Phase 3 Portfolio
1
Phase Three Portfolio SPECED 380/580
Fall, 2013
Class Schedule
5:15-8:30 p.m.
Dates
9-12 (in class; 9-26 online; 10-10 in class; 10-24 (online); 11-7 (in
class); 11-21 (online); 12-12 in class
(On-line work/editing is a time requirement of this course)
Location
2014 Winther Hall
Instructor
Dr. Shannon Stuart
Office
O 5042 Winther Hall,
262.472.4877
stuarts@uww.edu
Office Hours
After class on Thursdays & by appointment
Our conceptual framework, The Teacher is a Reflective Facilitator, is the underlying structure
in our teacher preparation program at UW-Whitewater that gives conceptual meanings
through an articulated rationale to our operation. It also provides direction for our licensure
programs, courses, teaching, candidate performance, faculty scholarship and service, and unit
accountability. In short, our teacher education program is committed to reflection upon
practice; to facilitation of creative learning experiences for pupils; to constructivism in that all
learners must take an active role in their own learning; to information and technology literacy;
to diversity; and to inquiry (research/scholarship) and assessment. Therefore, all syllabi
pertaining to courses required for licensure reflect commitment to these underlying principles.
Course Prerequisites
Prerequisites for this course are admission to professional education, and the following
courses: SPECED 205; SPECED 324/524; 325/525; 361/561; 360/560; 426/626; and
SPECFLD 385/585. This course is taken concurrently with the SPECFLD 485/685; SPECED
440/640; SPECED 450/650 or SPECED 465/665.
Course Description
This course assists teacher candidates to develop their phase 3 portfolio which includes a
philosophical statement which addresses DPI's core values; three narratives in the areas of
assessment, instruction, and communication and collaboration; and three to nine studentselected artifacts selected from course projects or related artifacts across the college and
Department of Special Education, prior to their entrance into the Directed Teaching Block
that provide evidence of the attainment of knowledge and skills related to WTS and
CEC/NCATE standards.
Phase 3 Portfolio
2
This course is designed to meet the Council for Exceptional Children (CEC)/National Council
for the Accreditation of Teacher Education (NCATE) Field Experiences and Clinical Practice.
This course is also designed to meet the Council for Exceptional Children (CEC)/National
Council for the Accreditation of Teacher Education (NCATE) Standards for teachers of
students with cognitive disabilities and for teachers of students with learning disabilities and
emotional behavioral disorders. To review these standards, please refer to the “Evaluation of
Clinical Experiences” form that is posted on the course D2L site.
Pre-requisites include admission to professional education and SPECED 205, 324/524,
325/525, 360/560, 361/561, 426/626 and SPECFLD 385/585. Co-requsites include SPECFLD
485/685, SPECED 440/640, SPECED 450/650 or 465/665.
Please note that during this course, candidates will develop a Phase 3 Portfolio to meet the
WTS/CEC/NCATE Standards. Refer to the Department of Special Education website at
http://academics.uww.edu/speced/ for more information about the portfolio assessment
system, including the evaluation rubrics that correspond to each of the WTS/CEC/NCATE
Standards.
Students will:
1. Develop a portfolio that demonstrates a purposeful, integrated, collection of student work
showing effort, progress or achievement in each of the ten WTS/CEC Standards as well as
WTS 4 & 9 and CEC Common Core 8: Professionalism and Ethical Practices.
Required Artifacts (One Narrative for All Four Artifacts):
New Artifact
Course
Standards
Former Artifact
Title
Title
Classroom based SPECED
2,8
Educational
Assessment
462/662
Evaluation
Classroom
SPECED
1, 5, 6
Classroom
Management
360/761
Management
Plan
Plan
Phase 3 Portfolio
Issues in Field
SPECED
325/760
9, 10
Strategic Unit
Plan
SPECED
361/761
3, 4, 7
3
Authentic
Voices or
Critical
Incidents
SMARTER
Binder
2. Include Evaluation of Clinical Experiences forms from the following fieldwork courses:
SPECFLD 385; SPECFLD 485; SPECFLD 410.
3. Present the portfolio to peers in class.
CEC Common Core C 8: Professionalism and Ethical Practices, (Demonstrate
proficiency in oral and written communication).
