GATE IIIGATE III

MCEA Program MCEA ProgramExitExit Portfolio Portfolio

During this session . . . During this session . . .

• LogisticsLogistics

• Portfolio structurePortfolio structure

• Examples of entriesExamples of entries

• Questions and Questions and

answersanswers

The Review: Who, Where and The Review: Who, Where and When?When?

• Your UWEC supervisor Your UWEC supervisor

• Exit/Review conference Exit/Review conference usually in your school usually in your school

• Established by your Established by your SupervisorSupervisor

Your changing Your changing Portfolio . . .Portfolio . . .

What do I need to know and valueWhat do I need to know and valueto be a great teacher?to be a great teacher?

Gate IGate I

How do students respond How do students respond to my teaching?to my teaching?

Gate IIGate II

Are my Are my students students consistently consistently learning?learning?

Gate IIIGate III

What is the What is the expectation?expectation?

You must achieve a level 3 rating for You must achieve a level 3 rating for

eacheach Wisconsin Teacher Standard Wisconsin Teacher Standard

What is Level 3?What is Level 3?Management: Student consistently and effectively Management: Student consistently and effectively demonstrates the knowledge or skill and accurately demonstrates the knowledge or skill and accurately records the impact on students. S/he is able to records the impact on students. S/he is able to reflectively change his/her application to increase reflectively change his/her application to increase that impact. S/he looks for advanced knowledge or that impact. S/he looks for advanced knowledge or skill in this area.skill in this area.

• Requires Requires consistentconsistent and and appropriateappropriate implementation in classroomsimplementation in classrooms

• Effective means Effective means successful student learningsuccessful student learning

• Reflective practices Reflective practices must rely on student data must rely on student data

• All parts All parts of a standard must be attemptedof a standard must be attempted

How is it organized?How is it organized?• Cover Page identifying your major, Cover Page identifying your major,

minorminor

• Introduction including a current Introduction including a current

philosophy of education and resumephilosophy of education and resume

• A section on Collaborative A section on Collaborative

Leadership and one section for each Leadership and one section for each

of the ten WI teaching standardsof the ten WI teaching standards

• Electronic, paper, or mixed media Electronic, paper, or mixed media

formatformat

There is a light at the end of the tunnel . . .

•

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

Conceptual FrameworkConceptual Framework

Collaborative LeadershipCollaborative LeadershipIsIs the the intentionalintentional and and skillfulskillful management of relationships that management of relationships that enables others to succeed individually while accomplishing a enables others to succeed individually while accomplishing a collective outcome. collective outcome.

Collaborative leadersCollaborative leaders ably facilitate the involvement of two or more ably facilitate the involvement of two or more people in a group working toward a shared outcome in a manner people in a group working toward a shared outcome in a manner that reflects collective ownership, authorship, use, or responsibility. that reflects collective ownership, authorship, use, or responsibility.

  Collaboration is NOT the outcome or goal. Collaborations are Collaboration is NOT the outcome or goal. Collaborations are processesprocesses that, when successful, align people’s actions to that, when successful, align people’s actions to accomplish a goal or solve a problem. accomplish a goal or solve a problem.

Collaborative leaders possess knowledge, skills, and dispositionsCollaborative leaders possess knowledge, skills, and dispositions that enable them to carry out leaderful actions. that enable them to carry out leaderful actions.

Each section will include . . . Each section will include . . .

• No more than two pages maximum with No more than two pages maximum with

normal font (12 point, single spaced)normal font (12 point, single spaced)

• Appropriate title and full text of each Appropriate title and full text of each

standard or definition of Collaborative standard or definition of Collaborative

LeadershipLeadership

• Two artifacts per standard- placed after Two artifacts per standard- placed after

reflectionreflection

How is each reflection organized?How is each reflection organized?

• Focus on the Focus on the pairpair of of

artifactsartifacts

• Description of the artifacts Description of the artifacts

• Analysis Analysis

• Reflection on growth Reflection on growth

Choosing artifacts . . . Choosing artifacts . . .

Anything that you put into your Anything that you put into your portfolio as evidence that students portfolio as evidence that students

learn from your teaching!learn from your teaching!

Lesson plans*

Lesson plans*

Supervisor Supervisor EvaluationsEvaluations

Student projectsStudent projects

Coop Observation

Coop Observation

Records

Records

Student data

Student data

Letters to

/from parents

Video clipsVideo clips

AnalyzeAnalyzeImpact Impact

on studentson students

ReflectReflect on onyour growthyour growth and explainand explainnext steps next steps

DescribeDescribeartifactsartifacts

DescribeDescribe• What experiences are represented by What experiences are represented by

the artifacts?the artifacts?

• When did the experiences occur?When did the experiences occur?

• Why were they selected?Why were they selected?

• How do they apply to the How do they apply to the entireentire

standard?standard?

Analyze – Don’t just restateAnalyze – Don’t just restate

• What ideas or practices were successful? What ideas or practices were successful?

Problematic?Problematic?

• How well did students learn? How well did students learn?

• What What evidenceevidence helped you determine the helped you determine the

influence on student learning?influence on student learning?

• Have you grown more for some parts of the Have you grown more for some parts of the

standard than others?standard than others?

Reflect on GrowthReflect on Growth• How did your thinking or practice How did your thinking or practice

change?change?

• What ideas or practices were What ideas or practices were reinforced?reinforced?

• What goals will you carry forward?What goals will you carry forward?

SummarySummary

• Be realistic!Be realistic!

• Use existing materials and Use existing materials and

experiencesexperiences

ResourcesResources

Wisconsin Teacher Standards with Wisconsin Teacher Standards with associated knowledge, skills, and associated knowledge, skills, and dispositions as described by DPIdispositions as described by DPI

http://www.dpi.state.wi.us/dpi/dlsis/tel/stand10.htmlhttp://www.dpi.state.wi.us/dpi/dlsis/tel/stand10.html