Johns Hopkins University- Graduate Division of Education

Department of Teacher Preparation

Guidelines for Portfolio Development and Review

General Guidelines for Candidates

· The portfolio is comprised of two main sections:

Ø Framework for Professional Development

Ø INTASC Principles

· The Framework for Professional Development section includes the resume, educational philosophy, professional development plan, and site description.

· The INTASC Principle section must include a minimum of two (2) and a maximum of three (3) artifacts for each principle, derived primarily from the internship/teaching experience, to support each principle. At least 25 artifacts are required for the entire portfolio; only two artifacts may be used twice.

· Each INTASC Principle begins with a cover page that includes an interpretive paragraph explaining the principle and rationale paragraphs for each clearly identified artifact. Rationale paragraphs describe the artifact and explain how the artifact demonstrates competence related to the principle.

· Artifacts from course work should be used sparingly if at all and should be linked to examples from practice.

· Artifacts throughout the portfolio should include (but are not limited to):

Ø Candidate-created or adapted lesson plans

Ø K-12 student work

Ø Examples demonstrating specific focus on reading

Ø Examples from each subject area (early childhood and elementary candidates)

Ø Examples that demonstrate representative content of your specific subject matter (secondary candidates)

Ø Non-verbal examples, such as photographs and manipulatives

Ø Examples that exhibit local, state, and national standards, including appropriate learned society standards

· Parts of a unit may be used for different purposes throughout the portfolio, but may be used for no more than three different principles.

· Any materials from published curriculum, commercial materials, or other resources, require an explanation as to how they were adapted to fit the needs of the specific students, setting, and/or lesson.

General Guidelines for Reviewers:

· The purpose of the portfolio review is to assess the extent to which the candidate demonstrates that he/she has met the requirements for knowledge and performance indicated in the INTASC principles.

· The general guidelines for candidates should be reviewed and considered during evaluation.

· Reviewers should consider limitations on opportunities to experience/demonstrate any of the portfolio requirements. For example, a candidate teaching in a “Direct Instruction” school will have limited experience with some kinds of instructional strategies; an elementary candidate who teaches only math will have a limited variety of other subject artifacts. If limitations exist, they must be taken into consideration during portfolio scoring.

· There must be a rationale for every artifact and an artifact for every rationale. Failure to provide either will require resubmission.

· Section elements are rated Insufficient (1), Emergent (2), Proficient (3), Highly Proficient (4), and Distinguished (5).

Ø A rating of Insufficient requires the candidate to redo and resubmit the whole section element to the review team leader.

Ø A rating of Emergent requires the candidate to redo and resubmit specified materials to the review team leader.

Ø In order to earn a rating of Proficient, Highly Proficient, or Distinguished for any section element, all requirements must be present and be of high quality.

Ø Ratings of Proficient, Highly Proficient, or Distinguished indicate the degree to which the artifacts and rationales demonstrate the candidate’s competence/excellence on the section element.

Framework for Professional Development

Framework Element	Focus/Purpose	Characteristics and Requirements	Questions for Reviewers
Resume	provides overview of candidate’s background and experience	· Feature education, internship prominently. · Should not exceed 2 pages.	· Does the candidate include all relevant experience? · Is the resume limited to no more than 2 pages? · Is the format legible and appealing?
Educational Philosophy	provides internal context and focus	· Use narrative form; write in first person. · Should not exceed 2 pages.	· Is the philosophy written in first person? · Is the philosophy written in sentences and paragraphs? · Are there appropriate transitions between paragraphs? · Does the philosophy statement indicate how beliefs will be translated into classroom practice? · Is the writing clear and appropriate in tone? · Is the statement limited to 2 pages?
Professional Development Plan	demonstrates reflection and focus of continuing growth	· Use bulleted format comprised of Goals and Steps. · Include 2-3 short-range goals for next year and 1-2 longer-range goals (2-5 years). For each goal list 2-3 steps for achieving the goal. · Should not exceed 2 pages.	· Does the plan include both short range and longer range goals? · Does the plan indicate both goals and steps toward reaching those goals? · Is the plan in bullet/outline form? · Is the plan limited to 2 pages?
Site Description	provides external context for candidate’s experience	· Describe school(s) and class(es) for internship. · Limit to 1 page.	· Does the Site Description suggest that the candidate may have had limitations on opportunities to experience/demonstrate any of the elements required/recommended for the portfolio? (For example, a candidate teaching in a Baltimore City “Direct Instruction” school will have limited opportunities to demonstrate some kinds of instructional strategies.) If so, then this must be taken into consideration during scoring of relevant sections of the portfolio.

