Kutztown University of Pennsylvania
Portfolio
A.
Description of the assessment and its use in the program:
Candidates develop a professional portfolio which is a collection of their best work that
documents accomplishments relevant to the teaching profession. The portfolio provides the
teaching candidate with an opportunity to reflect on his/her journey to the teaching profession.
The portfolio will serve as an expanded resume and as a personal marketing tool in the interview
process. Education 100: Perspectives on American Education first introduces the prospective
candidates to the concept of a Teaching Portfolio. Once the students are teaching candidates they
revisit the portfolio in SEU 310 /SEU 342 where the structure of the portfolio is reviewed and
assigned and alignment with the standards is explored. During the student teaching semester, the
students use the portfolio to demonstrate what they have learned as a student teacher; the artifacts
will be updated and revised including self-evaluations in which candidates reflect on the efficacy
of activities. The professional portfolio, with a minimum of 20 artifacts, will be web-based to
make storing and sharing contents easier. The COE has chosen Task Stream to facilitate
assessment and to give teaching candidates the opportunity to demonstrate learning achievements.
At the end of SEU 310 and 342 candidates will present their portfolio to a small group of
undergraduate education majors. Students use the Pathwise Components for Professional
Practice which is aligned with the Pennsylvania Statewide Evaluation Form for Student
Professional Knowledge and Practice. The evaluation for this assessment is directly aligned with
the four domains represented on the PDE 430 (planning and preparation; classroom environment;
instructional delivery; and professionalism) and is tied in with KU's conceptual framework that
views the lifelong learner as the exemplary model for the teacher candidate. This evaluation also
is based on the candidate's portfolio being aligned with NCSS standards. The evaluation of this
portfolio is shared by the COE and the university supervisor
Scoring Rubric:
Portfolio Rubric
Levels/Criteria
Professional
Appearance
Exemplary - 3
Portfolio is
focused and
presents the
teaching
candidate as a
professional.
Standards Aligned
Artifacts
Portfolio includes Portfolio
Portfolio includes less
at least 20
includes at least
than 14 artifacts.
artifacts
17 artifacts
Approaches
Partially
Portfolio does not
planning and
approaches
address planning and
preparation
planning and
preparation
professionally
preparation
by addressing all
aspects of
planning and
preparation
Standards
PA- PDE-430 Form - Evaluation Form for Student Professional Knowledge
and Practice
Category: Category I: Planning and Preparation Student teacher/candidate
demonstrates thorough knowledge of content and pedagogical skills in planning
and preparation. Student teacher makes plans and sets goals based on the content
to be taught/learned, knowledge of assigned students, and the instructional context.
Indicator: Knowledge of Pennsylvania’s K-12 Academic Standards
Indicator: Knowledge of students and how to use this knowledge to impart
instruction
Indicator: Use of resources, materials, or technology available through the school
or district
Indicator: Instructional goals that show a recognizable sequence with adaptations
for individual student needs
Indicator: Assessments of student learning aligned to the instructional goals and
adapted as required for student needs
Indicator: Use of educational psychological principles/theories in the construction
of lesson plans and setting instructional goals
Approaches
Partially
Incomplete
Does not address the
creating a positive approaches
approach to
creation of a learning
learning
creating a
Creating a
environment
environment
positive
learning
professionally by learning
environment
addressing all
environment
aspects of
category
Planning and
Preparation
Environment
Superior -2
Portfolio is
mostly focused
and presents the
teaching
candidate as a
professional.
Satisfactory - 1
Portfolio is
somewhat
focused and
presents the
teaching
candidate as a
professional in
some part of the
document
Portfolio includes
at least 14
artifacts
An incomplete
approach to
planning and
preparation
Unacceptable - 0
Portfolio is not
focused and does not
present the teaching
candidate as a
professional
Score/Level
Portfolio Rubric
Levels/Criteria
Instructional
Delivery
Professional
Responsibility
Exemplary - 3
Superior -2
Satisfactory - 1
Unacceptable - 0
Standards
PA- PDE-430 Form - Evaluation Form for Student Professional Knowledge
and Practice
Category: Category II: Classroom Environment “Student teacher/candidate
establishes and maintains a purposeful and equitable environment for learning, in
which students feel safe, valued, and respected, by instituting routines and setting
clear expectations for student behavior.
