Standard I. GENERAL REFLECTION - University of … 1/TELP Portfolio...ALP/TELP Portfolio Instructions Name: Date: Content Area: Standard I. GENERAL REFLECTION Use the box below (it

ALP/TELP Portfolio Instructions

Name: Date: Content Area:

Standard I. GENERAL REFLECTION Use the box below (it will expand as you write). In 300-500 words, please reflect in general on your understanding of and growth in CTQS Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g. science, social studies, arts, physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).

In your general reflection you may wish to address questions like these: • What are the key words or concepts in this standard?• How important is it that teachers know their content? Did I have sufficient academic background of my own to teach my

assigned courses? How did I find and assemble the instructional content I needed?• Is it true that "good teaching is good teaching" no matter the content area? What have I learned about the distinctives of

pedagogy in my discipline?• Why would Colorado's Educator Effectiveness standards require teachers to infuse literacy and mathematics across the

content areas? How important is it that I incorporate literacy and math into my own instruction?• Did the “professional practices” enumerated in the rubric capture the essence of this standard? What should be added or

deleted?

Your answer will be evaluated for how thoroughly you seem to understand the overall purpose of Standard I and how well you write. Do not be afraid to reflect on gaps or mistakes; you will not be penalized for reflecting on lessons learned the hard way.

II. EXPLANATIONS OF EVIDENCEIn the table below, please list and briefly describe (1-3 sentences/artifact) the evidence your portfolio contains relative to each element of CTQS I. Remember that your evaluator will need to check off EACH "professional practice" up to and including a given heading in order for you to qualify for that rating. If you need more than one artifact per element to make your case, you are welcome to add rows to the table.

ELEMENT ARTIFACT(S) EXPLANATION Example I.a

Example I.a Vertical & horizontal

articulation

Example During weekly PLC meetings, I collaborated with fellow department members to develop eight separate units. One sample, “Patterns in Literature and Life,” is attached. We used CDE’s curriculum template, which allowed us to align our units vertically and horizontally.

I.a I.b I.c I.d I.e

ELEMENT ARTIFACT(S) EXPLANATION I.f

Your reflection will be graded according to the following criteria: 1 2 3 4 5

I. GENERAL REFLECTION

Essay reflects misunderstand-ing of the standard.

Essay reflects little understanding of the standard.

Essay reflects adequate understanding of the standard.

Essay reflects solid understanding of the standard, offers insights about its importance to the profession, evaluates personal growth.

Essay reflects thorough understanding of the standard, offers high-quality insights about its importance to the profession, relates it to personal effectiveness and growth. /10

II. EXPLANATION OF EVIDENCE

(Understands Element, Aligns

Artifacts and Professional

Practices)

FOR FEW ELEMENTS (<40%): Explanations offer scant connection between artifact(s) and any Professional Practices

FOR SOME ELEMENTS (40-59%): Explanations offer some connection between artifact(s) and some Professional Practices

FOR SEVERAL ELEMENTS (60-79%): Explanations provide connection between artifact(s) and Professional Practices

FOR MOST ELEMENTS (80-90%): Explanations provide explicit connection between artifacts and most Professional Practices

FOR EACH AND EVERY ELEMENT: Explanations highlight insightful connections between artifacts and all Professional Practices /5

WRITING AND PRESENTA-

TION

• Confusing organization

• Unprofes-sional tone, word choice, and/or sentence structure

• Numerous, distracting errors

• Sloppy formatting

• Weak organization

• Questionable tone, word choice, and/or sentence structure

• Multiple errors • Weak

formatting

• Adequate organization

• Appropriate tone, word choice, and sentence structure

• Occasional minor errors

• Adequate formatting

• Clear organization

• Effective tone, word choice, and sentence structure

• Very few errors

• Appropriate formatting

• Skillful organization

• Engaging, compelling, professional tone, word choice, and sentence structure

• No errors • Highly

professional formatting /5

TOTAL /20

Standard II. GENERAL REFLECTION Use the box below (it will expand as you write). In 300-500 words, please reflect in general on your

understanding of and growth in CTQS Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

In your general reflection you may wish to address questions like these: • What are the key words or concepts in this standard? • What does it mean to establish a “safe” learning environment? • How diverse was my classroom? What does respect for diversity look like? • I had over one hundred students altogether. How feasible, truly, to cultivate a positive and nurturing relationship with each

individual? • Did the “professional practices” enumerated in the rubric capture the essence of this standard? What should be added or

deleted?

Your answer will be evaluated for how thoroughly you seem to understand the overall purpose of Standard II and how well you write. Do not be afraid to reflect on gaps or mistakes; you will not be penalized for reflecting on lessons learned the hard way.

II. EXPLANATIONS OF EVIDENCE

In the table below, please list and briefly describe (2-4 sentences/artifact) the evidence your portfolio contains relative to each element of CTQS II. Remember that your evaluator will need to check off EACH "professional practice" up to and including a given heading in order for you to qualify for that rating. If you need more than one artifact per element to make your case, you are welcome to add rows to the table.

