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Student Teaching Portfolio Teach: more detail

The portfolio as a tool for stimulating reflection by student teachers [An article from: Teaching and Teacher Education] by D.D. Mansvelder-Longayroux, D. Beijaard, et all 2007-01-01

Learning to Teach with "Guide to Field Experiences and Portfolio Development", Interactive Student CD-ROM, and PowerWeb/OLC Card by Richard I Arends, Richard Arends, 2003-05-15

Learning to Teach, with Free "Manual for Planning, Observation, and Portfolio" and Free Interactive Student CD-ROM by Richard I Arends, 2001-05-18

lists with details

The Scientist - Teaching To Teach
Each student, she says, comes away with a teaching The portfolio can play an importantrole in the job in which graduate students learn teaching strategies and
http://www.the-scientist.com/yr1998/oct/prof_981026.html
Biology Business/Finance Chemistry Communication Community
level, qualifies students to teach in Massachusetts teaching portfolio Presentation;teacher Research Project and Examples of student teacher research projects
http://www.clarku.edu/graduatefolder/programs/fifthyear/education.shtml

Extractions: The Master of Arts in Teaching (M.A.T.) program is an intensive, full-year program designed to qualify students interested in elementary, middle or high school teaching in urban settings for the initial teaching license in Massachusetts. The program requires successful completion of ten courses, including two summer courses and student teaching in the spring of the fifth year. The initial Massachusetts teaching license qualifies students to teach in 31 other states. Program of Study Students enter the M.A.T. program having completed their liberal arts degree. Some also will have taken one or two undergraduate courses in education. This is not required, but is recommended for those aiming to teach at the elementary level. Those interested in the elementary level are advised also to tailor their undergraduate course of study as much as possible to the state subject matter requirements, which call for specific background in the humanities, history, mathematics and the sciences (check with the Education Department for details). Those aiming to teach at the middle or high school level generally choose to teach in the subject area, such as history or mathematics, that corresponds to their major.
PHY 353 Student Teaching Seminar
NSTA 7 Social Context. (2c) document the ability to teach science in The studentteaching portfolio will be created following specific portfolio Guidelines.
http://www.phy.ilstu.edu/faculty/wenning/ptefiles/353.html

Extractions: (Steps 2 and 3 of Social Context Project added for 2004) STUDENT TEACHING SEMINAR 1 s.h. Spring A seminar through which students exchange information, share reflections, and document observations and activities prior to and during student teaching. Note: This is a five-week course taken during the same semester as, but prior to, student teaching. WARNING: Associated with this course is one or more NSTA-mandated summative performance assessments linked with Professional Studies' Exit from Student Teaching gateway. Failure to adequately demonstrate the required competencies in a timely fashion will result in the teacher candidate being ineligible for the state teaching certificate. (Effective 2003-2004 school year.)
Student Teacher Screening
in teaching and will discuss the writing portfolio. will notify candidates for studentteaching of the the student be permitted to student teach, the student
http://www.siue.edu/ENGLISH/screen.html

Extractions: STUDENT TEACHER SCREENING Approval to student teach in English is granted by the School of Education and by the Department of English Language and Literature. The School of Education distributes a "Student-Teaching Authorization Form" in a packet of forms which must be completed by students requesting to student-teach. The signature of the "Major Field Representative" (for English majors, the Chair of the Department's Teacher Education Committee) is required on this form. The Committee Chair will not sign this form unless the deparmtent's Teacher Education Committee has reviewed the applicant's materials (and found them satisfactory)and interviewed the student. All students seeking certification to teach English from SIUE must successfully complete the student teacher screening: undergraduates, graduate students, and transfer students. Steps of the Screening Process The screening process involves the following steps: Step 1: During the first week of the semester prior to the semester in which the student will take CI 315A, the student must submit six copies of all screening materials to the Chair of the Teacher Education Committee. (Deadline 4 p.m. Friday.) Screening materials include: 1. A portfolio of the student's writing. This portfolio is to include three papers written and submitted for college level English courses within the past two years. One of the three papers must be a documented research paper. The total number of typed, double-spaced pages of writing in the portfolio must be at least ten.
Assessment Activities
College of Education NCATE Website. To teach, To Learn, To Help Others teachand Learn . portfolio review. Admission to student teaching portfolio.
http://www.education.eku.edu/coe_ncate/programs_nov_01/Links/assessment_activiti

