Master of Arts in Teaching: Professional Portfolio for Initial Certification

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Master of Arts in TeachingProfessional
Portfolio for Initial Certification
Armstrong Atlantic State University Savannah, GA

• Elizabeth O. Crawford, Ph.D.
• Graduate Program Coordinator

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While You Wait

• Please take one of each handout.
• Please record your name and contact information
  on the sign-in sheet.
• Jot down any questions you have for the
  question-answer session at the end of the
  meeting.

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Presentation Objectives

• To outline requirements for the initial
  certification Professional Teaching Portfolio.
• To define the Domains of professional practice
  and their related components.
• To provide example reflections for each portfolio
  Domain.
• To describe procedures for having degree posted
  for summer program completers.
• To answer any questions.

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Overview

• The AASU Professional Teaching Portfolio for
  initial certification candidates serves to show
  beginning mastery of the following components for
  professional practice1
• Domain 1 Planning and Preparation
• Domain 2 The Classroom Environment
• Domain 3 Instruction
• Domain 4 Professional Responsibilities
• 1 Danielson, C. (1996). Enhancing professional
  practice A framework for teaching. Alexandria,
  VA Association for Supervision Curriculum
  Development.

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Overview (cont)

• Within each Domain are indicators.
• The indicators emphasize specific aspects of the
  Domain. The key words should guide your entries.
• The candidate must write an original reflection
  that addresses each indicator for each Domain,
  and include a reference to the artifact to which
  it pertains. Each Domains reflection may be
  cohesive and attached as one paper, with each
  indicator referenced where appropriate.

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Overview (cont)

• A minimum of one artifact (e.g., lesson plan,
  assessment data with student names/identifiers
  removed, photograph of classroom, list of
  instructional materials, etc.) should accompany
  each Domain.
• The teacher candidate may need or elect to submit
  more than one artifact per Domain to show
  beginning mastery of all indicators.

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Overview (cont)

• Following the submission of artifacts and
  reflections within each Domain, the teacher
  candidate will submit the following
• Professional Resume
• Community Service
• Professional Development
• Awards and Certificates

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Domain 1Planning and Preparation

• Domain 1 defines how a teacher designs
  instruction.
• Instructional design includes an understanding of
  content and pedagogy, as well the selection of
  appropriate instructional materials, teaching
  strategies, and assessment methods.
• Beginning mastery of Domain 1 may be assessed
  primarily through instructional lesson plans or
  curriculum units and their related reflections.

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Domain 1Abbreviated Indicators

• In essence, Domain 1 has 6 elements

• Knowledge of resources
• Assessments aligned with learning goals

• Knowledge of students
• Knowledge of content and pedagogy
• Appropriate instructional goals
• Coherent instruction

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Domain 1 Planning and Preparation

• 1a. Demonstrates knowledge of students
• 1b. Demonstrates knowledge of content and
  pedagogy
• 1c. Selects instructional goals appropriate for
  lesson and students
• 1d. Demonstrates knowledge of content by
  designing instruction that connects past,
  present, and future content

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Domain 1 Planning and Preparation (cont)

• 1e. Demonstrates knowledge of pedagogy by
  planning appropriate instructional methods and
  learning activities, using appropriate materials
  and resources
• 1f. Assess student learning by planning
  assessments appropriate for students and aligned
  with learning goals

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Domain 1, Indicator 1b. Sample Entry Demonstrates
knowledge of content and pedagogy
I show that I am knowledgeable in the content
area of reading by modeling reading strategies to
my students. When I read aloud to my students, I
continuously pause to explain to them which
strategy I am using at that particular time. This
year I have adapted an idea that I learned from a
kindergarten teacher for use in my class. She
showed me how she used a thinking bubble and a
think aloud approach to model reading
strategies
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Domain 1, Indicator 1b. Sample Entry (cont)
Demonstrates knowledge of content and pedagogy
When I pause to use a reading strategy, I put
the thinking bubble to my head. Not only do I
use this with my reading class, but also my
social studies class. Unfortunately, our social
studies textbook is written on a reading level
that is above many of my students levels, and
because summarizing is such an important skill
when reading for information, I model that skill
continuously while reading from the social
studies text. I have attached a picture
of me using this think aloud strategy with a
small reading group.
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Domain 2The Classroom Environment

• Domain 2 defines the interactions, instructional
  and noninstructional, that occur in the
  classroom.
• Elements of an effective classroom environment
  include respect and positive rapport, organizing
  physical space, and managing procedures and
  student behavior.
• Beginning mastery of Domain 2 may be assessed
  through instructional plans, floor plans,
  videotaped interactions, and other means, and
  their related reflections.

