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Portfolio Requirements

 Department of Secondary Education

Kutztown University of Pennsylvania  

Master's Degree Portfolio Project

Introduction The portfolio project serves as the capstone activity for the master's degree program in the Department of Secondary Education. The portfolio will provide the graduate student with an opportunity to develop a portfolio from a variety of artifacts from Area I-IV course work to demonstrate the student's skill in four (4) domains established by Charlotte Danielson in the Framework for Teaching model. The four domains include the following: I. Curriculum, II. Educational Environment, III. Instruction, and IV. Professionalism. The domains also serve as the basis for the Pennsylvania Department of Education form for Professional Knowledge and Practice. The intention of these artifacts is to demonstrate the impact or the intended impact on K-12 student learning, the ability to reflect on teaching and learning and a commitment to lifelong learning.

 Procedures: The graduate student will be required to provide four (4) artifacts from courses in each of the four AREAS in the master's program. The artifacts will be used to illustrate adequate knowledge and/or performance in each of the four domains. These artifacts could consist of any required class projects or core assignments, as well as individual student projects or other evidence that addresses individual domains. Sample portfolios will be available for students to review in preparation for developing their portfolio projects. Also, general information sessions will be scheduled to acquaint students with the portfolio project and to answer questions relative to the project.

 Examples and Samples: The following samples are provided to illustrate the types of artifacts that could be used for the graduate portfolio.

CATEGORY 1:  Curriculum --PA Department of Education 

The candidate provides evidence of thorough knowledge of content and pedagogical skills in planning and preparation. The candidate's artifact(s) appropriately demonstrate:

  • Knowledge of content and pedagogy
  • Knowledge of students
  • Selection of instructional goals
  • Knowledge of resources
  • Knowledge of coherent instruction
  • An ability to assess student learning
  • An ability to differentiate instruction

AREA I COURSES  - Kutztown University

PLEASE NOTE: Candidates who are taking the master's degree with a specialization in an academic field may select a course from their specialization area when selecting an artifact for AREA I.

SEU 567              Curriculum of the Secondary School
EDU/MLS 435   English Language Acquisition and Awareness for ELL/ESL Populations
EDU/ENU 522  Writing Across the Curriculum
EDU 523             Assessment: Issues and Concerns for Teachers
EDU 526            Data Driven Decision Making
EDU 568            Middle School Curriculum and Instruction
ELU 540            Seminar in Elementary Curriculum Development
MAU 425          Middle School Mathematics
MAU 580          The Curriculum of the Secondary Mathematics
PSY 520            Advanced Social Psychology
PSY 527            Developmental Psychology of Adolescence
PSY 565            Theories of Learning
SCU 521           Biology in the Secondary School
SSU 523           Social Studies Curriculum: Proposals and Problems

STUDENT REFLECTION

The candidate will indicate why the artifact was selected for inclusion in the portfolio and why the candidate feels that the artifact reveals his or her personal insight into planning and preparation.

CATEGORY 2:  CLASSROOM ENVIRONMENT - PA Department of Education

The candidate provides evidence of a thorough knowledge and understanding of issues relating to the establishment and maintenance of a safe and purposeful learning environment. The candidate's artifact(s) appropriately demonstrate:

  • The creation of an environment of respect and support
  • Establishing a culture for learning
  • The management of classroom procedures
  • The management of student behavior
  • The organization of physical space

AREA II COURSES - Kutztown University

*EDU-528        Student Diversity and Critical Pedagogy
*EDU/MLS 428  Cultural Awareness/Sensitivity for ESL/ELL Program Specialists
EDU/MLS 434  Instructional Methods, Materials, and Assessments for ELL/ESL Populations
EDU 496           Multicultural Education
EDU 562           School Law
EDU 533           Social Interpretations of Education
EDU 535           Major Philosophies of Education
EDU 578          Comparative Education: An Analysis of International Education Systems
EDU 597          Change in Education
SEU 560           Classroom Management for the Inclusive Classroom
SPU 500           Cognitive Development of Diverse Learners in a Standards Aligned System
SPU 514           Effective Instructional Strategies for Students with Disabilities in Inclusive Settings

 

Note:  EDU 528 and EDU/MLS 428 courses are linked.  Credit can only be given for one course.

STUDENT REFLECTION

The candidate will indicate why the artifact was selected for inclusion in the portfolio and why the candidate feels the artifact reveals his or her personal insight into classroom environment.

AREA II: Possible Artifact: EDU-562 School Law

The artifact will include a core assignment class project dealing with the development of procedures and best practices for laboratory safety in the science classroom. The project will include the legal issues and implications for laboratory classrooms in the schools of the 21st century.

