Intern Portfolio


Purpose

The USC Aiken School of Education prepares highly qualified Dynamic Educators who have the knowledge, skills, and dispositions to create optimal learning environments to assist all individuals in reaching their potential. The purpose of the Program Portfolio is to demonstrate the ways in which you have developed as a result of your coursework and field experiences in one of the undergraduate teacher certification programs offered by the USCA School of Education.

Each teacher candidate will develop a Program Portfolio based upon selected elements of the USCA School of Education Conceptual Framework. The portfolio will provide documentation of the teacher candidate's growth in the program by allowing the candidate to reflect on teaching skills, knowledge and understanding. The portfolio also will provide information for the School of Education to evaluate its programs.

Contents

The Program Portfolio will include evidence of and reflection on two of the elements of the Conceptual Framework.

  • Dynamic Educator as Planner
  • Dynamic Educator as Instructor
  • Dynamic Educator as Communicator
  • Dynamic Educator as Manager
  • Dynamic Educator as Professional

Evidence may include electronic copies of papers you have written, research you have conducted, photographs, video, or other artifacts that represent your accomplishments and growth as a teacher and that are directly related to the selected Conceptual Framework elements. Any items may be used as long as you show a clear relationship to the selected Conceptual Framework elements.

Reflection will include a detailed analysis of the evidence with respect to the following (address each question below in your reflection):

  • What is the evidence?
  • How does it demonstrate achievement of the chosen dimension of the Conceptual Framework? (cite aspects of each dimension as listed below)
  • What are the strengths of this particular artifact?
  • What are the weaknesses of this artifact?
  • What are some constructive practical alternatives to this artifact?
  • What are your goals for growing professionally and what is your plan to achieve those goals?

Procedure

We are updating our submission process. Mark your calendar for the Internship Portfolio Workshop on January 20th at 4:00 PM in the School of Education Conference Room, B&E 207.

In order to submit your portfolio, please complete the following:

  1. Create a wikispaces page that will include your artifacts as well as your reflections for both aspects of the Conceptual Framework. View the video tutorial on how to "set up" your portfolio byclicking here. View the downloadable instruction sheet by clicking here.
  2. You may use a template to assist in formatting your portfolio.
  3. Name your wikispace portfolio as such "tiportfolio#" (NOTE: the hashtag/pound sign will be the number assigned to you by the School of Ed.)
  4. Once your wikispace portfolio page has been created, please send the wikispace URL to Ms. Brannen by email at SharonB@usca.edu.
  5. If you have any issues with this process, contact either Ms.Brannen at SharonB@usca.edu or Dr. Regelski at JenniferR@usca.edu.

Due Dates

Fall semester intern candidates will submit their Portfolio by February 15.
Spring semester intern candidates will submit the portfolio by October 15.
(See http://www.usca.edu/education/educationinternship/ for Teaching Internship Application deadlines.)

Assessment

School of Education Faculty will assess the Program Portfolio using the scoring guide below. If a Portfolio is assessed as Unacceptable, it must be revised accordingly and resubmitted within one week of notification. If the resubmitted portfolio is rated Unacceptable, the candidates will not be admitted to the Teaching Internship.

Assessment of the Portfolio at the Acceptable or Target level is a requirement for approval of the Teaching Internship.


The School of Education Conceptual Framework | Expected Candidate Outcomes (Knowledge, Skills, Dispositions)

The Dynamic Educator as Planner

1. The Dynamic Educator as planner should have a strong understanding of national, state, and local standards.
2. The Dynamic Educator as planner should have a strong content knowledge in the Liberal Arts and Sciences.
3. The Dynamic Educator as planner should be able to use various forms of assessments to inform and plan instruction.
4. The Dynamic Educator as planner should have pedagogical content knowledge to facilitate short and long term planning.

The Dynamic Educator as Manager

1. The Dynamic Educator as manager should have knowledge of human growth theories, psychological theories, management theories and management techniques to be able to facilitate learning for all children.
2.The Dynamic Educator as manager should be able to apply techniques and theories to create safe learning environments, manage instructional time, and instructional materials.

