I. Background Information

[TOP]

II. Purpose of Portfolio  

[TOP]

III. Philosophy of Education  

[TOP]

IV. Portfolio Artifacts

[TOP]

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.

[TOP]

VI. Summary Reflection on My Growth

[TOP]

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: Developing In-Depth Knowledge about the World: Demonstrate knowledge of subject matter, content of the curriculum, developmental characteristics of age group and influences on learning, and seeks to deepen knowledge in these areas. Becoming a Skillful, Reflective Practitioner: Create a positive environment for learning, including setting expectations of student behavior and achievement; Demonstrate capability for both short- and long-range planning; Demonstrate ability to evaluate one's plans and choice of materials, to assess student's learning and plan for next step. Education for and about Diversity: Demonstrate an ability and willingness to build on the varied strengths of all learners, to connect with diverse students, teachers and staff members by being responsive to the needs and perspectives of those from diverse socio-cultural backgrounds, and to continue learning about the students, school staff and community. Nurturing Leadership for Learning: Demonstrate growth in self-awareness, a growing ability to be a critical thinker who can articulate understanding to others and a developing ability to become an active agent for improvement and change in a classroom on school. Building Caring Communities: Demonstrate a growing ability to create a democratic community in the classroom and school and to model caring, committed and ethical practice. [TOP] Association for Childhood Education International (ACEI) Standards  Standard 1 - DEVELOPMENT AND LEARNING - Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students' development and acquisition of knowledge. Link(s) to entry fulfilling Standard 1 Standard 2 - CURRICULUM Standard 2.1 - Reading, Writing and Oral Language - Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language, and child development to teach reading, writing, speaking, viewing, listening, and thinking skills, and to help students successfully apply their developing skills to many different situations, materials, and ideas. Link(s) to entry fulfilling Standard 2.1 Standard 2.2 - Science - Candidates know, understand, and use fundamental concepts in the subject matter of science-including physical, life, and earth and space sciences-as well as concepts in science and technology, science in personal and social perspectives, the history and nature of science, the unifying concepts of science, and the inquiry processes scientists use in discovery of new knowledge to build a base for scientific and technological literacy. Link(s) to entry fulfilling Standard 2.2 Standard 2.3 - Mathematics - Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In so doing, they consistently engage problem solving, reasoning and proof, communication, connections, and representation. Link(s) to entry fulfilling Standard 2.3 Standard 2.4 - Social studies - Candidates know, understand, and use the major concepts and modes of inquiry from the social studies-the integrated study of history, geography, the social sciences, and other related areas-to promote elementary students' abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. Link(s) to entry fulfilling Standard 2.4 Standard 2.5 - The arts - Candidates know, understand, and use-as appropriate to their own knowledge and skills-the content, functions, and achievements of the performing arts (dance, music, theater) and visual arts as primary media for communication, inquiry, and engagement among elementary students. Link(s) to entry fulfilling Standard 2.5 Standard 2.6 - Health education - Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health. Link(s) to entry fulfilling Standard 2.6 Standard 2.7 - Physical education - Candidates know, understand, and use-as appropriate to their own understanding and skills-human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students. Link(s) to entry fulfilling Standard 2.7 Standard 3 - PEDAGOGICAL KNOWLEDGE Standard 3.1 - Integrating and applying knowledge for instruction - Candidates plan and implement instruction based on knowledge of students, learning theory. Connection across the curriculum, curricular goals, and community. Link(s) to entry fulfilling Standard 3.1 Standard 3.2 - Standard Adaptation to diverse students - Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students. Link(s) to entry fulfilling Standard 3.2 Standard 3.3 - Development of critical thinking and problem solving - Candidates understand and use a variety of teaching strategies that encourage elementary students' development and use of critical thinking and problem solving, Link(s) to entry fulfilling Standard 3.3 Standard 3.4 - Active engagement in learning - Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self- motivation, and positive social interaction and to create supportive learning environments. Link(s) to entry fulfilling Standard 3.4 Standard 3.5 - Communication to foster learning - Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster activity inquiry, collaboration, and supportive interaction in the elementary classroom. Link(s) to entry fulfilling Standard 3.5 Standard 4 - ASSESSMENT FOR INSTRUCTION - Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student. Link(s) to entry fulfilling Standard 4 Standard 5 - BUILDING OF CARING COMMUNITIES Standard 5.1 - Professional growth, reflection and evaluation - Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families, and other professionals in the learning community and actively seek out opportunities to grow professionally. Link(s) to entry fulfilling Standard 5.1 Standard 5.2 - Collaboration - Candidates know the importance of establishing and maintaining positive collaborative relationships with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth, and well-being of children. Link(s) to entry fulfilling Standard 5.2

[TOP]

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

[TOP]

New York State Learning Standards

[TOP]

© Copyright The City College of The City University of New York - School of Education. All rights reserved.
Last updated on: September 26, 2006