1. Siena Heights University Graduate Teacher Education REFLECTIVE PROFESSIONAL PORTFOLIO OF CONTINUOUS PROGRESS for Ima Student
Last updated: Fall 2009

2. Portfolio Contents: Introduction Background Information
Resume/Curriculum Vita
Personal Philosophy of Education
College Transcripts
Teacher Certification Documents
Evidence of Teacher Education Program Learning Outcomes
I. Mission
II. Theory into Practice
III. Politics, Ethics, and Professionalism
IV. External Social Forces
V. Diversity, Culture, and Climate
VI. Teaching/Learning Styles
VII. Developmentally Appropriate Curriculum and Design
VIII. Leadership
Additional Evidence of Teaching Skills, Proficiencies, & Dispositions

3. Introduction I assembled this professional portfolio to….
The contents include…
I selected them as evidence to demonstrate the degree to which I am highly qualified to teach … in terms of my:
teaching experience at various levels;
content-area preparation and teaching artifacts;
service to the content area/educational leadership; and
participation in professional development activities.
This portfolio ….

4. Background Information
Resume
Personal Philosophy of Education
College Transcripts
MTTC Test Results
Michigan Teaching Certificate

5. I. Mission: Evidence of qualities consistent with the mission of Siena Heights University to assist students in becoming more competent, purposeful, and ethical; and the qualities of a reflective practitioner and a commitment to lifelong learning.
List of professional development activities attended
Graduate-level coursework list/transcript
Individualized Development Plan (IDP)
Case Study (from TED690)
Reflective Essay

6. II. Theory into Practice: Evidence of the ability to analyze situations in classrooms and other educational settings, in light of current educational research, and to apply principles of best practice and use technology in preK-12 classrooms.
Samples of lesson/unit plans
Documentation of use of educational technology and/or research
Samples of student accommodations for IEPs, 504s, etc.
Case Study/Action Research Report (from TED690)
Other academic papers applied to practice

7. III. Politics, Ethics, and Professionalism: Evidence of an understanding of the political nature of educational institutions and of the demands that are placed on educators; and the personal integrity, professionalism, and ethical behavior essential to the role of teacher. 
Documentation of classroom management policies, expectations, &/or enforcement
Letters/communication with school board, administrator/s, &/or local media about professional/political issues, concerns, etc.
Philosophy of teaching and learning
Michigan Educator Code of Ethics (signed)

8. IV. External Social Forces: Evidence of an understanding of the influence of major social forces on the lives of preK-12 students; the importance of partnership with families, specialists, and the larger community; the social and emotional aspects of teaching and learning; and the preparation and willingness to address and accommodate the educational needs of students.
Sample units/lessons targeting affective and/or social issues
Documentation of collaboration/outreach
Newsletters/communication with student families
Samples of accommodations for IEPs, etc.

9. V. Diversity, Culture, and Climate: Evidence of an understanding of the diverse social and cultural factors that influence, challenge, and provide opportunities for enriching, the teaching/learning process; and an ability to identify characteristics of the educational community and how they impact the teaching/learning climate.
Sample units/lessons targeting cultural and/or social issues
Documentation of collaboration/outreach
Newsletters/communication with student families and/or the larger community
Documentation of classroom climate

10. VI. Teaching/Learning Styles: Evidence of an understanding of the impact of multiple intelligences and teaching/learning styles on the teaching/learning process; an ability to identify my personal strengths and limitations, and to incorporate alternatives to my preferred teaching/learning style in curriculum and instruction.
Documentation of inventories/assessment of student learning styles (&/or your teaching style)
Sample units/lessons targeting a variety of intelligences and/or learning styles
Sample classroom activities/assessments that offer students choices of format/task

11. VII. Developmentally Appropriate Curriculum: Evidence of an understanding of the intellectual, social, physical, & emotional stages of development of preK-12 students, and of the content and methodology in various disciplines; the ability to plan, select, & design developmentally-appropriate learning activities, materials, and assessments, and to identify meaningful learning outcomes consistent with national and state standards.
Sample classroom activities/assessments specific to certain developmental level/s
Sample units/lessons aligned with state standards/benchmarks in various subjects

12. VIII. Leadership: Evidence of the ability to initiate change in the classroom or other educational settings for the improvement of learning and teaching, and to work collaboratively with other educators to develop communities of learning.
Documentation of formal or informal leadership roles (club advisor, coach, mentor teacher, department/grade-level chair, committee member, etc.)
Presentations with/to/for colleagues
Documentation of participation in professional learning community/ies
Publications, guides, handbooks, etc.

13. Additional Evidence of Teaching Skills, Proficiencies, & Dispositions
OPTIONAL: Photos, clippings, letters, awards, certificates, etc. that don’t fit in other learning outcome areas/slides

14. Thank you for viewing my portfolio!