Transcript Student Teaching Seminar #3

CoTE Assessment
Portfolio Workshop
October 21, 2011
Georgeann Burch
Natalie Sapkarov
Assessment Portfolio
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an organized collection
student-created artifacts
student reflections
demonstrates the student’s
professional knowledge, skills &
dispositions
Purpose/Benefits of
Portfolio
• Shows understanding of standards
• Documents range of skills & knowledge
• Demonstrates ability to examine own work
critically, be a “reflective practitioner”
• Relates practice to theory, research &
best practice
• Showcases individual professional
personality
• Demonstrates application of technology
• Requirement of all UIUC teacher
certification programs
CoTE Common Assessment
Electronic Portfolio
• Part I: Philosophy of Education statement
• Part II: Artifacts & Reflective statements for
each Illinois state standard for educators:
– 11 Professional Teaching Standards
– 3 Language Arts Standards
– 8 Technology Standards
– 12 Library Information Specialist Standards
(optional)
• Part III: One project demonstrating candidate’s
“Impact on K-12 Student Learning”
Linda Straube, 2005
Example
Natalie Sapkarov
Part I: Philosophy of
Education Statement
• Maximum suggested: 1 – 1 ½ pages
• Use narrative essay approach
• Must be reflective, organized, personal,
clear, convincing
• Should give a picture of you as an
educator/librarian
• CoTE requirement: reflect Conceptual
Framework of “community, inquiry, service
and technology”
Philosophy Statement
• Use LIS Content Area Standards as a
resource
• Use Information Power: Building Partnerships
for Learning as a resource
• Can use quote about education
• Will change over time
• May be re-written for different audiences
(intro to portfolio vs interview portfolio)
What You Could Include
• Goal of education
• Role of the teacher-librarian
• How you wish to be remembered by your
students
• Why school librarians are important
• What you do to help students learn
• How you feel learning occurs
More Ideas
• What strategies or methods you would
implement to teach diverse learners
• How, why, when you would engage in
student assessment
• Strategies for creating a positive learning
environment
• Use “buzz” words as appropriate (RtI,
Common Core, assessment, diversity)
• Make the connection between education
and school libraries/librarians
Questions?
Examples:
Lisa Knasiak
Kathleen Marrs
Part II: Illinois Content-Area
Standards for Educators
• Standards & Indicators
– Knowledge Indicators
– Performance Indicators
• Standards online at: ISBE web site
• See standards handouts
Standards & Artifacts
• Same artifact may be used more than
once, but must write different
reflective statement
• Selection of artifacts
– Show evidence of “best practice”
– Include a variety of artifacts
– Include a variety of formats
Types of Artifacts
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Research projects
Bibliographies
Lesson plans
Brochures
Video clips
Grant proposals
Database design
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Audio clips
Photographs
Websites
Tutorials
Book reviews
Group projects
Service learning
projects
Questions?
Example:
Laurie Conley
Kim Ulrich
Matching Coursework
Artifacts & Standards
Handouts
Reflective Statements
• Provide context for artifact
• Show you have insightfully considered
what you have done and learned
• Explain how you will improve professional
practice
• Gives your portfolio character and “soul”
Without Reflection…
• Your reviewer cannot know what you
have learned from your experiences
and artifacts created
• Your portfolio is just a filing cabinet
Is Your Statement…
• Descriptive?
• Analytical?
• Reflective?
• SUCCINT?
Reflective Statements
CoTE Rubric
1. Clearly identifies standard addressed
(Descriptive)
2. States why artifact was chosen
(Analytical)
3. States how artifact represents standard
(Analytical)
4. States what artifact demonstrates about
your growth & development as a teacherlibrarian (Reflective)
Descriptive
– Very BRIEF retelling of what happened during
lesson or assignment; context of lesson
– Can include source of artifact (course,
practicum, student teaching)
Example: ”This tutorial introduces students to
the new online catalog interface, an important
library technology, and provides instruction in
how to limit searching to the Salem Community
High School library.” (Hubbard, 2005)
Analytical & Reflective
• Shows clear connection with standards
• Gives reasons & motives for choice of
artifact
• What you learned from the experience
• Interpretation of what happened and why
• How you would approach similar situations
in the future
Example
“To make this library catalog searching tutorial a
stronger project, I would focus the independent
practice to find actual titles or results, rather
than just number of hits. … I learned that with
complicated research, integrating searching is not
always the best use of students' time.”