INTASC Principles

INTASC Principle	Focus Area	Characteristics, Requirements (in bold), and Suggested Artifacts	Questions for Reviewers
1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.	Knowledge of content Making content meaningful to students Content standards	Characteristics and Requirements: · Show depth and breadth of knowledge. · Include references to school system, state, and national curriculum standards. · Demonstrate ability to link lessons to content standards, MSPAP, Core Learning Goals. Suggested Artifacts: · Lesson plans linked to content standards, MSPAP outcomes, and/or core learning goals · Lesson plans and/or student work that demonstrate content understanding · Interdisciplinary lessons and/or projects · Activities that are linked to areas of current student interest · Warm-ups or opening activities that excite student interest	· Does the candidate demonstrate knowledge of his/her content area? · Does the candidate demonstrate the ability to help students connect the content to their own lives (make it “meaningful” rather than just interesting)? · Does the candidate demonstrate connections to the disciplines’s national/state/ local standards?
2. The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.	Understanding developmental and age appropriateness Current theories of learning	Characteristics and Requirements: · Demonstrate awareness of/attention to whole child. · Use examples that demonstrate specific instructional decisions based on age, development, readiness of class or of specific students. Suggested Artifacts: · Lessons that address more than one domain of development · Activities that promote the development of the whole child · Lessons that connect to and build on prior knowledge of students	· Does the candidate demonstrate the ability to make instructional decisions based on age, development, readiness of the class or of specific students? · Does the candidate demonstrate awareness of and attention to the whole child (intellectual, social, and personal development)?
3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.	Diverse learners	Characteristics and Requirements: · Include examples of diversity that illustrate learning ability, learning styles, culture, etc. · Show that students are given choices of approaches to learning/assignments. · Include examples of more than one type of diversity, one of which must be cultural. · Include an example of differentiation of instruction for students of varied abilities and/or learning styles. Suggested Artifacts: · Lesson plans that highlight different learning modalities · Lesson plans that highlight different types of intelligences · Lesson plans/units/selection of material that attend to cultural diversity · Lesson adaptations/accommodations that address special needs students · Reflections on how to teach students with IEPs · Reflections on how diversity affects instructional decisions	· Do the artifacts demonstrate the candidate’s ability to address more than one type of diversity? (diversity of learning ability, diversity of culture, diversity of learning styles,…)? · Is there at least one example effectively addressing cultural diversity? · Is there an example of a lesson showing effective differentiation for various student needs?
4. The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.	Range/variety of instructional strategies Higher order thinking and questioning skills including problem solving and critical thinking	Characteristics and Requirements: · Include a variety of instructional strategies · Provide examples of Ø critical thinking Ø problem solving Ø higher order thinking and questioning Ø performance skills Suggested Artifacts: · Lesson plans demonstrating different instructional strategies · Reflections on videotaped lessons · Examples of performance-based activities · Lessons with questions/questioning technique highlighted	· Are there examples of the effective use of a variety of instructional strategies? · Are there examples of activities promoting higher order thinking skills including problem solving and critical thinking? · Are there examples of activities requiring performance skills? · Are there examples of student work to demonstrate the effectiveness of classroom activities or assignments?
5. The teacher understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.	Classroom management Student behavior Collaborative/ cooperative learning	Characteristics and Requirements: · Provide evidence of: Ø management systems Ø classroom management techniques · Specific ways teacher encourages active engagement, self-motivation, and positive social interaction. Demonstrate how these are encouraged and/or how classroom or instructional decisions were based on these issues. Suggested Artifacts: · Classroom rules and consequences · Seating chart(s) with reflection on effectiveness · Student or class behavior contracts · Examples of positive reinforcement · Activities that promote a positive classroom environment · List and description of classroom routines/procedures · Lesson plan with motivational activities highlighted · Captioned photos or lessons demonstrating students working together productively	· Are there examples of effective classroom management techniques/ systems? · Do the artifacts include examples of specific ways the teacher encourages active engagement, self-motivation, and positive social interaction?
6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.	Effective and appropriate communication strategies Questioning techniques Technology	Characteristics and Requirements: · Include at least one example of communication and/or questioning strategies. · Include an artifact that demonstrates the of use of current computer-related/generated materials (Internet/web-adapted materials; teacher or student computer use; graphing calculators, laser disk, multi-media, etc.) · May include examples of use of other electronic devices such as tape recorder/player, slides, filmstrip, video, overhead, etc. · Include an artifact that demonstrates the use of non-electronic visuals such as manipulatives, bulleting boards, handouts, etc. · Include examples of students’ use of technology Suggested artifacts: · Photos of bulletin boards, centers, etc. · Intern-created handouts, transparencies · Powerpoint presentation slides · Student projects utilizing Internet · Electronic applications for grading, taking attendance, etc. Lesson using electronic devices such as computer, graphing calculator, etc.	· Is there at least one example of effective communication and/or questioning strategies? · Is there an example of the effective use of current electronic technology? · Are there examples of the use of technology by K-12 students? · Is there an example of the effective use of non-electronic visuals such as manipulatives, bulleting boards, or handouts?
