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Carrying Culture: MicronesiaLearning Results Portfolio

What is a portfolio? Provides opportunities to explore, extend, showcase, and reflect on learning. Promotes collegial sharing, coaching, mentoring, and collaboration. Brings about integration of theory & practice. Gives participants a forum to explore ideas in a supportive environment.

Illustrates progress and leads to a strong sense of personal accomplishment.

Is owned and authored by the participants. Shifts the ownership of learning onto the participants. Extends over time so that changes in teaching and learning are evident.

The application of the participant’s professional learning with students.

The results of the participant’s application efforts with students.

The usefulness & effectiveness of the strategy, process, program, approach, technique or material to improve student learning for the future.

What does a portfolio contain? Lesson plan activity sheets Captions/reflections Examples of student work

Important reminders!!! All items on checklist must be submitted for PD credit. These items may be submitted digitally as a pdf or printed and

submitted in an organized binder. No larger than 1" binder! Portfolios should be e-mailed to [email protected]

or brought in hard-copy to the Honolulu Museum of Art School Make sure that you have a copy of your portfolio, in case your

submitted portfolio is not successfully transmitted/delivered

Due: June 20, 2016

Use additional pages as needed 1

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Learning Results PortfolioInformation & Handouts

Refer to Portfolio Checklist.

mailto:[email protected]


Reflection Guidelines

For your reflections, depth is more important than breadth. You do not need to comment on every single moment during the workshop, or during a lesson that you taught, but instead focus on the events that captured your interest, that were personally meaningful to you and that you think might inform your practice. For those events your reflection should include the following considerations:

What happened?Make sure to reference the event upon which you are reflecting, providing enough of a narrative to place your reflection within an understandable context.

Why was it meaningful for you?You may have a connection from your own life or from your work as a teacher that causes the event to resonate with you.

What are the implications for your practice?Did the event spark an idea, or cause you to think about your students or your teaching in a new way? What actions might you take?

What is a Caption?

A caption is a statement attached to each document that: Describes what the document is What it is evident of Why it is evidence

Captions transform documents into evidence. This evidence helps participants test if their efforts are consistent with their beliefs and intentions, and trace how their understanding and beliefs may have changed over time. It also provides the opportunity to describe the context of a teaching event - why this activity was appropriate in these circumstances at this time.

Captions need not be long or elaborate but must be explicitly defined.


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PORTFOLIO DEVELOPMENT

Portfolio requirements: Assignments sequenced in the order of the portfolio checklist Typed or computer generated; legible in pen, if hand written Appropriate sentence/paragraph construction and grammar Minimal convention errors Coherent and logical Addresses each question, prompt or part of the assignment Meets the proficient or exemplary elements of the PD portfolio assessment rubric

Note: At least two of the lessons need to incorporate arts integration (for example, student

sketches of Lending Collection objects, print-making, coconut-frond weaving). At least one of the lessons should address social studies benchmarks. At least one of the lessons should use one of the active learning, literacy strategies from the

workshop (such as jigsaw reading, gallery walk, or See, Think, Wonder). All of the lessons must have some focus on Micronesia.

Guidelines for Teaching Art

As with the academic content, the art-making portions of the lesson also involve careful planning and deliberate teaching. Art activities should:

Wherever possible, give students the opportunity to make their own creative choices (about color, subject matter, etc.). “You are the boss of your own art.”

Utilize materials worthy of the students’ ideas (for example, drawings should be done on thicker paper; not copy paper or lined notebook paper. Color pencils are versatile and allow students to control their application of color, but it is very difficult to get a solid application of color with crayons). Artwork should have its own space and not be part of a teacher-created worksheet.

Give students a chance to experiment with materials first before using those materials to try to execute a specific idea or task

Give students a chance to observe others’ artwork and to talk about their creative decisions in a safe and supportive setting

Allow the students the time they need to develop their ideas and immerse themselves in their art making. Don’t rush it.

