uteach dallas final portfolio · uteach dallas final portfolio your portfolio is a culminating...

Apprentice Teaching

Revised in 2017 The University of Texas at Dallas

NAME_________________________________________ AT SEMESTER _______________

UTeach Dallas Final Portfolio

Your portfolio is a culminating project for the UTeach Dallas Certification Program. It

demonstrates what you have learned through your teaching and learning experiences and how

you have developed into a teacher ready for certification in the state of Texas.

The portfolio is divided into seven sections. For section 1, you will provide information about

your teaching philosophy and academic work, along with samples of professional documents

such as a cover letter and resume. Sections 2-7 are comprised of large categories, such as

Professional Responsibilities, Subject Matter Knowledge, Equity and Individualized Learning,

etc., that are divided into subsections.

For sections 2-7, you will provide tangible evidence that you meet these proficiencies. You will

also write a reflection for each large section that discusses how you have addressed the

proficiencies in the past, how you have addressed them in your current Apprentice Teaching

placement and your plans for the future. This section must be written in clear, articulate,

expository prose. All content (such as mathematics, chemistry, etc.) must be correct.

Some sections require specific evidence, so read all directions carefully. In general, evidence

consists of lesson plans, samples of student work, letters and forms sent to parents and family,

results of field observations, essays, exams, quizzes, and other coursework, both UTeach

classes and classes in the content area (mathematics, chemistry, etc.). The expectation is that

your portfolio will exhibit evidence from all of your UTeach classes and will come from diverse

and multiple sources.

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NAME_____________________________________________ AT SEMESTER _____________

UTEACH DALLAS FINAL PORTFOLIO RUBRIC

PERSONAL PROFILE INFORMATION

# Section

Title Instructions Feedback

I = Incomplete,

M = Met

Requirements

1a. Teaching

Philosophy

Answer the following questions in a personal and

professional manner:

What led you to become a teacher?

What do you hope to accomplish as a teacher?

What major concepts guide or shape your views

on being a good teacher?

Evidence resources:

readings from Knowing and Learning

readings from Classroom Interactions

reading from Perspectives

I M

0 1

1b.Cover Letter

for

Employment

State your future goals for employment in the form of a

letter that accompanies a résumé to a potential

employer. This letter should be tailored to the job you

are seeking, making clear to a future employer that you

have specific information about his or her organization

that makes you a good fit.

Your cover letter may be addressed to a school at

which you have had a field experience or a school

where you would like to seek future employment. Even

if you’re unsure about whether or not you want to teach,

I M

0 1

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the cover letter should be as professional as possible.

Evidence resources:

UTD Career Center

Faculty

Mentor teachers

1c. Résumé This is a presentation of your work and educational

background. The audience is a principal or other

professional who hires teachers.

Evidence resources:

Career Center

Faculty

mentor teachers

Include teaching experiences in the UTeach Program

with a statement of how you have taught lessons at

varying grade levels and schools to get a full view of the

educational system.

State also that you have taught on teams as well as

individually in these experiences.

I M

0 1

1d. Unofficial

University

Transcript

Include an “unofficial academic record” to show the

scope of course work you have completed. These are

available as an “academic summary” free of charge

from the Registrar’s Office. You must go in person

during regular business hours to obtain it.

Must Include:

all UT course work

all transfer course work

all grades

do not use an advising audit

I M

0 1

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PROFICIENCY IN TEACHING

# Section

Title The UTeach Teacher will…

Feedback

U = Unsatisfactory,

BC = Beginning

Competent,

C = Competent,

AC = Advanced

Competent

2. Subject

Matter

Knowledge

(Divided into

Science or

Math and then

both)

Overall Section Score

U BC C AC

0 1 2 3 4

Part A For Science Only

Science 1 State a question about the natural world and

outline how to develop it into a specific inquiry

that answers the question in whole or in part.

Evidence suggestions:

inquiry from research methods courses taught

through UTeach, evidence from a laboratory

course (biology, chemistry, physics, etc.)

paper from independent research course

Science 2 Evaluate the strength of a scientific explanation

or hypothesis using scientific evidence and

methodology.


an analysis of experimental data that makes

use of statistical hypothesis testing; a

discussion of a mathematical model you

designed yourself and its comparison with the

phenomenon it represents.