7. The teacher plans instruction based on knowledge of subject matter, students, the community, and curriculum goals	Short and long term planning Adapting instruction to the specific classroom, school, or community situation	Characteristics and Requirements: · Demonstrate ability to plan/structure a lesson to match curriculum goals/ outcomes/ MSPAP and/or HS Assessment guidelines · Demonstrate ability to adapt instruction using knowledge of the specific students, school, community (site specific artifact) · Include a unit plan (overview/ outline; timetable; alignment with school system, state and local curriculum goals/outcomes; sample lesson plans and assessments) Suggested Artifacts: · Adaptation of instruction based on knowledge of students, school, and community · Reflection on and/or results of interdisciplinary, grade level, or team planning · Outline of overall plan for semester · Examples of use of ideas from research or planning theorists (e.g. Understanding by Design, etc.) · Highlighted examples of curricular connection to local, state and/or national standards · Reflection/description of collaborative planning with supervising teacher or intern coach	· Does the candidate include lesson and unit plans that demonstrate the ability to plan and structure lessons to match curriculum goals, outcomes, and MSPAP/HS Assessment guidelines? · Do the artifacts demonstrate the candidate’s ability to adapt instruction using knowledge of the specific students, school, and/or community? · Is there an example of an assignment/activity that has been effectively designed/adapted for use at this specific site? (Examples would be designing a social studies assignment using specific local landmarks or creating math problems related to local businesses.)
8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.	Assessment	Characteristics and Requirements: · Provide examples of: Ø on-going assessment Ø formative and summative measures Ø formal and informal assessment Ø how assessment informs/drives instructional planning Suggested Artifacts: · Examples of intern-created assessment tools such as: pre-assessments, quizzes, tests · Student work from a portfolio · Lesson plans showing highlighted examples of informal assessment during the lesson (checking for understanding, polling, etc.) · Anecdotal notes on individual students · Running records · Peer or self-assessed assignments · Action Research projects	· Are there examples of multiple kinds of assessments including both formal and informal strategies? · Do the artifacts and/or rationales indicate how instructional planning is informed/driven by assessment? · Are there examples of student work to demonstrate the effectiveness of the assessment strategies?
9. The teacher is a reflective practitioner who continually evaluates the effect of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.	Reflective practice Professional growth	Characteristics and Requirements: · Demonstrate proactive efforts to continue professional growth and changes in practice based on reflection. · May use multiple examples to demonstrate growth over time (for example, a lesson plan from early in the course work/internship/teaching matched with one from later to demonstrate growth in knowledge and skill.) Suggested Artifacts: · Reflections on videotaped lessons or those observed by university supervisor · Reflective journal entries · Comparison of original lesson plan with revision · Description/reflection and explanation of classroom use of ideas gained at in-service activities or conferences · Annotated bibliography or reflection on professional reading, including how what is learned is translated into practice	· Do the artifacts demonstrate the candidate’s ability to reflect on practice and to make or recommend changes in practice based on that reflection? · Does the candidate demonstrate effort to seek/take advantage of opportunities to grow professionally? · If a professional activity is included as an artifact, does the candidate indicate how that activity will impact his/her future instruction or classroom management?
10. The teacher fosters relationships with school colleagues, parents. And agencies in the larger community to support students’ learning and well being.	Interpersonal relationships Interaction with school colleagues, parents, community, and external agencies	Characteristics and Requirements: · Provide examples demonstrating active participation in appropriate experiences such as working with parents, working with resource personnel, team planning, departmental activities. · Include examples of interaction with more than one of the following constituent groups: Ø parents Ø colleagues Ø community Ø external agencies Suggested Artifacts: · Annotated log of parent contacts · Examples of intern-created materials (letters, newsletter articles, etc.) sent home to parents · Collaborative lesson plan · Notes taken at team meetings, parent conferences, etc. · Captioned photos documenting participation in school events · Description of referrals made to community agencies	· Does the candidate demonstrate active participation in appropriate experiences with at least tow of the following groups: parents, resource personnel, planning teams, faculty, other interns, community agencies/resources, external agencies? · Does the candidate indicate how participation in these activities has or will impact his/her effectiveness with students?

