Preparing your Portfolio for Admission to Program Gate 1 Student Teaching Gate 2 Endorsement Gate 3

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Preparing your Portfoliofor Admission to
Program (Gate 1)Student Teaching (Gate 2)
Endorsement (Gate 3)--EAA ECA--

• Department of Curriculum Instruction
• College of Education and Human Sciences
• Questions email Dr. Kolis
• kolismw_at_uwec.edu

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Major Changes

• Teacher Preparation moves from a course and
  credit orientation to a performance and
  competency model.
• Increase teacher professional development
  opportunities
• Set up a locally controlled process to manage
  certification process that puts you in charge of
  your own skill development

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Changes that have impacted you Moving from PI3
PI4 to PI 34

• Tests
• PPST
• PRAXIS II
• Portfolios
• Gates in Pre-Service Education
• Career Portfolios
• License Titles
• 1-6, 1-9aMCEA
• 6-12, 9-12aEAA
• K-12, 1-12aECA

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Wisconsin Educator StandardsIntegrated into
License Stages
Portfolio
Pre-Service Portfolio
Master EducatorPortfolio
Initial Educator Professional Development Plan
Professional EducatorProfessionalDevelopment
Plan

• Mandatory
• WI Standards Assessed (Proficiency)

• License Optional
• WI Standards Assessed (Mastery)

• 2 or more standards
• Verification of plan completion

• 2 or more standards
• Verification of plan completion

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Moving from Initial Educator to Professional
Education

• USED to be 6 credits every 5 years
• After 8/31/04, candidates need a PDP
• Professional Development Plan

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Collaborative Leadership
Program Evaluation
Gate 3
Gate 2
Gate 1
GE Minor Courses
PROFESSIONAL SEMESTER
Portfolio for Admission to Professional Semester
Portfolio forAdmissionto Program
2 5-yr surveys
Intro Teacher Education Standards
Assessment ofTeacher Portfolio For Certification
PROGRAM
Education Programs
Exit Interviews
Intro GoalsOf Baccalaureate
Assessment ofThe Baccalaureate
Goals of the Baccalaureate
Program Assessment in Education
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When to apply for Program (Gate 1)?

Block CI312 General Methods CI318 Teacher
Assisting CI328 Content Reading CI317 Middle
Methods Can take other courses
FED385 FED490 SPED300
Student Teaching
CI210/211
Apply
Admission to program
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Structure of EAA Portfolio

• Ten chapters (one for each WTS)PLUS an 11th
  chapter for dispositions
• Each chapter must have
• The complete standard
• A list of artifacts included in the chapter
  (minimum of one artifact per standard)
• A reflection about how these artifacts show
  competence against the standard.
• Dispositions becomes the 11th tab
• Include in the dispositions evaluations from
  your cooperating teacher from both 210 and 211.

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Disciplinary Department Input

• Each program has developed criteria which is
  examined by content area faculty.
• You will receive information upon application to
  program from you content department regarding
  additional information that might be needed.
• ( e.g. Foreign Language requires an ed philosophy
  statement, a transcript, a narrative describing a
  meaningful learning experience and a passing
  score on the Oral Proficiency Exam.)

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• Wisconsin Teacher Standard 1 The teacher
  understands the central concepts, tools of
  inquiry and structures of the discipline he or
  she is teaching and can create learning
  experiences that make these aspects of subject
  matter meaningful to pupils.
• Artifacts Lesson Plan Water Cycle
• Knowledge of Central Concepts
• In my lesson plan I chose to focus on the central
  concept of cycles in biology. I asked them to
  draw the water cycle and then we discussed how it
  works, why it is an example of a cycle, what
  drives the cycle and what the parts were. I am
  developing an awareness that certain ideas cut
  across all science discipline and while I know
  that cycles, classification and energy are
  central concepts in science, I am not sure what
  the others might be. It was interesting to have
  the students talk about cycles and how they work
  because they were talking about other kinds of
  cycles
• That t hey had heard of like the cycle of
  life from the movie Lion King.
• Importance of Content
• I believe that science provides students with a
  way of understanding their world. I am becoming
  aware of different ways of communicating this to
  students, such as in my lesson plan where I ask
  them to defend science concepts, or ask them for
  applications of things that we are talking about
  in class. I do not as yet have multiple reasons
  or explanations to give the students, but do try
  to model how important I believe science is to
  their daily lives. I am beginning to see that
  without my passion and enthusiasm for learning
  science, students do not like the class and wont
  do their work.
• Meaningfulness to Students
• In the introduction section of my lesson plan I
  attempt to make the case that what they are going
  to learn is totally related to their daily lives.
  We talked about rain and other forms of
  precipitation and how that impacts their plans
  for the day or weekend. We also talked about
  water quality and how much they pay for bottled
  water. I now realize it was a beginning and I
  need a lot of work on this issue. Students were
  still not really interested and one even at the
  end still asked me why they had to learn about
  the water cycle. Live and learn, at least I am
  beginning to see how this is supposed to work.

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• Wisconsin Teaching Standard 9 The candidate is
  a reflective practitioner who continually
  evaluates the effect of his or her choices and
  action on pupils, parents, professionals in the
  learning community and others and who actively
  seeks out opportunities to grow professionally.
• Artifacts
• Educational Philosophy Statements
• First Attempt CI210/211, My Educational
  Philosophy Statement, February 28, 2003
• Latest Attempt Educational Philosophy
  Statement, April 2004
• Reflection
• Use in Future Teaching My ability to use
  reflection of educational experiences to make
  suggestions for future instruction are apparent
  in the latest version of my educational
  philosophy statement. The skills and knowledge
  gained from my block classes and teaching
  experience during CI 318 are invaluable to my
  philosophy of education. My latest educational
  experiences have resulted in a variety of new
  suggestions for my future teaching. For example,
  considering the fact that adolescent students
  constantly struggle for a sense of independence,
  I plan to have my future students create and
  enforce the classroom rules, which not only
  provides a sense of independence, but also
  creates more responsibilities. I also plan to
  provide options for final assessments an projects
  to ensure that the learning activities meet the
  learning needs and ability levels of all
  students.
• Ability to Think Reflectively My ability to use
  new experiences to question my own thoughts,
  beliefs, and actions is apparent in the
  differences between my first and latest attempt
  at my educational philosophy statement. When I
  wrote my first statement, I had not even had the
  opportunity to teach in a classroom and therefore
  my philosophy contained a lot of theory and
  minimal plans for management or instruction.
  After spending considerable time interacting with
  students and teaching a variety of different
  lessons in the classroom during my CI 318 Teacher
  Assisting experience, I changed numerous aspects
  of my teaching philosophy as I found that my
  perception of teaching and appropriate
  instruction had evolved greatly. Motivation and
  classroom management techniques to be implemented
  in my future classroom are much more developed
  and realistic in the second statement. As my
  latest statement reveals, I now realize that my
  ability to create constant meaningfulness and
  successful classroom management largely
  determines student achievement in the classroom.