Teacher Education - Master of Science in Education:Reflective Practitioner Program - Exploration Phase Outcome: Portfolio of Coursework Knowledge

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EXPLORATION PHASE

Analysis Phase

Synthesis Phase

Master of Science in Education

Sequence For Reflective Practitioner Program: Exploration Phase

Outcomes and Performances: Portfolio of Coursework Knowledge

Throughout the exploration phase, prospective candidates will be expected to develop a portfolio using artifacts they have created. The portfolio will be informed by the Reflective Teacher Researcher Model and by the professional standards associated with the prospective candidate’s Focus Area.

This portfolio should be comprised of self-selected documents reflecting the prospective candidate’s individuality, skills, and accomplishments in and out of the classroom as an inservice teacher. This portfolio’s organization expands upon the Beginning Teacher Assessment Program portfolio requirements and reflects the requirements set for National Board for Professional Teaching Standards licensure.

The portfolio should contain the following items (divided into the following sections):

Vita
Integrating Statement / Focus Area
Artifact demonstrating competence in the area of Human Development
Artifact demonstrating competence in the area of Curriculum Theory
Artifact demonstrating competence in the area of Social Foundations
Artifact demonstrating competence in the area Advanced Instruction

Artifacts

Items such as lesson plans, anecdotal records, student projects, class newsletters, videotapes, pictures, evaluations, letters of recommendations, etc. are called artifacts. Artifacts are an essential part of the portfolio because they document the prospective candidate’s abilities to meet particular standards. Prospective candidates will need to identify at least one artifact that demonstrates their understanding of each of the four foundational areas of the graduate program (Human Development, Curriculum Theory, Social Foundations, and Advanced Instruction).

In the Integrating Statement, the prospective candidate will discuss how work in the foundational areas has contributed to the development of a Focus Area, an emphasis in the graduate work that will continue to be explored at the Analysis Level of the program.

Overall, the portfolio has these aims:

to demonstrate competence in the foundational areas
to identify a Focus Area (and show how the foundational work has contributed to an understanding of the Focus Area), and
to project a likely direction for future coursework and research.

Preparation of a portfolio should begin when a prospective candidate has completed 15 hours of graduate work, and must be completed and approved before a prospective candidate can proceed beyond 21 hours. Portfolios will be presented to a committee of three faculty who review the exploration phase performance. Candidacy will only occur when the prospective candidate has successfully presented an exploration phase portfolio.

ARTIFACTS

Knowledge of Human Development:

Candidate information and artifact strongly support knowledge of human development. Candidate demonstrates knowledge of changes in human beings’ biological, social, cognitive, and emotional behavior from conception until death. Candidate describes importance of each piece of information to understanding human development as it relates to teaching.

Knowledge of Curriculum Theory:

Candidate information and artifact strongly support knowledge of curriculum theory. Candidate demonstrates knowledge of the relationship of curriculum to the construction of knowledge, skills, and dispositions. Candidate describes importance of each piece of information to the processes of developing curriculum and curriculum’s relationship to the context of the school.

Knowledge of Social Foundations:

Candidate information and artifact strongly support knowledge of social foundations. Candidate demonstrates knowledge of the nature, structure and function of schools. Candidate articulates the parallels between education and social justice. Candidate describes the role of democracy in teaching and in the context of diverse school settings.

Knowledge of Advanced Instruction:

Candidate information and artifact strongly support knowledge of advanced instruction. Candidate reflects upon and analyzes skills related to teaching. Candidate articulates the learning process and how students change as a result of experiential learning.

E

P

B

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E

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B

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E

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E

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INTEGRATING STATEMENT

Identifies Focus Area:
Candidate selects an Area of Focus consistent with needs for professional development. The candidate discusses any concerns associated with choice of focus area. Candidate shows ability to link coursework and experiences to focus area.

Demonstrates Connection to Foundational Work:
Candidate describes value of specific foundational experiences and explains application of course work to practice. Candidate summarizes relationship between foundational work and focus area.

Candidate Projects a Likely Direction for Future Course Work:
Candidate evaluates projected course of study and chooses course work relevant to their Area of Focus. Candidate chooses course work that supports development of knowledge, skills, concepts, and dispositions necessary for their future inquiry.

E

P

B

I

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