1. Association of Teacher Educators Jacsksonville, FL. February 18, 2003
Embedding NBPTS Portfolio Processes and Products into Graduate Teacher Education
Association of Teacher Educators
Jacsksonville, FL.
February 18, 2003
Nita A. Paris, Ph.D.
Graduate Program Coordinator
Department of Secondary and Middle Grades Education
ATE-Spring2003
4/8/2019

2. What you will learn.
The mission and core propositions of the National Board of Professional Teaching Standards.
Overview of KSU’s alignment with the National Board of Professional Teaching Standards.
Overview of the Master of Education in Adolescent Education as an example of linking with NBPTS
Example of aligning standards with content areas and course assignments.
ATE-Spring2003
4/8/2019

3. Mission of National Board
Establish high and rigorous standards for what teachers should know and be able to do.
Develop and operate a national, voluntary system to assess and certify teachers who meet these standards
Advance related education reforms for the purpose of improving student learning in American schools.
ATE-Spring2003
4/8/2019

4. Core Propositions of NBPTS
Teachers are committed to students and their learning.
Teachers know the subjects they teach and how to teach those subjects to students.
Teachers are responsible for managing and monitoring student learning.
Teachers think systematically about their practice and learn from experience.
Teachers are members of learning communities.
ATE-Spring2003
4/8/2019

5. KSU’s Professional Teacher Education Unit (PTEU)
Consists of all departments across the university which contribute to our programs (graduate and undergraduate)
There are 4 M.Ed. Programs in COE
M.Ed. In Adolescent Education will be focus of our discussion today.
Delivered by Department of Secondary and Middle Grades Education
ATE-Spring2003
4/8/2019

6. Kennesaw State University’s Alignment with NBPTS
Performance outcomes for graduates of all Master of Education programs are based on NBPTS five core principles.
Unit wide portfolio requirements are consistent in form and focus with that of the NBPTS portfolio required of candidates.
Some programs have made alignment more explicit than others.
ATE-Spring2003
4/8/2019

7. Steps in our process
Established unit wide candidate proficiencies in line with NBPTS
Examined education and content courses for alignment and adjusted where needed
Established portfolio requirements which would demonstrate candidate’s expertise in the unit outcomes.
Examine course assignments looking for links to portfolio requirements and adjusting as necessary.
ATE-Spring2003
4/8/2019

8. M.Ed. In Adolescent Education
Renamed in 2002, formerly called M.Ed. In Middle Grades Education
Courses and content aligned with content standards of Early Adolescent (EA)and Adolescent/Young Adult (AYA)
Model- content based cohorts
ATE-Spring2003
4/8/2019

9. Overview of program 15 hours of education core courses
18-21 hours in single content area
3 hours electives
36 hour total
Cohorts begin in summer and complete the program in 18 months.
ATE-Spring2003
4/8/2019

10. KSU Performance Outcomes
The Candidate Performance Instrument (CPI).
Alignment with NCATE and NBPTS standards-One program’s story.
ATE-Spring2003
4/8/2019

11. We have left our old ways of thinking behind
ATE-Spring2003
4/8/2019

12. Candidate Portfolios- Performance Assessment in Action
Purpose: To document the candidate’s development of expertise as a teacher-leader in the five outcomes with the explicit goal to positively impact student learning.
ATE-Spring2003
4/8/2019

13. NBPTS KSU Entries Entries
Two entries based on student work samples with analysis via written commentary.
Two entries based on videotape teaching vignettes with analysis via written commentary.
Student work sample entry with critical analysis documenting impact on student learning.
Videotape of integrated lesson with critical analysis documenting impact on student learning.
ATE-Spring2003
4/8/2019

14. NBPTS KSU Entries Entries
Documented accomplishments associated with teaching and colleagues
Documented accomplishments associated with teaching and families, local communities
Extension entry documenting candidate impact goes beyond own classroom (school, county, community, state-wide).
ATE-Spring2003
4/8/2019

15. NBPTS KSU Entries Entries
Assessment center exercises validating that knowledge and skills of portfolio are accurate reflections of what candidates know and can do. Content/subject-matter oriented
Content entry documenting candidate’s depth of content knowledge and pedagogical content knowledge.
ATE-Spring2003
4/8/2019

16. NBPTS KSU Entries Entries
No requirement for research
No requirement to explicitly connect theory to practice.
Action research entry documenting candidates ability to design and conduct research aimed at positively impacting student learning.
Interpretive summary narrative connecting theory to practice.
ATE-Spring2003
4/8/2019

17. Assessment of Candidate Expertise- Our realizations
Developmental, ongoing process
Begins early and occurs often
Entries for portfolio selected by candidate from assignments embedded in coursework or candidate may design own entries consistent with requirements.
Entries must be across courses…content as well as education.
ATE-Spring2003
4/8/2019

18. Embedding portfolios entries into coursework
Occurring in Education as well as content courses
Faculty in the content areas are working with education faculty.
One example
Final capstone experience in program will be team taught (education and content faculty) portfolio class.
ATE-Spring2003
4/8/2019

19. What’s next for us?
Develop clear guidelines and expectations for the portfolio and each required entry.
Design a system for training faculty in use and scoring of rubric- establish and document reliability of rubric
Develop system of tracking our graduate candidates and their impact on student learning.
Develop a system of support for facilitating NBPTS certification for our graduates.
ATE-Spring2003
4/8/2019

20. What questions do you have?
ATE-Spring2003
4/8/2019