Portfolio Manual School of Education

School of Education
Portfolio Manual
Primary Author:
Miriam Sailers, Ed.D.
Third Edition, August 2006
Preface
This manual and the plan it outlines for the development of Spring Arbor University
teacher education portfolios began with a proposal, Developing a Portfolio Across the
Education Curriculum, which was approved by the SAU School of Education faculty in
2002. A team of three professors, Dr. Miriam Sailers, Mrs. Karen Bockwitz, and Mr.
Reuben Rubio, undertook the task to develop the process and the Spring Arbor
University Portfolio Manual was piloted, revised, and published.
In September,
2004, the SAU School of Education faculty began using the manual to give direction
and guidance for the development of students’ professional portfolios.
The SAU School of Education Portfolio Task Force continues to monitor, evaluate, and
guide the portfolio process. In 2005-06, Dr. David Hopper, Mrs. Sue Pedersen, and
Mr. John Williams joined the Task Force. Each has brought an area of expertise and
influence as we seek to refine and improve the information given in the manual and
ultimately the final portfolio that students produce. We have received many
suggestions and ideas from students, faculty, superintendents, and principals that
help us to continually assess and improve the program.
Try to think about your portfolio as a showcase of yourself, your skills and abilities as
an SAU graduate and in each of the domains that make up the SAU Effective
Teaching Model. As a person who is aspiring to be a teacher, you are required to do
far more than complete assignments and pass courses. Your chosen career is a
performance based profession which combines content knowledge, pedagogical
skills, and professional attitudes and dispositions. Who you are as a person is
paramount to your success—along with your content knowledge and teaching skills.
Your portfolio is a performance assessment that demonstrates these complex
characteristics.
I am grateful for the outstanding portfolios that are being produced by our students,
for the questions and suggestions that continue to help us sharpen the process, for
students who have given permission to use their work as examples, and for the
excellent advice and encouragement of my colleagues in the SAU School of
Education. Special thanks to Penny Murray, SAU Post B.A. Certification student, for
her expert writing and marketing ability in the revision of this third edition. The
following students, as well as others, contributed samples to this edition: Christa
Roy, Kristin Moore, Bethany Den Herder, Alexandra Sayers-Potter, Jean McKim, Kim
Sweeney, Heather Visgel, Valerie Cogan, Todd Crouch, Tim Rupp, and Kristin Van
Valin.
Above all, thanks be to God—how wonderfully and fearfully He has created us. May
we love him with all “our heart and with all our soul and with all our MIND.” (Matthew
22:37)
Miriam Sailers, Ed.D.
August, 2006
i
Purpose of this Manual
Throughout your experience as a student in the SAU School of Education, you are
given opportunities to develop your professional portfolio. This manual is designed to
give you guidelines and timelines for each phase of the portfolio process. In each
education course, you should develop a contribution to your portfolio. It may be a
specific artifact or knowledge and dispositions necessary for effective teaching. Each
course, field experience, and other requirements should contribute to your
preparation as a beginning teacher. After all, your portfolio is a picture of who you
are and how you have prepared yourself for this profession.
If you are a transfer or post B.A. student, you need to complete any pieces required
for any courses you may have transferred to SAU. This manual will give you the
guidelines. See page 26 for special instructions. You may contact a professor of any
course that you transferred for more information.
Use of Samples
A word about the samples in the manual and in this addendum: the samples
provided are the actual work of students who have given us permission to use them.
Students have expressed that it is helpful to see examples of the various portfolio
pieces. These samples can be used to give you an idea of the format, length, and/or
content of the particular piece. The language or thoughts must not be copied in part
or whole without giving credit to the writers. This is called plagiarism. The
portfolio is “your story” and it should reflect your voice, your words, your learning,
your work—not the work of someone else.
Reflection Pages
Poet and critic, T.S. Eliot, said, “We had the experience; we missed the meaning.” It
is possible to have the experience of producing the documents for your portfolio and
creating the final presentation portfolio and completely miss the meaning of this
experience. Meaning-making is an individualized activity—the meaning you make of
the experience of creating a portfolio will be unique to you. Meaning-making also
occurs when you reflect on your experience. Throughout this manual, several pages
are provided to encourage you to reflect as you create your
portfolio. Take the time to also reflect often as you
We had the experience;
complete your course work and other requirements. It is
our hope that your experience will be rich and deep—much we missed the meaning.
--T.S. Eliot
more than just completing assignments for courses and a
final presentation portfolio. It is our hope that in the
process of preparing yourself as a teacher, developing your portfolio will be an
opportunity for you to reflect on what you learn, what you believe, who you want to
be. Thus, it is imperative that you fill it with personal meaning, that displays both
confidence and gratitude.
ii
Table of Contents
S ECTION O NE —W HAT
IS A PORTFOLIO ? ...........................................................................1
Definition of Working Portfolio .......................................................................................... 2
Definition of Interview Portfolio......................................................................................... 2
Definition of Final Presentation Portfolio ......................................................................... 2
Purposes of a Teacher Portfolio........................................................................................ 2
Portfolio Development Timeline........................................................................................ 3
Appendix A—Checklist for SAU Portfolio Development Process .............................44
Reflection – What is a Portfolio? ...................................................................................... 4
S ECTION T W O —D EVELOPING
A
S TANDARDS -B ASED P ORTFOLIO ............................5
The SAU Effective Teaching Model ................................................................................... 5
Appendix B—ELSMT and INTASC Standards............................................................45
Appendix C-- SAU Effective Teaching Domains Combined with INTASC
Principles and Entry-Level Standards for Michigan Teachers (ELSMT)...........47
Domains as an Organizational Framework ...................................................................... 8
SAU Effective Teaching Model Combined with INTASC Principles and
Entry-Level Standards for Michigan Teachers (ELSMT) Noted ................................. 9
Reflection – The SAU Effective Teaching Domains .......................................................10
S ECTION T HREE —C REATING
A PORTFOLIO ...........................................................................11
EDU 100—Introduction to Teaching ...........................................................................12
Organizing Your Portfolio ...........................................................................................12
Resume.......................................................................................................................12
Appendix D—Sample Resumes ...........................................................................48
Appendix E—Action Verb List...............................................................................57
Appendix F—Action Adverbs and Adjectives ......................................................59
Why I Want to Be a Teacher Paper ...........................................................................17
Documentation of Field Experiences........................................................................17
Appendix G—Field Experience Form ...................................................................60
iii
Professional Development Activities ........................................................................17
Reflection – Creating a Portfolio...............................................................................18
EDU 200—Foundations of American Education .....................................................19
EDU 429—Effective Teaching Strategies
Philosophy of Education ............................................................................................19
Reflection – Philosophy of Education.......................................................................21
Appendix H—Sample Philosophy of Education Statements..............................61
EDU 262/263—Human Learning and Development .............................................22
EDU 265—Social Foundations of Early Childhood Education (ECE)
Definition of Artifact ...................................................................................................22
Appendix I—Artifact Examples for Each SAU Domain ......................................72
Appendix J—Artifacts Checklist ...........................................................................75
Rationale/Reflection Statements .............................................................................23
Appendix K—Sample Rationale/Reflection Statements ...................................78
Appendix L—Rationale/Reflection Statement Rubric .......................................89
Portfolio Checkpoint I .....................................................................................................24
Appendix M—Portfolio Checkpoint I Rubric........................................................90
Portfolio Requirements for EDU Courses.................................................................25
EDU 360—Integrating Technology in Education ....................................................25
EDU 429—Effective Teaching Strategies .................................................................26
Portfolio Checkpoint II ........................................................................................26
Appendix N—Portfolio Checkpoint II Rubric........................................................91
Transfer and Post B.A. Students .................................................................................26
EDU 430—Seminar in Teaching ...................................................................................27
Cover Letters ..............................................................................................................27
Appendix O—Sample Cover Letters ....................................................................92
Interview Portfolio ......................................................................................................28
Appendix P—Interview Portfolio Rubric...............................................................96
Annotated List of SAU Domains ................................................................................29
Appendix Q—Sample Annotated Domain List ....................................................96
Final Presentation Portfolio.......................................................................................29
iv
Appendix R—Final Presentation Portfolio Rubric...............................................98
Reflection – Final Presentation Portfolio .................................................................33
Checklist for SAU Portfolio Development Process ...............................................34
S ECTION F OUR —D IGITAL P ORTFOLIOS .......................................................................... 35
Getting Started—Becoming an Organized Digital Packrat.............................................37
The Stuff Inside ................................................................................................................38
Important Dreamweaver Tips..........................................................................................39
Portfolio Development Beyond EDU 360 .......................................................................41
A PPENDICES : T ABLE
OF
C ONTENTS .................................................. 43
A
Checklist for SAU Portfolio Development Process ..............................44
B
ELSMT and INTASC Standards.............................................................45
C
SAU Effective Teaching Domains combined with INTASC
Principles and Entry-Level Standards for Michigan Teachers
(ELSMT)..................................................................................................47
D
Sample resumes ...................................................................................48
E
Action verb list.......................................................................................57
F
Action adverbs and adjectives .............................................................59
G
Field Experience Form ..........................................................................60
H
Sample philosophy of education statements .....................................61
I
Artifact examples for each SAU domain ..............................................72
J
Artifacts checklist..................................................................................75
K
Sample Rationale/Reflection Statements ..........................................78
L
Rationale/reflection statement rubric.................................................89
M
Portfolio checkpoint I rubric .................................................................90
N
Portfolio checkpoint II rubric ................................................................91
O
Sample cover letters.............................................................................92
P
Interview portfolio rubric.......................................................................95
Q
Sample annotated domain list.............................................................96
R
Final presentation portfolio rubric .......................................................98
R EFERENCES .............................................................................. 99
v
Section One: What is a Portfolio?
What is a Portfolio?
A teaching portfolio is defined as “an organized, goal-driven documentation of your
professional growth and achieved competence in the complex act called teaching”
(Campbell, Cignetti, Melenyzer, Nettles, & Wyman, 2004, p. 4). Portfolios are not just
scrapbooks of random assignments and student work samples; rather, they are
documented evidence of your learning process measured against a set of standards.
Your portfolio is an individualized
portrait of you as a professional A teaching portfolio is a purposeful and
educator. The purpose of your portfolio structured collection of your work.
--Helen Barrett
is to collect and demonstrate evidence
of your competence in each of the SAU
School of Education Domains. These Domains outline and describe the
characteristics of an effective educator.
There are three kinds of portfolios you will be developing throughout your career as a
SAU teacher education student: a Working Portfolio, an Interview Portfolio, and a
Final Presentation Portfolio. Throughout the semesters you will be contributing to
your Working Portfolio. This is an ongoing systematic collection of selected work in
courses and evidence of teaching activities. In most of your education classes you
will be required to contribute an entry to your Working Portfolio. You may also add
other pieces on your own. By the end of your student teaching semester, you will
develop an Interview Portfolio and Final Presentation Portfolio. These portfolios
contain your choices from your Working Portfolio of the best samples of your work
that reflect your achieved competence, individuality, and creativity as a professional
educator in each of the domains.
This diagram illustrates how the same portfolio material can be used for several
different purposes.
• Presentation Portfolio
• Application
• Interview Portfolio
• Working Portfolio
1
The outer circle – Working Portfolio-represents everything that you are
collecting as you go through your
education courses—philosophy of
education; artifacts that you have
saved
from
classes;
pictures;
references; resume, etc. This file
contains everything that you might
use in an application, Interview
Portfolio, or Final Presentation
Portfolio. These documents can be
stored in a variety of places—files,
computer disks, notebooks, boxes.
Each of the other three circles –
Application, Interview Portfolio, and
Presentation Portfolio, represents a
selection from your Working Portfolio,
depending on the intended audience.
Section One: What is a Portfolio?
Definition of Working Portfolio
A Working Portfolio is always much larger and more complete than a presentation
portfolio. It contains contributions (resume, philosophy of education, artifacts, etc.)
from your education classes, as well as other documents you have carefully selected
to portray your professional skills. For example, it might contain excerpts from
reflective journals, unit lesson plans, unique teacher-made materials, samples of
student work, video clips of your teaching, and many other examples that
demonstrate your competence.
Definition of Interview Portfolio
An Interview Portfolio is a shortened version of your story—many of the important
parts of your final portfolio without the artifacts and rationale statements. It would
be taken to a school that had arranged an interview with you or included as part of
the application packet you prepare for selected schools where you know an opening
exists or for your ‘ideal’ school that does not necessarily have a current open
position. It is designed so you can make more than one copy for a job search. You
would typically include resume, philosophy of education statement, list of domains
with examples/notations, recommendations, transcript, etc.
Surveys from
superintendents and principals indicate that once you have been selected for an
interview, this is a helpful portfolio. Samples are available in the main campus
School of Education office and from EDU 430 faculty at off campus sites.
Definition of Final Presentation Portfolio
A Presentation Portfolio, often called your ‘final portfolio,’ is the portfolio you will use
in your job search process after your student teaching. The documents in this
portfolio must be carefully chosen according to the context in which it will be
presented. In most cases, the Presentation Portfolio is used for a specific job
interview. The information in a Presentation Portfolio is streamlined. Pertinent
artifacts are chosen that will convince the interview team of your competence for that
job. For example, for a middle school science job, you will want to present evidence
that convinces the interview team that you will be an effective middle school teacher.
During the interview you can use this portfolio to showcase the teaching skills that
you learned and especially those used during student teaching.
Purposes of a Teacher Portfolio
There are several purposes for a beginning teacher portfolio. One is certainly to
demonstrate to a potential employer that you have acquired the skills and
dispositions and have met the standards necessary for entry-level teachers. It can be
used in an interview situation to demonstrate in a tangible way your competence and
expertise as an educator.
Another reason is to help you integrate your experiences as a teacher education
student. You will find as you develop your portfolio that you gain a much clearer
picture of yourself and your progress toward becoming a professional educator. You
will develop greater self-understanding and self-confidence. Your portfolio will
provide an on-going record of your learning and growth as a teacher.
2
Section One: What is a Portfolio?
This increased understanding enables you to become more proactive in your
learning. You will be well-equipped to collaborate with professors for assignments
that will demonstrate your skills and abilities or with advisors in planning your
courses and setting meaningful goals. This allows you to make intentional choices in
your coursework, field experiences, and other learning opportunities.
As you work on this record of your professional growth, you will also begin to discern
how your various course assignments and out-of-class experiences fit into a bigger
picture of yourself as a professional educator. The portfolio provides a place for you,
as a teacher education student, to reflect on all of your talents and abilities in one
place.
Lastly, the portfolio also serves as proof for the University of how well we are meeting
our goals of producing effective educators. It keeps us focused on the goals and
standards of our Effective Teaching Model.
Portfolio Development Timeline
Each education class requires a contribution to the Professional Portfolio. In most
EDU classes, a new piece of the portfolio is required. In other classes, parts of the
portfolio are to be revised and updated. Students should receive feedback from the
professor on these entries. These entries must then be revised and reworked before
they are entered into the Interview Portfolio or the Final Presentation Portfolio. The
requirements and a brief explanation for the portfolio contribution for each education
class are outlined Section Three. A summary checklist is given in Appendix A. More
information will be given by faculty in each course for any additional requirements
they may have for the portfolio contribution from their particular course.
You will maintain a Working Portfolio until your student teaching semester when you
will prepare an Interview Portfolio and a Final Presentation Portfolio. Review the
Checklist for the SAU Portfolio Development Process on page 24 and in Appendix A.
The requirements for SAU portfolio development in EDU courses are:
•
•
•
•
•
•
•
EDU 100—file system for organizing portfolio documents, draft of teaching
resume and Why I Want to Be a Teacher paper
EDU 200 – first draft of Philosophy of Education
EDU 262 or 265—Checkpoint I, writing Rationale/Reflection statements
EDU 360—beginning digital portfolio
other EDU courses—update resume, artifacts with Rationale/Reflection
statements
EDU 429—finalize Philosophy of Education, create Professional Educator
Brochure, Checkpoint II
EDU 430—create Interview Portfolio, Final Presentation Portfolio
3
Section One: What is a Portfolio?
Reflection – What is a Portfolio?
My understanding
of a Working
Portfolio is . . .
My understanding
of an Interview
Portfolio is . . .
My understanding
of a Final
Presentation
Portfolio is . . .
My portfolio can
help me develop
the skills and
dispositions of an
effective educator
by . . .
Other thoughts I
have. . .
4
Section Two: The SAU Effective Teaching Domains
Developing a Standards-based Portfolio: The SAU
Effective Teaching Domains
Several sets of standards have been established to define the skills and abilities
needed for a beginning teacher to be successful in the classroom. In order to give a
credible view of yourself and your skills and abilities as a teacher, your portfolio must
be standards-based. At the national level, a set of ten standards was developed by
the Interstate New Teacher Assessment and Support Consortium (INTASC). At the
state level, the Michigan standards are outlined in the Entry Level Standards for
Michigan Teachers (ELSMT). See Appendix B for the complete list of both of these
standards. The SAU School of Education has adopted as its standards The SAU
Effective Teaching Model. This model encompasses the INTASC and the ELSMT
standards and organizes the description of an effective educator in six easily
understood Domains. See the summary of these Domains and how they provide the
framework for the INTASC and ELSMT standards at the end of this section and in
Appendix C.
The SAU Effective Teaching Model
The SAU School of Education’s conceptual framework and beginning teacher
standards are illustrated in The SAU Effective Teaching Model, below, with six
integrated ovals around the University symbol—which represents the SAU Concept.
Placing the SAU Concept at the center of the Effective Teaching Model, through which
all the other integrated ovals intersect, demonstrates its importance and impact on
the School of Education faculty, students, and programs.
Spring Arbor University Concept
Spring Arbor University is a community of learners distinguished by our
life-long involvement in the study and application of the liberal arts,
total commitment to Jesus Christ as our perspective for learning, and
critical participation in the contemporary world.
The process of becoming a teacher is more than simply
completing a series of classes and experiences in a
satisfactory manner. It is also the process of becoming
competent in the skills, knowledge, and dispositions that
reflect the SAU Concept and enable one to perform in
these six Domains: Content Knowledge, Management and
Organization, Instruction and Technology, TeacherStudent-Family Interaction, Diversity, and Assessment.
This model forms the standards for the teaching portfolio
that each student must complete.
Listed next are the descriptions and definitions of each Domain. INTASC and ELMST
standards are noted as well.
5
Section Two: The SAU Effective Teaching Domains
1. Content Knowledge
Students in the School of Education attain content knowledge through a process of
acquiring and integrating information from given subject areas or fields of study.
Content knowledge includes knowledge from both general and liberal arts courses,
as well as specialized content knowledge—from major and/or minor academic fields
and elementary subject matter courses for elementary education candidates, or from
major and minor area courses for secondary education candidates.
•
•
The teacher understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and can create learning experiences that make these aspects
of subject matter meaningful for students. (INTASC: Principle 1)
ELSMT: Standards 1,3
2. Management and Organization
Students in the School of Education demonstrate management and organizational
skills which are necessary to establish a classroom atmosphere where learning can
occur. Essentially, there are two extreme approaches to classroom management and
organization. The first is the reactive approach. With this model, the teacher decides
what to do and how to handle situations as they arise. The other model involves the
proactive approach, which is predicated on forethought, preparation, and consistency
with regard to any number of circumstances that can arise in a given school day. The
School of Education believes in the proactive approach. Appropriately administered,
the proactive style will result in effective classroom management and organization
which is firm, fair and friendly. This approach permits teachers the freedom to utilize
instructional approaches that best fit the needs of all students in a given classroom.
•
•
•
The teacher understands how children learn and develop and can provide learning
opportunities that support their intellectual, social, and personal development. (INTASC:
Principle 2)
The teacher uses an understanding of individual and group motivation and behavior to create
a learning environment that encourages positive social interaction, active engagement in
learning, and self-motivation. (INTASC: Principle 5)
ELSMT: Standards 2, 4, 5, 7
3. Instruction and Technology
Students in the School of Education demonstrate methods of instruction which apply
various theories of learning and human development to the educational context, and
which incorporate appropriate use of instructional technologies in the classroom.
