Teacher Development Portfolio:
Collect, Select, Reflect
Carroll College
Teacher Education Program
Revised February, 2014
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TABLE OF CONTENTS
Teacher Development Process
Introduction
Acceptance into Teacher Education
Teacher Development Portfolio
The Teacher Development Portfolio Process
1st Submission
2nd Submission
3rd Submission
4th Submission
Organization of the Portfolio
Portfolio Rubric
Reflective Entry Form
Reflective Entry Sample Format
Reflective Entry Checklist
Sequential List of Artifacts in Portfolio Form
Page
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15
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Appendix A*
Carroll College Conceptual Framework
Appendix B*
Carroll College’s Teacher Education Program: Dispositions, Skills, and Knowledge
Appendix C*
Comparison of Interstate New Teacher Assessment and Support Consortium (INTASC),
Performance Standards for Montana Teachers, and Carroll College Dispositions, Skills,
and Knowledge
Appendix D*
Overview of Portfolio Process
Appendix E*
Evaluation Forms
*Links for Appendices A-E are available on the Elementary Education majors website:
http://www.carroll.edu/academics/eled/index.cc and the Secondary Education majors website:
http://www.carroll.edu/academics/secondaryed/index.cc.
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TEACHER DEVELOPMENT PROCESS
Introduction
Carroll College is designed “…to provide a setting to enable its students to become, both
intellectually and morally, what they have in them to be in terms of the Christian
commitment to all people, in its fullest dimension—to seek to see all people made whole
both in competence and conscience” (Carroll College’s Restated Articles of Incorporation,
February 21, 1986, p 2). Being guided by this purpose, as well as Carroll College’s
Mission and objectives, Carroll College’s teacher education unit derives its mission
statement and conceptual framework.
The teacher education unit’s mission is to prepare students for lifelong learning,
developing future educators’ intellect, imagination, self-confidence, and motivation, while
preparing them for the teaching profession. Students investigate, reflect, analyze, and
judge reality and truth through inquiry and discussion. Committed to educating each
student as a total human being, the teacher education unit helps students to receive,
respond to, organize, and characterize values. Specifically, students develop values about
teaching, society, health behaviors, moral issues, education, and political influences. As
educators we must ask our students to think boldly about the opportunities and
responsibilities presented to us by a rapidly changing world. Students within the
department are encouraged to live Carroll College’s mission by participating in
community service and by interacting with children and adults from diverse cultural,
religious, economic, and intellectual backgrounds.
The teacher education unit advances the Carroll College mission as it works within its
conceptual framework (see Appendix A). That framework is built upon a liberal arts
education, structured by traditional educational philosophies, and embraced by an
atmosphere of dignity, which values justice for all persons.
Acceptance into the Teacher Education Program
Admission to Carroll College does not automatically qualify a student for acceptance into
the Teacher Education Program. All individuals pursuing academic programs that lead to
teacher licensure must, by the end of their sophomore year (before April 1), submit an
admission application to the Teacher Education Program. It is the student’s responsibility
to seek admission to the program.
Students must meet the following criteria for acceptance:
1. Pre-Professional Skills Tests (PPST) minimum scores of 170 in reading, 170 in
writing, and 170 in mathematics
2. Grade of “C” or better in CO 101
3. Grade of “C” or better in ENWR 102
4. A minimum of 2.5 cumulative grade point average
5. A written essay that has met program standards
6. An interview that has met program standards, and
7. A portfolio that has met program standards. (See page 6 of this document for
specific criteria.)
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In addition, students will be assessed based on the following:
8. Faculty recommendations
9. Background check
10. Previous K-12 field experiences
After the application has been received, test scores verified, and faculty recommendations
submitted the candidate will be scheduled for an interview. The candidate’s status will be
evaluated by the Department’s admissions committee based on the above criteria. The
student will be accepted into the program, accepted on a provisional basis, or denied
acceptance.
Students will be accepted on a provisional basis when they meet the following criteria:
1. An essay has been submitted and evaluated but may not have met program
standards
2. Participated in an interview but may not have met program standards
3. Portfolio has been evaluated but may not have met program standards
4. All other areas have met program standards.
Those who are not directly accepted into the program will be informed of their deficiency
and may be given further opportunity for acceptance following counseling and/or
academic assistance. Students who have been accepted into the Teacher Education
Program, but have not been enrolled in Carroll College for one semester or more, must
seek readmission into the program. Transfer students at the junior level are accepted to
the program conditionally for one semester. One month prior to the close of that semester,
