Oklahoma State University - Professional Education Unit

Portfolio Handbook for Early Childhood Education Candidates
Submission II: Pre- Internship

Pre-Internship

(Follow the Submission II Checklist to gather your items for this submission.)

Prior to your second portfolio submission you will be assigned a faculty reader. The same reader will read your Submission II and Submission III portfolios. This will enable your reader to document your growth throughout this portfolio process. Please ask questions of your reader.

Your second portfolio submission must be successfully completed at the beginning of the semester of your prek/k internship. All of the documentation for Submission I should remain in the Portfolio. The items required for Submission II are listed in the Submission II: Pre-Internship Checklist. The criteria for evaluating these items are listed on the Evaluation Rubric and Score Report for Submission II: Pre-Internship.

Items included in Submission II are artifacts from the classes you have taken prior to your prek/k internship. In order to receive a score of “2” on each of the Core Values for the Professional Education Unit you must submit one artifact per each Core Value so that you will have a minimum of 10 artifacts at Submission II. For these initial 10 artifacts you may not use an artifact for more than one competency. A score of “2” indicates that you have met the program requirements for Early Childhood candidates.

Each of these artifacts will include a Caption Page. Each artifact will be documented in your LiveText Portfolio on the Artifact Table for Submissions II & III. Select and present the artifacts (a collection of papers, projects, lesson plans, documents, etc.) that you believe taught you most about OSU's Professional Education Unit Mission and Core Values and that represent your progress toward achieving the Oklahoma General Competencies and your own Professional Goals.

If you want to earn a score of “3” for any of the Core Values, you must submit “Integration and Application Artifacts”. For each of these artifacts you must integrate across a minimum of three to a maximum of four Core Values. For example, you could include your Integrated Thematic Unit to represent the Core Values of Integration, Learning Environment, Technology, and Teaching/Professional Practices and Assessment. You may include a maximum of three “Application and Integration Artifacts.” A score of “3—Exceeds Expectations” represents quality of thought rather than quantity of effort. These artifacts will demonstrate your ability to integrate across Core Values and to apply information learned as a Professional Education candidate to your future role as an educator. Each “Application and Integration Artifact must be accompanied by the appropriate Integration/Application Caption Page.

If the portfolio does not meet the standards for Submission II, the portfolio reader will complete a Plan of Improvement Form. You will then follow those instructions to prepare your portfolio for resubmission.

Guidelines for Completing the Portfolio In LiveText

Your LiveText license will have been purchased when you produced the Submission I portfolio. Follow instructions under the Table of Contents and the guidelines.

Guidelines for Required Forms

All forms will be completed in LiveText. Complete and submit the information as required. Please note that your submission serves as your signature.

If your artifacts include any samples of student work from your field experiences in the public schools, you must have a copy of the Release Form completed by a parent or guardian, for each child whose work or photograph or appearance on a videotape is included. You do not need to present all the signed forms in the Portfolio itself, but the inclusion of a copy of the form indicates your understanding that you must produce all signed permission forms if asked to do so.

Release Form Include a copy of the form.
Artifact List Place name and ID number at top. Include titles of artifacts and mark competencies that each artifact addresses.
Submission II Checklist Include name and ID number at top.
Evaluation Rubric and Score Report for Submission II: Pre-Internship. Include name and ID number at top.

Other Required Information for Submission II:

Update your academic record with a current grade report or transcript showing a 2.5 or higher grade point average overall and in your content area with no grade lower than "C" on required coursework.
Update your original resume to include additional education, relevant teaching experiences, volunteer experiences, work experiences, honors and activities.
Update the Field Placement Record Form with any additional information. In the Higher Education Field Experience section, include demographic information about the site(s) where you will do your internship. Complete the form with information about the classes you will teach when that information is available. A Sample Field Placement Record Form in included. You will need the School District Database to complete the form. In the Community Field Experience section, add any additional community volunteer work or jobs you have held working with children.
Scan your copy of the "Evaluation Form, Interview for Admission to Professional Education" into your LiveText Portfolio.
Update your collection of Field Placement Evaluations by scanning any teacher, peer and self-evaluation forms from your methods course and any other relevant courses.