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Domain 2Abbreviated Indicators

• In essence, Domain 2 has 6 elements

• Classroom procedures
• Physical space

• Fairness
• Respect and rapport
• Challenging learning expectations
• Consistent standards of behavior

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Domain 2 The Classroom Environment

• 2a. Creates an environment that promotes fairness
• 2b. Creates an environment of respect and
  rapport
• 2c. Communicates challenging learning
  expectations
• 2d. Establishes and maintains consistent
  standards of behavior

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Domain 2 The Classroom Environment (cont)

• 2e. Manages classroom procedures
• 2f. Organizes physical space for maximum
  learning and safety

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Domain 2, Indicator 1a. Sample EntryCreates an
environment that promotes fairness
Teaching to individual abilities is very
important in a heterogeneous classroom such as
mine. This year, my students reading levels
range from a 1.2 (first year, second month) to a
12.9 (graduation plus). All of these ability
levels are represented in the social studies
classes. As much as possible, I plan lessons that
get us out of the book. Our social studies
textbook is definitely written on a fifth grade
level, and I have found that when I can present
the material in alternative ways, more students
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Domain 2, Indicator 1a. Sample Entry (cont)
Creates an environment that promotes fairness
achieve mastery. One example is when we were
studying the Gettysburg Address. I use the book,
Just a Few Words, Mr. Lincoln The Story of the
Gettysburg Address by Jean Fritz. A
high-interest, curriculum-related book such as
this one serves the needs of a wide variety of
learning abilities. I have attached a picture of
some of the trade books that I use in social
studies.
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Domain 3Instruction

• Domain 3 emphasizes the delivery of content and
  the teachers engagement of students.
• Effective instruction entails clear and
  accurate communication the use of questioning
  and discussion techniques student engagement
  providing prompt feedback and flexibility and
  responsiveness.
• Beginning mastery of Domain 3 may be assessed
  through teaching plans that were delivered,
  videotaped instruction, and other means, and
  their related reflections.

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Domain 3Abbreviated Indicators

• In essence, Domain 3 has 8 elements

• Monitor student learning
• Use time effectively
• Formative and summative assessment
• Integration of technology

• Communicate learning goals and procedures
• Communicate clearly and accurately
• Delivery of content
• Critical thinking

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Domain 3 Instruction

• 3a. Communicates learning goals and
  instructional procedures
• 3b. Communicates clearly and accurately (in
  speaking and writing), encourages students to
  communicate effectively
• 3c. Makes content comprehensible to students
  (coherent structure, makes materials relevant to
  students)

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Domain 3 Instruction

• 3d. Encourages critical thinking through
  effective use of questioning and discussion
  techniques
• 3e. Monitors learning, provides feedback, and
  adjusts learning activities to meet the needs of
  all students
• 3f. Uses instructional time effectively

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Domain 3 Instruction

• 3g. Impacts student learning as evidenced by
  formative and/or summative assessments
• 3h. Integrates technology into instruction

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Domain 3, Indicator 3d. Sample Entry Encourages
critical thinking through effective use of
questioning and discussion techniques
During my teaching of my standards-based unit on
organisms, students were required to answer a
variety of higher-level thinking questions. This
was especially true as we monitored our
terrariums. Students responded with some
lower-leveled questions such as drawing and
labeling parts of the terrarium and the organisms
inside. Other times students had to make
predictions about what would happen if they added
or took something away from their terrariums.
Students also noted differences
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Domain 3, Indicator 3d. Sample Entry (cont)
Encourages critical thinking through effective
use of questioning and discussion techniques
in development between their terrariums and
others. They then predicted and tested their
hypotheses. I have attached one of my
activity sheets because it demonstrates that
students had to solve higher-level questions as
they created and studied their terrariums.
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Domain 4Professional Responsibilities

• Domain 4 highlights the practices and
  dispositions associated with being a
  professional, within and outside of a school
  environment.
• Included are a range of professional
  responsibilities, from interactions with families
  and communities to building professional
  networks.
• Beginning mastery of Domain 4 may be assessed
  through documented interactions with colleagues,
  families, and other professionals, professional
  development workshops and conferences, and other
  means, along with related reflections.

