Kutztown University of Pennsylvania
Assessment #8— Portfolio
Additional assessment that addresses NCSS standards
A.
Description of the assessment and its use in the program:
Candidates develop a professional portfolio which is a collection of their best work that documents
accomplishments relevant to the teaching profession. The portfolio provides the teaching candidate with
an opportunity to reflect on his/her journey to the teaching profession. The portfolio will serve as an
expanded resume and as a personal marketing tool in the interview process. Education 100: Perspectives
on American Education first introduces the prospective candidates to the concept of a Teaching Portfolio.
Once the students are teaching candidates they revisit the portfolio in SEU 310 /SEU 342 where the
structure of the portfolio is reviewed and assigned and alignment with the standards is explored. During
the student teaching semester, the students use the portfolio to demonstrate what they have learned as a
student teacher; the artifacts will be updated and revised including self-evaluations in which candidates
reflect on the efficacy of activities. The professional portfolio, with a minimum of 20 artifacts, will be
web-based to make storing and sharing contents easier. The COE has chosen Task Stream to facilitate
assessment and to give teaching candidates the opportunity to demonstrate learning achievements. At the
end of SEU 310 and 342 candidates will present their portfolio to a small group of undergraduate
education majors. Students use the Pathwise Components for Professional Practice which is aligned with
the Pennsylvania Statewide Evaluation Form for Student Professional Knowledge and Practice. The
evaluation for this assessment is directly aligned with the four domains represented on the PDE 430
(planning and preparation; classroom environment; instructional delivery; and professionalism) and is tied
in with KU's conceptual framework that views the lifelong learner as the exemplary model for the teacher
candidate. This evaluation also is based on the candidate's portfolio being aligned with NCSS standards.
The evaluation of this portfolio is shared by the COE and the university supervisor
B. Description of how this assessment specifically aligns with NCSS standards:
Because of the nature of this assignment, a broader application to NCSS standards needs to be applied.
Within the scoring rubric, there is a specific category for meeting NCSS standards; however, no exact
standard is listed. Students are given choice as to the content material they choose to include in their
portfolio. Although the majority of our students present portfolio artifacts that focus on either American
or world history, they could feasibly pick from any of the ten thematic strands. For the purpose of this
assessment report, all thirty-five portfolios for the two cycles analyzed were examined and it was
determined that the following thematic stands were specifically addressed in fall 2010: NCSS 1.2, 1.3,
1.6, 1.10. The following thematic strands were specifically addressed in spring 2011: 1.2, 1.6.
C.
Analysis of the data findings:
The two courses from which these data were obtained were education courses in the Secondary Education
department and consisted of education majors from all areas of the COE. In the first application (Fall
2010), there were twenty four candidates from social studies in the class and in the second application
(Spring 2011), there were eleven social studies education students. The rubric rating score is as follows:
3 points = Exemplary; 2 points = Superior; 1 point = Satisfactory; 0 points = Unsatisfactory
As seen in the fall 2010 data, social studies candidates in these courses scored between superior and
exemplary in all categories with the exception of criteria 1 and 8. Also, candidate 16 struggled with
planning and preparation. However, in criterion 7 (which outlines how well a candidate demonstrated
knowledge of NCSS thematic strands) all candidates rate exemplary. In spring 2011, candidate
performance improved in regards to criteria 1 & 8, with only candidate 7 struggling with this content.
This improvement can most likely be attributed to these students being the second group to post portfolios
electronically. Most important, candidates exhibited superior mastery in aligning their portfolio content
with NCSS standards with all candidates receiving a score of 3 in criterion category 7. One of the foci of
this portfolio is the importance of becoming a lifelong learner, one of the major goals of KU's conceptual
framework and NCSS Standard 3.1. Another important aspect of this course is integrating the Pathwise
Components for Professional Practice with the NCSS standards, and creating a portfolio that will be
updated during the clinical field experience. The portfolios that the pre student teaching candidates have
submitted contain lessons geared to both those goals, and candidates who have had the social studies
methods course have standard driven lesson plans and materials that meet all criteria.
