Norda, Inc.

Norda, Inc. - Alternative Certification & Professional Development for Teachers and Administrators

Statutory Portfolio Requirements

Knowledge, Skills and Dispositions

We have adopted and will evaluate portfolios based on the knowledge, skills and dispositions as listed in the Wisconsin Standards for Teacher Development and Licensure. These are at http://dpi.wi.gov/tepdl/stand10.html.

Statutory Requirements

What follows is a list of the statutory requirements and where the participants' knowledge, understanding, and skills are evaluated in the portfolio process of both programs.

PI 34.15(4)(a) Cooperative marketing and consumer cooperatives

Potential teachers of economics, social studies or agriculture shall include in their portfolios evidence of knowledge, understanding, and skills in cooperative marketing and consumer cooperatives in the form of an appropriate student instructional unit in partial fulfillment of Standard 4. See this page for more detail.

 
PI 34.15(4)(b) Environmental education including the conservation of natural resources

Potential teachers of agriculture, science, and social studies shall include in their portfolios evidence of knowledge, understanding, and skills in environmental education including the conservation of natural resources in the form of an appropriate student instructional unit in partial fulfillment of Standard 4. Attendance at a Project Wild or similar environmental education workshop is required. See this page for more detail.


PI 34.15(4)(c) (1-6)   Minority group relations

All program participants in partial fulfillment of Standard 2 shall include in their portfolios a reflective paper on Native American history, culture, and tribal sovereignty as evidence of knowledge, understanding, and skills in:

All program participants shall include in their portfolios evidence of knowledge, understanding, and skills in minority group relations in the form of a reflective journal of appropriate experiences in community programs or individuals experiences in partial fulfillment of Standard 10.

See this page for more detail.

 

PI 34.15(4)(d) Conflict Resolution

All program participants in partial fulfillment of Standard 5 shall include in their portfolios an analysis of the conflict resolution policy/procedures of a school district as evidence of knowledge, understanding, and skills in:

See this page for more detail.

 

PI 34.15(4)(e) The role and responsibility of a teacher through student teaching with an assigned cooperating teacher or in a team structure for full days for a full semester following the daily schedule and semester calendar of the cooperating school, or the equivalent as determined by the state superintendent. 

All program participants shall include in their portfolios a reflective paper describing their responsibilities as student teachers as evidence of knowledge, understanding, and skills of the role and responsibility of a teacher through student teaching with an assigned cooperating teacher or in a team structure for full days for a full semester following the daily schedule and semester calendar of the cooperating school, or the equivalent as determined by the state superintendent.  This provision applies only to classroom teacher licenses in partial fulfillment of Standard 9.

PI 34.15(4)(g) Procedures used for assessing and providing education for children with disabilities, including the roles and responsibilities of regular and special education providers.

As evidence of knowledge, understanding, and skills in procedures used for assessing and providing education for children with disabilities, including the roles and responsibilities of regular and special education providers, all program participants shall include in their portfolios a reflective paper specific to their own roles as special or regular education teachers and an interview with their counterpart (regular or special education) teacher, describing assessment and instructional techniques in developing an appropriate program for a child with special needs in partial fulfillment of Standard 9. See this page for more detail.

PI 34.15(4)(h)  Modifying the regular education curriculum when instructing pupils with disabilities.

In partial fulfillment of Standard 3, all program participants shall include in their portfolios a paper describing the modification of an instructional unit, as evidence of knowledge, understanding, and skills in modifying the regular education curriculum when instructing pupils with disabilities and incorporate adapted lesson plans in their curriculum units.

Listening, Speaking and Technology

All program participants will be assessed in listening, speaking, and technology through the evaluation of a classroom presentation of an instructional unit designed by the participant. The evaluation will measure the participants' public speaking skills, listening skills in response to student questions, and use of appropriate instructional technology.

Developmental Assessment

All participants are continuously assessed in the areas of content, human relations, pedagogy and practice. Their portfolios will be developed beginning in the first course of the program. All of their projects, assignments, and units will potentially be included in their portfolios. Partially developed portfolio evidence will be evaluated formally during each semester in the program, and both before and after student teaching.

The following assessment plan assures proficiency in the 10 standards at least three times during the program.

How are monitoring and cooperating teachers assessing the candidates' proficiency?

We ask supervisors and cooperating teachers to use a modified 10 Standards evaluation rubric Each student teacher is evaluated by the cooperating teacher at least twice during the semester. Permitted teachers are also evaluated by a teacher monitor at least twice during their first semester and least once each of the next three semesters.