1 oklahoma state university handbook for career...

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Oklahoma State

University

Handbook

for Career & Technical

Education Portfolios

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Portfolio Handbook Introduction In this "Handbook for Professional Education Portfolios at Oklahoma State University” you will find the requirements for assembling and keeping your portfolio; an explanation of the philosophy, mission, and conceptual framework of the professional education degree program; and an explanation of the portfolio requirements set by the Oklahoma Commission for Teacher Preparation and the Oklahoma Department of Education. For the most part, the portfolio is a collection of work and evidence of your progress towards becoming a teacher with opportunities for you to reflect on this process. As you take your course work in professional education, begin to collect your "artifacts"--projects, papers, journal entries, tests, photographs, etc. Then you will select the ones that represent your progress toward the competencies and OSU Professional Education LEADS Conceptual Framework. Finally, you will reflect on this framework and the relevance of your work. Since we may receive updates and clarifications from the Oklahoma Commission for Teacher Preparation and the Oklahoma State Department of Education, there may be changes and updates as you move through the program. When this occurs, we will advise you of those changes.

INTRODUCTION

Professional Education at Oklahoma State University prepares and develops professional educators who facilitate life long learning and enrich quality of life for people in public schools and other educational settings. It is committed to the development of professional educators through the integration of theory and practice in a range of experiences and settings. Throughout the program, candidates develop a professional portfolio in which they record, reflect upon and integrate their knowledge from their pre-service experiences.

Rationale and Philosophy

In Oklahoma State University’s Professional Education Degree programs, a portfolio is a set of materials that provides evidence of the candidate's learning, growth, and development toward becoming a professional educator. These collections of authentic, learner-specific documents are also acknowledgment that the development of a professional educator is an individualized process. They reflect the candidate's progress over a period of time and provide useful information in assessing the success of the programs in meeting their goals. The portfolio has four major uses:

1. Documenting active learning by candidates in their professional growth and development.

2. Providing graduates of the programs with a collection of relevant materials for their use in the profession and/or for use as a personal marketing tool in seeking employment.

3. Assessing the Professional Education Degree Programs - an important source of data to give a more comprehensive and complete picture of the programs.

4. Improving the Professional Education Degree Programs - revealed patterns of success

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and/or deficiency serve as foci for changes in the programs to ensure relevance and attainment of goals.

An OSU professional education degree provides a comprehensive experiential base of information, research, observation, practice and reflection. The program faculty understands that their candidates are active participants in their encounters and interactions with their environment and the world. The faculty recognizes that candidates may need assistance in understanding the importance, validity, utility and meaning of these experiences. They also need assistance in integrating and synthesizing knowledge and skills from different sources to solve problems and to enhance their perspectives. The development of portfolios can provide the reflective experiences needed to achieve these important goals. The program should enhance the ability of the future professional educator to respond appropriately to students in terms of their needs and interests, the needs and interests of society, and the standards of the specialized professional associations. Candidates exiting the Professional Education Degree Programs at Oklahoma State University should present appropriate documentation of the attainment of the competencies of their programs in the form of a portfolio. The portfolio development process should be a positive experience, addressing many professional activities through assignments, class interactions and field experiences. Purpose

The Professional Education Portfolio demonstrates the talents, skills and experiences of each teacher candidate. It indicates each candidate's professional growth toward becoming an effective teacher, and it provides evidence of progress toward:

• Individual professional goals • OSU program goals (general, professional and specialized education) • Oklahoma competencies, the standards and outcomes as set forth by the Commission

for Teacher Preparation, the State Department of Education, the State Regents, and the appropriate specialized professional associations.

Additionally, the portfolio should be a useful tool in seeking employment by providing prospective employers with evidence of the candidate's professional growth. Portfolios will also assist candidates in developing reflective skills they will use throughout their teaching career(s) as they continue to document their professional development. Teacher candidates should consider this portfolio as unique, fluid and changing, an evolving display of life-long learning. Once candidates enter the profession in the first teaching position, their portfolios will be based on their personal goals as they relate to state standards, the local school district and their communities. The portfolio is defined as a documented profile of an individual's accomplishments, learning and strengths related to the Oklahoma General Competencies for Teacher Licensure and Certification and Oklahoma State University’s Professional Education Unit mission and core

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values. The portfolio is required by the Oklahoma Commission for Teacher Preparation for licensure and, for purposes of institutional accreditation, is a unit of measure which presents evidence that the institution is providing initial, on-going, and focused opportunities and avenues which lead to the candidate's achievement of competencies, standards, and outcomes.