D An interpretation of how that data provides evidence for meeting standards, indicating the
specific SPA standards by number, title, and/or standard wording;
In regards to specific NCSS thematic strands, the following shows the mean scores for meeting standards
within criterion 7:
Fall 2010:
NCSS standard:
# of students:
mean average:
1.2
18
2.0
1.3
2
2.0
1.6
3
2.0
1.10
1
2.0
Spring 2011:
NCSS standard:
# of students:
mean average:
1.2
10
3.0
1.3
1
2.0
The data shows that Kutztown University students are well versed in NCSS content area
material, especially history, and are successful in planning for instruction. With changes to the
social studies grid, we have placed more emphasis on the importance of geography and
government which could account for the portfolio material focusing on these two content areas.
In criterion 7, which measures whether the portfolio was addressed in a professional manner
based on NCSS standards, both undergraduate and post baccalaureate students are achieving
marks meeting the superior rating. In fall 2010, undergraduates had a mean average of 2.04
while the two post baccalaureate students received a mean average of 2.0. After the first online
portfolios were created in the fall, the course instructor emphasized the importance of
considering the standards of their “learned communities” and stressed the significance of
criterion 7. As a result, post baccalaureate scores increased to a 3.0 mean average with
undergraduates achieving a solid score of 2.87 during the following semester.
On the whole, secondary candidates are achieving superior scores or better in regards to
planning for the teaching of social studies content.
E.
Assessment Tool:
SEU 310 – PROBLEMS OF SECONDARY EDUCATION
SEU 342 PRINCIPLES OF TEACHING
GUIDELINES FOR THE PROFESSIONAL PORTFOLIO
ASSIGNMENT: Develop a professional portfolio which is a collection of your best work and that
documents accomplishments relevant to the teaching profession.
The portfolio provides the teaching candidate with an opportunity to reflect on his/her journey to the
teaching profession. The portfolio will serve as an expanded resume and as a personal marketing tool in
the interview process. Education 100: Perspectives on American Education first introduces the
prospective candidates to the concept of a Teaching Portfolio. Once the students are teaching candidates
they revisit the portfolio in SEU 310 /SEU 342 where the structure of the portfolio is reviewed and
assigned and alignment with the standards is explored. During the student teaching semester, the students
use the portfolio to demonstrate what they have learned as a student teacher.
FORMAT: The professional portfolio, with a minimum of 20 artifacts, will be web-based to make storing
and sharing contents easier. The College of Education has chosen Task Stream to facilitate assessment
and to give teaching candidates the opportunity to demonstrate learning achievements. You may tour the
Task Stream tools for electronic portfolio development at www.taskstream.com. To receive a free Guest
Account, e-mail learnmore@taskstream.com or call 800-311-5656. After your portfolio is completed, a
“portfolio at a glance,” in the form of a brochure which can be distributed to interviewers, also is
recommended for development. You may also choose to create a paper portfolio so that you may bring it
to interviews for teaching positions.
PRESENTATION: At the end of this course you will present your portfolio to a small group of
undergraduate education majors.
RESOURCES: How to Develop a Professional Portfolio, a recommended supplemental textbook for this
course, is an excellent guide for the development of your portfolio. Students will use the Pathwise
Components for Professional Practice which is aligned with the Pennsylvania Statewide Evaluation Form
for Student Professional Knowledge and Practice as well as the professional education association for
your area of certification (NCSS). See rubric.
RECOMMENDED ARTIFACTS:
1. Directed Reading Activity (SEU 310/342)
2. Classroom management plan (SEU 310)
3. Sample letter to parent(s) (SEU 310)
4. Lessons learned (field experience)
5. Personal philosophy of education (EDU 100)
6. Interdisciplinary/Thematic Unit (SEU 320)
7. Sample assessments/tests/rubrics (SEU 320)
8. Technology application (ITC 300)
9. Teaching unit (methods course)
10. Lesson plans (methods course)
11. Reflections/journal (30 hours of observation)
12. Core assignment(s) Special Education (SPU 100)
13. Core assignment(s) Education Psychology (PSY 140)
14. Thematic Unit Plan
Note: If you have not taken some of the courses listed above, you may substitute other artifacts for those
to be developed in these courses and added in the future. Please make a notation on artifacts which are
being substituted.
