The Candidate Teaching Portfolio

Media Technologies      Class Resources

(A Summative Analysis of Impact on Student Learning by the Candidate Teacher)

                           Electronic Portfolio:  TARGET

                 I.  Introduction:  2 minute Description of self and placement

   A.  Name, Major, School, Grade, Teacher, Subject
    B.  School, Size, Location, Description of community
    C.  Class, Size, Diversity of students, Schedule
    D.  Thoughts and Feelings, Fears, Strengths and Weaknesses as you began Candidate Teaching.

(3 – Competent Level:  Through this reflective analysis, the candidate provided regular and clear evidence of proficiency development within the designated domain.  The narrative and oral portfolio presentations were descriptive, analytical, and reflective. Evidence presented addressed most of the indicators with some being richer in detail than others. The candidate made clear connections between the evidence presented and demonstration of proficiency development in the specified domain. The candidate addressed assessment of impact on student learning and explained how he/she adjusted practice accordingly. There was clear evidence that the candidate extended and applied knowledge and skills of differentiated instruction and assessment to daily teaching practices.)

         II.  PROFICIENCY EVIDENCE:   Presentation time limit:__________________

DOMAIN I:  PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT 

Proficiency 1.0: The teacher candidate uses knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential content.

Reflective Analysis:  How did you use knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential content?

Artifact Possibilities:

Lesson Plans:  REQUIRED:  Three lesson plans or your unit plan.

Other artifacts you may include:

Pre-Assessment Activities

Student Inventories

Student Interviews 

DOMAIN II:  PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT

Proficiency 2.0: The teacher candidate utilizes a variety of strategies to differentiate instruction and assessment.

Reflective Analysis:  How did you utilize a variety of strategies to differentiate instruction and assessment?

REQUIRED:  Choose at least three of the following artifacts to present. 
INCLUDE:  How did you decide which strategies to use and how did you provide for inclusion students?

Artifact Possibilities:

Performance-Based Tasks

Rubrics

Activities that integrate technology

Webquests

Videos and Photographs

Room Diagram

Links to websites utilized

Student work

Classroom Management System

Various Assessment Activities 

DOMAIN III:  IMPACTING STUDENT LEARNING

Proficiency 3.0: The teacher candidate uses systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction.

Reflective Analysis:  How did you use systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction?

REQUIRED:  Choose at least two of the following artifacts to present.
INCLUDE:  An example of one lesson, reflection, and use of assessment results to adjust instruction (You may not have had the opportunity to implement, but tell what you would have done.)

Artifact Possibilities:

Completed Assessment Tools (Anecdotal Records, Rubrics, Checklists, Observation Reports, Analyses of Student Learning, etc.)
Impact on Student Learning Reflections, evidence of use of assessment results, adjusted lesson plan.

DOMAIN IV:  PROFESSIONAL RESPONSIBILITIES IN SUPPORT OF DIFFERENTIATED INSTRUCTION & ASSESSMENT

Proficiency 4.0: The teacher candidate displays a professional commitment to the teaching philosophy of differentiated instruction to support students’ diverse learning needs and to maximize learning.

Reflective Analysis:  How did you display a professional commitment to the teaching philosophy of differentiated instruction to support student’ diverse learning needs and to maximize learning?

REQUIRED:  Your teaching philosophy at the conclusion of candidate teaching as contrasted with an earlier philosophy.
INCLUDE:  How did your teaching philosophy change during candidate teaching.

Artifact Possibilities:  (PROVIDE DOCUMENTATION, IF APPROPRIATE)

Evaluations from College Supervisors, Collaborating Teachers

Communication and Letters to and from Parents

Lists of school meetings attended (PTA, SST, Parent Conferences, etc.)

List of Professional Development Activities (In-services, Conferences...Provide Documentation)

Professional Organization Memberships

Teaching Philosophy

Self-Assessments

You may choose to describe an ethical dilemma you encountered in Candidate Teaching and the decision-making process that you or another went through in order to resolve this dilemma?

You may also choose to describe how your participation in meetings, in-services, and professional development activities that affected your teaching philosophy?

                 III.  SUMMARY:  Candidate Teaching Experience

In conclusion,................
What are your future challenges as a teacher? 
How do you think that being a teacher will be different from being a candidate teacher? 
What advice would you give to future candidate teachers? 
What is your plan to continue to develop as a professional?