GATHERING ARTIFACTS TO DEMONSTRATE THE PROFESSIONAL EDUCATION UNIT MISSION and CORE VALUES and THE OKLAHOMA GENERAL COMPETENCIES FOR TEACHER LICENSURE AND CERTIFICATION

To emphasize your understanding of the Core Values, you will select and attach in your LiveText Portfolio some examples of your academic work and/or related course experiences that illustrate your ability to integrate the Core Values into your own teaching. Your artifacts will be chosen from research papers, lesson plans, technology work, community service, and other work completed during your professional education program. As you select artifacts for your portfolio, keep in mind that they should also represent your understanding of the Oklahoma General Competencies for Teacher Licensure and Certification.

OSU LE.A.D.S. CORE VALUES

L.E.A.D.S.

Mission - The Professional Education Unit prepares and develops professional educators who facilitate life long learning and enrich quality of life for people in public school and other educational settings.

Leadership - The Professional Education Unit (PEU) prepares candidates who are committed to the belief that professional educators providing quality education are the foundation of a prosperous and democratic society. The candidates advance their professions as innovative leaders and advocates who support all learners and families, in the context of diverse systems and communities.

Ethics and Professionalism - The Professional Education Unit prepares candidates who demonstrate ethical and professional behavior in their interactions with students, families, colleagues, and communities and practice social justice. The candidates demonstrate an understanding of legal aspects in their professional roles. As life-long learners, they engage in continuous professional development, collaborate with colleagues in the learning community and other professional arenas and reflect upon their practice.

Academics and Professional Roles - The Professional Education Unit, through curriculum, instruction, field experiences, clinical practice and the use of technology, prepares knowledgeable candidates who reflect upon the connections between academics and their professional roles.

Content Knowledge - The Professional Education Unit prepares candidates who value the importance of knowledge and learning by providing them with a rich learning environment, technology, and supervised experiences in academic areas. The candidates possess subject matter competence and enthusiasm for the subject matter: they are life-long learners of the central concept and methods of inquiry in their subject matter areas.

Integration - The Professional Education Unit prepares candidates who demonstrate integrations of theory into practice incorporating appropriate pedagogy, methodology, content knowledge, curriculum, inquiry, and research-based practices in diverse settings. The candidates understand the process of curriculum integration and use of a variety of instructional strategies to encourage students' development and learning. They assist students with career awareness and apply career concepts to the academic curriculum.

Human Growth and Development-including special populations-The Professional Education Unit prepares candidates who understand how students/clients learn and develop and can provide learning opportunities that support their intellectual, social, and physical development at all levels including early childhood, elementary, middle level, secondary, and adult. The candidates understand that students vary in their approach to learning and create opportunities that are adaptable to individual differences in learning.

Learning Environment- The Professional Education Unit prepares candidates who understand the dynamics of individual and group behavior and use communication techniques to develop, facilitate and manage positive approaches to learning. Candidates select styles that work best for their learning environments and are able to adapt to different circumstances. They choose procedures that are appropriate for all students/clients including those with diverse backgrounds, with exceptionalities, and English language learners.

Technology - The Professional Education Unit prepares candidates who understand technology as a complex integrated process for analyzing problems and devising, implementing, evaluating and managing solutions to those problems in situations in which learning is purposive and controlled. The candidates are able to use technology to help all students/clients by providing a conceptual understanding of how knowledge, skills and dispositions related to education and information technology and instructional technology are integrated throughout the curriculum, instruction, field experiences, clinical practices, assessments and evaluations.

Teaching/Professional Practice and Assessment- The Professional Education Unit prepares candidates who use best practices to create learning environments and instructional opportunities based upon Oklahoma and national standards that lead to student learning and development. Candidates understand and use a variety of assessment strategies to evaluate and modify the teaching/learning process to ensure the continuous intellectual, social, and physical development of learners. They demonstrate reflective practice.

Diversity - The Professional Education Unit prepares candidates who believe everyone deserves the opportunity to learn and can learn; they possess knowledge, skills, and dispositions to serve as effective professionals who understand and meet the needs of a diverse society. Candidates provide evidence of understanding of differences including age, gender, ethnicity, culture, socio-economic status, and intellectual, physical, and language abilities.

Service Orientation/Community Outreach - The Professional Education Unit prepares candidates who value and engage in service and meaningful involvement of the learners/clients, their families and communities. Candidates engage in result oriented service to address economic, educational, public safety, environmental, and other human needs.

Selection of Materials: Leadership

The Professional Education Unit (PEU) prepares candidates who are committed to the belief that professional educators providing quality education are the foundation of a prosperous and democratic society. The candidates advance their professions as innovative leaders and advocates who support all learners and families, in the context of diverse systems and communities.

You should present evidence that demonstrates that you have met the OSU Core Value of Leadership. Try to select assignments or work samples that clearly demonstrate your understanding of the Core Value and that project your ability to use that Core Value in your interactions with students, families, colleagues, and community members in your future career. Your examples should come from opportunities you have had while a student at Oklahoma State University but do not have to only come from your courses. Your examples could include reflection assignments completed while a student at OSU that asked you to reflect upon previous leadership opportunities (even those that predated your time at OSU). It is important that the reflection on those previous leadership opportunities occurred while at OSU.

Your leadership artifacts for Submission II need to have occurred prior to your internship experiences. Your leadership artifacts for Submission III must have occurred during your internship experiences at OSU. Check with your portfolio reader regarding requirements for demonstrating your understanding of the Core Value and your ability to apply the Core Value in your teaching.

When submitting Leadership artifacts include a summary of the experience that includes-

Where and with what organization, setting, etc.
With whom you interacted
How long you were involved
What your role was and the nature of activities or experiences you did
What you learned from the experience

If you include leadership from a class assignment, it must have been a multi person, multi day project and you really had major role in the success of the project. Include written documentation from the course instructor about your leadership on the project.

The following is a list of some useful items of evidence for leadership. Except for Integration/Application Artifacts you cannot use the same artifact for more than one Core Value:

Evidence of coursework relating to leadership in education
Evidence of workshops and/or continuing professional education in the area of leadership and/or advocacy
Written report of attendance at a school board meeting with a discussion of how it will inform your teaching
Write-up of presentation at a professional meeting
Critique of journal articles/newsletters, or copies of journal articles/newsletters that you wrote on leadership or advocacy
Research report on an educational leadership issue including implications for your future teaching
Reflective journal entries showing what you have learned about educational leadership
Written evidence of a meeting with a school leader (e.g. superintendent, principal, department head, counselor, National Board Certified Teacher, etc.) and how that interview ill inform your teaching
Written evidence of a meeting with professional colleagues (either within the school or in other professional arenas) as support for reflection, problem-solving and new ideas concerning educational leadership including a discussion of how the information learned will impact your teaching
Documentation of visitation to various schools to observe various methods of educational leadership with a report that examines what you learned and how it will inform your teaching
Written evidence of a meeting with parents and/or community leaders with a discussion of what you learned that will inform your teaching

Selection of Materials: Ethics and Professionalism

The Professional Education Unit prepares candidates who demonstrate ethical and professional behavior in their interactions with children, families, colleagues, and communities and practice social justice. The candidates demonstrate an understanding of legal aspects in their professional roles. As life-long learners, they engage in continuous professional development, collaborate with colleagues in the learning community and other professional arenas and reflect upon their practice.

You should present evidence that demonstrates that you have met the OSU Core Value of Ethics and Professionalism. Try to select assignments or work samples that clearly demonstrate your understanding of the Core Value and that project your ability to use that Core Value in your interactions with students, families, colleagues, and community members in your future career.

