Portfolio Handbook for Elementary / Secondary Students
Submission II: Pre- Student Teaching

Pre-Student Teaching

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

Your second portfolio submission must be successfully completed prior to beginning the student teaching 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-Student Teaching Checklist . The criteria for evaluating these items are listed on the Evaluation Rubric and Score Report for Submission II: Pre-Student Teaching. Insert the checklist and the evaluation rubric into the inside front pocket of your three-ring Portfolio binder.

For Submission II you will write formal essays that explain your understanding of each of the OSU Core Concepts: Integration, Diversity, and Professionalism. The guidelines for the essays are presented below. Additional items included in Submission II are artifacts from the classes you have taken. Select and present the artifacts (a collection of papers, projects, lesson plans, documents, etc.) that you believe taught you most about OSU's Core Concepts and Goals and that represent your progress toward achieving the Oklahoma General Competencies and your own Professional Goals.

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

Guidelines for Assembling the Portfolio

Add to your original Portfolio (if you have not already done so) three tabbed dividers to label the portfolio sections: Integration, Diversity, and Professionalism. Arrange your documents and tabbed dividers according to the original Table of Contents .

Guidelines for Required Forms

If your artifacts include any samples of pupil work from your field experiences in the public schools, you must have a copy of the Release Form, completed by a parent, 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.

Additional documents:

• Update your academic record with a current grade report or transcript showing 2.5 grade point average overall and in your content area.
• Update your original resume to include additional education, relevant teaching experiences, volunteer experiences, work experiences, honors and activities.
• Update your original 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. 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.
• Include your copy of the ?Evaluation Form, Interview for Admission to Professional Education.?
• Update your collection of Field Placement Evaluations by adding any teacher, peer and self-evaluation forms from your methods course and any other relevant courses.

Guidelines for the Core Concept Reflection Essays

What are the Core Concepts of the OSU Professional Education Unit?

The OSU Professional Education Unit's core Concepts reflect the following three ideals:

Integration of theory into practice reflected by incorporation of appropriate pedagogy, methodology, content knowledge, and curriculum within the classroom setting; the affirmation of Diversity of ethnicity, cultural heritage, academic ability, learning style, and age awareness demonstrated through planning, performance, and assessment; and Professionalism as demonstrated through life-long learning, continuing professional development, and involvement in the life of the ?school? community.

The OSU Professional Education Unit's three (3) Core Concepts are:

1. Integration
2. Diversity
3. Professionalism

What is the purpose of the essays?

The three Reflection Essays provide you an opportunity to demonstrate that you understand the meaning of each of the OSU Core Concepts and the implications of applying each concept to your own teaching. Your essays should reveal how, guided by the Concepts, you may better plan and implement positive learning experiences for your pupils. Your essays may also expose and make you think about any inconsistencies related to your Philosophy of Teaching and/or your Professional Goals.

What are the guidelines for writing the reflection essays?

Head each essay with the name of the core concept, the semester, and year. Then, based on your reading of the Core Concepts and your reflections, develop each essay by discussing the following points:

Introduction

Define the core concept (an abstract term) as you understand it from your experiences and course work.

Body

• Explain how the core concept relates to teaching and learning in your discipline or area of emphasis. What are some changes or improvements you might make in your teaching based on what you have learned about this concept? Discuss specific examples from your education and experiences that helped you develop your views.
• Discuss how your knowledge of the core concept supports your philosophy of teaching and learning and your own professional (development) goals.

Conclusion

Complete each essay by summarizing your thoughts in a concise and forceful way.

How might the essays be developed?

Integration has multiple meanings in education. Some examples of the principle of Integration that you may consider in your essay 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, integrating assessment into the curriculum. You may think of others, as well.

Some aspects of diversity that you may discuss in your essay relate to children's uniqueness in terms of age, gender, ethnicity, cultural background, socio-economic status, and intellectual, physical and linguistic abilities. You may think of and write about many other aspects of the concept, too.

Some of the elements of professionalism and/or professional conduct that you understand and may hope to apply in your career are aspects such as being dedicated, courteous, cooperative, sensitive, patient, prepared, and ethical; being open to new ideas, being aware of legal issues, and being a positive role model and lifelong learner. You may think of and discuss other aspects of the concept, as well.

