Portfolio II Guide

The purpose of this guide is to help you create the portfolio that demonstrates your growth in the ten Wisconsin Teacher Standards. Organize your portfolio in ten chapters – one for each standard. Portfolio Two is the portfolio you will submit after required teaching to become licensed as an Initial Educator.

Note that the student teaching experience or statutory requirement is indicated in the rubric. Note that some requirements are only for those persons certifying in specific subject areas or developmental levels.

Submit your portfolio electronically using our web-based portfolio site. Here is the sign-on information. Contact Karen if you have questions. See an example portfolio.

Each section based on one of the standards should have a cover page describing the evidence included in the section. Here is an example:

Standard 3 – Approaches to Learning

Evidence 3.1 Evaluations by Supervising and Cooperating Teachers

Please see the October 21st and December 15th evaluations in Standard 1. Notice that my cooperating teacher notes my ability of match instruction to different students’ abilities and style preferences. Specifically she say in October, “Mark uses at least three types of learning activities almost every day…” and in December, “Mark has presented learning activities that match many different styles and abilities and modifies activities from the textbook to better match the social status of our students."

Evidence 3.2 Unit Modifications for Student Differences

I have modified my unit on the Second World War to accommodate students with special needs and learning preferences. Also note that I adapted the tests and several reading assignments for students with reading and writing difficulties. I also reformatted some of the handouts for ease of use by a physically disabled student.

Evidence 3.3 Evaluation of strengths and weaknesses in terms of minority relations of an instructional unit you taught PI 34.15(4)(c) (1-5)

I taught a unit on mathematical calculations needed to develop a financial spreadsheet. For that unit I used a web site that I believe to be useful and added my own materials. I realized that the web site was really designed for persons with substantial financial resources, so in my own additions I made modifications more appropriate to my students experience….

Portfolio Evaluation Rubric II (After Required Teaching)

Note that several pieces of evidence are based on work you did as part of required teaching. Include in Standards 2, 3, 4, and 8 examples of student learning*.

Evidence	Advanced Skills (4)	Excellent progress (3)	Emerging Skills (2)	Struggling (1)
STANDARD 1: CONTENT KNOWLEDGE Evaluations by Supervising and Cooperating Teachers Transcripts Praxis I & II Test Scores Resume	Evidence shows an ability to clearly explain complex content ideas	No mention of content deficiency is made, nor is there special notice of content knowledge	Content deficits and addressed and improved, based on evaluation.	Content accuracy or other difficulties are addressed in more than one evaluation
STANDARD 2: INDIVIDUAL DEVELOPMENT References to Evaluations in Standard 1 Modifications you made to a unit you taught addressing intellectual, social, and personal development of students Modifications you made to a unit you taught addressing Multiple Intelligences	Evidence shows clear evidence of teaching to individual student differences and experiences	Evidence shows attention to student characteristics and experiences, lacks thoughtful discussion of their impact	Evidence shows a beginning awareness of the individuality students bring to learning tasks.	Evidence shows a lack of attention to individual differences. Reflections do not address this in a productive manner.
STANDARD 3: APPROACHES TO LEARNING References to Evaluations in Standard 1 Modifications you made to a unit you taught addressing student differences PI 34.15(4)(h)* Evaluation of strengths and weaknesses in terms of minority relations of an instructional unit you taught PI 34.15(4)(c)	Evidence shows clear understanding of matching approaches to student needs. Reflections give evidence of regular attempts Technology use apparent	Evidence shows an understanding of adapting instruction and some evidence of its beginning use	Evidence shows an awareness of the need to adapt instruction without consistent evidence of doing it.	Evidence shows a lack of comfort with diverse needs and uncertainty how to work with them
STANDARD 4: TEACHING STRATEGIES References to Evaluations in Standard 1 An analysis of the teaching strategies you used during your required teaching An example of technology-based teaching strategies you used during student teaching	Evidence shows regular use of multiple strategies including technology	Evidence shows less frequent use of multiple methods	Evidence shows use of a few methods with willingness to try more	Evidence focuses primarily on 1-2 methods
STANDARD 5: CLASSROOM MANAGEMENT References to Evaluations in Standard 1 Classroom Management Plan as implemented in your student teaching classroom(s) Analysis of the conflict resolution procedures you used during student teaching PI 34.15(4)(d)	Evaluations reveal a clear match between stated philosophy & reinforcement of behavior	Evaluations show occasional inconsistency between the philosophy and implementation	A strong philosophy is evident, but a lack of implementation is found	Philosophy is weak and classroom management is inconsistent in practice
STANDARD 6: COMMUNICATION References to Evaluations in Standard 1 Selected samples of written communication with students Analysis of video of your student teaching addressing your verbal and nonverbal communication skills	Evidence shows consistent effort to use many methods properly to communicate with others in a respectful and timely manner Technology use apparent	Evaluations are generally acceptable, but some facet lacking (e.g. grammar, spelling, lack of promptness in communication)	Weaknesses in communication have been pointed out and progress is being made in correcting any issues	Communication skills are noted as areas for improvement without real progress made. Communication is either lacking or is detrimental
STANDARD 7: CLASSROOM PLANNING References to Evaluations in Standard 1 Example of long term planning you designed during your student teaching Examples of lesson plans you used during your student teaching	Evidence both show quality planning for long and short-term	Daily and other short term planning is a strength, but long term planning is still needs improvement	Evidence indicate problems with planning, but good progress is being made.	Planning is unrealistic and may lack focus. It is a frustrating task.
STANDARD 8: ASSESSMENT References to Evaluations in Standard 1 *Examples of assessments you used during your student teaching	Evidence shows a strong understanding and ability to use a variety of assessment tools. Good rubrics.	Evidence shows an effort made to use a variety of assessment types. Good rubrics.	Evidence shows a willingness to create tests and quizzes, in addition to those provided by text. Awkward rubrics	Evidence shows a discomfort with any assessment other than those provided by text
STANDARD 9: REFLECTIVE PRACTICE References to Evaluations in Standard 1 Student or Monitored Teaching Log Written reflection on your role as student teacher in working with students and teachers of special education PI 34.15(4)(g)	Teaching log and evaluations provide clear evidence of realistic self monitoring, reflective practice is customary	Teaching log provides examples of reflective practice not quite a habit. Evaluations might not mention it	Self reflective statements are found, but may be infrequent or too strongly positive or negative to be helpful	A lack of self reflection seems to be detrimental to the teaching experience
STANDARD 10: CONNECTION WITH OTHERS References to Evaluations in Standard 1 Written reflection on your experiences with minority students during student teaching PI 34.15(4)(c) Samples of written communication with parents during student teaching	Evidence reveals a strong commitment to interaction with others. Evidence of efforts made to maintain positive relationships Technology use apparent	Evidence shows strong interactions with a core group	Evidence shows efforts made to establish interactions with others, not yet consistent	Evidence shows a tendency to avoid interaction

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Portfolio II Guide

Portfolio Evaluation Rubric II (After Required Teaching)

Note that several pieces of evidence are based on work you did as part of required teaching. Include in Standards 2, 3, 4, and 8 examples of student learning*.