special education graduate level electronic portfolio handbook · (coordinator) with the specific...

Special Education

Graduate Level (MED SPED, Add-On M/M 1-5, Add-On M/M 4-8)

Electronic Portfolio

Handbook April 2013

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Southeastern Louisiana University College of Education

Prepared for the Department of Teaching and Learning

by

The 2003 - 2013 Portfolio Committee Department of Teaching and Learning

Wendy Lowe Siegel, Ph.D., Associate Professor (Chair)

Nicki Anzelmo-Skelton, Ed.D., Associate Professor Colleen Klein-Ezell, Ph.D., Associate Professor

Ellen Ratcliff, Ph.D., Assistant Professor Camille Yates, Ph.D., Associate Professor

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INTRODUCTION Special education (SPED) candidates must submit three portfolios in PASS-PORT in order to complete the requirements for the Master of Education in Special Education degree programs. These portfolios must be connected to the 1) Council for Exceptional Children (CEC) advanced standards (general standards for Add-on candidates, relevant specialized standards for Masters Candidates), and 2) College of Education and Human Development’s Conceptual Framework Inclusive Practices candidates should also align their portfolios with National Board for Professional Teaching Standards (NBPTS) core propositions. The portfolio process must also include all of the components outlined in this document:

I. Complete Surveys and Develop Goals II. Attend the Portfolio Orientation Meeting III. Receive Portfolio Committee Assignment IV. Email Goals V. Submit Portfolios VI. Present Capstone Portfolio

I. Complete Surveys and Develop Goals SPED graduate candidates must take EDUC 601 and attend a PASS-PORT training session in their first semester. They must complete the following surveys on PASS-PORT:

1) Masters of Professional Education Competencies (MPEC) Surveys, including (a) technology, b) diversity, c) dispositions – completed in EDUC 601 by the end of the second week of class.

2) Council for Exceptional Children (CEC) survey - completed on an individual basis (not in any class).

3) Develop Goals - SPED candidates should reflect on the results of the surveys and draft ideas for 5 goals aligned with the College of Education and Human Development Conceptual Framework and relevant specialized (e.g. Mild/Moderate, Early Intervention, Instructional/Assistive Technology, Educational Diagnostician, Inclusive Practices), and general CEC Advanced Standards. Inclusive practices candidates should also align their goals with National Board for Professional Teaching Standards. SPED graduate candidates will work toward achieving these goals throughout the program.

II. Attend the Portfolio Orientation Meeting

SPED graduate candidates will attend a required introductory level portfolio orientation meeting held in September (for Fall semester) and mid February (for Spring semester) of their first semester. SPED Candidates will receive an email from the SPED graduate portfolio coordinator (coordinator) with the specific date of the meeting and an attachment of the SPED graduate portfolio handbook. At the meeting, the coordinator will discuss portfolio requirements, collect candidates’ preferences for their committee members, and answer any questions that candidates have about the portfolio process.

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III. Receive Portfolio Committee Assignment

SPED candidates will be assigned committees consisting of two advisors, one of whom will be designated as Chair, by the coordinator no later than 2 weeks after the orientation meeting. SPED candidates will receive an email from coordinator to inform them who is on their committees. The committee will guide the candidate throughout the portfolio process, and oversee the candidate’s capstone presentation. Once the candidate is approved for his or her capstone project, one additional committee member will be chosen by the coordinator based on: a) the candidate’s area of concentration, b) capstone research topic, and c) faculty responsibilities. IV. Email Goals After receiving the initial email from the coordinator, candidates should email their committee members (copied to the coordinator) and include their 5 goals (refer to Part I) by the due date stipulated in the email. As they progress through the program, candidates’ portfolios should document their progression toward achieving these goals. V. Submit Portfolios

Portfolio templates are available on PASS-PORT and PASS-PORT orientation sessions are offered each fall and spring semester. Candidates should direct any questions they have about the portfolio process to the chair of their committees. SPED graduate candidates will develop and submit their portfolios in PASS-PORT at each of three portals or program checkpoints: the Emerging Portfolio at PORTAL 7 (end of 12 credit hours), the Proficiency Portfolio at PORTAL 8 (end of 24 credit hours), and the Capstone Portfolio at PORTAL 9 (end of the program) (refer to Appendix A). Each portfolio will include specific required items as identified below. TEMPLATE FOR PORTFOLIO Artifacts from specific courses have been designated for inclusion in the SPED graduate portfolio. Candidates should save these artifacts, the accompanying reflections, and the corresponding evaluations from courses throughout their degree programs in the PASS-PORT artifact bin. Candidates will upload items to the appropriate tabs in their portfolios and send to their committee chair. Refer to the Graduate Handbook for information on how to upload artifacts and create electronic portfolios in PASS-PORT. Templates for each portfolio are available in PASSPORT. Each portfolio will contain the following tabs (in bold below): 1. Content of Emerging level portfolio

a. Professional philosophy of teaching special education (completed independently – see Appendix K)

b. Curriculum Vitae (see requirements in Appendix B) c. Pre CEC competency survey d. Five Portfolio goals (identified in Part I)

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e. Field experience (FE) hours – A minimum of 10 Field experience hours are required for the emerging portfolio. A minimum of 100 Field Experience Hours must be completed by the end of the program. Attach one example of a field experience and the appropriate standard and reflection. See the glossary of terms in Appendix I for the definition of field experience, and Appendix C for directions on how to enter field experiences in PASS-PORT.

f. Professional development activities (PDA) - Candidates are required to complete a minimum of 25 hours of professional development activities by the end of their programs and to document the required number of hours at each portal. For the emerging portfolio, five hours of professional development are required under the professional development tab. Attach one example of a PDA and the appropriate standard and reflection. Your reflection should state the reason for choosing the standard, and show understanding of the standard. See Appendices D and I for more information on professional development activities.

g. Dispositions: Candidates must demonstrate program dispositions before they exit the program. Candidates will self assess and be assessed by faculty in SPED 608/708 using the checklist located in Appendix E. Faculty teaching those classes will compare the candidates’ self assessment of dispositions with their own assessment. If the instructor feels that a candidate has an accurate self assessment, the instructor will copy the disposition assessment to PASSPORT. If the instructor feels the candidate does not have an accurate self assessment, he or she will meet with the candidate to discuss results and come to a consensus. The instructor will then submit a final assessment of the candidate’s dispositions on PASS-PORT. If the instructor feels that the candidate needs help in the area of dispositions, he or she will send the candidate to the teacher development center for remediation.

h. Artifacts: One stipulated artifact, and the corresponding faculty evaluation must be included. A minimum of one standard must be attached. Candidates should use the SPED Graduate Portfolio Component Grid (See Appendix G) to ensure that all standards for the candidate’s specialty (ie: ED, EI, AT, Inclusive practices) are covered by the end of the program. The artifact tab must include the artifact and the faculty evaluation as separate items.