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Domain 4Abbreviated Indicators

• In essence, Domain 4 has 7 elements

• Professional development
• Professional demeanor

• Reflection on teaching
• Efficacy
• Professional relationships
• Communication with families and communities
• Student records

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Domain 4 Professional Responsibilities

• 4a. Reflects on teaching
• 4b. Demonstrates a sense of efficacy (assumes
  responsibility for student learning)
• 4c. Builds professional relationships
• 4d. Communicates with families and communities

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Domain 4 Professional Responsibilities (cont)

• 4e. Maintains accurate records
• 4f. Grows and develops professionally (service,
  memberships, use of research)
• 4g. Maintains professional demeanor (adheres to
  school policies, dresses and behaves in a
  professional manner

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Domain 4, Indicator 4c. Sample Entry Builds
professional relationships
While I value my relationships with my students
a great deal, I probably learn the most from my
relationships with colleagues. Throughout my
masters program, I have worked closely with the
colleagues from my school and some of the
surrounding schools. This has given me the
opportunity to gain new perspectives on some of
the challenges that I face in the classroom and
it has been a wonderful experience. Our WebCT
class is a perfect example of how
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Domain 4, Indicator 4c. Sample Entry (cont)
Builds professional relationships
we work and share together. After reading the
assigned readings, we post our reactions to the
material on the web within our chat groups. We
share some of our strategies that we use in the
classroom that seem to work best with our
students. In some cases, I will post a problem
that Im facing and the other teachers in my
class will offer helpful suggestions. The WebCT
class has been a great opportunity for me to
learn and grow professionally.
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Domain 4, Indicator 4c. Sample Entry
(cont)Builds professional relationships
I attached some pictures of my creative arts
class that I took because it was one of the most
enjoyable experiences that I have had while
learning with my colleagues.
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Suggestions

• Review the NAEYC standards and the related
  indicators within each of the four Domains.
• Identify meaningful content (i.e., artifacts and
  related reflections) to support each domain.
• Show beginning mastery of each indicator. Note
  that one artifact may suffice for all indicators
  within a Domain if not, more than one artifact
  will need to be submitted and referenced within
  the reflections.

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Suggestions (cont)

• Embed evidence of professionalism, such as
  through
• instructional planning
• decision making
• working both independently and collaborating with
  others
• attending professional conferences
• building professional networks
• supporting the profession, etc.

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Types of Artifacts

• Samples of lessons planned and delivered
• Journal observations
• Photographs
• Interactions with professionals
• Case studies
• Class descriptions
• Video clips (limited to lt4 min)
• Instructional materials
• And other materials derived from education
  courses or in a classroom environment.

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Lets Practice!

• Re-read Domain 3.
• Think about how you use best practices as an
  educator, identifying specific instructional
  strategies, materials, and tools you employ.
• Determine an appropriate artifact for this Domain
  that incorporates one or more elements.
• Share with a partner.

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Having Your Degree Posted in the Summer

• Complete the Requirements Met Letter after all
  degree requirements have been met.
• Once the students degree completion has been
  verified by the School of Graduate Studies, a
  letter is prepared for the student and the
  Registrar's Office.  
• As noted in the letter, the student must request
  his or her transcript from the Registrars Office
• The Registrar then posts a statement on the
  student's transcript that states  Student has
  met all the requirements for the degree of Master
  of Arts in Teaching.  Degree to be conferred on
  such-and-such date.  

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Conclusion

• Be organized. Identify your exemplary artifacts
  first afterwards, draft your original
  reflections. Ensure the artifact meets all
  indicators of a given Domain. If not, submit an
  additional artifact(s).
• Be explicit. Include in each reflection
  specifically how the candidate has met each
  indicator.
• Submit portfolio no later than November 1, 2008
  if graduating in December, and by April 1, 2009
  if graduating in May, 2009.
• If you have not already done so, apply for
  graduation as soon as possible.

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Questions?
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Contact Information
Dr. Elizabeth O. Crawford Department of Early
Childhood Education University Hall Room
258 Email Elizabeth.Crawford_at_armstrong.edu Phone
912.344-2634 Office Hours Tuesdays 900
a.m. 100 p.m. 300 p.m.
500 p.m. Thursdays 1000 a.m.
100 p.m.
300 p.m. 400 p.m.
And by appointment.