Electronic Portfolio Guidelines
You will produce an electronic professional teaching portfolio that provides a Teacher Work Sample
(TWS) and exemplifies the VSU College of Education Conceptual Framework Principles (CFP). You will
illustrate your understanding of teaching by applying the ten conceptual framework principles and
reflecting on your teaching preparation.
Front Page: An electronic portfolio template has been created for you using Front Page. You should
personalize your portfolio so that it showcases you and your talents. Your portfolio contains the following
sections: teaching philosophy, resume, ten conceptual framework principles, Teacher Work Sample,
educational dispositions; and your future goals. Use the following guidelines to develop your portfolio.
Narrative: All narratives must be original. It should be clearly developed, well thought out, grammatically correct,
properly punctuated, spell checked and reflective of a professional portfolio. Published portfolios should be error free.
All work must be peer edited by at least 2 people. Narratives are typically about three-fourths of a page long. Be
succinct!
Artifacts: You will support your narrative with artifacts–documents that provide evidence that you have
done something. Example: If you choose to use your membership in PAGE as an artifact for CFP 9, you
cannot just say you are a member, you must prove that you are a member. You can do this by scanning a
copy of your membership card. The membership card is your artifact.
Once you have started student teaching, you will need to make decisions as quickly as possible about the artifacts that
you will be using. Artifacts may include documents, lesson plans, assignments, photos, student work
samples, etc. Digital pictures are very easy to upload to your portfolio and greatly enhance the overall quality.
Artifacts should be uploaded and dated as soon as possible.
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Variety: Within each CFP, select a variety of artifacts that reflect different ways of implementing
the CFP. Photos are great as artifacts, but overuse can suggest lack of substance.
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Duplication Some artifacts could easily fit under more than one conceptual framework principle; however, do
not duplicate the use of any artifact.
Group work Artifacts produced as a group assignment are fine, but you need to acknowledge that it was a
group assignment (without given names of your group members).
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Captions: Each artifact page should have a statement or two as caption at the top of the page to identify or
explain it. For photos, label what the children are doing and how the instructional method is being
demonstrated. Each artifact page should be self-explanatory.
Confidentiality: Remember confidentiality–no photos without written consent of the person in the photo.
You should include a statement about using photographs on the permission form you use for videotaping
students. If you do not have signed permission, either be sure that you do not see faces or use a “smudge” technique in
Photo Editor to blur faces in photos. In addition, remove identifying information from student work samples used as
artifacts. You should also avoid using any person’s name or the name of the school. You should refer to
people by their position; for example, “my mentor teacher.”
TEACHING PHILOSOPHY
The “Philosophy” section consists of a brief introduction and three narrative items (included as separate
buttons).
 Your introduction will be on the “Philosophy” page. List first philosophy, current philosophy
and critique on the bottom of the page and provide dates for each (both on the introduction page
and on their separate pages).
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Your first philosophy as written in the MSED 2000 class.
Your current philosophy, written during the last part of student teaching. This should not reflect
what you do, but what your beliefs are about how people learn, who should learn, effective ways
to learn, and your role as a teacher in all of this. This is not a research paper on the different
philosophies. Your narrative should be filled with “I believe…” or “I think…” statements. Do
not underestimate the importance of a written philosophy, as it will speak volumes about you as a
teacher. It should be well thought out and very carefully written.
A reflective critique that addresses the changes and growth between the two philosophies.
Compare your beliefs between your first and second philosophy. How are they the same? How
are they different? What do you attribute to the changes? How have you grown? You should
expect your philosophy will continue to change over time.
RESUME
A template has been inserted into the portfolio for your convenience. You will type directly onto the
template.
 Dates should be provided for every degree earned, as well as all activities, awards, etc.
 Everything should be written in chronological order, with the most current event listed first.
 Use work addresses and phone numbers for your references; do not include home/personal
information.
 Use the Middle Grades and Secondary Education Department phone number (333-5611) for all
VSU supervisors, professors, and/or instructors.
 You should have at least four references, people who can validate your teaching ability. Two of
these should be your VSU supervisor and your mentor teacher.