Emerging: Artifact from EDUC 601. Attach standards and reflection, and faculty evaluation.

i. Portal Reflection: Candidates should submit a two to five page maximum portal reflection under the reflection tab as an overall reflection for each portfolio. The portal reflection should include a discussion of the philosophy, FE hours, PDAs, SPA standards, dispositions, and course artifacts included in the portfolio. Inclusive Practices candidates should also refer to NBPTS core propositions. Refer to the guidelines in Appendix F for a more detailed discussion of requirements. The reflective summary should address what it means to be an effective educator. Candidates should reference the artifacts and standards attached when addressing lessons learned, strengths and weaknesses, impact on student learning, and the applicability to future performance, and progress towards meeting portfolio goals.

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2. Content of Proficiency level portfolio: Action Research Proposal (Not in Proficiency portfolio, but must be completed prior to capstone portfolio) – Candidates should consult with their committee chairs about what they would like to do for their capstone project. Committee chairs will help candidates refine their project based on their goals and targeted areas of interest. This proposal must be completed early enough to apply for Institutional Research Board (IRB) approval the semester before entering SPED 770. The IRB meets on the first Wednesday of every month at 3 pm in McGee Hall, and all forms must be turned in on the prior Thursday to be eligible for consideration. Prior to that, they must be submitted to the Department Head for his/her signature at least three days prior to submission to the IRB. More information is available at: http://www.selu.edu/admin/inst_rb/ . Candidates will upload the below items to the appropriate tabs in their portfolios and send to their committee chair.

a. Updated Curriculum Vitae (with updates highlighted) b. Field experience (FE) hours– A minimum of 50 field experience hours must

be completed for the Proficiency portfolio. A minimum of 100 Field Experience Hours must be completed by the end of the program. One example of a field experience and the appropriate standard and reflection must be attached. See Appendix I for the definition of field experience.

c. Professional development activities (PDA) - Candidates are required to complete a minimum of 25 hours of professional development activities by the end of their programs and to document the required number of hours at each portal. For the proficiency portfolio, ten hours of professional development are required. One example of a PDA and the appropriate standard and reflection should be attached. The reflection should state the reason for choosing the standard, and show understanding of the standard. See Appendices D and I for the definition of professional development activities.

d. Dispositions: Candidates will self assess and be assessed by faculty in SPED 663/763 using the checklist located in Appendix E. Faculty will compare the candidates self assessment with their own assessment. If the instructor feels that a candidate has an accurate self assessment, the instructor will copy the disposition assessment to PASSPORT. If the instructor feels the candidate does not have an accurate self assessment, he or she will meet with the candidate to discuss results and come to a consensus. The instructor will then submit a final assessment of the candidate’s dispositions on PASS-PORT. If the instructor feels that the candidate needs help in the area of dispositions, he or she will send the candidate to the teacher development center for remediation.

e. Proficiency artifacts: Three (3) course artifacts: 1) SPED 767 (Family Case Study), 2) SPED 608 OR 708 (Assessment), and 3) SPED 663 OR 763 (Assessment of Teaching), and corresponding faculty evaluations. A minimum of one standard per artifact must be attached. Candidates should use the SPED Graduate Portfolio Component Grid (See Appendix G) to ensure that all standards for the candidate’s specialty (ie: ED, EI, AT, Inclusive practices) are covered by the end of the program. The artifact tab must include the artifact and the faculty evaluation as separate items.

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f. Portal Reflection: Candidates should submit a two to five page maximum portal (overall) reflection for each portfolio. The portal reflection should include a discussion of the philosophy, FE hours, PDAs, SPA standards, dispositions, and course artifacts included in the portfolio. Your reflective summary should address what it means to be an effective educator. Reference the artifacts and standards attached when addressing lessons learned, strengths and weaknesses, impact on student learning, applicability to future performance, and progress to meeting portfolio goals. Inclusive Practices candidates should also refer to NBPTS core propositions Refer to the guidelines in Appendix F for a detailed discussion of requirements.

3. Content of Capstone level portfolio (at end of program). Candidates will upload the below items to the appropriate tabs in their portfolios and send to their committee chair:

a. Updated professional philosophy of teaching special education and faculty evaluation (Completed in SPED 770).

b. Updated Curriculum Vitae (with updates highlighted) c. Post CEC competency survey d. Field experience (FE) hours – A minimum of 100 Field Experience Hours must

be completed by the end of the program. Attach one example of a field experience and the appropriate standard and reflection. See Appendix I for the definition of field experience.

e. Professional development activities (PDAs) - Candidates are required to complete a minimum of 25 hours of professional development activities by the end of their programs and to document the required number of hours at each portal. Ten hours of professional development are required for the Capstone portfolio. One example of a PDA and the appropriate standard and reflection should be attached. The reflection should state the reason for choosing the standard, and show understanding of the standard. See Appendices D and I for the definition of professional development activities.

f. Dispositions: Candidates will self assess and submit to the instructor of SPED 770 using the checklist located in Appendix E. If the instructor feels that a candidate has an accurate self assessment, he/she will pass the submission. If the instructor feels the candidate does not have an accurate self assessment, he or she will meet with the candidate to discuss results and come to a consensus. The student will then submit a final self-assessment of dispositions on PASS-PORT. If the instructor feels that the candidate needs help in the area of dispositions, he or she will send the candidate to the teacher development center for remediation.

