Realigning the soft portfolio: An NCATE perspective

1
1
2
(No Transcript)
3
(No Transcript)
4
(No Transcript)
5
(No Transcript)
6
Realigning the soft portfolio An NCATE
perspective
7
Donna Cole Tracey Kramer Ronald Helms
8
(No Transcript)
9

• TED Soft Portfolio
• CEHS Conceptual Framework and the PRAXIS II
  criterion
• Purpose
• The purpose of the Electronic Portfolio is to
  document pre-service candidates progress and
  achievement during the professional education
  program in the Teacher Education Department at
  Wright State University. The CEHS Conceptual
  Framework and the PRAXIS III criterion merge to
  become the paradigm to develop the Soft
  Portfolio.

10

• TED Soft Portfolio
• CEHS Conceptual Framework and the PRAXIS III
  criterion
• Description
• The nineteen PRAXIS III Criteria and six strands
  of the CEHS conceptual framework provide the
  paradigm for the Electronic Portfolio.
• The alignment the nineteen PRAXIS III criterion
  evidence with each strand of the conceptual
  framework will constitute Electronic Portfolio.
  The PRAXIS III criteria may be classified and
  grouped in numerous ways using the strands of the
  conceptual framework.

11

• General Requirements
• Electronic Format aligned with the CEHS SIX
  Conceptual Framework Strands
• The three main Sections are identified as
  Introduction, CEHS Conceptual Framework Strands,
  and Conclusion.
• The evidence for each of the 19 PRAXIS criteria
  must include a caption describing the evidence,
  explaining its importance, and relating how the
  selected evidence documents progress for each
  conceptual framework strand.
• Each Conceptual Framework Strand should have an
  introduction or a reflection that describes the
  importance of the strand and the candidates
  growth in these areas all are to be supported by
  selected evidence.The Electronic Portfolio will
  be presented as a CD-ROM, DVD or flash drive.

12
CEHS Conceptual Framework Strands PRAXIS III
Criterion Strand 1 Content Knowledge
Educators must be knowledgeable in their content
field, remain current, and be able to support
others as they learn. Possible PRAXIS Criteria
related to Content Knowledge A3 Demonstrating
an understanding of the connections between the
content that was learned previously, current
content, and the content that remains to be
learned in the future. Cite the evidence for this
criterion B3 Communicating challenging learning
expectations to each student. Cite the evidence
for this criterion
13

• C1 Making learning goals and instructional
  procedures clear to students.
• Cite the evidence for this criterion
• C2 Making content comprehensible to students.
• Cite the evidence for this criterion

14

• Strand 2, Pedagogical Knowledge
• Educators must be able to integrate their
  knowledge of content, curriculum, learning, and
  knowledge of their students. This understanding
  allows educators to tailor learning environments
  to the needs of individuals and/or groups. A
  professional educator must have firm
  understandings of how learning occurs in their
  content and how it can be facilitated.
• Possible PRAXIS Criteria related to Pedagogical
  Knowledge
• A2 Articulating clear learning goals for the
  lesson that are appropriate to the students.
• A5 Creating or selecting evaluation strategies
  that is appropriate for the students and that are
  aligned with the goals of the lesson.

15

• B3 Communicating challenging learning
  expectations to each student.
• B4 Establishing and maintaining consistent
  standards of classroom behavior.
• B5 Making the physical environment as safe and
  conducive to learning as possible.
• C1 Making learning goals and instructional
  procedures clear to students.
• C2 Making content comprehensible to students.
• C3 Encouraging students to extend their
  thinking.
• C4 Monitoring students understanding of content
  through a variety of means, providing feedback to
  students to assist learning, and adjusting
  learning activities as the situation demands.
• C5 Using instructional time effectively.

16

• Strand 3, Diversity
• Educators must be knowledgeable, competent, and
  sensitive in working with diverse populations and
  in different settings. This includes how to adapt
  personal responses and professional practices for
  diverse populations in order to support equitable
  access and equitable outcomes.
• Possible PRAXIS Evidence related to Diversity
• A3 Demonstrating an understanding of the
  connections between the content that was learned
  previously, current content, and the content that
  remains to be learned in the future.

17

• B3 Communicating challenging learning
  expectations to each student.
• A4 Creating or selecting teaching methods,
  learning activities, and instructional materials
  or other resources that are appropriate to the
  students and that are aligned with the goals of
  the lesson.
• A5 Creating or selecting evaluation strategies
  that is appropriate for the students and that are
  aligned with the goals of the lesson.
• B5 Making the physical environment as safe and
  conducive to learning as possible.
• C2 Making content comprehensible to students.

18

• Strand 4, Technology
• Educators must make thoughtful, appropriate, and
  selective applications of how and where
  technology can add value to the teaching and
  learning process, determine the conditions that
  are essential for the effective use of
  technology, and understand the powerful role
  technology is already playing in society and in
  shaping our lives.

19

• Possible PRAXIS Evidence related to Technology
• A4 Creating or selecting teaching methods,
  learning activities, and instructional materials
  or other resources that are appropriate to the
  students and are aligned with the goals of the
  lesson.
• B5 Making the physical environment as safe and
  conducive to learning as possible.
• D3 Building professional relationships with
  colleagues to share teaching insights and to
  coordinate learning activities for students.

20

• Strand 5, Professionalism
• Educators must communicate and collaborate
  effectively with others. Teambuilding and
  principles of life-long learning are included in
  the shared values, themes, and outcomes.
• Possible PRAXIS Evidence related to
  Professionalism
• D1 Reflecting on the extent to which the
  learning goals were met.
• D2 Demonstrating a sense of efficacy.
• D3 Building professional relationships with
  colleagues to share teaching insights and to
  coordinate learning activities for students.
• D4 Communicating with parents or guardians about
  student learning.

21

• Strand 6, Emotional Intelligence
• Educators must help learners to develop an
  awareness of their own emotions and the emotions
  of others. They must assist learners to
  constructively express and control feelings
  acquaint learners with the fact that they have
  choices in most life situations, and have
  responsibility for their decisions and actions
  help learners to show empathy and aid learners
  in developing listening skills, understanding of
  others, interpreting guidelines for social
  relationships, and cooperating and working as a
  team member.

22

• Possible PRAXIS Evidence related to Emotional
  Intelligence
• A1 Becoming familiar with relevant aspects of
  students background knowledge and experiences.
• B1 Creating a climate that promotes fairness.
• B2 Establishing and maintaining rapport with
  students.
• B4 Establishing and maintaining consistent
  standards of classroom behavior.
• D3 Building professional relationships with
  colleagues to share teaching insights and to
  coordinate learning activities for students.
• D4 Communicating with parents or guardians about
  student learning.