Teacher Education in the Sciences and the Humanities (TESH)

Portfolio Evaluation

Student Name: Michael Walton Evaluator ____________________

This evaluation is modeled after recommendations from the Interstate New Teacher Assessment and Support Consortium (INTASC) and the standards from the International Society for Technology in Education (ISTE). Please complete the evaluation using the following scale and descriptors:

3 -Distinguished: The candidate exhibits superior mastery of the knowledge, skills or dispositions required by the standard. The candidate substantially exceeds expectations by providing multiple layers of connected and convincing evidence to show exceptional performance in meeting the professional principle.

2 - Proficient : The candidate exhibits intermediate to advanced performance in relation to essential knowledge, skills or dispositions required by the standard. The candidate exceeds minimum expectations by providing multiple sources of clear evidence to make a strong case for meeting the professional standard.

1 - Basic: The candidate exhibits minimum to intermediate performance in relation to essential knowledge, skills or dispositions required by the standard. The candidate meets minimum expectations by providing at least one piece of evidence to meet the professional standard.

0 - Unsatisfactory : The candidate exhibits unacceptable performance in relation to the essential knowledge, skills, or dispositions required by the standard. The candidate provides little or no evidence for meeting the standard and does not meet minimum acceptable expectations.

Scoring*: 36-31 – Distinguished Total Score ____27_____

30-24 -- Proficient

23-12 – Basic *Students must score a minimum rating of “basic” on all categories and a “basic” or

0-11 – Unsatisfactory higher rating on the total evaluation in order to pass the Master’s Comprehensive Exam.

Required items: Students from all TESH content areas must provide evidence for meeting each of the standards outlined in the matrix below.

Specific Content Area Requirements: Evidence of NCSS 10 themes in teaching- include 10 theme lessons.

ELECTRONIC PORTFOLIO CONTENT REQUIREMENTS

INTASC Standards	Elements	Indicators of Success	Evidence or Comments	Score
Principle #1 ____The teacher intern understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful to students. Key Concept: Content Knowledge	Knowledge of content Use of Interdisciplinary Approaches when Teaching Content Selects Content to Encourage Diverse Perspectives	· Lessons and units designed and taught according to professional standards in teaching field · Research and investigations within academic discipline · Reflections on audio taped and/or video taped instruction as evidence for meeting professional teaching standards · Planning logs · Journal reflections · Student work showing cross-curricular understandings	Exhibits an Understanding of and facility in explaining the subject area(s) taught: Multiple Teaching Strategies: Throughout my student-teaching internship I attempted to implement as many teaching strategies as possible, such as slot notes, Power Point, jigsaw activities, written responses, research projects, and paired work. Often times I would get a little side-tracked and revert back to lecture. Nevertheless, since I has fortunate enough to have two preps there was much leeway of what could be done. If there was a particular strategy that worked, then I would incorporate it later and also within the other class. Content/Knowledge of Subject Being Taught: This thematic was completed during the content literacy course. It was a collaborative between myself and two other students who specialties were English as a Second Langauge and Agricultural Education. This thematic shows the optimistic possibilities of team teaching. I actually took what we did with this thematic and turned it into one of my NCSS themed-lesson plans. Planning Log with Reflections: During my internship I was a constant reflectioner. I kept a teaching log to keep track of my experiences so I could build on the many mistakes and successes I encountered throughout my internship. PRAXIS II Scores: Social Studies Content – 163	3