junior transfer students must submit an application for acceptance into the Teacher
Education Program. Transfer candidates will be reviewed in the same manner as
sophomore students.
All candidates will be informed of their status no later than June 30 of the admission year.
Teacher Development Portfolio
All teaching candidates in K-8, K-12, and 5-12 programs are required to maintain a
Teacher Development Portfolio. The purpose of this requirement is two-fold:
1. The portfolio you present to your instructors at various times in your program
provides them with authentic assessment information about how well you are
progressing toward specific program goals in your efforts to become teachers.
2. Creating the portfolio offers you a valuable learning experience by providing you
with the opportunity to set personal educational goals, to evaluate your efforts
toward these goals, and to see how your personal professional goals match the
goals of Carroll’s Teacher Education Program.
The Teacher Development Portfolio is a collection of materials assembled to demonstrate
to others what you have done and/or are able to do. From years of experience and
extensive research efforts, the Interstate New Teacher Assessment and Support
Consortium (INTASC), the Montana Board of Public Education, the Carroll College
Teacher Education Program faculty, and the Education Advisory Board identified a set of
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teaching skills and abilities that prospective teachers must possess in order to be
successful as beginning teachers. Your portfolio is a collection of documents (statements,
letters, pictures, records, etc.) that document your acquisition of these abilities beyond the
letter grade you have earned in a specific course. Students are introduced to the Teacher
Development Portfolio and the specifics of the portfolio process in ED 102, Foundations
of Education.
THE TEACHER DEVELOPMENT PORTFOLIO PROCESS
The Portfolio is reviewed/evaluated four times during the student’s program of study.
1st Submission – ED 102, Foundations of Education
The initial submission of the portfolio will occur in conjunction with enrollment in ED
102, Foundations of Education, which should be taken the first or second semester at
Carroll. The ED 102 instructor will review the student’s portfolio, and provide feedback
to the student about his/her progress. Each student should pick up his/her portfolio after it
has been assessed, which will be no later than the second week of the next semester.
This first submission of the portfolio is evaluated for organization, clarity, and
incorporation of the INTASC, Montana, and Carroll College standards.
Required Items for the 1st Submission:
Autobiography/Educational Objective Essay. An autobiography is a process of
self-formation and self-declaration. Because teachers are the instruments of their
own practice, developing an awareness of self is part of becoming a thoughtful,
intentional teacher. An autobiography assists prospective teachers in increasing
their awareness of beliefs and preferences about teaching and learning. In
developing their autobiographies, students might consider some of the questions
suggested below:
a. What role did family play in the student’s decision to teach?
b. What are some early experiences that affected the student’s decision to
teach?
c. When did the student decide to become a teacher?
d. What did the decision mean to the student at that time?
e. What about teaching interested or attracted the student?
f. How have teachers influenced the student’s decision to teach?
g. What are some early experiences that continue to influence what and how
the student teaches or plans to teach?
Students will update their autobiographies in future portfolio submissions as they
approach Student Teaching so that they can use parts of it in their Student Teaching
application. Drafts from previous submissions must remain in the portfolio so that
development is documented.
Educational Philosophy Essay. Students reflect and consider their educational
philosophies in meeting the challenges of education. Their philosophies describe
their beliefs about the relationship between the teaching and learning process. In
expressing their educational philosophies, students should include their personal
beliefs regarding the purpose of education, i.e., why public schools exist, the role
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of teachers to impart knowledge, develop skills, and promote values, and the
responsibility of the community, parents, pupils, administrators, and the Board of
Public Education. Students’ educational philosophies may become more refined or
even change as they progress through the Teacher Education Program. Therefore,
students should revisit this essay often and reflect upon any changes in subsequent
portfolio submissions. Drafts from previous submissions must remain in the
portfolio so that development is documented.
Resume. Resumes will be “works-in-progress” reflecting students’ professional
development and should be continuously updated as students progress through
their coursework and their professional experiences. Drafts from previous
submissions must remain in the portfolio so that development is documented.
Short- and Long-term Goals. As students develop as professionals they must
identify their goals for improvement. Some of these will be accomplished in the
short-term and some will take years. For each portfolio submission, students must
identify areas of strength they have developed and areas that need improvement.
Short-term goals should serve as steps toward achieving long-term goals. Drafts