Date
9-12
COURSE OUTLINE
Topics
In Class
1. Seminar overview
2. D2l
3. Discuss Portfolio Assessment System
5. Role of WTS/NCATE/CEC Standards
6. Wisconsin DPI Core Values
7. College of Ed - Rubrics Editing/Feedback
8. Track changes discussion & demonstration
Assignments Due
All students must be able to access D2L. Your
university email address will be used for all
correspondence.
Review and print all necessary course
documents
Review Department of Special Education
Assessment System at
http://academics.uww.edu/speced/
Phase 3 Portfolio
4
9. Philosophy
Start writing the pedagogical knowledge
section of your philosophy statement.
9-26
10-10
10-24
11-7
11-21
Online
This is the first draft of your philosophy
statement. You should begin to draft an intro
paragraph that ends with a transition statement.
After your introduction, you will have centered
headers in italics labeled with each of the five
NCATE assessment categories. You will attach
a separate reference page with the word
References centered and in bold. Be sure
references are from peer-reviewed journals and
are in correct APA 6 form.
In class
Finalize the Introduction paragraph and the
Pedagogical Knowledge sections. Draft the
Content Knowledge and Communication Skills
section of the Philosophy statement.
Online
Conclusion paragraph is complete. Professional
and Ethical Practice section is complete and
discusses at least two of the WTS/CEC
Standards. Human Relations section is
complete and discusses at least two of the
WTS/CEC Standards
Reference section is refined and revised
In class
Narrative writing.
Focus is on describing each artifact.
Bring and scan any portfolio artifacts.
Online
Complete your narrative draft. Focus is on
adding a detailed assessment of what you will
learn from each artifact and how it might affect
your (future) students to the description you
already have of each artifact.
Due:
9-26 assignment to the dropbox by 7:45 pm on
9-26. Worth 40 points.
Access materials under d2l content link.
Due:
Graduate project contracts due
Due:
Entire Philosophy statement is deposited to the
10-24 dropbox for Shannon’s edits along with
the grading rubric. I will provide you with
feedback and edits on this paper. Worth up to
40 points.
Due:
Bring and scan any artifacts.
1. Due to the 11-21 drop box- a complete
narrative draft for Shannon to edit.
Narrative should include all components
from your 11-7 work and a detailed
assessment of what you will learn from
each artifact and how it might affect
your (future) students.
2. Scan any artifacts and add copies to
your binder.
Phase 3 Portfolio
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3. Worth up to 40 points
12-12
Per final
exam
schedule
In-class Portfolio Day
Entire Portfolio deposit to dropbox
Artifact score entries
Portfolio Presentations
Online individual support week
In Class Portfolio Presentations
Submit final completed portfolio in hard copy
form and electronically
.
Time for individual support as needed
Graduate Students projects due to the d2l
dropbox by 7:45 pm on 12-16
POINTS ASSIGNED FOR UNDERGRADUATES
Points
9-26 assignment
Due
Date
9-26
10-24 assignment
11-21 assignment
10-24
11-21
40
40
12-12
50
100
12-12 In Class Portfolio Presentation - 50 points
40
Submit Final Completed Portfolio both in hard copy form and
electronically – 50 points each, 100 points total
270
Total Points
GRADUATE LEVEL REQUIREMENTS
Content (Breadth & Depth). The course content for graduate students has greater depth and
more specialized coverage of advanced disciplinary issues relevant to theory and its
application. A graduate project requires graduate students to complete a professional
development activity, in addition to the other course requirements. Each student will select
(with approval from the instructor) a professional development activity related to this course.
Activities might include (but are not limited to), researching a topic of interest and doing a
poster presentation on a date approved by the instructor; attending a professional workshop,
mini-course, or conference session; involvement in a meeting with other professionals;
Phase 3 Portfolio
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attending a lecture or presentation that surrounds the topics covered in this course. The
written report of this experience will include a copy of any material received at the activity, a
description of the activity, and an evaluation of the activity (i.e., what you learned and how
you will use it in future) and a description of the theoretical applications this activity has upon
professional practice. On 10-10 you will present your instructor with a contract describing
your project and due date(s) for completion. You and your instructor will refine the contract
and your instructor will attach a grading rubric.
