PORTFOLIO GUIDELINES
The School of Education
Oklahoma Christian University
TABLE OF CONTENTS
Table of Contents ………………….............................................
Unit Philosophy and Mission……………………………………
Conceptual Framework …………………………………………
Portfolio Philosophy …………………………………………….
Schedule of Evaluation …………………………………………
Portfolio Reflection Rubric …………………………………….
List of Artifacts …………………………………………………
Oklahoma Competencies for Licensure and Certification ……...
Reflection 1 ……………………………………………………..
Reflection 2 …………………………………………………….
Reflection 3 …………………………………………………….
Self / Peer Evaluation …………………………………………..
Employment CD ………………………………………………..
1
2
6
7
8
9
10
12
13
14
15
16
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*This entire document is posted on the OC website under “Academics” – “College of
Professional Studies” – “School of Education”
www.oc.edu
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Oklahoma Christian University - School of Education
Portfolio Guidelines
First Revision - SPRING 2000
Second Revision – FALL 2001
Third Revision – SPRING 2004
Fourth Revision – SPRING 2008
Unit Philosophy and Mission
Philosophy
The teacher education faculty members believe teaching to be an enabling
profession. Candidates are encouraged to pursue teaching as a career because they
believe that all students can learn and because they care about helping them live
successful and fulfilling lives. We believe that candidates should be given
opportunity to explore their career choices and think carefully about the probability
that teaching can bring them the satisfaction that accompanies helping others. We
believe that effective, caring teachers teach so that all students learn.
The faculty members believe that effective teachers must have: (1) a general
education in the liberal arts which provides them with strong verbal and
quantitative skills and a specialized knowledge of the subject field(s) they will
teach, (2) a command of pedagogy appropriate to the level of instruction they will
teach, including the ability to apply knowledge in the classroom through effective
instructional delivery, the knowledge and skills to assess student learning, the
ability to reflect on instructional practices and modify them to ensure that all
students learn, the skills and knowledge to effectively integrate technology in the
instructional process, and knowledge of classroom management practices, (3)
knowledge of the profession, including the skills needed to relate to parents and
other constituents and supportive entities, (4) an understanding of students, how
they learn, and how the diversity of today’s student population affects the schools
and classrooms, (5) dispositions expected of educators, and (6) extensive field
experiences and clinical practice to apply their knowledge and skills in the real
world and to learn from experienced teachers how to teach so that all students
learn.
2
Mission and Goals
The mission of teacher education at Oklahoma Christian University is to prepare
teacher education candidates to be Effective Teachers for All Learners.
The following goals were adopted by the unit to guide it in the development of
policies and programs related to the preparation of teachers, to give clarity to the
process of assisting individuals in self-assessment of their potential for teaching,
and to provide direction for the general assessment of the candidates as they
complete a program leading to licensure and certification for initial entry into the
teaching profession.
1. Informed Decision-Making Regarding Potential for Teaching P-12
Students
Candidates will be admitted to teacher education only after they demonstrate their
potential to teach as set forth in the admission requirements. Retention in teacher
education is dependent on satisfactory progress at various transition points.
2. General Education in the Liberal Arts
In order to complete a program in teacher education, all candidates must successfully
acquire and demonstrate competency in a broad liberal education including:
mathematics, science, social studies, and English as well as the University core.
3. Competence in a Content Area
Candidates who complete a program in teacher education are expected to demonstrate
an in-depth knowledge of the subject matter for the subject and level to be taught.
4. Competence in the Professional and Pedagogical Knowledge and Skills
Candidates are expected to understand the conceptual framework which guides
preparation for initial entry into teaching - knowledge of professional practices, human
development and learning, pedagogical practices, working with diverse student
populations, and using technology to support instructional delivery, record keeping, and
assess student achievement.
5. Development of Dispositions Expected of Educators
Candidates are expected to demonstrate that they possess the dispositions expected of
effective educators in a diverse society. Upon entering the program, classroom
participation, preparation, and professional demeanor will be assessed each semester In
the field, behaviors will be assessed that measure personal adequacy and collaboration
with others.
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6. Application of All Program Components in Field Experiences
Candidates will demonstrate through sequential and structured field experiences and an
intensive clinical (student teaching) that they are able to plan effective lessons, assess
student achievement, relate positively to students, parents, professionals, and the
community so that they may provide learning environments which foster student
achievement. Skill in the use of the Teacher Work Sample planning process is expected
of all candidates.
7. Professional Development as Lifelong Learner
Candidates are expected to acquire the skill of reflection on their knowledge and skills
while in their professional studies and during their clinical experiences. All candidates
complete portfolios which include their reflections on sixteen competencies. It is
expected that these skills will be used during the induction year, and during succeeding
years to be able to identify areas for further professional development as they engage in
the process of lifelong learning.