The Role of Portfolios in OSU's Professional Teacher Education Programs Graduate and undergraduate candidates in teacher education should be aware that there are many types of portfolios and that throughout the candidates' experiences at Oklahoma State University they will be asked to develop portfolios for several different purposes. Because a portfolio's purpose and audience affect its contents, there is not a single all-purpose portfolio. The content or evidence in a portfolio depends on the purpose. During their academic careers at Oklahoma State, candidates will be required to present their Professional Education Portfolios at three checkpoints: admission to professional education (Submission I), prior to student teaching/clinical practice (Submission II) and at the completion of student teaching/clinical practice (Submission III). The handbook outlines the requirements at those three stages. In addition, the OCTP may request a sampling of portfolios for program accreditation. Guidance will be given to candidates interested in completing a portfolio for job placement. The table below explains the four major purposes for portfolios.

Purposes of Portfolios

Purposes Contents Audience Time frame Evidence To gain admission to a program while providing the audience with an opportunity to identify initial strengths and weaknesses for the purpose of providing appropriate assistance if needed.

Documentation of previous experiences and accomplishments.

Interview committee for admitting program.

National Board Certified Readers.

No restrictions on time frame.

Guidelines in this handbook.

Demonstrate learning in course content or to fulfill specific course requirements.

Instructor-assigned items that demonstrate learning in a particular course, related to program and state goals.

The course instructor.

Instructional time frame--usually the semester or duration of the course.

Course specific.

Present as the best Edited and reduced Search Time required

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candidate in application for an advertised position.

from the Professional Education Portfolio to show self as the best candidate for a teaching job in a particular district.

committee. completing the professional program with previous and subsequent evidence as appropriate.

For program review and certification. Reflect professional growth and overall view of self as a teacher, including strengths and areas for improvement.

Evidence of work from throughout the program, which illustrates the growth, reflections and personal beliefs about self as teacher.

Peers, university faculty. OCTP accreditation personnel. State Dept. of Education reviewers.

Time required completing the professional program, with previous and subsequent evidence as appropriate.

Described throughout this handbook.

THE PROFESSIONAL EDUCATION DEGREE PROGRAM PORTFOLIO SUBMISSIONS AND POLICIES

The portfolio will provide candidates with a personal tool for reflecting upon their teaching skills, knowledge and understandings. This portfolio is an edited collection of the teacher candidate's evidence of learning and professional growth and reflections representing progress through the entire professional education degree program. This portfolio differs from individual course portfolios in that it represents the integration of learning in all courses. Portfolios should show the candidate's progress toward professional goals, Oklahoma State University Professional education degree program Goals, the Oklahoma General Competencies for Teacher Licensure and Certification, and standards of specialized professional associations. These are explained later in the handbook. The portfolio will provide the basis for assessing the candidate's progress in, and completion of, the program. Upon graduation, the completed portfolio may be edited and used as a dossier to help the new teacher in employment interviews. Throughout the program, the candidate is responsible for the safekeeping of the portfolio, but must make the portfolio available upon request for admission, prior to student teaching/clinical practice, at the completion of student teaching/clinical practice, or for program accreditation purposes.

Policy for Portfolio Development & Assessment

Candidates will compile their OSU Professional Education Portfolios throughout the years at OSU and may continue them into their professional careers.

For CTED candidates the portfolio will be submitted and reviewed at these benchmarks:

Submission I:

This submission will be completed during the first course in the “Basic 15” teaching

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certification sequence: CTED 3203, Foundations of Career and Technical Education.

Submission II:

This submission will be completed during CTED 3903, Seminar in Professional Education.

Submission III:

This submission will be completed during CTED 4470, Teaching Practicum in Career and Technical Education.

As candidates progress through the full implementation of CTED portfolios, there may be adjustments made by Dr. Self in terms of the timing of submissions. Each candidate is responsible for understanding when their submissions are to be completed by checking with Dr. Self.