g. Capstone Artifact - Candidates should have already developed a topic for this study with their committee and have submitted a proposal to the Institutional Review Board (IRB) during the semester they complete the proficiency portfolio. More information is available at: http://www.selu.edu/admin/inst_rb/ . The inquiry-based final project completed in SPED 770 and corresponding 770 faculty evaluation should be submitted to the committee chair no later than one week prior to the presentation to the capstone committee. Once the capstone presentation is completed, the committee chair will grade the artifact in passport. A minimum of one standard must be attached. Candidates should use the SPED

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Graduate Portfolio Component Grid (See Appendix G) to ensure that all standards for the candidate’s specialty (ie: MM, ED, EI, AT, Inclusive Practices) have been covered by the end of the program. Candidates should email their committee chair the completed grid at the end of the program showing where all standards were covered.

h. Capstone Presentation: Attach the presentation to Passport (see Appendix J). i. Portal Reflection: Candidates should submit a two to five page maximum portal

reflection under the reflection tab as an overall reflection for each portfolio. The portal reflection should include a discussion of the philosophy, FE hours, PDAs, SPA standards, dispositions, and course artifacts included in the portfolio. The reflective summary should address what it means to be an effective educator. Candidates should reference the artifacts and standards attached when addressing lessons learned, strengths and weaknesses, impact on student learning, applicability to future performance, and progress to meeting portfolio goals. Inclusive Practices candidates should also refer to NBPTS core propositions. Guidelines are available in Appendix F for a more detailed discussion of requirements.

PORTFOLIO TIMETABLE Emerging and Proficiency level portfolios 1. All portfolios should be completely submitted in PASS-PORT to the committee chair by the Friday prior to the final week of classes. NOTE: Candidates may have one course left when they submit the capstone portfolio, but it must be an elective. 2. Candidates will be informed by their committee chair the following Tuesday via email that the portfolios have been graded (See Appendix H for the rubric) and if feedback is available. Candidates are responsible for checking their evaluations immediately in PASS-PORT under Tasks Assigned to Me. Evaluations may be printed and automatically saved in candidates’ accounts by clicking on ALERT and My Evaluations. 3. If the portfolio is acceptable, the candidate will be allowed to proceed in the program. If the portfolio is unacceptable, the candidate will receive feedback from all committee members and have one week from the time he/she receives feedback to correct and resubmit the portfolio. All committee members will review the resubmission and determine by majority vote whether or not it is acceptable. If the candidate has questions he/she should email his/her committee chair and copy the email to their secondary committee member. 4. Candidates will be informed by their committee chairs if their portfolios are acceptable by the time final grades are due. If the portfolio is accepted, the candidate will be allowed to continue in the program. If the portfolio is not accepted, the candidate will have one semester to resubmit, or the candidate will not be allowed to continue in the program. The committee will help guide the resubmission. Candidates receiving a rating of “unsatisfactory” will be given the opportunity to resubmit their portfolios only once at each portal.

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Capstone level portfolio 1. Once the candidate is approved by the IRB for his or her capstone project, one additional committee member will be chosen by the coordinator based on: a) the candidate’s area of concentration, b) capstone research topic, and c) faculty responsibilities. Capstone portfolio presentations will be scheduled by the instructor of SPED 770 in collaboration with all committee members. 2. Candidates must submit all Capstone level portfolios in PASS-PORT to their committee chairs by the Friday 2 weeks prior to the last week of classes. NOTE: Candidates may have one course left when they submit the capstone portfolio, but it must be an elective. 3. SPED candidates will be informed by their committee chairs through email that the portfolios have been graded and if feedback is available on PASS-PORT. Candidates are responsible for checking their evaluations immediately in PASS-PORT under Tasks Assigned to Me. Evaluations may be printed and automatically saved in candidates’ accounts by clicking on ALERT and My Evaluations. 4. Candidates will be informed by their chair whether or not the portfolios successfully passed by the time final grades are due. Candidates whose portfolios are considered acceptable will be allowed to graduate from the program. Candidates whose portfolios are not acceptable will receive feedback from all committee members and have one week to revise and resubmit their portfolios. All committee members will review the resubmission and determine by majority vote whether or not it will be acceptable. For any re-submissions, candidates should email any questions to the committee chair with a copy to the other committee members. If the portfolio is not accepted, the candidate will have one semester to resubmit. If the portfolio is not resubmitted by the end of the semester, the candidate will not be allowed to graduate. Candidates who receive a rating of “unsatisfactory” will be given the opportunity to resubmit their portfolios only once at each portal. If the candidate is unsuccessful a second time, he/she will be dismissed from the program. Capstone presentation of portfolio Capstone presentations will be made to a minimum of three committee members (peers and other faculty may attend) before candidates submit portfolios. All candidates will make a presentation evaluating their capstone study, professional development and progress towards meeting their goals and applicable professional standards. The presentation will be followed by a question/answer session, after which the candidate will be excused while the committee deliberates and grades the presentation using the evaluation contained in Appendix J. If a candidate is successful, he or she should submit his/her portfolio on passport and the chair will grade the portfolio on PASSPORT. If a candidate is unsuccessful, his/her portfolio on PASSPORT will not be graded, and he/she is responsible for contacting the committee chair to set up a remediation plan. The candidate has one semester to address the concerns of the committee. If the candidate is unsuccessful a second time, he/she will be dismissed from the program.