How will the Core Concept Reflection Essays be evaluated?

Your reflection essays will be evaluated on the clarity of your thinking and the support of your ideas through the use of details and examples drawn from your own experiences and education. Your essays should demonstrate your understanding of the OSU Core Concepts, should be logically organized and clearly written, and should exhibit your control of the mechanics, grammar, and usage of Standard English.

See Evaluation Rubric and Score Report for Submission II: Pre-Student Teaching.

GATHERING ARTIFACTS TO DEMONSTRATE THE CORE CONCEPTS AND GOALS and THE OKLAHOMA GENERAL COMPETENCIES FOR TEACHER LICENSURE AND CERTIFICATION

To emphasize your understanding of the Core Concepts, you will select and include in each Portfolio section some examples of your academic work and/or related course experiences that illustrate your ability to integrate the Core Concepts 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.

Selection of Materials: Integration

You should present evidence that demonstrates that you have met the OSU goal of Integration, as you defined it in your Reflection Essay. Try to select (from your work in previous or current courses in Education and in your Content Area) assignments or work samples that clearly demonstrate your understanding of the concept?as you defined it?and that project your ability to use that concept in your interactions with pupils in your future classroom.

You should present at least two artifacts related to Integration for Submission II. You will be adding additional and/or better artifacts related to this concept for Submission III. We strongly recommend that by the end of student teaching you have 3-4 artifacts that demonstrate your understanding of the concept and your ability to apply the concept in your teaching.

Some useful items of evidence might be (note that some of these artifacts can only be generated during student teaching):

Selection of Materials: Diversity

You should present evidence that demonstrates that you have met the OSU goal of Diversity, as you defined it in your Reflection Essay. Try to select (from your work in previous or current courses in Education and in your Content Area) assignments or work samples that clearly demonstrate your understanding of the concept?as you defined it?and that project your ability to apply that principle in your interactions with pupils in your future classroom.

You should present at least two artifacts related to Diversity for Submission II. You will be adding additional and/or better artifacts related to this concept for Submission III. We strongly recommend that by the end of student teaching you have 3-4 artifacts that demonstrate your understanding of the concept and your ability to apply the concept in your teaching.

Some useful items of evidence might be (note that some of these artifacts can only be generated during student teaching):

Selection of Materials: Professionalism

You should present evidence that demonstrates that you have met the OSU goal of Professionalism, as you defined it in your Reflection Essay. Try to select (from your work in previous or current courses in Education and in your Content Area) assignments or work samples that clearly demonstrate your understanding of the concept?as you defined it?and that project your ability to apply that principle in your interactions with pupils in your future classroom.

You must present at least one artifact related to Professionalism for Submission II. You will be adding additional and/or better artifacts related to this concept for Submission III. We strongly recommend that by the end of student teaching you have 3-4 artifacts that demonstrate your understanding of the concept and your ability to apply the concept in your teaching.

Some useful items of evidence might be (note that some of these artifacts can only be generated during student 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 Core Concepts and the Oklahoma General Competencies as stated above. The caption pages should be typed and printed on colored paper. Use a different color for each of the tabbed sections of the portfolio?Integration, Diversity, and Professionalism.

For each artifact, complete and print a Caption Page that includes:

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

Artifact List

You will include an Artifact List in the inside front pocket of your portfolio for Submission II. List your artifact titles under the appropriate Core Concept 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, and what artifacts might demonstrate my understanding of the competencies?

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 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 III must demonstrate that you meet these competencies:

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 or 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 files 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

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), [ and ] 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 rights 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 [PASS].

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 principals or cooperating teacher, review of how teacher evaluation is conducted in Oklahoma schools

How will the selection of artifacts and the Captions be evaluated in Submission II?

Your selection of artifacts will be evaluated on the clarity with which the artifacts relate to and demonstrate your understanding of the OSU Core Concepts. Artifacts should be drawn from a wide range of experiences and course work. Captions should be logically organized and clearly written, and exhibit your control of the mechanics, grammar, and usage of Standard English.

In Submission III , your artifacts will be evaluated on the clarity with which the artifacts relate to and demonstrate your understanding of the Oklahoma General Competencies. Artifacts should be drawn from a wide range of experiences and course work. Captions 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-Student Teaching.

Links needed for Submission II:

Forms for faculty use only