From Mission and Goals to a Cohesive Teacher Education program
Teacher education at Oklahoma Christian University is a university-wide function
and is a collaborative effort among university administrators; faculty outside the
School of Education who are members of the Teacher Education Council, candidates
who have been admitted to Teacher Education, and alumni. P-12 classroom
teachers and administrators, also collaborate with faculty to develop, implement,
and assess the teacher education program.
The following graphic provides a concise look at the Conceptual Framework which
is an umbrella framework for all programs that prepare candidates for initial
licensure in one or more of eight teaching specializations – Early Childhood, P-3;
Elementary, 1-8; English, 6-12; Mathematics, 6-12; Music, P-12; Physical
Education, P-12; Science, 6-12; and Social Studies, 6-12. The candidates in all
teaching specializations complete a prescribed program of studies in the teaching
specialization, liberal arts education (the university Core Curriculum), and
Professional Education (pedagogy).
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Required field and clinical experiences, methods course(s), teacher work sample
exercises, and development of portfolio artifacts are unique to the fields of
specialization to ensure that all candidates are effective teachers in their areas of
specialization. Effective integration of diversity and use of technology are embraced
by the unit and all program specializations and are given appropriate emphasis in
the curriculum and field experiences.
The belief statements in the philosophy and the broad goals have been translated
into specific and measurable competencies. These competencies are assessed as
candidates progress from being admitted to teacher education to program
completion and entry into the teaching profession. They are shown in the graphic of
the Conceptual Framework by placement of their numerical reference number on
the graphic. In addition to the candidate competencies, the candidates are expected
to have mastered additional standards required by the Specialty Professional
Associations for their field of specialization.
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Conceptual Framework
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Portfolio Philosophy
The School of Education Faculty believes that constructing portfolios provides
opportunities for teacher candidates to think about their experiences in the teacher
education program, reflect on their effectiveness in relationship to the unit’s
conceptual framework, and internalize these outcomes for future teaching,
assessment, and personal growth.
In addition, constructing portfolios provides credible evidence that teacher
candidates have been offered the opportunities to develop the knowledge,
competencies, and professionalism of effective teachers as cited by Interstate New
Teacher Assessment and Support Consortium (INTASC) and Oklahoma General
Competencies for Licensure and Certification (see appendices A and B).
Constructing portfolios is designed to provide validation of teaching performance
and professional accomplishments while enhancing the job search and interview
process.
When the state portfolio requirement was enacted in 1999, the unit created a
portfolio process that showed our candidates’ awareness and understanding of the
state competencies and of the additional portfolio rubric requirements set for by the
Oklahoma Commission for Teacher Preparation. Over the last several years, our
unit’s assessment system, as dictated by NCATE, now serves as the driving force
behind knowledge, skill, and disposition awareness and understanding leaving the
previous portfolio assignment to be redundant. With that in mind, the unit has now
moved to a prescriptive, less burdensome collection of worthy artifacts with faculty
feedback and with required candidate reflection at each transition point within the
program.
Portfolio Policy Statement
Teacher candidates will construct portfolios as a requirement of professional
teacher education at Oklahoma Christian University. The collection, feedback, and
reflection of these artifacts shall initially represent individual growth, yet the
candidates’ best works will be self-selected to be included in the employment CD.
Artifacts will be the original work of teacher candidates, not material copied from
other sources, including the Internet. In any situation where individual students,
teachers, parents, etc… are being depicted, names should be changed, or simply not
used, to protect confidentiality.
The organization of portfolios is governed by the 15 Oklahoma State Department of
Education General Competencies for Teacher Certification and Licensure, INTASC,
and the portfolio components represented in the Portfolio Rubric used by the OCTP.
Specialty Professional Association (SPA) standards will be documented in the
“Subject Area” competency of the state competencies.
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The organization of the portfolio will follow these steps:



The unit will provide a small 3-ring binder to each candidate in Orientation
to Education. Candidates will follow a prescriptive list of artifacts to be
inserted into the portfolio, and they will write a reflection, as directed below
This is transition point #1 – Entry into Teacher Education.
Candidates will continue to insert artifacts from a prescriptive list and
compose another reflection, as directed below
This is transition point #2 – Entry into Student Teaching
In the last semester, candidates will continue to insert artifacts from a
prescriptive list and write a third reflection.
This is transition #3 – Upon graduation
Reflections will build upon candidates’ longevity in the program, thus beginning
with initial points of reflective practice to deeper, richer description in reflective
practice.