Knowledge of and application of instructional technology linked to learning theory is
essential for effective classroom instruction.
•
•
•
•
The teacher understands and uses a variety of instructional strategies to encourage students’
development of critical thinking, problem solving, and performance skills. (INTASC 4)
The teacher uses knowledge of effective verbal, nonverbal, and media communication
techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
(INTASC 6)
The teacher plans instruction based on knowledge of subject matter, students, the
community, and curriculum goals. (INTASC: Principle 7)
ELSMT: Standards 1, 2, 3, 4, 5, 7
6
Section Two: The SAU Effective Teaching Domains
4. Teacher-Student-Family Interaction
Students in the School of Education are able to model fostering of mutually beneficial
relationships with students, family and others in the learning community, with the
intent to affect individual student achievement positively. The primary focus of this
domain is the involvement of family members in the instructional process. Students
are expected to interact successfully with other teachers, family, students,
administrators, counselors and support personnel to benefit students and to
advance their own professional development. They must demonstrate poise, selfconfidence, emotional maturity, and a positive attitude toward teaching.
•
•
The teacher fosters relationships with school colleagues, parents, and agencies in the larger
community to support students’ learning and well-being. (INTASC: Principle 10)
ELSMT: Standards 5, 6
5. Diversity
Students in the School of Education understand how students differ from each other.
Knowledge about diversity is defined as the recognition that characteristics of
students such as culture, language, race, ethnicity, gender, religion, cognitive and
physical abilities, and socioeconomic status impact learning and development in
important ways. Inextricably connected to the issue of diversity is the matter of the
exceptional child—the children with learning and/or behavior problems, children with
physical disabilities and children who are intellectually gifted. Knowledge about how
to develop an inclusionary environment is an integral component of the diversity
domain.
•
•
The teacher understands how students differ in their approaches to learning and creates
instructional opportunities that are adapted to diverse learners. (INTASC: Principle 3)
ELSMT: Standards 1, 2, 4, 5
6. Assessment
Students in the School of Education are capable of synthesizing elements of
traditional and new assessment techniques into coherent effective assessment
strategies. All learners need to have a clear understanding of how they will be
assessed and then be shown models of excellence and rubrics that clarify how
assessment will be conducted. The use of formal and informal assessment
strategies, before and after instruction, are encouraged in order to ensure the overall
development of the learner and to enhance learning.
•
•
•
The teacher understands and uses formal and informal assessment strategies to ensure the
continuous intellectual, social, and physical development of the learner. (INTASC: Principle 8)
The teacher is a reflective practitioner who continually evaluates the effects of his or her
choices and actions on others (students, parents, and other professionals in the learning
community) and who actively seeks out opportunities to grow professionally. (INTASC:
Principle 9)
ELSMT: Standards 2, 4
7
Section Two: The SAU Effective Teaching Domains
Domains as Organizational Framework for Portfolio
A portfolio is built around a set of professional standards. It is a visual tool—a way to
document what you know and the teaching skills that you are developing. It is a
performance-based assessment of the standards, dispositions, and skills of teaching
that are outlined in the SAU Effective Teaching Domains and influenced by the belief
in the SAU Concept.
Thus, the SAU Effective Teaching Model—with supporting evidence for each Domain—
provides the organizational framework for your portfolio. The portfolio is an ongoing,
integrated collection of evidence that demonstrates the SAU Effective Teaching
Model. It is not simply a file of course projects. Instead, it is a living document in
which the teacher candidate displays artifacts for each Domain that demonstrate
your best work and then explains how you show evidence of competency. Therefore,
no two portfolios will be identical. Each student’s portfolio should reflect his/her
unique characteristics as a professional educator while ensuring that all Domains
have been adequately addressed.
8
Section Two: The SAU Effective Teaching Domains
SAU Effective Teaching Domains Combined with INTASC
Principles and
Entry-Level Standards for Michigan Teachers (ELSMT)
Portfolio Standards
1. Content Knowledge
• The teacher understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and can create learning experiences that make these aspects
of subject matter meaningful for students. (INTASC: Principle 1)
• ELSMT: Standards 1, 3
2. Management and Organization
• The teacher understands how children learn and develop and can provide learning
opportunities that support their intellectual, social, and personal development. (INTASC:
Principle 2)
• The teacher uses an understanding of individual and group motivation and behavior to create
a learning environment that encourages positive social interaction, active engagement in
learning, and self-motivation. (INTASC: Principle 5)
• ELSMT: Standards 2, 4, 5, 7
3. Instruction and Technology
• The teacher understands and uses a variety of instructional strategies to encourage students’
development of critical thinking, problem solving, and performance skills. (INTASC: Principle
4)
• The teacher uses knowledge of effective verbal, nonverbal, and media communication
techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
(INTASC: Principle 6)
• The teacher plans instruction based on knowledge of subject matter, students, the
community, and curriculum goals. (INTASC: Principle 7)
• ELSMT: Standards 1, 2, 3, 4, 5, 7
4. Teacher-Student-Family Interaction
• The teacher fosters relationships with school colleagues, parents, and agencies in the larger
community to support students’ learning and well-being. (INTASC: Principle 10)
• ELSMT: Standards 5, 6
5. Diversity
• The teacher understands how students differ in their approaches to learning and creates
instructional opportunities that are adapted to diverse learners. (INTASC: Principle 3)
• ELSMT: Standards 1, 2, 4, 5
6. Assessment
• The teacher understands and uses formal and informal assessment strategies to ensure the
continuous intellectual, social, and physical development of the learner. (INTASC: Principle 8)
• The teacher is a reflective practitioner who continually evaluates the effects of his or her
choices and actions on others (students, parents, and other professionals in the learning
community) and who actively seeks out opportunities to grow professionally. (INTASC:
Principle 9)
• ELSMT: Standards 2, 4
9
Section Two: The SAU Effective Teaching Domains
Reflection – The SAU Effective Teaching Model
My thoughts on
how the SAU
Effective
Teaching Model
describes the
skills and
dispositions of an
effective
educator. . .
My thoughts on
the similarities
and differences
between the SAU
domains, INTASC
principles, and
Entry-level
Standards for
Michigan
Teachers . . .
Other thoughts I
have on creating
a portfolio. . .
10
Section Three: Creating a Portfolio
Creating a Portfolio
Creating a portfolio takes time and careful reflection. We have designed this process
so that it can be spread out over the time you are a student in the School of
Education. This manual will help you understand the ‘big picture’—what the portfolio
will look like when it is completed, and the details—how to prepare each step along
the way. You can also view samples of completed Interview Portfolios and
Presentation Portfolios in the main campus School of Education office (ask the
administrative assistant), at the Portfolio Showcases held at the end of the Student
Teaching Seminar class each semester, and from EDU 430 faculty at off campus
sites. This will help you as you develop each piece of the portfolio along the way.
This section of the manual outlines the academic contribution of each EDU course to
the development of your portfolio. These are the minimal requirements. As you ‘tell
your story,’ you will draw entries from other courses and a variety of experiences.
Once again, if you have transferred in an equivalent course, you are still required to
complete these requirements. See page 26 for special instructions for transfer and
post B.A. students. A summary checklist for SAU portfolio requirements is given at
the end of this section and in Appendix A.
The requirements for SAU portfolio development in EDU courses are:
EDU 100—file system for organizing portfolio documents, draft of teaching
resume and Why I Want to Be a Teacher paper
• EDU 200 – first draft of Philosophy of Education
• EDU 262 or 265—Checkpoint I, writing Rationale/Reflection statements
• EDU 360—beginning digital portfolio
• other EDU courses—update resume, artifacts with Rationale/Reflection
statements
• EDU 429—finalize Philosophy of Education, create Professional Educator
Brochure, Checkpoint II
• EDU 430—create Interview Portfolio, Final Presentation Portfolio
•
11
Section Three: Creating a Portfolio
EDU 100 Introduction to Teaching
Contribution of EDU 100 to SAU Portfolio
File System for Organizing Portfolio Documents
Introduction-Why I Want to be a Teacher Paper
Draft Teaching Resume
Organizing Your Portfolio
This course introduces the student to the portfolio process and the SAU Effective
Teaching Domains. You are required to set up your working portfolio using the six
SAU Effective Teaching Domains as the organizational framework. Choose a filing
system (often an accordion-style file folder is used at this point). In EDU 262, you are
required to start a three ring notebook. A disk with a digital file for each document is
also required. In either case, it is helpful to have a tab for each of the following
sections:
•
•
•
•
•
Personal Data Section (Introduction, Resume, Transcript, Certifications/Test
Scores)
Philosophy of Education
A section for each of the six SAU Effective Teaching Domains
Documentation of Field Experiences Section
Professional Development Activities Section
Become a Pack Rat Start from the beginning of your decision to become a
teacher to collect possible entries in your portfolio. Start putting examples of class
assignments and other artifacts in the appropriate place in your working portfolio.
Resume
Your first required resume is completed in EDU 100 – Introduction to Teaching. After
that, it should be updated yearly—especially taking note of your field experiences,
honors and accomplishments. Sample resumes are included in Appendix D.
As you read these suggestions, keep in mind that they are written to help you present
the best of yourself in your personal resume. None of the suggestions are absolutes
since there are numerous ways to put a resume together. Decide the approach that
will best present you and your qualifications. Items in the resume should reflect your
strongest qualifications for the job you are seeking. Feel free at any time in the
portfolio process to make an appointment with a faculty member or the career
development specialist in the SAU Student Development Office for consultation on
resume writing.
Purpose of Resume The purpose of your resume is to demonstrate your eligibility
for a particular job so that you are invited to interview for a position. You want to
present your qualifications to an employer in a way that shows you are the best
candidate for the job, and that you can satisfy one or more of the school’s needs.
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Section Three: Creating a Portfolio
Put yourself in the employer’s place—what would you need to know regarding your
skills and experience in order to find the most qualified candidate for the job?
Information You Will Need To write an effective resume there are several items
of information you must have:
•
•
•
Know your qualifications and have a clear idea of the skills that you have to
offer your employer.
Know as much as you can about the requirements of the job you are seeking
and the selection criteria to be used in the hiring decision. If you do not have
a specific school district in mind, at least know as much as you can about
the type of teaching job you are seeking.
Rank your qualifications according to their ability to support your interest for
the position you are seeking.
Focus of Your Resume Your resume should be focused on a teaching career. In
EDU 100, you will prepare a beginning resume which may be more general until you
have decided on the subject area and grades you wish to teach. The resume that you
prepare for EDU 100 will be revised several times before you create the final resume
that is placed in your presentation portfolio. As you gain more experience and
information, you will become more certain about the teaching position you are
seeking and the school where you would like to work. Then you will be able to focus
your resume toward that specific job and place.
Content of the Resume Keep your purpose in mind as you prepare your resume.
Offer information which is directly relevant to the employer’s selection criteria. Be
concise. Do not clutter your resume. The following items of information are usually
included in a resume:
Identification Information
• Full name
• Address—current or permanent address. Do not put more than one address
on your resume. You can always send another resume if your address
changes.
• Telephone number, including area code. If you have them, fax numbers or
cell phone numbers are also great to include.
• Email information is important to include if you have it. Be sure to remove the
hyperlink so that there is no underline.
Education For your first teaching job, education may be one of your strongest
selling points. Begin with your most recent educational experience and work
backward. Include the degree received, (for post B.A.’s start with the certification
received), month and year received, the name of the university or college, NCATE
accredited, town or city and state in which it is located, the major(s), minor(s) or
special programs taken, and your G.P.A. if a 3.5 or above. For a teaching
position, indicate certification areas and grades (i.e., elementary K-5, social
studies, grades 6-8).
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Section Three: Creating a Portfolio
Example:
Bachelor of Arts, May, 2006
Spring Arbor University, Spring Arbor, Michigan
NCATE accredited
Elementary Education Provisional Certification K-5
Major: Social Studies, grades K-8
GPA: 3.9/4.0 Summa Cum Laude
Experience (including summer jobs, part-time experience, and field experience)
For a teaching resume, list your Student Teaching as your first work experience.
Emphasize experiences you have had in teaching situations, i.e., student
teaching, site-based teaching, substitute teaching, and other field experiences.
Employers want to know:
•
•
•
•
What were your responsibilities, skills, duties, achievements?
What did you do to carry out these responsibilities?
What were the results of your efforts?
How does this apply to the job in question?
Emphasize and explain in detail those job assignments which most effectively
qualify you for the job you are applying for. If you received successively more
responsible assignments, emphasize that growing responsibility. Make special
note of a promotion or recognition as a result of success in a particular
assignment. Also note any supervisory positions you have held. If you have had
many jobs, choose the ones that are most relevant and highlight the experiences
that most closely relate to the skills need for teaching. See resume sample 3,
Appendix D.
Begin the Experience section with most recent experience first and then continue
back through your experience. For example: Job I, 2006-2004; Job II 20042003. If you have several experiences during the same time period, begin with
the experience you have done for the longest period of time. 2006-2004 should
go before 2006-2005.
In referencing past employment, for the most part, you want to show employment
experiences that contribute to your skills as a teacher. It is not necessary to list
every place that you have ever worked. For non-education kinds of employment,
think carefully how you have gained skills and experience that will make you a
better teacher. Some of these include communication skills, leadership
experience, travel and exposure to other cultures, etc. Highlight these points
under the information about the employer.
Extracurricular Activities Extracurricular activities point out your leadership,
sociability, and energy level. Try to point to extracurricular activities that support
your job objective and/or demonstrate your ability to take positions of leadership
and responsibility. If you have worked your way through school and that has
hampered your chances to participate in extracurricular activities, be sure to point
that out in the resume.
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Section Three: Creating a Portfolio
Additional information to include:
•
•
•
•
•
•
•
•
•
Foreign language ability
Cross Cultural experience
Research experience
Computer skills
Awards/achievements
Publications
Military experience
Professional associations
Coaching/music/drama interests
Professional Development Activities Experiences you have had outside the
University classroom that help you learn more about the teaching profession
indicate to a potential employer that you are working to become the best teacher
you can be. Seminars, workshops, conferences, educational organizations are all
examples of professional development activities.
Refer to the Action Verb List in Appendix E and Action Adverbs and Adjectives List
in Appendix F for help in describing your experiences and activities in action
terms. Be consistent with the verb tense. Usually the past tense is used since
the resume is a summary of experiences and preparation you have had—not
things you plan to have.
References A separate sheet listing all of your references is helpful to employers
and accompanies the resume quite nicely. Give the individual’s title, employer or
institution, business address, business telephone number, business fax number,
and email address. The more powerful letters of reference of your abilities are
those letters from individuals who have examined your teaching in action. Letters
from cooperating teacher(s), university supervisor(s), and building principals
speak volumes to potential employers. Ideally, these letters should be on school
letterhead. The original copies can be included in your final portfolios—copies can
be used for your interview portfolio or to include with applications. Four or five
references are usually sufficient. When sending job applications that will be
considered in the summer, use home contact information for references, with
their permission. These people are often able to be contacted at their school
address.
Physical Layout of the Resume Your resume should look distinctive, neat, and
professional. It must be readable and in good taste. Avoid gimmicks which would
distract from the content.
Style of font should be easily readable. Avoid ornate, decorative, or Old English style
type. Use spacing and bold, italics, and bullets to arrange the information on the
page so that it is easily read.
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Section Three: Creating a Portfolio
Reproduction of your final resume should be of high quality on good bond paper that
is easily copied. Schools will make multiple copies for the interview team. Try to
space your resume sections well. If you use multiple pages for your resume, attempt
to fill the second page completely.
Thoughts to Remember – Basic Guidelines
1. HAVE SOMEONE PROOFREAD YOUR RESUME. He/she may identify typos
and errors you did not notice. Be sure to avoid abbreviations, misspellings,
and grammatical errors.
2. Be honest. Remember that you may be asked to back up each statement
when you are interviewed.
3. The resume should look professional and attractive.
4. Emphasize your strengths and accomplishments. Avoid vague generalities.
5. In each section, put most recent experiences first. Also, if you’ve done
something for a long time, put this experience ahead of short-term
experiences.
6. Organize your resume so that your spacing, capital letters, and other
organizational techniques lead the reader’s eye to the most important
information.
7. Keep your language positive and upbeat. Use action verbs and words that
emphasize the positive. For example, “Supervised project studying…” and,
“Researched materials for project on…” Use action verbs to describe what
you did in your experiences. Use active verbs: planned, sold, selected,
supervised, analyzed, budgeted, screened, managed, designed, developed,
edited, introduced, established, directed, conducted, etc. Be sure to use
consistent tense for each verb. (See Action Verb List and Action Adverbs and
Adjectives List in Appendices E and F.)
8. Be concise – avoid explaining all the details; select work or activities directly
related to the teaching position you want.
9. Do not state: race, religion, sex, age, height, weight or marital status unless it
will help your candidacy.
10. Do not include a picture.
11. Do not mention salary.
Tips for a Great Resume
• Look carefully at the sample teaching resumes.
• Your resume should be current. You will add to it and revise it yearly as you
complete field experiences and other activities.
• List your education (degrees, certifications) near the top of the resume.
• Certifications are also listed near the top: teaching certifications, CPR, MLPP,
and First Aid. Spell out abbreviations.
• List endorsements: i.e., 6-8 subject matter; K-12 Music, ESS, Art, Special
Education, Early Childhood Education (ECE).
• Emphasize your educational experiences (substitute teaching, site-based
teaching, field experiences). Other work experiences are important but should
be secondary.
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Section Three: Creating a Portfolio
•
For your final resume, Student Teaching should be listed as your first working
experience—use bullets to emphasize notable areas (curriculum knowledge,
teaching strategies, classroom set-up). Some examples: Six Traits of Writing,
Battle Creek Science curriculum, Investigations Math curriculum, in-service
training or professional development, multi-age classroom settings.
Why I Want to be a Teacher Paper
For EDU 100, you will be asked to write a paper discussing your reasons for wanting
to pursue a career in teaching and experiences which have influenced and helped
you develop the gifts which will make you unique and qualified as a teacher. This
paper should be placed in your Working Portfolio. Parts of it may be used when you
complete your student teaching application and your personal introduction to your
portfolio.
Documentation of Field Experiences
Prior to student teaching, you are required to complete a certain number of hours of
field experience. Place the documentation for these hours in this section of your
portfolio. A sample
Remind (teacher education students) to get as many pictures as
form is included in
they can of themselves with their students during their field
Appendix G. This
experiences for their portfolios. Also, tell them to be
record
will
be
accumulating letters of references while they are a fresh
helpful later when
memory to their professors or cooperating teachers during field
you complete your
experiences.
final resume, final
--Student Teacher, Spring 2004
Philosophy
of
Education, or write an introduction of yourself for a teaching position. You may also
want to summarize your field experiences to demonstrate the awareness you have of
various teaching settings.
Professional Development Activities
One of the important aspects of being a teacher is learning through professional
development opportunities. This section of your portfolio contains evidence from any
professional development activities that you have participated in during your
experience as a teacher education student. If you choose to, you can develop
reflection statements for these experiences to give the reader some insight into what
you gained from the experience. Some examples of these activities are: Epsilon Chi
activities, Future Teachers Conference, education conferences, workshops, etc.
Check the website of teacher organizations, or professional development
opportunities provided by the Intermediate School District (ISD) in your area.
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Section Three: Creating a Portfolio
Reflection – Creating a Portfolio
My thoughts on
beginning my
portfolio . . .
Activities and
experiences I
want to have in
my resume . . .
Some plans I
have for my field
experiences . . .
Other thoughts I
have . . .
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Section Three: Creating a Portfolio
EDU 200 Foundations of American Education
EDU 429 Effective Teaching Strategies
Contribution of EDU 200 and EDU 429 to SAU Portfolio
Philosophy of Education Statement
Developing and articulating a personal philosophical perspective on education is an
important task requiring thoughtful reflection. You will write your Philosophy of
Education as part of EDU 200. You will then revise it as you learn more about
education and have experiences which shape your thoughts and beliefs. In EDU 429,
you have the opportunity to re-write your Philosophy of Education.