Extractions: NCATE Website "To Teach, To Learn, To Help Others Teach and Learn" -Site Quick Links- EKU Home COE Home NCATE Website -NCATE Web Major Areas- COE NCATE Home Dean's Message Conceptual Framework Standards Unit Programs Institutional Report Exhibit Room Fact Book College Personnel Faculty VITA Student E-portfolios Syllabi Assessment Plan Initial Assessment Advanced Assessment Our College of Education NCATE Website is Under Under Construction Home Conceptual Framework Programs Standards ... Advanced Assessment Assessment Activities All programs have course assessments. Types of course assessment activities include: Case studies Criterion-referenced quizzes, midterms, finals Field observations Field supervision Instructional material development Interviews Lesson plans Peer and/or instructor conferences Peer evaluations Performances Portfolio development Professional Improvement Plans Projects Reflections Reports Research projects Reviews Unit plans These assessments can be accomplished as individual, small or large group activities.
DOCUMENTING YOUR TEACHING: MAKING A TEACHING PORTFOLIO
A portfolio can include A statement of your teaching as a teacher, and the specificteaching principles that Copies of graded student work from your classes;
http://www.tulane.edu/~tep/teach/portfolio.html

Extractions: Documenting Your Teaching: Making A Teaching Portfolio Just as important, a teacher can use the portfolio as a kind of professional journal for documenting and reflecting on the techniques and assignments she or he develops from semester to semester. Used in this way, a portfolio becomes a powerful memory aid that enhances the ability to assess and innovate upon the teaching experience. One appealing aspect of the portfolio is its individual character; no two portfolios are identical, as each attests to the philosophies and style of its creator. Thus, none of the items listed below are absolutely necessary; you can pick and choose from the guidelines offered here, and concentrate on building a portfolio that emphasizes your special strengths as a teacher. What follows is a list of the types of materials that you might want to begin compiling for use in your portfolio, and a few articles for further reading. A portfolio can include: A statement of your teaching philosophy: typically, a brief paragraph that explains your beliefs about teaching, your most important goals as a teacher, and the specific teaching principles that you try to put into practice Syllabi of courses you have taught Syllabi of courses you would like to teach Written assignments you have created Reflective written statements to accompany assignments, noting how they actually went in practice and ideas you have for improving them in the future
Required Elements
The portfolio will include a narrative describing the TAs philosophy of teachingand future teaching goals quizzes and examinations, and student evaluations
http://www.tltc.ttu.edu/teach/required_elements.html

Extractions: Two videotaped consultations (based on discussion sections, laboratory sections, or courses the fellow is teaching for a full semester) are required for program completion. The first videotaped consultation should be completed in the fall semester, the second in the spring semester. Public speaking engagements, talks in colloquia, or single lectures given in place of a faculty member may not be used to complete the videotaped consultation requirement. Each videotaped class is subsequently discussed in a confidential session with a consultant.
Med.html1
prior to the semester you plan to student teach. Continue to add to your portfolio,which may of the Music Education area, the student teaching Supervisor, and
http://www.ux1.eiu.edu/~cfpsc/text/med.html

Extractions: Welcome to Music Education at Eastern Illinois University. This handbook is designed to provide you with information regarding standards and procedures for admission to the music education program at Eastern Illinois University as well as receiving Teacher Certification. Please read it carefully. You are ultimately responsible for seeing that all of your requirements are met. It is your responsibility to become knowledgeable about the music education program, catalog requirements in your specific option, departmental admission requirements, university admission to teacher education policies, as well as retention, graduation and certification requirements. Check the Daily Eastern News (DEN) for official announcements regarding Teacher Certification at EIU. Your advisor will supply you with a course requirement checklist for your option. Make every effort to follow this plan. Your advisor and those in the Music Education Area will assist you in every way possible. The music department standards meet Illinois State Certification demands as well as those of other accrediting agencies. Attention to all these details will result in a valid certificate for you. If you have questions, please feel free to contact us. Dr. Patricia S. Poulter
The Teachers.Net Student Teaching ChatBoard
Re What does the coop teacher do while you teach?, 2/04/03, by Tina. Studentteaching portfolio Maine, 1/12/03, by Rachael Summer.
http://teachers.net/mentors/student_teaching/