Intensity. The course content for graduate students reflects a more intensive level of study and
greater academic/intellectual rigor than the undergraduate course work. The requirements for
the graduate-level philosophy presentation include complex application of theory (humanistic,
bio-medical, neurological psychodynamic behavioral, ecological, constructivist, or
information processing) to current professional practice. Further, the requirements for
graduate level peer edits are more complex, reflecting greater intellectual rigor and
application of APA 6 writing style. In addition, standards of evaluation differ for graduates in
terms of point allotment.
Process (Pedagogical Design). Graduate students are required to research and develop a
professional topic of interest. This will also require graduate students to complete out-of class
activities that might include attending a professional workshop, mini-course, or conference
session; involvement in a meeting with other professionals; attending a lecture or presentation
that surrounds the topics covered in this course. Undergraduate students are not required to
complete this requirement. The professional development activity will promote more
individual interaction with the professor(s) as we develop and discuss ideas for professional
development and it will necessitate more self-directed learning and greater use of campus
learning resources than the undergraduate course work.
POINTS ASSIGNED FOR GRADUATES
Due
Points
Date
9-26 assignment
9-26
40
10-24 assignment
11-21 assignment
10-24
11-21
In Class Portfolio Presentation - 50 points
40
40
50
12-12
100
Submit Final Completed Portfolio both in hard copy form and
electronically – 50 points each, 100 points total
Graduate project
Total Points
12-16
50
320
Phase 3 Portfolio
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Additional Guidelines for Graduate Work:
It is expected that all graduate students will use APA 6 format in all written work including
references and citations. Refer to Publication Manual of the American Psychological
Association (6th edition) for the correct style and notation.
The Wisconsin DPI site for information about the NBPTS process in our state. Site includes
"Step-by-step directions", basic information, and procedures to apply for a Wisconsin NBPTS
subsidy: http://www.dpi.state.wi.us/dlsis/tel/nb.html
National Board for Profession Teaching Standards: http://www.nbpts.org
Final course grades will be assigned as follows: Refer to D2L grade sheet for an update of
your assignments and class average.
Grade
Percentage Cut Off
A
94% or above
A90-93%
B+
87-89%
B
84-86%
B80-83%
C+
77-79%
C
74-76%
C70-73%
D+
67-69%
D
64-66%
D60-63%
F
59% or below
GRADUATES
Grade
A
A/B
B
B/C
C
C/D
D
F
Percent Cut-Off
93%
88%
80%
78%
70%
68%
60%
59% or below
BASIC EXPECTATIONS FOR ALL
Phase 3 Portfolio
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Attendance at seminar meetings is required. Absences and/or tardiness will adversely affect
your grade. If you must miss a seminar due to religious reasons, please notify the instructors
by the end of the first session.
There are no assigned readings for this course. However, it will be important for seminar
participants to consider the relationships between their fieldwork experiences and their
readings in “Curriculum and Methods” courses, as well as other education courses.
Assignments are due at class time on the date specified. Monitor all written work to ensure
professional quality documents (e.g., correct spelling, punctuation, and grammar).
Current and respectful language regarding individuals with disabilities is expected throughout
this course. The words we use can have a tremendous impact on how people are viewed and
treated.
During class discussions and in the completion of assignments, be certain that all information
you have gathered about students remains confidential. In particular, names of students, their
families, and any other information that will allow the listener/reader to identify the individual
should not be stated. If you have questions about confidentiality, please ask.
If you have any questions, comments, or concerns about course content and/or grading
expectations/procedures, please let us know as soon as possible.
University Policies Regarding Student Religious Beliefs, Academic Misconduct and
Absences
The University of Wisconsin-Whitewater is dedicated to a safe, supportive, and nondiscriminatory learning environment. It is the responsibility of all undergraduate and graduate
students to familiarize themselves with University policies regarding Special
Accommodations, Misconduct, Religious Beliefs Accommodation, Discrimination, and
Absence for University Sponsored Events. (For details please refer to the Undergraduate and
Graduate Timetables; the “Rights and Responsibilities” section of the Undergraduate Bulletin;
the Academic Requirements and Policies and the Facilities and Services sections of the
Graduate Bulletin; and the “Student Academic Disciplinary Procedures” [UWS Chapter 14];
and the “Student Nonacademic Disciplinary Procedures” [UWS Chapter 17]).
Please note:
I wish to fully include persons with disabilities in this course. Please let me know if you need
any special accommodations in the curriculum, instruction, or assessments