Include an introduction during which you model for the students. This modeling can include technical tips about the materials (i.e. rinse out your brush in between colors when painting with watercolors); sharing your thoughts about how you make artistic decisions (i.e. “I always need to remember to look at this shell that I’m drawing, otherwise I can get a little caught up in the drawing and lose track of what the shell”)

Encourage divergent thinking and novel solutions. You might remind students that art is a place where they can share how they see the world, what they value, and where they can come up with new ways of doing things.


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PDCP Portfolio Assessment Rubric

ELEMENTS 1 – No Credit2 – Revision

Needed 3 – Proficient 4 - ExemplaryPortfolio Requirements

Portfolio requirements are not complete and are limited in scope

Portfolio requirements are complete. Selected artifacts relate to goals, however, they do not clearly identify the growth and or learning from the experience

Portfolio requirements have been completed.Steps included in the actions are logical and reasonable for goal achievement and demonstrate attention to local or national standards of practice

Portfolio requirements have been completed utilizing the process of:1. What

happened?2. Why did it

happen?3. What might it

mean?4. What are the

implications for my practice?

The portfolio becomes an episode of learning

Quality The portfolio has limited evidence that a change in teaching behaviors has occurred as a result of the PD activityThe portfolio is an irrelevant collection of evidence that tells the reader nothing as to the impact of the PD activity

The portfolio reflects the development of effective teaching practice but may or may not cause change in the teacher's behavior

The portfolio captures the wisdom of practice that impacts student learning and the larger school/community environment

The portfolio clearly captures and portrays the growth, integration, and learning of the teacher to be able to cause student learning through the acquisition of:5. Knowledge6. Skills7. DispositionTo increase the effectiveness of the teacher


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Student/Learning Results

No evidence provided to show the impact of the professional development activity on student learning

Limited artifacts to indicate growth and the identification of learning standards

Changes in teaching practices and examination of student work offer greater insights into student learning

There is a clear focus on interpreting student results and making connections to teacher actions, instructional strategies, curriculum materials, etc.

ReflectionsAwareness: Becoming aware of their feelings and thoughts, of their teaching decisions, of the impact on student learning.Focus: Reviewing several teaching transactions in the classroom and finding meaning.Making sense through writing: Thinking is connected to writing. While the occurrences may be described in detail, the writing should also promote the meaning of that occurrence (looking below the surface, discerning patterns, finding significance for improvement in future decisions and actions.)Change in teacher behavior: Reflection leads to an insightful change in behavior

No reflections or analysis to show the impact of the professional development activity on teacher growth and student learning

Reflections reveal insights about student learning and teacher learning but may not always make clear connections between actions and results

Reflections reveal examination of multiple variables for outcomesStructured reflections reveal insights regarding student and teacher learning that are used to inform future practice

Reflections provide the participant an opportunity to summarize the documents in the portfolio and trace how the documents and the training activity have captured and portrayed growth, integration, and learning

Captions No captions to show evidence of student and teacher learning

Contains captions but it does not explain how this documentation is evidence of learning (Sponsor does not have to make inferences about what this document in the portfolio is evidence of)

Captions provide opportunity to describe the context of teaching and provide evidence of the impact of the professional development activity to increasing student achievement.

Statements for each document in the portfolio describe what the document is, why it is evidence, and what is it evidence of.Captions transform documents into evidence and assist teachers in articulating their thoughts regarding improvements in standards-based instruction.

Professional Objectives or Goals as Stated in the Professional Development Activity

Goal and objectives are stated but it is not clear how the professional development impacted student

Professional development goals and objectives are stated but evidence of accomplishing the goals and

Professional development goals and objectives are aligned to the professional development

Professional goals and objectives are based on a school-wide professional development plan that meets the


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Application learning objectives are weak. activities that will impact the professional growth of the teacher and impact student learning

professional development needs of all teachers (beginning and tenured) and develops teacher capacity to lead school initiatives


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Carrying Culture: MicronesiaPortfolio Checklist

√ Assignment Institute Reflections PacketPage #

1 Reflection on March 24 Session 8



√ Lesson Plans/Exhibits/ReflectionsPacketPage #

Lesson Plan #1(The lesson plan must use arts strategies and information learned during this PD credit course.)