ADDITIONAL ARTIFACTS:
1. Research papers/projects/photos of bulletin boards
2. Letters of recommendation from employers
3. Checklists, rating scales, and/or behavior tallies with description of use.
4. Evidence of participation/service in professional organizations/committees
5. Evidence of attendance at workshops/conferences
6. Credentials (certificates/clearances/transcripts, PRAXIS scores, etc.)
7. Awards/honors/scholarships
8. Letters of appreciation/commendation
9. Presentations/publications/photographs
10. Community service
11. Work experience
12. Volunteer service involving children or teaching
13. Involvement in extracurricular activities
14. Concept maps/multiple intelligences/Bloom’s Taxonomy
15. Diagram of classroom arrangement
16. Artifacts (student survey(s), test(s), project(s), attestations, personal journal, etc. which demonstrate
teaching candidate’s effect on student learning
17. Any other artifacts which demonstrate your knowledge, skills, and dispositions
ARTIFACTS TO BE ADDED DURING STUDENT TEACHING:
1. Teaching units
2. Lesson plans
3. Video of you teaching
4. Bulletin board photographs
5. Tests and other assessment instruments
6. Examples of student work/projects
7. Letters from cooperating teachers
8. Letter(s) from KU supervisor(s)
9. PA Department of Education evaluation forms (PDE-430)
10. Instructional materials
11. Artifacts (student survey(s), test(s), project(s), attestations, personal journal, etc. which demonstrate
teaching candidate’s effect on student learning
12. Evidence of experience teaching culturally diverse learners.
13. Any other artifacts which document your competencies.
F.
Scoring Guide for the Assessment:
Assessment 8 – Portfolio Rubric
Levels/Criteria
Professional
Appearance
Exemplary - 3
Portfolio is focused
and presents the
teaching candidate
as a professional.
Superior -2
Portfolio is
mostly focused
and presents the
teaching
candidate as a
professional.
Satisfactory - 1
Portfolio is
somewhat focused
and presents the
teaching candidate
as a professional in
some part of the
document
Portfolio includes
at least 14 artifacts
Unacceptable - 0
Portfolio is not focused
and does not present the
teaching candidate as a
professional
Standards Aligned
Artifacts
Portfolio includes
at least 20 artifacts
Planning and
Preparation
Portfolio includes
at least 17
artifacts
Partially
approaches
planning and
preparation
Approaches
An incomplete
Portfolio does not
planning and
approach to
address planning and
preparation
planning and
preparation
professionally
preparation
by addressing all
aspects of planning
and preparation
Standards
PA- PDE-430 Form - Evaluation Form for Student Professional Knowledge and
Practice
Category: Category I: Planning and Preparation Student teacher/candidate demonstrates
Portfolio includes less
than 14 artifacts.
Score/Level
Assessment 8 – Portfolio Rubric
Levels/Criteria
Environment
Instructional
Delivery
Exemplary - 3
Superior -2
Satisfactory - 1
Unacceptable - 0
thorough knowledge of content and pedagogical skills in planning and preparation.
Student teacher makes plans and sets goals based on the content to be taught/learned,
knowledge of assigned students, and the instructional context.
Indicator: Knowledge of Pennsylvania’s K-12 Academic Standards
Indicator: Knowledge of students and how to use this knowledge to impart instruction
Indicator: Use of resources, materials, or technology available through the school or
district
Indicator: Instructional goals that show a recognizable sequence with adaptations for
individual student needs
Indicator: Assessments of student learning aligned to the instructional goals and adapted
as required for student needs
Indicator: Use of educational psychological principles/theories in the construction of
lesson plans and setting instructional goals
Approaches
Partially
Incomplete
Does not address the
creating a positive
approaches
approach to
creation of a learning
learning
creating a
Creating a
environment
environment
positive learning
learning
professionally by
environment
environment
addressing all
aspects of category
Standards
PA- PDE-430 Form - Evaluation Form for Student Professional Knowledge and
Practice
Category: Category II: Classroom Environment “Student teacher/candidate establishes
and maintains a purposeful and equitable environment for learning, in which students feel
safe, valued, and respected, by instituting routines and setting clear expectations for
student behavior.