Indicator: Expectations for student achievement with value placed on the quality
of student work
Indicator: Attention to equitable learning opportunities for students
Indicator: Appropriate interactions between teacher and students and among
students
Indicator: Effective classroom routines and procedures resulting in little or no loss
of instructional time
Indicator: Clear standards of conduct and effective management of student
behavior
Indicator: Appropriate attention given to safety in the classroom to the extent that
it is under the control of the student teacher
Indicator: Ability to establish and maintain rapport with students
Approaches all
Partially
Incomplete
Does not address
aspects of
approaches
approach to
instructional delivery
instructional
instructional
instructional
delivery
delivery
delivery
Standards
PA- PDE-430 Form - Evaluation Form for Student Professional Knowledge
and Practice
Category: Category III “Instructional Delivery - Student teacher/candidate,
through knowledge of content, pedagogy and skill in delivering instruction,
engages students in learning by using a variety of instructional strategies.
Indicator: Use of knowledge of content and pedagogical theory through his/her
instructional delivery
Indicator: Instructional goals reflecting Pennsylvania K-12 standards
Indicator: Communication of procedures and clear explanations of content
Indicator: Use of instructional goals that show a recognizable sequence, clear
student expectations, and adaptations for individual student needs
Indicator: Use of questioning and discussion strategies that encourage many
students to participate
Indicator: Engagement of students in learning and adequate pacing of instruction
Indicator: Feedback to students on their learning
Indicator: Use of informal and formal assessments to meet learning goals and to
monitor student learning
Indicator: Flexibility and responsiveness in meeting the learning needs of students
Indicator: Integration of disciplines within the educational curriculum
Addresses all
Partially
Incomplete
Does not address
aspects of
addresses
address of
professional
professional
professional
professional
responsibilities
responsibility
responsibilities
responsibility
Standards
Score/Level
Portfolio Rubric
Levels/Criteria
SPA
NCSS Thematic
Strands:
1.1 1.10
Teaching
Candidate as a
Unique
Practitioner
Exemplary - 3
Superior -2
Satisfactory - 1
Unacceptable - 0
PA- PDE-430 Form - Evaluation Form for Student Professional Knowledge
and Practice
Category: Category IV “Professionalism - Student teacher/candidate demonstrates
qualities that characterize a professional person in aspects that occur in and beyond
the classroom/building.
Indicator: Knowledge of school and district procedures and regulations related to
attendance, punctuality and the like
Indicator: Knowledge of school or district requirements for maintaining accurate
records and communicating with families
Indicator: Knowledge of school and/or district events
Indicator: Knowledge of district or colleges professional growth and development
opportunities
Indicator: Integrity and ethical behavior, professional conduct as stated in
Pennsylvania Code of Professional Practice and Conduct for Educators; and local,
state, and federal, laws and regulations
Indicator: Effective communication, both oral and written with students,
colleagues, paraprofessionals, related service personnel, and administrators
Indicator: Ability to cultivate professional relationships with school colleagues
Indicator: Knowledge of Commonwealth requirements for continuing
professional development and licensure
Portfolio
Portfolio
Portfolio
Portfolio does not address
addresses
partially
rarely
category in a professional
category in a
addresses
addresses
manner
professional
category in a
category in a
manner
professional
professional
manner
manner
Portfolio displays Portfolio gives a Portfolio gives Portfolio does not provide
the unique
partial picture
an incomplete a picture of the candidate
characteristics of
of the candidate picture of the
the candidate
candidate
Standards
PA- Kutztown University Conceptual Framework (Fall 2010)
Domain:
I. Knowledge Education of teacher candidates’ students includes general education
courses that cultivate intellectual and practical skills in written and oral
communication, quantitative literacy, critical thinking and wellness. In addition to
their general knowledge, candidates must be thoroughly versed in their subject
matter and have sufficient preparation in a major academic area related to the field
of specialization. Further, teachers must be able to demonstrate the ability to apply
content, pedagogical competencies and critical thinking in educational settings.
Teachers additionally must possess knowledge about the materials available for the
teaching of their subject matter.