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Part B For Math Only

Mathematics 1 Apply both informal and formal mathematical

reasoning in problem solving and state the

importance of being able to apply both

reasoning to the same problem.


an example of a challenging proof from a

specific mathematics course

from Functions and Modeling: showing versus

proving statements relating to the triangle

inequality, specifically for complex numbers

from Functions and Modeling: proving different

field properties of the complex number system

Mathematics 2 Describe the connections between multiple

representations of a mathematical concept.


from Functions and Modeling: connecting the

distance formula, equation of a circle, and the

Pythagorean Theorem – pictorially, verbally,

and algebraically

evaluation of student artifacts from CI

Part C For All Certifications

All Contents 1 Generate a model of a natural phenomenon and

evaluate how well the model represents the

situation.


an analysis of an inquiry from Research

Methods

an analysis of a model you designed yourself

Functions and Modeling: using data to find a

model of a physical phenomena

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All Contents 2 Describe a topic in the subject area and

describe the connections with prerequisite

topics, future topics, and other subjects.


an essay in which you explain how material in a

lesson plan you have prepared depends upon

material in previous years, or lays the

foundation for material in the following years.

K&L generative lessons

CI Knowledge Package

paper from Perspectives

lesson plan from Perspectives

an essay in which you explain how material in a

lesson plan you have prepared depends upon

material in previous years, or lays the

foundation for material in the following years,

and connects to other subjects other than

mathematics.

from Functions and Modeling: exponential

growth and decay from a differential

perspective – connections between Algebraic

manipulation, exponential/logarithms,

rules/calculus, concepts/integration techniques

All Contents 3

Connect a state and a national standard to a

lesson taught in the secondary schools.

Explain how you assessed those standards to

demonstrate student mastery.


Step 1 and Step 2 lesson plans

Teach 1 & Teach 2 lesson plans in CI

Commentary on a lesson plan you have written.

PBI Unit

Lesson Plans - AT

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All Contents 4 Illustrate how to bring out the historical

importance of your subject material, its

contribution to large ideas, and its significance

in today’s society.




other relevant lesson plans

Teach 1 &Teach 2 lesson plans in CI

from Functions and Modeling: the relationship

of complex numbers and cosmology and

physics (background discussion of the

applications of complex numbers)

from Functions and Modeling: function rate of

change relating to the works of Newton and

Kepler



other relevant lesson plans

CI video

3. Equity and

Inclusive

Design

Overall Section Score

U BC C AC

0 1 2 3 4

Part 1 Demonstrate an awareness of student diversity

while preparing lessons, presenting lessons, and

assessing students. Include evidence of how you

create an inclusive and assessable learning

environment for students from different

backgrounds, students who have different

interests, students of different genders, students

for whom English is not their first language and

students who legally require accommodations

and/or modifications.

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lesson plan with comments from CI, PBI, AT

discussion based on reading from a specific

UTeach course

CI lesson plans, written analyses, poster

presentations, responses to forum prompts,

video clips

PBI — modifications for special populations in

the lesson plans and formative assessments

CI, annotated video permission

focused observation forms - AT

Part 2 Write a teaching reflection over the experience

from your first 15 days in the classroom. Include a

description on some of the challenges and

strategies implemented, how a classroom

environment was established, and how

documentation was maintained.


8 Questions from the First 15 Days Refection

handout – AT

4. Teaching

Preparation Overall Section Score

U BC C AC

0 1 2 3 4

Part 1 Describe and document your process for

developing a learning experience. Illustrate the

connection between the state/national standards,

the selection and evaluation of resources and

technologies, the creation of student activities, the

adjustments and modifications for students with

individual needs, and the development of student

assessments.

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CI lesson plans in draft, intermediate, and final

stages, with discussion

Unit Project Lessons - PBI

Inquiry unit project of 5 5E reading Lesson

Plans-Reading

Classroom activities and discussion-Functions

and Modeling

Unit Project - PBI

Lesson Plans - AT

Students demonstrate by gathering data that

they know how to operate probes and

computers, and understand the importance of

calibrating scientific instruments- Research

Methods

Written papers, oral presentations-Perspectives

Lesson Plans, including essays justifying them

and responses to review comments - CI

Focused Observation Form - AT

Part 2 Explain and provide evidence about how you

design lessons that encourage all students to

participate, that connect the content to the

interests and experiences of your students, and

that make learning assessable and meaningful for

students of all ability levels. Include in your

reflection a discussion of your ability to assess the

value and reliability of information on this topic

from print and online sources.