Reflection at TRANSITION POINT #1Candidates will address the following:
What have I learned and how will I use these artifacts/experiences?
Reflection at TRANSITION POINT #2Candidates will address the following:
What have I learned and how will I use these artifacts/experiences?
Statement of candidates’ interaction with a variety of teaching styles
(to include descriptions of teaching styles witnessed in the teacher
education program and in the field, with comments on compatibility
to candidates’ future teaching)
Reflection at TRANSITION POINT #3Candidates will address the following:
How did I relate theory to practice?
How did I exhibit Effective Teaching?
Statement of involvement with parents, families, and communities
(to accompany spreadsheet of field experiences)
Schedule of Evaluation
Transition Point #1 – Entry into Teacher Education
Transition Point #2- Entry into Student Teaching
Transition Point #3- Upon Graduation
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PORTFOLIO REFLECTION RUBRIC
Revised Fall 2008
NAME ____________________________________________ MAJOR _____________________
0
No Artifacts;
No Reflection
Insufficient Evidence
TRANSITION
POINT #1
1
Most Artifacts
Absent;
Weak Reflection
2
Most Artifacts
Present;
Reflection Needs
Improvement
3
All artifacts
Present;
Reflection Adequate
Basic
Emerging
Proficient
4
All artifacts
Present;
Outstanding
Reflection with
specificity
Exemplary
TRANSITION POINT #2
TRANSITION POINT #3
____TWS Factors 2, 3, 4
____ Final TWS (includes pre/post
____ Wait time/Questioning
____ Power Point
____ Newsletter
____ IEP
____Pre/Post tests from Methods
____ Methods lesson plan (departmental template)
____ Self Evaluation
Early Childhood Majors
____ Thematic Unit, ECED 4013
Early Childhood and Elementary Majors
____ Integrated Plan, ELEM 3632
____ Listening Skills Project, ELEM 3333
____ Science lesson pres., ELEM 3832
____ Math Center, ELEM 3733
English Education Majors
____ Practicum Exercise 1 – Sec. Methods
Social Studies Education Majors
____ Historical Research paper, HIST 2123
____ Book review, HIST 2123
Math Education Majors
____ History of Math, MATH 3123
____ 2-3 proofs via power pt., MATH 3813
____ Program, CMSC 1113
____ Top 2 “special assign.,” MATH 2314
Science Education Majors
____ One page book review, Module Class
____ Reflective essay response, Mod. Class
Music Education Majors
____ Five listening lesson plans (vocal)
____Reflection Paper (vocal)
____Recorded solo (vocal)
____ Marching Drill Design (instru.)
____ Fundraising letter/excel (instru.)
____ Sample inventory list (instru.)
Physical Education Majors
____ JOPHERD reading/response
____ Lesson Plan (PHED 2701 or 2712)
tests and lesson plans)
____ Website
____ Copyright Paper
____ Discipline Plan paper
____ Human Relations Chart
____ Diversity Article
____ Spreadsheet of field exp.
____ Student Teaching Assignment
on Career Awareness
____ Visual or Lesson Plan on
Career Awareness
____ Formative Assessments
____ Peer Evaluation
____ Resumé
____ OSAT
____ OPTE
Early Childhood Majors
____ Parent Interview, ECED 4023
English Education Majors
____ Media and Culture BB test
Social Studies Education Majors
____ Senior Paper, HIST 4733
Math Education Majors
____ Research project, MATH 4811
____ “Special Assign.” MATH 4113
Science Education Majors
____Planning Portfolio, Module
Music Education Majors
____ Conducting video (vocal/instr)
____ Score or final orchestra project
Physical Education Majors
____ Field Exp. TWS factors 3 & 4
Score:
Date:
Faculty Member:
Score:
Date:
Faculty Member:
Score:
Date:
Faculty Member:
Rescore if 2 or below:
Rescore if 2 or below:
Rescore if 2 or below:
____ Philosophy Paper
____ Lifelong
Learning Article
____ TWS Factor 1
____ Completion of
Candidate
Demographic Form
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List of Portfolio Artifacts by State Competency
Competency
Subject Matter
Refer to subject area
charts below
2
TWS factor 1 (Orientation)
1
Learning and
development
3
Individual Needs
4
Instructional
strategies/technology
5
Motivation and
Behavior
6
Communication
7
TWS Factor 5 (Student
Teaching)
Power Point
(Ed. Tech)
Selected Diversity Article
(HRBM)
Methods Lesson Plan
Discipline Plan Paper
(HRBM)
Lesson Plan from Student
Teaching
Wait time/questioning
techniques (L.I.A.)