TEACHER WORK SAMPLE
The guidelines for the Teacher Work Sample (TWS) were developed by the Renaissance Partnership
for Improving Teacher Quality. TWS are developed by graduate and undergraduate education students
around the nation to provide evidence for comparing teacher preparation programs. Comprehensive
guidelines for the components of the TWS are provided in the TWS Handbook.
You prepare sections A-D for a single unit of study during your apprenticeship/field experience, based
on information from one selected class. Sections E-G are prepared for one selected class and a single unit
of study that you teach during your five-week solo teaching experience.
TWS Section
Introduction on “TWS” page
A: Contextual Factors
B: Learning Goals and Objectives
C: Assessment Plan
D: Design for Instruction
E: Instructional decision-making
F: Analysis of Student Learning
Documentation
A1: Contextual factors table
A2: Class Profile
B1: Learning goals/objectives alignment table
C1: Assessment plan table
C2: Test blueprint
C3: Pre/posttest (with key and levels)
D1: Scope and sequence table
D2: Lesson plan 1
D3: Lesson plan 2 (using inquiry)
D3: Lesson plan 3 (with technology)
F1: Pre/posttest (with key & levels) if different from C3
F2: Pre/post assessment data
G: Reflection and self-evaluation
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Your TWS requires specific documentation (see the table above). However, these documents can be
used as artifacts as evidence of demonstrating the CFPs. You will be given instructions about how to crossreference these documents.
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Introduction: Your introduction will be on the “TWS” page. You should describe the two classes
and units of study–semester, grade, course, level, unit topic, and number of students. List the
components and date each one (both on the introduction page and on their separate pages).
A. Contextual Factors: You will describe the contextual factors of your teaching situation. This
will be a description of the community, school, classroom and characteristics of students. You will
limit your description to factors that are relevant to your teaching and show how each factor
impacts your professional decisions.
B. Learning Goals and Objectives: You need to establish high and worthwhile goals for your
students. These should be aligned with state and national standards. They will be used to guide
your selection of instruction and assessment.
C. Assessment Plan: Assessment is designed to measure how well students have achieved the
objectives. Your assessment plan provides an outline of how you will assess prior knowledge and
use formative and summative assessment. You will also identify the level of performance for each
item on a posttest and align each item with the goals and objectives.
D. Design for Instruction: You will develop a scope and sequence for teaching a one-week unit
of study and use three lesson plans to show how you design instruction that is appropriate for your
students and aligned to the objectives.
E. Instructional Decision Making: You will describe two specific situations when a student’s
response caused you to modify your instruction. For each situation, describe the student’s response
and the situation, then describe the modification and why you thought it would help the student
learn.
F. Analysis of Student Learning: You will use a pre- and posttest during your student teaching.
This may be different from the one you used during your field experience. The questions used on
your tests should be aligned with the objectives you plan to teach during your unit. Your
questions should also require students to use different levels of thinking. You will be developing
your pre- and posttests using the “Split-and-Switch Version.” You will develop matching tests
(Form A and Form B) similar in nature and level of difficulty. Half of the students take Form A
for the pretest and Form B for the posttest. The other half of the students take Form B for the
pretest and form A for the posttest. If your school uses a mandatory unit test, you may use this but
you still need to make a second version. Both test versions will be uploaded to your portfolio
upon completion. Your analysis will be based on the results from the pre and posttests. You will
be supplied with a template for presenting the results. When analyzing the results of the pre- and
posttests, look for patterns. Were there discrepancies based on gender, ethnicity, economic class?
Were there particular questions that were missed by a lot of students? Were the content of these
questions covered during class instruction—look back on your objectives as listed on your lesson
plans. Were any questions poorly worded? Was there overall progress as demonstrated by the
comparison of the pre- and posttests? What would you do differently if you taught this unit again?
Growth can only occur if you reflect on your work and always think: “How can I make this even
better?”