In EDU 200, students study philosophy as a subject (sometimes defined as a search
for wisdom), and evaluate educational philosophies (perennialism, essentialism,
progressivism, postmodernism). Individuals are seldom purely one of these
traditional foundational philosophies, but they do provide a framework for thinking
about educational issues and practice. Keep in mind that philosophies usually
contain elements of more than one traditional philosophy. How you balance these
different elements—and the influence of your Christian faith and values—is, in
essence, your philosophy.
Why do you need a personal philosophy?
A personal educational philosophy should guide what you will do in the classroom,
and help you explain and defend your goals and beliefs. Administrators, colleagues,
and parents will all be interested in what you believe about teaching and learning
and how those beliefs will influence your classroom behavior.
Where should you start?
First ask yourself, “What is the purpose of education?” This helps identify which of
the traditional philosophies you most identify with. Is the purpose to transmit
society’s culture and values, or is it to change or transform society, or some of both?
Some other good questions to ask yourself are: What do I believe about students?
What do I believe about teachers? What do I believe about the classroom? What do
I believe about the curriculum?
Next, take a look at The Spring Arbor University School of Education Effective
Teaching Model. It contains six Domains that surround the SAU Concept. It is the
conceptual framework of the SAU School of Education. Include your beliefs on each
of those elements as you write your philosophy of education.
What should it look like?
The format of your Philosophy of Education will help to communicate your personal
and unique way of looking at the task of teaching. There is no one way to set up a
Philosophy of Education statement. Your EDU 200 and/or EDU 429 professors may
have specific requirements for your Philosophy of Education statement. After you
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Section Three: Creating a Portfolio
have decided what you believe and what your philosophy of education is, you can
decide how to present it. There are several samples in Appendix H.
Other Places to Use Your Philosophy of Education
In your Student Teaching Application, you are asked to write a narrative that will be
sent to your cooperating teacher. A part of this narrative is your philosophy of
education. Ideas from your philosophy of education will be used for your brochure in
EDU 429. Probably every interview for a teaching job will include a question about
how you describe your philosophy of education. You may want to create a three
minute answer to that question based on your Philosophy of Education statement.
After you are teaching, for the first school open-house of the year use your philosophy
statement to design a three to five minute speech for parents about your beliefs and
how they will be evident in your classroom. You may also want to use it for letters you
write to parents to introduce yourself. The more comfortable you become
communicating and linking philosophy and practice, the more personal and
professional your philosophy will become.
Tips for Philosophy of Education Statement
•
•
•
•
•
If your Philosophy of Education is a narrative, make sure you have an
excellent opening paragraph and an effective summary paragraph.
Remember how to write paragraphs—opening sentence, transitions between
paragraphs, etc. It should not be single sentences strung together to make a
paragraph. It should be not more than one page (single spaced). Writing an
outline of your thoughts is a good thing to do before you write the statement.
There are many different formats for a Philosophy of Education statement.
You may choose to use a “list” format—bulleted or acronym, etc. If so, we
suggest an opening, overview statement before the list that helps the reader
to understand how the list outlines your philosophy.
This paper, like all of the documents in your portfolio, should be perfect with
respect to spelling and grammar.
Your philosophy statement should be a balance between being visionary (an
ideal that you are striving for) and down-to-earth and practical (something you
can attain).
Your Philosophy of Education will grow and change as you gain more
knowledge and experience. You may need to rewrite it or use parts of it
according to the context in which it is being used.
Stress to students to file or box items from the beginning of their EDU courses
that can be used in their portfolio. REVISE, REVISE, REVISE, REVISE. The
students will eventually realize the extra work throughout their education career
is a blessing. It will help their student teaching experience!
--Student Teacher, Spring 2004
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Section Three: Creating a Portfolio
Reflection – Philosophy of Education
Ideas I have for
my beginning
Philosophy of
Education . . .
Later . . . Ways
my Philosophy of
Education is
Changing . . .
Other thoughts I
have. . .
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Section Three: Creating a Portfolio
EDU 262 or 263 Human Learning & Development
EDU 265 Early Childhood Growth & Development
(ECE)
Contribution of EDU 262, 263 or EDU 265 to SAU Portfolio
Portfolio as Example of Performance Assessment
Artifact with Rationale/Reflection Statement
Checkpoint I--Organization of Portfolio in notebook format
Definition of Artifact
For each Domain, you will include artifacts that demonstrate your competency in that
area of education. “An artifact is tangible evidence of knowledge that is gained, skills
that are mastered, values that are clarified, or dispositions and attitudes that are
characteristic of you” (Campbell, Cignetti, Melenyzer, Nettles, & Wyman, 2004, p. 6).
Artifacts are the demonstration of what you say you know and what you can do.
Appendix I provides a list of examples of artifacts for each SAU Domain. This list was
compiled from completed final portfolios of SAU graduates. Appendix J contains an
Artifacts Checklist which can be used to keep track of the artifacts you choose for
each of the SAU Domains. An artifact may be something you have produced or it may
be work that your students have completed that shows the outcome of your teaching.
When selecting an artifact for a portfolio, you should consider these questions
(Painter, 2001):
• Why is this artifact better than other artifacts that I could choose?
• Does this artifact provide evidence of my success against one or more
Domains?
• Can I rationalize the importance of this artifact to those viewing it out of
context?
• How does this artifact represent my skills and competency as a teacher?
As you go through your SAU experience, you will collect many artifacts, which are
placed in your Working Portfolio. The artifacts you then select to be placed in your
final presentation portfolio will represent your very best work. Many of these artifacts
will come from your student teaching experience, since examples from an actual
teaching situation are the most powerful indicators of your competence as a teacher.
Choosing Artifacts for Each Domain
Each Domain describes teaching skills and characteristics needed to be an effective
educator.
Keep in mind the
purpose of the artifacts—tangible A well-prepared portfolio shows your
evidence that demonstrates your achievements, documents the scope and quality of
skills in the specific domain your experience and training, and highlights your
named. Read through the skills and abilities.
--C.C. Turner, 2006 Job Search Handbook for Educators
description of each Domain to get
a clear understanding of the
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Section Three: Creating a Portfolio
knowledge and skills of an effective educator. Choose artifacts that showcase your
personal skills, knowledge and experience.
How many artifacts should you have for each Domain? You should have
enough artifacts to convince the reader you are competent in that area. However, you
are not preparing a scrapbook of everything you have done to be a teacher. In your
Final Presentation Portfolio, you will minimally want to have one artifact per Domain
and probably will not have more than three per Domain. At least one artifact should
show the impact that your teaching has had on student learning. How does the
reader know that the students learned what you taught? Samples of student work
come in handy for this artifact.
Should an artifact be used for more than one Domain? It is permissible
for an artifact to be used to demonstrate more than one area of teaching skills.
When this is done, a different Rationale/Reflection statement should be written for
each Domain. More than one copy of the artifact should be included so that each
Rationale/Reflection statement precedes the artifact.
How recent should the artifacts be for the final portfolio? Obviously, you
want to use the best artifacts you have. However, those artifacts that you have used
in actual teaching situations, i.e., site-based classes, student teaching, etc., are
usually more powerful demonstrations of your skills. When you have tried something
in a classroom situation, you can speak more directly to how successful it is in
accomplishing the purposes of education. Always block out identifying information
on student work for confidentiality purposes.
Rationale/Reflection Statements
The real value of the artifacts in your portfolio is to demonstrate your competency in
each of the SAU Effective Teaching Domains—the characteristics, skills, and
knowledge of a beginning teacher. For each artifact, prepare a statement to explain
how the artifact demonstrates the named Domain and what you have learned. This
statement, even more than the artifact itself, tells the reader about your expertise as
an educator. It is in this reflection that you state your personal meaning of the
experience and convince the readers of your portfolio that you are indeed competent
in each domain.
For each artifact, follow this outline in developing a rationale/reflection statement:
a. SAU Effective Teaching Domain
b. Title of the artifact
c. Course (include the number and full name of the course) or context in
which the artifact was developed.
d. Date(s) artifact was/were developed
e. Rationale -- brief description of artifact and explanation of why you
believe the artifact demonstrates competency in the named domain.
Describe your teaching skills that are demonstrated in this artifact.
f. Reflection-- what you learned while completing the artifact, what you
think about this Domain, and why what you think is important in your overall
knowledge of education, areas in which you could continue to improve your
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Section Three: Creating a Portfolio
performance or knowledge, and your plans for continued growth in the
Domain.
This document is generally single-spaced and placed right before the named artifact
in your portfolio. Your statements reflect your individuality and creativity. They
should be clear and concise, free of grammatical and spelling errors. You, the
student, can choose which Domain you think a particular artifact demonstrates. It is
also possible to have one artifact that demonstrates more than one Domain.
Instructions on how to prepare these
Rationale/Reflection statements are
given in EDU 262, 263 and EDU 265.
Appendix K gives examples of
Rationale/Reflection statements for
each of the six Domains. These samples
were written by SAU students and are
intended to give you some ideas about
how to write Rationale/Reflection
statements. As you will see, they are
unique to each writer and to the specific
situation in which the artifact was
created.
Far too many teachers spend valuable
time putting photos, certificates and
lesson plans into elaborate scrapbooks
that they mistakenly refer to as portfolios.
Such scrapbooks may provide visual
insights into a classroom or a teacher’s
creativity, but we learn little about that
teacher’s intellectual and professional
ideas. Thoughtful reflection, not a color
printer, is the key to portfolio success.
--Bryan Painter
How do I include a bulky artifact? This question is often asked for artifacts
such as the ‘Diversity Flipchart’ from EDU 271 or a unit plan developed in a methods
course, etc. A suggestion is to take a photo of the artifact and perhaps the table of
contents or pages that illustrate the most important contents. Note in your Rationale
Reflection statement that the entire artifact is available on request.
Portfolio Checkpoint I
During EDU 262, 263 or EDU 265 you will be required to complete Portfolio
Checkpoint I. This checkpoint requires you to organize in a three-ring binder the
pieces of your portfolio you have developed up to this point. Depending on when you
take this course, you may have several entries for your portfolio or have very few
entries. Minimally, you must have those parts that are required in EDU 100, EDU
262, 263 or EDU 265 and any other EDU courses you have taken. During this
checkpoint, you will receive feedback on the organization, visual appeal, and
contents of your portfolio as outlined in the Portfolio Checkpoint I Rubric found in
Appendix M. In addition to the notebook, an important requirement of Checkpoint I is
a back-up disk with electronic files of the contents. Not only will this prevent the
anguish of computer crash, it will be preparation for the digital portfolio which is
required in EDU 360.
If you transfer an equivalent course for EDU 262 or EDU 265, you must make an
appointment by the end of your first semester at SAU with a member of the School of
Education faculty to have the Portfolio Checkpoint I Rubric completed. See page 26
for special instructions for transfer/Post B.A. students.
24
Section Three: Creating a Portfolio
25
Section Three: Creating a Portfolio
PORTFOLIO REQUIREMENTS FOR EDU COURSES
Contributions of EDU Courses to SAU Portfolio
Development of Artifacts with Rationale/Refection Statements
Updated Resume with Field Experiences and Professional Development Experiences
An artifact with a Rationale/Reflection is required for each education class above
EDU 100. Sample Rationale/Reflection statements are provided in Section Four.
The completion of field experience requirements and professional development
opportunities can be used to update your resume and those sections of your
portfolio. Your portfolio is an ongoing documentation of your preparation to become
an effective educator. The notebook you created for Checkpoint I becomes your
Working Portfolio and the place for you to organize these entries from your EDU
courses.
EDU 360 INTEGRATING TECHNOLOGY IN EDUCATION
Contributions of EDU 360 to SAU Portfolio
Beginning Digital Portfolio
During EDU 360 you are required to develop a Digital Portfolio, sometimes referred to
as an electronic portfolio. At this point you will be able to place documents from your
Working Portfolio to your beginning Digital Portfolio. A Digital Portfolio allows you to
showcase both your best work as an educator as well as your technology knowledge
and skills. It is also easily transportable and readily duplicated, allowing copies to be
handed to reviewers at any time and in any situation. The benefits of producing a
digital portfolio and details on its development are discussed in greater detail in
Section Four.
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Section Three: Creating a Portfolio
EDU 429 EFFECTIVE TEACHING STRATEGIES
Contribution of EDU 429 to SAU Portfolio
Re-write of Philosophy of Education Statement
Professional Educator Brochure
Checkpoint II
EDU 429 is designed to be taken as one of your final courses before student
teaching. This course requires you to re-write your Philosophy of Education
statement based on the knowledge and experience you have gained throughout your
preparation. The Professional Educator Brochure is a tool which has a variety of
uses: artifact for portfolio; part of application packet or Interview Portfolio for job
search; introduction of yourself as a teacher to cooperating teacher, other
colleagues, or parents/students of student teaching placement. Of course, in the
future, an updated brochure can be used to introduce yourself to parents/students in
your own classroom!
Portfolio Checkpoint II
In our original plan, this checkpoint was completed during the Student Teaching
Interview. It is now a requirement of EDU 429. This checkpoint requires you to
finalize the organization of your final portfolio, decide on the visual appeal, present
your portfolio as you have developed it to this point. Checkpoint II may be presented
in a notebook or digital format. See Appendix N for the Portfolio Checkpoint II Rubric.
Transfer and Post B.A. Students
As you read through this manual, the parts of the portfolio that are introduced and
required for each EDU course are explained and examples are given. In your transfer
work, you may have already developed similar pieces. Since a portfolio is always a
work in progress, you can revise and/or update these as you decide whether to use
them in your final presentation portfolio. You also may have organized your portfolio
according to a different set of standards than the SAU Domains. It is your choice
whether to continue with your first standards or convert your portfolio to the SAU
Domains. The important thing is that your portfolio is standards-based and that it
gives a complete and dynamic view of you and your skills as a beginning teacher.
If you have not started your portfolio yet, don’t panic. Read through this manual to
see what is required in each EDU course, for the various checkpoints, and for the
interview and final presentation portfolios. For those courses that you transferred to
SAU, complete the pieces using the instructions contained in the manual. Samples
are available in the main campus School of Education office and from EDU 430
faculty in off-campus sites. EDU faculty are also be able to answer any questions you
may have—after you have read the manual . The important thing is to start working
on the portfolio NOW because you may not have as many semesters at SAU as those
students who started here their freshman year.
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Section Three: Creating a Portfolio
EDU 430 – SEMINAR IN TEACHING
Contribution of EDU 430 to SAU Portfolio
Cover Letter for Job Application
Interview Portfolio
Final Presentation Portfolio
Cover Letters
A cover letter introduces you to a potential employer. It is usually sent with an
application for a teaching position, your resume, and other material depending on the
instructions given in the job advertisement. Your cover letter is as important as your
resume in the job application process because it is often the first impression an
employer has of you.
The purposes of a cover letter are:
• to introduce and attract the employer to your resume
• to explain your qualifications for employment
• to generate enthusiasm for reading your resume and offering an interview.
Employers read cover letters looking for:
• written communication skills
• organization skills
• ability to focus and establish priorities
• individual style
• social skills
• special job related skills.
Cover letter suggestions:
• Always address your letter to a specific individual rather than a generic human
resources office. Whenever feasible, use networking sources to introduce
yourself in the opening paragraph of your letter.
• Show the employer that you have done your homework and have a genuine
grasp of the school district’s human resource needs and philosophy of
education. Be sincere in your praise. Be accurate.
• Save your cover letter on your computer and back-up disk. Personalize each
letter with a sentence or two designed to reflect your sincere interest in the
specific employer. Most of the letter can remain the same after stating the
specific position, name of school, and addressing a specific person. Also,
restating the name of the position and school adds to the personalization.
• Use natural language and simple, clear sentences. Do not try to impress the
employer with unusual vocabulary or complicated sentence structures.
• Express your capabilities with confidence, but avoid exaggerating your level of
experience.
• Let your personality and energy shine through your words. Use a few vivid
details about your background to capture the reader’s interest.
• Check and recheck for errors. Have at least one good writer go over it.
PROOFREAD! PROOFREAD! PROOFREAD!
28
Section Three: Creating a Portfolio
•
•
•
•
•
Make sure your final letter is completely professional in appearance. Use a
professional format, on the same quality stationery you used for your resume.
Print on a printer that produces clear and crisp copies.
Use a letterhead look that is consistent with your resume. Ensure that your
name and contact information is identical to that on your resume.
Finish your letter with a strong closing.
Keep copies of everything! Follow through on your stated intentions. A cover
letter is only one means of getting an interview or job. Keep pursuing other
avenues of inquiry.
The cover letter goes on top of whatever application materials you are sending
to an employer. It does not go in the Interview Portfolio or the Final
Presentation Portfolio. It is a COVER letter—a letter that introduces the
materials that follow.
Typically, cover letters have three parts: an introduction, explanation of why you are
a viable candidate, and your intentions and/or expectations for the next step(s). The
first part is an introduction—identify the position, why you are applying, and how you
learned about the job. If you have permission, you may want to mention a contact
you have within the context of the specific job. You may also want to say something
about the school or school district that indicates why you would like to work for that
particular school.
Secondly, explain exactly why you are a viable candidate by matching your skills,
education, and experience with the requirements of the job. Thirdly, close out your
letter with your intentions and/or
Understand that the crux of what you are doing
expectations for the next step(s).
is presenting yourself as a unique candidate, one
Three samples of cover letters for with knowledge, a connection to what the
teaching jobs can be found in Appendix employer needs or wants, and communication
O. These examples were written by skills that are clear, effective, and interesting.
--Nancy Swenson, 2006 Job Search
SAU students and are used by
Handbook for Educators
permission.
Interview Portfolio
This portfolio is used to give a shortened version of the final portfolio to a potential
employer. It is designed so that more than one copy of this portfolio can be made
that you can send with an application, or leave with an interview committee either
before the interview and/or after the interview. If your final presentation portfolio is
in digital format, you are required to also prepare a hard-copy of the Interview
Portfolio. Sample copies of Interview Portfolios are on reserve in the main campus
School of Education office or from EDU 430 faculty at off-campus sites. A rubric for
the Interview Portfolio can be found in Appendix P.
29
Section Three: Creating a Portfolio
Components of the Interview Portfolio
• Cover – Name, certification areas, etc., -usually on heavier paper than contents
• Current Resume with references and contact information
• Current transcript
• Philosophy of Education statement
• Annotated list of SAU Effective Teaching Domains with examples that
demonstrate your competence in each domain
• Letter(s) of Recommendation
Annotated List of SAU domains (completed during student
teaching semester)
This is a list of SAU Effective Teaching Domains with examples of how you can
demonstrate that you meet these domains. See appendix Q for a sample. One way to
think about this is that it is an expanded resume—a more detailed description of your
teaching skills.
Start with a short definition of the Domain. Then list examples that demonstrate your
competence in each Domain. For this document, you are not limited to only those
examples for which you have artifacts in your portfolio. You have exhibited many
skills of an effective educator during your student
You only really believe
teaching placement. It is important that you have
that which activates you.
personally demonstrated each of the examples you list
--D. Hillis
in this document. Use short statements that describe
how you demonstrated each domain in your student teaching placement. This is not
a list of the artifacts in your portfolio. This is an opportunity for you to explain in more
detail your educational approach in a classroom in each of the Domains.
Final Presentation Portfolio
From your working portfolio and from artifacts you have developed during student
teaching, select the documents you want to include in your Final Presentation
Portfolio. More direction is given in EDU 430 and in the rubric for in Appendix R.
Each document in your Final Presentation Portfolio should be edited and reworked to
reflect your current thinking and skills. In the Final Presentation Portfolio process,
the conversion from producing documents as part of class requirements to producing
them for outside readers who can strongly influence one’s future is an important
step. The heightened need for correctness and professional writing is paramount.