Indicator: Expectations for student achievement with value placed on the quality of
student work
Indicator: Attention to equitable learning opportunities for students
Indicator: Appropriate interactions between teacher and students and among students
Indicator: Effective classroom routines and procedures resulting in little or no loss of
instructional time
Indicator: Clear standards of conduct and effective management of student behavior
Indicator: Appropriate attention given to safety in the classroom to the extent that it is
under the control of the student teacher
Indicator: Ability to establish and maintain rapport with students
Approaches all
Partially
Incomplete
Does not address
aspects of
approaches
approach to
instructional delivery
instructional
instructional
instructional
delivery
delivery
delivery
Standards
PA- PDE-430 Form - Evaluation Form for Student Professional Knowledge and
Practice
Category: Category III “Instructional Delivery - Student teacher/candidate, through
knowledge of content, pedagogy and skill in delivering instruction, engages students in
learning by using a variety of instructional strategies.
Indicator: Use of knowledge of content and pedagogical theory through his/her
Score/Level
Assessment 8 – Portfolio Rubric
Levels/Criteria
Professional
Responsibility
SPA
NCSS Thematic
Strands:
1.1 1.10
Teaching Candidate
as a Unique
Practitioner
Exemplary - 3
Superior -2
Satisfactory - 1
Unacceptable - 0
instructional delivery
Indicator: Instructional goals reflecting Pennsylvania K-12 standards
Indicator: Communication of procedures and clear explanations of content
Indicator: Use of instructional goals that show a recognizable sequence, clear student
expectations, and adaptations for individual student needs
Indicator: Use of questioning and discussion strategies that encourage many students to
participate
Indicator: Engagement of students in learning and adequate pacing of instruction
Indicator: Feedback to students on their learning
Indicator: Use of informal and formal assessments to meet learning goals and to monitor
student learning
Indicator: Flexibility and responsiveness in meeting the learning needs of students
Indicator: Integration of disciplines within the educational curriculum
Addresses all
Partially
Incomplete
Does not address
aspects of
addresses
address of
professional responsibilities
professional
professional
professional
responsibility
responsibilities
responsibility
Standards
PA- PDE-430 Form - Evaluation Form for Student Professional Knowledge and
Practice
Category: Category IV “Professionalism - Student teacher/candidate demonstrates
qualities that characterize a professional person in aspects that occur in and beyond the
classroom/building.
Indicator: Knowledge of school and district procedures and regulations related to
attendance, punctuality and the like
Indicator: Knowledge of school or district requirements for maintaining accurate records
and communicating with families
Indicator: Knowledge of school and/or district events
Indicator: Knowledge of district or colleges professional growth and development
opportunities
Indicator: Integrity and ethical behavior, professional conduct as stated in Pennsylvania
Code of Professional Practice and Conduct for Educators; and local, state, and federal,
laws and regulations
Indicator: Effective communication, both oral and written with students, colleagues,
paraprofessionals, related service personnel, and administrators
Indicator: Ability to cultivate professional relationships with school colleagues
Indicator: Knowledge of Commonwealth requirements for continuing professional
development and licensure
Portfolio addresses Portfolio partially Portfolio rarely Portfolio does not address
category in a
addresses
addresses
category in a professional
professional
category in a
category in a
manner
manner
professional
professional
manner
manner
Portfolio displays
Portfolio gives a
Portfolio gives
Portfolio does not provide a
the unique
partial picture of
an incomplete
picture of the candidate
characteristics of
the candidate
picture of the
the candidate
candidate
Standards
Score/Level
Assessment 8 – Portfolio Rubric
Levels/Criteria
Exemplary - 3
Superior -2
Satisfactory - 1
Unacceptable - 0
PA- Kutztown University Conceptual Framework (Fall 2010)
Domain:
I. Knowledge Education of teacher candidates’ students includes general education
courses that cultivate intellectual and practical skills in written and oral communication,
quantitative literacy, critical thinking and wellness. In addition to their general
knowledge, candidates must be thoroughly versed in their subject matter and have
sufficient preparation in a major academic area related to the field of specialization.
Further, teachers must be able to demonstrate the ability to apply content, pedagogical
competencies and critical thinking in educational settings. Teachers additionally must
possess knowledge about the materials available for the teaching of their subject matter.
