Mcpherson College Teacher Education Portfolio
McPherson College Teacher Education Portfolio
A portfolio is an assessment that is used to document how teacher education candidates have mastered standards and goals of the teacher education program. Teacher Education Candidates should select artifacts from their coursework, field experiences, and other related work that demonstrates mastery and completion of specific standards and goals. McPherson College Teacher Education Portfolio is aligned with the Interstate New Teacher Assessment and Support Consortium Standards (InTASC), Kansas Professional Education Standards, and the McPherson College Teacher Education Conceptual Framework. Below are instructions on what to include in the portfolio, however it is up to the discretion of each candidate on the organization and presentation of the assessment tool.
Instructions:
□Collect artifacts from all education courses such as lesson plans, units, papers, projects, self-evaluations, etc.
□Review InTASC Standards, Kansas Professional Education Standards, and McPherson College Conceptual Framework
□Create and organize the portfolio
Required Portfolio Artifacts:
□Portfolio Cover Sheet: Add name and content area(s) to the front cover. Also include at the top of the Table of Contents.
□Table of Contents: How is your portfolio organized? List of artifacts
□InTASC Standards, Kansas Professional Education Standards, and McPherson College Conceptual Framework: This acknowledges that the portfolio is standards-based.
□Alignment grid
Recommended Portfolio Artifacts: (Suggested alignment is in parenthesis. This is not a comprehensive list.)
□Teaching Philosophy: This should be written in your Introduction to Education course; however it will be revised in Teaching and Learning Process. (MC 1, KSDE 13)
□Kansas Performance Teaching Portfolio: This will be complete during your student teaching. (All)
□Content Knowledge: Provide evidence of mastery of content knowledge using evidence from all major courses. This may also include Praxis II results and/or a unit developed in your content course(s). (MC1, KSDE 1)
□Classroom Management: Share your classroom management plan/strategies that were used during student teaching. This may also include ideas and strategies to use in the classroom. (MC2, KSDE 2, KSDE 5, KSDE 7)
□Differentiated Instruction: Provide specific examples of meeting the needs of diverse learners. Prior to student teaching, this maybe in the form of lessonplans, unit plans, or practica experiences. However, specific examples should be incorporated after student teaching. ((MC2, KSDE 3, KSDE 4, KSDE 7)
□Technology Integration: Provide of examples of technology integration in your content area to promote student learning and motivation. In the beginning, examples from Educational Technology and other methods courses should be used. However, after student teaching, specific examples from the experience should be used. (MC1, MC 2, KSDE 12)
□Assessing Student Learning: Share examples of development of assessments, how decisions are made using student data, and adjust instruction based on student feedback. (MC1, MC 2, KSDE 8)
□Learning Environment: Design and discuss your classroom environment. Identify the necessary attributes that will assist in enriching a student’s learning environment. (MC1, MC2, KSDE 5)
□Collaboration: Provide examples of collaboration with peers, colleagues, and other professionals. (MC 3, KSDE 6, KSDE 10)
□Service-Orientation: Provide examples and/or evidence of completing 100 hours of service. This should include community and education related experiences. Evidence of service should be document prior to student teaching, as well during the student teaching experience. (MC3, KSDE 10)
□Reflections: Provide examples from self-reflections on lesson plans, unit plans, observations, journals, etc. These should all pertain to the teaching and learning process. (MC 3, KSDE 9, KSDE 12)