Portfolio

“Part of teaching is helping students learn how to tolerate ambiguity, consider possibilities, and ask questions that are unanswerable.”

~ Sara Lawrence Lightfoot

THE ANATOMY OF YOUR EPORTFOLIO

What is a Portfolio?

The Teacher Education portfolio is a structured system that displays your best work as a method of demonstrating an ability to understand the Conceptual Framework for the NSU Teacher Education Program and meet the 15 Oklahoma “General Competencies for Teacher Licensure and Certification.”

NSU COE ePortfolio academics.nsuok.edu/education/eportfolio

NSU Chalk and Wire: www.chalkandwire.com/nsuok

If you need e-Portfolio or Chalk and Wire support:

Tahlequah campus: Bagley Hall, E 201 918-444-3720

Broken Arrow campus: Building C, 242 918-449-6567

Portfolio Contents Internship Checkpoint

Credentials:

Cover Letter / Resume Full / Checkpoint III

Competencies:

Competency 1: Artifact Cover sheet and Artifact Pre-II / Checkpoint II

Competency 2: Artifact Cover sheet and Artifact Pre-I / Checkpoint I**

Competency 3: Artifact Cover sheet and Artifact Pre-I / Checkpoint I**

Competency 4: Artifact Cover sheet and Artifact Pre-II / Checkpoint II

Competency 5: Artifact Cover sheet and Artifact Pre-II / Checkpoint II

Competency 6: Artifact Cover sheet and Artifact Pre-II / Checkpoint II

Competency 7: Demonstrated in the Learning Goals of The Learning Project Full / Checkpoint III

Competency 8: Demonstrated in the Assessment Plan of The Learning Project Full / Checkpoint III

Competency 9: Artifact Cover sheet and Artifact Pre-I / Checkpoint I

Competency 10: Artifact Cover sheet and Artifact Pre-II / Checkpoint II

Competency 11: Artifact Cover sheet and Artifact Pre-II / Checkpoint II

Competency 12: Artifact Cover sheet and Artifact Pre-I / Checkpoint I

Competency 13: Artifact Cover sheet and Artifact Pre-II / Checkpoint II

Competency 14: Artifact Cover sheet and Artifact Pre-II / Checkpoint II

Competency 15: Demonstrated in the Design for Instr. of The Learning Project Full / Checkpoint III

Summary:

Pre-II Interns must have these competencies successfully passed by the Pre-II deadline (with scores of 2/3’s): 1, 2, 3, 4, 5, 6, 9, 10, 11, 12, 13, 14, thus Prior to Full Internship all competencies, except 7, 8 and 15, should be successfully completed. Note: Competencies from a course you completed prior to your Pre-II semester, which has not been assessed in Chalk and Wire, should be submited to Lereen Neugin (she will forward to an appropriate assessor).

Full Interns: Competencies 7, 8, 15 & Cover Letter / Resume

(Competencies 7, 8, and 15 are demonstrated in Full Internship Learning Project)

Portfolio checkpoints & courses from which artifacts will be created & assessed (Courses are dependent upon major)

Competency	Checkpoint I (completion prior to Pre-II)	Checkpoint II (completion prior to Full Internship)	Checkpoint III (prior to graduation)
Competency 1		ECED 4213 Cog. Dev. Yng Ch Content Methods Course (Secondary) ELED 4343 Soc Stud Elem
Competency 2	EDUC 3113 Ed Psyc
Competency 3	EDUC 3113 Ed Psyc
Competency 4		EDUC 4823 Tech in Ed
Competency 5		ECED 4513 Org & Impl ELED 4563 Mgmt El Clsrm EDUC 4353 Tch Mthd Pract SPED 4563 Mthds & Case Stdy
Competency 6		ECED 4213 Cog. Dev. Yng Ch ELED 4563 Mgmt El Clsrm EDUC 4353 Tch Mthd Pract SPED 4563 Mthds & Case Stdy
Competency 7			EDUC 4712 Learning Project
Competency 8			EDUC 4712 Learning Project
Competency 9	EDUC 3313 Clinical//Pre-I
Competency 10		EDUC 4823 Tech in Ed
Competency 11		EDUC 4032 Pre-Internship II
Competency 12	EDUC 3313 Clinical/Pre-I
Competency 13		SPED 4433 Educ Ex. Child
Competency 14		EDUC 4032 Pre-Internship II
Competency 15			EDUC 4712 Learning Project
Complete Learning Project
Credentials			Cover Letter / Resume

*Note

Any competencies from a course you completed prior to your Pre-II semester which has not been assessed should be submited to Lereen Neugin (she will forward to appropriate assessor).

General Competencies for Licensure and Certification

(Adopted by the State Board of Education as required by Legislative House Bill 1549

for creation of a competency-based teacher preparation program implemented July 1, 1997)

Sandy Garrett, State Superintendent of Public Instruction, Oklahoma State Department of Education

1. The teacher understands the central concepts and methods of inquiry of the subject matter discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

2. The teacher understands how students learn and develop, and can provide learning opportunities that support their intellectual, social and physical development at all grade levels including early childhood, elementary, middle level, and secondary.

3. The teacher understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learners.

4. The teacher understands curriculum integration processes and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills and effective us of technology.

5. The teacher uses best practices related to motivation and behavior to create learning environments that encourage positive social interaction, self-motivation and active engagement in learning, thus, providing opportunities for success.

6. The teacher develops knowledge of, and uses a variety of, effective communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

7. The teacher plans instruction based upon curriculum goals, knowledge of the teaching/learning process, subject matter, students’ abilities and differences, and the community and is able to adapt instruction based upon assessment and reflection.

8. The teacher understands and uses a variety of assessment strategies to evaluate and modify the teaching/learning process ensuring the continuous intellectual, social and physical development of the learner.

9. The teacher evaluates the effects of his/her choices and actions on others (students, parents, other professionals in the learning community), modifies those actions when needed, and actively seeks opportunities for continued professional growth.

10. The teacher fosters positive interaction with school colleagues, parents/families, and organizations in the community to actively engage them in support of students’ learning and well-being.

11. The teacher shall have an understanding of the importance of assisting students with career awareness and the application of career concepts to the academic curriculum.

12. The teacher understands the process of continuous lifelong learning, the concept of making learning enjoyable, and the need for a willingness to change when change lead to greater student learning and development.

13. The teacher understands the legal aspects of teaching including the rights of students and parents/families, as well as the legal rights and responsibilities of the teacher.

14. The teacher understands the Oklahoma core curriculum and is able to develop instructional strategies/plans based on Priority Academic Student Skills (PASS).

15. The teacher understands the State teacher evaluation process, “Oklahoma Criteria for Effective Teaching Performance,” and how to incorporate these criteria in designing instructional strategies.

Primary Sources of Competencies

~ Competencies 1-10 are based on “Model Standards for Beginning Teacher Licensing and Development: A Resource for State Dialogue”, prepared by the Council for Chief State School Officers’ Interstate New Teacher Assessment and Support Consortium.

~ Competencies 11-13 were developed as a result of input from Oklahoma educators.

~ Competencies 14 and 15 are based on Oklahoma law.

Additional background related to the Competencies for Licensure and Certification may be found at the Oklahoma Commission for Teacher Preparation web page: http://www.octp.org/octp/accred.html. You are encouraged to explore this web page and become familiar with the work of the Commission and how it affects both your educational and professional aspirations.