SUNY Cortland Physical Education Department Professional Portfolio What is a professional portfolio?

SUNY Cortland Physical Education Department
Professional Portfolio
What is a professional portfolio?
Your portfolio represents your progress through the Cortland Physical Education Teacher Education program.
The portfolio is a collection of artifacts that highlight your teaching competencies, illustrate your experience,
and demonstrate your readiness to teach. It can be assembled as a binder or as an electronic portfolio.
After student teaching, you will be able to use your portfolio in job interviews to highlight your skills and
abilities as a physical educator.
How will you complete the portfolio?
You will begin in PED 101, where you will set up the basic structure for your portfolio. You will add to it as
you go through the block sequence, where you will be asked by course instructors to bring your portfolio to
class for review. They will be checking for the inclusion of suggested artifacts from their course or other
required portfolio components. Use the course connection checklist to select artifacts from your coursework.
You should also save any work you are particularly proud of for possible inclusion.
In the semester before your student teaching, you will be required to present your completed professional
portfolio in EDU 454, the pre-student teaching seminar. At that point, it will reflect your coursework and early
field experiences at SUNY Cortland. The best portfolios will be selected for a Department Portfolio Showcase.
Those who have created superior portfolios will be invited to display their work for other students, faculty, and
administrators.
Throughout your student teaching you will collect new artifacts that represent your work with “real” students.
At that time you will replace many of your coursework artifacts. Your university supervisor will do a final
check of your portfolio at the end of that semester.
What should you do?
Paper Portfolio (binder)
1. Buy a binder that has a cover sleeve or some other type of notebook. A one or two-inch notebook will
likely be large enough for the materials. Remember that “quality” of the artifacts is more important than
the “quantity.” Use a NEW notebook and take off the manufacturer’s sticker.
2. Buy a set of tabs, type the labels, and insert them into the notebook. Make sure the tabs will extend
beyond the sheet protectors. Make sure the tabs are all the same type and make the labels in the tabs
secure so that they do not fall out! For tab titles, see page 3 of this handout.
3. Buy colored cardstock or other material for your reflection sheets.
4. Buy page protector sheets for the portfolio materials. Use all of the same type of sheet protectors
throughout the portfolio.
5. Make a cover page that includes a title, your name, Department of Physical Education, and SUNY
Cortland. Put it in the outer notebook sleeve.
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Electronic Portfolio
1. Select your e-portfolio tool (e.g., weebly.com) to create the framework for the portfolio.
2. Choose a format and color scheme.
3. Create tabs for all sections listed on page 3 of this handout.
4. Make a landing page that includes a title, your name, Department of Physical Education, and SUNY
Cortland.
Paper AND Electronic Portfolios
5. Review the “Course Connection Checklist” for artifact suggestions. Find and insert appropriate artifacts
from courses already taken. Put materials back-to-back in the sheet protectors (if paper portfolio).
6. Collect and save pictures of your teaching or involvement in professional activities.
7. Save all letters of recognition that you receive, i.e. dean’s list, positive dispositions, etc.
8. Avoid using more than two lesson plans in your portfolio. Avoid using graded and hand-written
assignments.
9. Create your reflections for the artifacts you have put in your portfolio.
10. Compile information for the Professional Development section of your portfolio.
11. Be ready to bring your updated portfolio to your instructors during each of the upcoming semesters.
12. Ask your advisor to review your portfolio and give you feedback.
What do previous SUNY Cortland students say?
“Work on it as you go along. Don’t wait until the last semester to get the portfolio done.”
“The portfolio was an easy way to summarize what I can do.”
“Now I understand what all the classes were for.”
“Save all of your work!”
“Purchase a flash drive and save your work on it in addition to your computer.”
“Use materials from as many classes as you can!”
“Save your visual aids.”
“Take pictures of yourself teaching.”
“This helped me prepare for my first interview.”
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Professional Portfolio Contents
Tab Title
Contents
Explanation
Resume
You will start this in PED 201. Update it each semester. Use
Career Services for advice.
Philosophies
Teaching
Coaching
You will write these statements in EDU 470.
Standard 1Standard 6
Six artifacts and reflections
Collect a quality artifact representing one element for each
standard & write a reflection for each artifact.
List of references
Get permission from selected individuals.
Certifications
Include those related to physical education: FA, CPR, EKP,
lifeguard, etc.
Resume
Professional
Development* Conference attendance
Ex: mini-conference, state, national
Professional membership
NYSAHPERD, AAHPERD, etc.
Awards
Highlight your accomplishments.
*Materials listed for the Professional Development section are SUGGESTIONS. Use this sections to highlight
your strengths!
Course Connection Checklist
Listed below are suggestions for artifacts that could be used for each of the Initial Standards. Read through the
complete list of standards and elements to better understand the expectations. Collect a quality artifact
representing one element for each standard & write a reflection for each artifact. You will have a total of 6
artifacts.
*Project or assignment from EXS coursework
Standard 1: Scientific and
*EXS 297 poster project
Theoretical Knowledge
*PED 201 field experience lab
*FitnessGram results
*Personal physical activity log
Standard 2: Skill and Fitness*Activity course -grades: evidence of motor skill performance
Based Competence
*Athletic performance evidence
* PED 101 Skills Battery Post-Test Assessment
*PED 356 Individualized Educational Plan or PED 356 top-down plan
Standard 3: Planning and
*EDU 255 scope and sequence chart or EDU 255 resource project
Implementation
*EDU 255 lab D self-analysis forms
*EDU 355 edTPA Task 1
*EDU 256 Module 13: bulletin board
*PED 356 letter to parents (for element 4.1 only)
Standard 4: Instructional
*Lesson plan with reflection
Delivery and Management
*Video clip of instruction
*EDU 255 edTPA Task 2
*PED 434 edTPA Task 3 parts
Standard 5: Impact on Student
*PED 434 presentation
Learning
*EDU 355 reflective log that discusses student learning
*EDU 470 advocacy project (Dr. Malmberg's class only)
*EDU 256 host teacher evaluations
Standard 6: Professionalism
*EDU 355 host teacher evaluations
*PED 356 letter to parents (for element 6.4)
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Reflections for Artifacts
Reflection Directions
Standard 2
Skill and Fitness-Based
Competence
Element 2.2: Achieve and maintain a healthenhancing level of fitness throughout the
program.
