1 / 18

GATE III MCEA Program Exit Portfolio

GATE III MCEA Program Exit Portfolio. During this session. Logistics Portfolio structure Examples of entries Questions and answers. The Review: Who, Where and When?. Your UWEC supervisor Exit/Review conference usually in your school Established by your Supervisor. Gate III.

roanna-mclaughlin
Download Presentation

GATE III MCEA Program Exit Portfolio

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. GATE III MCEA ProgramExit Portfolio

  2. During this session . . . • Logistics • Portfolio structure • Examples of entries • Questions and answers

  3. The Review: Who, Where and When? • Your UWEC supervisor • Exit/Review conference usually in your school • Established by your Supervisor

  4. Gate III Are my students consistently learning? Gate II How do students respond to my teaching? Gate I What do I need to know and value to be a great teacher? Your changing Portfolio . . .

  5. You must achieve a level 3 rating for each Wisconsin Teacher Standard What is the expectation?

  6. What is Level 3? Management: Student consistently and effectively demonstrates the knowledge or skill and accurately records the impact on students. S/he is able to reflectively change his/her application to increase that impact. S/he looks for advanced knowledge or skill in this area. • Requires consistent and appropriate implementation in classrooms • Effective means successful student learning • Reflective practices must rely on student data • All parts of a standard must be attempted

  7. There is a light at the end of the tunnel . . . How is it organized? • Cover Page identifying your major, minor • Introduction including a current philosophy of education and resume • A section on Collaborative Leadership and one section for each of the ten WI teaching standards • Electronic, paper, or mixed media format

  8. Conceptual Framework • The University of Wisconsin- Eau Claire’s Teacher Education Program commits itself to Preparing Collaborative Leaders who can develop, apply, and integrate knowledge within and across subjects, as well as reflect on their practice to improve performance.

  9. Collaborative Leadership Is the intentional and skillful management of relationships that enables others to succeed individually while accomplishing a collective outcome. Collaborative leaders ably facilitate the involvement of two or more people in a group working toward a shared outcome in a manner that reflects collective ownership, authorship, use, or responsibility. Collaboration is NOT the outcome or goal. Collaborations are processes that, when successful, align people’s actions to accomplish a goal or solve a problem. Collaborative leaders possess knowledge, skills, and dispositions that enable them to carry out leaderful actions.

  10. Each section will include . . . • No more than two pages maximum with normal font (12 point, single spaced) • Appropriate title and full text of each standard or definition of Collaborative Leadership • Two artifacts per standard- placed after reflection

  11. How is each reflection organized? • Focus on the pair of artifacts • Description of the artifacts • Analysis • Reflection on growth

  12. Choosing artifacts . . . Anything that you put into your portfolio as evidence that students learn from your teaching! Supervisor Evaluations Student projects Student data Letters to/from parents Coop Observation Records Lesson plans* Video clips

  13. Preparing a Reflection

  14. Describe • What experiences are represented by the artifacts? • When did the experiences occur? • Why were they selected? • How do they apply to the entire standard?

  15. Analyze – Don’t just restate • What ideas or practices were successful? Problematic? • How well did students learn? • What evidence helped you determine the influence on student learning? • Have you grown more for some parts of the standard than others?

  16. Reflect on Growth • How did your thinking or practice change? • What ideas or practices were reinforced? • What goals will you carry forward?

  17. Summary • Be realistic! • Use existing materials and experiences

  18. Resources Wisconsin Teacher Standards with associated knowledge, skills, and dispositions as described by DPI http://www.dpi.state.wi.us/dpi/dlsis/tel/stand10.html

More Related