ELEMENT ARTIFACT(S) EXPLANATION Example II.a

Example II.d Multiple strategies to

teach and assess

Example In my 7th grade math class, some students struggled with number operations while others were bored by what seemed like low-level demands. For a lesson on one-variable equations, I created an assignment menu with three columns -- each with 15 problems (one with problems allowing students to practice number operations, one with opportunities to practice one-variable equations, one with two-variable equations and more advanced story problems). Students had to complete any 15 problems of their choice – a good way of using multiple strategies both to teach and to assess students.

II.a II.b II.c II.d II.e II.f











Practices)



FOR SEVERAL ELEMENTS (60-79%):

Explanations

provide connection between artifact(s) and Professional Practices




TION








formatting







• Very few errors






TOTAL /20

Standard III. GENERAL REFLECTION Use the box below (it will expand as you write). In 300-500 words, please reflect in general on your

understanding of and growth in CTQS Standard III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

In your general reflection you may wish to address questions like these: • Does your school/district define “effective instruction” in a particular way? What training, if any, did they provide in that

model? • How did you determine “the appropriate levels of intellectual, social, and emotional development” of your students? Once

you did so, how did you balance your students’ needs as you taught? • At your school, how intense was the focus on using data to inform instruction? • What research – from Classroom Instruction That Works or elsewhere – influenced your practice? • What technology did you use this year? Did you encounter any obstacles? What additional technology do you hope to

incorporate next year? • Do critical-thinking and problem-solving skills take a back seat in today’s test-prep culture? • What was your biggest “aha” relative to grading practices? • Did the “professional practices” enumerated in the rubric capture the essence of this standard? What should be added or

deleted?

Your answer will be evaluated for how thoroughly you seem to understand the overall purpose of Standard III and how well you write. Do not be afraid to reflect on gaps or mistakes; you will not be penalized for reflecting on lessons learned the hard way.


In the table below, please list and briefly describe (2-4 sentences/artifact) the evidence your portfolio contains relative to each element of CTQS III. Remember that your evaluator will need to check off EACH "professional practice" up to and including a given heading in order for you to qualify for that rating. If you need more than one artifact per element to make your case, you are welcome to add rows to the table.

ELEMENT ARTIFACT(S) EXPLANATION Example III.h

Example III.h Documentation of

student progress toward mastery

Example My district requires teachers to post charts of our classes’ progress on quarterly assessments. This photo shows the bar graphs posted in my room, along with goals we set for the next round.

III.a III.b III.c III.d III.e III.f III.g III.h











Practices)







TION








formatting







• Very few errors






TOTAL /20

Standard IV. GENERAL REFLECTION Use the box below (it will expand as you write). In 300-500 words, please reflect in general on your

understanding of and growth in CTQS Standard IV: Teachers reflect on their practice.

In your general reflection you may wish to address questions like these: • How much reflection did I do? • How much of a connection is there between my teaching and my students’ learning? • When I accepted this position, I had no idea that [______________]. • *My professional goals this year were [_______] because [______]. My professional goals for next year* are [______]

because [______]. • What kind of help did I get from my colleagues? What kind of help did I offer? • Did the “professional practices” enumerated in the rubric capture the essence of this standard? What should be added or

deleted? *Your district may ask you to develop a professional growth plan for next year based on your final evaluation for this year. A sample form for recording your goals and your progress may be found in the User’s Guide for Colorado State Model Educator Evaluation System (see Documents folder in Blackboard). Do not re-invent the wheel! Feel free to include your professional growth plan in your general reflection.

Your answer will be evaluated for how thoroughly you seem to understand the overall purpose of Standard II and how well you write. Do not be afraid to reflect on gaps or mistakes; you will not be penalized for reflecting on lessons learned the hard way.


In the table below, please list and briefly describe (2-4 sentences/artifact) the evidence your portfolio contains relative to each element of CTQS IV. Remember that your evaluator will need to check off EACH "professional practice" up to and including a given heading in order for you to qualify for that rating. If you need more than one artifact per element to make your case, you are welcome to add rows to the table.

ELEMENT ARTIFACT(S) EXPLANATION Example IV.b

Example IV.b Long-term

professional development plan

Example This document is required by my district as part of the end-of-year evaluation process. The SMART goals listed here include professional development activities related to improving student achievement and to implementing our district’s iPad initiative.

IV.a IV.b IV.c











Practices)







TION








formatting







• Very few errors






TOTAL /20

Standard V. GENERAL REFLECTION Use the box below (it will expand as you write). In 300-500 words, please reflect in general on your

understanding of and growth in CTQS Standard V: Teachers demonstrate leadership.