Your ethics and professionalism artifacts for Submission II need to have occurred prior to your internship experiences. Your ethics and professionalism artifacts for Submission III must have occurred during your internship experiences at OSU. Check with your portfolio reader regarding requirements for demonstrating your understanding of the Core Value and your ability to apply the Core Value in your teaching.

The following is a list of some useful items of evidence for leadership. Except for Integration/Application Artifacts you cannot use the same artifact for more than one Core Value:

Written report of attendance at school board meeting with a discussion of implications for future teaching
Reflection on membership in a professional education organization a discussion of implications for future teaching
Write-up of presentation or attendance at a professional meeting a discussion of implications for future teaching
Report of conferencing guidelines used by your school with a discussion of implications for future teaching
Critique of journal articles/newsletters, or copies of journal articles/newsletters that you wrote that address the issues of Ethics and Professionalism with a discussion of implications for future teaching
Critical review of a school district policy with a discussion of implications for future teaching
Demonstration of knowledge of professional standards in early childhood education
Statement of specific plans for future education, professional development with a discussion of implications for future teaching
Reflective journal entries showing what you have learned about this concept with a discussion of implications for future teaching
Synopsis of any training with peers, practicing teachers or parents
Reflection on attendance of state, regional or national professional association meeting with a discussion of implications for future teaching

Selection of Materials: Academics and Professional Roles

The Professional Education Unit, through curriculum, instruction, field experiences, clinical practice and the use of technology, prepares knowledgeable candidates who reflect upon the connections between academics and their professional roles.

You should present evidence that demonstrates that you have met the Core Value of Academics and Professional Roles. Academics and Professional Roles is divided into six sub-Core Values, as follows: Content knowledge, Integration, Human Growth and Development, Learning Environment, Technology, and Teaching/Professional Practice and Assessment. Try to select assignments or work samples that clearly demonstrate your understanding of the six sub-Core Values and that project your ability to apply those principles in your interactions with children in your future classroom.

Your academics and professional roles artifacts for Submission II need to have occurred prior to your prek/k internship experience. Your academics and professional roles artifacts for Submission III must have occurred during your prek/k and primary internship experiences at OSU. Check with your portfolio reader regarding requirements for demonstrating your understanding of the Core Value and your ability to apply the Core Value in your teaching.

The following is a list of some useful items of evidence for academics and professional roles. Except for Integration/Application Artifacts you cannot use the same artifact for more than one Core Value:

Content Knowledge

Demonstration of knowledge of professional standards in content area
Lesson plan demonstrating knowledge in a particular content area
Statement of plans for future education, professional development in a particular content area
Reflective journal entries showing what you have learned in a particular content area
Research report on a particular content area
Synopsis of training from a particular content area
Children’s work from a particular content area that has been evaluated
Description of content specific lessons for children with evaluation rubrics
Report of classroom observations related to content specific material
Field trip plan relating to a particular content area
Analysis of PASS skills and how they relate to specific content
Written reflection demonstrating an understanding of the central concepts of the content area
Research report demonstrating a link between curriculum and prior learning
Evaluation of resources and curriculum materials for appropriateness to the curriculum and instructional delivery
Lesson plan documenting engagement of students in interpreting ideas from a variety of perspectives
Documentation of the use of interdisciplinary approaches to teaching and learning
Synopsis of the use of methods of inquiry that are central to the discipline
Evidence of the use of educational theory and methods of inquiry in developing content knowledge in a particular area

lntegration

Assessment plans or products that show how assessment is integrated into the curriculum
Student Profiles generated in order to improve instruction
Children’s work that has been evaluated
Description of assignments with evaluation rubrics
Report of classroom observations
Field trip plan
List of community resources used in the classroom
Lesson plan for Career Education in your discipline
Lesson plans (including those incorporating PASS), integrating theory and practice in your subject area
Evidence of the use of technology
Evidence of teaching with diverse resources
Analysis of a lesson planned and taught, showing integration techniques
Integrated unit plan

