· web viewthey must not only be instructional experts, but also model social behavior and...

Portfolio Handbook 1

College of EducationEducation Professions

Division (EPD)

Portfolio Handbook


Portfolio Handbook Table of Contents

I. INTRODUCTION Page 3College of Education Mission StatementEducation Professions Division Mission StatementConceptual FrameworkEducation Professions Division PhilosophyPortfolio PhilosophyPurpose of Portfolio Process

II. POLICIES Page 5IntroductionPortfolio Requirements for Teacher LicensurePortfolio Review by Oklahoma Commission for Teacher PreparationPermission for Use Of Photos, Videos, And Student WorkPortfolio FormatPortfolio Reviewers/Record KeepingReplacing ArtifactsSchedule/Progressive Requirements for Reviewing PortfoliosRubric for Portfolio Reviews at Checkpoints 2, 3, 4Candidate Portfolio Table of Contents Checklist

III. TEMPLATES/FORMS Page 9Artifact Rationale TemplateSample Reference List for Artifacts that Represent the 15

Oklahoma General Competencies for Teacher Licensureand Certification

Portfolio Review—Checkpoint #1Final Review of Candidate Portfolio—Checkpoint #4Teaching in Context FormRelease Form For Use Of Photos, Videos, And Student Work

IV. INFORMATION Page 15Oklahoma General Competencies For Teacher

Licensure And CertificationOklahoma Criteria For Effective Teaching

and Administrative PerformanceCorrelation of OU TE-PLUS Roles with

Oklahoma General Competencies


I. INTRODUCTION

College of Education Mission StatementThe mission of the College of Education is to promote inquiry and practices that foster democratic life and that are fundamental to the interrelated activities of teaching, research, and practice in the multi-disciplinary field of education.

Educational Professions Division (EPD) Mission StatementThe mission of the Education Professions Division at the University of Oklahoma is to prepare professional educators to participate productively in a culturally diverse, democratic society. The mission is actualized through the six roles of a professional educator as described in the Conceptual Framework.

Conceptual FrameworkThe acronym TE-PLUS represents the major concepts driving the program: Teacher Education-Professionalism, Leadership, Understanding and Scholarship. The programs are designed to facilitate excellence in the following areas: 1) teacher as educator, 2) teacher as communicator, 3) teacher as decision-maker, 4) teacher as scholar, 5) teacher as researcher, and 6) teacher as leader. These six areas are explicated as follows.

Teacher as educator. Professional teachers must understand and effectively apply current pedagogical and subject matter knowledge bases appropriate to their teaching emphases, including the substance and practice of human relations and of learning assessment. They must not only be instructional experts, but also model social behavior and learning processes, motivate students to learn and achieve, and manage school duties and the classroom environment.

Teacher as communicator. Fundamental to the teacher’s role as educator are abilities to communicate. Professional teachers are looked upon as communication models for school and community. Abilities to process information are fundamental to excellence in teaching. Expert teachers, therefore, make particular efforts to learn to comprehend well and respond meaningfully to the complexities of print language; to listen attentively to all speakers; to write and speak effectively to students, peers, and the lay and professional communities; and to master the various tools of communication from spoken language to word processing.

Teacher as decision-maker. Critical to the effectiveness of the teacher as educator are opportunities and abilities to make decisions. Professional teachers must make pedagogical and contentive decisions to most effectively and humanely meet the individual and group needs of their students. As professional decision-making carries with it responsibility for the results of those educated judgments, it requires confidence derived from extensive knowledge of content, theory, and practice; understanding of school and community goals; and abilities to create, interpret, and rationally apply the results of the various assessment instruments.

Teacher as scholar. Quality teaching requires significant knowledge of subject matter and teaching strategies, and the tools for acquiring that knowledge. Professional teachers continuously pursue the depth and breadth of pedagogy and content through such activities as professional reading and writing, professional interactions with peers and others, professional study, and active participation in professional organizations to ensure that their teaching is engaging, dynamic, imaginative, contemporary, functional and of useful substance to students.

