GATE II MCEA Professional Semester Admission Portfolio

During this session... LogisticsLogistics Portfolio structurePortfolio structure Examples of entriesExamples of entries Questions and answersQuestions and answers

Admission to the Professional Semester: PRAXIS II passing scoresPRAXIS II passing scores Grades of at least B in the teaching phase of at least three block courses (ES 305 – 309)Grades of at least B in the teaching phase of at least three block courses (ES 305 – 309) Grades of at least C in each of ES 304 – 309)Grades of at least C in each of ES 304 – 309) Successful portfolio reviewSuccessful portfolio review Human Relations Competencies completedHuman Relations Competencies completed

Who? Any MCEA student currently in BlockAny MCEA student currently in Block It doesn’t matter if you have a clean-up semesterIt doesn’t matter if you have a clean-up semester CS 9

Where and When? DEPARTMENT of EDUCATION STUDIES (Centennial Hall 3215)DEPARTMENT of EDUCATION STUDIES (Centennial Hall 3215) Deadline: Friday, May 9th, 2014 at 12:00 noonDeadline: Friday, May 9th, 2014 at 12:00 noon

What is the Portfolio? A set of reflections and artifacts that documents your growth towards the ten Wisconsin Teacher Standards

Competence Levels 1. Awareness: Not fully confident about starting to apply the knowledge/skill in the classroom. Needs people to show, formulate examples, and sometimes do it for them. 2.Application: Starting to apply the knowledge but needs affirmation that s/he is on the right track or needs extra assistance at times. 3.Management: Consistently and effectively demonstrates the knowledge or skill and accurately records the impact on students. Able to reflectively change his/her application to strengthen that impact. S/he looks for advanced knowledge or skill in this area. 4. Refinement: Knows the subject/skill in depth and breadth allowing them to teach other professionals in a competent manner. Other Professionals see them as a source for extensive information and assistance in this area.

What competence do I have to demonstrate at Gate II? Growth from Gate I for Standards 1, 2, 4, 9 to at least level 2 (beginning to apply)Growth from Gate I for Standards 1, 2, 4, 9 to at least level 2 (beginning to apply) At least level 2 for Standards 6, 7At least level 2 for Standards 6, 7 At least level 1 (awareness) for Standards 3, 5, 8, 10At least level 1 (awareness) for Standards 3, 5, 8, 10

What is Level 2? Application: Starting to apply the knowledge but needs affirmation that s/he is on the right track or needs extra assistance at times. Requires implementation in classrooms with studentsRequires implementation in classrooms with students May not have attempted all parts of a standardMay not have attempted all parts of a standard Classroom practices may be inconsistent, ineffective, or include mistakesClassroom practices may be inconsistent, ineffective, or include mistakes

Conceptual Framework The University of Wisconsin- Eau Claire’s 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. The University of Wisconsin- Eau Claire’s 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.

Collaborative Leadership Is the intentional and skillful management of relationships that enables others to succeed individually while accomplishing a collective outcome.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.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 people’s actions to accomplish a goal or solve a problem. Collaboration is NOT the outcome or goal. Collaborations are processes that, when successful, align people’s actions to accomplish a goal or solve a problem. Collaborative leaders possess knowledge, skills, and dispositions that enable them to carry out leaderful actions.Collaborative leaders possess knowledge, skills, and dispositions that enable them to carry out leaderful actions.

How is it organized? Cover Page identifying your major, minorCover Page identifying your major, minor Introduction including a current philosophy of education and resumeIntroduction including a current philosophy of education and resume A section on Collaborative Leadership and one section for each of the WI teaching standardsA section on Collaborative Leadership and one section for each of the WI teaching standards Electronic, paper, or mixed media formatElectronic, paper, or mixed media format My Life in Brewer Hall

Each section will include... Appropriate title and full text of each standard or definition of Collaborative LeadershipAppropriate title and full text of each standard or definition of Collaborative Leadership Two-pages maximum for reflectionTwo-pages maximum for reflection No more than three artifacts - placed after reflectionNo more than three artifacts - placed after reflection

What is an artifact? Anything that you put into your portfolio as evidence that students learn from your teaching! L e s s o n p l a n s Web sites Course papers V i d e o c l i p s Photos of experiments gone wrong... gone wrong... L e t t e r s A w a r d s Student projects

Choosing Artifacts to Show Growth What do I need to know and value to be a great teacher? Gate I How do students respond to my teaching? Gate II Are my students consistently learning? Gate III

What is a “Reflection?” Explains your growth towards all parts of the StandardExplains your growth towards all parts of the Standard Communicates your plan to maintain or improve your progressCommunicates your plan to maintain or improve your progress Knowledge Skills Dispositions

How is each reflection organized? Two page maximum with normal fontTwo page maximum with normal font Focus on the set of artifactsFocus on the set of artifacts Description of the artifacts (1-2 paragraphs)Description of the artifacts (1-2 paragraphs) Analysis (2-3 paragraphs)Analysis (2-3 paragraphs) Reflecting on growth (2-3 paragraphs)Reflecting on growth (2-3 paragraphs)

Reflect on Reflect on your growth and explain and explain next steps Describeartifacts AnalyzeImpact on students

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

Analyze – Don’t just restate What ideas or practices were successful? Problematic?What ideas or practices were successful? Problematic? How were students impacted?How were students impacted? What evidence helped you determine the impact on students?What evidence helped you determine the impact on students? Have you grown more for some parts of the standard than others?Have you grown more for some parts of the standard than others?

Reflect on Growth How did your thinking or practice change?How did your thinking or practice change? What ideas or practices were reinforced?What ideas or practices were reinforced? What realistic level of competence do you think you have achieved for the standard?What realistic level of competence do you think you have achieved for the standard? What specific goals will you set for your professional semester?What specific goals will you set for your professional semester?

Summary Be realistic!Be realistic! Use existing materials and experiencesUse existing materials and experiences Start planning for the Gate III portfolioStart planning for the Gate III portfolio

Resources Wisconsin Teacher Standards with associated knowledge, skills, and dispositions as described by DPI

QUESTIONS?