Extractions: Click here Welcome to the Student Teaching ChatBoard . Here is the place to post questions, comments, and inquiries about classroom teaching to teachers throughout the world. Exchange ideas, stories, and questions about the wonderful world of teaching. Learn from the pros. We hope you will utilize and benefit from this free resource to student teachers everywhere. Live Internet Career Seminar
OISD | Teaching Assistant Support | Handbook For Graduate TAs
PREPARING TO teach. Prejudicial Treatment Order in the Classroom student Inattentionstudent Disruption. OISD GTA Support Departmental Support teaching portfolio.
http://www.isd.uga.edu/teaching_assistant/ta-handbook.html

Extractions: Site Map: ABOUT OISD Mission History Office Location Staff Directory Announcements CLASSROOM SUPPORT Classroom Technology Support Classroom Technology Consultation Campus Technology Enhanced Classrooms Instructional Media and Equipment Loan A/V Duplication and Video Standards Conversion CONSULTATION Instructional Design Teaching Consultation Technology FACULTY PROGRAMS New Faculty Junior Faculty Senior Faculty Any Faculty Governor's Teaching Fellows UGA Teaching Academy Publications GRANT PROGRAMS Mini-grants Learning Technologies Grants
Peer Evaluation Of Teaching
teaching portfolio (teaching/ learning philosophy, evidence of achievements and resourcesused in teaching and learning print resources and student evaluations
http://www.flinders.edu.au/teach/evaluate/peer.htm

Extractions: Contact: teach@flinders.edu.au The policy on evaluation of teaching outlines staff obligations regarding student and peer evaluation of teaching. Some questions about teaching are better asked of students and others are better asked of peers. Student evaluations are guided by standard documents processed through the University of Adelaide. Peers, however, are a vital source of information about the quality of planning and preparation for teaching. This web page addresses the following issues: For a guideline for conducting a Formal One-On-One Peer Review, you might consider downloading the MS Word version of the Teaching Review Guide . This is a draft document, currently under revision.
Knight Institute : Prizes
develop and submit a teaching portfolio;; have a course have participated in theGraduate student Outreach Program, through which TAs may teach a mini
http://www.arts.cornell.edu/knight_institute/prizes/prizes.html

Extractions: Awards of $300 each are offered for excellent expository writing in First-Year Writing Seminars, Sophomore Seminars, Expository Writing, and Writing in the Majors sections. To be eligible for these awards, essays must have been written in response to a teacher's assignment. Student essays are eligible for possible submission in DISCOVERIES , the Knight Institute's annual magazine of student prize-winning essays. First-Year Writing Seminar student awards: Elmer Markham Johnson Priz e The Adelphic award goes to the best essay written in response to a teacher's assignment in a First-Year Writing Seminar by a student whose native language is other than English. Students whose education has been entirely in English-medium schools do not qualify. This contest is sponsored by the Adelphic Cornell Educational Fund. (Fall and Spring)
University Teaching And Life In Academe
3. Peer teaching Each student will select, prepare and teach a 1520 minute sequencefor other 7. teaching portfolio-in-Progress Each student is to
http://www.scils.rutgers.edu/~kvander/Syllabus/academicteaching.html

Extractions: KAY E. VANDERGRIFT COURSE DESCRIPTION Syllabi Page Assumptions A poem Teaching in Higher Education Bibliography This course will explore the triad of theory, research, and teaching as it shapes life in academe. Emphasis will be on the theory and nature of teaching and learning, teaching strategies, learning styles, course development, syllabi composition, and the use of technologies in teaching. The course will also focus on the nature of academic service, tenure, and general problems and issues of life in academe. Students, upon completion of this course, should be able to: Identify and articulate their personal values and concepts related to teaching and learning. Recognize various types of institutions of higher education and the major distinctions among them. Summarize various trends and patterns in higher education and/or staff development. Formulate knowledge of multiple teaching models and strategies and the theoretical and research bases underlying them.
Graduate Students - Ready To Teach?
What if they ask for your teaching portfolio or want wide workshop on preparing graduatestudents to teach. Border, of the Graduate student teaching Program at
http://www.kstatecollegian.com/issues/v099b/sp/n118/opn-guest.html

Extractions: KEVIN MCCANN Imagine that you have recently been hired as an assistant professor. You are asked to teach two (or more) existing courses the first semester and to develop a new course for an upcoming semester. Of course, you have other responsibilities, including committee assignments, grant writing and establishing research programs. What do you do first? Have you ever developed an entirely new course, written a comprehensive syllabus or devised a fair method of grading? Are you adept at advising students or speaking before large groups? How do you select and review textbooks for your classes? Are you comfortable with your new role as a teacher? Or, maybe you are still looking for your first position. Will you get the job if your prospective employer's interviewing process includes a research seminar and a teaching seminar? What if they ask for your teaching portfolio or want your opinion of how to improve the curriculum in their department? Are you prepared to teach? On May 16, K-State graduate students will have an opportunity to address these issues at a University-wide workshop on preparing graduate students to teach. Speakers will include Dr. Laura Border, of the Graduate Student Teaching Program at the University of Colorado, and Dr. Frank Vattano, of the Graduate Teaching Program at Colorado State University.
UG Courses-EDU
Studies (3 credits) This course prepares students to teach history, civics Submissionof a student teaching portfolio at the conclusion of the internship is
http://www.snhu.edu/Home_Page/Academics/UG_Course_Descriptions/UG_Courses_EDU.ht

Extractions: This course gives students an overview of American education through the analysis of its historical and philosophical roots. Contemporary issues in American education are emphasized. Non-education majors may use this course as a social science elective. Prerequisite: ENG 120 or equivalent. Offered every year. Writing intensive course. EDU 290 Field experience provides future teachers with varied educational experiences that are appropriate to their major teaching area. Typical experiences include working as teaching assistants and visiting a variety of schools. A journal and several written reports may be required. Prerequisite: permission of the teacher education coordinator/department chair at least eight weeks prior to registering for the course. Offered every semester. EDU 300 This course focuses on business education and studies the field's curriculum, levels, facilities, materials, research and issues. Current practices in business education are emphasized. Cooperative education is studied in depth. Prerequisites: EDU 200 or permission of the program coordinator/department chair. Offered as needed.
Student Preparation
type and tabs will make your portfolio an asset their cooperating teachers prior tostudent teaching to serve students who will student teach in English should
http://web.grinnell.edu/education/EducationDeptSite/StudentHandbook/StudentPrepa

Extractions: Schedule The schedule for student teaching will follow the calendar of the school where the student teacher is placed, rather than the college calendar. Public schools often observe national holidays that the college does not, and don't have a fall break. Student teachers will attend all in-service meetings required of teachers prior to the first day of school. The precise date will differ with school districts, but student teachers should expect it to be as early as the third week of August. Student teachers should plan their Grinnell living arrangements and summer plans accordingly. Work During Student Teaching Attire For many students, student teaching is their first "real" full time job as a professional rather than a student. Summer is a good time for students to examine their wardrobes to make sure that they have the clothes they need. It isn't necessary to have new or stylish clothing, but neither the typical college attire of jeans and a sweatshirt, nor a disregard for the state of repair of the clothing is acceptable. Student teachers need to demonstrate their respect for school norms and their understanding that appearance is important to parents, principals, and visitors. Exit Portfolio Resume A small task that student teachers can do over the summer if they have not already done so is to prepare a resume and statement of teaching philosophy. Students will give these to their cooperating teachers prior to student teaching to serve as a means of introduction. Section VII of this handbook provides help in resume preparation. The Career Development Office is a better resource. They have extensive materials, samples, and assistance available, and we strongly recommend making an appointment with them early in the senior year. They will help with everything from deciding what to include to computer commands to assist in creating an effective format, and it is a good idea to do a good job on your resume now and have it all ready when you want to apply for jobs.
Portfolioopeningnarrative
experience at Northside Middle School and in my student teaching experience at Thefollowing portfolio demonstrates my ability to teach and touch the
http://www.tandl.vt.edu/socialstudies/hicks/socstudsed/SOCSTUD/DABNEY/portfolioo

