1. Creating Your Teaching Portfolio

2. What is a Portfolio?  A portfolio is a written and visual picture of you as a teacher, based on the UET Standards.  It is an organized collection of materials that provide evidence of your knowledge, and practices as a teacher.  Creating a portfolio will  require collecting and  reflecting on products of  your teaching and your  coursework (artifacts).

3. How Do I Create It?  Your portfolio will be created  using the LiveText software tool.  This will allow you to create and store your portfolio in an easily accessible format for grading and for access by future employers.  Access can only be granted by you – through use of a password.

4. How Do I Create It?  Within LiveText, you will find a template with a place to either ‘cut and paste’ or attach your file.  The template is organized by UET Standard.  When your documents are complete, and you are ready to post your files, you enter the template headings, and click on the section of the portfolio where you wish to post your document.

5. Why Do I Need a Portfolio?  Requirement for graduation.  Demonstration of your readiness to enter the teaching profession.  Requirement for Level 2  licensure in Utah.  It’s a representation of who  you are as a professional!

6. Elements of a Portfolio:  Cover page, with photo (preferably one of you teaching)  10 Artifacts—1 for each UET  statement  Reflection statements for each artifact and how the artifact ties  to UET Standard.  Appendix (optional) for awards,  letters of recommendation,  Praxis scores, etc.

7. Elements of a Portfolio:  Artifact: Teacher-created example of your teaching expertise.  Examples of artifacts you may want to include:  Lesson Plans, Power Points, Teaching Units, Syllabi, Project Outlines, Study Guides, Completed Student Projects, Digital Photos, Programs for Performances, etc.  Be Creative!  Showcase only your very best work!

8. UET Standards:  Standard #1: Learner Development: The teacher understands cognitive, linguistic, social, emotional and physical areas of student development.  Appropriate and challenging, collaborates with families and colleagues to promote student growth and learning.  Standard #2: Learning Differences: The teacher understands individual learner differences and cultural and linguistic diversity.  Inclusive learning environments, multiple perspectives, diverse instruction, different demonstrations of learning, appropriate for English Language Learners. 

9. UET Standards:  Standard #3: Learning Environments: The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self- motivation.  Self-direction, collaboration, variety, equity, technology, real-world contexts. Standard #4: Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline.  Accurate information and concepts, standards and research, inquiry, multiple explanations, academic language.

10. UET Standards:  Standard #5: Assessment: The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determine whether the outcomes described in the content standards have been met.  Pre-assessments, formative and summative assessments in a variety of formats, identifying elements of quality work, accommodations for ELL, disabilities, gifted, uses data to shape instruction, documents student progress, practices ethical assessment principles and practices.

11. UET Standards:  Standard#6: Instructional Planning: The teacher plans instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content areas, core curriculum standards, instructional best practices, and the community context.  Uses state curriculum, learning experiences match standards and based on principles of effective instruction, differentiates and accommodates, encourages creation, integrates cross-disciplinary skills in purposefully engaging learners in applying content knowledge.

12. UET Standards:  Standard # 7: Instructional Strategies  The teacher uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and their connections, and build skills to apply and extend knowledge in meaningful ways.  Appropriate instructional strategies, meet individual needs, monitors student learning, analyzes student errors and misconceptions, models effective strategies, provides multiple opportunities for critical thinking, provides opportunities for students to demonstrate and apply knowledge, encourages questioning and multiple perspectives, supports content with multi-media.

13. UET Standards:  Standard #8: Reflection and Continuous Growth: The teacher is a reflective practitioner who uses evident to continually evaluate and acapt practice to meet the needs of each learner.  Collaborates, uses data and technological resources, reflects, investigates new ideas, engages in professional development.  Standard #9: Leadership and Collaboration:  The teacher is a leader who engages collaborative with learners, families, colleagues, and community members to build a shared vision and supportive professional culture focused on student growth and success.

14. UET Standards:  Standard #10: Professional and Ethical Behavior:  The teacher demonstrates the highest standard of legal, moral, and ethical conduct as specified in the Utah State Board Rule R277-515.  Complies with federal and state law, State Board rules, assessment policies, and supervisory directives.  avoides adverse actions, takes professional responsibility, maintains accurate redoreds, maintains integrity and confidentiality, develops appropriate student-teacher relationships, maintains professional demeaner and appearance.

