Portfolio Handbook for Foreign Language Candidates
Submission III: Student Teaching / Clinical Practice

Student teaching/clinical practice

(Follow the Submission III: Student teaching/clinical practice Checklist to gather your items for this submission. )

You will submit your portfolio a third time during or at the end of your student teaching/clinical practice semester. At this point in your college career, you should be able to demonstrate your attainment of all of the Oklahoma General Competencies and an understanding of OSU's Professional Education Unit Mission and Core Values. All of the documentation for Submission I and Submission II should remain in the Portfolio. The items required for Submission III are listed in the Submission III: Student teaching/clinical practice Checklist. The criteria for evaluating these items are listed on the Evaluation Rubric for Submission III and the Score Report for Submission III.

For Submission III you will write a Second Philosophy of Teaching essay. The guidelines for the essay are presented below. Other items included in Submission III are additional artifacts from student teaching/clinical practice and/or other classes you have taken. Select and present the artifacts (a collection of papers, projects, lesson plans, documents, etc.) that you believe best represent your progress toward achieving all of the Oklahoma General Competencies.

If the portfolio does not meet the standards for Submission III, the portfolio reader will complete the Plan of Improvement Form. You will then follow those instructions to prepare your portfolio for resubmission. You must successfully complete this portfolio review before you can apply to the State Department of Education for initial licensure.

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

If your artifacts include any samples of student work from your internship 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 Update the Artifact List from Submission II.
• Submission III Checklist Include name and ID number at top.
• Evaluation Rubric for Submission III: Student teaching/clinical practice and Score Report for Submission III: Student teaching/clinical practice. Include name and ID number at top.
• Professional Education Portfolio Completion Form Include name and ID number at top.

Other Required Information for Submission III:

• Provide a copy of your OSAT score report.
• Provide a copy of your OPTE score report, if available.
• Update your academic record with a current grade report or transcript showing 2.5 grade point average overall and 2.5 in your content area.
• Update your 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 information about the site(s) where you did your internship. Complete the form with information about the classes you taught. A Sample Field Placement Record Form is included. You may 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.
• Update your collection of Field Placement Evaluations by scanning student teaching/clinical practice evaluation forms from your Cooperating Teacher and University Supervisor, as well as any teaching evaluation forms that your students may have completed. Include an evaluation based on the “Oklahoma Criteria for Effective Teaching Performance.”

Guidelines for the Second Philosophy of Teaching Essay:

What is the purpose of the essay?

Your Second Philosophy of Teaching statement, written at the conclusion of your student teaching/clinical practice internship, is a description of how your values and beliefs about education in general and about teaching and learning in your content area have evolved over time. You should address specific theories and philosophies with which you have become familiar and experiences you have had that have influenced your philosophy to date. You will continue to refine, augment, and develop your philosophy for the rest of your career.

You will upload as an attachment in LiveText the Second Philosophy of Teaching essay in the portfolio following the First Philosophy of Teaching essay, so that readers will see the professional growth and development you have achieved as a result of the knowledge and experience you gained throughout the pre-service teacher education program.

What are the guidelines for writing the Second Philosophy of Teaching?

You will want to begin the planning process by re-reading your First Philosophy of Teaching and by reading again the OSU Professional Education Unit Mission and Core Values, as well as any philosophy statements of your content-area program. Reflect on how these concepts and professional stances relate to your current beliefs and ideas about teaching and learning. Have your beliefs changed or evolved? What educational theorists have influenced the development of your philosophy? Consider how your experiences in the public schools have enhanced or changed your understanding of the importance of education in the United States and in your community.

Head your submission with title, semester, and year, as indicated below. Then, based on your reflections, develop your essay by discussing the following points:

Second Philosophy of Teaching

Semester, Year

Introduction

What do you believe to be the value and purpose(s) of pre-K-12 education in the United States, and what is the value of your particular content-area or program emphasis? Have your beliefs evolved because of your additional professional experience? What educational theorists have influenced the development of your philosophy?

Body

a) Describe what you believe the classroom teacher's responsibilities are for helping candidates to achieve the purposes you identified. What more did you learn about professional responsibilities during your internship?

b)Likewise, discuss what the students' responsibilities are in achieving the educational purposes you identified, and explain what value education has for them. Did you find that students are ready to assume a role as active learners? How do you believe you should help those who are not responsible students?

c) Describe the role that families play in achieving the purposes of education in our public schools. How does your experience with parental involvement influence your ideas?

d) Describe the role that members of the community play in achieving the general educational purposes you have discussed. What experiences in your student teaching/clinical practice internship confirm those beliefs?

