THE EXIT PORTFOLIO

A Standards-Based Presentation of Evidence for

the Licensure of Beginning Teachers

Purpose

The exit portfolio is a performance-based assessment completed during the student internship. It should contain documentation of the essential teaching skills and dispositions as required by the State Standards for Beginning Licensure. The contents of the exit portfolio should document reflective practice.

Overview

The Exit Portfolio is a collection of materials and reflections providing a record of the intern’s teaching experiences and growth. The portfolio synthesizes learning from the intern’s coursework and school-based experiences. It encourages the intern’s active involvement in monitoring and reflecting on his/her development as a teacher. