LITERACY: READING–LANGUAGE ARTS Portfolio Instructions “Entry 3: Integration of...

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Transcript of LITERACY: READING–LANGUAGE ARTS Portfolio Instructions “Entry 3: Integration of...

  • Early and Middle Childhood

    LITERACY: READING–LANGUAGE ARTS

    Portfolio Instructions (For retake candidates who began the Certification process in 2013-14 and earlier.)

    • Part 1 provides general instructions for preparing, developing, and submitting your portfolio entries.

    • Part 2 provides portfolio entry directions as well as cover sheets and forms you use to submit your portfolio entries.

    © 2015 National Board for Professional Teaching Standards l All rights reserved.

  • PORTFOLIO INSTRUCTIONS Early and Middle Childhood/Literacy: Reading–Language Arts

    Contents

    PART 1: GENERAL PORTFOLIO INSTRUCTIONS How to Use the Portfolio Instructions 1-1

    Navigating the Portfolio Instructions Retake Candidates

    Phase 1: Prepare

    Locating and Using Important Resources Understanding the Portfolio Entries Following Policies and Guidelines Learning Portfolio-Related Terms

    Phase 2: Develop

    Writing about Teaching Recording Video Entries Analyzing Student Work Organizing Your Portfolio Components Managing Your Time

    Phase 3: Submit

    Avoiding the 4 Most Common Submission Errors

    PART 2: ENTRY DIRECTIONS EMC/Literacy: Reading–Language Arts Portfolio Entry Directions 2-1

    Overview of Portfolio Entries Entry 1: Promoting Literacy Development through Writing Entry 1: Cover Sheets Entry 2: Constructing Meaning through Reading Entry 2: Cover Sheets Entry 3: Integration of Listening, Speaking, Viewing, and Visual Literacy Entry 3: Cover Sheets Entry 4: Documented Accomplishments: Contributions to Student Learning Entry 4 Cover Sheets Electronic Submission at a Glance Student Release Form Adult Release Form

    © 2015 National Board for Professional Teaching Standards | All rights reserved.

  • PORTFOLIO INSTRUCTIONS Early and Middle Childhood/Literacy: Reading–Language Arts

    Part 1: General Portfolio Instructions This resource is available on our website at www.boardcertifiedteachers.org/retake- candidates.

    © 2015 National Board for Professional Teaching Standards | All rights reserved.

    http://boardcertifiedteachers.org/retake-candidates

  • Early and Middle Childhood LITERACY: READING–LANGUAGE ARTS

    Part 2: Portfolio Entry Directions

    Part 2 provides instructions for developing and submitting your portfolio entries for the Early and Middle Childhood/Literacy: Reading–Language Arts certificate area

    • EMC/Literacy: Reading–Language Arts Portfolio Entry Directions contains detailed instructions for developing each of four portfolio entries.

    • EMC/Literacy: Reading–Language Arts Electronic Submission at a Glance provides detailed instructions for assembling your materials for submission.

    2-1

    © 2015 National Board for Professional Teaching Standards | All rights reserved.

  • PORTFOLIO INSTRUCTIONS Part 2: Portfolio Entry Directions

    Early and Middle Childhood/Literacy: Reading–Language Arts Overview

    EMC/Literacy: Reading–Language Arts Portfolio Entry Directions

    This section contains the directions for developing each EMC/Literacy: Reading–Language Arts portfolio entry and assembling it for submission. Entry directions include

    • a list of the Standards that are the foundation for each entry; • suggestions for planning your portfolio entries and choosing evidence of your teaching

    practice; • questions that must be answered as part of your Written Commentary; • an explanation of how to assemble and submit your portfolio entries.

    Overview of Early and Middle Childhood/Literacy: Reading– Language Arts Portfolio Entries

    Following is a description of each entry. In addition to reading the entry directions, you may also wish to read “Part 1: General Portfolio Instructions.”

    Entry 1

    In the Early and Middle Childhood/Literacy: Reading–Language Arts portfolio, the entry based on student work samples is “Entry 1: Promoting Literacy Development through Writing.” In this entry, you select one student to feature as an example of your work with students in promoting literacy development through writing. You submit two work samples from the selected student. You also submit a Written Commentary. Your approach to assessment of the student’s needs, analysis of that assessment in the design and implementation of instruction, and selected work samples demonstrating the student’s writing development over a period of time are the focus of this entry.