INTASC Principle

Focus Area

Characteristics, Requirements (in bold),

and Suggested Artifacts

Questions for Reviewers

1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Knowledge of content

Making content meaningful to students

Content standards

Characteristics and Requirements:

· Show depth and breadth of knowledge.

· Include references to school system, state, and national curriculum standards.

· Demonstrate ability to link lessons to content standards, MSPAP, Core Learning Goals.

Suggested Artifacts:

· Lesson plans linked to content standards, MSPAP outcomes, and/or core learning goals

· Lesson plans and/or student work that demonstrate content understanding

· Interdisciplinary lessons and/or projects

· Activities that are linked to areas of current student interest

· Warm-ups or opening activities that excite student interest

· Does the candidate demonstrate knowledge of his/her content area?

· Does the candidate demonstrate the ability to help students connect the content to their own lives (make it “meaningful” rather than just interesting)?

· Does the candidate demonstrate connections to the disciplines’s national/state/

local standards?

2. The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.

Understanding developmental and age appropriateness

Current theories of learning

Characteristics and Requirements:

· Demonstrate awareness of/attention to whole child.

· Use examples that demonstrate specific instructional decisions based on age, development, readiness of class or of specific students.

Suggested Artifacts:

· Lessons that address more than one domain of development

· Activities that promote the development of the whole child

· Lessons that connect to and build on prior knowledge of students

· Does the candidate demonstrate the ability to make instructional decisions based on age, development, readiness of the class or of specific students?

· Does the candidate demonstrate awareness of and attention to the whole child (intellectual, social, and personal development)?

3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Diverse learners

Characteristics and Requirements:

· Include examples of diversity that illustrate learning ability, learning styles, culture, etc.