Portfolios may also be requested for OCTP accreditation review. The steps involved for each submission are listed below. Detailed explanations of the requirements are in the next section of the handbook.

Per Title 712. Oklahoma Commission for Teacher Preparation (OCTP), Chapter 10. Teacher Preparation, institutions shall require all initial and advanced certification program candidates to develop a portfolio following the guidelines listed below.

The portfolio development process will begin with enrollment in the professional education course work. This requirement is spelled out in the policy below.

Resolution passed by the OSU Professional Education Council

Be it therefore resolved that the Oklahoma State University Professional Education Council hereby requires that all candidates in the following categories present a professional portfolio in accordance with the guidelines of the Oklahoma State University Professional Education Handbook.

a. Degreed candidates seeking initial Oklahoma licensure who were admitted to an accredited Oklahoma teacher education program during or after Fall 1997. b. Candidates who are entering freshmen beginning Fall 1997. c. Candidates already enrolled in an Oklahoma institution prior to Fall 1997 and admitted to an accredited teacher education program during or after Fall 1997 who will graduate after September 1, 1999 . and d. Candidates holding a valid Oklahoma credential and seeking to add an advanced certificate who will complete certification area requirements after September 1, 1999 .

Candidates are required to submit portfolios for full admission to professional education, prior to student teaching/clinical practice, and at the completion of student teaching/clinical

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practice. Furthermore, candidates will make their portfolios available for OCTP review with one week's notice.

ADDITIONAL CHECK: REVIEW FOR PROGRAM ACCREDITATION

The Oklahoma Commission for Teacher Preparation (OCTP) will select a list of candidates at random for portfolio review. The OSU Professional Education Unit will notify those candidates whose portfolios must be submitted. Candidates will then have up to 10 days to submit their portfolios to OSU's professional education unit. The OCTP will not be evaluating the work of individual candidates. They will use a sampling of portfolio work to assess the Professional Education Unit at OSU. Upon completion of their review the portfolios will be returned to the candidates.

OSU'S PROFESSIONAL EDUCATION UNIT MISSION AND CORE VALUES The Professional Education Unit (PEU) prepares and develops professional educators who facilitate life long learning and enrich quality of life for people in public schools and other educational settings. OSU's Professional Education programs are based upon the L.E.A.D.S. conceptual framework: L eadership; E thics and Professionalism; A cademics and Professional Roles, including Content Knowledge, Integration, Human Growth and Development, Learning Environment, Technology, Teaching/Professional Practice and Assessment; D iversity; and S ervice Orientation/Community Outreach.

Candidates' attainment of unit and program goals is assigned and assessed in schools and communities in which continuous professional development for pre- service candidates, in- service school professionals, and university faculty is valued.

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Candidates will begin with Submission I and progress through Submissions II and III.

Preparation of Submission I:

1. Assembling the Portfolio:

o You will need to purchase a 2-inch view binder for your portfolio. The vinyl sleeve on the outside of the binder and the pocket on the side allow you to insert your name and program information. Prepare and place inside the binder a sheet on the outside and on the pocket on the side with your name, date, program or content area you are teaching or plan to teach.

o Each section listed below needs a divider noting that section. You will have Four Major Sections: Handbook Forms; Personal Documents: LEADS. Behind LEADS you will have 5 more additional dividers for a total of 9 dividers.

2. Table of Contents: (type this list and include in the front of your binder)

I. Handbook Forms a. Academic Integrity Form – include and sign (Appendix A) b. Portfolio release Form – include and sign (Appendix B) c. Field Placement Record Form – include; complete what observations were

completed during this course and other courses you may have taken (Appendix C)

d. Checklists and Score Reports - For submissions II and III, include previous portfolio score reports

II. Personal Documents a. Philosophy of Education – this is a written description of your personal

purpose and beliefs as an educator. See Appendix D for more information on writing your philosophy of education. See Appendix E for the complete LEADS Conceptual Framework.

b. Personal Goals – one page sheet outlining your personal and professional goals for the profession of teaching – write this brief list of personal and professional goals

c. Resume – include d. Application for Admission to OSU’s Professional Education Program e. Transcript/Grade Report – Must be an official transcript f. Letter of Recommendation –Include a letter of recommendation from an

employer or supervisor; the letter is to recommend you continuing in a certification program to become a teacher.

