2. GATE III MCEA Program Exit Portfolio

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

4. The Review: Who, Where and When? Your UWEC supervisorYour UWEC supervisor Exit/Review conference usually in your schoolExit/Review conference usually in your school Established by your SupervisorEstablished by your Supervisor

5. Your changing Portfolio... 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

6. What is the expectation? You must achieve a level 3 rating for each Wisconsin Teacher Standard

7. What is Level 3? Management: Student consistently and effectively demonstrates the knowledge or skill and accurately records the impact on students. S/he is able to reflectively change his/her application to increase that impact. S/he looks for advanced knowledge or skill in this area. Requires consistent and appropriate implementation in classroomsRequires consistent and appropriate implementation in classrooms Effective means successful student learningEffective means successful student learning Reflective practices must rely on student dataReflective practices must rely on student data All parts of a standard must be attemptedAll parts of a standard must be attempted

8. 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 ten WI teaching standardsA section on Collaborative Leadership and one section for each of the ten WI teaching standards Electronic, paper, or mixed media formatElectronic, paper, or mixed media format There is a light at the end of the tunnel...

9. 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. Conceptual Framework

10. Collaborative Leadership 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.

11. Each section will include... No more than two pages maximum with normal font (12 point, single spaced)No more than two pages maximum with normal font (12 point, single spaced) 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 artifacts per standard- placed after reflectionTwo artifacts per standard- placed after reflection

12. How is each reflection organized? Focus on the pair of artifactsFocus on the pair of artifacts Description of the artifactsDescription of the artifacts AnalysisAnalysis Reflection on growthReflection on growth

13. Choosing artifacts... Anything that you put into your portfolio as evidence that students learn from your teaching! Lesson plans* Supervisor Evaluations Student projects Coop Observation Records Student data Letters to/from parents Video clips

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

15. Describe What experiences are represented by the artifacts?What experiences are represented by the artifacts? 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?

16. Analyze – Don’t just restate What ideas or practices were successful? Problematic?What ideas or practices were successful? Problematic? How well did students learn?How well did students learn? What evidence helped you determine the influence on student learning?What evidence helped you determine the influence on student learning? Have you grown more for some parts of the standard than others?Have you grown more for some parts of the standard than others?

17. 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 goals will you carry forward?What goals will you carry forward?

18. Summary Be realistic!Be realistic! Use existing materials and experiencesUse existing materials and experiences

19. Resources Wisconsin Teacher Standards with associated knowledge, skills, and dispositions as described by DPI http://www.dpi.state.wi.us/dpi/dlsis/tel/stand10.html