GATE II MCEA Professional Semester Admission Portfolio

1. GATE II MCEA Professional Semester Admission Portfolio Updated Fall 09

2. During this session . . . • Logistics • Portfolio structure • Examples of entries • Questions and answers

3. Admission to the Professional Semester: • PRAXIS II passing scores • Grades of at least B in the teaching phase of at least three block courses (CI 305 – 309) • Grades of at least C in each of CI 304 – 309) • Successful portfolio review • Human Relations Competencies completed

4. Who? • Any MCEA student currently in Block • It doesn’t matter if you have a clean-up semester CS 9

5. Where and When? • Curriculum and Instruction Department (B 271) • Deadline: See department for due dates and/or postings

6. A set of reflections and artifacts that documents your growth towards the ten Wisconsin Teacher Standards What is the Portfolio?

7. Competence Levels • Awareness: Not fully confident about starting to apply the knowledge/skill in the classroom. Needs people to show, formulate examples, and sometimes do it for them. • Application: Starting to apply the knowledge but needs affirmation that s/he is on the right track or needs extra assistance at times. • Management: Consistently and effectively demonstrates the knowledge or skill and accurately records the impact on students. Able to reflectively change his/her application to strengthen that impact. S/he looks for advanced knowledge or skill in this area. • Refinement: Knows the subject/skill in depth and breadth allowing them to teach other professionals in a competent manner. Other Professionals see them as a source for extensive information and assistance in this area.

8. What competence do I have to demonstrate at Gate II? • Growth from Gate I for Standards 1, 2, 4, 9 to at least level 2 (beginning to apply) • At least level 2 for Standards 6, 7 • At least level 1 (awareness) for Standards 3, 5, 8, 10

9. What is Level 2? Application: Starting to apply the knowledge but needs affirmation that s/he is on the right track or needs extra assistance at times. • Requires implementation in classrooms with students • May not have attempted all parts of a standard • Classroom practices may be inconsistent, ineffective, or include mistakes

10. Conceptual Framework The University of Wisconsin- Eau Claire’s Teacher Education Program commits itself to Preparing Collaborative Leaders who can develop, apply, and integrate knowledge within and across subjects, as well as reflect on their practice to improve performance.

11. Collaborative Leadership • Is the intentional and skillful management of relationships that enables others to succeed individually while accomplishing a collective outcome. • Collaborative leaders ably facilitate the involvement of two or more people in a group working toward a shared outcome in a manner that reflects collective ownership, authorship, use, or responsibility. • Collaboration is NOT the outcome or goal. Collaborations are processes that, when successful, align people’s actions to accomplish a goal or solve a problem. • Collaborative leaders possess knowledge, skills, and dispositions that enable them to carry out leaderful actions.

12. How is it organized? • Cover Page identifying your major, minor • Introduction including a current philosophy of education and resume • A section on Collaborative Leadership and one section for each of the WI teaching standards • Electronic, paper, or mixed media format My Life in Brewer Hall

13. Each section will include . . . • Appropriate title and full text of each standard or definition of Collaborative Leadership • Two-pages maximum for reflection • Two artifacts per standard- placed after reflection

14. What is an artifact? Anything that you put into your portfolio as evidence that you are supporting student learning! Course papers Your web sites Certificates Video clips Student projects Letters Lesson plans Photos of experiments gone wrong . . .

15. Gate III Are my students consistently learning? Gate II How do students respond to my teaching? Gate I What do I need to know and value to be a great teacher? Choosing Artifacts to Show Growth

16. What is a “Reflection?” • Explains your growth towards all parts of the Standard • Communicates your plan to maintain or improve your progress Knowledge Skills Dispositions

17. How is each reflection organized? • No more than two pages with normal font (12 point, single spaced) • Focus on the pair of artifacts • Description of the artifacts • Analysis • Reflection on growth

18. Preparing a Reflection

19. Describe • What experiences are represented? • When did the experiences occur? • Why were they selected? • How do they apply to the entire standard?

20. Analyze – Don’t just restate • What ideas or practices were successful? Problematic? • How well did students learn? • What evidence helped you determine the influence on student learning? • Have you grown more for some parts of the standard than others?

21. Reflect on Growth • How did your thinking or practice change? • What ideas or practices were reinforced? • What realistic level of competence do you think you have achieved for the standard? • What specific goals will you set for your professional semester?

22. Summary • Be realistic! • Use existing materials and experiences • Start planning for the Gate III portfolio

23. Resources Wisconsin Teacher Standards with associated knowledge, skills, and dispositions as described by DPI http://www.dpi.state.wi.us/dpi/dlsis/tel/stand10.html