Documents should be completely free of spelling and grammatical errors, look
professional, and demonstrate organization and excellence. Since the portfolio is
your story, no two portfolios will be alike. Sample final presentation portfolios (hard
copy and digital) are on reserve in the main campus School of Education office and
from EDU 430 faculty at off-campus sites.
30
Section Three: Creating a Portfolio
Components of the Final Presentation Portfolio
Personal Data Section
• Personal Introduction (see below for explanation)
• Teaching resume with references and contact information
• Current University Transcript
• MTTC test scores and certifications
• Letters of Recommendation
Everything about a portfolio helps to describe the teaching candidate to a screening
committee—how it is organized, the professional quality of work, excellence in
grammar and spelling, ease of navigation, etc. It must be revised, reworked, checked
and rechecked continuously until the final portfolio is perfect—even a small mistake
will take that candidate out of the running for a job.
--local educator
Personal Introduction: This part of the portfolio should usher the reader into
your portfolio—your story. You can describe who you are that contributes to your
desire to teach. It should probably be no more than one page and can be single
spaced. Parts of this may have been written for your Why I Want to be a
Teacher paper (EDU 100) or for your Student Teaching Application. Revise and
re-write these ideas as a professional introduction of yourself and your portfolio.
There is no one way to do this piece. It should reflect your uniqueness and
personality. However, this is not your “life story.” It is a brief introduction for
you. It is an opportunity to share those elements of your background which
have contributed to your potential to become an outstanding teacher. It could
include some or all of these points:
• Background and experiences (who/what influenced your
decision to become a teacher)
• Motivation for pursuing teaching as a career
• Qualifications/characteristics that will make you successful,
and unique, as a teacher
• The uniquenesses of your educational experiences at SAU
Philosophy of Education
This very important document is often the key to understanding your approach
to education; it is one that potential employers ALWAYS want to see. Having it
in a separate section with its own tab makes it easier for the reader to find it.
Annotated List of SOE Effective Teaching Domains with examples of
how you can demonstrate each Domain
SAU Effective Teaching Domains—a section for each domain
• Artifacts -- documentation (evidence) of SOE Effective Teaching
Domains with a Rationale/Reflection statement for each artifact
31
Section Three: Creating a Portfolio
Other relevant items that help to tell your story, i.e. certificates, awards,
pictures, video clips, recommendations, etc.
General Guidelines for Final Presentation Portfolio Completion
• For a hard copy portfolio, use a three ring notebook with tabs for each section. It
is recommended that you purchase an extra wide binder and enclose all your
material in plastic sheet protectors.
Your tabs should show outside the Teachers’ identities are deeply
implicated in their teaching, and hence
protectors.
• The cover for your notebook or CD their perseverance. Being aware of
should include your name, certification and valuing one’s autobiography must
be at the heart of teaching because
areas, and contact information.
• If you are preparing a Digital Portfolio, knowing themselves helps teachers
copy the material to a disk. Be sure to know their students.
-- Sonia Nieto
link your materials carefully and provide
instructions for ease in navigation. Your name and contact information should be
on the cover of the CD.
• Your Final Presentation Portfolio should have a Table of Contents and other kinds
of things that make it easy for the reader to navigate through it (tabs, color
coding, etc.)
• For each artifact, include a Rationale/Reflection statement.
• If you are including more than one artifact for a domain, you should have an
organizational page for that domain.
• Some of the documents were prepared early on in your School of Education
experience. These should become the foundation for the documents that end up
in your portfolio. If they are chosen for the final portfolio, they usually must be
revised, refined, and reworked before they are ready for your final portfolio. Your
final portfolio is for a different audience than the one for which you originally
prepared these documents.
• Work hard on the appearance and organization of your Portfolio. All entries
(except student work) must be typewritten and prepared in a professional
manner.
• Watch run-on and awkward sentences. Check for poor grammar and misspelled
words in your writing. Watch slang, informal, or overly personal language.
• Every piece of writing in your portfolio should be proofread and critiqued by
someone you trust to give honest feedback.
• Try to use education-oriented phrases that show that you are up-to-date with
educational trends.
• Make sure your font (style, color, and size) is professional looking—easily read
and a dark color that copies well. You font must be consistent throughout your
portfolio.
• Add quotes, graphics, etc., that you may use in your final portfolio to better “tell
your story.” Be creative—but not cutesy. Your portfolio must have a professional
look and feel. It should reflect your style and personality—the kind of teacher you
will be in the classroom.
Portfolio Checkpoint III
32
Section Three: Creating a Portfolio
Your Interview Portfolio and your Final Presentation Portfolio are evaluated during
EDU 430—Seminar in Teaching. Since you have received feedback on most
components prior to this point, the emphasis of this checkpoint will be on format and
organization, selection of artifacts and Rationale/Reflection statements, and
professional quality. Your Final Presentation Portfolio should contain your very best
examples of your teaching skills. You will probably want to choose many of your
artifacts from material that is developed during student teaching since these often
“carry the most weight” with potential employers. See Appendix P for an Interview
Portfolio Rubric and Appendix R for a Final Presentation Portfolio Rubric.
By a brief look at a candidate’s portfolio, I can
tell a lot about his/her organizational ability.
–High School Principal
33
Section Three: Creating a Portfolio
Reflection – Final Presentation Portfolio
Completing my
Final
Presentation
Portfolio has
enabled me to . . .
Based on my
experience,
advice I would
give to someone
beginning to
create a portfolio
is . . .
I hope to continue
documenting my
growth and skills
as an educator in
the future by . . .
34
Section Three: Creating a Portfolio
Checklist for SAU Portfolio Development Process—Place in front of Working Portfolio
Notebook
Course
EDU 100
EDU 200
EDU 262,
EDU 263 or
EDU 265:
Portfolio
Checkpoint
I
(see
Appendix
M)
Each EDU
course
EDU 360
EDU 429:
Portfolio
Checkpoint
II
(see
Appendix N)
EDU 429
EDU 430—
Appendix P
and R
√
Portfolio Requirements
File system – notebook or file with tabs for personal data section,
each Domain, field experience, professional development activities
Beginning resume for teaching position
Field Experience Documentation
Why I Want to be a Teacher Paper
Philosophy of Education statement
Notebook with tabs for each section or computer disk similarly
Cover
for notebook or computer disk
organized
Table of Contents
Introduction to Portfolio
Resume (updated and revised)
Philosophy of Education (if EDU 200 has been taken or transferred
in)
Field Experience documentation section
Professional development activities
Digital files for portfolio components
Artifacts with rationale/reflection statements for all EDU courses
taken—list them:
Copy of Michigan Basic Skills Test Scores (or blank page if not
taken)
Field Experience Documentation
Artifact(s) with rationale/reflection
Update Resume
Beginning Digital Portfolio
Notebook or Digital Portfolio
Cover for notebook or disk
Table of Contents
Personal Introduction
Resume with references and contact information
Transcript (copy from internet will suffice at this point)
Philosophy of Education
Michigan Test Scores (or blank page if not taken)
Field Experience documentation
Professional development activities
Artifacts with rationale/reflection for all EDU courses taken—list them:
Professional Educator Brochure
Revised Philosophy of Education
Cover Letter for job application materials
Interview Portfolio
Final Presentation Portfolio
35
Section Three: Creating a Portfolio
36
Section Four: Digital Portfolios
Digital Portfolios
Mr. Reuben Rubio, Author
In this section, you will learn about the creation of an SAU Digital Portfolio. It is quite
possible that not everyone who reads this portfolio manual actually decides to read
this chapter. If your eyes are currently tracking these characters, it is probably
because you are in one of four camps:
a) you are a professor or an administrative staff member,
b) you are an education student who has taken EDU 360 and already completed
a Digital Portfolio, and are wondering how to update it for EDU 430,
c) you are an education student who would probably never consider a Digital
Portfolio, but you like to read manuals from cover to cover, or
d) you are a teacher education student and have already been pretty freaked out
by what you have read so far because you cannot imagine developing a
portfolio is even possible.
If you are in category a), welcome! It is our hope that you find the material here useful
both to encourage our education students to prepare and complete a digital portfolio
and to advise them how to do so. Please read everything that is here.
If you are in category b), it is good to see you here. You can probably skip down to the
section titled “From EDU 360 to EDU 430” because hopefully you have already heard
everything else.
If you are in category c), before you leave, just consider finishing at least this section
and the ‘Pep Talk.’ Keep in mind that at Spring Arbor, all education students are
required to develop a Digital Portfolio. So, hopefully you will change your mind, and
stay with us.
If you are in category d), comfort yourself with the thought that you will hear all of this
again. Pay close attention to the section titled “Getting Started” because that will get
you off to a good start in creating a quality Digital Portfolio.
Pep Talk
We recently received a letter from a SAU graduate. This former student talked about
searching for a job as a teacher, and specifically stated that she felt that the
competitive edge that landed her a position was the fact that she turned in an
updated Digital Portfolio (revised from the one she submitted as part of EDU 360) at
her interview. This feeling stemmed from some comments made by the interview
committee, who, even though they had never seen such a thing before, believed that
it represented a type of expertise that made her stand out above other candidates.
So apart from looking like a tech whiz, why would an aspiring teacher want to create
a digital portfolio? I believe there are three pretty solid reasons:
1. It is easy to compose, carry, and copy.
37
Section Four: Digital Portfolios
2. It represents the way that you think.
3. And the person viewing it can look at it the way they wish rather than working
through it in the order given to them.
Let us look a little more deeply at these reasons.
First of all, a Digital Portfolio is relatively easy to compose, carry, and copy. Keep in
mind that most of the paper you would put in a conventional three-ring binder hard
copy portfolio comes from a computer in the first place. Going digital just preserves it
that way so that you do not have to take those extra steps to convert from one
medium to another—such as printing in color or black and white, finding the right
paper to use, stuffing papers into plastic sheets, using copying machines to turn
beautiful color papers into shadowy gray and white copies, and fighting with threehole punches. It makes it easy to compose because everything about you is
contained in one place. A Digital Portfolio can be presented at a website at arbor.edu
or yahoo.net, or contained on a CD or DVD. You no longer have to scrounge around
looking for a sufficiently large three-ring binder that can be stuffed with different
sorts of odd-sized papers and a bulky videotape of your teaching. It is easy to carry
because you are only toting around one or more coaster-sized portfolios, or perhaps
just emailing a web address. You leave behind the days of carting a large notebook
that is prone to wrinkling, deforming, and the ever-present warping effect of water. It
is easy to copy because you only need to spend five minutes and a couple of bucks’
worth of material to make a duplicate. You do not need to contemplate a 30-minute
long session at the copying machine.
Now on top of that, a digital portfolio represents the way you think. Uniquely. The use
of hyperlinks (that is what you call those web links that take you to a new page when
you click on them) means that you can create layers of information. A web page is
like a layer of information, and the hyperlinks are places where you decide to share
additional information with the reader. The beauty is that you decide what is in each
layer—what is important now and what may be important later. With a three-ring
binder, it all looks equally important or equally unimportant!
Go back to the Introduction section where we imagined four types of people reading
this chapter. If this chapter were in a digital format, I could have just had four
hyperlinks: “if you are in category a) click here, category b) click here, etc.” and really
tailored things to my audience. The support material would probably be the same for
everyone, but I would take them through it differently. Well you can do something
similar to that with your portfolio; going beyond the basics that are very well laid out
in this manual, you can write an introduction geared towards a principal, a different
one for a fellow teacher on an interview committee, etc. Or you could create a CD or
web site for Brookings Elementary School where you sent some interview materials,
change a few words, and in 10 minutes create another CD/web site for Hoover
Middle School where you are also interviewing. The great thing about anything digital
is that once you create it, it is really easy to change.
38
Section Four: Digital Portfolios
So take that same concept and flip it to take the perspective of the reader, and you
have the third advantage. Because the reader decides what hyperlinks to select, he
or she can navigate your portfolio in any way desired. With a three-ring binder, the
reader would have to flip tabs and pages to find what they are really interested in.
They would be inclined to start at the beginning and go through linearly, page by
page, to the end unless they are in too much of a hurry. With a Digital Portfolio, it
takes just a few deft clicks to get a reader where she wants to go. The reader can
easily visit and revisit pages, and bookmark or mark as a favorite something that
stands out to her for later perusal.
Will it automatically be your experience that a Digital Portfolio is easy to compose,
carry, and copy, represents the way you think, and allows the person looking at it to
navigate as they wish? Obviously there’s nothing automatic about a Digital Portfolio
that makes it so easy to use. That takes a bit of work and some good advice.
Getting Started – Becoming an Organized Digital Packrat
For starters, you want to become a packrat of the digital variety. The credo of the
packrat can safely be summarized as follows: “Never throw anything away because
you never know when it might come in handy later on.” Being a traditional packrat in
21st century America can be tough once you run out of space in your attic, because
the amount of space available to you is either fixed or can only be enlarged at a stiff
price. But the nice thing about being a digital packrat is that the amount of space
available to you on a computer or other electronic storage medium is always
increasing and can be enlarged relatively cheaply. So here is a radical thought: why
not just save everything as a digital file?
That’s right, keep everything! Keep those papers which you submitted in earlier
classes. If you get a certificate for participating in a HOSTS (Helping Other Students
To Succeed) program, scan it so that it is maintained as an electronic file. When you
teach a lesson in methods class, scan the students’ work that night and return it to
them the next day (you’d be surprised at how good crayon or marker scans!).
Anything that you create or that is returned to you as a result of your efforts that has
the lowliest chance of ending up in your portfolio should be kept. You can keep it on a
thumb drive or on the C: drive of your home computer, or you can archive it on a CD
or DVD. Computer storage is cheap, so keep everything and back up often.
Of course, keeping everything is easy to say but hard to do unless you have a system
for staying organized. A logical system is actually pretty easy to maintain as long as
you are disciplined to keep up with it. For starters, keep all the documents you create
in just one folder, and organize them in sub-folders below that. This makes it easy to
move your files from one computer or storage device to another. OS X Macs have a
folder called “Documents” that works well for this sort of thing. Windows PCs have a
folder called “My Documents” that is equivalent. Create a folder called “portfolio”
and store your files in there. Organize your files into numerous folders, perhaps
named for each of your classes and for other activities in which you are involved. We
also suggest naming each file in such a way that you can identify it later as easily as
possible. In EDU 360, we talk about never using spaces in a web page file because
39
Section Four: Digital Portfolios
different computers handle spaces differently and can result in readers not being
able to access your pages. Instead of naming a file ‘my great lesson,’ how about
something like ‘EDU350_langarts_lesson_050425.’ That name tells you the context
for the file (EDU 350), the subject (langarts), what it is (lesson plan), and what day it
was produced (2005, April 25).
Keep everything in one of several subfolders underneath one master
folder. Name your files in a way that makes it easy for you to find
something later.
The Stuff Inside
The School of Education provides several files to help you develop a digital portfolio,
and they are found on the SAU Education web site in the “Frequently Asked
Questions” section behind the link labeled “Digital Portfolio Project.” You may need to
scroll down once or twice to see the link.
Each of these files has a purpose, and that purpose is discussed more deeply in EDU
360. The file that has the most
hardcore practical use for a Digital
Portfolio is located on the fifth
bullet in the figure to the right: the
Dreamweaver template for the
Digital Portfolio. Dreamweaver is
the web page management
software of choice for the main
campus. The intent of the School
of Education for providing this file
is not to help you make a cookiecutter portfolio. But it does provide
you with a working web site
utilizing Dreamweaver web page
file templates to make it easy for
you to change links. If you are at
one of Spring Arbor’s external sites, you may have to use FrontPage or some other
software package for web page editing.
40
Section Four: Digital Portfolios
Important Dreamweaver Tips
There is one trick to keep in mind as you use Dreamweaver for your Digital Portfolio,
and that is to always define your portfolio as a web site. You will only have to do this
once if you are using Dreamweaver on your home computer, but you will have to do it
each time you go to a Spring Arbor University computer lab. Fortunately it is not too
hard to do. You start by opening up Dreamweaver,and then clicking on the link on the
right that says ‘define a site.’
You will then have to answer a series of questions, and if you are storing your
portfolio on the F: drive of the Spring Arbor campus network then your answers
should be something like this:
•
•
•
•
•
What Would You Like to Name Your Site? We suggest something simple like
My_Portfolio
Do you want to work with a
server technology? No.
How do you want to work with
files? Edit local copies.
Where on your computer do
you want to store your files?
Click on the folder icon and
guide the program to the
folder you are using as your
portfolio folder.
How do you connect? None.
When you get to the next screen, a
summary page, you should see
something like the image on the
right. If you do not see that, just click
the ‘back’ button and go back to one
of the previous screens top fix it.
Unfortunately, when you are using a
computer in one of the computer
labs on Spring Arbor’s main campus,
you may have to repeat this process each time you work on the portfolio due to the
41
Section Four: Digital Portfolios
way the network is constructed. You will not have this problem if you work on your
home computer.
Once you have completed this process, you will see all of the files for the site in the
Dreamweaver window. You can work with files from within this window – open a file
for editing, creating new files, deleting files, and most importantly, changing the file
name. Once you have created a site, if you decide to change a file name,
Dreamweaver will ask you if you want to change every citation of that old filename to
the new one. Get used to using Dreamweaver this way, and you will amaze yourself
and your friends with your dexterity at editing web pages.
This manual is not the proper forum for an exhaustive tutorial about developing a
digital portfolio. Spring Arbor has made several resources available to help you with
this. One of the most important is our own EDU 360 course where you will create your
beginning digital portfolio. The next best resource is our subscription to Atomic
Learning, http://www.atomiclearning. com. This is a tutorial site where you can see
short movies (1-2 minutes long) about how to do specific actions within programs
such as Dreamweaver, FrontPage, Microsoft Office, Hyperstudio, Inspiration, and
KidPix. You will need to have speakers or headphones to listen to audio, and the free
QuickTime player installed to use Atomic Learning.
42
Section Four: Digital Portfolios
Check the FAQ page of the Digital Portfolio Project section of the School of Education
website once in a while to see additional resources and information.
Finally, one last piece of free advice. When you scan documents, the
preferred format for saving them is PDF or Portable Document Format. If you have to
scan and save it as a graphic, save one copy as a TIFF (Tagged Image File Format)
with a resolution of 150 dots per inch (dpi) or more to use for printing and save a
second copy as a JPEG (Joint Photographic Experts Group) with a resolution of 72 dpi
to use for viewing on a screen. If you have Microsoft Word files, it is better to try to
convert them to PDF for using with your portfolio so that the files will look to others
the way you see them.
Portfolio Development Beyond EDU 360
Once you’ve created a Digital Portfolio for EDU 360, you only have to remember two
things. The first is that your artifacts from student teaching are going to be much
stronger evidence of your potential for good teaching than the artifacts you submitted
for EDU 360. So, be prepared to bring those new artifacts into your portfolio. If the
‘old’ artifacts are really weak, you can eliminate them from your portfolio by just not
linking to the pages. By all means do not throw anything away because you never
know when you will want to recycle something you have created. If the old artifacts
are pretty decent but not quite as good as the ones from student teaching, keep
them linked but make them the second, third or fourth piece of evidence for a given
domain rather than the primary one.
The second thing to remember is to go for a polished look. These are the kinds of
choices that suggest ‘polished’:
•
•
for a CD or DVD,
use the kind of
discs
(inkjet
printable)
that
allow you to print
directly
upon
them instead of
using adhesive
labels.
The
School
of
Education has a
printer that prints
on discs that you
can use during
daily hours for a nominal fee. You can also get inkjet printable discs from the
School of Education.
For a CD or DVD, create a jewel case label that gives specific directions to the
reader for using your digital portfolio. Once you create the directions, ask
someone else if they can access your portfolio by following those directions.
43
Section Four: Digital Portfolios
•
•
For a web site, make sure that you can access every page from a location
other than Spring Arbor University. A home or library would be a good place to
test. Make sure the pages are displayed accurately and are updated quickly.