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Appendix A

Special Education Graduate Degree Program ASSESSMENT SYSTEM

PORTAL 6 PORTAL 7 PORTAL 8 PORTAL 9 Admission to

Graduate School Admission to Program Program Progress Program Completion

(PRE) Master’s Prospective Education Candidate Readiness Surveys

(POST) Master’s Prospective Education Candidate Readiness Surveys

Individual Candidate Degree Plan



PORTFOLIO REQUIREMENTS Emerging Portfolio

(submitted after 12 hours)

Proficiency Portfolio (submitted after 24 hours)

Capstone Portfolio (submitted at end of program)

• Professional philosophy

• Curriculum Vitae (Appendix B)

• Pre CEC survey • Five Portfolio

goals • FE hours (10) • Five PDA hours • Dispositions:

(SPED 608/708)

• Artifact from EDUC 601 and faculty evaluation

• Portal Reflection

• Updated Curriculum Vitae (with updates highlighted)

• FE hours (50) • Ten PDA

hours • Dispositions:

(SPED 663/763)

• Three course artifacts: 1) SPED 767 2) SPED 608/708 AND 3) 663/763, and faculty evaluations


• Updated Professional philosophy (SPED 602 or 770)

• Updated Curriculum Vitae (with updates highlighted)

• Post CEC survey

• FE hours (100) • Ten PDA hours • Dispositions:

(SPED 602 or 770)

• Inquiry-based research project from SPED 602/770 and faculty evaluation


Capstone Presentation

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Appendix B Curriculum Vitae Template

1. Education i. Degrees Earned

ii. Certifications/licenses 2. Professional Experience

i. Academic ii. Other

3. Scholarly and creative productivity i. Publications

ii. Presentations iii. Other

4. Professional Society Membership/Office 5. Leadership 6. Advisory boards 7. Awards/scholarships/recognition 8. Grants(Capstone) 9. Service (academic and community) Examples:

• Conference volunteer • Educational volunteer (tutoring, advocate, etc.)

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Appendix C Creating Field Experiences Each field experience should be entered as a new field experience unless no details of that experience have changed, and it is an extension of the same experience. In this case, multiple journal entries may be included on one field experience record. If the experience is at the same school, same teacher, AND same group of students, it can be entered as one experience. If this is the case, then enter the hours on a weekly basis.

For help with creating Field Experiences, refer to the .pdf and video clip files found on the PASSPORT Help page found at: http://www.selu.edu/acad_research/colleges/edu_hd/passport/index.html HOW CAN I GET HELP WITH PASS-PORT? You can receive assistance in using PASS-PORT from various sources depending on your needs and questions. Use the list below to contact and/or seek assistance from the appropriate source:

• PASS-PORT Training and/or assistance: Dr. Camille Yates, Director of Assessment and Program Evaluation, located on the second floor of the TEC, Office # 201B, 985-549-2406.

• Course Requirements: Assigned Instructor

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Appendix D Professional Development Activities (PDAs): PDAs are opportunities for candidates to identify resources and engage in activities that develop and expand knowledge and skills through community service, service-learning, conferences, lecture series, workshops, and training. A graduate candidate is expected to “actively seek out opportunities to grow professionally.” This is evident as candidates:

identify resources in order to develop professional expertise (e.g., .national/state content standards, national/state professional organizations, educational journals, Internet sites, etc.)

engage in professional development activities that expand existing understanding of

teaching and learning concepts (e.g., observing teachers, planning for self-evaluation, using the Internet to locate instructional activities, joining teacher organizations, locating instructional techniques in educational journals, etc.), and

participate in professional development activities to enhance professional skills (e.g.,

attending meetings of professional organizations, attending conferences and lecture series, attending workshops and training sessions, serving on committees, etc.).

Professional Development Activities are currently defined in three (3) distinct categories:

1. Community Service includes service-learning activities, serving on committees, volunteering to assist civic/community organizations, etc.

2. Conference includes mini-conferences, meetings for professional organizations, lecture series, etc.

3. Workshops/Training generally includes information sessions that can be used by the candidate and is more focused on a specific skill or topic.

PDAs to be entered in PASS-PORT include attendance and/or participation in community service, service-learning activities, conferences, lecture series, professional meetings, workshops, and training sessions sponsored by national, regional, state, and local organizations, as well as activities sponsored by the university, college, departments and/or required by course instructors. An approved activity bears the following note:

"This activity is approved as a PASS-PORT Candidate Portfolio Professional Development Activity" Currently Approved PDAs: Community Service/Service Learning

School board meeting course assignments Serving on committees Joining and attending meetings of teacher organizations Instructor approved course assignments

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Conference/lecture series Conversations on Diversity Showcase of "Best Practices in Teaching Writing" Instructor approved course assignments

Workshops/Training

Dyslexia Simulation Annual Mock IEP Mock Interview Night PASS-PORT sessions

Instructor approved course assignments

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Appendix E

SPED Advanced Candidate Assessment of Professional Dispositions

Dispositions required of all advanced Special Education program candidates, and all students enrolled in graduate-level professional SPED courses. 0= Not Observed or Not Applicable 1= Unsatisfactory 2= Approaching Expectations 3= Meets Expectations 4= Exceeds Expectations 1 Professional and Ethical Standards

0 1 2 3 4

a Meets obligations and deadlines

b Submits work that reflects high professional standard, commensurate with CEC and NBPTS expectations

c Reflects upon and is responsible for own actions and decisions

d Displays a positive attitude and emotional maturity

e Utilizes sound professional judgment in decision making

f Demonstrates ethical behavior and integrity

g Receptive to change and responsive to professional feedback within the context of current practice and professional NBPTS standards

h Upholds high standards of competence

i Serves as an advocate for students with exceptionalities, both in the schools and the community

j Manages conflict appropriately

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2 Leadership & Innovative practice

0 1 2 3 4

a Exhibits creativity and intellectual curiosity and is willing to experiment with new ideas and techniques

b Incorporates research based knowledge in practice

c Facilitates the utilization of technology in a variety of contexts

d Assumes leadership roles in improving professional practice

e Actively seeks to prevent and/or solve problems

3 Diversity and High expectations for all learners

0 1 2 3 4

a Demonstrates belief that all students can learn to their potential

b Promotes access, participation, and progress of students with exceptionalities in the general education curriculum

c Displays a commitment to all students and their learning

d Responsive to ideas and views of all stakeholders

e Responsive to the readiness, learning profile, and interests of all students

f Values multiple aspects of diversity; respects children and adults of various cultures, ethnicities, religions, sexual orientations, social classes, abilities, political beliefs, etc.

g Shows respect for differences by providing equitable learning opportunities for all.