G. Reflection and self-evaluation will have four parts. Select the learning goal where your
students were most successful and provide two or more possible reasons for this success. Select
the learning goal where your students were least successful and provide two or more possible
reasons for this lack of success. Reflect on implications for your future teaching–what could you
do differently or better? Reflect on implications for future professional development–identify two
professional learning goals and the specific steps you will take to improve your performance in
these areas.
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CONCEPTUAL FRAMEWORK PRINCIPLES - OVERVIEW
The Conceptual Framework Principles (CFP) will guide your section narratives and documentation.
Read the CFPs very carefully and make sure you understand the significance of each word. Each CFP
consists of at least two parts–describing what teachers should do and why they should do it. Each part may
have several key words. Explain how your documentation provides evidence that you have achieved these
principles. Your narrative should be a synthesis of your learning experiences that have made you the
teacher you are today and the teacher you hope to become in the future. Use the following narrative
guidelines:
Step 1 (paragraph 1)
Describe the CFP in your own words and explain its importance. Address all elements and key
words of the CFP. The CFP are part of the portfolio template, so do not rewrite the principles in
your narratives.
Step 2 (paragraph 2)
Based on your teaching and classroom experiences, reflect on the many ways that you apply the
CFP and will be able to apply them in the future. This should convey your experiences, not what
you think other teachers should do. Your reflections may include, but must go beyond the
artifacts that you will be using. Because your completed portfolio will not be ready for final
publication until after your student teaching experience, your narrative should be written to reflect
the proper tense so that it will be current upon graduation. (Middle Grades: narratives that only
reflect your apprenticeship experience will need to be updated to also include student teaching.)
Step 3 (paragraph 3—can be more than one paragraph)
Select a minimum of 2 artifacts to validate your understanding and application of each CFP.
Explain each artifact in full detail so that the reader has a clear understanding and include a
statement (rationale) for how each artifact is representative of the CFP.
Step 4
Following each narrative, skip down 2 lines and type “Documentation:” and then list and date the
artifacts in the order that you have introduced them. The listed artifacts should reflect the names
on the navigational buttons. The order of artifacts should be the same for the description in step 3,
the listing in step 4 and the buttons for the artifacts. Example:
Documentation:
College Transcripts – December 2003
Praxis Results – December 2003
Research Paper – April 2002
INDIVIDUAL CONCEPTUAL FRAMEWORK PRINCIPLES
1.
The teacher understands the central concepts, tools of inquiry and structures of the fields of
knowledge he or she teaches and can create learning experiences that make these aspects of
subject matter meaningful for students.
Key Words and Concepts:
 Teacher’s content knowledge (college transcript, Praxis II Report (remove personal identification),
InTech certificate, research paper…)
 Can create learning experiences that make subject matter meaningful--Prove you know your “stuff”
and how you can make it meaningful to students. (Lesson plans that display your knowledge and your
ability to develop “great” lessons (interactive, thematic, inquiry-based learning).
Example Step 1: “I can teach effective lessons about ________, because I have strong content
knowledge in _________. In my field (learning cycle, discussion, project, research skills, inquiry learning,
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etc.) are effective methods for students to learn content because… Middle grade/secondary students learn
well with these methods because…”
Example Step 3: “The documentation demonstrates my belief that knowledge integrates learning from
different disciplines. My Praxis scores and my college transcript indicate that my content knowledge is
strong in my preferred teaching areas and in my minor areas. The lesson plans I have included also
demonstrate the integration of learning across different content areas with the study of Egyptian numerical
systems within the social studies classroom, etc… (Explain why and how this is evidence!)
2.
The teacher understands how children learn and develop and provides learning opportunities
that support their intellectual, social and personal development.
Key Words and Concepts:
 Know developmental psychology--what is developmentally appropriate behavior for the level you are
teaching. (Normal for students to…be active, need activities changed frequently, need to socialize—
group work, peer tutoring, working on project, pairing/sharing, labs…)
 Learning activities that support student learning—intellectual, social and personal. (Group activities,
applied learning situations, doing something, a product as a result of research…) –include all forms of
development, not just intellectual.
Provide examples of how your instruction helps children develop. For middle grades pre-service
candidates: Be sure to include aspects of your AA activities that are relevant to this section and following
sections, in addition to content instruction.
