of teaching including the rights of students and parents/families, as well as the legal right and responsibilities of the teacher.

Artifact - Research paper on legal issues, review of IEP conference or regulations

N. The teacher understands, and is able to develop instructional strategies/plans based on the Oklahoma Core curriculum.

Artifact - Lesson plans with PASS objectives listed

O. The teacher understands the state teacher evaluation process, "Oklahoma Criteria for Effective Teaching Performance," and how to incorporate these criteria in designing instructional strategies.

Artifact - School's evaluation form completed by principal or cooperating teacher, review of how teacher evaluation is conducted in Oklahoma schools.

School District Database

Handbook forms for Submission I

*To view and print the following documents, you must have Adobe Acrobat Reader.
For your free copy, visit: http://www.adobe.com/prodindex/acrobat/readstep.html

OSU Professional Education Unit
325 Willard
Oklahoma State University
Stillwater, OK 74078
Phone: (405)744-6252
Fax: (405)744-1834
Email the Professional Education Unit

Last Updated Tuesday, August 29, 2006 9:22 AM