Conclusion

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

How will the Second Philosophy of Teaching be evaluated?

Your essay will be evaluated on the clarity of your thinking and the support of your ideas through the use of details and examples that incorporate educational theories and/or field experiences, especially the student teaching/clinical practice internship. Your essay should be logically organized and clearly written and should exhibit your control of the mechanics, grammar, and usage of Standard English.

See Evaluation Rubric for Submission III and the Score Report for Submission III.

GATHERING ARTIFACTS TO DEMONSTRATE THE OKLAHOMA GENERAL COMPETENCIES FOR TEACHER LICENSURE AND CERTIFICATION

To emphasize your understanding of and your success in meeting the Oklahoma General Competencies for Teacher Licensure and Certification, you will complete your selection of artifacts from academic work and/or related course experiences that illustrate your ability to apply the Competencies in your own teaching. The student teaching/clinical practice internship should provide you with many opportunities to develop items for inclusion in your portfolio. As you write lesson plans, meet with parents or guardians or keep a journal of your experiences, think about what you may want to select for your final artifacts. In selecting artifacts for your portfolio, keep in mind that they should also represent your understanding of the Professional Education Unit Mission and Core Values.

Follow the same general guidelines outlined for Submission II: Pre- Student teaching/clinical practice. As required by the Oklahoma Commission for Teacher Preparation, your final portfolio submission must demonstrate your attainment of all fifteen (within the two Submissions, II and III) of the Oklahoma General Competencies for Teacher Licensure and Certification.

OSU L.E.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 integration 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 approaches to learning and create opportunities that are adaptable to individual differences in learners.

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 learn 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 (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 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.

You should present artifacts related to Leadership by Submission III, but it is appropriate to get started in Submission II. Check with the portfolio specialist for your program regarding requirements for demonstrating your understanding of the Core Value and your ability to apply the Core Value in your teaching.

Some useful items of evidence might be (note that some of these artifacts can only be generated during student teaching/clinical practice). 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
• Write-up of presentation or attendance at a professional meeting
• Critique of journal articles/newsletters, or copies of journal articles/newsletters that you wrote on leadership or advocacy
• Critical review of a school district policy
• Statement of plans for future education and/or professional development in the area of educational leadership/advocacy
• Research report on an educational leadership issue
• 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.)
• 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
• Evidence of self development as a learner, teacher and leader using professional literature, colleagues and other resources
• Documentation of visitation to various schools to observe various methods of educational leadership
• Written evidence of a meeting with parents and/or community leaders..

Selection of Materials: 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.

You should present evidence that demonstrates that you have met the OSU Core Value of Ethics and Professionalism. 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 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.

You should present artifacts related to Ethics and Professionalism for Submission II. You will be adding additional and/or better artifacts related to this Core Value for Submission III. Check with the portfolio specialist for your program requirements for demonstrating your understanding of the Core Value and your ability to apply the Core Value in your teaching.

Some useful items of evidence might be (note that some of these artifacts can only be generated during student teaching/clinical practice). You cannot use the same artifact for more than one Core Value :

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 (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 six sub-Core Values and that project your ability to apply those principles in your interactions with students in your future classroom.

You must present artifacts related to each of the six Academics and Professional Roles sub-Core Values for Submissions II and III. You will be adding additional and/or better artifacts related to these Core Values for Submission III. Check with the portfolio specialist for your program requirements for demonstrating your understanding of the Core Value and your ability to apply the Core Value in your teaching.

Some useful items of evidence might be (note that some of these artifacts can only be generated during student teaching/clinical practice). You cannot use the same artifact for more than one Core Value :

Content Knowledge

Integration

Human Growth and Development

Learning Environment

Technology

Teaching/professional practice assessment

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 (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 Core Value and that project your ability to apply that principle in your interactions with students in your future classroom.

You should present artifacts related to Diversity for Submission II. You will be adding additional and/or better artifacts related to this Core Value for Submission III. We strongly recommend that by the end of student teaching/clinical practice you have artifacts that demonstrate your understanding of the Core Value and your ability to apply the Core Value in your teaching.