· Show that students are given choices of approaches to learning/assignments.

· Include examples of more than one type of diversity, one of which must be cultural.

· Include an example of differentiation of instruction for students of varied abilities and/or learning styles.

Suggested Artifacts:

· Lesson plans that highlight different learning modalities

· Lesson plans that highlight different types of intelligences

· Lesson plans/units/selection of material that attend to cultural diversity

· Lesson adaptations/accommodations that address special needs students

· Reflections on how to teach students with IEPs

· Reflections on how diversity affects instructional decisions

· Do the artifacts demonstrate the candidate’s ability to address more than one type of diversity? (diversity of learning ability, diversity of culture, diversity of learning styles,…)?

· Is there at least one example effectively addressing cultural diversity?

· Is there an example of a lesson showing effective differentiation for various student needs?

4. The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

Range/variety of instructional strategies

Higher order thinking and questioning skills including problem solving and critical thinking

Characteristics and Requirements:

· Include a variety of instructional strategies

· Provide examples of

Ø critical thinking

Ø problem solving

Ø higher order thinking and questioning

Ø performance skills

Suggested Artifacts:

· Lesson plans demonstrating different instructional strategies

· Reflections on videotaped lessons

· Examples of performance-based activities

· Lessons with questions/questioning technique highlighted

· Are there examples of the effective use of a variety of instructional strategies?

· Are there examples of activities promoting higher order thinking skills including problem solving and critical thinking?

· Are there examples of activities requiring performance skills?

· Are there examples of student work to demonstrate the effectiveness of classroom activities or assignments?

5. The teacher understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Classroom management

Student behavior

Collaborative/

cooperative learning

Characteristics and Requirements:

· Provide evidence of:

Ø management systems

Ø classroom management techniques

· Specific ways teacher encourages active engagement, self-motivation, and positive social interaction. Demonstrate how these are encouraged and/or how classroom or instructional decisions were based on these issues.

Suggested Artifacts:

· Classroom rules and consequences

· Seating chart(s) with reflection on effectiveness

· Student or class behavior contracts

· Examples of positive reinforcement

· Activities that promote a positive classroom environment

· List and description of classroom routines/procedures

· Lesson plan with motivational activities highlighted

· Captioned photos or lessons demonstrating students working together productively

· Are there examples of effective classroom management techniques/

systems?

· Do the artifacts include examples of specific ways the teacher encourages active engagement, self-motivation, and positive social interaction?

6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Effective and appropriate communication strategies

Questioning techniques

Technology

Characteristics and Requirements:

· Include at least one example of communication and/or questioning strategies.

· Include an artifact that demonstrates the of use of current computer-related/generated materials (Internet/web-adapted materials; teacher or student computer use; graphing calculators, laser disk, multi-media, etc.)

· May include examples of use of other electronic devices such as tape recorder/player, slides, filmstrip, video, overhead, etc.

· Include an artifact that demonstrates the use of non-electronic visuals such as manipulatives, bulleting boards, handouts, etc.

· Include examples of students’ use of technology

Suggested artifacts:

· Photos of bulletin boards, centers, etc.

· Intern-created handouts, transparencies

· Powerpoint presentation slides

· Student projects utilizing Internet

· Electronic applications for grading, taking attendance, etc.

Lesson using electronic devices such as computer, graphing calculator, etc.

· Is there at least one example of effective communication and/or questioning strategies?

· Is there an example of the effective use of current electronic technology?

· Are there examples of the use of technology by K-12 students?

· Is there an example of the effective use of non-electronic visuals such as manipulatives, bulleting boards, or handouts?