Teacher as researcher. Quality teaching requires the skill and desire to investigate sources of and solutions to classroom problems. Professional teachers possess informal researching abilities and are motivated to continuously diagnose teaching and learning performance and, on those bases reinforce what supports and remediate what retards movement toward successful educational experiences for their students. They, in collaboration with peers and other professionals as necessary, seek to understand and treat

Portfolio Handbook 4classroom problems through appropriate clinical research techniques and, as a matter of course, find means to share the results of such work within and beyond their immediate school settings.

Teacher as leader. Professional teachers exercise leadership by everyday performance as model teachers striving fore excellence, by sharing scholarship and the results of action research, by performing as master teachers, and by seeking leadership positions within the school, the community at large, and in professional organizations. Professional teachers are committed to the profession and to promulgating excellence in education in the whole complex of settings in which it exists.

As teachers function in these roles, each role helps to strengthen the others, thus reflecting their overlapping nature. The interrelatedness is represented in the graphic on the cover of this handbook.

Education Professions Division PhilosophyA diverse democratic society is dependent on a strong educational foundation. This can be achieved through the development of highly qualified educational professionals. The role of the professional educator is multi-faceted as described in the six roles of the professional educator in the Conceptual Framework: educator, communicator, decision-maker, scholar, researcher, and leader.

Portfolio PhilosophyWe believe that portfolio assessment is a dynamic process, which engages candidates in reflection on their own professional development and nurtures them as educators, communicators, decision-makers, scholars, researchers, and leaders. Integral to the process is collaboration. Candidates collaborate with their peers and with the faculty in selecting appropriate artifacts and in writing reflective rationales to demonstrate growth in each of the Oklahoma State Board of Education competency areas and how they relate to the roles identified above. The result of this process is a comprehensive reflective record of growth over time.

Purpose of Portfolio ProcessThe purpose of the portfolio process is for teacher candidates to engage in reflection of their own professional development and to provide a comprehensive reflective record of growth over time.


II. POLICIES

IntroductionTo successfully complete the TE-PLUS program, teacher candidates must demonstrate that they have the knowledge, skills, and dispositions to teach students. Candidates will be assessed in multiple ways; the portfolio is one of those ways.

The candidate’s portfolio is a collection of artifacts and reflections selected by the candidate that serve to demonstrate achievement of goals and mastery of competencies. An artifact is a piece of evidence that demonstrates what the candidate knows, can do, or believes about teaching students in his or her field. Examples of appropriate artifacts include journal entries, samples of teaching, and student work. A handout from a workshop, for example, would not be considered an appropriate artifact because it does not represent the candidate’s personal knowledge, skills, and dispositions about teaching and learning.

At each of the checkpoints, the artifacts in the portfolio should be the best evidence the candidate has at the time to demonstrate proficiency of the competency. As they progress through the program, candidates may choose to replace artifacts with those that better represent their proficiency in the competency.

The portfolio is organized around the six roles of the professional educator as delineated in the TE-PLUS Conceptual framework: educator, communicator, decision-maker, scholar, researcher, and leader.

Portfolio Requirements for Teacher LicensureTo successfully complete the TE-PLUS program teacher candidates must demonstrate that they have the knowledge, skills, and dispositions to teach students and to demonstrate that they can have a positive impact on student learning. The portfolio must be successfully completed before the University of Oklahoma College of Education can recommend the candidate to the State of Oklahoma for licensure. Portfolio Review by Oklahoma Commission for Teacher PreparationThe Oklahoma Commission for Teacher Preparation (OCTP) may request that candidates submit their portfolios for review. The OCTP’s purpose is to assess the Professional Education Unit at the University of Oklahoma, not to evaluate the work of individual candidates.

Permission for Use Of Photos, Videos, And Student WorkAny student written work, photographs of students, or video or audio recording of students in a candidate’s portfolio must have pre-approval from the student’s parent or guardian. Please use the Release Form for Use of Photos, Videos, and Student Work in this handbook when requesting permission from parents/guardians. Portfolio FormatCandidates may choose to complete their portfolios in 3” binders or may choose to develop their portfolios electronically.

Portfolio Reviewers/Record KeepingThe portfolio will be introduced as candidates enter their education program. A faculty member from the candidate’s program area will review and sign portfolio review forms for Checkpoints 2, 3, and 4. Each program will also make arrangements for a peer review session. At each checkpoint, a copy of the review form will be made and kept on file in the College of Education.