In your general reflection you may wish to address questions like these: • How can a first-year teacher demonstrate leadership? • What contributions was I able to make to my department? My school? My district? • What outside agencies (professional organizations, advocacy groups, etc.) were most helpful to me? • What “cause(s)” related to education at the local, state, or national level have captured my heart? • Did the “professional practices” enumerated in the rubric capture the essence of this standard? What should be added or

deleted?

Your answer will be evaluated for how thoroughly you seem to understand the overall purpose of Standard V and how well you write. Do not be afraid to reflect on gaps or mistakes; you will not be penalized for reflecting on lessons learned the hard way.


In the table below, please list and briefly describe (2-4 sentences/artifact) the evidence your portfolio contains relative to each element of CTQS V. Remember that your evaluator will need to check off EACH "professional practice" up to and including a given heading in order for you to qualify for that rating. If you need more than one artifact per element to make your case, you are welcome to add rows to the table.

ELEMENT ARTIFACT(S) EXPLANATION Example V.b

Example V.b Leads professional

growth and development

Example These are some of the handouts I prepared for a half-day workshop on using technology in the classroom. Many teachers in my small school have little experience with technology, so I presented mini-workshops on three separate iPad apps.

IV.a IV.b IV.c











Practices)







TION








formatting







• Very few errors






TOTAL /20

Portfolio Scoresheet

Name of Person Preparing Portfolio _______________________________________ Date Submitted __________________________ Name of Person Assessing Portfolio _______________________________________Date Assessed ___________________________ Name of Person Assessing Portfolio _______________________________________Date Assessed ___________________________

Standard I: CONTENT EVIDENCE OF PROFICIENCY

B PP P A SCORE

I.a 0 1 2 3 I.b 0 1 2 3 I.c 0 1 2 3 I.d 0 1 2 3 I.e 0 1 2 3 I.f 0 1 2 3

TOTAL FOR EVIDENCE (All elements) /18

Determining the Overall Standard Rating: 0-‐4 points =Basic 5-‐9 points =Partially Proficient 10-‐14 points =Proficient 15-‐19 points =Accomplished

Overall Rating Standard I:

____________

REFLECTION PAPER ON FULL STANDARD

1 2 3 4 5 SCO

RE General Reflection

1 2 3 4 5 /10

Explanation of Evidence

1 2 3 4 5 /5

Writing and presentation

1 2 3 4 5 /5

TOTAL FOR REFLECTION PAPER

(Standard/Evidence + Writing) /20

TOTAL FOR STANDARD I

(Evidence + Reflection) /38

Standard II: ENVIRONMENT EVIDENCE OF PROFICIENCY

B PP P A SCORE

II.a 0 1 2 3 II.b 0 1 2 3 II.c 0 1 2 3 II.d 0 1 2 3 II.e 0 1 2 3 II.f 0 1 2 3



Overall Rating Standard II:

____________


1 2 3 4 5 SCO

RE General Reflection

1 2 3 4 5 /10


1 2 3 4 5 /5


1 2 3 4 5 /5



TOTAL FOR STANDARD II


Standard III: INSTRUCTION EVIDENCE OF PROFICIENCY

B PP P A SCORE

III.a 0 1 2 3 III.b 0 1 2 3 III.c 0 1 2 3 III.d 0 1 2 3 III.e 0 1 2 3 III.f 0 1 2 3 III.g 0 1 2 3 III.h 0 1 2 3



Overall Rating Standard III:

________

REFLECTION PAPER ON FULL

STANDARD

1 2 3 4 5 SCORE

General Reflection

1 2 3 4 5 /10


1 2 3 4 5 /5


1 2 3 4 5 /5



TOTAL FOR STANDARD III


Standard IV: REFLECTIVE PRACTICE EVIDENCE OF PROFICIENCY

B PP P A SCORE

IV.a 0 1 2 3

IV.b 0 1 2 3

IV.c 0 1 2 3



Overall Rating for Standard IV: _______________


1 2 3 4 5 SCORE

General Reflection

1 2 3 4 5 /10


1 2 3 4 5 /5


1 2 3 4 5 /5



TOTAL FOR STANDARD IV


Standard V: LEADERSHIP EVIDENCE OF PROFICIENCY

B PP P A SCORE

V.a 0 1 2 3

V.b 0 1 2 3

V.c 0 1 2 3

V.d 0 1 2 3



Overall Rating for Standard V: _______________


1 2 3 4 5 SCORE

General Reflection

1 2 3 4 5 /10


1 2 3 4 5 /5


1 2 3 4 5 /5



TOTAL FOR STANDARD V


To Calculate Portfolio Points for CURR 5020 Grade

Standard I (Evidence + Reflection) /38 Standard II (Evidence + Reflection) /38 Standard III (Evidence + Reflection) /44 Standard IV (Evidence + Reflection) /29 Standard V (Evidence + Reflection) /32

TOTAL /181

A 170-181 A- 162-169 B+ 157-161 B 152-156 B- 145-152 A grade lower than B- is unacceptable and work must be improved.

Updated 6/23/2014