TWS factor 2 (LIA)
Human Relations chart
(HRBM)
TWS factor 2 (Student
Teaching)
Pre/Post test
(Student Teaching)
Resume
Lesson Planning
8
Pre/Post test (Methods)
Assessment
9
Refer to subject area
charts below
TWS factors 1, 4
(Student Teaching)
Philosophy Paper
Professional Growth
10
Partnerships
11
Career Awareness
12
Lifelong Learning
13
Legal Aspects
14
Oklahoma Core
Curriculum
15
State Teacher
Evaluation
Newsletter
(Ed. Tech)
Assignment from S.T.
observation period
Lifelong Learning Article
(School in Amer. Culture)
IEP (Educ. of Except.
Child)
TWS – Factor 3
(Methods)
Website – copied screen
shots
(Student Teaching)
Visual or Lesson Plan
(Student Teaching)
TWS-factor 6 (Student
Teaching)
Copyright Paper
(Ed. Tech.)
TWS – Factor 3 (Student
Teaching)
Formative Assessment
(Cooperating Teacher)
Formative Assessment
(Supervisor)
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SUBJECT AREA CHARTS to Fulfill State Competency #1
Early
Childhood
NAEYC
Integrated
Lesson Plan
ELEM 3632
Elementary
ACEI
English
NCTE
Mathematics
NCTM
Integrated
Lesson Plan
ELEM 3632
Practicum
Exercise 1
EDUC ----
History of
Math,
MATH 3123
Listening Skills
Project
ELEM 3333
Listening
Skills Project
ELEM 3333
Media and
Culture
Blackboard
test
2-3 Proofs via
Power Point,
MATH 3813
Science lesson
presentation
ELEM 3832
Science
lesson
presentation
ELEM 3832
Math Center
ELEM----
Math Center
ELEM 3733
Thematic Unit
ECED 4013
Parent
Interview
ECED 4023
Program,
CMSC 1113
Science
NSTA
Social
Studies
NCSS
One page
Historical
book review, Research
Modules
Paper,
HIST 2123
Reflective
Book
Essay
Review,
Response,
HIST 2123
Modules
Planning
Senior
Portfolio,
Paper,
Modules
HIST 4733
Top 2
“Special
Assignments”
MATH 2314
Research
Project,
MATH 4811
“Special
Assignment”,
MATH 4113
Physical
Education
AAHPERD
JOPHERD
reading
Music
NASM
Lesson Plan,
PHED 2701 or
2712
Reflection
paper, vocal
Methods TWS
factors 3 & 4
Recorded Solo,
vocal
5 listening
lesson plans,
vocal
Marching Drill
Design,
instrumental
Fundraising
letter,
instrumental
Sample
Inventory list
instrumental
Conducting
video, vocal &
instrumental
Score of
Orchestra
project,
instrumental
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Oklahoma State Department of Education
GENERAL COMPETENCIES FOR LICENSURE AND CERTIFICATION
1. The teacher understands the central concepts and methods of inquiry of the subject matter discipline(s) he or
she teaches and can create learning experiences that make these aspects of subject matter meaningful for
students.
2. The teacher understands how students learn and develop, and can provide learning opportunities that
support their intellectual, social and physical development at all grade levels including early childhood,
elementary, middle level, and secondary.
3. The teacher understands that students vary in their approaches to learning and creates instructional
opportunities that are adaptable to individual differences of learners.
4. The teacher understands curriculum integration processes and uses a variety of instructional strategies to
encourage students’ development of critical thinking, problem solving, and performance skills and effective
use of technology.
5. The teacher uses best practices related to motivation and behavior to create learning environments that
encourage positive social interaction, self-motivation and active engagement in learning, thus, providing
opportunities for success.
6. The teacher develops a knowledge of and uses a variety of effective communication techniques to foster
active inquiry, collaboration, and supportive interaction in the classroom.
7. The teacher plans instruction based upon curriculum goals, knowledge of the teaching/learning process,
subject matter, students’ abilities and differences, and the community; and adapts instruction based upon
assessment and reflection.
8. The teacher understands and uses a variety of assessment strategies to evaluate and modify the
teaching/learning process ensuring the continuous intellectual, social and physical development of the
learner.
9. The teacher evaluates the effects of his/her choices and actions on others (students, parents, and other
professionals in the learning community), modifies those actions when needed, and actively seeks
opportunities for continued professional growth.
10. The teacher fosters positive interaction with school colleagues, parents/families, and organizations in the
community to actively engage them in support of students’ learning and well-being.
11. The teacher shall have an understanding of the importance of assisting students with career awareness and
the application of career concepts to the academic curriculum.
