I. Background Information
II. Purpose of Portfolio
III. Philosophy of Education
IV. Portfolio Entries
V. Professional Development
VI. Summary Reflection

VII. Standards:

NAEYC

Standard 1

Standard 2
Standard 3
Standard 4
Standard 4a
Standard 4b
Standard 4c
Standard 4d
Standard 5

NBPTS

Proposition 1
Proposition 2
Proposition 3
Proposition 4
Proposition 5

NY State Learning Standards

School of Education Technology Standards

School of Education Conceptual Framework (NCATE)

The School of Education Homepage

 

  I. Background Information

Your picture or video

Name

One or two paragraphs professional description about yourself

Link to resume

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 teacher during the time you are a student in the Education Department,  to demonstrate that you have achieved the competencies necessary to help children attain the New York State Learning Standards, 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)
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 of the NAEYC standards (National Association for the Education of Young Children) and/or New York State Learning Standards are addressed. Also reference any instructional technology you have used. Number your entries 1, 2, 3, etc. 

 

Entry #1 Title
Summary Description  

 

 

Date of Entry
Course Title
Instructor
Conceptual Framework Which theme(s) from the Conceptual Framework does this assignment support?
NAEYC Standards #(s)

NY State Learning 

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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VII. Standards

 

School of Education Conceptual Framework (National Council for Accreditation of Teacher Education  - NCATE)

Themes of the Conceptual Framework
The School of Education focuses on five themes:

  • diversity
  • content core (general knowledge)
  • pedagogical knowledge
  • leadership, and
  • the building of caring communities.

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National Association for the Education of Young Children (NAEYC) Standards 


Standard 1 - PROMOTING CHILD DEVELOPMENT AND LEARNING 

Candidates use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children. 

 

Link(s) to entry fulfilling Standard 1


Standard 2 - BUILDING FAMILY AND COMMUNITY RELATIONSHIPS 

Candidates know about, understand, and value the importance and complex
characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.

 

Link(s) to entry fulfilling Standard 2

 

Standard 3 - OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT
YOUNG CHILDREN AND FAMILIES 

Candidates know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children’s development and learning. 

 

Link(s) to entry fulfilling Standard 3


Standard 4 - TEACHING AND LEARNING 

Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines, to design, implement, and evaluate experiences that promote positive development and learning for all children.

 

Link(s) to entry fulfilling Standard 4

 

Standard 4a - CONNECTING WITH CHILDREN AND FAMILIES 

Candidates know, understand, and use positive relationships and supportive
interactions as the foundation for their work with young children. 

 

Link(s) to entry fulfilling Standard 4a


Standard 4b - USING DEVELOPMENTALLY EFFECTIVE APPROACHES 

Candidates know, understand, and use a wide array of effective approaches,
strategies, and tools to positively influence young children’s development and
learning.

 

Link(s) to entry fulfilling Standard 4b


Standard 4c - UNDERSTANDING CONTENT KNOWLEDGE IN EARLY EDUCATION 

Candidates understand the importance of each content area in young
children’s learning. They know the essential concepts, inquiry tools, and
structure of content areas including academic subjects and can identify
resources to deepen their understanding.

 

Link(s) to entry fulfilling Standard 4c


Standard 4d - BUILDING MEANINGFUL CURRICULUM 

Candidates use their own knowledge and other resources to design,
implement, and evaluate meaningful, challenging curriculum that promotes
comprehensive developmental and learning outcomes for all young children.

 

Link(s) to entry fulfilling Standard 4d

 

Standard 5 - BECOMING A PROFESSIONAL 

Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. 

 

Link(s) to entry fulfilling Standard 5

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National Board for Professional Teaching Standards (NBPTS)

 

The five core propositions what teacher should know and be able to do:

 

Proposition #1 

      Teachers are Committed to Students and Their Learning

 

Proposition #2

      Teachers Know the Subjects They Teach and 

     How to Teach Those Subjects to Students

 

Proposition #3

     Teachers are Responsible for Managing and 

     Monitoring Student Learning

 

Proposition #4

     Teachers Think Systematically About Their Practice and 

     Learn from Experience

 

Proposition #5

      Teachers are Members of Learning Communities

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New York State Learning Standards

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School of Education Technology Standards

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I. Background Information | II. Purpose of Portfolio | III. Philosophy of Education  

IV. Portfolio Entries | V. Professional Development | VI. Summary Reflection

VII. Standards: NAEYC | NBPTS | NY State Learning | School of Education Technology | School of Education Conceptual Framework (NCATE)  

The School of Education Homepage


Designed by Doris Grasserbauer - Contact the Webmaster - Last modified on September 18, 2003