Tips for Success with your Gate III Portfolio

1. Tips for Success with yourGate III Portfolio Gate III EAA/ECA McIntyre, Fall 2010

2. The focus of Gate 3 is about student learning! • Move from “application” to “management” by using words like “My students…” instead of “I” • Remember: The key point is: WHAT HAVE YOUR STUDENTS LEARNED??!! • Use student learning data(remove student names and/or create SUMMARIES of student learning) • PROVE that students are learning from you, for example….

3. Some GREAT artifacts: • Student Learning Profile: Student interests / learning styles / MI / reading level chart/hobbies/involvements at school or community… • Show you know your students by making a connection between what you know about your students and the lessons and units you have designed and implemented

4. GREAT artifacts: Lesson plans • At least ONE including a Compelling Why • At least ONE demonstrating a “Culturally Responsive Lesson” • The inclusion of reading strategies work well for WTS 2 and 3 • 5 E’s model • Use a highlighter to point out these parts of a lesson plan that are compelling to show MANAGEMENT

5. GREAT artifacts: Unit plans • With “central concept” and/or “essential question” clearly identified • Sections labeled by MI are useful • Assessments are within and at the end of the unit (rubrics are best) • The unit should be “developmentally appropriate” (you picked the central concept because it matched student learning needs) • In WTS 3 – remember it is MI AND race / class / gender • The final task or showcase event you ask students to do is a performance task – preferably with student choice

6. GREAT artifacts: Assessments • Linked to EQ (comparison of student answers to your answers) • Formal / informal/formative / summative • A variety is best • Checkpoints • Quizzes • Tests • Rubrics

7. GREAT artifacts: Evaluations • University Supervisor observation/ evaluations • Cooperating Teacher observation/evaluations You may use each criteria as an artifact!

8. GREAT artifacts: DispositionsDisposition evaluation(s) forms filled out by either CT or University supervisor • Has a need for shared understanding • Asks clarifying questions for self and/or group needs • Solicits responding from all parties • Paraphrases for better self and group understanding • Redirects counter-productive participation • Demonstrates active listening during collaborations • Has a need to be constantly seeking new solutions • Seeks input from and works with others to describe current condition • Works with others to determine need for change • Considers other’s ideas and perspectives to generate possible solutions and meet multiple needs • Accepts responsibility for self and takes on responsibility for others • Accepts and seeks out responsibility for tasks • Advocates for other’s needs, regardless of personal beliefs/needs • Actively seeks out assistance from others to meet identified needs • Displays perseverance for projects and interpersonal relationship management • Actively seeks out others for contributions in order to make change and persist with tasks • Acknowledges all participants contributions, concerns, and ideas • Depersonalizes negativity from others and contributes positive responses • Shows a passion for excellence in the context of learning • Active and positive member of groups • Uses excellence in a context of learning to collaborate with and influence others • Celebrates group successes • Exhibits an appropriate sense of humor, a positive manner, and enthusiasm during interactions

9. GREAT artifacts: Reflections • Narratives or reflections you write • Some on lesson plans themselves to show you know how to modify them (WTS 9) • Some in other forms which show deeper thoughts about self (WTS 9)

10. Get it done… • Run a draft of Standard 1 by your University Supervisor early in Q1 (or Q3) • Different readers have different expectations • Work on Standards 1-5 first, then 6-10, perhaps in your Q2 (Q4) placement • DO NOT TRY TO DO ALL OF THE STANDARDS AT THE END OF YOUR PLACEMENT…unless, of course, you enjoy stress. Q1 Switch Q2 Standards 1-5 Standards 6-10

11. Other Stuff: Observation Form • White copy to student teacher – put in portfolio • Yellow copy goes to CT • Pink copy goes to supervisor (to be turned in to be filed in ESat end of the quarter (or semester)

12. Other Stuff: Gate 3 Scoring Sheet • Original kept in portfolio • Copy to be returned to ES • Supervisors return the following to ESfor filing/audit at end of semester: • Gate 3 Scoring Sheet • At least two pink observation forms • Blue copies of summative evaluation • Goldenrod form indicating dates of observations

13. Other Stuff: Formative Assessment (green) • Filled out at end of Q1(or Q3) • Goes in Portfolio • Show to next placement CT

14. Other Stuff: Summative Assessment(blue) • Filled out at end of Q2 (or Q4) • Goes in portfolio • Page 5 (copy of page 1)torn off and returned to ESby University Supervisor

15. Finally • Be professional (remember that you are probably going to be asking folks in your host school to provide a positive recommendation, if only by word of mouth) • Arrive at school BEFORE your CT and try to leave AFTER your CT, and dress better than s/he too! • Have a positive attitude EVERY day • Have fun!