Portfolio Handbook for Physical Education Candidates
Submission I: Admission to Professional Education
Admission to Professional Education
( Follow the Submission I Checklist to gather your items for this submission. )
Your first portfolio submission must be successfully completed as one of the requirements for achieving full admission to your professional education program. All of your documentation for admission should be included. The required items are listed in the Submission I: Admission to Professional Education Program Checklist. The criteria for evaluating these items are listed on the Evaluation Rubric for Submission I: Admission to Professional Education. Check with your Portfolio Specialist to see if there are any requirements in addition to those on the checklist.
Most of the items included in Submission I are credentials (resume, OGET, transcript / grade report, etc.) The necessary release forms and record forms can be viewed and/or printed from the links provided. You will also include two written essays: a philosophy of teaching and a statement of your professional goals. The guidelines for those two essays are available below.
If the portfolio does not meet the standards for admission to the Professional Education Program, the portfolio reader will complete the Plan of Improvement Form. You will receive instruction from the portfolio specialist on how to prepare your portfolio for resubmission.
Guidelines for Completing the Portfolio in LiveText
You will purchase the LiveText license and 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 of documents serves as your signature:
Other Required Information for Submission I:
- Scan and attach a copy of OGET score report showing "Pass."
- Scan and attach an up-to-date grade report or transcript showing 2.5 overall grade point average.
- Scan and attach an up-to-date resume that includes your education, relevant teaching experiences, volunteer experiences, work experiences, honors and activities.
Guidelines for the Field Placement Record
You will need to record information concerning your observation and field placement experiences. Complete the Field Placement Record Form for Submission I and update the form for Submissions II and III. In the Higher Education Field Experience section, include all experiences that you have had in any OSU education course. In the Community Field Experience section, list all community volunteer work or jobs you have held working with children. A Sample Field Placement Record Form is included below. You will need the School District Database to complete the Field Placement Record Form.
Guidelines for Field Placement Evaluations
Collect teacher, peer and self-evaluation forms from your field experience class and field work and from any other relevant courses.
Guidelines for the Philosophy of Teaching Statements:
What is the purpose of the essays?
It is important that you establish a purpose and a focus for your professional career as an educator. It is also important that you learn to articulate your views, reflect upon your actual practice, and evaluate your personal beliefs about teaching and learning. Your Philosophy of Teaching statements are descriptions of your own values and beliefs about education in general and about teaching and learning in your content area. You will refine, augment, and develop your philosophy for the rest of your career.
When do I write the Teaching Philosophy essays?
As part of the pre-service teacher education program you will write two essays about your philosophy of teaching. You will write the first essay as you reflect on your early field experiences and seek admission to the professional program (Submission I). You will write the second essay as you complete student teaching/clinical practice and apply for your initial teaching license (Submission III). You must include both philosophy essays by uploading them as LiveText attachments, 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 First Philosophy of Teaching?
You will want to begin the planning process by reading the OSU PEU Mission and Core Values and any philosophy statements of the programs to which you are applying. Reflect on how these concepts and professional stances relate to your own beliefs and ideas about teaching and learning. Think about what you have observed in your visits to public school classrooms and about your personal experiences working with young people. Consider how these experiences have affected 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:
First 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?
Body
a) Describe what you believe the classroom teacher's responsibilities are for helping students to achieve the purposes you identified and to benefit from studying your content area.
b) Likewise, discuss what the students' responsibilities are for achieving those purposes and what value education will have for them.
c) Describe the role that families should play in achieving those educational purposes.
d) Describe the role that members of the community play in achieving those educational purposes.
Conclusion
Complete your essay by summarizing your thoughts in a concise and forceful way.
How will the First 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 drawn from your own experiences and classroom observations. 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 I.
Guidelines for the Professional Goals Statement
What is the purpose of the statement of goals?
A statement of goals guides your development by helping you to focus on your future professional plans and reflect on the steps required to achieve your goals and to be successful in your career as an educator.
When do I write the Professional Goals Statement?
You will write the Professional Goals Statement as you reflect on your initial education courses and seek admission to the professional education program (Submission I).
What are the guidelines for writing the Professional Goals Statement?
The Professional Goals essay is a personal statement of the goals that you feel are most important to you and a description of the knowledge, skills and dispositions that you will need to develop in order to achieve success as an educator/teacher. For the purposes of this essay, you may choose to focus on three to five goals.
You will want to begin the planning process by reading the OSU Professional Education Unit Mission and Core Values and any professional goals statements or teacher performance objectives of the program to which you are applying. Reflect on their implications for your own educational and professional development. Think about the knowledge, skills and dispositions that you have seen exhibited by successful teachers whom you have observed and whom you may wish to emulate.
Head your submission with title, semester, and year, as indicated below. Then, based on your reflections, develop your essay by discussing the following points:
Professional Goals Statement
Semester, Year
Introduction
Begin your essay with a statement of your career objective(s): the subject area and/or grade level you wish to teach and a statement of the professional skills you intend to exhibit as you pursue your career. These essential skills should relate to OSU Core Values.
Body
a) Briefly describe the teaching position you imagine you will have five years from now (geographic location, the type of community, the socio-economic or ethnic groups with whom you might be working, the type of school, the type of classroom environment you will establish).
b) Discuss in detail the knowledge, skills, and dispositions that you will need to develop in order to succeed as a teacher and be satisfied with your work in the setting you described.
c) Based on the knowledge, skills and dispositions you believe are necessary to be successful as a teacher, discuss several future professional and personal experiences (not limited to the remainder of your pre-professional program) that should help prepare you for your teaching position.
Conclusion
Summarize your 3-5 professional development goals and conclude your essay by listing the specific steps you will take to achieve them.
How will the Professional Goals Statement 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. Your development plan should realistically guide you in accomplishing professional goals that reflect the knowledge, skills and dispositions needed by educators and espoused by the OSU program goals. 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 I
GATHERING ARTIFACTS TO DEMONSTRATE THE PROFESSIONAL EDUCATION UNIT MISSION and CORE VALUES and THE OKLAHOMA GENERAL COMPETENCIES FOR TEACHER LICENSURE AND CERTIFICATION
At Submissions II and III, you will be required to present a series of artifacts. To emphasize your understanding of the Core Values (OSU L.E.A.D.S.), you will select and include in Submissions II and III 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.
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 diversse 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.
Forms for faculty use only