INTASC Standards	Elements	Indicators of Success	Evidence or Comments	Score
Principle #2 ____The teacher intern understands how students learn and develop and can provide learning opportunities that support a student's intellectual, social, and personal development. Key Concept: Developmental Approach (Readiness, Age-appropriateness, Multiple Intelligences)	Developmental Characteristics of Students Activates Prior Knowledge and Experiences Errors as markers of growth	· Adaptations of materials or of lesson plans · Audiotape or video tape with analysis · Journal reflections · Planning logs	Student Prior Knowledge & Experiences I had the most awesome of opportunities to sit down and talk one on one with some middle school students last fall before beginning my journey behind the desk. The purpose of this interview was to tap into students' prior knowledge to find out what in the world these students actually learned or remembered from their previous history and government classes. Cooperative Learning and Group Interaction I was always kind of weary about using group or paired work, let alone cooperative learning. However, over the course of my internship I found through thorough planning this type of strategy could work. Understanding studetns learn in different ways Students learn but in different ways. It was interesting to figure out ways to facilitate student learning by implementing various ways to mediate learning through visual means (movies and pictures), auditory (lecture and discussion), and kinesthetic (jigsaw activities).	2
Principle #3 ____The teacher intern understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. Key Concept: Differentiation-(Multiple Intelligences)	Teaching to Individual Learning Abilities Selection of Resources to Meet Range of Individual Needs: Special Education to Gifted Expectations for Learning and Achievement	· Selection of teaching resources and materials designed to meet the needs of a diverse student populations · Teacher reflections on diverse life experiences, cultures, and experiences with diversity in field settings (e.g. teaching philosophy, autobiography, shadow study, self study) · Lesson plans designed to meet the needs of a diverse student population (students with different abilities, ethnicity, socioeconomic backgrounds, languages, special needs, gender) · Journal reflections · Examples of differentiated curriculum	Understanding students learn in different ways: Students learn but in different ways. It was interesting to figure out ways to facilitate student learning by implementing various ways to mediate learning through visual means (movies and pictures), auditory (lecture and discussion), and kinesthetic (jigsaw activities). Shadow Study: During my field study last fall I had the opportunity of conducting a shadow study. I shadowed a student in other classes other than social studies to get an understanding of how a particular student conducts him or herself in other classroom settings. In any case, I was astonished by my experience as the day progress. Exceptional Learners within the Classroom: I took a class on exceptional learners before conducting my fall and spring internships. It was a great class in which I was somewhat prepared for the classroom. I had the distinct chance to sit through some IEP and 504 meeting during my fall observation. Nevertheless, it was an eye-opening experience. Furthermore, I had multiple students with IEP's in my classes within my internship period and other exceptional learners with more mild learning disabilities. I learned to establish a good relationship with aides in order to establish an effective rapport with the students.	2
Principle #4 ____The teacher intern understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. Key Concepts: Variety, Responsiveness, (primary source analysis, skill builders Reciprocal teaching)	Selecting Resources for General Instruction Best Practices: Multiple Teaching Strategies, Active Learning, Modeling Varies Role in the Instructional Process in Relation to Content and Purpose (e.g. instructor, facilitator, coach, audience)	· Lesson plans demonstrating a variety of teaching strategies · Unit plans with resource list and rationale · Audio or video tapes with analysis · Journal reflections · Planning logs	Multiple Teaching Strategies: Throughout my student-teaching internship I attempted to implement and as many teaching strategies as possible, such as slot notes, Power Point, jigsaw activities, written responses, research projects, and paired work. Often at times I would get a little side-tracked and revert back to lecture. Nevertheless, since I has fortunate enough to have two preps there was much leeway of what could be done. If there was a particular strategy that worked, then I would incorporate it later and also within the other prep I was fortunate enough to have been able to teach. Monitors and adjusts strategies in response to learner feedback: The one thing I really strived for more than any thing else was to continuously try to gain feedback from students in order to adjust my strategies that was best suited for their practical learning needs. During my unit on the Rise of Russia my notes were not very comprehensive and the text on the transparency was too small for those students in the back of the class to see. After class I went back to the drawing board in order to simplify my notes from two pages to one page. The font was more easily readible and the students appreciated not having to take a whole lot of notes that weren't particularly relevent. I also provided students to not only give feedback whenever they could (without it getting out of hand) but also had them, on two occassions, provide an evaluation of my teaching performance. Once at mid point and last day of my internship. Cooperative Learning and Group Interaction I was always kind of weary about using group or paired work, let alone cooperative learning. However, over the course of my internship I found through thorough planning this type of strategy could work.. Planning Log with Reflections: During my experience I was a constant reflectioner. I kept a teaching log to keep track of my experiences so I could build on the many mistakes and successes I encountered throughout.	2

