COVER PAGE:
(N/A for ePortfolio) Include your name, the date, and the title – Professional Teaching Portfolio.
TABLE OF CONTENTS: (N/A
for ePortfolio) List all the items you have chosen to include in your portfolio and sequence those items in a logical order. Your portfolio should be user friendly, as well as attractive.
PHILOSOPHY OF EDUCATION: This will be initiated in EDUC 150 and should be revised and updated throughout your educational process. References from textbooks and/or professional journals are required. Include a demonstration of your understanding of the education of students of diversity and exceptionalities and the Conceptual Framework. This paper will also be used to demonstrate your proficiency in the use of written English.
STUDENT TEACHING AUTOBIOGRAPHY: The autobiography should be one page in length and considered an introduction for cooperating teachers in field experiences. Should not include professor’s comments or marks.
DIVERSITY ASSIGNMENT (ETHNIC/GENDER): You must provide evidence of competency in supporting home language preservation and promoting anti-bias approaches through the creation of learning environments and experiences.
EXCEPTIONALITY ASSIGNMENT: You must provide evidence of competency in creating and modifying environments and experiences which meet the individual needs of all children, including children with disabilities, developmental delays, and special abilities.
STATE/NATIONAL PROFESSIONAL ORGANIZATION or LOCAL STUDENT EDUCATION ASSOCIATION (SEA): You must provide evidence of an ability to develop relationships with community professionals in a professional manner.
LESSON PLAN: In writing your lesson plan, you must provide evidence of competency in creating, selecting, evaluating, and incorporating developmentally and culturally appropriate materials and equipment into the instructional plans based on the Illinois Learning Standards. You must include Illinois Learning Standards.
FIELD EXPERIENCE EVALUATIONS (ONE MULTICULTURAL): You must provide evidence of competency in interpreting and communicating information, reasoning, concepts, and procedures within and across content areas and a diverse group of learners. Include a copy of the final assessment for each field experience.
REFLECTIONS ON FIELD EXPERIENCES: You must provide evidence of an ability to participate in continuous learning as a reflective practitioner to support your own development.
BULLETIN BOARD (PHOTOGRAPH) OR EQUIVALENT SECONDARY PROJECT: You must provide evidence of competency in designing various learning activities.
ASSESSMENT ACTIVITY/RUBRIC: You must provide evidence of competency in developing and using a variety of formal and informal assessments with a selection of appropriate instructional resources and technologies to evaluate the progress and performance of students.
COMMUNITY SERVICE/CHRISTIAN SERVICE: As a teacher candidate, you must provide evidence of participation in a variety of experiences which support the professional standards. You must have at least one official letter to satisfy this requirement.
TECHNOLOGY INTEGRATION PLAN/POWERPOINT: You must provide evidence of competency in selecting and using technologies to support learning. Include a sample powerpoint used to teach a lesson.
Transition Point Assessment:
Each candidate will provide two completed TPAs. The TAP is
designed to assess each candidate's growth and development
in the knowledge, skills and dispositions needed for success
in the field of teaching. One TPA will be self-assessment,
completed by the candidate himself or herself. the other TPA
will be completed by a professor of the candidate's
choosing, who has taught the candidate in a course in the
Teacher Education Program, usually a professor at Olivet
Nazarene University who has an understanding of the Teacher
education Program. |