III. Crosswalk of Artifacts and 15 Oklahoma General Competencies for Licensure

This crosswalk is to be included and will indicate that all of the 15 competencies have been met by at least one artifact. See Appendix F for an example.

IV. LEADS Section:

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For each of the five OSU core concepts—LEADS: leadership; ethics and professionalism; academics and professional roles; diversity and service orientation/community outreach; Prepare a divider page. Behind each divider page include:

• Reflection on the letter such as L for Leadership • The reflection page is a different document than your philosophy

statement. • This essay should be approximately 1-2 paragraphs and be an

overview of the candidate’s reflection on that part of the conceptual framework.

• Title the essay with the name of the core concept. • Define and explain your understanding of this concept and how it relates to

teaching and learning. • Discuss specific examples from your education and experiences that helped

you develop this understanding. • What are some changes or improvements you might make in your teaching

based on what you have learned about this concept? Cite examples to support your ideas.

• How does this knowledge support or change your philosophy and goals?

• Artifact Caption Page (Appendix G) o An artifact is simply an item of evidence that would document a

clear understanding by the candidate of a portion of the conceptual framework. Artifacts can vary greatly but candidates should take care to include artifacts which are meaningful and reflect the quality and growth you wish to present to the portfolio reviewer.

o Each item of evidence placed in the portfolio must be accompanied by a caption page that identifies it, tells why it was created, and connects it to the LEADS document AND the 15 Oklahoma General Competencies for Licensure.

o The collection of artifacts for this submission should begin with your first professional education course and continue throughout your professional education career. Selection and reflection should be done periodically to insure that the presented evidence indicates the quality or growth you wish to present.

• Actual Artifact o Appendix H – provides a crosswalk of the Oklahoma General

competencies for teacher licensure and certification and some possible artifacts.

o The collection of artifacts should begin with your first professional education course and continue throughout your professional education career. Selection and reflection should be done periodically to insure that the presented evidence indicates the quality or growth you wish to present.

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o If you created a large poster or bulky item that you want to include, consider taking photographs of the original and attaching a written description of the project.

Portfolios are reviewed by outside CTE professionals. See Appendix I for the Score report.

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Appendix A – Academic Integrity Form

The Oklahoma State University catalog states, “Academic dishonesty or misconduct is neither condoned nor tolerated at Oklahoma State University.” Oklahoma State University is committed to the maintenance of the highest standards of integrity and ethical conduct of its members. This level of ethical behavior and integrity will be maintained in the portfolio process. Participating in a behavior that violates academic integrity (e.g., unauthorized collaboration, plagiarism, multiple submissions, cheating on examinations, fabricating information, helping another person cheat, unauthorized advance access to examinations, altering or destroying the work of others, and fraudulently altering academic records) will result in your being sanctioned. Violations may subject you to disciplinary action including the following: receiving a failing grade on an assignment, examination or course, receiving a notation of a violation of academic integrity on your transcript (F!), and being suspended from the University. You have the right to appeal the charge. Contact the Office of Academic Affairs, 101 Whitehurst, 405-744-5627, academicintegrity.okstate.edu.

I have read and understand the Academic Integrity policy. The material Contained in this portfolio is my work. None of the artifacts were created by another individual. Where the item is a product of group work or collaboration, I have indicated this fact on my caption and have identified my contribution to the project. For confidentiality purposes, any names of individuals have been changed or deleted. Where that was not possible, I have obtained the appropriate release forms. I understand that these policies must be adhered to throughout the development of my portfolio.

Candidate’s signature_______________________________________

Candidate’s name (printed)___________________________________

Program______________________________Date_______________________

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Appendix B – Portfolio Release Form

_______I give permission to the Oklahoma Department of Education and the Oklahoma Commission for Teacher Preparation, national and state accreditation personnel, and Oklahoma State University personnel to read the material contained in this portfolio.

_______I have obtained necessary permission forms from students or parents when appropriate. They are available on request.

