Do Now

• What makes you a good teacher? (if you believe you are )

Please introduce yourself and tell us what makes you a good teacher.

What DO YOU HAVE TO SHOW FOR IT??

CREATING YOUR ELECTRONIC PORTFOLIO

DOCUMENTING THE KEEPS CLAIMSTAL 971/973

FINAL INQUIRY SEMINAR

Why are we doing this?

• Individual and Institutional: This is a self-assessment - it is just one aspect of evidence that we (TAL) are doing what we are supposed to be doing - other evidence is course grades (alongside syllabi), case studies, etc.

• Personal: job placement, promotions, board certification, etc. Different uses depending on audience (potential employer, advanced degree, etc.), etc. Portfolio contains varied types of evidence.

COMPONENTS OF THE PORTFOLIO

Data Collection Tool: LIST OF KEEPS CLAIMS AND EVIDENCE YOU HAVE CHOSEN FOR MEETING THOSE CLAIMS

KEEPS Letter: REFLECTIVE ESSAY ON YOUR GROWTH AND DEVELOPMENT AS BOTH A STUDENT AND A TEACHER

PIECES OF EVIDENCE SAVED OR SCANNED THAT ARE “HYPERLINKED” TO YOUR ESSAY AND TO THE LIST

ALL COMPONENTS SAVED TO Flash stick first and then CD

The KEEPS Claims

• KNOWLEDGE• ENQUIRY• EMPATHY• PLURALISM• SOCIAL COMMITMENT

KNOWLEDGE CLAIM 1

STUDENTS ARE INTELLECTUALLY ROOTED IN THE

LIBERAL ARTS AND SCIENCES AND THE

FOUNDATIONS OF EDUCATION.

Please open to Appendix A in Handbook

KNOWLEDGE CLAIM #1

• EVIDENCES

SEE “DEMOCRATIC EDUCATION: AN IDEA WHOSE TIME HAS COME”

PAPER WRITTEN FOR:TAL 801: ISSUES IN URBANEDUCATION (Spring 2002)

• COMMENTS

In this paper, I draw upon the ideas ofJohn Dewey (American philosopher,1859-1952) to show how the ideashe developed about educating fordemocracy have relevance for urbanclassrooms of today.

KNOWLEDGE CLAIM #1 SAMPLE EVIDENCE #2

• EVIDENCES

SEE “FOOD CHAIN”

TAL 833: TEACHING OFSCIENCE/TECHNOLOGY 1-6

• COMMENTS

For this unit on the food chain, Idrew upon knowledge that I hadacquired in an undergraduatebiology course. I believe theproject shows my ability to infuseconcepts from the sciences into adevelopmentally appropriate lessonfor second graders.

REFLECTIVE ESSAY

• Should be “holistic” (not a “list”) and address each Claim (Knowledge, Enquiry, Empathy, Pluralism, and Social Commitment)

• Should reference each piece of evidence gathered and say specifically how the evidence meets the claim.

• Should be addressed as a “Letter to Professors and Colleagues”

REFLECTIVE ESSAY

• Should use the following as suggested guidelines for reflection:

• What the claim meant to you when you began the program• How you see yourself now in relation to the claim• How you see it manifesting itself in your teaching practice• What ideas have engaged you • What questions persist• Discussion of why you chose the evidence that you did and

how the work shows your accomplishments in relation to the claims

EVIDENCE

• This portion of your portfolio will include the actual pieces of work that you cite as evidence of meeting the claims. These should be pieces of work (essays, lesson plans, double entry journals, etc.) that you believe best represent your acquisition of the knowledge, skills, and dispositions represented by each of the KEEPS Claims.

• One piece of evidence can meet more than one claim, and can be cross-referenced (it only needs to be included in your portfolio once).

• Each piece of evidence needs a title.

Your portfolio will need to include a minimum of 8-10 different pieces of evidence. Of these, the following

are required:

• A curriculum unit with multiple lesson plans that reflects NYS standards

• A research study using multiple methods of data collection (i.e. observations, interviews, surveys, etc.)

• A set of student work that you have analyzed

• An essay that includes citations from the professional literature (in APA Format)

• An autobiographical reflection or essay

• A child study

Desirable, but not required evidence includes:

• Evidence of effective teaching (evaluation from a supervisor, video of teaching) with reflection on your strengths and weaknesses

• Demonstrated understanding of the community in

which you teach

• Reflection on your teaching practice

EVIDENCE (Continued)

• Handwritten evidence or artwork may be scanned in.

• Your final studies may be cited, but do not need to be included (these CDs will also be in your permanent file).

• Each piece of evidence should be referenced in your essay and hyperlinked to the evidence itself, so that a reader of your portfolio could visit the evidence while reading the essay.

• If specific locations in the evidence best display the claim, they should be highlighted.

OTHER THINGS YOU NEED TO KNOW

• All of this will be saved to a CD.

• We will have workshops that provide you with the technical skills you need to create your electronic portfolio.

• The CD will become the property of LIU. We need to retain these for our records and accreditation purposes. You need to make a duplicate for your own records.

• Access to your portfolio will be limited to School of Education faculty and administrators, and representatives of accreditation agencies and the State of New York who may choose to do a random sampling of our data.

Class Process • Discuss a reading that elaborates on the meaning of the domain.• Enjoy a guest speaker from the School of Education Faculty or a public school (joint

sessions)• Discuss the various types of evidence in class that might apply to the claims in that

domain. • Do a guided writing on where you were in relation to the domain (then and now).• AT HOME: Review work and find one or more pieces of evidence for each claim • Use post-its as you go through your work to mark the places where you see a claim

being met. • Fill in the Data Collection Tool, at home and in class (hard copy in handbook) • Write reflective essay:

– What the claim means to you, where you were when you began the program, how you see yourself now in relation to the domain, how you see it manifesting itself in your practice, what ideas have engaged you, and what questions persist? In the essay, you will reference the specific pieces of evidence that you are citing for each claim and provide a justification for their inclusion in your portfolio.

• These six drafts will finally be integrated into one essay with an introduction, reflections on the five domains and their claims, and a conclusion.

Grading

Attendance and Participation (Pls. refer to rubric) 25%

SIX Drafts of KEEPS Letter (5 % each)CHECKED meaning you get in the grade when you

submit an acceptable draft (you may be asked to revise)

30%

Final Keeps PortfolioWith all Components

35%

Revised TAL 880 Paper 10%

Total 100%

END

PREPARED BY PROFESSOR KATHLEEN KESSON