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Teacher of Students with Moderate Disabilities Spring 2011 Initial License Practicum Portfolio (Your Name) (Practicum Site)

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Presentation on theme: "Teacher of Students with Moderate Disabilities Spring 2011 Initial License Practicum Portfolio (Your Name) (Practicum Site)"— Presentation transcript:

1 Teacher of Students with Moderate Disabilities Spring 2011 Initial License Practicum Portfolio (Your Name) (Practicum Site)

2 Cambridge College Mission Statement The Cambridge College Graduate School of Educations Mission is to provide educators in public and private schools and colleges with the knowledge, skills and values necessary to enable their students to excel academically and socially. Its distinct programs offer educators a blend of theory and practice and experienced faculty who model what they teach. Educators are prepared to become agents of change in their schools, and in the local and global communities.

3 The Schools Core Values Innovation in Curriculum and Teaching Strategies Diversity Academic Excellence Social Justice Honesty and Integrity Building Community

4 Name of School Type of Program – ( Type of class sub-separate, co- teaching, combination) Assignment (I am a (teacher or para in this class.)

5 Career Objective State in a few sentences what you plan to do with your license and where you see yourself in the future. Favorite quote

6 Practicum Practicum Site School Name Cooperating Practitioner Grade Level of License – (PreK – 8 or 5 – 12) Picture of your school or classroom

7 Degree and Licensure Master of Education Name of Program – Teacher of Students with Moderate Disabilities Initial License PreK- 8 or 5 - 12

8 Special Education Courses Professional Seminars – Independent Learning Project Inclusion and Classroom Behavior Management Adapting Materials Collaboration and Consultation Techniques Laws and Regulations Assistive Technology Psycho-Educational Assessment Principles of Language Development Pedagogy in Reading and English Lang Arts Theories of Typical and Atypical (List the math courses you have taken)

9 Activities In this section, you may include anything you do in or outside the classroom that may have an impact on your teaching. Feel free to link other documents and/or digital photos.

10 Journal Throughout your practicum experience you should be writing in your journal. The journal should reflect your varied experiences in the classroom – both positive and not so positive. Your entries should be written every day or so, but no more than three days should be included in each entry. Your journal does not need to be included in your portfolio, but should be handed in separately.

11 Additional Directions At this point, you will see each of the pages numbered. These numbers correspond to the numbers listed on page 9 of the Practicum Handbook. Delete this slide.

12 1. Pre-Practicum Log Briefly describe your pre-practicum experiences and link your log. Link to log

13 2. MTEL Test Scores Include all of your test scores. For example -- In the licensure program Teacher of Students with Disabilities the required tests are: – Communications and Literacy – Curriculum (General or Specific) – Foundations of Reading You must include proof (DESE report) that you successfully passed the tests required. Link scores

14 3. Resume Click here for Resume

15 4. Personal Philosophy of Teaching Your philosophy should reflect what you believe as a teacher. It should be unique to you. What was it that drew you to the profession? Write the first sentence of your philosophy on this page. (It should be a very powerful statement.) The rest of the philosophy can be linked.

16 5. Summary of Student Teaching Experiences In this section write a brief summary of your student teaching experiences. Write what you feel you have learned and how your teaching may or may not have changed. Your first sentence should be dynamic then link to your document folder. This should be at least 3 – 4 pages. Give examples where appropriate.

17 6. Evidence of Three Observations This section should include: – examples of class work from three students – three lesson plans. Include a description of your setting. Link your pre-service form. Final PPA Form for DOE.doc

18 Evidence of Three Observations (2) As evidence, it should include the final copy of the Pre-service Practicum Assessment Report (PPA) signed by a) program supervisor b) supervising practitioner c) student (You)

19 7. Assessments and Rubrics Explain what type of assessments, formal and informal, you use in your class. If you have two sites (Substantially separate and inclusion) or teach different levels – how would the assessments differ. What rubrics would you use? Give examples of each. Link

20 8. Bibliography of Materials Used What books and materials do actually use in your classroom – Link You can add pictures to show some of the particular equipment you use.

21 9.Assistive Technology Describe how you use assistive technology in teaching and planning.