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4 Communication and Collaboration

0 1 2 3 4

a Interacts in a professional manner with all stakeholders

b Shares information, resources, and ideas with others

c Works effectively with professional colleagues, families, and other adults

d Serves as mentor and role model as appropriate

e Uses effective interpersonal skills

f Maintains confidentiality in communication and collaboration with all stakeholders

5 Goal Setting and Life-long learning

0 1 2 3 4

a Sets goals to improve practice based on reflection and self-evaluation

b Models life-long learning through inquiry-based practices

c Takes responsibility for professional development

d Maintains active involvement in professional organizations

e Commits to collaborating with families, community members, and other professionals as partners in the educational process

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Appendix F SPED Graduate Overall Portal Reflection

A critically reflective teacher is one who is equipped to communicate to colleagues, students and themselves the rationales that act as a foundation to the strategies and methods used within their practices of becoming an effective educator. The technique of active reflection progresses qualitatively as one advances through his or her own specific curricular program. Thus, self-expectations should increase as well and these should be noted in the products or artifacts presented and criteria applied within the portfolio. Reflection is a continuum with increasingly stringent expectations at each level. Reflection requires critical thinking. Critically reflective teachers are objective and can stand outside their practices and see what they do in a wider perspective. Becoming critically reflective increases the probability that informed actions will take place. Describe – A clear and concise retelling of what happened in a situation that brings the reader into your classroom and allows the reader to clearly visualize what is being described. Who? What? When? Where? Clearly – The language is clear and expressive. The reader can create a mental picture of the situation being described. Abstract concepts are explained accurately. Explanation of concepts makes sense to an uninformed reader. Rationale – A justification for doing something, decision that will achieve a purpose and address a need. A rationale provides a framework and a reason for using a particular activity or teaching method. Critically Analyze – …provides reasons, motives, and interpretation for what has been described and moves beyond simple description of the experience to an analysis of how the experience contributed to student understanding of self, others, and/or course concepts. An examination of why the elements described are the way they are. Why? How? Why did you do this? Where does it fit? How did you do this? Was it meaningful? How effective was this? What was the impact? How did this relate to your goals? What was the value of this activity? Making Connections - Linking thoughts, feelings, actions, and experiences with characteristics of an Effective Educator. Your reflection should express significant patterns, themes, and connections that emerged from your experiences and what this means in terms of your own development and challenges as a teacher. Reflective - A form of analysis which suggests self-analysis or consideration of practice, self-examination following a teaching or learning experience. Reflection requires critical thinking. It is the decision-making portion of the process. Where do I go from here? Why did it work? Why didn’t it work? What can I change? How did it impact students? How does it impact ME as a teacher? What might you change to make it better? How might your teaching change as a result? What have you learned? The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions, and/or assumptions and define new modes of thinking as a

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result. The reflection demonstrates connections between the experience and material from other courses; past experience; and/or personal goals. Precisely – …exact as in performance, execution or amount, accurate, correct, definitely or strictly stated, defined, or fixed, carefully expressed or delineated, definite, Generalization - The act or process whereby a learned response is made to a stimulus similar to but not identical with the conditioned stimulus To write the Overall Reflection, you should create a document that addresses the points listed below. Submit a two to five page (maximum) paper that includes the following: Discussion of: • Philosophy • FE hours • PDA’s • Dispositions • Course artifacts • Progression toward meeting their professional goals • Future plans for professional growth

Fill out the form in Appendix G and use it to reflect on how the contents of the portfolio are aligned with: • Council for Exceptional Children (CEC) General (for add-on) and specific (for Masters)

Advanced Standards, • College of Education Conceptual Framework, and • National Board for Professional Teaching Standards (NBPTS) core propositions (for

inclusive practices candidates only).

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SPED Graduate Portfolio Portal Reflection Rubric

Unacceptable Approaching Expectations

Meets Expectations

Exceeds Expectations

Philosophy The candidate does not

address his/her philosophy of

special education.

The candidate is beginning to

address his/her philosophy of

special education, but

has not done so with depth and

clarity.

The candidate has addressed his/her

philosophy of special education with depth and

clarity.

The candidate has addressed his/her

philosophy of special education with depth and

clarity and ties the philosophy with

standards and examples.

Field Experiences

The candidate does not align

field experiences

with artifacts submitted

and/or with CEC standards.

The candidate is beginning to align field

experiences with artifacts

submitted and CEC standards, but has not done

so with depth and clarity.

The candidate has aligned field

experiences with artifacts submitted

as well as CEC standards and has

done so with depth and clarity.

The candidate has aligned field

experiences with artifacts submitted

as well as CEC standards and has

done so with depth and clarity. Additionally, field

experiences are tied with PDAs, the philosophy,

and dispositions. Professional Development Hrs. (PDAs)

The candidate does not align

PDAs with artifacts

submitted and/or with

CEC standards


align PDAs with artifacts

submitted and CEC standards, but has not done

so with depth and clarity.

The candidate has aligned PDAs with artifacts

submitted as well as CEC standards and has done so with depth and

clarity.

The candidate has aligned PDAs with artifacts

submitted as well as CEC standards and has done so with depth and

clarity. Additionally, PDAs are tied

with field experiences, the philosophy, and

dispositions.

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CEC Standards The candidate

has not aligned artifacts, field experiences, and PDAs

with standards.


align artifacts, field

experiences, and PDAs with

standards, but has not done so with depth and

clarity.

The candidate has aligned artifacts, field experiences, and PDAs with

standards, and has done so with depth

and clarity.


standards, and has done so with depth and clarity and has

gone beyond minimum alignment.

NBPTS Core Propositions

(Inclusive Practices only)

The candidate has not aligned artifacts, field experiences, and PDAs

with NBPTS core

proposition(s).



experiences, and PDAs with

NBPTS core proposition(s) in

a minimal manner and

without depth and clarity.


NBPTS core proposition(s) with depth and

clarity.


NBPTS core proposition(s) with depth and

clarity and makes connections with CEC standards in

an exceptional manner.

Dispositions The candidate does not address

dispositions.


address dispositions, but does not do so with depth or

clarity.

