Siena Heights UniversityGraduate Teacher Education

REFLECTIVE PROFESSIONAL PORTFOLIO OFCONTINUOUS PROGRESSfor

Ima Student

Last updated: Fall 2009

Portfolio Contents:Introduction Background Information

Resume/Curriculum VitaPersonal Philosophy of EducationCollege Transcripts Teacher Certification Documents

Evidence of Teacher Education Program Learning OutcomesI. MissionII. Theory into PracticeIII. Politics, Ethics, and ProfessionalismIV. External Social Forces V. Diversity, Culture, and ClimateVI. Teaching/Learning StylesVII. Developmentally Appropriate Curriculum and DesignVIII. Leadership

Additional Evidence of Teaching Skills, Proficiencies, & Dispositions

IntroductionI assembled this professional portfolio to….

The contents include…I selected them as evidence to demonstrate the degree to which I am

highly qualified to teach … in terms of my:teaching experience at various levels;content-area preparation and teaching artifacts;service to the content area/educational leadership; andparticipation in professional development activities.

This portfolio ….

Background Information

Resume

Personal Philosophy of Education

College Transcripts

MTTC Test Results

Michigan Teaching Certificate

I. Mission: Evidence of qualities consistent with the mission of Siena Heights University to assist students in becoming more competent, purposeful, and ethical; and the qualities of a reflective practitioner and a commitment to lifelong learning.

List of professional development activities attended 2004-2009

Graduate-level coursework list/transcript

Individualized Development Plan (IDP)

Case Study (from TED690)

Reflective Essay

II. Theory into Practice: Evidence of the ability to analyze situations in classrooms and other educational settings, in light of current educational research, and to apply principles of best practice and use technology in preK-12 classrooms.

Samples of lesson/unit plans

Documentation of use of educational technology and/or research

Samples of student accommodations for IEPs, 504s, etc.

Case Study/Action Research Report (from TED690)

Other academic papers applied to practice

III. Politics, Ethics, and Professionalism: Evidence of an understanding of the political nature of educational institutions and of the demands that are placed on educators; and the personal integrity, professionalism, and ethical behavior essential to the role of teacher. 

Documentation of classroom management policies, expectations, &/or enforcement

Letters/communication with school board, administrator/s, &/or local media about professional/political issues, concerns, etc.

Philosophy of teaching and learning

Michigan Educator Code of Ethics (signed)

IV. External Social Forces: Evidence of an understanding of the influence of major social forces on the lives of preK-12 students; the importance of partnership with families, specialists, and the larger community; the social and emotional aspects of teaching and learning; and the preparation and willingness to address and accommodate the educational needs of students.

Sample units/lessons targeting affective and/or social issues

Documentation of collaboration/outreach

Newsletters/communication with student families

Samples of accommodations for IEPs, etc.

V. Diversity, Culture, and Climate: Evidence of an understanding of the diverse social and cultural factors that influence, challenge, and provide opportunities for enriching, the teaching/learning process; and an ability to identify characteristics of the educational community and how they impact the teaching/learning climate.

Sample units/lessons targeting cultural and/or social issues

Documentation of collaboration/outreach

Newsletters/communication with student families and/or the larger community

Documentation of classroom climate

VI. Teaching/Learning Styles: Evidence of an understanding of the impact of multiple intelligences and teaching/learning styles on the teaching/learning process; an ability to identify my personal strengths and limitations, and to incorporate alternatives to my preferred teaching/learning style in curriculum and instruction.Documentation of inventories/assessment

of student learning styles (&/or your teaching style)

Sample units/lessons targeting a variety of intelligences and/or learning styles

Sample classroom activities/assessments that offer students choices of format/task

VII. Developmentally Appropriate Curriculum: Evidence of an understanding of the intellectual, social, physical, & emotional stages of development of preK-12 students, and of the content and methodology in various disciplines; the ability to plan, select, & design developmentally-appropriate learning activities, materials, and assessments, and to identify meaningful learning outcomes consistent with national and state standards.

Sample classroom activities/assessments specific to certain developmental level/s

Sample units/lessons aligned with state standards/benchmarks in various subjects

VIII. Leadership: Evidence of the ability to initiate change in the classroom or other educational settings for the improvement of learning and teaching, and to work collaboratively with other educators to develop communities of learning.

Documentation of formal or informal leadership roles (club advisor, coach, mentor teacher, department/grade-level chair, committee member, etc.)

Presentations with/to/for colleagues

Documentation of participation in professional learning community/ies

Publications, guides, handbooks, etc.

Additional Evidence of Teaching Skills, Proficiencies, &

Dispositions

OPTIONAL: Photos, clippings, letters, awards, certificates, etc. that don’t fit in other learning outcome areas/slides

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