Some useful items of evidence might be (note that some of these artifacts can be generated during student teaching/clinical practice). You cannot use the same artifact for more than one Core Value:

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 (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 Core Value and that project your ability to apply that principle in your interactions with students in your future classroom.

You should present artifacts related to Service Orientation/Community Outreach by Submission III, but it is appropriate to get started in Submission II. Check with the portfolio specialist for your program regarding requirements for demonstrating your understanding of the Core Value and your ability to apply the Core Value in your teaching.

Some useful items of evidence might be (note that some of these artifacts can only be generated during student teaching/clinical practice). You cannot use the same artifact for more than one Core Value :

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 the Professional Education Unit Mission and Core Values and the Oklahoma General Competencies as stated above.

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

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

And the Artifact List?

List your artifact titles under the appropriate Core Concept and mark the competency or competencies demonstrated by that artifact. For Submission III, mark a 3 under each competency that the new artifact addresses. (Remember that artifacts included for Submission II will be coded with a 2.)

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?

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 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.

L.E.A.D.S. Knowledge, Skills, and Dispositions - Academics (Content Knowledge)

Artifacts - See Content Knowledge

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.

L.E.A.D.S. Knowledge, Skills and Dispositions - Academics (Human Growth and Development, Learning Environment, and Technology)

Artifacts - See Academics ( Human Growth and Development , Learning Environment , and Technology )

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

L.E.A.D.S. Knowledge, Skills and Dispositions - Academics (Human Growth and Development and Learning Environment) and Diversity

Artifacts - See Academics ( Human Growth and Development and Learning Environment ) and Diversity

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.

L.E.A.D.S. Knowledge, Skills and Dispositions - Academics (Integration and Technology)

Artifacts - See Academics ( Integration and Technology )

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.

L.E.A.D.S. Knowledge, Skills and Dispositions - Academics (Learning Environment and Teaching/Professional Practice and Assessment)

Artifacts - See Academics ( Learning Environment and Teaching/Professional Practice and Assessment)

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.

L.E.A.D.S. Knowledge, Skills and Dispositions - Academics (Learning Environment, Technology, and Teaching/Professional Practice and Assessment)

Artifacts - See Academics ( Learning Environment , Technology , and Teaching/Professional Practice and Assessment )

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.

L.E.A.D.S. Knowledge, Skills and Dispositions - Academics (Human Growth and Development and Teaching/Professional Practice and Assessment) and Diversity

Artifacts - See Academics ( Human Growth and Development and Teaching/Professional Practice and Assessment ) and Diversity

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.

L.E.A.D.S. Knowledge, Skills and Dispositions - Academics (Teaching/Professional Practice and Assessment)

Artifacts - See Academics ( Teaching/Professional Practice and Assessment )

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.

L.E.A.D.S. Knowledge, Skills and Dispositions - Ethics and Professionalism, Academics (Learning Environment), and Diversity

Artifacts - See Ethics and Professionalism , Academics ( Learning Environment ), and Diversity

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.

L.E.A.D.S. Knowledge, Skills and Dispositions - Leadership and Service Orientation/Community Outreach

Artifacts - See Leadership and Service Orientation/Community Outreach

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.

L.E.A.D.S. Knowledge, Skills and Dispositions - Leadership and Academics (Integration)

Artifacts - See Leadership and Academics ( Integration )

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.

L.E.A.D.S. Knowledge, Skills and Dispositions - Ethics and Professionalism

Artifacts - See Ethics and Professionalism

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.

L.E.A.D.S. Knowledge, Skills and Dispositions - Ethics and Professionalism

Artifacts - See Ethics and Professionalism

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

L.E.A.D.S. Knowledge, Skills and Dispositions - Academics (Teaching/Professional Practice and Assessment)

Artifacts - See Academics ( Teaching/Professional Practice and Assessment )

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.

L.E.A.D.S. Knowledge, Skills and Dispositions - Academics (Teaching/Professional Practice and Assessment)

Artifacts - See Academics ( Teaching/Professional Practice and Assessment )

How will the Artifacts and Captions be evaluated in Submission III?

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

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 for Submission III are spelled out in the Evaluation Rubric for Submission III: Student teaching/clinical practice and in the Score Report for Submission III: Student teaching/clinical practice.

Forms for faculty use only

• Plan of Improvement Form
• Follow Up Assessment Form

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Last Updated Tuesday, February 12, 2008