CATEGORY 3:  INSTRUCTION - PA Department of Education

The candidate, through knowledge of content, pedagogy and skill in delivering instruction, demonstrates an understanding of various instructional strategies. The candidate's artifact(s) appropriately demonstrate:

  • The ability to communicate clearly and accurately
  • Effective use of questioning and discussion techniques
  • Evidence of student engagement in learning
  • Evidence of providing appropriate feedback to students
  • The candidate's ability to be flexible with responses
  • Evidence of differentiated instruction

AREA III COURSES - Kutztown University

SEU 544          Effective Secondary Education Seminar
EDU 541         Supervision of Instruction
EDU 542         Academy for the Mentoring of Teachers: Cooperating Teachers, Professional Semester Teachers and Field Teachers
EDU 564         Foundations of the Middle Level Learner
EDU 565         Special Topics in Education
ENU 405         Applied Techniques in Language Instruction
ENU 407         Applied Techniques in Literary Instruction
ITC 514           Instructional Technology
ITC 525           Microcomputers for Educators
ITC 553           Development of Projected Digital Instructional Resources
MAU 415         Learning and Teaching Mathematics
SCU 523          Techniques in Environmental Education
SEU 410          Science Instructional Methods for Middle and High School
SEU 520          Education Theory and Practice
SEU 540          Reading, Writing and Critical Thinking for the Middle and High School Levels
SSU 524          Teaching Models for Social Studies Instruction

STUDENT REFLECTION

The candidate will indicate why the artifact was selected for inclusion in the portfolio and why the candidate feels that the artifact reveals his or her personal insight into instructional delivery.

AREA III: Possible Artifact: EDU- 541 Supervision of Instruction

Embracing the philosophy that supervision is anything that improves learning in a classroom, the artifact will include a core assignment class project demonstrating the use of an action research model within an individual classroom to improve instruction and to increase student comprehension and learning.

CATEGORY 4:  PROFESSIONALISM - PA Department of Education

The candidate demonstrates an understanding of those qualities that characterize a professional person both in and beyond the classroom. The candidate's artifact(s) appropriately demonstrate:

  • Reflecting on teaching
  • The maintenance of accurate records
  • An ability to effectively communicate
  • Evidence of the candidate's willingness to the school and the greater school community
  • The growth and development of the candidate professionally
  • The candidate's commitment to all aspects of professionalism

AREA IV COURSES - Kutztown University

EDU 500         Methods of Research
EDU 521         Methods of Research (Science)
MAU 531        Methods of Research (Mathematics)
EDU 503         Thesis
EDU 580         Independent Study- Secondary Education

STUDENT REFLECTION

 The candidate will indicate why the artifact was selected for inclusion in the portfolio and why the candidate feels that the artifact reveals his or her personal insight into professionalism.

AREA IV: Possible Artifact: EDU-580 Independent Study

 The candidate will research and develop an independent study project which addresses the areas of ethics and professionalism in the 21st century American classroom. Particular attention will be given to the positive and negative norm changes in the areas of ethics and professionalism that have become apparent in the past decade.

SUBMISSION OF THE PORTFOLIO:

Completed portfolios will be submitted electronically one month before graduation and will be evaluated by members of the graduate faculty.

ASSESSMENT AND GRADING OF THE PORTFOLIO:

Members of the graduate faculty in the Department of Secondary Education will share in the assessment of the student portfolio.

 
PORTFOLIO ASSESSMENT FOR MASTER'S DEGREE CANDIDATES

Introduction: The rubric below will be used to score or grade the portfolio developed by the master's degree candidate. Each of three levels of performance will be assessed according to the following standards:

EXEMPLARY- Students performing at this level present all components at a superior level beyond the level which is required for proficiency. Exemplary work implies that the student has exceeded expectations in every way and has presented a model portfolio worthy of showcasing and emulating.

  • Format and Appearance- Adheres to all guidelines for portfolio appearance.
  • Organization- Exhibits exceptional organizational skills in compilation of the portfolio.
  • Completeness- Meets all requirements for portfolio contents.
  • Student Growth- Demonstrates exceptional depth in academic and/or personal growth.
  • Information, Technology and Communications Literacy- Effectively employs technology in construction of portfolio.

SATISFACTORY- Students performing at this level perform all components at a consistent level and demonstrate acceptable proficiency. Satisfactory work implies that the student has worked diligently to do strong work on all components and has presented a worthy portfolio project.

  • Format and Appearance- Adheres to most guidelines for portfolio appearance
  • Organization- Exhibits sufficient organizational skills in compilation of portfolio.
  • Completeness- Meets most requirements for portfolio contents.
  • Student Growth- Demonstrates sufficient depth in academic and/or personal growth.
  • Information, Technology and Communications Literacy- Sufficiently employs technology in construction of portfolio.

DEVELOPING/EMERGING - Students performing at this level have not shown sufficient proficiency in all components and have not achieved adequate proficiency. Developing/emerging work implies that the student has more work to do to present satisfactory work in order to complete the portfolio project.

  • Format and Appearance- Adheres to some guidelines for portfolio appearance.
  • Organization- Exhibits minimal organizational skills in compilation of portfolio.
  • Completeness- Meets some requirements for portfolio contents.
  • Student Growth- Demonstrates limited depth in academic and/or personal growth.
  • Information, Technology and Communications Literacy- Minimally employs technology in construction of portfolio.

UNSATISFACTORY- Students performing at this level have not achieved proficiency in all components and have not met the minimum standards for completion of the portfolio project.

  • Format and Appearance- Does not adhere to guidelines for portfolio appearance.
  • Organization- Exhibits no organizational skills in the compilation of portfolio artifacts.
  • Completeness- Does not meet the requirements for portfolio contents.
  • Student Growth- Does not demonstrate depth in academic and/or personal growth.
  • Information, Technology and Communication Literacy- Employs no technology in construction of the portfolio.