Standard:
I.1. Communication Knowledge and use of effective communication skills are at the heart
of effective teaching. An educator must be able to demonstrate appropriate written and
verbal communication skills including articulation, expressive language, voice quality,
usage, and grammar. A teacher must also be aware of the messages relayed via nonverbal
communication. Additionally, an educator must be able to select and utilize properly
appropriate communication media. Clarity in presentations, feedback, direction of
learning and goal setting contribute to the educator's ability to structure and reinforce
learning. Communication skills allow the educator to accomplish these goals and
communicate enthusiasm to learners, both about the subject and about learning. The
teacher as a lifelong learner is continually refining communication skills with students,
parents, and colleagues.
Standard:
I.2. Interpersonal Skills Effective interpersonal skills are also essential in the act of
teaching. The capacity for empathy, a belief that every child can learn, attention to
individual needs, sensitivity to home and community issues, ability to be at ease in the
presence of children or young adults, and the ability to provide a positive, caring
atmosphere for learning are examples of these skills (Gideonse, 1989). The teacher also
must possess interpersonal skills that foster peer collaboration. In the continual process of
learning, the teacher must be willing to seek help, advice, or solace from peers. The
teacher revises and expands interpersonal skills on a continual basis.
Standard:
I.3. Critical Thinking Teachers must practice critical thinking in all content areas; they
must be able to ask appropriate questions, gather relevant information, efficiently and
creatively sort through this information, reason logically from this information, and come
to reliable and trustworthy conclusions. Additionally, the teacher is able to model and
teach the process of critical thinking and inspire students to be responsible citizens who
contribute to society.
Domain:
II. Skills Professional knowledge is vast in scope, begins with the pre-service aspect of a
teacher preparation program, and expands commensurately with experience. Examples of
practical/experiential knowledge include an awareness of the climate, issues and politics
that affect the role of teaching, a passion for teaching, an ongoing curiosity about the
world, the confidence to become a risk-taker and change agent, and a belief that all
students can learn. The teacher as a lifelong learner is always extending
practical/experiential knowledge.
Standard:
II.1. Scholarly Inquiry Teacher candidates must be well versed in their content and be
Score/Level
Assessment 8 – Portfolio Rubric
Levels/Criteria
Exemplary - 3
Superior -2
Satisfactory - 1
Unacceptable - 0
aware of current trends and issues. Toward that end, teachers must have the ability to
conduct and use action research within their academic disciplines.
Standard:
II.2. Reflective Wisdom Through reflection, teacher candidates gain a deeper
understanding of their own teaching style and ultimately, greater effectiveness as a
teacher (Schon, 1983). It is essential that teachers reflect in action - while doing
something- and on action “after they have done it. Thus, teachers are engaged in the
process of continuous learning.
Standard:
II.3. Integration of Discipline Knowing content is important for a teacher; however,
broadening the context and applicability of content through integration of disciplines
provides students with a richer academic experience. Integration fosters ongoing
reinforcement of skills learned in one area of study and utilized in other areas. This
integration of discipline allows teachers and students to view their content discipline with
perspective and understanding of how it all relates together.
Standard:
II.4. Technology Integration Integrating technology into classroom instruction means
more than teaching basic computer skills and software programs in a separate computer
class. Rather, technology should be used to engage students and facilitate their thinking
and construction of knowledge. Students learn to access, evaluate, and use information.
Standard:
II.5. Organization and Classroom Management Organizing and managing instructional
settings are complex activities, requiring effective skills and supportive affective
relationships. The teacher adopts a proactive organizational and managerial style that
involves interventions and strategies designed to include positive expectations, selfevaluation, and growth.
Domain:
III. Dispositions KU defines dispositions as internal values, beliefs, and attitudes that are
manifested in patterns of professional behaviors. The assessment does not focus on
values, beliefs, and attitudes directly; instead, dispositions are only assessed as they are
manifested in patterns of behaviors and candidate performances in their work with P-12
students and their families, peers, faculty, and the community.
Standard:
III.1. Cultural Awareness and Acceptance The teacher must be able to work with an everchanging diverse student population and have the perception to see diversity in people as
a strength rather than a deficit. Cultural awareness and acceptance includes those
similarities and commonalties found across cultural lines as well and is not merely a study
of contrasts. The teacher must provide for educational opportunities that will strengthen
students' appreciation of the diversity that enriches our nation.
Score/Level