Candidate’s Signature_________________________________

Candidate’s Name(printed)_______________________________

Program_______________________Date____________________________

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Appendix C-Field Placement Form

Higher Education Field Experience

Course Title/

Number of hours in field

School and community

Subject and Grade

Population of community

(Available from School District Database)

Socio-economic level

(Available from School District Database- list Poverty % and Free/Reduced Lunch %)

Examples of diversity in the classroom you observed.

* see list at bottom of page

Experiences and Responsibilities

Type of setting

* See list at bottom of page

Teaching styles observed.


Community Field Experience Date of Service

Name of organization and community

Age or grade level of students

Population of community


Socio-economic level


Examples of diversity in this group of students.

*see list at bottom of

Experiences and Responsibilities

Type of setting

* See list at bottom of

Teaching styles observed.


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page page

Use the lists below to indicate the types of diversity, types of settings, and teaching styles. Write the word in the box.

Diversity Teaching Settings Teaching Styles

Learner Integrated curriculum Gifted/Talented program Individualized Instruction

Age Self-contained classroom Special Education program Direct Instruction

Gender Single subject Multi-age groups Inquiry-based Instruction

Ethnicity Multiple subjects Itinerant Computer-based learning

Cultural Alternative school ESL Cooperative groupings

Socio-Economic Block Schedule Laboratory Learning Centers

Intellectual Inclusion Choir Tutoring

Physical Open school Band Field Trip

Language Teaming Recreation facility

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Appendix D – Philosophy of Education

What is the purpose of the philosophy statement?

Your philosophy of education is important in establishing a purpose and a focus for your professional career as an educator. Your statement of philosophy is a description of your own purpose and beliefs as an educator. There is no "right" philosophy. As a future educator, it is important to learn to articulate your views, reflect upon actual practice, and evaluate your beliefs. As part of the pre-service teacher education program you will write two statements of your philosophy of education, once early in your program and again upon completion of student teaching. Pre-service teachers develop a realistic philosophy by examining their reading and thinking in light of experiential activities such as observation, simulation and practice in the field. Therefore, two philosophy statements will be included in your third portfolio submission. This will demonstrate your professional growth and development through knowledge and experience gained during the program. You will refine, augment, and develop your philosophy for the rest of your career. When should this be started?

Start by writing a philosophy of education during your introductory course in the teacher education program. You may do this in CTED 3203. This will be submitted for Submission I. Conclude by writing a philosophy of education at the end of student teaching or your internship.

What are the guidelines? You may want to begin by reading the OSU LEADS Conceptual Framework and the philosophy statement of your program. Reflect on how these relate to your philosophy. You may want to address the following in writing your first philosophy statement:

• What is the purpose of education? • What is the role of the teacher in achieving this purpose? • What is the role of the student in education? • What role will families, students, the community, and higher education play in achieving

the purpose of education?

What should be the length?

No less than 2 double spaced pages (12-point font) and no more than 6 double spaced pages (12 -point font)

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Appendix E-LEADS Conceptual Framework

Leadership - The Professional Education Unit (PEU) prepares candidates who are committed to the belief that professional educators providing quality education are the foundation of a prosperous and democratic society. The candidates advance their professions as innovative leaders and advocates who support all learners and families, in the context of diverse systems and communities.

Ethics and Professionalism - The Professional Education Unit prepares candidates who demonstrate ethical and professional behavior in their interactions with students, families, colleagues, and communities and practice social justice. The candidates demonstrate an understanding of legal aspects in their professional roles. As life-long learners, they engage in continuous professional development, collaborate with colleagues in the learning community and other professional arenas and reflect upon their practice.

Academics and Professional Roles - The Professional Education Unit, through curriculum, instruction, field experiences, clinical practice and the use of technology, prepares knowledgeable candidates who reflect upon the connections between academics and their professional roles.

Content Knowledge - The Professional Education Unit prepares candidates who value the importance of knowledge and learning by providing them with a rich learning environment, technology, and supervised experiences in academic areas. The candidates possess subject matter competence and enthusiasm for the subject matter; they are life-long learners of the central concept and methods of inquiry in their subject matter areas.

Integration - The Professional Education Unit prepares candidates who demonstrate integration of theory into practice incorporating appropriate pedagogy, methodology, content knowledge, curriculum, inquiry and research-based practices in diverse settings. The candidates understand the process of curriculum integration and use of a variety of instructional strategies to encourage students’ development and learning. They assist students with career awareness and apply career concepts to the academic curriculum.

