Moving from a Working Portfolio to a Showcase PortfolioorYes, I can teach so that students learn!

Duquesne University - Student Teaching SeminarMarch 10 and 16, 2008Dr. Karen Levitt*

Portfolio Exit InterviewEach candidate is allotted a 10-minute segment. You will prepare a 7-minute presentation focusing on:

Why you believe you have become a leading teacherDescription of your perceived strengths as reflected in the evidence of your impact on student learning The development of your knowledge, skills, and dispositions as related to the Domains and Themes of the Leading Teacher Program

A Portfoliohas a specific purposeWhat is the purpose of the showcase portfolio for the Leading Teacher Program?Self-evaluationDemonstrate impact on student learningExternal review

Duquesne University - Student Teaching SeminarMarch 10 and 16, 2008Dr. Karen Levitt*

A Portfoliois developed for a specific audienceWho is the audience for your showcase portfolio?YouFaculty of the Leading Teacher ProgramSchool district personnel

Components of the Showcase PortfolioEVIDENCE of Impact on Student Learning

What evidence do you have that your knowledge, skills, and dispositions have had an impact on student learning?Choose 3-5 examples from your working portfolio that demonstrate you have had an impact on student learning.

Components of the Showcase PortfolioLESSON/INSTRUCTIONAL Plan(s) that resulted in student learningWhat is the connection between your teaching and the evidence of student learning?

Include your lesson or instructional plansthat resulted in the student(s) learning - Establish the teaching-learning connection

Components of the Showcase PortfolioREFLECTION on your Evidence of Student LearningDescribe the chosen piece of evidence of student learning; Set the context for the piece of evidenceWhat was/were the intended outcome(s) for the lesson? What do you think the evidence shows that the students learned? How is the learning connected to the PDE Academic Standards and/or specialized professional content standards?

REFLECTION on your Evidence ofStudent Learning (continued)Why did you choose to include this piece of evidence?What decisions did you make as a result of the assessment of this lesson? What would you do differently if you were going to teach this lesson again? How does this piece of evidence reflect your growth in the Domains and/or Themes of the Leading Teacher Program? Your reflections should establish the link between your teaching and student learning

Therefore Each portfolio entry has three parts

The EVIDENCE of student learningThe LESSON/INSTRUCTIONAL plan that resulted in student learningA REFLECTION on your choice of evidence of student learning and the accompanying lesson plan

Recommended SectionsTable of Contents*Make sure the portfolio sections match the Table of ContentsDocuments (transcripts, clearances, letters of recommendation, certificate, awards, ???)Student teaching evaluationsEducational philosophies3-5 examples of your impact on student learning, including (for each entry/example):EVIDENCE (of impact on student learning)LESSON or INSTRUCTIONAL plan that resulted in student learningREFLECTION on evidence

Duquesne University - Student Teaching SeminarMarch 10 and 16, 2008Dr. Karen Levitt*

General ConsiderationsCustomize for external reviewsCreate a professional coverOrganize the portfolioInclude a table of contentsTab different sectionsBegin with an introductory sectionLike an introduction to a book, this section should entice the reader to read the rest of the book!

Duquesne University - Student Teaching SeminarMarch 10 and 16, 2008Dr. Karen Levitt*

General ConsiderationsWord-process everything Including cover sheets, sections, table of contents, tabsCheck spelling and grammarLabel every entry clearlyBe creative, include pictures (if you have them), but KISS!! (Keep It Simple and Straightforward!!)

In the interviewMost importantly, know how to use the portfolio as evidence to support your interview, not to take the place of the interview itself

Portfolio Exit InterviewEach candidate is allotted a 10-minute segment. You will prepare a 7-minute presentation focusing on:

Why you believe you have become a leading teacherDescription of your perceived strengths as reflected in the evidence of your impact on student learning The development of your knowledge, skills, and dispositions as related to the Domains and Themes of the Leading Teacher Program

In preparing your presentation and when responding to any questions, you should use your showcase portfolio to substantiate your self-evaluation

Portfolio Exit InterviewExit interviews will be held December 9th and 10th You will be contacted by April St. Clair within two weeks prior to the interviews to schedule a time for your interviewYou are excused from school for the time of your interview

Portfolio Exit InterviewBring your portfolio to use during the interview (you will take this with you when you leave)Bring one copy of each of the 3-5 portfolio entries including:EVIDENCE of your impact on student learning,the accompanying LESSSON or INSTRUCTIONAL PLAN that resulted in student learning and your REFLECTION on that evidencePlace copies in a folder or binder with your name on itClearly label all pieces within the folder with YOUR name

Enjoy the rest of your student teaching!

Duquesne University - Student Teaching SeminarDuquesne University - Student Teaching SeminarMarch 10 and 16, 2008Dr. Karen Levitt*

Dr. Karen LevittDuquesne University - Student Teaching Seminar

Duquesne University - Student Teaching SeminarMarch 10 and 16, 2008Dr. Karen Levitt*Dr. Karen LevittDuquesne University - Student Teaching SeminarDuquesne University - Student Teaching SeminarMarch 10 and 16, 2008Dr. Karen Levitt*

Dr. Karen LevittDuquesne University - Student Teaching SeminarDuquesne University - Student Teaching SeminarMarch 10 and 16, 2008Dr. Karen Levitt*

Dr. Karen Levitt