(Hubbard, 2005)
Example 2
Descriptive
“While student teaching at Clow Elementary, I
wrote a lesson using the World Almanac to give
third grade students practice reading charts,
graphs, and lists. After an introduction to the
contents, thumb index, and index, students
practiced using the almanac to answer eight
questions related to their birthday. ” (Lisa
Weinstein, 2007)
Reflective/Analytical
“I chose this lesson for this standard because the
students truly enjoyed completing the worksheet
using their birthday. They were engaged in the
activity and anxious to share their findings with
their classmates. I learned how important it is
for students to have fun while they gain new
skills.” (Lisa Weinstein, 2007)
Example 3
• Descriptive
“As part of the final project for my Disability
Issues in Special Education class, my group and I
created a website designed to assist school
librarians in making libraries accessible for
students will special needs. This project reflects
standard two because it demonstrates my
awareness of adaptive and assistive devices that
are available for students with special needs and
how they can be used in the library. “ (Hayenga,
2007)
• Reflective/Analytical
“While I researched hearing and vision
impairments specifically, I also learned a great
deal about accessibility issues related to other
disabilities. In addition, I compiled a list of
funding sources for schools, parents, and
students in need of purchasing assistive/adaptive
technologies. … I will use this website as a
reference when making school libraries accessible
for students with special needs. “ (Hayenga,
2007)
Reflective Statement
Starters
• I have gained significant growth in the
areas of…due to…
• I now understand the importance of…
• What I learned from this experience is…
• What I will do differently next time is…
• An unexpected outcome from this lesson
was…
More Starters
• This really made me think about…
• The most significant learning for me was…
• My most important lesson from this
experience was…
• I need more experience in this area
because...
• The reason (it) worked/didn’t work as I
expected was…
• In the future, I will…
• I now realize that…
Activity
Writing reflective statements
Part III: Impact on K-12
Student Learning
Should be a project from
Practicum or Student Teaching
• Includes two artifacts (or two
“parts”)
– Artifact 1/Part 1: Project design
– Artifact 2/Part 2: Project
implementation & evaluation
Part III
Main focus: Student assessment
• How you determined impact of
lesson/project/unit on students
• Did they learn?
• How do you know?
• What did they learn?
• How would you adjust your lesson
based on what they learned or didn’t
learn?
Assessment vs Evaluation
Assessment “…differs from evaluation in
that assessment is conducted as an
ongoing activity that provides crucial
formative information about what the
student is learning and how that learning is
taking place…evaluation is a summative
activity that occurs at the end of a
learning experience.”
Harada, Violet. Assessing Learning: Librarians and Teachers as Partners.
Libraries Unlimited, 2005.
Part III Rubric
Need reflective statements for each
artifact/part:
• Reflective Statement I (about the design):
– Include why the work sample was chosen
• Reflective Statement II (about the
implementation):
– State how the work sample made an impact on
student learning
– Describe how the work sample enhanced your
ability to assess student learning
Examples of Part III
Projects
• Teaching PPT: Ana Peso (rubric, 7th gr)
• Raising RC scores: Annette Lesak Farmer(1-1
instruction, 1st gr)
• Whole school reading incentive: Marji Gibb (hs)
• Nonfiction order : Alicia Wright (task, 2nd gr)
• Encyclopedia lesson: Lisa Wright (post-test, 3rd
gr)
• Group inquiry/communication activity: Michelle
Torrise (student reflection, hs)
Portfolio Resources
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Link to this PPT
http://groups.lis.illinois.edu/k-12program/portfolios/PortfolioWorkshopF11.ppt
Description of portfolio and examples on GSLIS website
– CoTE Assessment Portfolio:
http://www.lis.illinois.edu/academics/programs/k12/portfolio
During LIS 591M Practicum Seminar
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During Student Teaching Seminar
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“Portfolio Preview” live session; draft phil of ed required
Handouts* linked on moodle
Portfolio Review live session; draft of 3 reflective statements required
Handouts* linked on moodle
Portfolio examples linked on moodle
Portfolio Workshop – Fall 2012
Email Georgeann with specific questions any time
Email your university supervisor with questions during practicum or student teaching
*Handouts: Portfolio Artifact Breakdown by Standards, Portfolio Artifact Breakdown by Course, Portfolio online discussion
during Student Teaching Seminar, Website Creation Sites Comparison, Sharing Digital Content Websites