Human Growth and Development-including special populations -The Professional Education Unit prepares candidates who understand how students/clients learn and develop and can provide learning opportunities that support their intellectual, social, and physical development at all levels including early childhood, elementary, middle level, secondary, and adult. The candidates understand that students vary in their approaches to learning and create opportunities that are adaptable to individual differences in learners.

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Learning Environment - The Professional Education Unit prepares candidates who understand the dynamics of individual and group behavior and use communication techniques to develop, facilitate and manage positive approaches to learning. Candidates select styles that work best for their learning environments and are able to adapt to different circumstances. They choose procedures that are appropriate for all students/clients including those with diverse backgrounds, with exceptionalities, and English language learners.

Technology - The Professional Education Unit prepares candidates who understand technology as a complex integrated process for analyzing problems and devising, implementing, evaluating and managing solutions to those problems in situations in which learning is purposive and controlled. The candidates are able to use technology to help all students/clients learn by providing a conceptual understanding of how knowledge, skills and dispositions related to education and information technology and instructional technology are integrated throughout the curriculum, instruction, field experiences, clinical practices, assessments and evaluations.

Teaching/Professional Practice and Assessment -The Professional Education Unit prepares candidates who use best practices to create learning environments and instructional opportunities based upon Oklahoma and national standards that lead to student learning and development. Candidates understand and use a variety of assessment strategies to evaluate and modify the teaching/learning process to ensure the continuous intellectual, social, and physical development of learners. They demonstrate reflective practice.

Diversity - The Professional Education Unit prepares candidates who believe everyone deserves the opportunity to learn and can learn; they possess knowledge, skills, and dispositions to serve as effective professionals who understand and meet the needs of a diverse society. Candidates provide evidence of understanding of differences including age, gender, ethnicity, culture, socio-economic status, and intellectual, physical, and language abilities.

Service Orientation/Community Outreach - The Professional Education Unit prepares candidates who value and engage in service and meaningful involvement of the learners/clients, their families and communities. Candidates engage in result oriented service to address economic, educational, public safety, environmental, and other human needs.

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Appendix F –Artifacts and Competencies Crosswalk List

Artifacts and Competencies Crosswalk List Candidate’s Name________________________

CWID #_________________________________

OSU Concept of L for Leadership Oklahoma General Competencies Artifact Titles A B C D E F G H I J K L M N O

OSU Concept of E for Ethics and

Professionalism Oklahoma General Competencies

Artifact Titles A B C D E F G H I J K L M N O OSU Concept of A for Academics

and Professional Roles Oklahoma General Competencies

Artifact Titles A B C D E F G H I J K L M N O OSU Concept of D for Diversity Oklahoma General Competencies

Artifact Titles A B C D E F G H I J K L M N O

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OSU Concept of S for Service Orientation/Community Outreach

Oklahoma General Competencies

Artifact Titles A B C D E F G H I J K L M N O

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Appendix G – Artifact Caption Page

(This is an example of an artifact caption page)

Title of Artifact:

Student Learning Activity Packet

Course and semester:

CTED 4343/Fall 2007

Summary of the artifact:

During this course we were encouraged to look at various instructional methods. I had been using the lock step method but since then I have created Student Learning Activity Packets. By using this method the students can work independently to complete the course curriculum. If I feel it is necessary I can assign a due date for the projects. I chose this activity for the Academics and Professional Roles because the Student Learning packet integrates theory into practice. The students complete assignments from the textbook, work sheets, complete observations, and then make presentations to the class of their favorite story as a child. This artifact meets three of the Oklahoma General Competencies.

Oklahoma General Competencies:

A. 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 the subject matter meaningful to students.

B. The teacher understand show 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.

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

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Appendix H – Crosswalk and Examples of Artifacts

OKLAHOMA GENERAL COMPETENCIES FOR TEACHER LICENSURE AND CERTIFICATION

The following general competencies are expected to be demonstrated by all candidates in OSU's professional education programs. The program portfolio will demonstrate the development of these competencies. (Artifact lists are suggestions for the type of artifact that covers the competency). This chart will help you organize the artifacts for each competency. Please list the artifacts for each competency that you use in your program.