22 10. Independent Learning Project Your ILP is the culminating experience of your studies at Cambridge. Write the name of the ILP on this page and create a link to the abstract which you will place in the practicum folder. Create link to your ILP Abstract.

23 11. The Standards Every teacher in the Commonwealth of Massachusetts must prove they understand and practice the standards for teachers. Regulations 603 CMR 7:00 –Standards, address how the prospective educator: Plans Curriculum and Instruction Delivers Effective Instruction Classroom Management and Climate and Operation Promotes Equity Meets Professional Responsibilities

24 The Standards In the following pages, write a short reflection on how you satisfy the requirements of each of the standards, that you are a competent, caring, and qualified educator.

25 Professional Standard A Plans Curriculum and Instruction How do you show that you are a competent, caring, and qualified educator? Write a short reflection on how you plan your lessons. Dont forget the Frameworks. How do you plan in your lessons to accommodate the needs of the diverse learners in your classroom? Do you use appropriate reading material, or are you modifying existing materials to facilitate student understanding in the general education classes? – Link to Lesson Plans (particular lesson for the day) – Link to Unit Plans (where the lesson fits in to the curriculum)

26 Professional Standard B Delivers Effective Instruction How do you show that you are a competent, caring, and qualified educator as you present your lesson? Is it clear to your students exactly what is expected of them? What do you do to engage them in the lesson? If you are the co-teacher – do you demonstrate to your students and the general educator that you are knowledgeable? Do you vary your approaches and strategies? How do you assess student learning? Do students understand how they will be graded (rubrics)? Link student work sample

27 Professional Standard C Manages Classroom Climate and Operation How do you show that you are a competent, caring, and qualified educator? – Write a short reflection on how you create a positive atmosphere where every student in your classroom is respected and is safe, -- based on the standard. – What do you do to promote appropriate standards of behavior? Student teaching schedule Digital photos

28 Professional Standard D Promotes Equity How do you show that you are a competent, caring, and qualified educator? – Describe how you are a caring teacher. What do you do in your classroom to provide students with a sense of achievement. – How do you provide opportunities for all students to understand that effort is the key to achievement? – Are you aware, (and make others aware) of student differences? – Do you advocate for your students when they are assigned to general education classes?

29 Professional Standard E Meets Professional Responsibilities How do you show that you are a competent, caring, and qualified educator? To what extent: – Do you know your legal and moral responsibilities? – Does your enthusiasm carry over to your students and the other teachers they come in contact with? – Do you have a habit of keeping up with the current literature and theories? – Do you work with other educators to facilitate inclusion and other aspects of your job as a special educator? – Have you been able to reach out to parents? – Do you use your journal to reflect on your teaching experiences? Do you use it as a means of improving? – Do you understand the value and possibilities of the internet and approach it in a professional manner?

30 Special Education In addition to the above, students in theTeachers of Students with Moderate Disabilities must complete the following sections.

31 12. Lesson Plans Language Development Show examples to demonstrate your understanding of language development in students with disabilities including differences between first and second language acquisition. You can use the lessons that you demonstrated during your observation. Links for three lesson plans

32 13. Methods of Assessing Students Describe what methods or instruments you use to assess – Physical – Emotional – Intellectual – Social development in children and adolescents. Link to your report

33 14. Methods of Preparing Students for General Education What type of transitional services do you or your school provide for students as they move from one setting to another. What types of behavior management skills do you use to prepare and maintain students for general education classes? Link to report

34 15. Evidence of preparation of Individual Education Program Include a copy of an IEP that you personally have written. If you have not written one for your students use one that you have written for a class. What technology do you use? Demonstrate understanding of educational terminology. For example – How do you make the IEP meaningful to parents and General Education teachers? How do you make the IEP meaningful to students? Link to your

35 16. Understanding of Federal and State Laws for Special Ed In a short essay, briefly discuss how the laws and regulations have an impact on your students and your classroom. Link

36 17. Knowledge of Services Provided by Other Agencies The lives of special education students are impacted by more than the family and the school. What agencies are available in your community for students while they are students and when they graduate? These lists are readily available from your school offices, guidance, or your Special Education department. Link

37 Artifacts In this section, include any pictures of activities in your school or classroom that would demonstrate how you are a competent, caring and qualified teacher.

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