Extractions: DABNEY KAREN WALLER MASTERS OF EDUCATION TEACHING PORTFOLIO "I touch the future. I teach." -Christa McAuliff One of this generations most beloved and remembered teachers, Christa McAuliff, one said, I touch the future. I teach. She is no longer with us, but the spirit of her words can still inspire a generation of new teachers. These simple words she spoke inspired me, and many teachers in my student career inspired me as well. They touched my future, and now I hope to honor their work by touching a new generation of futures. I want to teach, and I want to make social studies come alive for my students. I want to reach out and give my students the tools to command their own futures. This is how I plan to teach and touch the future. My own future was touched by many individuals and events. Most importantly my family touched my future by instilling in me the values that I hold so dear to my heart. The values of caring, listening, politeness, and love for oneself and others are the most precious gifts my parents ever gave me. Fortunately, my father gave me one other gift that has led to my current decision to teach. He taught me the great mystery of our history, and this is the mystery that I want to help my students uncover.
Teaching Portfolios
The program also sponsors symposia on teaching and learning topics suchas Establishing a teaching portfolio and Evaluating student Learning.
http://www.uccs.edu/~teach/teaching_portfolio.htm

Extractions: WWW Teaching Resources Teaching Portfolios: How to Document Your Teaching: Iowa State University Center for Teaching Excellence How to Produce a Teaching Portfolio: Deliberations on Teaching and Learning in Higher Education Teaching Portfolios by Professors and Graduate Students: University of Virginia Resources on the Teaching Portfolio: University of Wyoming Teaching Portfolios: Illinois State University A bibliography of books, ERIC documents, and journal articles ranging from faculty portfolio analysis to guidelines for portfolio preparation. Highlights include "The Teaching Portfolio: A Tool for Department Chairpersons to Create a Climate of Teaching Excellence" and "Guide for Nontenured Faculty Members: Annual Evaluations, Promotion and Tenure."
AU - SOE - Student Teaching/Clinical Experience
in education courses to be eligible to student teach. internship experience satisfiesthe student teaching component of and details about the portfolio, may be
http://academics.adelphi.edu/edu/studentteach.shtml

Extractions: Other Adelphi Resources About Adelphi - Campuses - Directions - Maps - University Closings Academics - College of Arts and Sciences - Honors College - School of Business - School of Education - School of Nursing - School of Social Work - Derner Institute (Psychology) - Adult Undergraduate Program - General Studies Program - General Education Curriculum - Language Institute for English - Learning Disabilities Program - Summer Sessions Admissions - Upcoming Events - Scholarships/Financial Aid - Undergrad Info - Graduate Info - International Info - Online Application - Virtual Tour Athletics For Students - Academic Advising - Bookstore - Bulletins - Career Development - Course Search - Grade Reports - Learning Center - Pay Your Bill Online - Register Online - Review Your Account - Student E-mail Campus Life - Student Affairs - Student Clubs/Organizations - Public Safety - Residential Life News, Calendars and Events - Art Galleries - Cultural Events - Today's Events on Campus Administration Information Technology Library Contact Us Search
Patrice Rey's Teaching Portfolio
Resources for students in geology and geophysics, including lectures notes, slide show and virtual field trips. Topics include structural geology, tectonics, and geology of granite.
http://www.es.usyd.edu.au/geology/people/staff/prey/Teaching/Teach.html

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