Standard:
I.1. Communication Knowledge and use of effective communication skills are at
the heart of effective teaching. An educator must be able to demonstrate
appropriate written and verbal communication skills including articulation,
expressive language, voice quality, usage, and grammar. A teacher must also be
aware of the messages relayed via nonverbal communication. Additionally, an
Score/Level
Portfolio Rubric
Levels/Criteria
Exemplary - 3
Superior -2
Satisfactory - 1
Unacceptable - 0
educator must be able to select and utilize properly appropriate communication
media. Clarity in presentations, feedback, direction of learning and goal setting
contribute to the educator's ability to structure and reinforce learning.
Communication skills allow the educator to accomplish these goals and
communicate enthusiasm to learners, both about the subject and about learning.
The teacher as a lifelong learner is continually refining communication skills with
students, parents, and colleagues.
Standard:
I.2. Interpersonal Skills Effective interpersonal skills are also essential in the act of
teaching. The capacity for empathy, a belief that every child can learn, attention to
individual needs, sensitivity to home and community issues, ability to be at ease in
the presence of children or young adults, and the ability to provide a positive,
caring atmosphere for learning are examples of these skills (Gideonse, 1989). The
teacher also must possess interpersonal skills that foster peer collaboration. In the
continual process of learning, the teacher must be willing to seek help, advice, or
solace from peers. The teacher revises and expands interpersonal skills on a
continual basis.
Standard:
I.3. Critical Thinking Teachers must practice critical thinking in all content areas;
they must be able to ask appropriate questions, gather relevant information,
efficiently and creatively sort through this information, reason logically from this
information, and come to reliable and trustworthy conclusions. Additionally, the
teacher is able to model and teach the process of critical thinking and inspire
students to be responsible citizens who contribute to society.
Domain:
II. Skills Professional knowledge is vast in scope, begins with the pre-service
aspect of a teacher preparation program, and expands commensurately with
experience. Examples of practical/experiential knowledge include an awareness of
the climate, issues and politics that affect the role of teaching, a passion for
teaching, an ongoing curiosity about the world, the confidence to become a risktaker and change agent, and a belief that all students can learn. The teacher as a
lifelong learner is always extending practical/experiential knowledge.
Standard:
II.1. Scholarly Inquiry Teacher candidates must be well versed in their content and
be aware of current trends and issues. Toward that end, teachers must have the
ability to conduct and use action research within their academic disciplines.
Standard:
II.2. Reflective Wisdom Through reflection, teacher candidates gain a deeper
understanding of their own teaching style and ultimately, greater effectiveness as a
teacher (Schon, 1983). It is essential that teachers reflect in action - while doing
something- and on action “after they have done it. Thus, teachers are engaged in
the process of continuous learning.
Standard:
II.3. Integration of Discipline Knowing content is important for a teacher;
however, broadening the context and applicability of content through integration of
disciplines provides students with a richer academic experience. Integration fosters
ongoing reinforcement of skills learned in one area of study and utilized in other
areas. This integration of discipline allows teachers and students to view their
Score/Level
Portfolio Rubric
Levels/Criteria
Exemplary - 3
Superior -2
Satisfactory - 1
Unacceptable - 0
content discipline with perspective and understanding of how it all relates together.
Standard:
II.4. Technology Integration Integrating technology into classroom instruction
means more than teaching basic computer skills and software programs in a
separate computer class. Rather, technology should be used to engage students and
facilitate their thinking and construction of knowledge. Students learn to access,
evaluate, and use information.
Standard:
II.5. Organization and Classroom Management Organizing and managing
instructional settings are complex activities, requiring effective skills and
supportive affective relationships. The teacher adopts a proactive organizational
and managerial style that involves interventions and strategies designed to include
positive expectations, self-evaluation, and growth.
Domain:
III. Dispositions KU defines dispositions as internal values, beliefs, and attitudes
that are manifested in patterns of professional behaviors. The assessment does not
focus on values, beliefs, and attitudes directly; instead, dispositions are only
assessed as they are manifested in patterns of behaviors and candidate
performances in their work with P-12 students and their families, peers, faculty,
and the community.
Standard:
III.1. Cultural Awareness and Acceptance The teacher must be able to work with
an ever-changing diverse student population and have the perception to see
diversity in people as a strength rather than a deficit. Cultural awareness and
acceptance includes those similarities and commonalties found across cultural lines
as well and is not merely a study of contrasts. The teacher must provide for
educational opportunities that will strengthen students' appreciation of the diversity
that enriches our nation.
Score/Level