from previous submissions must remain in the portfolio so that development is
documented.
Artifacts. Students will submit a written reflection at no less than the “emergent”
level (see pages 13-15) for each of the following performances in conjunction with
their enrollment in ED 102, Foundations of Education: Standard A, American
Indian Essential Understandings, Performance 3 and Standard K, Professional
Commitment and Responsibility, Performance 3. For the full language of the
Standards and Teacher Performances, see Appendix C.
2nd Submission – In Conjunction with Acceptance into the Teacher Education Program
Students will submit their portfolios for the second time when they apply for admission to
the Teacher Education Program. The evaluation will focus on written reflections on a
variety of performances (see table below), as well as on the reflection, self-assessment,
and plan for personal/professional development.
Required Items for the 2nd Submission:
Updated Autobiography/Educational Objective Essay, Educational Philosophy
Essay, and Resume. Students will review these documents and make changes as
appropriate. Drafts from previous submissions must remain in the portfolio so that
development is documented. Review these headings under 1st Submission for
details.
Short- and Long-term Goals. Students will document progress on their goals from
the 1st submission—noting areas of strength and areas in which they need to focus
through the next phase of their education. Drafts from previous submissions must
remain in the portfolio so that development is documented.
Artifacts. Students will submit a written reflection that demonstrates competency at
no less than the “emergent” level (see pages 13-15) for each of the following
performances:
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Standard
Performance
Course Completion
Standard A, American Indian Essential
Understandings,
Performance 3
ED 102, Foundations of
Education
Standard B, Knowledge of Subject Area
Performance 6
CS 103, Instructional
Media and Technology
Standard B, Knowledge of Subject Area
Any Performance other
than 6 under this Standard
No Course Completion
Standard C, Knowledge of Human
Development and Learning
Performance 1
ED/PSY 229, Educational
Psychology
Standard H, Communication Skills
Performance 4
No Course Completion
Standard K, Professional Commitment
and Responsibility
Performance 3
ED 102, Foundations of
Education
Standard L, Partnerships
Performance 1
No Course Completion
For the full language of the Standards and Teacher Performances, see Appendix C.
Application for Admission to the Teacher Education Program. Application
packages are available in the Teacher Education Office, O’Connell Hall, Room
120.
The completed application package for Admission to the Teacher Education
Program includes:
a. Application: A completed application for admission to the program.
b. Documentation of Basic Skills: Students must submit appropriate
documentation that demonstrates:
1. Pre-Professional Skills Tests (PPST) minimum scores of 170 in
reading, 170 in writing, and 170 in mathematics;
2. a grade of “C” or better in CO 101
3. a grade of “C” or better in ENWR 102 and;
4. a minimum of 2.5 cumulative grade point average.
c. Written Essay: Students will submit an essay on a selected topic for
evaluation by departmental members. See the Teacher Education Program
Admission packet for specific guidelines regarding the essay format.
d. Recommendations: Four Faculty Recommendations must be in your
application, two of which must be from education faculty. Blank
recommendation forms are part of the Teacher Education Program
Admission packet.
e. Interview: Applicants will be scheduled through the Teacher Education
Office for an interview by Department faculty.
f. Background check: See application packet for procedural details.
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3rd Submission – In Conjunction with Application to Student Teaching
The 3rd submission of the portfolio coincides with the student’s application to Student
Teaching. The evaluation will focus on documentation of additional performances (see
table below), the continuous use of reflection, and the continuous demonstration of the
student’s ability to assess oneself and plan for his/her personal/professional development.
Required Items for the 3rd Submission:
Updated Autobiography/Educational Objective Essay, Educational Philosophy
Essay, and Resume. Students will review these documents and make changes as
appropriate. Drafts from previous submissions must remain in the portfolio so that
development is documented. Review these headings under 1st Submission for
details.
Short- and Long-term Goals. Students document progress on their goals from
previous submissions—noting areas of strength and areas in which they need to
focus through the Student Teaching phase of their programs. Drafts from previous
submissions must remain in the portfolio so that development is documented.
Artifacts. Students will submit a reflection that demonstrates competency at no less
than the “developing” level (see pages 13-15) for each of the following
performances:
Standard
Performance
Course Completion
Performance 1
ED/PSY 229, Educational
Psychology
Performance 2
ED 312, Elementary Science
and Social Studies or ED 318,
Content Area Reading and
Secondary Methods
Performance 4
ED 325, Teaching the
Communication Arts II or ED
318, Content Area Reading and
Secondary Methods
Standard B, Knowledge of
Subject Area
Performance 6
ED 312, Elementary Science
and Social Studies or ED 318,
Content Area Reading and
Secondary Methods
Standard C, Knowledge of
Human Development and