Replacing ArtifactsCandidates may choose to replace artifacts that have already been reviewed or may opt to include an updated artifact with an earlier one to demonstrate their professional growth. When this is the case, candidates should indicate the change at the next review checkpoint.

Schedule for Reviewing Portfolios

CHECKPOINT #1—ADMISSION TO TEACHER EDUCATION PROGRAM AREAAt the interview for admission to the OU teacher education program area, each candidate will be advised of required attendance at the program area portfolio meeting. Before coming to the meeting, each candidate should download the Portfolio Handbook from the College of Education website.

CHECKPOINTS #2, #3 , and PEER REVIEW—PROGRAM AREAThese checkpoints times and the portfolio requirements have been determined by individual program areas. The purpose of the peer review session is not competitive, but rather is an opportunity for candidates to learn from and help each other to develop the best representations of their proficiency.

Program Area Checkpoint #2 Checkpoint #3 Peer ReviewEarly Childhood Education

Elementary Education Mentoring III Block Semester/Serves as Senior Capstone Project

Mentoring III

Special Education

Counselor Education

French-Foreign Lang. Ed.

German-Foreign Lang. Ed.

Latin-Foreign Lang. Ed.

Spanish-Foreign Lang. Ed.

Language Arts Education

Mathematics Education

Science Education

Social Studies Education

CRITERIA FOR REVIEW AT CHECKPOINTS #2, #3, AND PEER REVIEW SESSIONProgram areas have developed review forms that reflect the unique requirements of the discipline. These review forms should be obtained from the program area coordinator and used by candidates in developing their portfolios as they progress through the program.

Portfolio Handbook 7CHECKPOINT #4—COMPLETION OF PROGRAMAt the completion of their programs, candidates will present their portfolios to their program areas for final review.

Requirements at Checkpoint #4 Table of Contents Complete and Current Personal and Professional Identity Section Complete (Section 1) Teaching in Context Section Complete (Section 2) Reference List Correlating Individual Artifacts to the 15 General Competencies Complete (Section 3) Forms for Portfolio Review at Checkpoints 1, 2, 3 (Section 3) All Appropriate Release Forms Included (Section 3) Section for Each of the 6 Roles of the TE-PLUS Conceptual Framework with Complete Rationale

Statements and Artifacts (Sections 4-9) Each of the 15 General Competencies Adequately Addressed Within the 6 Roles (Sections 4-9) Portfolio Free from Distracting Spelling, Punctuation, and Usage Errors

Rubric for Expectations of Portfolios at Checkpoint 4In keeping with the OU Education Professions Division portfolio philosophy, the portfolio review process will be dynamic, collaborative, and reflective. Portfolio reviewers will endeavor to provide verbal and written feedback will be provided that will assist the teacher candidate in developing a portfolio that is truly representative of his or her professional proficiency.

Although program areas determine expectations for portfolio development at Checkpoints #2 and #3, there are general Education Professions Division standards that every candidate is expected to meet at Checkpoint #4. The Checkpoint #4 Form is included beginning on page 12 in this handbook. Each of the 6 roles of the teacher in the OU TE-Plus Conceptual Framework will be reviewed using the following descriptions of levels of proficiency, then an overall proficiency level for the portfolio will be indicated. Candidates are expected to be at the “Met” or “Target” level for the overall portfolio at this point.

Descriptions of Levels of Proficiency for the Six Roles in the TE-Plus Conceptual Framework

TargetArtifacts demonstrate mastery of all dimensions of the role. Rationale statements make explicit the connection between the dimensions of the role and the characteristics of the artifacts.

MetArtifacts demonstrate proficiency with the role, but not mastery of all dimensions of the role. Rationale statements address the connection between the dimensions of the role and the characteristics of the artifacts.

Not MetArtifacts demonstrate limited or no proficiency with the role. Rationale statements are limited and/or vague about the connection between the dimensions of the role and the characteristics of the artifacts.


Candidate Portfolio Table of Contents Checklist

Include your own Table of Contents at the front of your portfolio.