The candidate addresses

dispositions with depth and clarity.

The candidate addresses

dispositions with depth and clarity. Additionally, the

candidate connects dispositions with other parts of the portal reflection.

Artifacts The candidate does not reflect on artifacts.

The candidate is beginning to reflect on the

artifacts submitted, but does not do so with depth or

clarity.

The candidate reflects on the

artifacts submitted with depth and

clarity.

The candidate reflects on the

artifacts submitted with depth and

clarity. Additionally, the

candidate connects the artifacts with other parts of the portal reflection.

8/30/2013 22

Professional

Goals The candidate

does not reflect on progress towards

professional goals.


reflect on his/her progress towards

professional goals, but does not do so with

depth or clarity.

The candidate reflects on his/her progress towards professional goals

with depth and clarity.

The candidate reflects on his/her progress towards professional goals

with depth and clarity.

Additionally, the candidate connects

how he/she is addressing the

goals in an advanced manner.

Professional Growth

The candidate does not reflect on

professional growth.


reflect on his/her professional

growth, but does not do so with

depth or clarity.

The candidate reflects on his/her

professional growth with depth

and clarity.

The candidate reflects on his/her

professional growth with depth

and clarity. Additionally,

he/she includes specific examples

of this growth. Conceptual Framework

The candidate does not

reflect on the Conceptual Framework.



experiences, and PDAs with the

conceptual framework, but has not done so with depth and

clarity.

The candidate aligns artifacts,

field experiences, and PDAs with the

conceptual framework and

does so with depth and clarity.

The candidate aligns artifacts,

field experiences, and PDAs with the

conceptual framework and

does so with depth and clarity.

He/she does so with very specific

examples.

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Appendix G SPED Graduate Portfolio Component Grid

Course/Artifact Component EDUC

601 SPED 767

SPED 608/ 708

SPED 663/ 763

SPED 602/ 770

CEC General Standards (for Add-on) Foundations Development and Characteristics of Learners Individual Learning Differences Instructional Strategies Learning Environments and Social Interactions Language Instructional planning Assessment Professional and Ethical Practice Collaboration CEC Advanced Specific Standards (for Masters) Leadership and Policy Program Development and Organization Research and Inquiry Student and Program Evaluation Professional Development and Ethical Practice Collaboration COEHD Conceptual Framework Knowledge of the Learner Content Knowledge Strategies and Methods Professional Standards Diversity Technology NBPTS general core propositions (for Inclusive Practices Candidates only)

Teachers are committed to students and their learning

Teachers know the subjects they teach and how to teach those subjects to students

Teachers are responsible for Managing and Monitoring Student Learning

Teacher think systematically about their practice and learn from experience

Teachers are members of learning communities

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Appendix H

Field Experiences: Advanced Level(SPED)

Rubric used for Portals Emerging, Proficiency & Capstone Portfolio: Special Education MED Field Experiences

Unacceptable Meets Expectations Exceeds Expectations

The required hours are not documented in either PASS-PORT or an uploaded CHART. The FX sample has no attached standard and/or a reflective statement.

The total required hours are documented in PASS-PORT or an uploaded CHART is included and demonstrate experiences with diverse populations or settings. An appropriate standard is attached to the sample with a reflection referencing professional standard(s).

Hours documented in PASS-PORT or an uploaded CHART included exceed the required number of hours and demonstrate experiences with diverse populations or settings. An appropriate standard is attached to the sample with a reflection referencing professional standard(s) and the conceptual framework.

Comments

25

Professional Development Activity: Advanced Level (SPED)

Rubric used for Portal Emerging, Proficiency & Capstone Portfolio: Special Education MED

Professional Development Activities

Emerging: 5 Proficiency:10 (15 total) Capstone:10 (25 total)

Unacceptable Meets Expectations Exceeds Expectations

Required hours are not documented in PASS-PORT or an example is not included with an attached standard and reflective statement.

Required hours are documented in PASS-PORT. PDAs reflect acquisition of knowledge and/or skills. Appropriate standard(s) and reflective statements justifying the reason for choosing the standard are attached.

Exceeds the required hours documented in PASS-PORT. The attached PDA connects to an appropriate standard; the reflective statements justify the reason for choosing the standard and it's relation to the Conceptual Framework; and the standards attached are articulately explained.

Comments

26

Reflective Summary - Reflections of Learning(SPED)

Rubric used for Portal Emerging, Proficiency & Capstone Portfolio: Special Education MED

Reflections


Meets Expectations

Exceeds Expectations/Exempl

ary Describes an effective educator.

Describes an effective educator and describes lessons learned, or strengths and weaknesses of performance, or impact on student learning/learning environments, or impact on future performance. Standards are identified in the summary.

Clearly describes an effective educator using all components/themes of the conceptual framework; critically analyzes lessons learned, strengths and weaknesses of performance, impact on student learning/learning environments and on future performance. Justification and understanding of standards connected to artifacts are indicated.

Precisely describes an effective educator using all components/themes of the conceptual framework; critically analyzes lessons learned, strengths and weaknesses of performance, impact on student learning/learning environments and on future performance; makes generalizations about teaching and learning. Articulately explains all standards attached and justifies reason for choosing each standard.

Organization and Mechanics

27


Meets Expectations

Exceeds Expectations/Exempla

ry There are more than five writing error types; sentences are poorly structured.

There are no more than five error types in grammar, punctuation, and spelling; simple sentence structure and length; simple language

There are no more than two error types in grammar, punctuation, and spelling; sentence structure and length are adequate

There are no errors in grammar, punctuation, and spelling; wide variety of sentence structure and length.