Learning
Performance 2
ED 412, Measurement and
Assessment in Teaching
Standard C, Knowledge of
Human Development and
Learning
Performance 3
No Course Completion
Standard D, Adapting Instruction
for Individual Needs
Performance 2
No Course Completion
Standard A, American Indian
Essential Understandings,
Standard A, American Indian
Essential Understandings,
Standard B, Knowledge of
Subject Area
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Standard
Performance
Course Completion
Standard D, Adapting Instruction
for Individual Needs
Performance 3
SPED 300, Introduction to
Exceptional Children
Standard E, Bias and Teaching
Style Effects on Teaching
Performance 1
ED 245, Diversity Field
Experience
Standard G, Classroom
Motivation and Management
Skills
Performance 1
ED 305, Classroom
Management
Standard G, Classroom
Motivation and Management
Skills
Performance 3
ED 305, Classroom
Management
Standard G, Classroom
Motivation and Management
Skills
Performance 4
ED 305, Classroom
Management
Standard H, Communication
Skills
Performance 1
ED 325, Teaching the
Communication Arts II or ED
318, Content Area Reading and
Secondary Methods
Standard H, Communication
Skills
Performance 2
ED 325, Teaching the
Communication Arts II or ED
318, Content Area Reading and
Secondary Methods
Standard H, Communication
Skills
Performance 5
CS 103, Instructional Media
and Technology
Standard I, Instructional
Planning Skills
Performance 1
HPE 314, Methods of
Teaching Elementary Physical
Education or ED 318, Content
Area Reading and Secondary
Methods
Standard I, Instructional
Planning Skills
Any
Performance
other than 1
No Course Completion
Standard J, Assessment of
Student Learning
Performance 1
ED 324, Diagnostic-Based
Interventions in Literacy
Instruction or ED 318, Content
Area Reading and Secondary
Methods
Standard J, Assessment of
Student Learning
Performance 4
ED 412, Measurement and
Assessment in Teaching
Standard K, Professional
Commitment and Responsibility
Performance 1
No Course Completion
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Standard
Performance
Course Completion
Standard K, Professional
Commitment and Responsibility
Performance 2
No Course Completion
Standard L, Partnerships
Performance 3
SPED 300, Introduction to
Exceptional Children
Standard L, Partnerships
Performance 5
No Course Completion
Standard M, Connections
Between Academics and Work
Performance 1
or
Performance 2
HPE 314, Methods of Teaching
Elementary Physical Education
or ED 318, Content Area
Reading and Secondary
Methods (Performance 2)
For the full language of the Standards and Teacher Performances, see Appendix C.
Application. Acceptance into the Teacher Education Program at the end of the
sophomore year does not automatically permit one to pursue Student Teaching as a
senior student. However, students who have not been admitted to the Teacher
Education Program by March 15 of their junior year will not be considered for
Student Teaching. All teaching candidates in K-8, K-12, and 5-12 programs must
apply for admission to the Student Teaching program.
Students must meet the following criteria:
1. Receive at least the minimum score on the ETS Praxis II content
knowledge test as Montana sets for Highly Qualified Teacher status for the
subject area(s) in which the candidate is pursuing teacher licensing
2. A minimum 2.65 grade point average
3. All Professional Education Requirements and Other Program Requirements
must be completed, with a grade of “C” or better
4. Portfolio that has met program standards
In addition, students will be assessed based on the following:
5. Application to Student Teaching
6. Recommendations
7. Previous K-12 field experience
Application must be made to the Department of Teacher Education no later than
March 15 of the junior year. Failure to do so will cancel the student’s opportunity to
student teach during the fall and spring semesters of the following school year. It is
the student’s responsibility to seek admission to the Student Teaching program.
4th Submission – At the end of Student Teaching
At the conclusion of Student Teaching, the student’s College Supervisor will conduct the
final evaluation of the Teacher Development Portfolio. This is an opportunity for students
to demonstrate what they have accomplished, who they are, and what they envision they
will become. After this final review is completed, the final portion of the process will be a
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final evaluation by the College Supervisor and Director of Student Teaching/Department
Chairperson
Required Items for the 4th Submission:
Updated Autobiography/Educational Objective Essay, Educational Philosophy
Essay, and Resume. Students will review these documents and make changes as
appropriate.
Short- and Long-term Goals. Students document progress on their goals from
previous submissions, noting areas of strength and areas in which they need to
focus as they enter their first year of teaching.
Artifacts. Students will be assessed on all Standards. Their artifacts must
demonstrate competency at no less than the “competent” level (See pages 13-15)
and be accompanied by Reflective Entry forms, which allow students to explain
how those artifacts show their competence on those standards. Students will
provide Reflective Entry forms for all teacher performances under all Standards.
Teacher performances for each standard are listed in the Performance Standards for
Montana Teachers column in Appendix C.
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ORGANIZATION OF THE PORTFOLIO
What areas will be included in the Professional Portfolio?
A student’s portfolio must:

be in a three-inch, three-ring binder with the student’s name and degree plan
clearly visible on the cover

have student’s name clearly visible on the spine

have a table of contents

consist of at least three sections:
Section I- Professional Orientation
Autobiography/Educational Objective
Educational Philosophy
Resume
Short- and Long-term Goals
Section II- Evaluation Forms: (see Appendix E)
The completed evaluation forms from each previous submission period.
Section III – Documentation of Artifacts and Reflections
Appendix C contains a comparison of each of the INTASC Standards,
Performance Standards for Montana Teachers, and Carroll College Knowledge,
Skills and Dispositions. Section III of the portfolio will house the Reflective
Entry forms and the related artifacts behind the appropriate Standards section of
the portfolio. These artifacts demonstrate the student’s competence on each of
the standards documented in Appendix C by means of a written reflection
documenting how each artifact meets the performance criteria under a standard.
The Performance Standards for Montana Teachers will guide the collection of
artifacts in this portfolio. Under each standard are teacher performance criteria
for the preparing teacher that provides specifics as to the content of the
standard. Therefore, when a student meets the performance criteria under the
standard, the student will also meet the standard.
Each artifact selected to communicate competence of a given performance must
be accompanied by a written reflection. The reflection serves to demonstrate
the student’s ability to analyze experiences and to communicate the meaning of
the experiences and the artifacts in relationship to the performance. A single
artifact may be used to document more than one performance, however, a
separate reflection must be written to communicate the meaning of that
artifact in the context of each performance. The student should use the
Reflective Entry Format (page 16) to guide each reflection. Students
documenting a performance completed through a course (see the tables in 2nd
and 3rd submission sections) will submit a Reflective Entry Form verified by
the course instructor.
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Who Assesses the Portfolio?
1st Submission – ED 102, Foundations of Education Instructor
2nd and 3rd Submissions – Two randomly selected Education Department faculty
members. Performances completed through a course will be evaluated and
verified by the course instructor.
4th Submission – College Supervisor and Director of Student Teaching/Department
Chairperson
How is the Portfolio Assessed?
The instructor(s) responsible for each assessment will review and evaluate students’
portfolios and judge their efforts at the time of that submission. The instructor will
give students input regarding the quality of the materials in their portfolios, as well
as whether the materials demonstrate the criteria necessary at that submission level.
The following evaluation levels will be used to show progress: (These ratings are
also documented in the table on page 15, Portfolio Rubric.)
“Competency Not Demonstrated” (rated 0) –This level reflects that sections or
items are missing, are not appropriately prepared, and/or are incomplete in some
other manner. It does not adequately demonstrate competence in the INTASC,
Montana and/or Carroll College Standards. This rating should alert the student
that additional attention should be paid to the materials in his/her portfolio and
the organization of his/her portfolio. The student must correct all areas that are
rated in this manner.
 Students cannot be admitted to the Teacher Education Department or Student
Teaching with sections that have received this rating.
“Emergent” (rated 1) – This level reflects a “work-in-progress” that requires more
illustrative evidence, and/or refinement and polishing of presentation.
Organizational requirements have been met.
 This rating is the minimum expected level for admission into the Teacher
Education Department.
 Students cannot be admitted to Student Teaching with sections that have
received this rating.
“Developing” (rated 2) – This level demonstrates work beyond the emergent level.
Students performing at this level are able to determine the connection among the
knowledge and skills and their application in the classroom environment and
other professional settings. “Developing” students usually are familiar with most
of the standards, can select artifacts that clearly demonstrate their abilities, and
are beginning to show creativity in their portfolio presentation.
 This rating is the minimum expected level for admission into Student
Teaching.
“Competent” (rated 3) – This level exemplifies professionalism and illustrates
creativity, reflection, and a commitment to the life-long learning process. Each
section is complete, including reflections. All evidence is appropriate and
consistent with reflections.
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
This rating must be demonstrated in order to receive a passing grade in
Student Teaching and serves as a foundation for future professional teaching
development.
Other Important Information Regarding Format!
Students must:

Word-process all written documents developed for the portfolio;

Use appropriate grammar, sentence structure, and spelling;

Separate each section of portfolio (i.e., Sections I, II, and III) with appropriately
labeled tabs;

Begin Section III with a Sequential List of Artifacts;

Separate each Standard (even if no artifacts are submitted) with appropriately
labeled tabs;

Provide a written reflection, in the format shown on the Reflective Entry Format
form, for each artifact selected as evidence of performance competence;

Refrain from placing the written reflection in any type of protective sleeve;

Place the artifact (behind the reflection) in the Standard section for which
competence is demonstrated.
Ethical Considerations:
When including journal entries or other personal reflections, students should avoid
using actual names of teachers, principals, students, schools, etc. If the content of the
work presented is not original, appropriate references must be cited.
Finally…
The professional portfolio is considered to be a “work-in-progress.” Therefore, all
sections of the portfolio will likely not be completed until the future educator has
completed the final professional field experience.
In summary, the portfolio is viewed as a vehicle for students to display their
competence in the INTASC Standards, Performance Standards for Montana Teachers,
and Carroll College Knowledge, Skills, and Dispositions. The basic process of the
portfolio serves as both an instructional and evaluative tool. The process includes the
on-going collection of artifacts, assessment of the artifacts, reflection on experiences,
and selection of examples that will communicate areas of competence at the required
level. This process requires the use of a variety of data sources, which may include:
 class products that document the content of the teacher performance(s);
 records of personal observations of classrooms, teachers, and students;
 feedback received from supervisors observing the student’s actual instructional
experiences, where the student was the instructor, and the feedback was on the
student’s ability to plan, deliver, and evaluate instruction.
The portfolio also may house recommendations, evaluations, and professional
affiliations as the portfolio evolves into a showcase portfolio.
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Portfolio Rubric
Element
Competency Not
Demonstrated (0)
COMPREHENSIVENESS
Sections are missing, items are
not appropriately prepared,
and/or Portfolio is incomplete in
some other manner.
Competence in the required
INTASC, Montana and/or
Carroll College Standards is not
demonstrated.
CONNECTIONS
CONVENTIONS
Emergent (1)
Reflects a “work-in-progress”,
requires more illustrative
evidence, and/or refinement and
polishing of presentation.
Developing (2)
Reflects developing document;
illustrative evidence is apparent,
and/or quality nearly refined.
Organizational requirements
have been met.
Initial skill in INTASC,
Montana and/or Carroll
Standards is demonstrated.
Skill in INTASC, Montana
and/or Carroll Standards is
demonstrated.
Connections between and/or
among standards and
documentation is non-existent or
extremely limited; connections
are inaccurate.
Connections between and/or
among standards and
documentation are nebulous
and/or not specific.
Connections between and/or
among standards and their
application is illustrated.
Spelling, punctuation, sentence
structure, vocabulary,
paragraphing, and/or visual
presentations are not
satisfactory, and the reader is
distracted by it or them.
Spelling, punctuation, sentence
structure, vocabulary,
paragraphing, and/or visual
presentations are not
satisfactory, but they do not
significantly distract the reader.
Spelling, punctuation, sentence
structure, vocabulary,
paragraphing, and/or visual
presentations are satisfactory.
Rationale
Rationale
Rationale
This rating should alert students
that additional attention must be
paid to materials in the portfolio
and organization of the portfolio.
This rating is the minimum
expected level for admission
into the Teacher Education
Department.
Students must correct all areas
that are rated in this manner.
Students cannot be admitted to
Student Teaching with sections
that have received this rating
Students cannot be admitted to
the Teacher Education
Department or Student Teaching
with sections that have received
this rating.
“Developing” students usually
are familiar with most of the
standards, can select artifacts
that clearly demonstrate their
abilities, and are beginning to
show creativity in their portfolio
presentation.
Competent (3)
Each section is complete;
reflections are refined and
polished; quality exemplifies
professionalism
Competence in INTASC,
Montana and/or Carroll
standards is clearly
demonstrated.
Connections between and/or
among standards and their
application is clearly illustrated.
Illustrates creativity, reflection,
and a commitment to the lifelong learning process.
Spelling, punctuation, sentence
structure, vocabulary,
