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II A. - TEACHER EDUCATION PORTFOLIO


The Teacher Education portfolio is a collection of artifacts selected from a teaching major’s total preparation period. It includes those professional samples required by the academic major department and by the professional education program, as well as those optional samples selected by the student that will serve to demonstrate and to synthesize his or her professional growth. The contents of the portfolio should be organized in a single container such as a three-ring binder.

Your 200:128 field experience and the accompanying assignments in your 200:148 course provide excellent opportunities for you to collect demonstrations of your work that are appropriate to include in your Teacher Education portfolio. A significant piece of your Teacher Education portfolio will be the Teacher Candidate Work Sample. Starting in the fall semester of 2003, during your 200:128 field experiences at Price Laboratory School, you will be assigned by the 200:148 professor to complete the Teacher Candidate Work Sample (TCWS). The TCWS will ask you to examine the learning context, assess the student's prior knowledge of a subject, create two connected lessons, teach the lessons and then upon the students learning and your instruction. This rich experience will allow you to examine your teaching behaviors and target areas for improved practice. Please download the TCWS directions and templates from http://www.pls.uni.edu/tws/homepage.html

The development of such a "portfolio" is not a requirement of the Teacher Education Program. However, the decision to proceed with such a project may prove to be of great value as you begin your search for a teaching position and as you enter the teaching profession.


Reasons for assembling a portfolio of your work:

      1. To provide an opportunity for student self-evaluation and reflection.
      2. To provide an optional process for student assessment and program evaluation.
      3. To provide one method for monitoring student progress through an individual teaching program.
      4. To provide a record of professional growth and development of students over time.
      5. To provide a model for portfolio development that may be used throughout the student’s professional career.

       

Characteristics of a Teacher Education portfolio:

      1. It is primarily a student responsibility.
      2. It is designed so that it can be expanded to be used by various major departments.
      3. Should be a teaching/learning tool as well as evaluation technique.
      4. Involves both process and product.
      5. Reflects the College of Education knowledge base requirements.
      6. Should contain both artifacts (professional examples) and written reflections on meaning of artifacts.
      7. Should be examined at specific times throughout the student's career.

Suggested Contents:

      1. Table of Contents
      2. Academic/Professional Records and Correspondence
      3. Pre-Education
      4. Academic Major(s) including Methods Courses
      5. Professional Studies
      6. The World of Practice (Pre-Student Teaching)
        (Copies of evaluation/progress forms from the following required clinical/field experience, along with the student reflections on each field experience and the evaluations: 200:017; 200:128; professional semester and all field experiences required in the major)
      7. The World of Practice (Student Teaching/Career Placement)
      8. Community Work/Service; Extra-Curricular Activities; Honors/Awards
      9. Folio Index
      10. The First Year of Teaching and Beyond

       

      If you would like additional information on assembling a porfolio, contact the Office of the Director of Teacher Education.

 

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Office of Student Field Experiences
College of Education
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319-273-2202

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