Section 1—Personal and Professional Identity This section will vary according to candidate. You might consider including some of the following

information:Resume Philosophy statements Personal goalsPersonal Essay Professional memberships Conference attendance

Section 2—Teaching in Context Forms from Practica, Clinical Experiences, Field Experiences, Internships (Optional) Feedback on Teaching from Peers, Faculty Members, and Cooperating Teachers

Section 3—Official Forms Reference list with page numbers for your artifacts that represent the 15 General Competencies. Forms for portfolio review at Checkpoints 1, 2, 3, 4 Release Forms for Use of Photos, Videos, and Student Work

Section 4—Teacher as Educator Artifacts that Demonstrate Proficiency in General Competencies Rationale Statement to Accompany Each Artifact

Section 5—Teacher as Communicator Artifacts that Demonstrate Proficiency in General Competencies Rationale Statement to Accompany Each Artifact

Section 6—Teacher as Decision-maker Artifacts that Demonstrate Proficiency in General Competencies Rationale Statement to Accompany Each Artifact

Section 7—Teacher as Scholar Artifacts that Demonstrate Proficiency in General Competencies Rationale Statement to Accompany Each Artifact

Section 8—Teacher as Researcher Artifacts that Demonstrate Proficiency in General Competencies Rationale Statement to Accompany Each Artifact

Section 9—Teacher as Leader Artifacts that Demonstrate Proficiency in General Competencies Rationale Statement to Accompany Each Artifact


III. TEMPLATES/FORMS

Artifact Rationale Template(Program areas will determine if Rationale Statements are to be written for each artifact or for each role.)

TE-PLUS Role This Artifact DemonstratesPlease indicate which of the six roles of the professional educator this artifact demonstrates.

Oklahoma General Competency/ies Met by Artifact:Please print the numbers and text of the competency/ies.

Artifact title: Name the artifact as a lesson plan, photo, diagram, journal entry, etc.

Course:Indicate the course by number and title if it is course-related.

Date: Indicate the date the artifact was completed. This could be a semester and year.

Rationale Statement: Explain how the artifact demonstrates your knowledge, skill, and/or disposition related to the TE-PLUS role and the Oklahoma General Competency/ies. Reflect on how this artifact has affected your professional growth and development and how it has furthered your understanding of teaching and learning.

SAMPLE reference list for artifacts that represent the 15 Oklahoma General Competencies for Teacher Licensure and Certification.(To be included in Section 3 of the portfolio.)

See pp. ______________________________________________ for General Competency #1.See pp. ______________________________________________ for General Competency #2.See pp. ______________________________________________ for General Competency #3.See pp. ______________________________________________ for General Competency #4.See pp. ______________________________________________ for General Competency #5.See pp. ______________________________________________ for General Competency #6See pp. ______________________________________________ for General Competency #7.See pp. ______________________________________________ for General Competency #8.See pp. ______________________________________________ for General Competency #9.See pp. ______________________________________________ for General Competency #10.See pp. ______________________________________________ for General Competency #11.See pp. ______________________________________________ for General Competency #12.See pp. ______________________________________________ for General Competency #13.See pp. ______________________________________________ for General Competency #14.See pp. ______________________________________________ for General Competency #15.


College of Education/ Education Professions Division PORTFOLIO REVIEW—CHECKPOINT #1

Candidate ____________________________________________________________________

Program Area _________________________________________________________________

To the Teacher Candidate: Your signature on this form indicates that you have received the Education Professions Division Portfolio Handbook. Please keep this form in Section 9 of your portfolio. Following is the philosophy that guides this portfolio process at the University of Oklahoma.

Portfolio PhilosophyWe believe that portfolio assessment is a dynamic process, which engages candidates in

reflection on their own professional development and nurtures them as educators, communicators, decision-makers, scholars, researchers, and leaders. Integral to the process

is collaboration. Candidates collaborate with their peers and with the faculty in selecting appropriate artifacts and in writing reflective rationales to demonstrate growth in each of the

Oklahoma State Board of Education competency areas and how they relate to the roles identified above. The result of this process is a comprehensive reflective record of growth

over time.