7. The teacher plans instruction based on knowledge of subject matter, students, the community, and curriculum goals

Short and long term planning

Adapting instruction to the specific classroom, school, or

community situation

Characteristics and Requirements:

· Demonstrate ability to plan/structure a lesson to match curriculum goals/ outcomes/ MSPAP and/or HS Assessment guidelines

· Demonstrate ability to adapt instruction using knowledge of the specific students, school, community (site specific artifact)

· Include a unit plan (overview/ outline; timetable; alignment with school system, state and local curriculum goals/outcomes; sample lesson plans and assessments)

Suggested Artifacts:

· Adaptation of instruction based on knowledge of students, school, and community

· Reflection on and/or results of interdisciplinary, grade level, or team planning

· Outline of overall plan for semester

· Examples of use of ideas from research or planning theorists (e.g. Understanding by Design, etc.)

· Highlighted examples of curricular connection to local, state and/or national standards

· Reflection/description of collaborative planning with supervising teacher or intern coach

· Does the candidate include lesson and unit plans that demonstrate the ability to plan and structure lessons to match curriculum goals, outcomes, and MSPAP/HS Assessment guidelines?

· Do the artifacts demonstrate the candidate’s ability to adapt instruction using knowledge of the specific students, school, and/or community?

· Is there an example of an assignment/activity that has been effectively designed/adapted for use at this specific site? (Examples would be designing a social studies assignment using specific local landmarks or creating math problems related to local businesses.)

8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Assessment

Characteristics and Requirements:

· Provide examples of:

Ø on-going assessment

Ø formative and summative measures

Ø formal and informal assessment

Ø how assessment informs/drives instructional planning

Suggested Artifacts:

· Examples of intern-created assessment tools such as: pre-assessments, quizzes, tests

· Student work from a portfolio

· Lesson plans showing highlighted examples of informal assessment during the lesson (checking for understanding, polling, etc.)

· Anecdotal notes on individual students

· Running records

· Peer or self-assessed assignments

· Action Research projects

· Are there examples of multiple kinds of assessments including both formal and informal strategies?

· Do the artifacts and/or rationales indicate how instructional planning is informed/driven by assessment?

· Are there examples of student work to demonstrate the effectiveness of the assessment strategies?

9. The teacher is a reflective practitioner who continually evaluates the effect of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Reflective practice

Professional growth

Characteristics and Requirements:

· Demonstrate proactive efforts to continue professional growth and changes in practice based on reflection.

· May use multiple examples to demonstrate growth over time (for example, a lesson plan from early in the course work/internship/teaching matched with one from later to demonstrate growth in knowledge and skill.)

Suggested Artifacts:

· Reflections on videotaped lessons or those observed by university supervisor

· Reflective journal entries

· Comparison of original lesson plan with revision

· Description/reflection and explanation of classroom use of ideas gained at in-service activities or conferences

· Annotated bibliography or reflection on professional reading, including how what is learned is translated into practice

· Do the artifacts demonstrate the candidate’s ability to reflect on practice and to make or recommend changes in practice based on that reflection?

· Does the candidate demonstrate effort to seek/take advantage of opportunities to grow professionally?

· If a professional activity is included as an artifact, does the candidate indicate how that activity will impact his/her future instruction or classroom management?

10. The teacher fosters relationships with school colleagues, parents. And agencies in the larger community to support students’ learning and well being.

Interpersonal relationships

Interaction with school colleagues, parents, community, and external agencies

Characteristics and Requirements:

· Provide examples demonstrating active participation in appropriate experiences such as working with parents, working with resource personnel, team planning, departmental activities.

· Include examples of interaction with more than one of the following constituent groups:

Ø parents

Ø colleagues

Ø community

Ø external agencies

Suggested Artifacts:

· Annotated log of parent contacts

· Examples of intern-created materials (letters, newsletter articles, etc.) sent home to parents

· Collaborative lesson plan

· Notes taken at team meetings, parent conferences, etc.

· Captioned photos documenting participation in school events

· Description of referrals made to community agencies

· Does the candidate demonstrate active participation in appropriate experiences with at least tow of the following groups: parents, resource personnel, planning teams, faculty, other interns, community agencies/resources, external agencies?

