Final Portfolio Requirements

modified and expanded by Denise Hogan from the  COE web page 

Requirements   

As partial fulfillment in meeting the technology requirement for the Teacher Performance Expectation (TPE), you  must present a portfolio turned in on a CD that contains the following:   NO LATER THAN the beginning of the last class period.

1.  TPE 14 -Tracking Sheet with all artifacts listed and hyper-linked.  [Download by linking from here and choosing "Save as", then put it in your portfolio folder. Artifact Tracking Sheet in excel ]

2.  Reflective narratives addressing ISTE NETS for Teachers Standards 1, 5 and 6.  (Standards 2-3-4 should be met as part of the professional preparation coursework.  If you are currently enrolled in coursework and wish to submit reflective narratives for standard 2, you may do so to receive feedback.)  Each of the three narratives is a separate document. The reflective narrative should address three questions below.  These questions may provide the subheadings for the narrative:  (link here to template that you may chose to use for each of these 3 standards. 

ISTE NETS for Teachers Standards 1, 5 and 6)

£      What? A list of artifacts that are used as evidence of meeting the standard. (If you choose to hyperlink your artifacts within the narrative in the “So What” section, it is not necessary to have a “What” section.

£      So What? Reflect on what was learned and how this leads to meeting the standard

£      Now What? Address implications for future learning needed in the area and your current plan for meeting that need.  

3.  Hyperlinks – The “What?” area of your narrative should have each artifact hyperlinked to the original document or artifact.  If you choose to hyperlink your artifacts within the narrative in the “So What” section, it is not necessary to have a “What” section. (Basically, to make a hyperlink, you need to highlight text with you mouse, then go to insert>hyperlink and then click on the file that you need to link to.)

4.  Required Artifacts  - You may change/improve any previously submitted artifacts.  You may also add other components such as WebCT postings, your midterm, or web resources activities.

£      Classroom Newsletter in Word and reflection

£ PowerPoint Presentation and reflection

£      Spreadsheet (Using Excel – reading groups)

£      Inspiration Map and reflection 

£      Educational software reviews

£    Position Paper

£   Your Web page URL or Filamentality

5.  A Table of Contents – On the table of contents is all the contact information for you as well as the three standards you are meeting. (A sample template for the Table of Contents)

6.  CD – Burn a CD of the completed portfolio for submission.  If you would like this CD returned to you, provide a self-addressed, stamped mailing container for it.

 Directions for burning for a CD on a MAC | Directions for burning a CD on CSUSM PCs

The scoring rubric below represents where a teacher should be when they have gained experience in the classroom.  What is not apparent on the rubric is that if a standard is not reached at event the NOVICE level, a sore of 0 is recorded.  For the purposes of meeting the requirements for this course, you must score at least at the APPRENTICE level on each criteria.  Please note that some items in  the rubric are lined out as some do not apply when no classroom teaching experiences have been acquired.  The items remain in the rubric to show that these are areas you will need to pay attention to as you progress through the program.

   

Assessment Rubric

 

I.                   TECHNOLOGY OPERATIONS AND CONCEPTS

Teachers demonstrate a sound understanding of technology operations and concepts.  Teacher:

 

Distinguished (4)

Proficient (3)

Apprentice (2)

Novice (1)

 

A.      Demonstrates continual efforts to stay abreast of new technology knowledge, skills, and understanding of concepts related to technology use as defined by ISTE

 

A. Demonstrates some effort to stay abreast of new knowledge, skills, and understanding of concepts related to technology use as defined by ISTE

A.  Demonstrates introductory knowledge, skills, and understanding of concepts related to technology use as defined by ISTE

A.  Shows fragmented knowledge, skills, and understanding of concepts related to technology use.

V. PRODUCTIVITY AND PROFESSIONAL PRACTICE

Teachers use technology to enhance their productivity and professional practice.  Teachers:

A.      Consistently uses technology resources to engage in professional development

B.       Consistently seeks new resources to evaluate, reflect on, and make informed decisions about classroom use of technology to support student learning

C.       Seeks out innovative technologies to increase personal productivity

D.      Uses technology in multiple ways to communicate and collaborate with peers, parents, and the larger community to support student learning