For either a CD/DVD or a web site, look at the portfolio with a Windows PC and
a Mac and make sure it looks good on either one. You cannot predict what
type of operating system the reader will use to view your portfolio.
What is beyond EDU 430? Well, going back to the model provided by the former
Spring Arbor education student, maintaining a portfolio is now both a technology skill
and a life skill. Even when you finish your studies here, your portfolio will be a
valuable asset because it will always help you see what you look like as a teacher,
what path you have taken to become a teacher, and how you are uniquely called and
gifted to be an effective teacher. A Digital Portfolio is relatively easy to maintain once
you have made the initial investment that is required in EDU 360.
A frequently asked question is, “Which is more useful for my final portfolio—hard copy
or electronic copy?” There are advantages and disadvantages for each. The biggest
concern to think about is where you will be applying for a job and how you will be able
to display the portfolio. If you are applying out of state, it is easier to send a Digital
Portfolio in the mail. Many school officials prefer to have a hard copy of your portfolio
because it is easier for them to view it during the interview process.
The interview room may or may not have the equipment needed to view your portfolio
unless you bring a laptop to the interview. So, if you choose to have only an
electronic portfolio, plan how you will display it for various audiences. If you decide to
complete a hard copy for your Final Presentation Portfolio, your Digital Portfolio from
EDU 360 should certainly make a nice artifact to demonstrate your technological
skills.
You are required to produce a hard copy of the Interview Portfolio. You want to be so
familiar with the contents that you choose for your Final Presentation Portfolio that
you can point the interview committee to the samples of your work—whether in hard
copy or electronic.
44
Appendices--Table of Contents
A
Checklist for SAU Portfolio Development Process ..............................44
B
ELSMT and INTASC Standards.............................................................45
C
SAU Effective Teaching Domains combined with INTASC
Principles and Entry-Level Standards for Michigan Teachers
(ELSMT)..................................................................................................47
D
Sample resumes ...................................................................................48
E
Action verb list.......................................................................................57
F
Action adverbs and adjectives .............................................................59
G
Field Experience Form ..........................................................................60
H
Sample philosophy of education statements .....................................61
I
Artifact examples for each SAU domain ..............................................72
J
Artifacts checklist..................................................................................75
K
Sample Rationale/Reflection Statements ..........................................78
L
Rationale/reflection statement rubric.................................................89
M
Portfolio checkpoint I rubric .................................................................90
N
Portfolio checkpoint II rubric ................................................................91
O
Sample cover letters.............................................................................92
P
Interview portfolio rubric.......................................................................95
Q
Sample annotated domain list.............................................................96
R
Final presentation portfolio rubric .......................................................98
45
Appendix A: Checklist
Checklist for SAU Portfolio Development Process—Place in
front of Working Portfolio Notebook
Course
EDU 100
EDU 200
EDU 262,
EDU 263 or
EDU 265:
Portfolio
Checkpoint
I
(see
Appendix
M)
Each EDU
course
EDU 360
EDU 429:
Portfolio
Checkpoint
II
(see
Appendix N)
EDU 429
EDU 430—
Appendix P
and R
√
Portfolio Requirements
File system – notebook or file with tabs for personal data section,
each Domain, field experience, professional development activities
Beginning resume for teaching position
Field Experience Documentation
Why I Want to be a Teacher Paper
Philosophy of Education statement
Notebook with tabs for each section or computer disk similarly
Cover
for notebook or computer disk
organized
Table of Contents
Introduction to Portfolio
Resume (updated and revised)
Philosophy of Education (if EDU 200 has been taken or transferred
in)
Field Experience documentation section
Professional development activities
Digital files for portfolio components
Artifacts with rationale/reflection statements for all EDU courses
taken—list them:
Copy of Michigan Basic Skills Test Scores (or blank page if not
taken)
Field Experience Documentation
Artifact(s) with rationale/reflection
Update Resume
Beginning Digital Portfolio
Notebook or Digital Portfolio
Cover for notebook or disk
Table of Contents
Personal Introduction
Resume with references and contact information
Transcript (copy from internet will suffice at this point)
Philosophy of Education
Michigan Test Scores (or blank page if not taken)
Field Experience documentation
Professional development activities
Artifacts with rationale/reflection for all EDU courses taken—list them:
Professional Educator Brochure
Revised Philosophy of Education
Cover Letter for job application materials
Interview Portfolio
Final Presentation Portfolio
46
Appendix B: ELSMT and INTASC Standards
State of Michigan: Entry-level Standards for M ichigan Teachers
If you are wondering which standards to use, start here. The full descriptions for
each standard have been omitted for space consideration, as they are a bit lengthy.
The web version, with full descriptions, is available at http://www.michigan.gov/mde.
1. An understanding and appreciation of the liberal arts (the humanities, the
social sciences, the mathematical and natural sciences, and the arts): […]
2. A commitment to student learning and achievement, including the
understanding and ability to: […]
3. Knowledge of subject matter and pedagogy, including the understanding and
ability to: […]
4. The ability to manage and monitor student learning, including the
understanding and ability to: […]
5. The ability to systematically organize teaching practices and learn from
experiences, including the understanding and ability to: […]
6. Commitment and willingness to participate in learning communities, including
the understanding and ability to: […]
7. An ability to use information technology to enhance learning and to enhance
personal and professional productivity. […]
45
Appendix B: ELSMT and INTASC Standards
INTASC: Model Standards for Beginning Teachers
The standards below were developed by Interstate New Teacher Assessment and Support
Consortium (INTASC). The headings in parentheses are to help you quickly see what each
standard is all about, but are not actually part of the wording of the standard. The web
version, with full descriptions, is available at www.ccsso.org/intasc.
Principle #1 (Knowledge of Subject M atter)
The teacher understands the central concepts, tools of inquiry, and structure of the
discipline(s) he or she teaches and can create learning experiences that make these aspects
of subject matter meaningful for students.
Principle #2 (Knowledge of Hum an Developm ent and Learning)
The teacher understands how children learn and develop and can provide learning
opportunities that support their intellectual, social, and personal development.
Principle #3 (Adapting Instruction for Individual Needs)
The teacher understands how students differ in their approaches to learning and creates
instructional opportunities that are adapted to diverse learners.
Principle #4 (M ultiple Instructional Strategies)
The teacher understands and uses a variety of instructional strategies to encourage
students’ development of critical thinking, problem solving, and performance skills.
Principle #5 (Classroom M otivation and M anagem ent Skills)
The teacher uses an understanding of individual and group motivation and behavior to
create a learning environment that encourages positive social interaction, active
engagement in learning, and self-motivation.
Principle #6 (Com m unication Skills)
The teacher uses knowledge of effective verbal, nonverbal, and media communication
techniques to foster active inquiry, collaboration, and supportive interaction in the
classroom.
Principle #7 (Instructional Planning Skills)
The teacher plans instruction based on knowledge of subject matter, students, the
community, and curriculum goals.
Principle #8 (Assessm ent of Student Learning)
The teacher understands and uses formal and informal assessment strategies to ensure the
continuous intellectual, social, and physical development of the learner.
Principle #9 (Professional Commitment and Responsibility)
The teacher is a reflective practitioner who continually evaluates the effects of his or her
choices and actions on others (students, parents, and other professionals in the learning
community) and who actively seeks out opportunities to grow professionally.
Principle #10 (Partnerships)
The teacher fosters relationships with school colleagues, parents, and agencies in the larger
community to support students’ learning and well-being.
46
Appendix C: SOE Effective Teaching Domains
SAU Effective Teaching Domains combined with INTASC Principles
Entry-Level Standards for Michigan Teachers (ELSMT) noted
Portfolio Standards
1. Content Knowledge
• The teacher understands the central concepts, tools of inquiry, and structures
of the discipline(s) he or she teaches and can create learning experiences
that make these aspects of subject matter meaningful for students. (INTASC 1)
• ELSMT: Standards 1,3
2. M anagem ent and Organization
• The teacher understands how children learn and develop and can provide learning
opportunities that support their intellectual, social, and personal development.
(INTASC 2)
• The teacher uses an understanding of individual and group motivation and behavior
to create a learning environment that encourages positive social interaction, active
engagement in learning, and self-motivation. (INTASC 5)
• ELSMT: Standards 2, 4, 5, 7
3. Instruction and Technology
• The teacher understands and uses a variety of instructional strategies to encourage
students’ development of critical thinking, problem solving, and performance skills.
(INTASC 4)
• The teacher uses knowledge of effective verbal, nonverbal, and media
communication techniques to foster active inquiry, collaboration, and supportive
interaction in the classroom. (INTASC 6)
• The teacher plans instruction based on knowledge of subject matter, students, the
community, and curriculum goals. (INTASC 7)
• ELSMT: Standards 1, 2, 3, 4, 5, 7
4. Teacher-Student-Family Interaction
• The teacher fosters relationships with school colleagues, parents, and agencies in
the larger community to support students’ learning and well-being. (INTASC 10)
• ELSMT: Standards 5, 6
5. Diversity
• The teacher understands how students differ in their approaches to learning and
creates instructional opportunities that are adapted to diverse learners. (INTASC 3)
• ELSMT: Standards 1, 2, 4, 5
6. Assessm ent
• The teacher understands and uses formal and informal assessment strategies to
ensure the continuous intellectual, social, and physical development of the learner.
(INTASC 8)
• The teacher is a reflective practitioner who continually evaluates the effects of his or
her choices and actions on others (students, parents, and other professionals in the
learning community) and who actively seeks out opportunities to grow professionally.
(INTASC 9)
•
ELSMT: Standards 2, 4
47
Appendix D: Sample Resume 1
Name
Address
Phone Number
Email Address
EDUCATION
Bachelor of Arts, December 2001
Spring Arbor University, Spring Arbor, MI
NCATE accredited
Minor: Science
Minor: Elementary Education
Minor: Language Arts
GPA: 3.8/4.0 Cum Laude
Michigan State University, E. Lansing, MI, 1997-1999
Lansing Community College, Lansing, MI, 1997-1999
CERTIFICATION Michigan Elementary Provisional, K-5
Michigan Language Arts, 6-8
CPR
CPI (Crisis Prevention/Intervention)
Peer Collaboration Certified
STUDENT
TEACHING
Science and Math, Grade 5, Fal12001
Warner Elementary, Spring Arbor, Ml
Cooperating Teacher: First Last Name
Principal: First Last Name
• Team Teaching
• Training in "Peer Collaboration"
• Prepared lessons implementing Inquiry Learning
• Attended district training on "Bullying, Improving MEAP
Scores, and School Improvement"
• Piloted Science textbook; participated in, developed, and
assessed science curriculum'
• Created and taught lessons based on MI Benchmarks;
MI-Climb
• Helped organize and run Family Math Night
• Attended fifth grade camp
• Attended PTO Meetings
ADDITIONAL
Substitute Teacher, 2001-present
INSTRUCTIONAL Jackson County ISD and Ingham County ISD
EXPERIENCE
-Teaching grades K-12, Special Ed., and Behavioral classrooms
Sunday School Teacher, 1996-present
Name of Church, City, State
-Prepared and taught lessons to grades K-1 and 4-5
48
Appendix D: Sample Resume 1
Camp Counselor/Summer Teacher, summer 2001
Name of Children’s Center, City, State
-Counselor/teacher of twenty-five third graders
-Created outdoor and indoor activities, arts and craft projects
-Took children on fieldtrips around the Washington, D.C. area
Teacher Assistant, 2000-2001
Western Middle School, Parma, MI
-Prepared and taught lessons to sixth grade Science/Math classes
-Administered one on one tutoring in sixth grade Language
Arts/Social Studies classes
Dance Instructor, fall 1998, 1996-1997
Michigan State University, E. Lansing, MI
-Instructed Ballet class through student-run program
Academy of Dance Arts, Lansing, MI
-Taught Ballet classes
CROSS CULTURAL - Habitat for Humanity, Miami, FL, March 2001
TRAVEL
- Cultural Dance Exchange, St. Petersburg, Russia, June 1997
- Participated in Regional/National Dance Company, 1997
LEADERSHIP
EXPERIENCE
Peer Advisor, 2000-200 I
Spring Arbor University
• Mentored 15 Freshman
• Organized group activities
• Assisted in CORE 100 class
Leadership Training Program, Summer 1998 and 1999
City, State, Name of Organization
• Organized outreach programs
• Attended leadership sessions and meetings
• House manager, facilitated weekly meetings
• Organized and led spiritual development
(Bible studies, small groups, prayer groups, accountability)
EMPLOYMENT
-Spring Arbor University, Student Development
- Spring Arbor University, MBA secretarial assistant
- Nanny of four children, City, State
- Sales clerk at Name of Organization
- Dance Teacher/Dance Store Sales Associate
TECHNOLOGY
SKILLS
- PowerPoint; Microsoft Word, Excel, and Works
- Mathematics Software, "Geo-Logo"
- Web Page Development; Digital Camera
- Inspiration 6; HyperStudio
Name
49
Appendix D: Sample Resume 1
REFERENCES
Name of University Supervisor,
Professor of Education
Spring Arbor University
Mail Station #13
Spring Arbor, MI 49283
(517) phone number
email [email protected]
Name of Professor,
Title
Spring Arbor University
Mail Station #28
Spring Arbor, MI 49283
(517) phone number
email [email protected]
Name of past employer,
Title
Spring Arbor University
Mail Station #
Spring Arbor, MI 49283
(517) phone number
email [email protected]
Name of cooperating teacher,
Title
Name of school
Address
City, State Zip
Phone number
Email address
50
Appendix D: Sample Resume 2
Name
Address
Phone Number
Email Address
Professional Goals
To secure an elementary teaching position that will allow me to use my skills to instill a love of
learning in my students so that they can become productive citizens of the world.
Education
6/01-Present
Spring Arbor University, Spring Arbor, MI.
NCATE accredited
Elementary Education Certification K-5
Social Studies Certification K-8
GPA in major: 3.85/4.0
12/98
Michigan State University, East Lansing, MI.
Bachelor of Arts Degree in Advertising/Public Relations
GPA in major: 3.0/4.0
5/94
Name of High School, City, State
Student Teaching
9/02 -12/02
9/01 - 6/02
Student Teaching Experience.
Responsible for teaching in a Third Grade classroom. Handled full
teacher responsibilities. Involved in the implementation of Everyday
Math program. Participated in Reader's Workshop seminars.
Field Experience.
Observed Mentor Teachers and designed lesson plans. Involved in oneon-one and small group instruction. Responsible for implementation of
whole group reading activities.
Teaching Experience
11/02 - Present Long Term Substitute Teacher, Haslett Public Schools.
Responsible for a 3 Grade Classroom. Handle full teacher
responsibilities. Worked in a team teaching environment.
9/00 - Present
Substitute Teacher, Ingham Intermediate School District.
Substitute for K-12 teachers in all subject areas.
1/01 - 4/01
Long Term Substitute Teacher, Haslett Public Schools.
Responsible for a 5 Grade Classroom. Handled full teacher
responsibilities. Provided uninterrupted instruction of curriculum.
Maintained well-managed classroom environment.
4/00 - 9/00
Technology Specialist, Name of Company.
Instructed agents in the use of new technology (i.e. digital
cameras/computer programs). Served as technical advisor in the
incorporation of new technology within the company.
51
Appendix D: Sample Resume 2
Work Experience
6/01 - Present Child Care Provider, City, State
Provide child care for elementary age children.
10/02 - Present Sales Associate, Name of Company, City, State
Part-time sales associate assisting guests and performing guest sales.
Stocking and replenishing merchandise on sales floor.
2/99 - 9/00
Activities
9/98 - 2/99
Print Media Coordinator, Name of Company, City, State
Compilation of over 140 weekly corporate ads in four major
metropolitan Detroit newspapers. Problem solving for weekly office ads.
Layout revisions/improvements for newspapers. Ordering of marketing
materials, photos, business cards, specialty signs, and office supplies.
Assisted with specialty ad concept/design and placement. Handled
billing for the largest real estate advertising budget in Michigan.
Public Relations Internship in the office of Senator. Responsible for
maintaining efficient day-to-day operations of an active Senator's office,
participating in a Senatorial campaign. researching legislative issues,
preparing constituent correspondence, and data entry.
5/97 - Present
American Cancer Society Volunteer. Assist in the organization of and
active participant in the Relay For Life.
1/97 - 12/98
Alpha Gamma Delta Sorority.
Held offices in Philanthropy and Public Relations.
Awards
5/02
Dean's List for Spring Semester 2002, Spring Arbor University.
12/01
Dean's List for Fall Semester 2001, Spring Arbor University.
5/99
Employee of the Month, Name of Company.
Professional Development
11/02 - Present Reader's Workshop Seminar/Monthly In-services
9/02 - Present Everyday Math workshops/In-services
9/02
Infant and Child CPR Certification
9/02
Crisis Prevention Intervention (CPI) Certification
6/01 Present Member of the Student Michigan Education Association.
Attended Michigan Reading Association Conference.
52
Appendix D: Sample Resume 2
Name
Address
Phone Number
Email Address
References
First Last Name, Elementary Principal
Name Elementary School
1875 Address Road
City, State zip
(517) Phone Number
First Last Name, Elementary Educator
Name Elementary School
1875 Address Road
City, State zip
(517) Phone Number
First Last Name, Elementary Educator
Name Elementary School
5645 Address
City, State zip
(517) Phone Number
First Last Name, Assistant Professor
Spring Arbor University, School of Education
106 E. Main Street
Spring Arbor, Michigan 49283
(517) Phone Number
First Last Name, Department of Natural Resources
1894 Address
City, Michigan zip
(517) Phone Number
53
Appendix D: Sample Resume 3
Name of Student
Street Address
City, State Zip Phone number
Email address
Objective
To obtain a teaching position with a team oriented school system
Introduction
The learning process is fostered through real life
experiences and hands-on l earning. If a child has the interest and
desire to learn, the potential is endless.