Comments:

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Appendix I Glossary of Terms for Electronic Portfolio ALERT: In PASS-PORT, a term to notify users that a task has been or needs to be completed. Artifact: Products that provide evidence of the performance outcomes on which candidates will be assessed. These artifacts are examples of work naturally occurring in ongoing classes and provide the most accurate picture of student skills in practice. See pages 15, 18, and 19 of the Portfolio Handbook for examples of possible and appropriate artifacts. Candidates: Individuals admitted to, or enrolled in, programs for the initial or advanced preparation of teachers; teachers continuing their professional development, or other professional school personnel. The term is used to distinguish them from the PK-12 school students with whom they interact. Capstone Course: The education methods course taken the semester prior to student teaching. COEHD Conceptual Framework: The guidelines by which candidates will be assessed in their progress through the program. In order to successfully plan, develop, and implement curricula to meet the needs of diverse learners in today’s world and to prepare candidates for the future, the College of Education and Human Development (COEHD) has identified four critical components of The Effective Educator: Professional Standards (PS), Knowledge of Learner (KL), Strategies and Methods (SM), and Content Knowledge (CK). The Conceptual Framework provides direction for the development of effective professionals. Diversity (D) is an integral part of each component, and Technology (T) is emphasized throughout all programs in the educational unit. All components of the conceptual framework must be addressed in each Portal Reflection. A grid will be provided to help illustrate how each artifact reflects the SLU Conceptual Framework. The SLU Conceptual Framework can be found in the graduate handbook and at: http://www.selu.edu/acad_research/depts/teach_lrn/grad_degree/grad_handbook/Final_Graduate_Handb.pdf COEHD: College of Education and Human Development, the one from which all education majors receive their degrees. Capstone Level: The final portal of portfolio assessment. Conceptual Framework: In general, an underlying structure in a professional education unit that gives conceptual meanings through an articulated rationale to the unit’s operation, and provides direction for programs, courses, teaching, candidate performance, faculty scholarship and service, and unit accountability. Direct Teaching: Level Two field experience; an activity where the candidate instructs students in a one-one-one, small group, or large group situation. The activity must be related to the University course in which the candidate is enrolled. Dispositions: The values, commitments and professional ethics that influence behaviors towards students, families, colleagues and communities and affect student learning, motivation, and development as well as the educator’s own professional growth.* Diversity: Differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area.* Emerging Level: The first portal of portfolio assessment. Field Experiences: A variety of early and ongoing opportunities in which candidates may observe, assist, tutor, instruct, and/or conduct research; Field experiences may occur in off-

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campus settings such as schools, non-school sites, community centers, laboratories, or natural environments. There are three levels of field experiences:

1. Level One: Observation of classroom teachers and PK-12 students 2. Level Two: Direct teaching 3. Level Three: Student teaching or internship

General and Specialized CEC Advanced Standards: All general and specialized CEC Advanced Standards must be addressed by the end of the degree program. Specialized standards refer to the standards required of each specialization (eg. Mild/Moderate, Early Intervention, Instructive/Assistive technology, Educational Diagnostician, Inclusive Practices). One or more of the standards relevant for each concentration must be addressed in the candidate’s portal reflection for each portfolio. CEC Advanced Standards may be found at: http://www.cec.sped.org/AM/Template.cfm?Section=Search&template=/CM/HTMLDisplay.cfm&ContentID=8220 INTASC: Interstate New Teacher Assessment and Support Consortium; a national body focused on new teacher development that has developed model performance-based standards and assessments for the licensure of teachers. These standards and assessments represent competencies critical to teacher effectiveness. Knowledge of Learner (KL): Candidates’ understanding of the learner necessary to provide effective and equitable instruction KSD: Knowledge, skills, and dispositions, as they relate to the candidate’s field of study LCET: Louisiana Components of Effective Teaching. Learners: Children or youth in PK-12 schools as distinguished from teacher education candidates; also referred to as “students.” Methods Courses: The penultimate courses required for candidates before student teaching. The courses focus on the development of materials, skills, and competencies to prepare candidates for the student teaching. Elementary education majors are required two methods courses; secondary education majors are required one education methods course, along with any others required by their content area department. National Board Professional Teaching Standards (NBPTS) Core Propositions (Inclusive Practice Candidates only): All five NPBTS Core Propositions must be addressed by the end of the degree program. One or more of the NPBTS Core Propositions must be addressed in the candidate’s Portal Reflection for each portfolio. The NBPTS Core Propositions can be found at: http://www.nbpts.org/the_standards/the_five_core_proposition Observation: Level One field experience; activities in which the teacher candidate observes an experienced teacher to gain greater insight into classroom management, time management, classroom environments, teaching strategies, etc. PASS-PORT: Professional Accountability Support System Using a Portal Approach; an electronic tool that allows candidates to create and upload artifacts that document KSD, build electronic portfolios, and have artifacts and portfolios routed to faculty for evaluation. Portal: The transition point which candidates must exhibit specific knowledge, skills, and dispositions defined by the COEHD in order to proceed to the next level of a program. Portfolio Levels: SPED graduate candidates submit portfolios for assessment at each of the following levels: Emerging, Proficiency, and Capstone.

30

Professional Development Activity (PDA): Opportunities for candidates to identify resources, engage and participate in activities that develop and expand knowledge and skills through community service, conferences, lecture series, workshops, and training. Professional Standards (PS): Established criteria that guide effective professionals in each discipline area. Proficiency Level: The second portal of portfolio assessment. Reflection: A thoughtful and thought-provoking process of deriving meaning and knowledge from the experience that occurs before, during and after teaching. Reflection is a process of self-examination and self-evaluation. Rubric: A guide used to score performance assessments in a reliable, fair, and valid manner; generally composed of dimensions for judging candidate’s performance, a scale for rating performances on each dimension, and standards of excellence for specified performance levels. Site: The name of the school or location which the candidate completes a field experience. Site Contact: The name pf the person (teacher, supervisor, mentor) at the site (e.g., school) who is responsible for the group of students in the field experience. SARTE: Selective Admission and Retention in Teacher Education; the standards by which candidates in COEHD are admitted to the teacher education program. SPA: see Specialized Professional Association Specialized Professional Association (SPA): National organizations that represent teachers, professional education faculty, and other school personnel who teach a specific subject matter (e.g., mathematics or social studies), teach students at a specific developmental level (i.e., early childhood, elementary, middle level, or secondary), teach students with specific needs (e.g., bilingual education or special education), administer schools (e.g., principals or superintendents), or provide services to students (e.g., school counselors or school psychologists).* Standard: Statements of what candidates should know and be able to do. Different types of standards address various aspects important to learning:

• Content standards cover what candidates are to learn in various subject areas, such as mathematics and science.