INTASC Standards	Elements	Indicators of Success	Evidence or Comments	Score
Principle #5 ____The teacher intern 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. Key Concepts: Climate, Social Interactions, Participation	Positive Classroom Climate for Intrinsic Motivation Establishing Expectations for Behavior Organizes and Manages Student Engagement in Tasks	· Classroom management plans · Journal reflections · Audio or video tape with analysis · Evidence of managing cooperative group work	Creates a smoothly functioning learning community: According to The First Days of School by Wong, classroom management are "all things that a teacher does to organize students, space, time, and materials so that student learning can take place" (84). I was fortunate enough to have a cooperative teacher who had already established an effective classroom management. However, I had to maintain the functioning of the classroom once I took over duing my ten-week internship experience. One of the ways that I found to be most effective was through the assignment of student seating and enforcing the seating chart. Click here to view my teaching philosophy. Cooperative Learning and Group Interaction: During my experience I was a constant reflectioner. I kept a teaching log to keep track of my experiences so I could build on the many mistakes and successes I encountered throughout. Constructivism in Education: I implemented the concepts that I learned as a result of constructivism throughout my internship experience to continiously build upon students' prior knowledge. I feel as though it is most beneficial for students to be able to tap into their prior knowledge in order to gain more insight and establish connections of history and other parts of social studies.	2
Principle #6 ____The teacher intern uses knowledge of effective verbal, non-verbal and media communication techniques and appropriate technology to foster active inquiry, collaboration, and supportive interaction in the classroom. Key Concept: Communication	Quality of Questions Discussion Techniques with Student Participation Use of Media and Technology	· Evidence of divergent questions in written plans · Sample of student-generated questions · Audio or video tapes with analysis · Anecdotal observations of student discussions · Photographs, web sites · Products created by students (WebQuests, WIP, Probeware, Digital history lessons, etc.) · Planning logs · Journal reflections · Lesson plans or units Conceptual maps of curriculum planning	Using Technology in the Classroom: At first I tried to stray away from using technology in my classroom, i.e. Power Point, not other technologies such the use of video clips and movies to facilitate student learning. I wanted to personally find out how independent I could use other traditional methods and then incorporate technology more gradually over the course of my student-teaching internship without over bearing students who weren't used to having instruction passed to them through other mediums. Therefore, over the course, and more specifically towards the end of my internship, I did utilize technology more within the classroom. Click here to view some of my power point lectures and here for my reflection on technology in the classroom. Ethics and Technology in the Classroom: As one of my fulfilling requirements in this program, I had the task of building my own views based on research of using ethics and technology in the classroom. This study answered several "What would I do?" types of scenarios, which inludes, copyrighted material and plagiarism, being a critical user of the internet, acceptable user policies (AUP), online safety and ethical issues, and other related issues. Each scenerio is linked to a word document file. In addition to the scenerios, I did other projects that illustrates each scenerio's theme by creating a poster, a top ten list, a PowerPoint presentation, an AUP, and a student guide addressing how to be a critical user of the internet. Provides support for student expression in speaking, writing, and other media: Over the course of my internship I wholeheartedly felt the importance of having students be involved in expressing their own views. I found through writing, students were more successful at giving their opinions when they either felt embarassed or perhaps reluctants to give their views during class discussion. One of the ways I would have them do so was by written responses to articles and exit slips.	2
Principle #7 ____The teacher intern plans instruction based upon knowledge of subject matter, state and national standards, students, and the community. Key Concept: Integration of Standards	Purposeful Learning Activities Based on Curriculum Standards Short and Long Term Planning Lesson Plans: Monitoring and Adjustment	· Lesson plans and unit plans designed and taught according to professional content standards in teaching field · Journal reflections on meeting professional content standards · Planning logs · Audio or video tape with analysis	Lesson Planning: In order to meet the standards of learning I developed a curriculum unit plan that essentially assisted me with staying on task. Having established this map early on before tackling student-teaching made it more practical and easier when develping individual lesson plans. Reflection on using National & State standards: After completing my internship I sat down and reflected upon my past experience on using national and state standards within my lesson plans. Although I found the standards served as a great pacing guide, I thought it also hindered my experience to experiment a little by trying out more activities to expand on student learning. More often than not I felt as though I was being rushed to get through the content material to meet the SOL testing deadline. Ten Themed Lesson Plans: In order to fulfill my requirements within this program, I had to complete ten themed lesson plans based upon national standards addressed by the National Council for Social Studies. These lesson plans are also followed by a description and reflection based on my experience at implementing them within my internship.	3
Principle #8 ____The teacher intern understands and uses formal and informal assessment strategies, consistent with instructional goals, to evaluate and ensure the continuous intellectual, social, and physical development of the learner. Key Concept: Assessment, Evaluation	Variety of Formal/Informal Assessment Strategies Assessment Data Used in Lesson Planning/Adjustment Evaluates Criteria and Feedback	· Authentic assessment system (e.g. rubrics, performance assessments) · Student journal entries used for assessment · Samples of teacher-made tests/quizzes/diagnostic tools · Collection of before/during/after samples showing student growth: Required (e.g., KWL charts, Writing portfolio samples, prior knowledge interview/lesson planning/analysis, Improvement in essay responses, primary source analysis, depth of processing in social studies, pre- and post-tests used to analyze instructional effectiveness) · Written comments on student work	Assessment: I utilized tests, quizzes, video worksheets, guiding discussion questions, written responses, open notebook quizzes, homework, and research projects to assess and monitor student growth. There are additional methods of assessment that I learned from my experience during courses taken throughout this program. Moreover, the actual experience furthered my own beliefs on the different ways of assessing student knowledge other than tests and quizzes with by the aforementioned examples including class discussion and research project assignments that given students the opportunity of providing their own opinions based on prior knowledge and their own take on the world around them. Incorporate strategies to prepare students for SOL and standardized testing: One of my concerns was how in the world am I going to get these students prepared for SOL and standardized testing. Following and adhereing the strictly to the standards guidelines served as a practical way of ensuring students were going to be ready for the tests. I also used a review of World War I through the use of a Jeopardy game via Power Point as a tool and also reviewing notebooks.	2