Human Growth and Development

Student Profiles generated in order to improve instruction
Written reflection of an IEP meeting in which you participated
Critique of journal articles/newsletters, or copies of journal articles/newsletters that you wrote
Reflective journal entries demonstrating what you have learned about human growth and development
Report on what you have learned about special populations
Evidence of adaptations put into place for individual differences in learners
Case study of a student
Evidence of assessment of individual and group performance to design instruction
Examples of student reflection on prior knowledge and linking new ideas to already familiar ideas

Learning Environment

Detailed map of classroom n observation setting
Description of teaching opportunities as they relate to a variety of learning strategies
Detailed lesson plan outlining methods to reach a variety of children paying particular attention to students' personal family and community experiences and cultural norms
Evidence of the use of technology to provide a diverse learning environment
Written reflection on an IEP meeting you attended and how the decisions made had a positive impact on the learning environment of the student
Written reflection on adaptations made for English Language Learners in a particular setting
Critique of journal articles/newsletters related to facilities, or copies of journal articles/newsletters that you wrote
Evidence of coursework relating to learning environment and/or educational facilities
Statement of plans for future education and/or professional development in the area(s) of learning environment/school facilities
Research paper on bonding capacities for school districts and how such funds can be allocated
Documentation of attendance at a school board meeting in which school learning environment and/or facilities improvement was discussed with a discussion of implications for future teaching
Documentation of visitation to various schools to observe ways of constructing the learning environment
Evidence of children’s work (individual or group) showing connection between curriculum and the personal lives/interests of children
Evidence of children’s work demonstrating full and varied participation of all individuals

Technology

Evidence of the use of technology
Evidence of problems and pitfalls related to the integration of education and technology
A copy of school rules and regulations relating to propriety in technology use with a discussion of implications for your future teaching
Lesson plan outlining the use of technology to supplement the lesson
Documentation of visits to schools to observe varying uses of technology with a discussion of implications for your future teaching
Evidence of interview with an administrator, classroom teacher, or special education teacher on the subject of technology in the classroom with a discussion of implications for your future teaching
Evidence of integration between curriculum and technology
Evidence of workshops and/or continuing professional education in the area of technology with a discussion of implications for your future teaching
A paper analyzing the use of PASS skills in integrating technology into content rich courses
Research paper on current and future uses of technology in the classroom

Teaching/professional practice and assessment

Evidence of workshops and/or continuing professional education in teaching field/content area with a discussion of implications for your future teaching
Critique of journal articles/newsletters, or copies of journal articles/newsletters that you wrote on your teaching field/content area with a discussion of implications for your future teaching
Statement of plans for future education and/or professional development in your teaching field/content area
Research report on your teaching field/content area with a discussion of implications for your future teaching
Reflective journal entries showing what you have learned about your teaching field/content area with a discussion of implications for your future teaching
Demonstration of knowledge/professional standards in your teaching field/content area
Lesson plan demonstrating knowledge of your content area and ability to plan for children’s learning
Children’s work from a particular teaching field/content area that has been evaluated
Assessment plans or products that show how assessment is integrated into the curriculum
Evidence of understanding of Oklahoma PASS (Priority Academic Student Skills) objectives
Implementation of No Child Left Behind
Write-up of an interview with a child, parent, administrator or teacher about issues of professional practice and assessment
Examples of modification in assessment for a variety of learners
Description of classroom environment and how this environment relates to teaching and assessment
Case Study
Assessment of teaching by cooperating teacher and/or OSU supervisor
Student work that has been evaluated and disseminated to appropriate stakeholders
Examples of student self-assessment activities that encourage students to set personal goals

Selection of Materials: Diversity

The Professional Education Unit prepares candidates who believe everyone deserves the opportunity to learn and can learn; they possess knowledge, skills, and dispositions to serve as effective professionals who understand and meet the needs of a diverse society. Candidates provide evidence of understanding of differences including age, gender, ethnicity, culture, socio-economic status, and intellectual, physical, and language abilities.

