GATE III MCEA Program Exit Portfolio

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GATE III MCEA ProgramExit Portfolio
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During this session . . .

• Logistics
• Portfolio structure
• Examples of entries
• Questions and answers

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The Review Who, Where and When?

• Your UWEC supervisor and cooperating teacher
• Exit/Review conference usually in your school
• No later than the University Final Exam week

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Your changing Portfolio . . .
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What is the expectation?

• You must achieve a level 3 rating for each
  Wisconsin Teacher Standard

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What is Level 3?

• Management Student consistently and
  effectively demonstrates the knowledge or skill
  and accurately records the impact on students.
  S/he is able to reflectively change his/her
  application to increase that impact. S/he looks
  for advanced knowledge or skill in this area.
• Requires consistent and appropriate
  implementation in classrooms
• Effective means successful student learning
• Reflective practices must rely on student data
• All parts of a standard must be attempted

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How is it organized?

• Cover Page identifying your major, minor
• Introduction including a current philosophy of
  education and resume
• A section on Collaborative Leadership and one
  section for each of the ten WI teaching standards
• Electronic, paper, or mixed media format

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Conceptual Framework

• The University of Wisconsin-
  Eau Claires Teacher Education Program
  commits itself to Preparing
  Collaborative Leaders who can develop,
  apply, and integrate knowledge within
  and across subjects, as well as reflect on their
  practice to improve performance.

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Collaborative Leadership

• Is the intentional and skillful management of
  relationships that enables others to succeed
  individually while accomplishing a collective
  outcome.
• Collaborative leaders ably facilitate the
  involvement of two or more people in a group
  working toward a shared outcome in a manner that
  reflects collective ownership, authorship, use,
  or responsibility.
•  Collaboration is NOT the outcome or goal.
  Collaborations are processes that, when
  successful, align peoples actions to accomplish
  a goal or solve a problem.
• Collaborative leaders possess knowledge, skills,
  and dispositions that enable them to carry out
  leaderful actions.

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Each section will include . . .

• No more than two pages maximum with normal font
  (12 point, single spaced)
• Appropriate title and full text of each standard
  or definition of Collaborative Leadership
• Two artifacts per standard- placed after
  reflection

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How is each reflection organized?

• Focus on the pair of artifacts
• Description of the artifacts
• Analysis
• Reflection on growth

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Choosing artifacts . . .
Anything that you put into your portfolio as
evidence that students learn from your teaching!
Supervisor Evaluations
Student projects
Student data
Letters to/from parents
Lesson plans
Coop Observation Records
Video clips
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Preparing a Reflection
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Describe

• What experiences are represented by the
  artifacts?
• When did the experiences occur?
• Why were they selected?
• How do they apply to the entire standard?

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Analyze Dont just restate

• What ideas or practices were successful?
  Problematic?
• How were students impacted?
• What evidence helped you determine the impact on
  students?
• Have you grown more for some parts of the
  standard than others?

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Reflect on Growth

• How did your thinking or practice change?
• What ideas or practices were reinforced?
• What goals will you carry forward?

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Summary

• Be realistic!
• Use existing materials and experiences

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Resources

• Wisconsin Teacher Standards with associated
  knowledge, skills, and dispositions as described
  by DPI
• http//www.dpi.state.wi.us/dpi/dlsis/tel/stand10.
  html