Tips for Success with yourGate III Portfolio

EAA/ECA

McIntyre, Fall 2008

Gate III

The focus of Gate 3 is about student learning!

• Move from “application” to “management” by using words like “My students…” instead of “I”

• Remember: The key point is: WHAT HAVE YOUR STUDENTS LEARNED??!!

• Use student learning data (remove student names and/or create SUMMARIES of student learning)

• PROVE that students are learning from you, for example….

Criteria Number of 4’s

Number of 3’s

Number of 2’s

Number of 1’s

Number of 0’s

Depth of Understanding

6 12 4 2 1

Presentation Participation

14 10 1 0 0

Other critieria

Some GREAT artifacts:

• Student Learning Profile: Student interests / learning styles / MI / reading level chart/hobbies/involvements at school or community…– Show you know your students by making a

connection between what you know about your students and the lessons and units you have designed and implemented

GREAT artifacts: Lesson plans

– At least ONE including a Compelling Why – At least ONE demonstrating a “Culturally

Responsive Lesson”– The inclusion of reading strategies work well for

WTS 2 and 3– 5 E’s model

» Use a highlighter to point out these parts of a lesson plan that are compelling to show MANAGEMENT

GREAT artifacts: Unit plans

• With “central concept” and/or “essential question” clearly identified

• Sections labeled by MI are useful• Assessments are within and at the end of the unit (rubrics

are best)• The unit should be “developmentally appropriate” (you

picked the central concept because it matched student learning needs)

• In WTS 3 – remember it is MI AND race / class / gender • The final task or showcase event you ask students to do is

a performance task – preferably with student choice

GREAT artifacts: Assessments

• Linked to EQ (comparison of student answers to your answers)

• Formal / informal/formative / summative• A variety is best– Checkpoints– Quizzes– Tests– Rubrics

GREAT artifacts: Evaluations

• University Supervisor observation/ evaluations• Cooperating Teacher observation/evaluations

You may use each criteria as an artifact!

GREAT artifacts: Dispositions

Disposition evaluation(s) forms filled out by either CT or University supervisor•

• HAS A NEED FOR SHARED UNDERSTANDING• • Asks clarifying questions for self and/or group needs• Solicits responding from all parties• Paraphrases for better self and group understanding• Redirects counter-productive participation• Demonstrates active listening during collaborations• • HAS A NEED TO BE CONSTANTLY SEEKING NEW SOLUTIONS •

– Seeks input from and works with others to describe current condition– Works with others to determine need for change– Considers other’s ideas and perspectives to generate possible solutions and meet multiple needs

• • ACCEPTS RESPONSIBILITY FOR SELF AND TAKES ON RESPONSIBILITY FOR OTHERS•

– Accepts and seeks out responsibility for tasks– Advocates for other’s needs, regardless of personal beliefs/needs– Actively seeks out assistance from others to meet identified needs

• • DISPLAYS PERSEVERANCE FOR PROJECTS AND INTERPERSONAL RELATIONSHIP MANAGEMENT•

– Actively seeks out others for contributions in order to make change and persist with tasks– Acknowledges all participants contributions, concerns, and ideas– Depersonalizes negativity from others and contributes positive responses

• • SHOWS A PASSION FOR EXCELLENCE IN THE CONTEXT OF LEARNING•

– Active and positive member of groups– Uses excellence in a context of learning to collaborate with and influence others– Celebrates group successes– Exhibits an appropriate sense of humor, a positive manner, and enthusiasm during interactions

GREAT artifacts: Reflections

• Narratives or reflections you write– Some on lesson plans themselves to show you

know how to modify them (WTS 9)– Some in other forms which show deeper thoughts

about self (WTS 9)

Get it done…

• Run a draft of Standard 1 by your University Supervisor early in Q1 (or Q3)

• Different readers have different expectations• Work on Standards 1-5 first, then 6-10,

perhaps in your Q2 (Q4) placement• DO NOT TRY TO DO ALL OF THE STANDARDS

AT THE END OF YOUR PLACEMENT…unless, of course, you enjoy stress.

Q1 Q2 Switch

Standards 1-5 Standards 6-10

Other Stuff: Observation Form

• White copy to student teacher – put in portfolio

• Yellow copy goes to CT• Pink copy goes to supervisor (to be turned in

to be filed in CI at end of the quarter (or semester)

Other Stuff: Gate 3 Scoring Sheet

• Original kept in portfolio• Copy to be returned to CI – Supervisors return the following to CI for

filing/audit at end of semester:• Gate 3 Scoring Sheet• At least two pink observation forms• Blue copies of summative evaluation• Goldenrod form indicating dates of observations

Other Stuff: Formative Assessment (green)

• Filled out at end of Q1(or Q3)• Goes in Portfolio• Show to next placement CT

Other Stuff: Summative Assessment(blue)

• Filled out at end of Q2 (or Q4)• Goes in portfolio• Page 5 (copy of page 1)torn off and returned

to CI by University Supervisor

Finally

• Be professional (remember that you are probably going to be asking folks in your host school to provide a positive recommendation, if only by word of mouth)

• Arrive at school BEFORE your CT and try to leave AFTER your CT, and dress better than s/he too!

• Have a positive attitude EVERY day• Have fun!