CHANGE TEMPLATE TO REFLECT NEW STANDARD ALIGNMENT FOR FALL 2011

TREVECCA NAZARENE UNIVERSITY

School of Education

Course Syllabus (Summer Semester, 2011)

E-Portfolio Seminar– TMA 6660

“A teacher affects eternity; he never knows where his/her influence stops.”

-Henry Adams

Program Coordinator Live Text Program Specialist

Amy Taylor Conditt Annette Harber

Office: MA 307 Office: Waggoner 116

Phone: 615-248-1201 Phone: 615-248-1338

Fax: 615-248-1597

E-mail:

Conceptual Framework


Being, Knowing, and Doing – Educators: Shaping the Future. This underlying structure of the conceptual framework for the School of Education informs and frames the entire unit.

Knowing

Understands Content
Understands Intellectual, Social and Personal Development
Understands Diversity

Doing

Designs Instructional Strategies
Manages and Motivates
Communicates and Collaborates
Plans and Integrates
Evaluates

Being

Reflects on Practice
Participates in the Professional Community
Pursues Spiritual Development
Inherent in Trevecca’s heritage, mission, and program is the assumption that because of who we are (Being), we seek to learn (Knowing), and to teach (Doing).

School of Education Mission Statement

It is the mission of the School of Education to model competence, character, and compassion, so that our students emulate and embrace these qualities in service and leadership.

Course Description

TMA 6660 E- Portfolio Seminar

0 Credit hours (Graduation Requirement)

Beginning with the first MAT course, the E-Portfolio will be a work in progress throughout the MAT program. Along with the exit interview, the E-Portfolio Seminar will serve as the culminating activity and is required for graduation in the Master of Arts in Teaching program. Each student must present his / her E-Portfolio in a symposium. A fee will be imposed during each semester of enrollment to cover the cost of Live Text web access and space. A satisfactory/unsatisfactory grading system will be used.

Fees

There will be an initial $150 Live Text access fee. In addition there will be a $75 fee assessed to this class during each semester of enrollment in the MAT. This fee is in addition to the regular tuition.

INTASC Principles (Standards)

(Interstate New Teacher Assessment and Support Consortium)

Standard #1: Leaner Development. The teacher understands how children learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse communities to ensure inclusive learning environments that allow each learners to reach his/her full potential.

Standard #3: Learning Environments. The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self motivation.

Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for the learners.

Standard #5: Innovative Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving related to authentic local and global issues.

Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to inform the teacher’s ongoing planning instruction.

Standard #7: Planning for Instruction. The teacher draws upon knowledge of content areas, cross-disciplinary skills learners, the community, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.

Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.

Standard #9: Reflection and Continuous Growth. The teacher is a reflective practioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner.

Standard #10: Collaboration. The teacher collaborates with students, families, colleagues, other professionals, and community members to share responsibility for student growth and development, learning, and well-being.

Standard #11: (Trevecca Specific) The professional Christian educator embraces ethical and moral values and is able to integrate Christian faith and learning in practice.

Personal Reflection on INTASC Principles (standards) 1-10

·  Students are required to begin each standard section with a personal reflection on the INTASC Principles. Reflection papers are completed at the end of each class. This paper is simply a sharing of your personal views on what the particular INTASC principle means to you as a future teacher. The entire reflection paper (including the last paragraph justifying the artifacts) should be one page in length and doubled spaced (12 point font)

The following points should be addressed in your reflections:

·  WHAT DOES THIS PRINCIPLE (standard) mean to you as you prepare to become a licensed teacher? The focus of your reflection should be on what you have learned as a result of participating in class, reading, creating a project, etc. and how you plan to use the knowledge you’ve gained as a result of those things to better the lives of the students you will serve.

·  As a part of your reflection, include a justification (in the last paragraph of your reflection) for all artifacts.

·  A video tutorial on Reflection Assignments is located at http://livetext.wiki.trevecca.edu/home. Please allow a few minutes for the videos to load before playing.

General Format Considerations

1.  Whenever, possible, include a few photos of your student teaching experience or your classroom if you have access to a scanner. This is not required but greatly enhances your portfolio and presentation. Do not show the faces of any of the students in any of the photos in your e-portfolio for security reasons.

2. Present your materials in an attractive format. This is a time to showcase some

of your technology skills. Grammar, spelling, mechanics and sentence structure are also important.

3.  You may have to re-type some of the artifacts from your classes to include in the portfolio. You may also have to re-create artifacts that you may not have kept in your files. Some of the artifacts should be selected from your teaching experiences.

4.  DO NOT INCLUDE INFORMATION THAT HAS NO RELATIONSHIP TO THE DESIGNATED PRINCIPLE.

5.  A photo is not required. However, if you decide to use a photo in your personal section, it should be a small “head shot” in professional attire. Do not include pictures of your family, pets, or informal photographs of yourself in casual clothing.

6.  Artifacts are SELF Selected unless your professor asks that you include a specific assignment. Artifacts must be appropriate and representative of the INTASC principle. An artifact may be used ONLY ONCE.

7.  The grading scale will be “Satisfactory or Unsatisfactory.”

E-Portfolio Presentation Symposium (Mandatory)

During the symposium, each student will be given a designated time period to present TWO INTASC principles from his/her E-Portfolio to fellow students, faculty and university supervisors.

·  The presentation will begin with a very brief overview of the personal information in the Introductory section of the E-Portfolio.