You should present evidence that demonstrates that you have met the OSU Core Value of Diversity. Try to select assignments or work samples that clearly demonstrate your understanding of the Core Value and that project your ability to use that Core Value in your interactions with students, families, colleagues, and community members in your future career.

Your diversity artifacts for Submission II need to have occurred prior to your internship experiences. Your diversity artifacts for Submission III must have occurred during your internship experiences at OSU. Check with your portfolio reader regarding requirements for demonstrating your understanding of the Core Value and your ability to apply the Core Value in your teaching.

The following is a list of some useful items of evidence for diversity. Except for Integration/Application Artifacts you cannot use the same artifact for more than one Core Value:

Demonstration of your knowledge of other cultures with a discussion of implications for your future teaching
Written reflection of an IEP meeting in which you participated
Evidence of multicultural planning
Demonstration of instructional materials that are developmentally appropriate
Demonstration of knowledge of various learning styles and ability to apply knowledge to instruction
Case study
Write-up of an interview with a child, parent, administrator or teacher about issues of diversity
Description of your classroom environment and an explanation of how diverse candidates are accommodated
Evidence of working with English Language Learners
Detailed lesson plan outlining methods to reach a variety of students paying particular attention to students' personal family and community experiences and cultural norms

Selection of Materials: Service Orientation/Community Outreach

The Professional Education Unit prepares candidates who value and engage in service and meaningful involvement of the learners/clients, their families and communities. Candidates engage in result oriented service to address economic, educational, public safety, environmental, and other human needs.

You should present evidence that demonstrates that you have met the OSU Core Value of Service Orientation/Community Outreach. Try to select assignments or work samples that clearly demonstrate your understanding of the Core Value and that project your ability to use that Core Value in your interactions with students, families, colleagues, and community members in your future career.

Your service orientation/community outreach artifacts for Submission II need to have occurred prior to your internship experiences. Your service orientation/community outreach artifacts for Submission III must have occurred during your internship experiences at OSU. Check with your portfolio reader regarding requirements for demonstrating your understanding of the Core Value and your ability to apply the Core Value in your teaching.

When submitting service orientation/community outreach artifacts include a summary of the experience that includes-

Where and with what organization, setting, etc.
With whom you interacted
How long you were involved
What your role was and the nature of activities or experiences you did
What you learned from the experience

The following is a list of some useful items of evidence for service orientation/community outreach. Except for Integration/Application Artifacts you cannot use the same artifact for more than one Core Value:

Evidence of participation in (or meeting with) school groups and/or organizations that advocate for students with a discussion of implications for your future teaching
Write-up of voluntary community service related to children and youth with a discussion of implications for your future teaching
Data base of community resources with a discussion of implications for your future teaching
Reflective journal entries showing what you have learned about service orientation/community outreach with a discussion of implications for your future teaching
Critique of journal articles/newsletters related to service orientation/community outreach, or copies of journal articles/newsletters that you wrote with a discussion of implications for your future teaching
Statement of plans for future education and/or professional development in the area(s) of service orientation/community outreach with a discussion of implications for your future teaching
Documentation of attendance at a school board meeting in which service orientation/community outreach was discussed with a discussion of implications for your future teaching

What is a Caption Page?

Each artifact (item of evidence) placed in the portfolio must be accompanied by a Caption Page that identifies the artifact, tells why it was created, and connects it to one or more of the OSU Professional Education Unit Mission and Core Values (including sub-Core Values) and the Oklahoma General Competencies as stated above.

For each artifact, write, scan & attach a Caption Page that includes:

Title of artifact, name and number of course in which the artifact was created, and semester you were enrolled.
A paragraph summarizing the assignment, project or activity you were asked to complete in your course. If it was a group activity, indicate your role in its completion.
A couple paragraphs explaining what the Core Value means to you. In these paragraphs, describe why you have included the artifact under the Core Value.
An explanation of how the artifact illustrates the Oklahoma General Competencies (or competency). For each competency demonstrated, a) write the letter of the competency, b) state the competency in its entirety, and c) explain in detail why you chose the artifact as representative of the competency.