The Dynamic Educator as Instructor

1.The Dynamic Educator as instructor should have a strong understanding of national, state, and local standards.
2.The Dynamic Educator as instructor should have a strong content knowledge in the Liberal Arts and Sciences.
3.The Dynamic Educator as instructor should be able to use various forms of assessments to inform instruction.
4.The Dynamic Educator as instructor should have pedagogical content knowledge.
5.The Dynamic Educator as instructor should have knowledge of various learning theories to enable them to facilitate the learning for all children.
6.The Dynamic Educator as instructor should be able to think critically so they can assess the merits of various curricula and instructional approaches based on research.

The Dynamic Educator as Communicator

1. The Dynamic Educator as communicator must have excellent oral communication skills.
2.The Dynamic Educator as communicator must have excellent written communication skills.
3.The Dynamic Educator as communicator must be able to facilitate the learning of all children.
4.The Dynamic Educator as communicator must be able to effectively communicate with children, parents and colleagues.

The Dynamic Educator as Professional

1. The Dynamic Educatoras a professional must be committed to facilitate the learning in all children, regardless of gender, ethnicity, or socioeconomic background.
2.The Dynamic Educator as a professional must be a reflective practitioner.
3.The Dynamic Educator as a professional must stay informed about trends and legislation in order to be an advocate.
4.The Dynamic Educator as a professional must be familiar with various local, state, and national professional organizations.
5.The Dynamic Educator as a professional must be able to work collaboratively with peers and colleagues.
6.The Dynamic Educator as a professional must display the following dispositions: Patience, punctuality, compassion, respectfulness, considerate, just, unbiased, friendly, enthusiasm, resourceful, professional dress, encouraging, flexible, reflective, positive attitude, culturally aware, sensitivity.

Undergraduate Program Portfolio Scoring Guide(revised January 2010)

Candidate Name :

Major Area :

Assigned Performance Dimension :

Planner | Instructor | Communicator | Manager | Professional

Criteria

Unacceptable

Acceptable

Target

Connection to Conceptual Framework

No description of the artifact and the context in which it was prepared and/or implemented.

Limited or no evidence of connection to the Conceptual Framework.

A description of the artifact and the context in which it was prepared and/or implemented

Evidence of connection to the Conceptual Framework by citing achievement of at least two specific outcomes of the selected Conceptual Framework element.see below]

A description of the artifact and the context in which it was prepared and/or implemented.

Evidence of connection to the Conceptual Framework by citing achievement of more than two specific outcomes of the selected Conceptual Framework elements. [see below]

Critique

Not all reflections describe how artifacts demonstrate achievement of the chosen dimension of the Conceptual Framework.

Not all reflections show evidence of the ability to effectively critique professional practice.

Not all reflections show evidence suggesting constructive practical alternatives.

All reflections describe how artifacts demonstrate achievement of the chosen dimension of the Conceptual Framework.

All reflections provide evidence of the ability to effectively critique professional practice for strengths and weaknesses.

All reflections describe a plan for constructive practical alternatives.

All reflections provide clear evidence of the ability to effectively critique professional practice for strengths and weaknesses.

All reflections describe a relevant plan for constructive practical alternatives.

All reflections address long-term professional growth goals for continued learning.

Communication

Numerous surface errors and/or message is not always clear

Few if any minor surface errors. Message is conveyed.

Correct, standard English. Message clearly conveyed.

(One Unacceptable results in Unacceptable overall.)

Comments:

Conceptual Framework Outcomes

Planner

Understanding of Standards

Content Knowledge

Various Assessments to Plan and Inform instruction

Knowledge of Documentation of Special Education Needs

Instructor

Understanding of Standards

Content Knowledge

Uses Various Assessments to Inform Instruction

Pedagogical content knowledge.

Understanding of various learning theories that enable facilitation of learning for all children

Thinks critically and assesses the merits of various curricula and instructional approaches based on research

Communicator

Oral Communication Skills

Written Communication Skills

Facilitates learning of all children

Effectively communicates with children, parents, and colleagues

Manager

Knowledge of human growth theories and/or psychological theories to facilitate learning for all children.

Knowledge of manager theories and management techniques to facilitate learning for all children.

Applies techniques and theories to create safe learning environments, manage instructional time, and manage instructional materials

Professional

Reflective Practitioner

Fosters relationships with school colleagues and community agencies

Positive Dispositions

Commitment to facilitating the learning of all children

Informed on current trends and legislation and applies the understanding in practice

Seeks opportunities to grow professionally

Diversity

Technology