INTASC Standards	Elements	Indicators of Success	Evidence or Comments	Score
Principle #9 ___The teacher intern is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others. Key Concept: Professional Growth and Praxis (activity based on reflection)	Reflections on Teaching Professional Growth	· Journal reflections · Evidence of personal goal setting and subsequent results · Classroom inquiry activities (from courses such as 5104 and 5784 as well as student aiding and internship) · Articles/books read and subsequent application of knowledge · Attendance at professional meetings and subsequent application · Active membership in professional organizations · Articles written or presentations to faculty	Membership in Professional Organizations: Being a part of some professional organizations helped to provide me with a better understanding and concept of how to implement standards within my lesson planning and will benefit me more along the way once I have more own classroom. I'm currently a member of the National Council on Social Studies, Student Virginia Educations Association, and and Kappa Delta Pi International Education Honor Society. Reflections on Teaching: I had many opportunties to reflect on my teaching experience through essays and research. This part of my portfolio reflects my continuing devotion to grow as a teacher and remaining a life-long learner. Planning Log with Reflections: During my experience I was a constant reflectioner. I kept a teaching log to keep track of my experiences so I could build on the many mistakes and successes I encountered throughout.	3
Principle #10 ____The teacher intern fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being. Key Concept: Community	Participation in School/District Events and Projects Sensitivity to Student Needs and Awareness of Community Resources Respectful and Productive Communications with Families	· Evidence of participation in extra curricular activities · Participation in team meetings, department meetings, or faculty meetings at school sites · Evidence of communication with parents (e.g. newsletter, logs of phone calls) · Interactions with web mentor	Community Participation & Involvement: During my fall observation I came into contact with some parents through mainly by parent-teaching conferences, i.e. IEP meetings. I also participated in a basketball game between faculty and the middle school basketbally team. However, during my spring internship experience I was not involved with the community as much as I should have been. In the future, I will correct this flaw by attending after school games and other school related functions. Communication between teachers and parents: It was a great to experience almost all facets of teaching. Even though I considered student-teaching just to be a taste of what it'll be like for me next year if given the opportunity to have my own classroom, I was fortunate enough to have come in contact with parents throughout my internship. Although most of the contact was initiated by parents, I always thought I made myself readily accessible for students and parents.	1
ELECTRONIC PORTFOLIO DESIGN, CONSTRUCTION, AND PRESENTATION REQUIREMENTS
Design and construction ____The design and construction of the electronic portfolio demonstrate technological competence.	ISTE Standards Virginia Technology Standards	· Opening page with clear overview of purpose and navigation links · Consistent site layout (evenness in depth of sections) · Legibility of text and font · Overall site balanced to navigate with clear connections to opening page · Clear captions and explanations that facilitate navigation and understanding of portfolio contents · Technology checklist	I thought my web design made it easy to navigate. Everything was legible. The only problem I see with this webpage is that the user is going to have to set up his/her viewing settings to at least 1280x1024 to view it best.	3
Presentation ____Oral presentation to the M.A. Committee demonstrates communicative competence and reflects thorough preparation.		· Accuracy in spelling and mechanics · Ease in navigation · Display of professional attitudes · Presentation Skills: Clarity, volume, eye contact, etc.	The webpage is easily navigable. I thought my presentation went well. The audience seemed engaged.	2