Checkpoint #1—Admission to Teacher Education Program Area

Date Attended Program Area Portfolio Meeting _______________________________

Faculty Signature _____________________________________________________________

Teacher Candidate Signature ____________________________________________________

Program Area Copy


College of Education/ Education Professions Division PORTFOLIO REVIEW—CHECKPOINT #1

Candidate ____________________________________________________________________

Program Area _________________________________________________________________

To the Teacher Candidate: Your signature on this form indicates that you have received the Education Professions Division Portfolio Handbook. Please keep this form in Section 9 of your portfolio. Following is the philosophy that guides this portfolio process at the University of Oklahoma.

Portfolio PhilosophyWe believe that portfolio assessment is a dynamic process, which engages candidates in

reflection on their own professional development and nurtures them as educators, communicators, decision-makers, scholars, researchers, and leaders. Integral to the process

is collaboration. Candidates collaborate with their peers and with the faculty in selecting appropriate artifacts and in writing reflective rationales to demonstrate growth in each of the

Oklahoma State Board of Education competency areas and how they relate to the roles identified above. The result of this process is a comprehensive reflective record of growth

over time.

Checkpoint #1—Admission to Teacher Education Program Area

Date Attended Program Area Portfolio Meeting _______________________________

Faculty Signature _____________________________________________________________

Teacher Candidate Signature ____________________________________________________

Candidate Copy


College of Education/Education Professions DivisionFINAL REVIEW OF CANDIDATE PORTFOLIO—CHECKPOINT #4

Candidate’s Name _________________________________________________________

Program Area _______________________________ Date ________________________

1. Mark One: ____3” Binder ____Electronic

2. Essential Elements Required Before Portfolio Will Be Reviewed :____Table of Contents Complete and Current____Personal and Professional Identity Section Complete (Section 1)____Teaching in Context Section Complete (Section 2)____Reference List Correlating Individual Artifacts to the 15 General Competencies Complete

(Section 3)____Forms for Portfolio Review at Checkpoints 1, 2, 3 (Section 3)____All Appropriate Release Forms Included (Section 3)____Section for Each of the 6 Roles of the TE-PLUS Conceptual Framework with Complete

Rationale Statements and Artifacts (Sections 4-9)____Each of the 15 General Competencies Adequately Addressed Within the 6 Roles (Sections 4-9)____Portfolio Free from Distracting Spelling, Punctuation, and Usage Errors

3. Outcome of Final Review based on Levels of Proficiency for 6 Roles Indicated On Next Page

___Target ___Met ___Not Met

Reviewer Comments:

Faculty Signature/s _______________________________ __________________________________


RUBRIC FOR FINAL REVIEW OF CANDIDATE PORTFOLIOFor each role in the OU TE-PLUS Conceptual Framework, one of the following levels of proficiency will be indicated by the reviewer. The reviewer will then indicate an overall level for the portfolio on the previous page.

TargetArtifacts demonstrate mastery of all dimensions of the role. Rationale statements make explicit the connection between the dimensions of the role and the characteristics of the artifacts.

MetArtifacts demonstrate proficiency with the role, but not mastery of all dimensions of the role. Rationale statements address the connection between the dimensions of the role and the characteristics of the artifacts.

Not MetArtifacts demonstrate limited or no proficiency with the role. Rationale statements are limited and/or vague about the connection between the dimensions of the role and the characteristics of the artifacts.

Role: Teacher as EducatorCriteria: Professional teachers must understand and effectively apply current pedagogical and subject matter knowledge bases appropriate to their teaching emphases, including the substance and practice of human relations and of learning assessment. They must not only be instructional experts, but also model social behavior and learning processes, motivate students to learn and achieve, and manage school duties and the classroom environment.

Target Met Not MetRole: Teacher as Communicator

Criteria: Fundamental to the teacher’s role as educator is the ability to communicate. Professional teachers are looked upon as communication models for school and community. Abilities to process information are fundamental to excellence in teaching. Expert teachers, therefore, make particular efforts to learn to comprehend well and respond meaningfully to the complexities of print language; to listen attentively to all speakers; to write and speak effectively to students, peers, and the lay and professional communities; and to master the various tools of communication from spoken language to word processing.