• Performance standards specify what levels of learning are expected. (www.ascd.org)

Strategies and Methods (SM): Strategies and methods appropriate to each program within the educational unit necessary to develop effective professionals. Students: Children or youth in PK-12 schools as distinguished from teacher education candidates; also referred to as “learners.” Teacher Development Center: A resource area for pre-service teachers; The Center offers books and other materials to assist the pre-service teachers in for class assignments and lesson plans. The Teacher Development Program: Provides assistance to pre-service teachers who need immediate intervention to prevent poor performance or possible failure during their teacher preparation. The complete description can be found at http://www2.selu.edu/Academics/Education/TEC/TDevProg/TeacherDevelopmentProgram.htm * Definitions come from www.ncate.org.

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Appendix J

Special Education Graduate Portfolio Presentation Scoring Rubric Candidate Name: Scorer: Presentation: Unsatisfactory

(0 pts.) Meets Expectations (1 pt.)

Exceeds Expectations (2 pts.)

Points

Discussion of Knowledge Gained (2point)

There is little mention or explanation of knowledge gained and skills mastered during the program. Little or no examples of skills mastered and how they are being used presently, or how they will be used in the future.

Provides an adequate explanation of knowledge gained and skills mastered during the program. Offers some examples of skills mastered and how they are being used presently, or how they will be used in the future.

Explains in detail, knowledge gained and skills mastered during the program. Offers specific examples of skills mastered and how they are being used presently, or how they will be used in the future.

Discussion of Accomplishments in the Program (2 points.)

The explanation about goals accomplished in the program is vague. Supplies only one or no example of how goals were accomplished. No link between goals and CEC standards are provided.

Provides an adequate explanation about the goals accomplished in the program. Offers or mentions a few general examples of how the goals were accomplished. Provides some linkage between goals and CEC standards.

Provides a clear explanation about the goals accomplished in the program. Offers specific examples of how the goals were accomplished. Specifically links goals to CEC standards.

Unsatisfactory (0 pts.)

Meets Expectations (1 pt.)

Goals Post M. Ed. (1 point)

Does not list and/or discuss goals for the future. Does not offer any action steps to accomplish future goals.

Lists and discusses goals for the future. Explains action steps to accomplish future goals.

Unsatisfactory (0-2 pts.)

Meets Expectations (3-4 pts.)


Introduction to Research (5 points)

Offers limited background information, and supplies little to no purpose of the study.

Offers general background information, and supplies a general description of the purpose of the study.

Provides specific background information and a clear description of the purpose of the study.

Rationale (5 points.)

Rationale vague, no connection to research purpose

Rationale adequately derived, connected to research purpose

Rationale clear and explicit, logical development to research purpose

32

Unsatisfactory (less than 6 pts.)


Exceeds Expectations (9-10 pts.)

Participants (10 points)

The description of participants is vague. One or all of the information is missing: age, gender, ethnicity, disability, number of participants. Description of how participants were selected (if applicable) is vague or nonexistent.

Supplies a general description of participants. Includes age, gender, ethnicity, disability (if applicable), number of participants. Offers a general description how participants were selected (if applicable)

Describes in detail participants. Includes age, gender, ethnicity, disability (if applicable), number of participants. Describes in detail how participants were selected (if applicable).

Instrumentation (10 points)

Description of instrument(s) used to collect data are ambiguous. Little to no mention of how instrument(s) will be used.

Description of instrument(s) used to collect data are detailed enough to have an understanding of its use. An explanation of how instrument(s) will be used is adequate.

Description of instrument(s) used to collect data are very detailed. An explanation of how instrument(s) will be used is clear and concise.

Procedures (10 points.)

Procedures do not match research purpose. Planning inadequate.

Procedures appropriate for research purpose. Planning evident.

Procedures target research purpose. Extensive planning evident.

Results (10 points.)

Results not clear. No graphics used.

Results clearly presented and graphically displayed

Results clearly presented. Graphics high quality and reflect results.

Discussion & Conclusion (10 points.)

Discussion weak, not supported by results. Objectives not addressed. Disconnected from theories and research. No implications for teaching and learning. No future research proposed.

Discussion connects to results. Objectives considered in discussion. Connects to theories and research. Makes implications for teaching and learning. Provides some suggestions for future research.

Discussion has a strong connection to results. Support of objectives discussed. Strong connections to theories, research. Suggests specific ideas for teaching and learning. New research questions proposed.

PowerPoint (10 points.)

Contains errors, crowded text density. Slides copied from text of the paper. Reads slides.

Free of mistakes, text density appropriate. PPT used as talking points

High quality professional PPT augments oral discussion. Graphics clear and self-explanatory.

Unsatisfactory (0-2 pts.)



Oral grammar (5 points.)

3 or more grammatical mistakes

2 or fewer grammatical mistakes.

Free of grammatical mistakes

Poise/Confidence (5 points.)

Speech too fast, avoids eye contact, over reliance on

Speaks at an appropriate rate, speaks clearly, and otherwise exhibits self

Relaxed, makes eye contact with audience, and speaks clearly.

33

notes/PPT and exhibits other nervous behavior negatively affects presentation.

control

Handout (5 points)

The handout is nonexistent or it is not organized and the audience cannot follow along with the presenter.

Handout is easy to follow along with the presentation, and is organized.

Handout is concise, easy to follow along with the presentation, and well organized.

Summary of project (5 points.)

Incomplete. Does not summarize project.

Complete summary of the project. Organized.

Complete summary of the project. Has professional appearance. Well organized.

Grammar/APA style (5 points.)

3 or more grammatical mistakes. Contains errors in APA style.

2 or fewer grammatical mistakes. Correct use of APA style.

Free of grammatical mistakes. Correct use of APA style

Total (100 pts.) * Minimum passing score is 80%. (averaged)

special education graduate level electronic portfolio handbook · (coordinator) with the specific...

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