Samples of Student Work for Lesson #1 (with captions)

Teacher Reflection on Lesson #1

11

12

13




14

15

16




17

18

19

Course Culminating Reflection- Course Impact on Student Achievement

- Teacher’s Personal Commitment for Future Application of Course Content

20

Comments/Suggestions for Course Improvement 21

Reflection on March 24 SessionUse additional pages as needed 7

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Reflection on March 25 Session


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Reflection on March 26 Session


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Standards-Based Lesson Plan 1Please describe the instructional strategy incorporated in your lesson plan: (minimum of 1)

Note: PLEASE HIGHLIGHT WHERE IN YOUR LESSON THE STRATEGY IS BEING USED.

Lesson Plan: Lesson Plan Name Subject Area / Course Name Targeted Grade / Level Textbook (if applicable)

Identify Desired Results: What standards will you address? What should students know, be

able to do, and care about? What is the target level of

thinking?

Determine Acceptable Evidence : What student

product/performance will show that students have achieved the targeted standard(s) and thinking level? How will the student and

teacher demonstrate the extent to which the student's work is meeting the standards?

What is the activity or method that will be used to determine whether the student product includes the criteria/key points as indicated in the performance standards?

Show evidence of standards being met.

Plan Learning Experiences & Instruction: What learning experiences &

teaching will promote targeted student achievement and higher thinking level(s)?

What strategies and activities might you incorporate to strengthen the lesson?


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Samples of Student Work for Lesson #1

Provide three (3) student work samples per lesson at a variety of student performance levels (e.g., advance, proficient, novice.) The samples of student work may be actual artwork, photographs, audiotapes or a video of the artwork or performance. Please remove or white out student names from papers.

For the set of three student work samples, include a caption that describes:* What the sample is* Why it is evidence* What it is evidence of


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Teacher Reflection on Lesson #1 (To be completed at the end of the lesson.)

Successful aspects of the lesson:

Surprises along the way:

Things I would do differently next time:


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Standards-Based Lesson Plan 2Please describe the instructional strategy incorporated in your lesson plan: (minimum of 1)



Identify Desired Results: What standards will you address? What should students know, be


thinking?










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Teacher Reflection on Lesson #2 (To be completed at the end of the lesson.)





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Standards-Based Lesson Plan 3Please describe the instructional strategy incorporated in your lesson plan: (Please note that this lesson must be literacy based.)



Identify Desired Results:(Please address literacy in your selection.) What standards will you address? What should students know, be


thinking?










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Carrying Cultures: MicronesiaLearning Results Portfolio





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Carrying Culture: Micronesia Learning Results Portfolio

Teacher Reflection on Lesson #3(To be completed at the end of the lesson.)





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Carrying Culture: MicronesiaCulminating Reflection

Reflect on your experience in taking this course. What aspects of the course have been most helpful to you? Why? In what way was the content of this course relevant to your school’s Strategic Plan? What new insights did you gain from the group sharing (discussions during the workshop, collaboration

around lesson planning,)?


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Carrying Culture: MicronesiaCourse Improvement Survey

Purpose: This survey collects information regarding your participation in this professional development activity. It asks questions that will help us plan and improve future professional development courses. The information you provide will be kept confidential and used for course evaluation purposes.

1. What aspect of the course was most valuable to you?

2. What aspect of course was least valuable to you?

3. In what specific way(s) can the course improve? (Dates, times, format, location, course

activities, portfolio assignments, reflection exercises, availability of help/trouble shooting,

follow-up activities?)

4. To what degree did the course help you to be a more effective teacher?

1 2 3 4 5 Not at all Moderate Degree Very High Degree

5. How did this course impact student learning?

6. What topic would you suggest for future teacher professional development courses?


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