Target Met Not MetRole: Teacher as Decision-Maker

Criteria: Critical to the effectiveness of the teacher as educator are opportunities and abilities to make decisions. Professional teachers must make pedagogical and course-content decisions to most effectively and humanely meet the individual and group needs of their students. As professional decision making carries with it responsibility for the results of those educated judgments, it requires confidence derived from extensive knowledge of content, theory, and practice; understanding of school and community goals; and abilities to create, interpret, and rationally apply the results of the various assessment instruments.

Target Met Not MetRole: Teacher as Scholar

Criteria: Quality teaching requires significant knowledge of subject matter and teaching strategies, and the tools for acquiring that knowledge. Professional teachers continuously pursue the depth and breadth of pedagogy and content through such activities as professional reading and writing, professional interactions with peers and others, professional study, and active participation in professional organizations to ensure that their teaching is engaging, dynamic, imaginative, contemporary, functional, and of useful substance to students.

Target Met Not MetRole: Teacher as Researcher

Criteria: Quality teaching requires the skill and desire to investigate sources of and solutions to classroom problems. Professional teachers possess informal researching abilities and are motivated to continuously diagnose teaching and learning performance and, on those bases, reinforce what supports and remediate what retards movement toward successful educational experiences for their students. They, in collaboration with peers and other professionals as necessary, seek to understand and treat classroom problems through appropriate clinical research techniques and, as a matter of course, find means to share the results of such work within and beyond their immediate school settings.

Target Met Not MetRole: Teacher as Leader

Criteria: Professional teachers exercise leadership by everyday performance as model teachers striving for excellence, by sharing scholarship and the results of action research, by performing as master teachers, and by seeking leadership positions within the school, the community at large, and in professional organizations. Professional teachers are committed to the profession and to promulgating excellence in education in the whole complex of settings in which it exists.

Target Met Not Met


College of Education/ Education Professions Division

TEACHING IN CONTEXTPlease complete one form to represent each of your practica, clinical experiences, field experiences, and internships.

Candidate’s Name _________________________________________________________

Date(s) of Experience ______________________________________________________

Course Number and Title ____________________________________________________

School or Community Name _________________________________________________

Number of Hours ________________ Subject/Grade/Context _______________________Describe the context of your experience so that someone reading this might know more about the setting, students or participants, demographics, and teaching styles.

Please write about your responsibilities and your responses to the experience.


College of Education/ Education Professions Division

RELEASE FORM FOR USE OF PHOTOS, VIDEOS, AND STUDENT WORK

Dear Parent/Guardian:I am a University of Oklahoma teacher candidate. As part of a pre-professional course, I am involved in a field experience or internship in your child’s classroom. One component of the program required by the State of Oklahoma is to develop a portfolio that shows evidence of my proficiency and professional growth. To do this, I might like to use photos, videotapes, and/or duplicates of class work from this classroom experience. The photographs and videotapes would only be used to demonstrate my growth and progress and would not focus on students.

All materials will be kept confidential and only used as part of the required portfolio. The portfolio will be reviewed by teacher education faculty at OU and possibly by the Oklahoma Commission for Teacher Preparation and/or national/state review teams for the purposes of accreditation. NO STUDENT NAME WILL APPEAR WITH ANY MATERIALS.

Sincerely,

Student name:________________________________________________________________

School/Teacher:_______________________________________________________________

As a parent or guardian, I give permission for this information about my child to be used for portfolio documentation. This documentation could include a duplicate of my child’s work, or an image in a photograph or on a videotape.

_________________________________________________ Date ______________________Signature of Parent or Guardian

As a parent or guardian, I do not give permission for this information about my child to be used.

_________________________________________________ Date ______________________Signature of Parent or Guardian

NO STUDENT NAME WILL APPEAR WITH ANY MATERIALS.

Thank you for your consideration!


IV. INFORMATION

Oklahoma General Competencies For Teacher Licensure And Certification(Adopted May 23, 1996, by the State Board of Education as required by Legislative House Bill 1549 for creation of a competency-based teacher preparation program to be implemented July 1, 1998.)

1. The teacher understands the central concepts and methods of inquiry of the subject matter discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

2. The teacher understands how students learn and develop, and can provide learning opportunities that support their intellectual, social, and physical development at all grade levels including early childhood, elementary, middle level, and secondary.