Education
Experience
Spring Arbor University
Spring Arbor, Ml
Post-BA Teaching Certification
Certification - Elementary Education
June, 2004
Central M ichigan University Mt. Pleasant, Ml
B.S. - Bachelor of Science
History/Records Management
May, 1992
Student TeacherlLong-term Substitute
Fourth Grade — Name of Teacher
Name of Elementary School, City, State, Spring 2004
 Created lesson plans and taught in all academic areas
according to state standards
 Incorporated Kagan Cooperative Learning structures into the
classroom to promote positive social interaction and increase
the learning potential for each student
 Expanded center-based learning including technology
 Utilized latest technology — classroom projection system,
mimeo board, classroom grading, attendance, and
cornerstone assessment and review series
 Attended Parent/Teacher conferences, wrote weekly
Newsletters, and attended IEP meetings for students
 Participated in staff meetings and worked on the schools
NCA writing committee
 Developed and implemented classroom management tools
using basketball and baseball themes to improve transition
times and promote positive social skills
54
Appendix D: Sample Resume 3
 Will be assuming Long-term Substitute position for my
cooperating teacher on May 1, 2004 — Administering endof-the-year assessments and report cards
 Organizing and Participating in the end of the year
Mackinaw Trip with the 4th Grade class at Parma Elementary
(June 2 — June 4, 2004)
55
Appendix D: Sample Resume 3
Operations Manager
Name of Company, City, Ml, 1992-2003
 Training — Responsible for hiring and training employees —
Trained and guided employees for future promotional
opportunities - Developed and implemented new-hire
program — Trained area managers with new corporate
structures
 Communication - Proven ability to communicate with all levels
of personal with meetings, presentations and feedback —
Excelled in meeting shifting demands--Able to communicate
changes and clarify reasons — Opened communication with
customers and community
 Planning/creativity - Established history of collaboration with
other stations
for benchmarking purposes - Strong record of innovative
achievement in a diverse business operation: operations
management, employee development, quality control and
customer service
 Organization - Implemented policies and directed large-scale
operations while building long-term client relationships Exceptional in analytical management, researching
contributing factors and implementing effective operational
plans
 Awarded Company ‘Service Circle of Excellence” given to
the top two percent of corporation, based on customer
service, quality, and productivity:
Professional Development
 Michigan Literacy Progress Profile (MLPP), Preschool through
Grade Three
 Cooperative Learning, Structures for Success, Kagan, Fiveday Institute, Chicago, Illinois
 Cornerstone Language Arts & Math Computer Assessment &
Review, Western School District — Professional Development
Training
 Putting Reading First, Grades K-3, Creative Teaching Press
 Multiple Intelligences, Olivet College
 Crisis Prevention Intervention (C.P.I.), Spring Arbor
University
 Seven Habits of Highly Effective People, Stephen Covey
 Quality Feedback Skills, Leadership Institute – FedEx
 Time Management, Franklin/Covey
 Effective Communication, Michigan Chamber of Commerce
56
Appendix D: Sample Resume 3
 Employee Motivation, Michigan Chamber of Commerce
 Management Principles, Leadership Institute - FedEx
Community Service
 Math Night, Warner Elementary, Jackson County Western
Public Schools
 School Carnival, Jackson County Western Public Schools
 United Way — Area Team Leader — FedEx Corporation
 Safe Kids Foundation with community programs at
Kalamazoo schools
 Charitable Union of Battle Creek – Volunteer
 Meals-on-Wheels – Volunteer
57
Appendix D: Sample Resume 3
References
First and Last Name
4th Grade Teacher
Name of Elementary School
Street Address
City, Michigan Zip
Phone number
First and Last Name
Professor
Spring Arbor University
106 E. Main Street
Spring Arbor, Ml 48283
Phone number – Work
Email Address
First and Last Name
Name of Company
(Former Company Supervisor)
Street Address
City. State Zip
Phone Number
First and Last Name
Student Teaching Supervisor
Spring Arbor University
106 E. Main Street
Spring Arbor, Ml 48283
Phone Number – Work
Email Address
First and Last Name
Principal
Name of Elementary School
Street Addresss
City, Michigan Zip
Phone number
Email Address
58
Appendix E: Action Verb List
ACTION VERB LIST
accelerated
accomplished
accounted for
achieved
acquired
added
adjusted
administered
advised
aided
alphabetized
analyzed
anticipated
applied
appointed
appraised
arbitrated
argued
arranged
assessed
assisted
assumed
assured
attended
authored
authorized
awarded
began
bolstered
boosted
bought
briefed
brought
budgeted
built
calculated
cataloged
caught
caused
chaired
changed
checked
chopped
chose
classified
cleared up
closed
combined
communicated
compared
completed
composed
conceived
concluded
conditioned
conducted
constructed
continued
contracted
controlled
convinced
coordinated
copied
corrected
counseled
counted
crafted
created
critiqued
dealt
debated
decided
defined
delegated
delivered
demonstrated
designed
determined
developed
devised
did
digested
diminished
directed
discovered
drafted
dramatized
drew up
dropped
earned
edited
educated
elected
employed
encouraged
enjoyed
enlarged
enlisted
ensured
entered
established
estimated
evaluated
excelled
executed
exercised
expanded
expedited
explained
explored
familiarized
filed
financed
forecast
foresaw
formulated
forwarded
fostered
found
gained
gathered
gave
grabbed
graded
greeted
grossed
guided
handled
hastened
57
heightened
helped
highlighted
hiked
housed
hunted
identified
implemented
improved
included
incorporated
increased
indicated
initiated
innovated
inspected
instructed
insured
interpreted
interviewed
introduced
investigated
joined
kept
labored
launched
lectured
led
licensed
located
looked
made
maintained
managed
mapped out
maximized
met
modified
monitored
motivated
moved
named
negotiated
Appendix E: Action Verb List
netted
observed
opened
operated
ordered
organized
overcame
oversaw
paid
painted
participated
perceived
performed
persuaded
pioneered
placed
planned
played
policed
prepared
presented
prevailed
processed
produced
profited
programmed
prohibited
projected
promoted
proofed
proved
purchased
put
qualified
quickened
ran
rated
realized
received
recognized
recommended
reduced
related
renovated
reported
rescued
researched
resulted in
returned
revealed
reviewed
revised
said
saved
saw
scouted
screened
scrutinized
selected
sent
served
set
shipped
showed
sifted
simplified
smoothed
solved
sought
spearheaded
specified
spoke
started
stated
stopped
straightened
streamlined
strengthened
stripped
studied
submitted
suggested
summarized
supervised
supported
surmounted
surveyed
targeted
taught
tested
tightened
took
took over
totaled
toured
tracked
trained
transferred
transformed
translated
traveled
treated
tutored
typed
uncovered
unearthed
unfurled
updated
worked
welcomed
won
58
Appendix F: Action Adverbs & Adjectives
ACTION ADVERBS & ADJECTIVES
academical(ly)
accurate(ly)
active(ly)
adventurous(ly)
aggressive(ly)
alert(ly)
ambitious(ly)
analytical(ly)
artistic(ly)
assertive(ly)
attractive(ly)
bold(ly)
broadminded(ly)
businesslike
calm(ly)
capable(ably)
careful(ly)
cautious(ly)
challenging
cheerful(ly)
clever(ly)
competent(ly)
competitive(ly)
confident(ly)
conscientious(ly)
conservative(ly)
considerate(ly)
consistent(ly)
cooperative(ly)
courageous(ly)
creative(ly)
curious(ly)
deliberate(ly)
determined
dignified
discreet(ly)
dominant(ly)
eager(ly)
easygoing
efficient(ly)
energetic(ly)
enormous(ly)
fair-minded(ly)
farsighted
firm(ly)
flexible(ibly)
forceful(ly)
formal(ly)
frank(ly)
friendly
generous(ly)
good-natured(ly)
healthy
helpful(ly)
high(ly)
honest(ly)
huge
humorous(ly)
imaginative(ly)
imposing
independent(ly)
individualistic
industrious(ly)
informal(ly)
intellectual(ly)
intelligent(ly)
inventive
kind
large
leisurely
liberal(ly)
likable
logical(ly)
loyal(ly)
mammoth
mature(ly)
methodical(ly)
meticulous(ly)
mild(ly)
moderate(ly)
modest(ly)
motivated
natural(ly)
obliging(ly)
opportunistic
optimistic(ly)
organized
original
outgoing
painstaking(ly)
patient(ly)
perservering
pleasantly
poised
polite(ly)
practical(ly)
precise(ly)
progressive(ly)
prudent(ly)
purposeful(ly)
quick(ly)
quiet(ly)
rational(ly)
realistic(ly)
reflective(ly)
relaxed
reliable(ably)
reserved
resourceful(ly)
responsible(ibly)
robust(ly)
self-confident(ly)
self-controlled
sensible(ibly)
sensitive(ly)
serious(ly)
significant(ly)
sincere(ly)
sociable(ably)
spontaneous(ly)
stable
steady(ily)
strong(ly)
sgrong-minded
successful(ly)
supportive
tactful(ly)
teachable
tenacious(ly)
thorough(ly)
thoughtful(ly)
tolerant(ly)
tough
trustworthy
unaffected
understanding(ly)
unexcitable(ably)
uninhibited(ly)
verbal(ly)
versatile
warm(ly)
wise(ly)
witty(ily)
zany(ily)
59
Spring Arbor University
School of Education
Field Experience Record Sheet
 EDU 100 EDU 200  EDU 271 EDU 272 EDU 273  EDU 350  EDU 354  Other ______________ (Methods, etc.)
 SED 422
Name_____________________________________________
Student ID# _________________
E-mail or Phone___________________
write or print legibly please
60
In order to meet the School of Education’s minimum requirements for field experience, it is the student’s responsibility to keep this form accurate
and updated, and to return the form to the instructor when requested* As a prerequisite to the student-teaching semester, the student must acquire at
least 120 hours of field experience. NOTE: Some of these hours will be required for specific classes and should be recorded below to keep an
accurate total. Make a copy for your own files!.
Location (School)
Date
Grade/
Subject
Total
Hours
Supervisor Signature &
Phone Number
Focus of Visit **
Appendix G: Field Experience Form
*: The student must return the completed form in person to the School of Education if he/she is not in a class in which the field experience is
required.
**: Describe the focus of the visit such as observation, one-to-one tutoring teaching a unit, group facilitator, etc.
D: Use letter “D” if racial/ethnic diversity was part of your experience (minimum 15 hours required)
S: Use letter “S” if students with Special Needs were a part of your experience (minimum 10 hours required)
D/S
Appendix H: Sample Philosophy of Education Statements
Philosophy of Teaching
The learning process is fostered through real life experiences and hands-on learning.
If a child has the interest and desire to learn, the potential is endless.
I believe . . .
 teaching and learning are part of a life-long process
 in order to be a great teacher, you must learn from your students as much
as they learn from you
 learning has no end and each student is full of potential
 each student is entitled to a safe and positive learning environment
 it is my responsibility to understand each student learns at a different rate
and in different ways
 it is my responsibility to be a positive role model for my students
 it is my responsibility to sell the learning process to my students
 it is my responsibility to get parent involvement to increase student learning
 students want to learn, and it is my responsibility to encourage growth with a
positive attitude using effective methods
 as a teacher you must let the students know you care about them as a
person, not just as a student in your classroom
 students learn as much from each other as they do from the teacher
 cooperative learning works, and students will have positive social skills when
they leave my classroom
 the classroom should be proactive
 technology should serve as a means to enhance student achievement
 education should extend outside of the classroom and should be hands-on
... Children are our future
61
Appendix H: Sample Philosophy of Education Statements
Philosophy of Education
The secret of education is respecting the pupil. –Ralph Waldo Emerson
I believe in seeing each child as a whole person. I believe in knowing each child's
talents along with their weaknesses. I believe in understanding where each child is
coming from both academically and personally. Most importantly I believe in
anticipating what he or she can become.
I believe in the individual learning styles of each student. I believe each child
learns in a unique way and it is the responsibility of the teacher to incorporate a
variety of learning styles to reach each child. I believe in allowing time for learning to
occur, understanding that each child is capable of growth.
I believe in respecting and celebrating diversity. I believe in an atmosphere of
respect where children from all backgrounds will be loved.
I believe in connecting lessons to the every day world. I believe in making subjects
real to students. I believe in relating lessons to the real world, real people and real
situations so that students will look beyond the textbook.
I will design my classroom around the student. I will create my classroom to be a
child centered environment; my classroom will be a place of safety and belonging
using hands on involvement where learning will take place.
I will dedicate myself to my role as leader. I will lead each class as to be the best
that we can be together, understanding that I am ultimately responsible for the
success of each student. I will assess the progress of each student, along with my
progress as a teacher, and our growth as a classroom often.
I will set high expectations. I will manage my classroom with the highest of
expectations, believing all students are capable of success and will rise to the
challenge. I will manage with consistency, love, and a belief in individual
responsibility. I will manage my classroom to create an atmosphere for learning and
safety.
I will involve my students in social programs. I will lead my class in activities that
reach out to others, be it close to home or across the globe. I will remind my students
they are members of a community and encourage them to be active participants by
connecting lessons to the real world.
"The most
effective teacher will always be biased,
for the chief force in teaching is confidence and enthusiasm. "
62
Appendix H: Sample Philosophy of Education Statements
The impact that a teacher has on his or her classroom is endless. A teacher
has the ability to bring out the best of children. Each child has a passionate desire to
succeed. Through enthusiasm and excitement I will give each child that possibility to
soar to success.
A classroom should be a safe environment where children and parents feel
confident. The classroom will be organized and structured to create a peaceful and
pleasant environment where learning takes place. Children will be cared for and
respected in my classroom by me as well as their peers.
I will be open to the teachable moments that occur in everyday life. Giving my
students high expectations will challenge them to meet goals that they can
individually strive for. By using different teaching strategies, I will encompass the
broad learning styles that will be in my classroom. Daily students will be assessed in
a variety of ways so that I will know what the specific needs are for each student. This
will help both the child and the parents to examine growth throughout the year.
I will actively include parents and families in the learning process. An opendoor policy will be implemented so any parent or family member can feel free to
spend the day observing or helping out in any way. I will have open communication
with them about positive areas and areas of concern for their child.
Knowledge is a gift that I as the teacher will be able to offer my students. I will
make this knowledge applicable my student's lives. I am a life long learner that seeks
to improve in all areas of my life. I will be open to constructive criticism that will help
me grow as an educator. It is important that my students know that their education
does not stop at the end of the year, continues throughout their entire life as they
eagerly anticipate new insights.
"A child miseducated is a child lost. "
63
John F. Kennedy
Appendix H: Sample Philosophy of Education Statements
“Instruction begins when you, the teacher, learn from the learner; put yourself in his place so
that you may understand . . . what he learns and the way he understands it.”
Kierkegaard
My main goal as a teacher is to motivate my students to be life-long learners, I want
my students to enjoy learning and to seek answers to their own questions. I will do this by
providing them with enjoyable learning experiences and "real-life" activities. My classroom
will be like a studio where we are all teaching each other and learning from each other. The
students have as much to teach me, as I have to teach them. I plan on assessing the
individual needs of my students every year and adjusting my curriculum to fulfill those to the
best of my ability.
The foundation of my teaching philosophy is to teach students how to learn. Teaching
must be matched to the student's learning style, not learning matched to the teacher's style.
Therefore, teaching style, curriculum, and approach must be flexible, varied, and individual.
Empowerment is the key to motivation. Motivation is not something the teacher does to the
student: it should come from within the student. The teacher's part is to introduce
possibilities.
I have come up with five mottos on interaction that I would share with my students.
The first is that I will never be angry if I am asked a question. Another is that I will never be
angry if a student makes a mistake. I will be upset only if a student does not try. If a student
does not try, I cannot teach them. Fourth, if a student does not understand, it is my fault, not
theirs. It is my job to teach them in a way they understand. Finally, attempting is more
important that succeeding.
"A teacher affects eternity; he can
never tell where his influence stops." --Henry Brooks Adams
64
Appendix H: Sample Philosophy of Education Statements
PHILOSOPHY OF EDUCATION
"Only the educated are free."
Epictetus
My purpose as a teacher is to inspire each student in my classroom with
the desire to reach their greatest potential, equip them with the essential
skills for successful living and a life-long commitment to learning, and
give them the best and most memorable year in their education
experience.
I believe in...
- giving children a safe, supportive, and structured environment.
- setting high expectations for my students.
- building the classroom as a bridge to learning.
- making learning purposeful, creative, and fun.
- teaching the understanding of essential concepts along with
the mastery of basic skills.
- employing instructional strategies, curriculum, and
assessment tools which acknowledge individual learning
styles and multiple intelligence.
- integrating traditional subjects with language arts - reading,
writing, speaking, and listening.
65
Appendix H: Sample Philosophy of Education Statements
Educational Philosophy
Learning is an ongoing interactive process which continually shapes
and reshapes the learner.
I believe there are two conditions that must be met in every classroom for optimum
learning to take place. First, the student must be interested in the materials being
presented or the method of presentation being utilized. Second, the student must
feel comfortable in their learning setting and confident enough to express their
opinions - right or wrong.
In my classroom I will actively engage all of my students in the learning process and
promote an environment of acceptance and tolerance for individual ideas. My
students will follow a system of daily procedures in which they will take responsibility
for their behavior and classroom tasks. Additionally, through group collaboration they
will take responsibility for their own learning. By working together they will begin to
develop a degree of independence while knowing at all times my classroom will
provide a safety net, if needed.
The goal of my classroom instruction will be teaching students to become
independent lifelong learners. I will present materials in a manner that makes
learning meaningful and activates the students' prior knowledge. I will give my
students opportunities to apply, analyze, and evaluate various concepts and theories.
This type of instruction will introduce them to the endless possibilities and ideas that
exist in the world around them. Additionally, I will supplement my instruction with the
use of multiple technological and community resources. I realize the vitality of
recognizing parents as partners and welcome them into my classroom to participate
in their child's education.
I will convey high expectations for all of my students. I believe high expectations will
improve students' efforts and self-esteem, which will lead to improved academic
performance. It is necessary for students to see that they are capable of great
accomplishments within the classroom. This will lead them to the belief that they are
also capable outside of the classroom.
I believe assessment should be straightforward, yet diverse. All students learn and
retain information differently and it is my responsibility to give everyone an equal
opportunity to succeed. A variety of assessments, both formal and informal, should
be utilized and they should be continually monitored for reliability and validity.
As a teacher it is my duty to take every student, regardless of cultural difference or
learning modality, as far as I can. Guiding a young student in the right direction will
often result in exponential gains for them in the future. It is my responsibility to assist
students in acquiring the necessary skills to become both adjusted and productive
members of our society.
66
Appendix H: Sample Philosophy of Education Statements
67
Appendix H: Sample Philosophy of Education Statements
[prepared for EDU 200]
Trust:
Mutual relationships of trust and respect will be established between the teacher, parents, and
students. I will be a positive role model as we work together, learn together, and influence each
other's lives.
Equality:
I will treat each student with equality. I will value diversity, and more importantly, value each
student as a unique individual. I will see potential in each of my students, encouraging and
supporting them.
Atmosphere:
As a teacher, it is my responsibility to set the tone in my classroom. I will create a positive, safe,
and organized atmosphere. As a community of learners, we will work together. Student
collaboration, participation, and responsibility will be emphasized. Classroom management will
be consistent, constructive, and fair.
Curriculum:
I will follow the state's curriculum frameworks and benchmarks in order to effectively prepare
my students for the next grade level. However, I will work to find a balance between the needs of
my students and the state's expectations.
High expectations:
I will set high, clear expectations. My students will understand what I expect of them both
behaviorally and academically. In response, I will provide timely and thorough assessment. My
high expectations and sufficient feedback will motivate my students to work according to their
full potential.
Instruction:
I will instruct my students tactfully and creatively, using both technology and various teaching
strategies, keeping in mind the various styles of learning. I will continue my personal journey of
learning in both content knowledge and educational research in order to enhance my classroom
instruction.
Nimbleness:
I will be alert at all times. Teaching requires extreme flexibility and with-it-ness. By maintaining
this mindset, I will be prepared to make adjustments in both management and in instruction based
on the specific needs of my students.
Goals:
My class and I will strive for both group and individual goals. While my expectations will remain
high, I will also recognize that each student is at a different place in the learning process. I will
therefore encourage and guide them based on their personal goals. My students will also be
inspired to set lifetime goals as I help them recognize their potential.
68
Appendix H: Sample Philosophy of Education Statements
.
For my Philosophy of Education, I promise I will...
S how students I genuinely care
T ell students never to give up
U nderstand every student is unique
D esign lessons that include different styles of learning
E ncourage each student to do his or her best
N otice when students are struggling and need more support
T ell them why they need to know the material
C onnect real world concepts with classroom activities
U tilize the parents and community around me
R espect parents, colleagues, and administrators views and
opinions
R ead journals and other materials to keep up to date in my field
I ntegrate different subject areas and technology in my lessons
C onsider changes in my lessons to maximize student learning
U ncover the key to each student's motivation
L et students know there will be no surprises on assessments
U nderstand my content area
M anage time and material in a way that benefits student learning
T each with my heart
E njoy being in the classroom with my students
A ttend seminars and conferences to keep current in my field
C ommit to being a life long learner
H old high expectations for each student
E ngage my students in the learning and assessment process
R emain dedicated to student learning and achievement
[Signed by the writer]
69
Appendix H: Sample Philosophy of Education Statements
Philosophy of Education
“To reach a child’s mind a teacher must capture his
heart.”
Haim G. Ginnott
Each year many children enter through the door of my classroom. They are
their parents' greatest gifts and they've entrusted me with them for the day. I
believe it is my responsibility to reach out to the students in my classroom,
inspire them to learn, and provide them with the best education that I can.
I believe that every child has the ability to succeed. It is up to me, as the
teacher, to help them find the path that will get him/her to where he/she
needs to go. It is my belief that instruction should be geared toward helping
each student reach his/her potential by providing lessons in a variety of
methods to meet the diverse learning styles of students. Likewise,
assessment of learning also needs to be completed in a variety of methods to
accurately measure student learning.