3.
The teacher understands how students differ in their approaches to learning and creates
instructional opportunities that are adapted to diverse learners.
Key Words and Concepts:
 Know learning psychology–learning modalities, Gardner’s Multiple Intelligences, Various intellectual
abilities
 Instructional adaptations/modifications to meet the need of each child–enrichment/remediation,
cultural issues, inclusion.
Demonstrate that you distinguish clearly between CFP 2 and 3–CFP 2 addresses development (ageappropriate) while CFP 3 focuses on diversity in ability and styles. Discuss the fact that students learn at
different rates by different learning modalities and different intelligences; however, do not write the
narrative as a research paper defining modalities and intelligences.
How does your instruction meet the needs of diverse learners? You cannot teach to the “middle of the
group”! (Hands-on learning, peer tutoring, pairing/sharing, creative and varied product outcomes, need to
socialize, music, art, creative outlets, use of multi-sensory approach, visual organizers, graphics, CDs,
photographs, multiple-assessment measures for project, grouping students…)
4.
The teacher understands and uses a variety of instructional strategies, including the use of
technology, to encourage students’ development of critical thinking, problem solving, and
performance skills.
Key Words and Concepts:
 Variety of instruction strategies, including (but not limited to) technology.
 Critical thinking, problem solving and performance skills—this is not a PPT lecture or regurgitation of
information at the knowledge and comprehension levels. You need to show how you encourage these
higher-level skills through the instructional strategies and activities you use.
If you are not doing this yet, this is the time— inquiry labs, problem solving activities, what if…,
interactive bulletin board, videotaping student presentations…, role playing, collaborative work, field trips,
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projects, timelines, debates, creating class constitution, illustrating events… CFP # 4 and 6 are both
technology framework principles and the use of technology should be clearly illustrated—TrackStar, Web
Quest, database, graphs with Excel, Project Poster, Internet activities, Jeopardy, PowerPoint, Inspiration,
TimeLiner… They can also be used as artifacts for CFP 5 (motivation).
5.
The teacher uses an understanding of individual and group motivation and behavior to create a
learning environment that encourages positive social interaction, active engagement in learning
and self-motivation.
Key Words and Concepts:
 Understanding of motivation (what makes students learn, behave, cooperate)
 That enables you to create learning environments that encourage interaction, active involvement and
self-motivation.
You can include your classroom management plan that promotes a positive learning environment, rules
and procedures for cooperative learning groups…, projects, contract packages--what happens to noncompliers and how they are welcomed back into the positive learning environment, bulletin boards that
show student work, inquiry learning, learning cycle/discovery method, cooperative learning, social
interaction using a review game…
6.
The teacher uses knowledge of effective verbal, nonverbal and media communication techniques,
including technology, to foster active inquiry, collaboration and supportive interaction in the
classroom.
Key Words and Concepts:
 Uses verbal, nonverbal and media communication techniques, including technology
 To foster active inquiry, collaboration and supportive interaction.
Keep in mind that CFP #6 includes technology. Technology should be highlighted in both written and
oral communication.
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7.
Written Communication: Make sure that your narrative supports your teaching skills in this area.
You can include your written communication skill and/or how you have taught or encouraged
students to use written communication. (letters you wrote to parents, letter of introduction,
samples of your work from college classes, teacher-made test (identify as such), samples of
students’ writing, progress reports, conference notes, e-mails, teacher web page, Schoolnotes.com,
Casa Notes, class syllabus, daily journals, KWL charts…).
Oral Communication: Your required video of you teaching a lesson can be used here. Simply
make a statement, such as: “A videotape of my teaching is available upon request.” Also consider
audio tapes, presentations (in-service, workshops), sharing of rubric evaluation during conference.
Nonverbal Communication: (daily objectives and planner on board, eye contact, proximity, body
language, gestures to check understanding or stop talking, demonstrating skills).
The teacher plans instruction based upon knowledge of subject matter, students, community and
curriculum goals.