See the Sample Caption Page for help in completing the form.

Integration/Application Artifact Caption Pages

Each Integration/Application artifact placed in the portfolio must be accompanied by an Integration/Application Caption Page that identifies the artifact, tells why it was created, and connects it to three or four of the OSU Professional Education Unit Core Values and to the Oklahoma General Competencies as stated above.

For each integration/application artifact, write, scan & attach a Caption Page that includes:

Title of artifact, name and number of course in which the artifact was created, and semester you were enrolled.
A paragraph summarizing the assignment, project or activity you were asked to complete in your course. If it was a group activity, indicate your role in its completion.
A couple of paragraphs explaining how the artifact fits each of the Core Values you have identified.
At least one paragraph explaining how you will apply ideas from the artifact in your future classrooms.
An explanation of how the artifact illustrates the Oklahoma General Competencies (or competency). For each competency demonstrated, a) write the letter of the competency, b) state the competency in its entirety, and c) explain in detail why you chose the artifact as representative of the competency.

You will include an Artifact List in your LiveText portfolio for Submission II. List your artifact titles under the appropriate Core Value and mark the competency or competencies demonstrated by that artifact. For Submission II, mark a 2 under each competency that the artifact addresses.

See the Sample Artifact List for help in completing the form.

What are the Oklahoma General Competencies for Teacher Licensure and Certification?

The fifteen general competencies are expected to be demonstrated by all candidates in the OSU professional education programs.

The Oklahoma General Competencies for Teacher Licensure and Certification specify that the teacher candidate will both understand and be able to apply the following skills in the classroom, school, and community setting. The artifacts that you present for Submission II and Submission Ill must demonstrate that you meet these competencies:

A. The candidate 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 children.

B. The candidate understands how children 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.

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

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

NOTE: artifact or explanation must show at least two out of the following—children’s development, critical thinking, problem solving, performance skills, OR effective use of technology.

E. The 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.

NOTE: This is about encouraging children’s involvement and behavior and guidance (motivation and behavior).

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

NOTE: Effective communication techniques include such techniques as—facilitative questions, open-ended questions, pair and share, written charts and graphs, brainstorming, class books, morning messages, document boards.

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

H. The 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.

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

NOTE: be sure to mention what you will do to seek opportunities for professional growth related to whatever you are discussing.

J. The candidate fosters positive interactionwith school colleagues, parents/families, and organizations in the community to actively engage them in support of children' learning and well-being.

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

L. The candidate 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.

NOTE: This is about your continuous life-long learning and your willingness to change in order to make learning enjoyable for the children.

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

N. The candidate understands, and is able to developinstructional strategies/plans based on the Oklahoma Core Curriculum [PASS].

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

How will the selection of artifacts and the Caption Pages be evaluated?

REQUIRED NUMBER OF TIMES OKLAHOMA COMPETENCIES MUST BE MET BY ARTIFACTS

Artifacts are included in the portfolio at both Submission II and Submission III. Scoring of the competencies is done at submission III.

Listed below you will find the number of times total between Submission II and Submission III you need to identify each competency through an artifact to receive an acceptable score of “2”. Competencies with fewer artifacts will require a plan of improvement.

Competency	Meets Expectations
A	4
B	4
C	4
D	3
E	3
F	3
G	3
H	3
I	4
J	4
K	2
L	4
M	3
N	3
0	2

Your selection of artifacts in Submissions II and Ill will be evaluated on the clarity with which the artifacts relate to and demonstrate your understanding of:

The OSU Core Values (L.E.A.D.S.)
The Fifteen Oklahoma General Competencies.

Artifacts should be drawn from a wide range of experiences and course work. Caption Pages should be logically organized and clearly written, and should exhibit your control of the mechanics, grammar, and usage of Standard English.

The criteria for evaluation of Submission II are spelled out in the Evaluation Rubric and Score Report for Submission II: Pre-internship.

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Last Updated Tuesday, February 12, 2008 3:25 PM