12. The teacher understands the process of continuous lifelong learning, the concept of making learning
enjoyable, and the need for a willingness to change when the change leads to greater student learning and
development.
13. The teacher understands the legal aspects of teaching including the rights of students and parents/families, as
well as the legal rights and responsibilities of the teacher.
14. The teacher understands, and is able to develop instructional strategies/plans based on the Oklahoma core
curriculum.
15. The teacher understands the state teacher evaluations process, “Oklahoma Criteria for Effective Teaching
Performance,” and how to incorporate these criteria in designing instructional strategies.
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REFLECTION
Transition Point #1
Name ____________________________________
Date ____________ Major _______________________
Philosophy Paper
Lifelong Learning Article
TWS- Factor 1
By completing the above artifacts, I have learned…
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
In the future I will use the above artifacts or the theories supporting them by…
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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REFLECTION
Transition Point #2
Name ____________________________________
Date ____________ Major _______________________
[Choose two artifacts]
List of Artifacts
____ TWS Factors 2, 3, 4
____ Power Point
____ Newsletter
____ IEP
____ Self Evaluation
Early Childhood Majors
____ Thematic Unit, ECED 4013
Early Childhood and Elementary Majors
____ Integrated Plan, ELEM 3632
____ Listening Skills Project, ELEM 3333
____ Science lesson pres., ELEM 3832
____ Math
English Education Majors
____ Practicum Exercise 1 – Sec. Methods
Social Studies Education Majors
____ Historical Research paper, HIST
2123
____ Book review, HIST 2123
Math Education Majors
____ History of Math, MATH 3123
____ 2-3 proofs via power pt., MATH 3813
____ Program, CMSC 1113
____ Top 2 “special assign.,” MATH 2314
Science Education Majors
____ One page book review, Module Class
____ Reflective essay response, Mod.
Class
Music Education Majors
____ Five listening lesson plans (vocal)
____Reflection Paper (vocal)
____Recorded solo (vocal)
____ Marching Drill Design (instru.)
____ Fundraising letter/excel (instru.)
____ Sample inventory list (instru.)
Physical Education Majors
____ JOPHERD reading/response
____ Lesson Plan (PHED 2701 or 2712)
By completing these artifacts, I have learned…
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
In the future I will use the above artifacts or the theories
supporting them by…
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
Statement of interaction with a variety of teaching styles
(description from teacher education and field and how they
relate to my future teaching)
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
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REFLECTION
Transition Point #3
Name ____________________________________
Date ____________ Major _______________________
I have related theory to practice in the following ways:
_____________________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
List of Artifacts
____ Final TWS
____ Website
____ Copyright Paper
____ Discipline Plan paper
____ Spreadsheet of field exp.
____ Formative Assessments
____ Peer Evaluation
____ Resumé
____ OSAT
____ OPTE
Early Childhood Majors
____ Parent Interview, ECED 4023
English Education Majors
____ Media and Culture BB test
Social Studies Education Majors
____ Senior Paper, HIST 4733
Math Education Majors
____ Research project, MATH 4811
____ “Special Assign.” MATH 4113
Science Education Majors
____Planning Portfolio, Module
Music Education Majors
____ Conducting video (vocal/instr)
____ Score or final orchestra project
Physical Education Majors
____ Field Exp. TWS factors 3 & 4
I have exhibited Effective Teaching by :
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Statement of involvement with parents,
families, and communities:
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
15
Self and Peer Evaluation
Check one: _____ Self
_____ Peer
Your Name ______________________________________________
Peer (if applicable) _______________________________________
Planning/Preparation
Recognition of Positive Learning Environment
Awareness of student differences (of all kinds)
Involvement of Learners
Use of aids: technological, visual, auditory, etc…
Enthusiasm
Personal Dress/Demeanor
Language: volume, clarity, tone
Effectively works with diverse students
including ELL and exceptionalities
Strengths:
Suggestions:
16
Exemplary
4
Proficient
3
Emerging
2
Indicators
Basic
1
Insufficient
0
Date ____________________
Employment CD
The employment CD can be a valuable tool for obtaining a teaching position.
Professionally created, the CD will provide to a prospective administrator examples
of lesson plans, philosophy, classroom management, teaching, and other critical
“best works.”
CHECKLIST
____ Name and contact information
____ Files in labeled and corresponding folders
Labeled folders containing accurate and professional files:
____ Lesson Plans
____ Video of classroom teaching
____ Examples of “best works” (created visuals, technology, pictures of bulletin
boards, etc…)
____ Philosophy of Education and/or Discipline Plan
*Assignment and Assessment of Employment CD will be done in Critical Issues
(EDUC 4133).
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