I believe that all students must have a positive and cooperative environment
to succeed. The classroom, school building and even the playground needs
to be geared for student success. Students must feel safe and secure with
those around them. I believe that the classroom environment needs to help
students feel good about themselves, their classmates and their teacher as
they attempt to master concepts. Students need to be encouraged to explore
and initiate the learning process, and have fun doing so. I, as the teacher,
need to provide lessons that are interesting for the students, as well as
applicable to their daily lives.
Teachers play an important part in the lives of children. As their teacher, I
need to be a role model for all of my students. Each student needs to know
that they are of value to me, and to their classmates. I want to show my
students that I am interested in their individual lives. It is my intention to
make myself available to my students and encourage them to be tl1e best
that they can be. It is my desire that my students will realize that both they
and I are on a life-long journey of learning.
“When you combine classroom preparation,
listening to the children, building trust and
sharing feelings, you have opened the door to
lifetime learning. "
Elaine Young
70
Appendix H: Sample Philosophy of Education Statements
[Prepared for Edu 200]
PHILOSOPHY OF EDUCATI 0 N
As a teacher I want to spark my students' interest in learning. Through sharing my love and
knowledge of art with my students I hope to establish in them a love of learning. Not just learning
about art, but about all subjects. I want them to understand that the more they know, the more
they will be able to appreciate life and the more equipped they will be to live their life to the
fullest. Knowledge is power and students should not be afraid to learn all that they can.
“Learn as if you were going to live forever. Live as if you
were going to die tomorrow.”
--Mahatma Gandhi
I believe ...
•
•
•
•
Learning is more than memorizing facts and figures.
Learning has no end and that each student is full of potential.
Education should extend outside of the classroom and be hands-on. .
That when you stop learning your life is over.
In my classroom students will. . .
•
•
•
•
•
•
Be treated with Respect and Dignity.
Know that I care about them as a person.
Learn, not only about art, but about life.
Become more aware of and in touch with their senses.
Have a safe and positive learning environment.
Not be afraid to try new things.
It is my responsibility to be a positive role model for students both in and out of the
classroom.
I believe in . . .
•
•
•
•
•
•
Making subjects real and meaningful to students.
Relating lessons to the real world, real people and real situations so that students will
look beyond the text book and even beyond the classroom.
Making learning purposeful, creative, and fun.
Teaching the Mastery of basic skills.
Teaching the understanding of essential concepts.
Setting high expectations for my students.
I as a teacher have the power to shape, mold and even change the course of my
students' lives. I must always be aware of that and choose to use that power
responsibly and in my students' favor.
"Wisdom is the most important thing. So get wisdom. If it cost everything you have, get
understanding. Believe in the value of wisdom, and it will make you great. Use it and it will bring
honor to you." Proverbs 4:7-8
71
Appendix I: Artifact Examples for Each SAU Domain
Examples of Artifacts for each SOE Domain
(Compiled from EDU 430, 2004-06)
Content Knowledge
• Choral Arrangement from Music Theory Class
• Music History Tests
• Recital/singing programs
• College transcript
• MTTC test scores
• Listening Unit Plan
• Endorsement Certificates
• Lesson plan from student teaching
• MLPP Certification
• Battle Creek science lesson plan-student teaching
• Author Study from Children’s Lit
• Class Presentation
• Letters in Spanish from friends in Spain
• Research paper
• Research review from English class
• Principal’s Award
• Standards Based Unit
• Math Fun Night
• Science Experiment-Student Teaching
• Lesson Plans
• Unit Plan
• Collection of writing samples
• Standards Based Math Unit
Management and Organization
• Management Philosophy
• Discipline Plan and consequences
• Secondary Music Classroom Bibliography
• Classroom expectations
• Planning Book
• Chart from student teaching
• Flip book of teaching strategies
• Use of norms attentive listening skills, student teaching
• Seating Chart-Student teaching
• Songs, calendars, packets
• I.C.M.M I can manage myself worksheet
• C.P.I Training
• Discipline Policy from methods class
• The First Day of School Plan
• Introduction of Teacher Brochure
• Lesson Plan
• Video tape, courtesy folder from student teaching
• Incentive system
72
Appendix I: Artifact Examples for Each SAU Domain
•
•
•
Management paper
Daily Schedule
Token Economy Chart
Instruction and Technology
• Lesson Plan
• Grant Proposal
• Finale Program for Musical Presentation
• Grading Policy
• Video Clip
• Webquest project
• Computer policy plan
• Lesson prepared according to benchmarks
• Application of Multiple Intelligences theory to the classroom
• Presentations
• Many instruction techniques
• Unit Plan
• Internet Policy
• Power point lessons
• List of Assistive technologies
• Technology survey
• Group Report
• Literature Focus Unit
• Adjective Award and Rubric
• Children’s Literature Collection
• Teacher Introduction Brochure
Diversity
• Multiple Intelligences Theory Paper
• Research Paper on learning disabilities
• Unit study guide
• Examples of working with all types of disabilities
• Copy of newsletter in Spanish for parents who speak Spanish
• Standards Based Unit
• Case Study of a LD student
• Pictures of classroom
• Diversity Flip chart
• Interview
• Lesson idea for various intelligences
• Multi-level Lesson plan
• Autism Seminar
• Teaching Unit
• Children’s Lit Reading List
• Autobiographical Poems
• Author/Illustrator study
Teacher--Student--Family Interactions
73
Appendix I: Artifact Examples for Each SAU Domain
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Letter home to parents about a field trip
Welcome letters and conference letter
Extracurricular activity planning and organization
Bilingual letter of introduction to families
Family night activities
MLPP Case Study
Letters home, grade sheets
Academic Probation Meetings
Introduction of Teacher Brochure
Letters to families from student teaching
Volunteering
Classroom Newsletter from student teaching
Community service project
A lesson where students that encourages home/school participation
Assessment
• MLPP Certification
• Unit Quiz and research project
• Rubric and Student work
• Quiz, test, presentations
• Project from student teaching
• Grading Policy from methods class
• MLPP example and assessment from a unit taught
• Woodcock-Johnson testing examples
• Guided Reading Presentation
• Collection of Reading Assessments
• MLPP portfolio
• Classroom Contract
74
Appendix J: Artifacts Checklist
Artifacts Checklist
(CK—Content Knowledge; M&O—Management & Organization; I&T—Instruction & Technology; Div—
Diversity; TSF—Teacher-Student-Family Interactions; Asses—Assessment)
Artifact Examples
A lesson that encourages a
home/school connection
Academic Probation Meetings
Adjective Award and Rubric
Applied MI theory to the classroom
Article summary
Assessment
Author/Illustrator study
Author Study from Children’s Lit
Autism Seminar
Autobiographical Poems
Awards & Certificates
Battle Creek science lesson plan
Behavior management
Behavior Plan from (student teaching)
Brochure-EDU 429
Bulletin Board Ideas
Crisis Prevention Intervention Training
Case Studies
Case Study of a LD student
Chart from student teaching
Children’s Lit Reading List
Children’s Literature Database
Choral Arrangement
Class Presentation
Classroom Contract
Classroom expectations
Classroom Newsletter
Collection of Reading Assessments
Collection of writing samples
College transcript
Community service project
Computer policy plan
Copy of newsletter in Spanish for
parents who speak Spanish
Curriculum Plans
Daily Schedule
Discipline Plan and consequences
Discipline Policy
EDU 429-Brochure
CK
75
M&O
I&T
Div
TSF
Asses
Appendix J: Artifacts Checklist
Artifact Examples
EDU 429-Management paper
Endorsement Certificates
Essays
Extracurricular Leadership
Family night activities
Field Trip Plans
Finale Music Program
Flip book of strategies EDU 270
Grade sheets
Grading Policy
Grant Proposal
Group Report from student teaching
Guided Reading Presentation
I.C.M.M-- I can manage myself
worksheet
Incentive system
Individualized Plans
Instruction techniques
Internet Policy from Instructional
Technology
Jazz Bash Planning and Organization
Journals
Lesson idea for various intelligences
Lesson plan
Letter home to parents about a field
trip
Letters in Spanish from friends in
Spain
List of Assistive technology
Literature Focus Unit
Management Philosophy
Math Fun Night
Meetings & workshops log
MLPP Certificate
MLPP example and assessment
MTTC test scores
Multiple Intelligences Theory Paper
Music History Tests
Observation reports
Pictures and Photographs
Planning Book
Position Papers
Power point lessons taught in student
teaching
Principal’s Award
CK
76
M&O
I&T
Div
TSF
Asses
Appendix J: Artifacts Checklist
Artifact Examples
Professional Organizations List
Projects
Quiz, test, presentations
Recital/singing programs
Research Papers
Research review from English class on
subject matter
Rubric
Rules and Procedures Description
Science ExperimentSeating Chart
Secondary Music Classroom
Bibliography
Songs, calendars, packets
Standards Based Unit
Student Contract
Student Portfolios
Student work
Teacher Interview
Teaching Red Cross Lessons
Technology survey
The First Day of School Plan
Theme Studies
Token Economy Chart
Unit Plan
Unit Quiz and research project
Unit study guide
Use of norms for attentive listening
skills
Video Clip
Video tape of teaching
Volunteer opportunity through JPS
Volunteering
Webquest project
Welcome letters and conference letter
Woodcock-Johnson
Working with all types of disabilities
CK
77
M&O
I&T
Div
TSF
Asses
Appendix K: Sample rationale/reflection statement
Domain One: Knowledge of Subject Matter
Artifact for Domain One:
Knowledge of Subject Matter
Name of Artifact: Michelangelo and the Sistine Chapel
Date: April, 2004
Course: EDU 354 Teaching Math, Science and Social Studies in the Elementary School
Rationale:
I have included a lesson plan, a piece of student work and pictures of the students
participating in the lesson to document my knowledge of subject matter. The topic of the
lesson was Michelangelo and his painting of the Sistine Chapel. This lesson was taught
to a diverse group of third graders which included a student with special needs. All
students were involved and capable of partaking in all aspects of the lesson including the
accompanying art project.
A requirement of a methods class involved the teaching of lessons during field
experience. Due to my placement with the teacher of art specials in the school’s art
room, my lessons had to be extremely creative in addition to containing an art project. I
chose Michelangelo because I believe liberal arts should be an integral part of the school
curriculum. A student’s knowledge of famous painters, paintings and interpretations of
works of art leads to critical thinking.
After an introduction of Michelangelo and a brief lecture which incorporated pictures of
the Sistine Chapel, the students were required to explore the approach Michelangelo
undertook while painting the Sistine Chapel. Sheets of paper were taped to the underside
of the students’ tables. From this position, the students sketched and painted their
drawings.
The strategies I engaged, placing the students in the position of another, led the students
to a deeper understanding. The students’ declarations of, “This is hard” also resulted in
empathy of subject matter. In the future, I will continue to construct creative lessons
from my acute understanding of the subject matter.
78
Appendix K: Sample rationale/reflection statement
Domain One: Knowledge of Subject Matter
79
Appendix K: Sample rationale/reflection statement
Domain One: Knowledge of Subject Matter
Artifact for Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of
the discipline(s) he or she teaches and can create learning experiences that make
these aspects of subject matter meaningful for students.
Name of Artifact:
Unit Lesson Plan for Chapter 18, The Americans Text, Cold War Conflicts
Context:
April 23, 2004
EDU 425: Reading Development -- Secondary Content Area Literacy
I feel that the unit plan project is an effective assessment of an education student's
skill at lesson planning and development. During our careers as education students, we
learn and attempt to retain hundreds of concepts and ideas designed to eventually make
us successful educators in the future. Unfortunately, without real life application of those
concepts, they are difficult to retain. The successful completion of this unit plan with an
emphasis on reading strategy allows the student the chance to assess their skills in actual
concept development. It helps the student realize the amount of time and skill necessary
to create a lesson plan that is practical, teachable, and meaningful for the student. It is
also an awakening experience to the future teacher regarding the amount of time,
thought, and planning that must go into the development of a successful lesson plan.
I found the development of this unit plan to be very time consuming, somewhat
difficult, and yet rewarding. At times I struggled greatly to come up with creative ways
to present new concepts, and to tie reading strategies into each one of these concepts. But
I also found this challenge to be the intellectually stimulating challenge that I hoped it
would be. I found true enthusiasm and excitement at the possibility of presenting my
own ideas and concepts to a classroom, and eager to determine my success at making
these lessons meaningful for the student. As an avid reader, with a strong belief in the
importance of multiple sources of literature to make conceptual ideas meaningful for
students, I found this project to be vital to my continual development as an educator.
I plan to choose four-five reading strategies that I am most comfortable with, and
feel will have the most practical applications for my classroom. I will then teach those
strategies to my class, and attempt to utilize them throughout the year during my student
teaching experience. If they work well for me during this experience, I will attempt to
use them in my first classroom. This does not mean that I will never try new strategies,
or look at new ideas, but I want to be very good at implementing these same strategies so
that they are flexible for me, and useful for the students. Any student who has me for a
Social Studies class, will leave that class not only more knowledgeable about Social
Studies concepts, but a more accomplished and capable reader.
80
Appendix K: Sample rationale/reflection statement
Domain Two: Management and Organization
Artifact for Domain Two: Management and Organization
Name of artifact: Paul Revere lesson plan and story
Course: EDU 354 - Teaching Social Studies, Science, and Math Date: December
11,2003
I have included a lesson plan, story, and pictures of students engaged in a lesson I
designed to help the students connect a person from their textbook with their own lives.
The story demonstrates my ability to engage the students and interact with them to keep
them motivated to learn.
I presented this lesson to a fourth grade class which had just finished reading a book
called "The Secret Soldier- the story of Deborah Sampson" for language arts. This true
story is about a girl who disguised herself as a boy to join the Continental Anny. The
students were also learning about the role of Michigan in the Revolutionary War. In
order to make this "ancient" history real to the students, I brought in a family heirloom to
share with them. The use of the story to lead up to a surprise ending resulted in an
interactive experience and suspenseful attentiveness for the students. Their journal
entries showed that they felt a sense of wonder at holding something connected with a
time period they were only familiar with through stories and their text, and a sense of
pride in their own families' connection with history.
With this lesson, I found how useful artifacts from my own home can be in my teaching.
An artifact need not be quite as historical as the porringer to be interesting, as long as
there is a good story to go with it. The porringer itself would be boring and just another
old museum piece without the story to go along with it. The attention the students were
paying was palpable. They were truly engaged in the story and motivated to learn. I
hope to hone my creativity and storytelling ability in my teaching career. I plan to use
objects from home and storytelling to bring history and other subjects to life for my
students.
81
Appendix K: Sample rationale/reflection statement
Domain Two: Management and Organization
Artifact for Domain Two: Management and Organization
Name of Artifact: Turkey Glyph Lesson Plan
Course: EDU 354 – Teaching Science, Math and Social Studies in the
Elementary Classroom
Date: November, 2003
This lesson plan is included to document the classroom management and
organization skills that I have developed. It was prepared and presented to
a second grade class in accordance with the requirements of the methods
course listed above. I feel this lesson plan is a good example of proactive
thought and preparation that allowed students the ability to be actively
engaged in the learning process.
In this lesson, students were introduced to a non-traditional method of
graphing. To facilitate and enhance the learning process, each student used
a legend to guide them in their creation of a personalized glyph in the shape
of a turkey. Because of the complexity of this lesson, I was aware of and
concerned with the potential for classroom management issues that might
possibly arise. As a result of this forethought, I carefully outlined and
organized the approach that I would use in my presentation. The results
were well worth this extra thought and time that I had invested. I had a
clear vision of what I wanted to accomplish and my objectives were met.
Each student was able to work independently to create their own
individualized glyph with minimal distractions to the learning process.
While preparing and presenting this lesson I gained first-hand experience
and knowledge about he importance of a proactive approach to classroom
management. The organization and thought that I put into this lesson
allowed the students to have a positive and fun learning experience without
the distractions that could have easily surfaced. This well-thought and
planned approach worked well in teaching this lesson and I plan to make this
proactive method a goal in all of my future planning.
82
Appendix K: Sample rationale/reflection statement
Domain Three: Instruction and Technology
Artifact for Domain 2 - Management & Organization
Name of Artifact: Teaching Table Manners
Course: EDU 350 Teaching Language Arts - Site Based Experience
Date: April 27, 2004
I have included a lesson plan that I used to teach Emotionally Impaired
2nd to 5th graders table manners. I used this lesson plan to teach the
students I was working with proper table manners. I have also included
the reflection I wrote after the lesson was taught. The reflection
discusses how I felt the lesson went and how the children worked during
the lesson. Lastly I have included some pictures of the students
participating in our mock dinning experience while practicing their
table manners.
I taught this lesson to a group of Emotionally Impaired students. The
lesson was appropriate for these students because a large part of their
curriculum is learning social skills. This is a social skill that they
needed to learn because it ties into providing a good impression to
others. They can use these table manners when in the lunchroom, on a
field trip, out to dinner with their family, and at home. Table manners
are needed in everyday life for every person. It was a very successful
lesson because I could tell that the students had picked up on what
table manners were because of their prior knowledge. We then built on
the prior knowledge and gave them some expansion with table manners.
They all did wonderful displaying table manners and talked with me on
why they are so important to use.
I learned that some students do not receive a positive influence at
home and many of them need to be taught basic life skills from this
lesson. If they do not see others modeling table manners at home then
they do not know how to display them in other situations. The students
responded that they knew a little about table manners. During the mock
dinning experience they should me that they could display all the table
manners that we were practicing, and even more on top of that. The
students responded in such a positive way that I would love to teach
the lesson again. I feel that this lesson would not only work for
special education students, but regular education students as well. We
all need to learn table manners from someone. I plan to teach this
lesson again in the future because of how well it went with the
students and all that I saw them gain from this experience.
83
Appendix K: Sample rationale/reflection statement
Domain Three: Instruction and Technology
Artifact for: Instruction and Technology
•
•
•
The teacher understands and uses a variety of instructional strategies to encourage
students' development of critical thinking, problem solving, and performance
skills.
The teacher uses la1owledge of effective verbal, nonverbal, and media
communication techniques to foster active inquiry, collaboration, and supportive
interaction in the classroom.
The teacher plans instruction based on knowledge of subject matter, students, the
community, and curriculum goals.
Name of Artifact: Lesson Plan and Corresponding Power Point
Course: EDU 262 Human Learning and Development
Date: May 5, 2004
I have included a lesson plan and a power point slide handout that was part of the
presentation of the lesson plan to demonstrate my abilities in using direct instruction and
my ability to incorporate verbal and nonverbal communication through technology. This
demonstrates my understanding of how to write objectives using Bloom's Taxonomy. I
have also included a quiz which demonstrates my ability to assess whether or not my
objectives were reached. The lesson plan also exhibits my ability to use multiple
intelligences in my teaching through a variety of strategies and methods, which also help
to incorporate a higher level of thinking.
This lesson was a short 5-7 minute presentation given to my fellow college students. I
chose the topic of cooperative learning and focused on jigsaw grouping. I explained a
method that could be effective and useful and is different from many common teaching
techniques. I employed my knowledge of a variety of teaching methods to prepare my
lesson. As an example of my knowledge of the social learning theory, I created a
stimulation of the jigsaw method that required the class to interact socially and come up
with various answers to a specific question about the jigsaw method. The simulation
allowed the students to see how the jigsaw method is set up. I also used the simulation to
explain one aspect of this method that demonstrates its importance as a cooperative
learning strategy.
Through this presentation I gained understanding in the process of creating and carrying
out a professional lesson plan. The feedback I received from my peers was encouraging.
It was evident from the comments they gave that my intricate planning and creating of
objectives, teaching methods and learning strategies helped to give the students a better
understanding of the teaching method I was explaining. Although the lesson was a
success, I also found through this assignment that I have to take every opportunity I can
to practice teaching and speaking in front of others to strengthen my ability as an
instructor.