·  This will be followed by a brief discussion of personal reflections from selected standards.

·  Although the student must include two artifacts for each of the selected INTASC principles, the student will select only one representative artifact (per principle) to present during the symposium.

·  There is a rubric that will be used to assess the multimedia presentation of the E-Portfolio at the symposium.

·  The presentation will be timed. It should not exceed fifteen (15) minutes. The actual grading of the entire E-Portfolio will be done by one or all of the following: the student teaching seminar professor, a university supervisor, a university mentor, the MAT coordinator, or other SOE professors.

For Principle 11 only (Trevecca specific)

Discuss in your personal reflection how you plan to incorporate your faith into your instructional program. The COMMUNITY SERVICE requirement will be completed before or during the EDU 6500 COMP. There is NO artifact for Principle #11. Instead of an artifact, you will include verification of ten (10) hours of Community Service.

Include the following information:

Name of Activity

Sponsoring organization

Dates of Service

Brief Description of your service

Name and Address of Contact Person (to verify service.

Pre/Post Testing to Show Student Learning

Each student must develop, include in the E-Portfolio, and present evidence of a Pre and Post Test to demonstrate the impact of assessment on student learning. These pre and post tests will demonstrate how assessment drives instructional and curriculum decisions.

Special Note: A copy of the actual test and the following Pre/Post Student Impact Form MUST be attached under INTASC Principle (standard) # 6. A read only digital version of the following table is embedded in your e-portfolio under INTASC Principle #6 which you may copy for your use.

Candidate Name: TNU Course: _

Special Note: Student Teachers are required to do a Pre and Post Test in both placements. Students who are on a Transitional License or graduating Non Licensure must complete one (1) Pre and Post Test. _

Grade Level:
Subject:
Standard: / Standard
Objective: / Objective
Number of items: / Number of items:
Student / Pre / Post / Gain/Loss / Pre / Post / Gain/Loss
Number/percentage of / Number/percentage of
students gained / students gained
Number/percentage of / Number/percentage of
students with no change / students with no change
Number/percentage of / Number/percentage of
students with loss scores / students with loss scores

Key: + (gain) NC= (No Change) - (loss)

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Field Placement Chart

All MAT students are required to keep accurate records of each completed field placement. The following chart will appear in the Live Text template and must be completed. This information must be maintained by the student. Students on an alternative license will provide information from their assigned classroom.

Copies will not be provided by the MAT office.

Course Name and # / Dates of Field Experience:
School Name
Grade
Subject
Ethnicity of Teacher*

*White, Black, Hispanic, Asian/Pacific Islander, Other
Percentages of Student Diversity

Number of Students in Class
White
Black
Hispanic
Asian/Pacific Islander
ELL
Special Ed. (IEP)

Example: Personal Reflection of an INTASC Standard

Complying with state educational standards within the strict guidelines of the average school calendar, coupled with the amount of time necessary to spend in the classroom to match increasingly difficult testing requirements, is at once a necessary and daunting task. For a first-year teacher whose leadership skills as an instructor often consist of basic content knowledge, and possibly a minimal understanding of group management skills, the ability to meet all the mandated standards could be next to impossible.

The Curriculum Design course in my MAT program has been the most practical course I’ve undertaken thus far if for no other reason than it addresses this most fundamental classroom requirement. Not only is a teacher’s effectiveness in the learning process integral to relaying the principles laid out in the standards, but it also may determine whether or not they remain in the profession at all. Due to my time in this course, I have created an entire outline, hypothetical as it may be, on how to integrate state standards into a comprehensive curriculum.

This exercise demands the full respect of all of a teacher’s qualities, including a high regard for organization, deep breadth of knowledge for the course’s subject matter, and a subtle insight into how state standards could meld organically with course themes and lesson plans.

I have included a curriculum map and accompanying unit outline as an example of the insight I have gained in the planning course within my program of study. As I settle into the teaching profession on my own, and as district requirements are modified in the oncoming years, I will be able to take this outline as a valuable resource. Whether or not I am able to utilize any of the ideas laid out in these artifacts, they have provided me with an understanding of how to create such maps with a healthy amount of forethought.

Personal Reflection Assessment

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Document Type:

Assessment

Explanation of Scoring

A score of at least 8 and the condition of no Unacceptable entries must be achieved for a passing grade.

Performance Assessment

Target (3pts) / Acceptable (2pts) / Unacceptable (1pt)
Candidate Selected Artifacts/ support of Conceptual Framework / Artifacts clearly represent the Conceptual Framework and show mastery of concept acquisition / Artifacts represent a solid understanding of the concepts/skill they represent / Artifacts are questionable as to purpose; do not provide support of concept/skill acquisition
Written Communication Skills / Effectively organizes and clearly expresses ideas using correct grammar and no spelling errors / Attempts to express ideas in an organized way with occasional grammar and/or spelling errors / Frequent errors in organization, grammar, and spelling
Reflective Entries / Narratives are clear, insightful; provide evidence of critical thinking, self-assessment, and serious commitment to professional growth / Narratives reveal a commitment to teaching; tend to be detailed descriptions of experiences and contain some self-analysis / Sketchy overviews, no real depth or higher order processing; lacking self-analysis
Organization and Appearance / Formatting is excellent; all criteria are addressed; professional appearance / Neatly formatted, most criteria are addressed; organized appearance / Some organization, unprofessional in appearance