paragraphing, and/or visual
presentations reflect
professional work.
Rationale
This rating must be
demonstrated after the Student
Teaching Experience is
completed and serves as a
foundation for future
professional teaching
development.
This rating is the minimum
expected level for admission to
Student Teaching.
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Reflective Entry Form
1. Artifact Title: (Type here)
2. Standard and specific Teacher Performance met by this artifact:
(Type here)
3. Briefly summarize this artifact and document where it is housed:
(Type here)
4. How does this artifact demonstrate your competency for this teacher performance?
(Type here)
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Reflective Entry Form
Word-process the reflective entry using this sample format
1. Artifact Title: Blood Quantum and Tribal Membership in Montana poster presentation
(artifact #1).
Provide the complete title and number of the artifact corresponding with “Sequential List of
Artifacts in Portfolio” form.
2. Standard and specific Teacher Performance met by this artifact:
A. American Indian Essential Understandings
The preparing teacher demonstrates understanding of and ability to integrate knowledge of the
history, cultural heritage, and contemporary status of American Indians and tribes in Montana.
Performance 3: The preparing teacher researches and synthesizes the contemporary status of
American Indians and tribes in Montana.
If the same artifact is used to meet a different performance, a separate reflective entry must be
developed and included in the appropriate standard section of the portfolio. Do not duplicate the
artifacts. You may cut and paste Performance Standard from Appendix C or D, but watch format.
It may help to paste as “keep text only”, and then adjust format manually.
3. Briefly summarize this artifact and document where it is housed:
This artifact is a poster that I and two other classmates created in ED 102, Foundations of
Education, Fall semester of 2015. Our group chose to research the issue of blood quantum as a
measure of tribal membership in Montana and we presented our research findings and poster to
our class. This artifact is housed behind Standard A, Performance 3.
I have included: who, what, when, how in my description of the artifact. I have specified where the
artifact is housed in the portfolio.
4. How does this artifact demonstrate your competency for this teacher performance?
Be sure to make explicit connections between the criteria of the performance, the relevant features
of your artifact, and how your competency was demonstrated.
Clearly state the relationship of the artifact to the performance.
Use the same language from the performance (key ideas & verbs) to emphasize the relationship
between the artifact and the performance as well as your competency for the performance. It helps
to type key ideas and verbs in bold to show connections.
Describe in the reflective response specific things you accomplished in the artifact that directly
relate to the teacher performance.
Be sure reflection is persuasive and clearly supports your competence for this teacher
performance.
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REFLECTION RESPONSE CHECKLIST
(For Student Use Only, Not a Required Document)
Organization
 Structure of Reflective Entry response is accurately followed:

I followed the Reflective Entry Format form and completed items 1-4.

I used correct sentence structure throughout the portfolio.

I used correct spelling, punctuation, grammar and capitalization throughout the
portfolio.
Reflection Content
 Artifact Title.

I provided the complete title and number of the artifact corresponding with
“Sequential List of Artifacts in Portfolio” form.
 Specific Standard and Teacher Performance met by this artifact.

I completely spelled out the Specific Standard and Montana Teacher
Performance.
 Briefly summarize this artifact.

I have included: who, what, when, how in my description of the artifact.

I have specified where the artifact is housed in the portfolio (e.g., behind
Standard A, Performance 1).
 How does this artifact demonstrate your competency for this teacher
performance?

I clearly stated the relationship of the artifact to the standard/performance.

I used some of the same language from the performance to emphasize the
relationship between the artifact and the performance as well as my competency
for the performance.

I described specific performances accomplished in the artifact that directly relate
to the teacher performance.

My reflection is persuasive and clearly supports my competence for this teacher
performance.
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Student Name ________________________
Sequential List of Artifacts in Portfolio
Artifact
No.
1
Title of Artifact
Poster presentation on tribal membership
Where Housed?
(Original Document)
Standard A(3)
Used for other
Standards?
B(2), D(1)
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
19