84
Appendix K: Sample rationale/reflection statement
Domain Three: Instruction and Technology
Artifact for Instruction and Technology Domain
Homophone Lesson: Homophone booklet
EDU 350 – Teaching Reading and Language Arts in Elementary School
April 22, 2004
I have included a lesson plan that deals with some frequently-used (and
misused) homophones (two or more words that sound the same but have
different meanings and spellings). The artifact from this lesson is a
homophone booklet, which I distributed to each fourth grade student
whom I taught. Each student was to write "Homophones" on the front
cover and write example sentences inside the booklet as we discussed
each word and how to correctly use it. The homophone booklets will
hopefully be a resource for the students.
This lesson is useful for all levels of students because it addresses
some exceptions to the rules of the English language, which can be
difficult for people of any age. I knew that my fourth grade students
already had some familiarity with homophones, but additional practice
is always important. As I taught the lesson, I asked for student
volunteers to share their own sentences that demonstrated the correct
usage of each word. Students seemed to be quite engaged in the lesson
because it was a hands-on experience and a bit more unique than just
completing a worksheet.
This artifact demonstrates my ability to reach children who have
varying learning styles. As I taught the lesson, I incorporated various
instructional techniques in order to activate students' prior
knowledge. While the students didn't use technology during the lesson,
I used technology in creating the booklets. The booklets are a tactile
keepsake for students. I designed them so that they may be used for
students to quiz themselves. A student will be able to look at a word,
think about its meaning, and then fold the word flap back to reveal the
word's definition. In addition, the student will be able to refer to
the example sentences that he or she wrote in the booklet. This
artifact is helpful for visual learners, especially. This lesson was a
success because it allowed for students' active participation and
taught students about real-world applications.
85
Appendix K: Sample rationale/reflection statement
Domain Four: Teacher-Student-Family Interaction
Artifact for Standard Four: Teacher-Student-Family Interaction
Name of Artifact: Parent Letter
Student Teaching Semester – East Jackson Memorial Elementary School
Date: February, 2003
This standard indicates the ability to develop and cultivate relationships with
parents, colleagues and community members in order to support each child’s
growth and learning. To demonstrate my aptitude of this standard, I have
included an examples of a weekly parent letter written to facilitate and maintain
appropriate communication between myself, as a student teaching in the
classroom, and the parents of the students I was teaching.
During each week of my student teaching semester that I had full-control of the
classroom, I prepared a parent letter that was sent home with the children on
Fridays. The purpose of these letters was to ensure that parents were kept
informed of what was happening in their child’s classroom. I felt that this was
particularly important as a student teacher responsible for their child’s growth and
learning. Each letter included curricular areas covered during the week,
important classroom/school information and tips to bridge the learning
experience between school and home. I also worked hard to communicate my
commitment and desire to maintain the excellent educational environment that
was already established within the classroom.
Although these letters were not required, I felt they were an important component
in the relationship I was building between the parents of these children and
myself as a new teacher. I believe that parents should feel comfortable in
knowing what is happening in their child’s education and a weekly letter is a
wonderful way to communicate these events. I will certainly look to continue this
type of parent-teacher interaction in my own classroom.
86
Appendix K: Sample rationale/reflection statement
Domain Five: Diversity
Artifact for Diversity
•
The teacher understands how students differ in their approaches to learning and
creates instructional opportunities that are adapted to diverse learners.
Name of Artifact: Results of modifying spelling assessment for special needs student
Date: October, 2003
Course: EDU 450 - Directed Teaching
Rationale:
Early into my directed teaching, I suspected one of my students to have a reading
disability. After careful observation, the appropriate steps were taken to have him
referred to the school psychologist to be tested. The testing process took a great deal of
time. I knew that I could not wait for the results of the test or this child was going to be
completely overwhelmed and I feared he would simply give up.
Therefore, I began to modify assignments that required a large amount of reading. I
began having his tests read to him, and allowed him extra time to complete independent
reading assignments. However, after modifying his assignments. I realized he was still
failing the subject of spelling. I realized that he simply could not keep up with the
sentences required to be written out during the test. I therefore decided to have him test
on the words only, and the results were phenomenal. Eventually. I would like to see him
add one sentence at a time to his test until he reaches the point where he is being
stretched, but only stretched to the point that he does not reach frustration.
I feel the modification made shows my ability to create a learning experience that could
meet the special needs of a student. This child has since received the results of his testing.
He did indeed test as a special needs learner in the area of reading and writing. I knew
that the expectations I put on the rest of the class were sending this student beyond his
frustration point. Therefore, I modified the expectation so that he could be successful and
grow intellectually.
87
Appendix K: Sample rationale/reflection statement
Domain Six: Assessment
DOMAIN: ASSESSMENT
The teacher is capable of synthesizing new and traditional
assessment techniques in order to ensure the continuous
development of the learner and his or her own proficiency.
Artifact: Self-Evaluation
Course: EDU 341 Teaching English/Language Arts – Secondary and
Student Teaching
Dates: December, 2003; Fall, 2005
The task of completing a self-evaluation is an extremely beneficial form
of assessment of the learner. Assessing the strengths and weaknesses
of one’s own work is perhaps as valuable as the original assignment. A
number of different formats exist for such an exercise. Students are
asked to reflect on their work and explain the positive and negative
aspects as well as helpful learning that occurred during the process.
Students then learn to value the actual process of learning, they are free
to express their feelings about the project, and reviewing the project also
helps to cement what they have learned as well as what can be done
better next time.
I have included a couple of different evaluations to be used with my class
after the completion of a paper or project or at the end of a grading
period. They will evaluate their own work or the work of peers before the
grades are given in order to ensure an unbiased opinion. The activity can
be as simple as a free write on what they did or did not like about their
projects and why, or it can be a more thorough and particular evaluation.
The process of students reflecting on their work is very important. Not
only will they learn to think about why they do certain things and what
makes some pieces of work better than others, but they will also process
their learning on a deeper level, which will help them to retain it more
effectively.
88
Appendix L: Rationale/Reflection Statement Rubric
Rationale/Reflection Statement Rubric
For each artifact, follow this outline in developing a rationale/reflection statement:
g. SAU Effective Teaching Domain
h. Title of the artifact
i.
Course (include the number and full name of the course) or context in
which the artifact was developed.
j.
Date(s) artifact was/were developed
k. Rationale -- brief description of artifact and explanation of why you
believe the artifact demonstrates competency in the named domain.
Describe your teaching skills that are demonstrated in this artifact.
l.
Reflection-- what you learned while completing the artifact, what you
think about this Domain, and why what you think is important in your overall
knowledge of education, areas in which you could continue to improve your
performance or knowledge, and your plans for continued growth in the
Domain.
Criteria
Demographic
s
Got It
Cover sheet contains Name
of Domain, Name of artifact,
Course name and date,
Getting It
Not Yet
Does not contain
proper demographics
Rationale
Statement
Effectively communicates
brief description of artifact,
how artifact demonstrates
the domain named, and
teaching skills
demonstrated by this
artifact
Poorly communicates
description of artifact,
how artifact
demonstrates the
domain named, and
teaching skills
demonstrated
Reflection
Statement
Effectively communicates
what you learned and how
you plan to continue to
improve your demonstration
of this domain
Generally
communicates
description of artifact,
how artifact
demonstrates the
domain named, and
teaching skills
demonstrated
Generally
communicates what you
learned and how you
plan to continue to
improve your
demonstration of this
domain
Professional
Appearance
Typed, free of grammatical
and spelling errors
Poorly communicates
Not typed, contains
grammatical and/or
spelling errors
89
Appendix M: Portfolio Checkpoint I Rubric
Portfolio Checkpoint I Rubric
(Completed during EDU 262, 263 or EDU 265)
Criteria
Organization
Visual
Appeal
•
•
•
•
•
•
•
•
Portfolio
•
contributions •
from other
classes
•
•
•
Indicators
Notebook or Digital
Tabs (or digital links)
Table of Contents
Digital file of Contents
Cover
Artwork, graphics,
quotes, etc.
Appropriate font size
Consistent fonts
Resume
Philosophy of Ed (if
taken EDU 200)
Field Experience
Documentation
Professional
Development
Activities (if any)
Artifacts with RR
statements
Comments:
90
Criteria
Extremely well organized; entries easy
to find; tabs visible and typed; tabs
match Table of Contents; disk with
digital copies of contents
Highly creative; attractive and
professional; cover includes name and
certification areas; care given to
present personal style
Thorough; contains all requirements;
entries updated and revised
Appendix N: Portfolio Checkpoint II Rubric
Portfolio Checkpoint II Rubric
Organization
(Completed during EDU 429)
Table of Contents
Well organized; all areas
represented
Tabs or links for digital
portfolio
Matches table of
contents; efficient and
effective in finding
entries
Logical, orderly, reflects
organizational skills
Organization
Visual Appeal
Cover
Graphic style
Professional
appearance
Resume with references
Contents
Recommendations
Philosophy of Ed
Credentials—transcript(s),
MTTC scores,
certifications
Professional
Development Activities
Other entries
Artifacts with RR
Statement:
Appealing; nam e and
certification
information
Creativity;
consistency;
readability
Visually attractive
with professional
look & feel
Thorough & complete; upto-date; highlights
teaching skills
Current; critical sources
Addresses critical areas
of education; domains
Complete; contains
current and accurate
documents
Shows commitment to
teaching profession
Rationale: description of artifact and connection to Domain;
Reflection: skills demonstrated and learning
List EDU courses
EDU
EDU
EDU
EDU
EDU
EDU
EDU
EDU
EDU
Overall comments:
91
Appendix 0: Sample Cover Letters
Date
First and Last Name
Street Address
City, State Zip
(517) ###-####
Email address
Mr., Ms., or Dr. Employer
Title of Employer
Name of School District
Street Address
City, State Zip
Dear Mr., Ms., or Dr. Employer:
First Paragraph: Establish your credentials and your reasons for writing, making
particular reference to an announced position or inquiring about
possible positions. If a current employee or contact suggested that
you follow up with this opening, include his or her name.
Next Paragraph(s): Expand on the information in your resume. Relate your interests
and skills to the specific needs of the employer. This is the ‘original’
part of your letter. It is imperative that you literally name your top
skills and back them up with examples and/or experiences where you
honed such skills. The letter should convey the impression that you
know something about the school, that you are excited about the
possibility of working with them, and that you feel you have the
potential for making a valuable contribution. Be specific in stating
how your background meets their needs. If you have had experience
or specialized training related to the position, point it out. Include
specific qualifications from your resume you think would be of
greatest importance to the employer, addressing your remarks to
his/her point of view.
Next Paragraph(s): Close by making a specific request for an interview or a time you
will call to see if your application is complete. (Don’t forget to call!)
Make sure that your closing statement is positive and makes a
request for specific action from the reader. Thank the reader for
his/her time and consideration.
Sincerely,
[4 spaces]
(Your handwritten signature)
Type your First and Last Name
Enclosures:
92
Appendix 0: Sample Cover Letters
FIRST AND LAST NAME
Street Address * City, MI zip * Telephone: (517) ###-#### * Email:
Date
Mrs. First Last Name
Assistant Superintendent
Name of School District
Street Address
City, State Zip
Dear Mrs. Last Name:
I am writing to inform you of my desire to teach Spanish at Name of High School. In
speaking with Name of Teacher, I understand that you are seeking a certified Spanish
teacher. I am a qualified applicant pursuing a career in teaching foreign language.
I earned a double major with secondary certifications in Spanish and English and
obtained a 3.97 GPA while studying at Spring Arbor University. At Michigan State, I
was involved in the study abroad program attending a university in Spain for a summer.
While student teaching at Name of High School, I became very familiar with the
proactive manner in which teachers engage students. My teaching abilities match very
well with this system.
As noted in my resume, I attended two Blaine Ray workshops that detailed TPR-S—
Total Physical Response through Storytelling. TPR-S is a foreign language teaching
method that incorporates gestures with vocabulary for long-term retention. The results
are phenomenal. The fact that I can incorporate this unique teaching method into my
lessons only solidifies my competency for the position.
I feel I possess the skills and experience that will be of great benefit to Name of High
School. Please send any materials needed to continue the application process relating to
the Spanish position. I am excited about this position and I look forward to talking with
you to explore employment possibilities and discuss how my abilities will best fit your
needs. Thank you for your time and consideration.
Sincerely,
First and Last Name
93
Appendix 0: Sample Cover Letters
First and Last Name
Street Address * Apt. # * City, State Zip * (517) ###-####
Email Address
Name of School District
Mr. First Last Name
Elementary Principal
Street Address
City, State Zip
Mr. Last Name:
I have recently earned my elementary certification through Spring Arbor University. After reading
your notice of position for Elementary Teachers (K-5), I am pleased to submit my qualifications in
the attached resume. I am enthusiastic about working in a school district which places such a
high emphasis on academics, technology, and community involvement.
I completed my Student Teaching semester at Name of Elementary School in City, MI. I had the
opportunity to work with Ms. Name of Teacher in a third grade classroom. Throughout the
semester, I gradually added responsibilities to my workload, and eventually assumed the role as
lead teacher for a four-week period.
Aside from my Student Teaching, I have had the opportunity to gain additional experiences in the
field of education, which I feel have made me a better qualified candidate for this position. I have
been employed as a Substitute Teacher for Name of School District for the past two school years.
During this time, I have taught grades K-12 in all subject areas. I was given the wonderful
opportunity to work as a Long-term Substitute Teacher at Name of Elementary School during the
2000-2001 school year. I was responsible for a fifth grade classroom over a four-month period, in
which I handled full teacher responsibilities. I am currently working as a Long-term Substitute
Teacher in a third grade classroom at Name of Elementary School.
In addition to my employment through Name of School District, I have been employed as a
Substitute Teacher through Name of Intermediate School District. I was also required to
complete 120 hours of classroom observation through Spring Arbor University; during which, I
created lesson plans and instructed students in various subject areas.
I believe that I possess many of the desired qualifications you are looking for in an elementary
teacher candidate. I hope to have the opportunity to talk with you further about my interest in the
elementary teacher position. Please contact me at (517) ###-#### if you should have any
questions. I am very eager to start my teaching career so that I can begin making an impact on
the lives of young students. Thank you for your time and I look forward to hearing from you.
Sincerely,
First and Last Name
Date
First and Last Name
Street Address
City, State Zip
(517) ###-####
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Appendix P: Interview Portfolio Rubric
Interview Portfolio Rubric
(Completed during EDU 430—Seminar in Teaching)
Criteria
Format
Visual Appeal
Contents
Indicators
• In folder for ease in
copying by employer
• In envelope suitable
for mailing
• Cover
• Artwork, graphics,
quotes, etc.
• Appropriate font size
and consistent
• Professional
appearance
• Personal Introduction
related to choosing
teaching as a career
• Resume with
references and contact
information
• Philosophy of
Education
• Annotated List of SAU
Effective Teaching
Domains
• Letters of
recommendation
• Current transcript
(internet copy OK)
Criteria
Extremely well done
Highly creative and unique; visually
attractive; professional look and feel
Thorough, contains all requirements;
entries updated and revised
Comments:
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Appendix Q: Sample Annotated Domain List
Spring Arbor University Effective Teaching Domains
I chose to put this section in my portfolio to show my understanding of these standards and
how I have met them. These standards, based on the SAU Effective Teaching Model, outline
the knowledge, skills, and dispositions that define excellent teachers and therefore are goals
to be achieved.
Domain One – Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structure of the
discipline(s) he or she teaches and can create learning experiences that make these aspects of
subject matter meaningful for students.
- Taught a variety of subjects at elementary, middle, and high school levels.
- Participated in grade level meetings
- Participated in NCA accreditation meetings
- Prepared lessons using the Common Core Science Curriculum
- Trained in Michigan Literacy Progress Profile (MLPP)
- Certified in Soar to Success Reading Program
Domain Two – Management and Organization
The teacher understands how children learn and develop and can provide learning
opportunities that support their intellectual, social, and personal development. The teacher
uses an understanding of individual and group motivation and behavior to create a learning
environment that encourages positive social interaction, active engagement in learning, and
self-motivation.
- Majored in Exercise & Sport Science and gained an understanding how each child can
be different in personal growth and development
- Designed lessons based on various students needs
- Applied Bloom's Taxonomy throughout lessons
- Used a variety of reinforcers to help motivate students
- Used the rules-reward-punishment in a firm and consistent way
- Used cooperative learning when appropriate to create a variety of learning strategies
- Planned seating charts based on students learning styles and personalities
- Had schedule or routine of school day posted, given to parents, and understood by
students
Domain Three – Instruction and Technology
The teacher understands and uses a variety of instructional strategies to encourage students'
development of critical thinking, problem solving, and performance skills. The teacher uses
knowledge of effective verbal, nonverbal, and media communication techniques to foster
active inquiry, collaboration, and supportive interaction in the classroom. The teacher plans
instruction based on knowledge of subject matter, students, the community, and curriculum
goals.
- Applied knowledge of the eight multiple intelligences to classroom
- Practiced Dreikur's methods of encouragement for positive classroom environment
96
Appendix Q: Sample Annotated Domain List
- Created learning environments that encouraged positive social interaction and active
engagement in learning to promote life-long learning
- Took a Dale Carnegie Public Speaking and Human Relations Course
- Used a variety of technology skills to enhance classroom instruction
- Prepared lessons to meet with state standards and benchmarks
- Video taped my teaching style and critiqued it with another professional educator
Domain Four – Teacher-Student-Family Interaction
The teacher fosters relationships with school colleagues, parents, and agencies in the larger
community to support students’ learning and well-being.
- Wrote several letters to parents explaining what their children are doing at school and
what I would like the parents to help them with at home
- Worked in grade level meetings and also school improvement teams
Domain Five – Diversity
The teacher understands how students differ in their approaches to learning and creates
instructional opportunities that are adapted to diverse learners.
- Modified various lessons to create a better understanding for the learner
- Allowed students who were gifted to help those who were struggling
- Encouraged multiple ways to show comprehension (example: students made dioramas
about nocturnal animals)
- Implemented lessons toward all sensory learning areas
Domain Six – Assessment
The teacher understands and uses formal and informal assessment strategies to ensure the
continuous intellectual, social, and physical development of the learner.
- Created various types of assessment based on students learning style and understanding
- Geared my assessment tests towards the objectives based on Michigan's state standards
and benchmarks
97
Appendix R: Final Presentation Portfolio Rubric
Final Presentation Portfolio Rubric
(Completed during EDU 430—Seminar in Teaching)
Criteria
Organization
Indicators
• Notebook or Digital
• Tabs (or digital links)
• Table of Contents
Criteria
Extremely well organized; entries easy to find
Visual Appeal
• Cover
• Artwork, graphics,
quotes, etc.
• Appropriate font size and
consistent
• Professional appearance
• Free of grammatical and
spelling errors
• Personal Introduction
related to choosing
teaching as a career
• Resume with references
and contact information
• Philosophy of Education
• Annotated List of SAU
Effective Teaching
Domains
• Letters of
recommendation
• Current transcript
(internet copy OK)
• Artifacts –Artifacts well
chosen and demonstrate
domain named,
reflection/rationale well
written and complete
• Content Knowledge
• Management and
Organization
• Instruction and
Technology
• Student-TeacherFamily Interaction
• Diversity
• Assessment
• Certifications/evaluation
s
Highly creative and unique; visually attractive;
professional look and feel
• Completed and signed
by evaluator
Both forms completed and placed in front of
portfolio
Contents
Reader Feedback
Forms
98
Thorough, contains all requirements; entries
updated and revised
Artifacts well chosen, includes current work
and includes documentation of student
outcomes.
Excellent rationale reflection statements
References
American Association for Employment in Education, Inc. (2006). 2006 Job Search
Handbook for Educators. Columbus, Ohio.
Campbell, D. M., Cignetti, P. B., Melenyzer, B. J., Nettles, D. H., & Wyman, R. M.
(2004). How to develop a professional portfolio. Boston: Allyn and Bacon.
Painter, B. (2001). Using teaching portfolios. Educational Leadership, 58, 31-34.
99