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

4. The teacher understands curriculum integration processes and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills and effective use of technology.

5. The teacher uses best practices related to motivation and behavior to create learning environments that encourage positive social interaction, self-motivation, and active engagement in learning, thus providing opportunities for success.

6. The teacher develops a knowledge of and uses communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

7. The teacher plans instruction based upon curriculum goals, knowledge of the teaching/learning process, subject matter, students’ abilities and differences, and the community, and adapts instruction based upon assessment and reflection.

8. The teacher understands and uses a variety of assessment strategies to evaluate and modify the teaching/learning process ensuring the continuous intellectual, social, and physical development of the learner.

9. The teacher evaluates the effects of his/her choices and actions on others (students, parents, and others professionals in the learning community), modifies those actions when needed, and actively seeks opportunities for continued professional growth.

10. The teacher fosters positive interaction with school colleagues, parents/families, and organizations in the community to actively engage them in support of students’ learning and well-being.

11. The teacher shall have an understanding of the importance of assisting students with career awareness and the application of career concepts to the academic curriculum.

12. The teacher understands the process of continuous lifelong learning, the concept of making learning enjoyable, and the need for a willingness to change when the change leads to greater student learning and development.

13. The teacher understands the legal aspects of teaching including the rights of students and parents/families, as well as the legal rights and responsibilities of the teacher.

14. The teacher understands, and is able to develop instructional strategies/plans based on the Oklahoma core curriculum.

15. The teacher understands the State teacher evaluation process, “Oklahoma Criteria for Effective Teaching Performance,” and how to incorporate these criteria in designing instructional strategies.

Competencies 1-10 are based on “Model Standards for Beginning Teacher Licensing and Development: A Resource for State Dialogue,” prepared by the Council of Chief State School Officers’ Interstate New Teacher Assessment and Support Consortium (INTASC). Competencies 11-13 were developed as a result of input from Oklahoma educators. Competencies 14-15 are based on Oklahoma law.

Portfolio Handbook 17 Oklahoma Criteria For Effective Teaching And Administrative Performance

I. Practice

A. Teacher Management Indicators

1. Preparation--The teacher plans for delivery of the lesson relative to short-term and long-term objectives.

2. Routine--The teacher uses minimum class time for non-instructional routines thus maximizing time on task.

3. Discipline--The teacher clearly defines expected behavior (encourages positive behavior and controls negative behavior).

4. Learning Environment--The teacher establishes rapport with students and provides a pleasant, safe and orderly climate conductive to learning.

B. Teacher Instructional Indicators

1. Establishes Objectives--The teacher communicates the instructional objectives to students.

2. Stresses Sequence-The teacher shows how the present topic is related to those topics that have been taught or that will be taught.

3. Relates Objectives--The teacher relates subject topics to existing student experiences.

4. Involves All Learners--The teacher uses signaled responses, questioning techniques, and/or guided practices to involve all students.

5. Explains Content--The teacher teaches the objectives through a variety of methods.

6. Explains Directions--The teacher gives directions that are clearly stated and related to the learning objectives.

7. Models--The teacher demonstrates the desired skills.

8. Monitors--The teacher checks to determine if students are progressing toward stated objectives.

9. Adjusts Based on Monitoring--The teacher changes instruction based on the results of monitoring.

10. Guides Practice--The teacher requires all students to practice newly learned skills while under the direct supervision of the teacher.

11. Provides for Independent Practice--The teacher requires students to practice newly learned skills without the direct supervision of the teacher.

12. Establishes Closure--The teacher summarizes and fits into context what has been taught.

II. Products

Portfolio Handbook 18A. Teacher Product Indicators

1. Lesson Plan--The teacher writes daily lesson plans designed to achieve the identified objectives.

2. Student Files--The teacher maintains a written record of student progress.

3. Grading Patterns--The teacher utilizes grading patterns that are fairly administered and based on identified criteria.

B. Student Achievement Indicators--Students demonstrate mastery of the stated objectives through projects, daily assignments, performance and test scores.