    Entry 2

    In the Early and Middle Childhood/Literacy: Reading–Language Arts portfolio, “Entry 2: Constructing Meaning through Reading” is one of two entries based on video evidence. In this entry, you submit a 15-minute video recording, a Written Commentary, and instructional materials that demonstrate your knowledge of the reading process and your ability to nurture learners in their growth as readers through your use of assessment and instructional materials.

    Entry 3

    “Entry 3: Integration of Listening, Speaking, Viewing, and Visual Literacy” is the other Early and Middle Childhood/Literacy: Reading–Language Arts entry based on video evidence. In this entry, you submit a 15-minute video recording, a Written Commentary, and instructional materials of an interdisciplinary lesson integrating technology that demonstrates your knowledge and understanding of the relationship between listening, speaking, and viewing in literacy development.

    2-2

    © 2015 National Board for Professional Teaching Standards | All rights reserved.

  • PORTFOLIO INSTRUCTIONS Part 2: Portfolio Entry Directions

    Early and Middle Childhood/Literacy: Reading–Language Arts Overview

    Entry 4

    In the Early and Middle Childhood/Literacy: Reading–Language Arts portfolio, the entry based on documented accomplishments is “Entry 4: Documented Accomplishments: Contributions to Student Learning.” In this entry, you illustrate your partnerships with students’ families and community, and your development as a learner and collaborator with other professionals, by submitting descriptions and documentation of your activities and accomplishments in those areas. Your description must make the connection between each accomplishment and its impact on student learning.

    2-3

    © 2015 National Board for Professional Teaching Standards | All rights reserved.

  • PORTFOLIO INSTRUCTIONS Part 2: Portfolio Entry Directions

    Early and Middle Childhood/Literacy: Reading–Language Arts Entry 1

    Entry 1: Promoting Literacy Development through Writing

    In this entry, you select one student to feature as an example of your work with students in promoting literacy development through writing. You submit two work samples from the selected student. You also submit a Written Commentary. Your approach to assessment of the student’s needs, analysis of that assessment in the design and implementation of instruction, and selected work samples demonstrating the student’s writing development over a period of time are the focus of this entry.

    Standards Measured by Entry 1 This entry focuses on the following Standards:

    I. Knowledge of Learners

    II. Equity, Fairness, and Diversity

    III. Learning Environment

    IV. Instruction

    V. Assessment

    VI. Reading

    VII. Writing

    X. Literacy Across the Curriculum

    XI. Teacher as Learner and Reflective Practitioner

    The following statements from the Standards provide some examples of accomplished teaching practice.

    Accomplished Early and Middle Childhood/Literacy: Reading–Language Arts teachers

    • have a thorough understanding of current research and theories about learning and child development, and they possess a deep and rich store of content knowledge and instructional strategies, all of which lend perspective to their instructional decisions.

    • are committed to principles of fairness and equity and to providing all their students with the resources they need to develop as literacy learners.

    • set clear and appropriate goals; draw on knowledge of learners and professional expertise to design instruction; and locate, create, and align resources to help them meet their instructional goals.

    • encourage students to take responsibility for their own intellectual, social, emotional, and ethical growth.

    • have a command of a wide range of valid and developmentally appropriate assessment methods and tools that align with the central goals of the language arts curriculum, and know how to use assessment data to help students’ progress as readers and writers.

    • understand the reciprocal relationship that exists between reading and writing, provide students with multiple, meaningful opportunities to compose descriptive, narrative, informational, expository, and persuasive texts across the curriculum, and lead students to develop useful, practical, and developmentally appropriate approaches to writing.

    • know that writing is the process of exploring, organizing, and transcribing one’s thoughts in a variety of print and non-print forms, and they create an environment that nurtures each student’s discovery of approaches to writing.

    • systematically plan each instructional unit and each lesson within a unit, and make professional and informed choices regarding the depth and breadth of content, the sequence in which content is presented, and the pacing of instruction.

    2-4

    © 2015