15. Artifacts  What’s an artifact?  Samples of your work  Samples of student work  Items that demonstrate your knowledge or efforts in a particular area addressed in your belief statements  What form do they take?  Photos  If you want to take photos of students, make sure that you have permission from parents. You can send home a permission slip explaining the purpose of the photos.  Photos, when used as artifacts, should have detailed, typed, captions  Scans  Assessments, writing samples, etc.  Text  Lesson plans, background information, articles  Audio or Video  Class discussions, lessons taught, students engaging in inquiry lesson

16. Possible Artifacts for UET I: Learner Development  Physical, social, emotional, cognitive development related materials.  Sample of Teacher Reflection which provides evidence of your understanding of learner development  Example of student work at the beginning of the year and end of the year  Other

17. Possible Artifacts for UET II: Learner Differences  Lesson Plan incorporating differentiation methods  Three-tiered lesson planning  Physical, social, emotional, cognitive development related materials.  Accommodations for diverse learners  Power Point or Video Presentation on  Diverse Learners  Examples of music, regalia, or literature used in unit on another culture  Bibliography of multicultural books  Other  Bloom’s Taxonomy Related Lessons, etc.

18. Possible Artifacts for UET III: Learning Environments  Classroom management strategies  Example of a classroom floor plan  Student collaboration projects  Student organization and management activities  Use of technology to extend to global learning environments  Real world skills development.

19. Possible Artifacts for UET IV: Content Knowledge  Examples of content of discipline  Uses of content standards and research  Methods of inquiry  Any artifact designed to develop critical thinking, problem solving or performance skills.

20. Possible Artifacts for UET V: Assessment  Rubric you’ve created or used  Assessments developed for EDUC 4210  Reflections on assessment strategies  Articles about Assessment  Formative or Summative Assessments  Benchmark Assessments  Affective Assessments and Surveys  Other....

21. Possible Artifacts for UET VI: Instructional Planning  Lesson plans  How you changed a lesson according to the needs of a particular class, small group, or individual  Backward Design Unit  Curriculum Maps  Other  PowerPoint presentation  Instructional Architect webpage  Web Quest  Other

22. Possible Artifacts for UET VII: Instructional Strategies  Lesson plans  How you changed a lesson according to the needs of a particular class, small group, or individual  Backward Design Unit  Curriculum Maps  Instructional Strategy Lists  Other

23. Possible Artifacts for UET VIII: Reflection and Continuous Growth  A journal article you’ve read and responded to  Workshop or professional conference summary and reflection  Tape recording or video of classroom activity with reflection  Personal reflective journal on how a day went, modifications you’ve planned  Membership card in professional organization or cover of journal you subscribe to  Resume’  Your Educational Philosophy  Your Future Educational Goals

24. Possible artifacts for UET IX: Leadership and Collaboration  Jointly-Developed Projects  Parent volunteers and their work  Student planners/trackers  Learning Community Projects  Service Learning

25. Possible artifacts for UET X: Professional and Ethical Behavior  Membership card in professional organization or cover of journal you subscribe to  Resume’  Your Educational Philosophy  Your Future Educational Goals 

26. Artifacts Section of Portfolio:  As you organize your portfolio, there will be a place to post each of your artifacts under the UET Standard they pertain to:  Example:  UET Standard I:Learner Development  Artifact + Artifact Description  UET Standard II: Learning Differences  Artifact I + Artifact Description

27. Portfolio Reflection  Reflection components:  I. Description of the Artifact:  Describe what the Artifact is.  Describe when the Artifact was used  Describe who used the Artifact  Describe how the Artifact was used.  Other pertinent information

28. Portfolio Reflection:  Reflection Components:  II. Connection of Artifact and Standard  Describe explicitly how the artifact connects to the standard by making reference to elements or phrases used in the standard. You need to connect to relevant bullet points (Ex: 2a, 2d, 2e) as you make your connection to the standard. Connect to ALL bullet points in your reflection, even if you need to post more than one artifact.

29. Portfolio Reflection:  Reflection Components:  III. Professional Growth that Resulted from Artifact(s)  Discuss the real or potential impact and effectiveness of the artifact. Why will it be/ or is it effective?  Discuss your professional growth that occurred as a results of the development and/or implementation of this artifact.  What are you plans for strengthening the artifact in the future?

30. Portfolio Reflection:  Portfolio Reflection Components:  IV. Conventions:  Make sure there are no errors of spelling, punctuation or usage. Make sure font is readable.

31. Portfolio Grading Rubric  See Portfolio Grading Rubric for Point Values!

32. Artifact Descriptions:  As you write your artifact descriptions, please include the following three parts:  (1) UET Standard:  Ex: UET Standard 1: Content Pedagogy:  The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.  (2) Artifact Title:  List the artifact by name and give a short description of the artifact.

33. Artifact Description:  (3) Reflection:  Explain why your artifact is an example of this standard. Make logical connections between the UET Standard and the artifact you chose. You may use words or descriptors within the body of the standard to make these connections if that is helpful to you. You need to connect with all sub-points of the standard. If necessary, add more than one artifact. (ex: 2a, 2b, 2c, etc.). Make sure to follow the grading rubric as you write the reflection and include the following:

34. Artifact Description Example I:  Example 1:  1) UET Standard:  Principle # 5: Motivation and Management  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.  2) Artifact Title:  Classroom Floor Plans

35. Reflection Example I:  3) Reflection:  Description of Artifact  Connection of Artifact and UET Standard  Professional Growth that Resulted from Artifact  Conventions  Let’s practice!

