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I. Background
Information
Your
picture or video
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Name
One or two
paragraphs professional description about yourself
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Link
to vitae |
Link to homepage (optional)
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II.
Purpose of Portfolio
(draft)
This
portfolio is intended to achieve several goals: to document
your growth as a literacy teacher during the time you
are a candidate in the Education Department, to
demonstrate that you have achieved the competencies necessary
for literacy practitioners to help children acquire literacy
skills, to provide evidence of your ability to promote
the learning of children from diverse cultural, ethnic
and language backgrounds, and to showcase some of your
best and most creative work with children.
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III.
Philosophy of Education
A. Initial Philosophy (date)
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B. Current Philosophy (working
document) |
C. End-of-Program Philosophy
(date) |
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IV.
Portfolio Entries
Each
course instructor will identify items that should be included
in your professional portfolio. Please create a one or
two paragraph summary of each portfolio entry that you
are including in your portfolio. For each entry specify
which Theme of the School of Education Conceptual Framework
and/or International Reading Association (IRA) Standards
are addressed. Also reference any instructional technology
competency you have used. Number your entries 1, 2, 3,
etc.
Entry
#1 |
Title
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Summary
Description |
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Date
of Entry |
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Course
Title |
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Instructor
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School
of Education Conceptual Framework Theme (s)
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IRA
Standards #(s)
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Technology
Standards
#(s)
(if
applicable)
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V. Professional Development
Include
memberships in professional organizations, conferences
you have attended, staff development workshops you have
participated in, and your particular interests and areas
of expertise.
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VI. Summary
Reflection on My Growth
A.
As a Teacher |
B.
In the Use of Instructional Technology |
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Conceptual Framework Themes
MISSION
The
City College of Education prepares knowledgeable, reflective
and caring educators who are qualified and committed to
teaching and leading in diverse communities.
Theme A- Developing
In-depth Knowledge About the World
We
seek to support our candidates to develop the content knowledge
and skills that are needed to help all students learn. Our
goal is to nurture candidates' abilities and dispositions
to realize their potentials and become life-long learners.
Link(s)
to entry fulfilling Theme A
Theme B - Becoming
Skillful, Reflective Practitioners
We
aim for our candidates to demonstrate pedagogical excellence
by fostering a practice that includes: a deep knowledge
of human learning and development, the ability to support
learners who can actively inquire and construct understandings
about the world, the ability to recognize and respond to
all learners, skills in using technology appropriately,
a broad range of instructional and assessment strategies
that are effective with all learners, and competence in
applying theory and knowledge to practice in real-world
situations.
Link(s)
to entry fulfilling Theme B
Theme
C - Educating For and About Diversity
We
embrace diversity as a resource that enables the faculty
to build on the varied strengths of all learners. We continuously
work to promote understanding by being responsive to the
needs and perspectives of those from diverse socio-cultural
backgrounds. We focus special attention on how issues
of diversity can best be used to support student learning
and positively impact schools in urban settings.
Link(s)
to entry fulfilling Theme C
Theme
D - Nurturing Leadership for Learning
Our
goal is to develop the capabilities of candidates to assume
leadership roles in their classrooms, schools, and communities.
We seek to nurture educators who are critical-thinkers,
can articulate their understandings to others, and become
active agents for improvement and change.
Link(s)
to entry fulfilling Theme D
Theme E
- Building Caring Communities
We
seek to enable candidates to create democratic communities
in their classrooms and schools and to model caring, committed,
and ethical practice.
Link(s)
to entry fulfilling Theme E
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The
Reading Professional will: |
1.1
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Demonstrate
knowledge of psychological, sociological, and linguistic
foundations of reading and writing processes and instruction. |
1.2
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Demonstrate
knowledge of reading research and histories of
reading. |
1.3
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Demonstrate
knowledge of language development and reading acquisition
and the variations related to cultural and linguistic
diversity. |
1.4
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Demonstrate
knowledge of the major components of reading (phonemic
awareness, word identification and phonics, vocabulary and
background knowledge, fluency, comprehension strategies, and
motivation) and how they are integrated in fluent reading. |
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STANDARD
2: Instructional Strategies and Curriculum Materials
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The
Reading Professional will: |
2.1
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Use
instructional grouping options (individual, small-group,
whole-class, and computer-based) as appropriate for
accomplishing given purposes. |
2.2
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Use a wide
range of instructional practices, approaches, and methods,
including technology-based practices, for learners at
different stages of development and from differing cultural
and linguistic backgrounds. |
2.3
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Use a wide
range of curriculum materials in effective reading
instruction for learners at different stages of reading and
writing development and from differing cultural and
linguistic backgrounds. |
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STANDARD
3: Assessment, Diagnosis, and Evaluation
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The
Reading Professional will: |
3.1
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Use a wide
range of assessment tools and practices that range from
individual and group standardized tests to individual and
group informal classroom assessment strategies, including
technology-based assessment tools. |
3.2
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Place students
along a developmental continuum and identify students'
proficiencies and difficulties. |
3.3
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Use
assessment information to plan, evaluate, and revise
effective instruction that meets the needs of all students,
including those at different developmental stages and those
from differing cultural and linguistic backgrounds.