Portfolio Handbook 19Correlation of OU TE-PLUS Roles with Oklahoma General Competencies

OU TE-PLUS Program Roles of the Professional Educator

Oklahoma General Competencies for Licensure and Certification

Teacher as Educator: Professional teachers must understand and effectively apply current pedagogical and subject matter knowledge bases appropriate to their teaching emphases, including the substance and practice of human relations and of learning assessment. They must not only be instructional experts, but also model social behavior and learning processes, motivate students to learn and achieve, and manage school duties and the classroom environment.


2. The teacher understands how students learn and develop, and can provide learning opportunities that support their intellectual, social and physical development at all grade levels including early childhood, elementary, middle level, and secondary.



5. The teacher uses best practices related to motivation and behavior to create learning environments that encourage positive social interaction, self-motivation and active engagement learning, thus, providing opportunities for success.


7. The teacher plans instruction based upon curriculum goals, knowledge of the teaching/learning process, subject matter, students’ abilities and differences, and the community; and adapts instruction based upon assessment and reflection.

8. The teacher understands and uses a variety of assessment strategies to evaluate and modify the teaching/learning process ensuring the continuous intellectual, social and physical development of the learner.

9. The teacher evaluates the effects of his/her choices and actions on others (students, parent, and other professionals in the learning community), modifies those actions when needed, and actively seeks opportunities for continued professional growth.

10. The teacher fosters positive interaction with school colleagues, parents/ families, and organizations in the community to actively engage them in support of student learning and well-being.





15. The teacher understands the State teacher evaluation process, "Oklahoma Criteria for Effective Teaching Performance," and how to incorporate these criteria in designing instructional strategies.


Teacher as Communicator: Fundamental to the teacher’s role as educator are abilities to communicate. Professional teachers are looked upon as communication models for school and community. Abilities to process information are fundamental to excellence in teaching. Expert teachers, therefore, make particular efforts to learn to comprehend well and respond meaningfully to the complexities of print language; to listen attentively to all speakers; to write and speak effectively to students, peers, and the lay and professional communities; and to master the various tools of communication from spoken language to word processing.



10. The teacher fosters positive interaction with school colleagues, parents/ families, and organizations in the community to actively engage them in support of student learning and well-being.


Teacher as Decision-Maker: Critical to the effectiveness of the teacher as educator are opportunities and abilities to make decisions. Professional teachers must make pedagogical and course-content decisions to most effectively and humanely meet the individual and group needs of their students. As professional decision making carries with it responsibility for the results of those educated judgments, it requires confidence derived from extensive knowledge of content, theory, and practice; understanding of school and community goals; and abilities to create, interpret, and rationally apply the results of the various assessment instruments.


2. The teacher understands how students learn and develop, and can provide learning opportunities that support their intellectual, social and physical development at all grade levels including early childhood, elementary, middle level, and secondary.










Teacher as Scholar: Quality teaching requires significant knowledge of subject matter and teaching strategies, and the tools for acquiring that knowledge. Professional teachers continuously pursue the depth and breadth of pedagogy and content through such activities as professional reading and writing, professional interactions with peers and others, professional study, and active participation in professional organizations to ensure that their teaching is engaging, dynamic, imaginative, contemporary, functional, and of useful substance to students.





Teacher as Researcher: Quality teaching requires the skill and desire to investigate sources of and solutions to classroom problems. Professional teachers possess informal researching abilities and are motivated to continuously diagnose teaching and learning performance and, on those bases, reinforce what supports and remediate what retards movement toward successful educational experiences for their students. They, in collaboration with peers and other professionals as necessary, seek to understand and treat classroom problems through appropriate clinical research techniques and, as a matter of course, find means to share the results of such work within and beyond their immediate school settings.






Teacher as Leader: Professional teachers exercise leadership by everyday performance as model teachers striving for excellence, by sharing scholarship and the results of action research, by performing as master teachers, and by seeking leadership positions within the school, the community at large, and in professional organizations. Professional teachers are committed to the profession and to promulgating excellence in education in the whole complex of settings in which it exists.


10. The teacher fosters positive interaction with school colleagues, parents/ families, and organizations in the community to actively engage them in support of student learning and well-being



· web viewthey must not only be instructional experts, but also model social behavior and...

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