CI lesson plans

PBI – project development

PBI – lesson plan for field experience and

project

AT Lesson Plans

focused observation forms – AT

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5. Classroom

Environment Overall Section Score

U BC C AC

0 1 2 3 4

Part 1 Present your overall classroom management plan.

Include your rules, policies, procedures, time

management strategies, rewards, and

consequences. Explain your experiences that have

contributed to this plan.


classroom rules, policies and procedures - AT

rewards and consequences - AT


Part 2 Describe and provide evidence of how you manage

student behavior and create rapport with and

among students to maintain an effective and

respectful learning environment. Include evidence

of how you create a culture of learning in your

classroom.


CI classroom management plans

CI observation-form comments, video clips

PBI group contract

field experience in PBI

student index cards - AT

seating charts - AT


Part 3 State explicitly how you consistently maintain a

safe learning environment for students, both

emotionally and physically.

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CI lesson plans


emergency evacuation plans - AT

fire/tornado drill procedures - AT

computer use contracts - AT

lab safety contracts - AT

video footage of greeting students at the door -

AT

6. Instruction

and Delivery Overall Section Score

U BC C AC

0 1 2 3 4

Part 1 Describe and provide evidence of how you teach

and engage all students in meaningful learning

experiences.


Step 1 or Step 2 field experience

CI lesson plans

CI video

lesson plans for PBI

standards-based project and videos of teaching


Part 2 Describe and provide evidence of your questioning

and assessment techniques. Include evidence of

how you use assessment to respond flexibly to

students during instruction.


CI analysis of questioning effectiveness in the

major analysis assignments and article-

prompted forum posts

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CI - Teach 1 and Teach 2 analyses

lesson plans for PBI with multiple formative

assessments

weekly calendar for PBI project


video footage from CI, PBI or AT

Part 3 Describe and provide evidence of how you have

used technology to enhance the learning

experiences of your students.


CI lesson plans

PBI – video production

use of Probeware in PBI

syllabus from PBI highlighting time spent during

the semester on technologies


ILP with technology integrations - AT

7. Professional

Responsibilit

ies Overall Section Score

U BC C AC

0 1 2 3 4

Part 1 Describe your professional development plan for

remaining current in your subject and best

teaching practices. Explain and give evidence

about how you will continually grow professionally.


journals used in CI

reading in PBI

faculty

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mentor teachers

departmental, staff meetings - AT

professional development opportunities - AT

Part 2 Include evaluation feedback you received from an

observer (mid semester evaluation/final evaluation)

and from your students. Reflect on your response

as a professional to this evaluative feedback and

describe what constitutes a professional response.

Explain what you learned about your teaching from

this feedback and how you adjusted and enhanced

your teaching based on it.


focused observation forms – AT

Step 1 and/or Step 2 reflection on lesson

progress

CI interview and response

CI “Teaching Round Robin”

written analysis of feedback in CI


Part 3 Present your overall plan for communicating with

parents and caregivers of your students and

describe your plan for including them in the

education of their child.


Step 1/Step 2 – letter home to parents

CI readings

CI customized video permission letter

PBI letter to parents introducing project

communication log - AT

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Part 4 Describe and reflect on interactions you have had

with parents and caregivers of your students.

Include a discussion of why it is important to

involve families in their children’s education.


Faculty/team meeting discussion dialogues

mentor teachers/parent discussion dialogues

a lesson that requires parental involvement

communication log - AT

Part 5 Present your overall plan for contributing to your

school, district, and community. Explain your

experiences; either as a student in a classroom, as

a teacher in the field, or both that has contributed

to this plan.


CI feedback on teaching round robin and poster

session

CI group contracts

reflections on CI equity readings and

assignment

PBI peer evaluation of projects and lesson

plans

PBI grant proposal

professional development strategies - AT

department/staff meetings discussions - AT

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Part 6 Read the “Code of Ethics and Standard Practices

for Texas Educators” and reflect on a specific

standard as it pertains to your classroom.


PBI project requirements for Driving Questions

and the ethical properties of the Driving

Questions

focused observation form - AT

http://www.uteach.utexas.edu/~ppowell/uts170/Assignments_Folder/Code_of_Ethics_and_Standard.doc

http://www.uteach.utexas.edu/~ppowell/uts170/Assignments_Folder/Code_of_Ethics_and_Standard.doc

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