A. 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 the subject matter meaningful for students.

Artifact - Lesson plans, Units of study, Tutoring Report, Research with examples

B. 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. Artifact -Tutoring report, Lesson plans, Research on developmental stages, Interview, class meetings

C. The teacher understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learners. Artifact - Lesson plans showing use of learning styles, Resource files, Tutoring reports, Classroom floor plans, Learning styles

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

Artifact - Lesson plans incorporating questioning techniques or technology, Resource Files, Research papers on topic, Career Clusters

E. 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.

Artifact - Classroom Management techniques, Lesson plans showing cooperative Learning activities, Learning contract, Cooperative Activities, Clean up charts

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

Artifact - Research paper or lesson plans describing or using these techniques, communication to the parents, Program web-site

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

H. 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.

Artifact - Assessment tools, lesson plans showing modifications, Grades (no names)

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

Artifact - Reflections, article critique,

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reflection.

Artifact - Set of lesson plans with adapted instruction, IEP (no names)

workshop presentation or attendance

J. 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.

Artifact -Any project involving family or community, Parent Newsletters, Tech Camp, Sophomore tours

K. 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.

Artifact - Lesson plan or bulletin board incorporating career awareness

L. The teacher understands the purpose of continuous life-long learning, the concept of making learning enjoyable, and the need for willingness to change when the change leads to greater student learning and development.

Artifact - Research papers, Interviews, Workshop attendance, Reflections

M. The teacher understands the legal

N. The teacher understands, and is able to develop instructional strategies/plans based on the Oklahoma Core

O. The teacher understands the state teacher evaluation process, "Oklahoma

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aspects of teaching including the rights of students and parents/families, as well as the legal right and responsibilities of the teacher. Artifact - Research paper on legal issues, review of IEP conference or regulations, web-sites for educational law

curriculum.

Artifact - Lesson plans with PASS objectives listed

Criteria for Effective Teaching Performance," and how to incorporate these criteria in designing instructional strategies.

Artifact - School's evaluation form completed by principal or cooperating teacher, review of how teacher evaluation is conducted in Oklahoma schools.

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Oklahoma General Competencies for Licensure and Certification

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Appendix I ‐ Career and Technical Education Portfolio Score Report

Candidate’s Name and CWID#_____________________________

Ratings 3=Exceeds Standards 2=Meets Standards 1=Approaches Standards 0=Unacceptable

Component Submission I Submission II Submission III Professional Presentation of Portfolio

3 2 1 0 3 2 1 0 3 2 1 0

Handbook Form‐ academic honesty form

Yes___ No____

Included in submission I Included in submission I

Handbook Form –portfolio release form

Yes___ No____


Handbook Form ‐ Field Placement Record form

Yes____ No_____


Personal Philosophy Statement

3 2 1 0 Included in submission I Included in submission I

Professional and Personal Goals Statement


Resume 3 2 1 0 Included in submission I Included in submission I Transcript/Grade Report Yes__________

No___________ N/A N/A

Letter of recommendation Yes__________ No___________

N/A N/A

Reflection Essay: Leadership 3 2 1 0 Included in submission I Included in submission I Reflection Essay: Ethics and Professionalism


Reflection Essay: Academics and Professional Roles


Reflection Essay: Diversity 3 2 1 0 Included in submission I Included in submission I Reflection Essay: Service 3 2 1 0 Included in submission I Included in submission I

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Component Submission I Submission II Submission III Orientation/Community Outreach Artifact Selections Submission I:

5 artifacts required; 1 per LEADS

Submission II: 15 artifacts; 3 per LEADS

Submission III: 20 artifacts; 4 per LEADS

L E A D S

3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0

L E A D S

3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0

L E A D S

3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0

Crosswalk of Oklahoma General Competencies for Licensure and Certification, Artifacts and LEADS Conceptual Framework

Not included Not included Included in Submission III Between all of the artifacts selected, all Competencies A – 0 must be met.

Submission I – Reader’s Signature__________________________Date_____

Submission II ‐ Reader’s Signature__________________________Date_____

Submission III – Reader’s Signature_________________________Date_____

NOTE: Competencies marked with either a 0 or a 1 on a submission must be corrected BEFORE the next submission.