Key Words and Concepts:
 Plans instruction (looking for alignment, thoroughness and inclusiveness)
 Within a specific teaching context:
1. Subject matter (topics and nature of discipline—science labs, social studies graphic
organizers, timelines, charts, visuals…)
2. Knowledge of students (learning styles, class profiles, specials needs, contextual factors…)
3. Community needs and resources (guest speakers, pamphlets from community, field trips,
evaluation/survey from your students/parents of your teaching…)
4. Curriculum goals (QCC/GPS, national standards for discipline, GHST…)
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Community connections and guest speakers also demonstrate your ability to connect classroom
learning to “real world” situations, especially relevant for preparing students for the future. Documentation
for this area can also be applicable to CPF #10.
8.
The teacher understands and uses formal and informal assessment strategies to evaluate and
ensure the continuous intellectual, social and physical development of the learner.
Key Words and Concepts:
 Both formal and informal assessment – Formal assessment: summative data, often to get final grade:
tests, projects… (pre- and posttests). Informal assessment: questioning techniques, concept maps, look
for ways to improve instruction, reteach, add to instruction to reach all learners: observation, quick
checks of content (no grades), student feedback, journal writing… (feedback information)
 Continuous progress: how are you sure that students are learning on a daily basis, whether or not you
are assigning a grade? (reflections, lab journals, student summary of the outcome of an experiment…)
1. Intellectual development
2. Social development
3. Physical development
9.
The teacher is a reflective practitioner who continually evaluates, using qualitative and
quantitative resources, the effects of his or her choices and actions on others and who actively
seeks out opportunities to grow professionally.
Key Words and Concepts:
 You are a reflective practitioner: think about what you are doing and how it affects others (not just
your students). (journal entries (must reflect a change), audio/videotapes, lesson critiques…)
 Uses qualitative and quantitative resources: Qualitative: gathering information by observation, inquiry,
questioning, listening. (collection of on-going data: student observations, anecdotal records, collecting
information over time…). Quantitative: measured performance (things that you get a number from—
test scores over time).
 How do you seek out information to improve professionally? (professional affiliations -- PAGE,
GMSA, SGAE…) Remove personal identification information (membership number, address, etc.)
before scanning). Team and discipline meetings, observations/evaluations from supervisors and
mentor teachers, supervisor conferences (how can I improve?), professional meetings, staff
development, workshops, new ideas, reading academic journals, professional conferences (math
tournament, Science or Social Studies Fair, time sheets, peer collaboration…).
This documentation and reflection should demonstrate that you have made changes based upon your
self-evaluation from information you have gained from evaluations, professional endeavors, honors and
awards (that reflect this standard). Be sure to label and date these artifacts and put them in chronological
order to demonstrate your progress as a teacher. You might explain this in your narrative--how you worked
on various teaching skills during the year and how the evaluations continued to improve.
10. The teacher fosters relationships with school colleagues, families, businesses and agencies in the
larger community to support students’ learning and well-being.
Key Words and Concepts:
 Teacher encourages, seeks out relationships with members of the community
1. School colleagues
2. Families
3. Businesses
4. Agencies
 To support
1. Student learning
2. Students’ well-being
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Who have you invited into your classroom? What resources have you sought for the well-being of
your students and why? What difference did it make? (field trips, guest speakers, documentation of
positive phone calls home (no names), Community Partners in Education, social service connections in or
out of classroom, service learning project, Red Ribbon Week activities (drug prevention), Fire Prevention
Week activities, service hours, Career Day activities, judging in a social science fair, committee work,
coaching, guest readers, before/after school tutoring, Special Olympics, class web site, agenda books with
weekly parent signature, Parents and Education—local businesses donate money and supplies to the
schools and parents volunteer, PTO, database of field trip activities, Schoolnotes.com, Casa Notes, open
house, field experiences…)
FUTURE GOALS
Narrative should reflect your goals and ambitions (…best teacher I can be, …be active,
professional part of teaching team (secondary or middle grades), …continue to improve my teaching
abilities by attending workshops, in-service and …taking college classes or working on master’s degree,
immediate/long-term plans).
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