36. Artifact Description Example II:  Example 2:  UET Standard:  Principle #1: Learner Development  The teacher understands cognitive, linguistic, social, emotional and physical areas of student development.   Artifact Title:  Paper on Adolescent Development

37. Artifact Reflection Example II: I. Description of the Artifact: II. Let’s write it together!  *Note: The underlined words are examples of ways this reflection ties to the UET Standard.

38. Artifact Reflection Example II:  II. Connection of Artifact to Standard: . Let’s write it together.  *Note: The underlined words are examples of ways this reflection ties to the UET Standards.

39. Artifact Reflection Example II:  III. Professional Growth that Resulted from Artifact:  Impact and Effectiveness:  Professional and Personal Growth:  Plans for Strengthening Artifact in Future:  Practice:  (Write one of your own)

40. Artifact Reflection Example 2:  IV. Conventions:  Run the spell check and grammar check.  Check for readability.  Check for professional appearance.

41. Artifact Sample : UET II: Learning Differences

42. Reflection Statement: Description of Artifact: Example: Artifact is ‘Guided Notes’  Description :  During my clinical hours in an eighth grade middle school science classroom I was able to observe and learn about students with hearing impairment and cochlear implants. I spent each class period observing the students interactions among peers as well as the interaction among the students with hearing impairments and the teacher. I also observed the teacher and their adaptations in their instruction for the diverse learners. The diversity presentation artifact is a compilation of my research that was presented to my colleagues. My research was focused on students with hearing impairment and effective ways of teaching and expanding their strengths in the classroom.  The guided notes are a strategy that I had researched for my diversity presentation and decided to incorporate into my classroom lecture. The notes worksheet is given to each student to follow along with the PowerPoint presentation and give room to add any additional notes the students feel are important.

43. Professional Growth Example:  Professional Growth  Through my research on effective classroom strategies for students with hearing impairments I was able to ensure an inclusive learning environment that allows each student to reach learning goals in my classroom (a). From my research I was able to adapt each lesson plan to more effectively reach out to my students with hearing impairments. My lesson plans design, adapt, and deliver instruction to address each student’s diverse learning strengths and needs (b). My classroom observation brought many insights and questions to research. My research brought tools for the most effective learning atmosphere for my students with hearing impairments as well as the rest of the students in the class. Many of the strategies I used will benefit many diverse learners. From my research I found effective instructional strategies that are sensitive to the multiple experiences and diversity of learners and that allow for different ways of demonstrating learning (c). I was able to use this artifact to share these important findings with my colleagues and improve my own curriculum and lesson planning.  This artifact will help my colleagues and I realize the importance of finding each student’s strengths and expanding on them to increase the individuals learning. This artifact will also help me observe and notice diversity in my classroom and ways in which I can research methods to effectively reach out to each of these students to increase their comfort in the classroom. This artifact helped me become more knowledgeable of the diversity in my classroom and the need to address these differences in my instruction. Understanding and improving instruction for diverse learners is an ever changing field of research and curriculum planning. Being aware of it early in my teaching will benefit me later in my career. I will be more willing to change and adapt my lessons to better fit the needs of each individual student.

44. Rubric for reflection statements ExceptionalGoodNeeds work Description of Artifact (required) The reflection describes the artifact by indicating: what the artifact is when the artifact was used who used the artifact how the artifact was used other pertinent information The description is missing essential information. No description of the artifact.

45. ExceptionalGoodNeeds work Evaluation of Artifact The reflection evaluates the artifact by discussing its impact and effectiveness, especially in terms of the belief statement that the artifact represents. The reflection evaluates the artifact, but only vaguely. The evaluation lacks detail or specificity. No evaluation of the impact or effectiveness of the artifact. Professional Growth that Resulted from Artifact The reflection fully discusses: professional and/or personal growth that occurred as a result of this artifact plans for strengthening weaknesses and/or alleviating problems encountered (if applicable) The reflection mentions, but does not fully discuss: professional and/or personal growth that occurred as a result of this artifact plans for strengthening weaknesses and/or alleviating problems encountered (if applicable) The reflection does not discuss professional growth that resulted from the artifact Conventions There are no errors of spelling, punctuation, or usage. There are one or two errors of spelling, punctuation, or usage. There are three or more errors of spelling, punctuation, or usage.

46. Your portfolio  Your portfolio has certain requirements…  It is ultimately yours and represents you!  It follows you throughout your career and will continue to grow and change as YOU grow and change as an educator!