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Reflective Practitioner Professional Portfolio The teacher education candidate's portfolio is a collection of documentary evidence to demonstrate proficiency in the ten Wisconsin Teacher Standards and related knowledge, skills, and dispositions for an initial educator. The portfolio will include artifacts, assessment records and endorsements, reflective papers and journals, supervisor and instructor comments of teaching performance, documentation of classroom teaching practice and student learning, curriculum adaptations for children with disabilities or other exceptionalities with related outcome measures, and other appropriate records showing evidence of your accomplishments in the preparation program leading to licensing as an initial educator. The portfolio belongs to and is the responsibility of the candidate; the portfolio shall have evidence that the ten Wisconsin Teacher Standards and related knowledge, skills, and dispositions have been met. The portfolio may also be used after licensure as a tool for interviews with prospective employers. Portfolios are available for purchase at the campus bookstore or you may create your own. Portfolio Outline Part I Preliminary Entry At the Preliminary Entry level, your portfolio should demonstrate that you have the basic academic performance capabilities as measured by your cumulative grade point average, an appropriate conduct and competency report as measured by your notarized self report on the DPI Conduct and Competency questionnaire, the guiding documents for your program, and a rated Reflective Paper #1. For more details see the application form for Preliminary Entry
Aspiring Professional At the Aspiring Professional Transition level, your portfolio should demonstrate that you have been approved for Preliminary Entry; have an appropriate conduct and competency report as measured by your notarized self report on the WDPI Conduct and Competency questionnaire, have the academic performance capabilities in several areas related to your preparation program as measured by passing scores on PRAXiS I and your cumulative grade point average in Communication Skills, General Education, Content Knowledge, and Teacher Education; have satisfactory endorsements at the initial level in human relations, professional dispositions, and practicum; and have a rated Reflective Paper #2. For more details see the application form for Aspiring Professional Transition.
Emergent Professional At the Emergent Professional Transition level, your portfolio should demonstrate that you have been approved for Aspiring Professional Transition; have an appropriate conduct and competency report as measured by your notarized self report on the DPI Conduct and Competency questionnaire, have the academic perfonnance capabilities in several areas related to your preparation program as measured by passing scores on PRAXIS II and your cumulative grade point average in Communication Skills, General Education, Content Knowledge, and Teacher Education; have an initial content endorsement from your major department; have satisfactory endorsements at the intermediate level in human relations, professional dispositions, and practicum; and have a rated Reflective Paper #3. For more details see the application form for Emergent Professional Transition
Licensure Endorsement At the Licensure Endorsement level, your portfolio should demonstrate that you have been approved for Emergent Professional Transition; have an advanced content endorsement from your major department; have satisfactory endorsements at the advanced level in human relations, professional dispositions, and practicurn; have a legislative requirements endorsement; have a final student teaching evaluation from both your college supervisor and your cooperating teacher; have a rated Initial Educator Statement with your self-assessment; and have a rated partnership portfolio review. For more details see the application form for Licensure Endorsement.
Portfolio Outline Part II This part of your portfolio should provide evidence of your accomplishments in relationship to each of the ten Wisconsin Teacher Standards and accompanying knowledge, skills, and dispositions for each standard. [For examples, cf. Ann Adams Bullock and Pannalee P. Hawk, Developing a Teaching Portfolio, Second Edition. Columbus, Ohio: Pearson; 2005 [sic], p. 31] Whatever artifacts or other evidence you present should be examples of your own production and accomplishments which have attached to each artifact an appropriate Portfolio Artifact Evaluation sheet . These artifact evaluation records may be gathered in an appendix of your portfolio and referenced as necessary in the appropriate sections of the standards. These references and materials will likely change as you progress through the program; at every stage, they should represent your best work at that stage. The portfolio will not contain everything you have produced, just those things that best represent what you know and are able to do in relation to each of the ten Wisconsin Teacher Standards and accompanying knowledge, skills, and dispositions for each standard. While you should be attentive to the ten Wisconsin Teacher Standards and accompanying knowledge, skills, and dispositions for each standard throughout your preparation program, you should probably expect that your early courses and experiences will provide opportunities to be especially addressing Standards 1, 2, and 3 for Aspiring Professional Transition; to be also especially addressing Standards 4, 5, and 6 for Emergent Professional Transition; and to be documenting your accomplishments with special attention to Standards 7, 8, 9, and 10 and with a comprehensive review of all ten standards for Licensure Endorsement. ญญญญญญญญญญญญญญญญญญญญญญญญญญญ-ญญญญ
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