Artifact: FitnessGram report
Date: Fall 2013
My personal fitness was assessed in PED
101 Introduction to Contemporary
Physical Education. The health-related
fitness components that were assessed
include: cardiovascular endurance,
muscular strength and endurance, and
flexibility.
The results of my fitness tests show…
Maintaining a health-enhancing level of
fitness is important for a physical
educator because…
The artifacts that you choose for each
element should be accompanied by a short
reflection. You could use a half-sheet of
cardstock paper inserted in front of the
artifact or any other method to display your
reflection.
Grammar and spelling MUST be correct!
Be sure to include the following:
 Standard number
 Standard title
 Element number
 Artifact
 Date the artifact was completed
 A brief reflection
Your reflection should address these items in
three short paragraphs:
 The context in which the artifact was
used or created.
 How the artifact represents your
progress toward meeting the
standard.
 Why the artifact/standard is
important to your development as a
teacher.
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Standards and Elements
Standard 1: Scientific and Theoretical Knowledge
Physical education teacher candidates know and apply discipline-specific scientific and theoretical
concepts critical to the development of physically educated individuals.
Elements – Teacher candidates will:
1.1
Describe and apply physiological and biomechanical concepts related to skillful movement,
physical activity and fitness.
1.2
Describe and apply motor learning and psychological/behavioral theory related to skillful
movement, physical activity, and fitness.
1.3
Describe and apply motor development theory and principles related to skillful movement,
physical activity, and fitness.
1.4
Identify historical, philosophical, and social perspectives of physical education issues and
legislation.
1.5
Analyze and correct critical elements of motor skills and performance concepts.
Standard 2: Skill and Fitness Based Competence*
Physical education teacher candidates are physically educated individuals with the knowledge and
skills necessary to demonstrate competent movement performance and health enhancing fitness as
delineated in the NASPE K – 12 Standards.
Elements – Teacher candidates will:
2.1
Demonstrate personal competence in motor skill performance for a variety of physical activities
and movement patterns.
2.2
Achieve and maintain a health-enhancing level of fitness throughout the program.
2.3
Demonstrate performance concepts related to skillful movement in a variety of physical
activities.
* Without discrimination against those with disabilities, physical education teacher candidates with
special needs are allowed and encouraged to utilize a variety of accommodations and/or modifications
to demonstrate competent movement and performance concepts (modified/adapted equipment,
augmented communication devices, multi-media devices, etc.) and fitness (weight programs, exercise
logs, etc.).
Standard 3: Planning and Implementation
Physical education teacher candidates plan and implement developmentally appropriate learning
experiences aligned with local, state, and national standards to address the diverse needs of all
students.
Elements – Teacher candidates will:
3.1
Design and implement short and long term plans that are linked to program and instructional
goals as well as a variety of student needs.
3.2
Develop and implement appropriate (e.g., measurable, developmentally appropriate,
performance based) goals and objectives aligned with local, state, and /or national standards.
3.3
Design and implement content that is aligned with lesson objectives.
3.4
Plan for and manage resources to provide active, fair, and equitable learning experiences.
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3.5
3.6
3.7
Plan and adapt instruction for diverse student needs, adding specific accommodations and/or
modifications for student exceptionalities.
Plan and implement progressive and sequential instruction that addresses the diverse needs of
all students.
Plan and implement learning experiences that require students to appropriately use technology
to meet lesson objectives.
Standard 4: Instructional Delivery and Management
Physical education teacher candidates use effective communication and pedagogical skills and
strategies to enhance student engagement and learning.
Elements – Teacher candidates will:
4.1
Demonstrate effective verbal and non-verbal communication skills across a variety of
instructional formats.
4.2
Implement effective demonstrations, explanations, and instructional cues and prompts to link
physical activity concepts to appropriate learning experiences.
4.3
Provide effective instructional feedback for skill acquisition, student learning, and motivation.
4.4
Recognize the changing dynamics of the environment and adjust instructional tasks based on
student responses.
4.5
Utilize managerial rules, routines, and transitions to create and maintain a safe and effective
learning environment.
4.6
Implement strategies to help students demonstrate responsible personal and social behaviors in
a productive learning environment.
Standard 5: Impact on Student Learning
Physical education teacher candidates utilize assessments and reflection to foster student learning
and inform instructional decisions.
Elements – Teacher candidates will:
5.1
Select or create appropriate assessments that will measure student achievement of goals and
objectives.
5.2
Use appropriate assessments to evaluate student learning before, during, and after instruction.
5.3
Utilize the reflective cycle to implement change in teacher performance, student learning, and
instructional goals and decisions.
Standard 6: Professionalism
Physical education teacher candidates demonstrate dispositions essential to becoming effective
professionals.
Elements – Teacher candidates will:
6.1
Demonstrate behaviors that are consistent with the belief that all students can become
physically educated individuals.
6.2
Participate in activities that enhance collaboration and lead to professional growth and
development.
6.3
Demonstrate behaviors that are consistent with the professional ethics of highly qualified
teachers.
6.4
Communicate in ways that convey respect and sensitivity.
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