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Developing the Electronic Professional Portfolio

The State of Wisconsin requires that all initial educators submit an electronic portfolio at the completion of  student teaching. To meet the requirements of the act! program, your final portfolio must include:

  • a current resume
  • a teaching philosophy statement
  • the edTPA
  • documentation of how you address classroom management (Wisconsin Teaching Standard 5) and documentation for how you are connected with other teachers and the community (Wisconsin Teaching Standard 10)
  • a pre-Professional Development Plan.

 

All portfolios are to be submitted electronically, and are graded as Pass or Fail. Instructions for setting up the electronic portfolio are posted on the act! website, as well as Expectations and the Portfolio Rubric. To receive a passing grade, the rubric must show satisfactory completion of each standard. The final electronic portfolio is submitted after successful completion of student teaching. The electronic portfolio needs to demonstrate growth in the knowledge, skills and dispositions towards teaching Mathematics or Science.

edTPA
The edTPA must be submitted through Pearson Education Inc. and is scored by a national panel of reviewers. As of September 1, 2014 all act! students must submit an edTPA for scoring by Pearson, a passing score [yet to be set by the Wisconsin Department of Public Instruction] on the edTPA is required by the prior to recommending the initial educator license. Cost to the applicant for the review of an edTPA is currently $300. An edTPA must include artifacts and commentaries that address: 1) planning for instruction and assessment, 2) instruction and engaging students in learning, and 3) assessing student learning. Overall, an edTPA needs to focus on: 1) an analysis of your teaching effectiveness and 2) your ability to use and develop academic language in your discipline.

Wisconsin Teacher Standards 5 and 10
act! students must  describe how they have met Standards 5 and 10 and submit 3 different forms evidence (i.e., artifacts) that they have met each standard– as outlined below.

Standard Five: Teachers know how to manage a classroom.
The teacher uses an 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.
Possible portfolio artifact ideas for standard five could include:

  • Assignment(s) from EDU 230- Educational Psychology and/or other course work
  • Assignment(s) from your content methods course
  • Written lesson plans from content methods and/or student teaching
  • List describing class expectations
  • Student accountability forms requiring reflection, consequence and plan
  • Sample of a student pride form explaining “good news”
  • Personal reflection describing management observed in a videotape of a class or lesson
  • Observation notes highlighting management evaluation
  • Photos showing your teaching and/or classroom environment
  • Log describing team building activities used in your classroom
  • Document detailing your daily schedule
  • Documentation describing a behavior management program
  • Correspondence from colleagues, students, parents and/or community members highlighting your management skills
  • Professional development records relating to classroom management and/or behavioral issues

Standard Ten: Teachers are connected with other teachers and the community.
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and acts with integrity, fairness and in an ethical manner.
Possible portfolio artifact ideas for standard ten could include:

  • Documentation of involvement in community or professional organizations
  • Documentation of contacts or interactions with families
  • Documentation of attendance at professional development activities during student teaching
  • Record of collaboration with team teachers, building specialists, exceptional needs staff, paraprofessional staff and/or parent volunteers highlighting support of student learning and/or well-being
  • Evidence of participation in staff meetings, community events, school events, extra-curricular activities, after school programs and/or field trips illustrating the fostering of relationships outside the classroom
  • Documentation of parent communication demonstrating support of their students
  • Evidence of interaction with the community illustrating appropriate use of agencies, personnel and/or resources in teaching

pre-Professional Development Plan
The final component of your portfolio is a pre-Professional Development Plan (pre-PDP). The pre-PDP is a plan you design to facilitate your growth in one or more areas. The PDP is the mechanism you will use to renew your initial educator license and the pre-PDP is your opportunity to get started on that process before completing the act! program. See this web site for more information about writing your PDP: http://tepdl.dpi.wi.gov/pdp/writing-a-pdp.