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3.4
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Effectively
communicate results of assessments to specific individuals
(students, parents, caregivers, colleagues, administrators,
policymakers, policy officials, community, etc.). |
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STANDARD
4: Creating a Literate Environment
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The
Reading Professional will: |
4.1
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Use students'
interests, reading abilities and backgrounds as foundations
for the reading and writing program. |
4.2
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Use a large
supply of books, technology-based information, and nonprint
materials representing multiple levels, broad interests, and
cultural and linguistic backgrounds. |
4.3
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Model reading
and writing enthusiastically as valued lifelong
activities. |
4.4
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Motivate
learners to be lifelong readers.
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STANDARD
5: Professional Development
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The
Reading Professional will be able to:
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5.1
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Display
positive dispositions related to reading and the teaching of
reading. |
5.2
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Continue to
pursue the development of professional knowledge and
dispositions. |
5.3
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Work with
colleagues to observe, evaluate, and provide feedback on
each other's practice. |
5.4
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Participate in,
initiate, implement, and evaluate professional development
programs. |
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IX.
School
of Education Technology Standards for Literacy
Instruction
The
School of Education has developed technology performance
standards which are goals to be met to the extent possible
by candidates by the time they complete their academic program.
The standards are divided into two parts: (1) competencies
that students will acquire for their own personal use, and
(2) competencies that students will need if they are to
integrate technology into their curriculum and teaching.
Competencies in the first part may be required in course
assignments but will not be taught by course instructors.
Rather, assistance will be offered through a variety of
free out-of-classroom workshops and tutorials. Competencies
in the second part will be integrated into coursework.
I.
Technology "User" Competencies
Competencies
that will be acquired at the Multimedia Center
and the Learning and Technology Resource Center
through periodic workshops, online tutorials, tutors,
intersession/summer programs and weekend institutes.
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U1
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Basic
skills needed to operate a personal computer and/or
a laptop and related equipment. |
U1.1
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Appropriate
use of terminology related to computers and technology
in written and oral communications. |
U1.2
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Basic
pc/laptop operations including: installing software,
accessing programs/files in other drives, saving/deleting
files, organizing folders, maintaining backups, using
CD-ROM. |
U1.3
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Basic
troubleshooting techniques for pc/laptop systems and
related peripheral devices. |
U1.4
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Use
of related equipment (LCD display projector, scanner,
digital and video cameras, VCR.)
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U2
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Basic
skills associated with applications software.
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U2.1
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Word
processing (MS Word) to compose, revise, and produce
materials, documents, or brochures. |
U2.2
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Databases
(MS Access) to collect, organize, and analyze data;
and produce meaningful reports. |
U2.3
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Spreadsheets
(MS Excel) to calculate and display information and
produce meaningful analyses, charts, and graphs.
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U2.4
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Presentation
software (MS PowerPoint) to prepare multimedia presentations.
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U3
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Skills
associated with the use of the Internet.
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U3.1
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Searching
the Internet to access information, research information,
and citing resources appropriately. |
U3.2
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Evaluating
resources from the Internet for authority, accuracy,
currency, relevance, and applicable Acceptable Use Policies
(AUPs). Critically evaluating internet resources.
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U3.3
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Locating
graphics, clip art, photos from the Internet and insert
in documents. |
U3.4
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Using
e-mail to send, receive (and attach documents to) messages.
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U3.5
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Using
Web editor software (MS FrontPage, Netscape Navigator,
Dreamweaver) to create basic Web pages. |
U3.6
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Participating
in online Web-enriched course environments (blackboard.com).
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U3.7
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Critically
evaluate different forms of internet resources including
radio, music, multimedia, etc. |
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U4
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Ethical
use of technology and knowledge of legal and human
issues concerning computer use. |
U4.1
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Knowing
and adhering to copyright regulations, intellectual
property rights and appropriate citation. |
U4.2
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Knowing
and adhering to pertinent Acceptable Use Policies (AUPs).
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U4.3
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Understanding
and respecting issues of privacy and protection of pupils'
rights. |
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II.
Technology "Teacher" Competencies
Competencies
to be integrated into classroom instruction in education
and liberal arts courses.
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T1
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Integration
of the Internet into constructivist classrooms and creation
of appropriate Web-based activities. |
T1.1
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Locating
age and subject appropriate Web sites for instructional
activities to meet learner needs. |
T1.2
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Communicating
effectively with learners online and provide homework
help, advice and coaching. |
T1.3
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Using
technology to support inquiry-based and project-based
classrooms. |
T1.4
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Using
and teaching about ethical issues, and Acceptable Use
Policies (AUPs). |
T1.5
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Using
blackboard.com to Web-enrich instruction.
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T2
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Appropriate
use of multimedia in instruction. |
T2.1
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Facilitating
(coaching, guiding) learners in the creation of multimedia
projects. |
T2.2
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Creating
an electronic portfolio highlighting the teacher candidate's
work, interests and pre-professional accomplishments.
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T2.3
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Utilizing
information in different formats in the instructional
process. |
T3
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Selection,
use and evaluation of software in instruction.
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T3.1
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Incorporating
applications software (e.g. word processing, spreadsheet)
appropriately in instruction. |
T3.2
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Locating
and teaching with age- and subject-appropriate instructional
software packages.
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T4
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Use
of technology to improve basic skills and meet International
Reading Association (IRA) Standards.
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T5
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Use
of assistive/adaptive technologies for special needs
learners.
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T6
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Development
of a teacher as a lifelong learner using information
technology to support professional growth.
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T6.1
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Using
technology to acquire needed information and resources
for teaching. |
T6.2
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Using
technology to support the teacher's and the students'
research. |
T6.3
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Using
technology for professional development opportunities.
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T6.4
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Sharing
knowledge and resources with other students and fellow
professionals. |
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