Dr. Greg Kniseley, Professor Rhode Island College Department of Elementary Education

1. High level of verbal communication and interpersonal skills demonstrated during interviews 1. High level of written communication demonstrated in application material 1. Unique skills, knowledge and experience

An organized container of evidence with critical reflection that demonstrates knowledge, skills, and dispositions in relation to expectations of employer or other professional standards.

 Professional in appearance  Message to interviewers – “Applicant uses technology.”  Able to use multi-media (brief video clips, PowerPoint presentation, scanned work samples)  Easy to reproduce and deliver – CDs and urls But a printed portfolio can be practical for interviews.

 Before the interview -To organize your thinking and evidence.  During the interview -To present evidence, examples, and illustrations from (printed portfolio). -This requires PRACTICE.  After the interview - To provide each interviewer with your digital portfolio CD in an envelope.

 Table of contents (indicates organization)  Evidence (indicates knowledge/skills/dispositions)  Reflective paragraphs introducing each section (indicates critical reflection)

Statement of Purpose Table of Contents I. Resume III. Philosophy of Teaching Science III. Images of Teaching Science IV. Plan for a Well-Managed Classroom V. Science Unit Planning with Two Implemented Plans VI. Reflection on Implemented Lesson VII. Student Work in Science VIII. Evaluation of Science Teaching IX. References X. Other (optional): Plans for Professional Development; Parent – Guardian Communication; Certifications, BCI, Letters of Reference

1. Monitor one’s progress of learning. 2. Relate standards, theory and research on effective teaching to the practice of teaching. 3. Problem solve-analyze situations thoroughly and generate effective strategies. 4. Set goals for future learning.

Indicates a candidate’s disposition of critical reflection. You can explain...  Why the item was selected - Significance  What you learned or achieved  Your goals for future learning Relate thinking to professional teaching standards, theory/research about how children learn and effective teaching.

In this section you can view evidence of my ability to plan a unit using a “backwards design approach.” The unit planning framework centers on the idea that the design process should begin with identifying the desired results and then "work backwards" to develop instruction rather than the traditional approach of defining topics need to be covered. The framework includes three main stages: ◦ Stage 1: Identify desired outcomes and results. ◦ Stage 2: Determine what constitutes acceptable evidence of competency in the outcomes and results (assessment). ◦ Stage 3: Plan instructional strategies and learning experiences that bring students to these competency levels. Unit planning helps me focus on the big ideas, align with standards, and plan systematically for assessment of student learning. (Rhode Island Professional Teaching Standard 2) Source: McTighe, J. & Wiggins, G. (2005) Understanding by design. Alexandria, VA: Association for Supervision & Curriculum Development.

Using Classroom Response System (CRS) CRS engage all learners, increase student interaction, improves critical thinking and assessment. I pre-assessed students during the FOSS Earth Materials science unit by using an emerging technology called classroom response system. I learned about my students’ misconceptions and planned lessons accordingly. (RI Professional Teaching Standards 4, 5, 9)

 Name - Contact Information  Objective (career – position you’re applying for)  Education (college level only; expected degree date)  Honors and Awards (optional for this requirement)  Practicum Experience  Related Experience (employment and volunteer work with children; leadership experience; college activity; travel abroad)  Related Skills (e.g., technology, leadership, second language proficiency )

Simple

Banner with Photo

Sidebars – Quotes from References

 Improve your digital media development skills.  Reduce size (resolution) of images.  Save as PDF.  View completed portfolio on Windows and MAC computers.  Edit video clips of teaching.  Two – three minutes  Include reflective commentary