· Does the candidate indicate how participation in these activities has or will impact his/her effectiveness with students?

Overall Artifact Concerns

· Did the candidate include several artifacts covering each subject area for early childhood and elementary candidates, or representative aspects of the specific subject matter for secondary candidates?

· Did the candidate include effective examples demonstrating specific focus on reading?

Other Aspects of Portfolio Presentation

Element	Comments/Suggestions/ Requirements for Candidates	Comments/Suggestions/ Requirements for Reviewers	Questions for Reviewers
Organization and Appearance of Portfolio	· Label clearly all sections, artifacts, and portions of artifacts. Recommend using Ø labels on each artifact Ø highlighting to accent relevant parts of an artifact · Provide an attractive, functional binder for the entire portfolio.		· Is there a consistent, legible font used throughout the portfolio? · Are all sections marked clearly? · Do tabs extend sufficiently to be visible and accessible? · Are materials fastened into the portfolio securely? · Are all parts of the portfolio appropriately/effectively labeled? · Are the format, use of color, and decoration, if any, appropriate? · Is the portfolio attractive and professional?
Oral Presentation of the Portfolio	· Prepare a presentation not to exceed 30 minutes. It is not necessary to use the full 30 minutes, but you will not be allowed to go over 30 minutes. · Include the following in the presentation: Ø brief introduction of self and motivation for teaching Ø brief description of the internship/teaching experience Ø concise summary of educational philosophy Ø indication of area you consider to be your greatest strength as a teacher Ø indication of an area you have targeted for further professional growth (This does not mean that area is weak, just that you plan to continue improving) · Use the portfolio during your presentation	· Welcome the candidate, introduce the reviewers, and review the expected content of the presentation. · Avoid interrupting the planned presentation with questions if at all possible. · Do not permit the candidate’s presentation to exceed 30 minutes.	· Did the presentation appear to be planned and practiced? · Did the candidate introduce him/herself and describe the internship/teaching? · Did the candidate summarize his/her educational philosophy? · Did the presentation indicate the candidate’s perception of area of strength and area to target for further development? · Did the candidate use the portfolio to illustrate/demonstrate/support the oral presentation? · Did the candidate use the time effectively?
Ability to Field Questions from Reviewers	· Expect both questions specific to your portfolio presentation and more general questions about teaching. · It’s appropriate to ask for a moment to think before answering. · Answer the specific question asked. · Use examples whenever possible.	· Questions may address either specifics of the candidate’s portfolio/presentation or more global, general questions. · More than one member of the committee should pose questions if time permits.	· Did the candidate address the point of the question? · Did the candidate respond with concrete examples? · Were the responses appropriate and effective?
Overall Comments and Recommendations		· Committees may choose to make any recommendations, commendations, or other comments here or in the appropriate “comments” column. While candidates are obligated to respond at a later date in writing or by demonstration to all “Requirements”, they are not required to respond to comments or recommendations.
Requirements for Revision	· Submit the required revisions, within the prescribed time, to the chair of the committee.	· All areas given a score of “1” or “2” require revision. · Clearly explain what is required, to whom it is to be given, and the date by which it should be submitted. · Generally revisions can be completed within two weeks; however, major revisions may require greater time periods.
Feedback to Candidate	· While you may respond to comments, do not become involved in arguments with the committee. · If you do not understand the comments, have questions about the ratings or comments, or strongly disagree, request an appointment with the chair of your review committee to discuss these issues.	· All members of the team should offer some comments. · Address commendations as well as recommendations. · Make sure the candidate clearly understands requirements, timelines, and contacts for revisions.

Guidelines for Portfolio Development and Review

Framework for Professional Development

Framework Element

Resume

· Feature education, internship prominently.

· Should not exceed 2 pages.

INTASC Principles

Element

Revised: March 21, 2001