10SPED Portfolio Requirements
Beyond the Ten Standards
Knowledge, Skills and Dispositions
We have adopted and will evaluate portfolios based on the knowledge, skills and dispositions as listed in the Wisconsin Standards for Teacher Development and Licensure. These are at http://www.dpi.state.wi.us/dpi/dlsis/tel/pdf/10kdp.pdf .
Statutory Requirements
What follows is a list of the statutory requirements and where the participants' knowledge, understanding, and skills are evaluated in the portfolio process of both programs.
PI 34.15(4)(b) Environmental education including the conservation of natural resources
Potential teachers of agriculture, science, and social studies shall include in their portfolios evidence of knowledge, understanding, and skills in environmental education including the conservation of natural resources in the form of an appropriate student instructional unit in partial fulfillment of Standard 4.
http://www.ascd.org/cms/index.cfm?TheViewID=2103
http://www.dnr.state.wi.us/org/caer/ce/eek/teacher/calendar.htm
http://www.blm.gov/education/LearningLandscapes/teachers.html
http://www.stemworks.org/digests.html#anchor626993
http://www.dnr.state.wi.us/org/caer/ce/eek/index.htm
PI 34.15(4)(c) (1-5) Minority group relations
All program participants in partial fulfillment of Standard 3 shall include in their portfolios an evaluation of strengths and weaknesses an existing instructional unit as evidence of knowledge, understanding, and skills in the:
- history, culture, and tribal sovereignty of American Indian tribes and bands located in Wisconsin ,
http://www.kstrom.net/isk/maps/wi/wisconsin.html
http://www.mpm.edu/wirp/ICW-162.html
- history, culture and contributions of women and various racial, cultural, language and economic groups in the United States ,
- philosophical and psychological bases of attitude development and change,
- the psychological and social implications of discrimination, especially racism and sexism in the American society,
- evaluating and assessing the forces of discrimination, especially racism and sexism on faculty, students, curriculum, instruction, and assessment in the school program
http://www.education.gsw.edu/johnson/MulticulturalEducation.htm
http://www.thevessel.com/vol1iss1/teach.html
PI 34.15(4)(c)(6) Minority group relations (part 6)
All program participants shall include in their portfolios evidence of knowledge, understanding, and skills in minority group relations through direct involvement with various racial, cultural, language and economic groups in the United States in the form of journal of appropriate experiences in community programs or individuals experiences in partial fulfillment of Standard 10.
PI 34.15(4)(d) Conflict resolution for all licenses
All program participants in partial fulfillment of Standard 10 shall include in their portfolios an analysis of the conflict resolution policy/procedures of a school district as evidence of knowledge, understanding, and skills in:
- resolving conflicts between pupils and between pupils and school staff,
- assisting pupils in learning methods of resolving conflicts between pupils and between pupils and school staff, including training in the use of peer mediation to resolve conflicts between pupils.
- dealing with crises, including violent, disruptive, potentially violent or potentially disruptive situations that may arise in school or activities supervised by school staff as a result of conflicts between pupils or between pupils and other persons.
http://www.ericfacility.net/ericdigests/ed387456.html
http://www.coe.ufl.edu/CRPM/CRPMhome.html
http://www.pbs.org/teachersource/whats_new/health/apr01.shtm
http://www.pbs.org/teachersource/whats_new/health/apr01.shtm
PI 34.15(4)(e) The role and responsibility of a teacher through student teaching with an assigned cooperating teacher or in a team structure for full days for a full semester following the daily schedule and semester calendar of the cooperating school, or the equivalent as determined by the state superintendent.
All program participants shall include in their portfolios a reflective paper describing their responsibilities as student teachers as evidence of knowledge, understanding, and skills of the role and responsibility of a teacher through student teaching with an assigned cooperating teacher or in a team structure for full days for a full semester following the daily schedule and semester calendar of the cooperating school, or the equivalent as determined by the state superintendent. This provision applies only to classroom teacher licenses in partial fulfillment of Standard 9.
PI 34.15(4)(f) Phonics
Potential teachers of special education shall include in their portfolios a phonics unit which follows a lesson sequence preparing a student to read, developing listening skills, moving from auditory to visual stage, blending sounds, and reading from context in partial fulfillment of Standard 4.
PI 34.15(4)(g) Procedures used for assessing and providing education for children with disabilities, including the roles and responsibilities of regular and special education providers.
As evidence of knowledge, understanding, and skills in procedures used for assessing and providing education for children with disabilities, including the roles and responsibilities of regular and special education providers, all program participants shall include in their portfolios a reflective paper specific to their own roles as special or regular education teachers and an interview with their counterpart (regular or special education) teacher, describing assessment and instructional techniques in developing an appropriate program for a child with special needs in partial fulfillment of Standard 9.
PI 34.15(4)(h) (h) Modifying the regular education curriculum when instructing pupils with disabilities.
In partial fulfillment of Standard 3, all program participants shall include in their portfolios a paper describing the modification of an instructional unit, as evidence of knowledge, understanding, and skills in modifying the regular education curriculum when instructing pupils with disabilities.
Listening, Speaking and Technology
All program participants will be assessed in listening, speaking, and technology through the evaluation of a classroom presentation of an instructional unit designed by the participant. The evaluation will measure the participants' public speaking skills, listening skills in response to student questions, and use of appropriate instructional technology.
Developmental Assessment
All participants are continuously assessed in the areas of content, human relations, pedagogy and practice. Their portfolios will be developed beginning in the first course of the program. All of their projects, assignments, and units will potentially be included in their portfolios. Partially developed portfolio evidence will be evaluated formally during each semester in the program, and both before and after student teaching.
The following assessment plan assures proficiency in the standards. The portfolio rubric is used at least three times during the program.
• Evidence for at least four standards are evaluated near the end of the first semester in the program.
• Before student teaching each participant will complete a portfolio of evidence of knowledge skill, and disposition for all ten standards. This portfolio must receive a score of 30 of 40 points to qualify the participant for student teaching.
• After student teaching (and as part of application for certification by our programs) each participant will complete a portfolio of evidence of knowledge skill, and disposition for all ten standards. This portfolio must receive a score of 35 of 40 points to qualify the participant for certification.
How are monitoring and cooperating teachers assessing the candidates' proficiency?
We ask supervisors and cooperating teachers to use a modified 10 Standards evaluation rubric. Each student teacher is evaluated by the cooperating teacher at least twice during the semester. Permitted teachers are also evaluated by a teacher monitor at least twice during their first semester and least once each of the next three semesters.