 

A.      Uses some technology resources to engage in some professional development

B.       Evaluates, reflects on, and makes informed decisions about classroom use of technology to support student learning

C.       Uses technology to increase personal productivity

D.      Uses technology to communicate and collaborate with peers, parents, and the larger community to support student learning

A.      Demonstrates positive disposition but shows limited experience in how to use some technology resources to engage in some professional development

B.       Demonstrates positive disposition but shows limited experience in how to evaluate, reflect on, OR make informed decisions about classroom use of technology to support student learning

C.       Demonstrates positive disposition but shows limited experience in how to use technology to increase personal productivity

D.      Demonstrates positive disposition but shows limited experience in how to use technology to communicate and collaborate with peers, parents, and the larger community to support student learning

A.      Does not attempt to use technology resources to engage in professional development

B.       Makes no attempt to evaluate, reflect on, OR make informed decisions about classroom use of technology to support student learning

C.       Makes no attempt to use technology to increase personal productivity

D.      Makes no attempt to use technology to communicate and collaborate with peers, parents, and the larger community to support student learning

VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES

Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply that understanding in practice.  Teacher:

A.      Researches, evaluates, models and teaches legal and ethical practice related to technology use

B.        

C.       Actively researches, identifies and uses technology resources that affirm diversity

D.      Actively researches, models, and promotes safe and healthy use of technology resources

E.        

 

A.      Models and teaches legal and ethical practice related to technology use

B.       Uses technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities

C.       Identifies and uses technology resources that affirm diversity

D.      Promotes safe and healthy use of technology resources

E.        

A.      Demonstrates an understanding of legal and ethical practice related to technology use

B.       Demonstrates positive disposition but shows limited experience in how to use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities

C.       Demonstrates positive disposition but shows limited experience in how to identify and use technology resources that affirm diversity

D.      Demonstrates positive disposition but shows limited experience in how to promote safe and healthy use of technology resources

E.       Demonstrates positive disposition but shows limited experience in how

A.      Shows limited understanding of legal and ethical practice related to technology use

B.       Makes no attempt to use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities

C.       Makes no attempt to identify and use technology resources that affirm diversity

D.      Makes no attempt to promote safe and healthy use of technology resources

E.        

           

 In our 422 course, we are concerned with ISTE NETS for Standards 1, 5, and 6, all of them are listed below:

I.    TECHNOLOGY OPERATIONS AND CONCEPTS.

Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:

A.      demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students)

B.      demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

 

 

II.      PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.

Teachers plan and design effective learning environments and experiences supported by technology. Teachers:

A.      design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

B.      apply current research on teaching and learning with technology when planning learning environments and experiences.

C.      identify and locate technology resources and evaluate them for accuracy and suitability.

D.      plan for the management of technology resources within the context of learning activities.

E.      plan strategies to manage student learning in a technology-enhanced environment.

 

 

III.     TEACHING, LEARNING, AND THE CURRICULUM.

Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning. Teachers:

A.      facilitate technology-enhanced experiences that address content standards and student technology standards.

B.      use technology to support learner-centered strategies that address the diverse needs of students.

C.      apply technology to develop students' higher order skills and creativity.

D.      manage student learning activities in a technology-enhanced environment.

 

 

IV.    ASSESSMENT AND EVALUATION.

Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:

A.      apply technology in assessing student learning of subject matter using a variety of assessment techniques.

B.      use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.

C.      apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning,communication,and productivity.

 

 

V.      PRODUCTIVITY AND PROFESSIONAL PRACTICE.

Teachers use technology to enhance their productivity and professional practice. Teachers:

A.      use technology resources to engage in ongoing professional development and lifelong learning.

B.      continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.

C.      apply technology to increase productivity.

D.      use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

 

 

VI.    SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES.

Teachers understand the social,ethical,legal,and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers:

A.      model and teach legal and ethical practice related to technology use.

B.      apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

C.      identify and use technology resources that affirm diversity

D.      promote safe and healthy use of technology resources.

E.      facilitate equitable access to technology resources for all students.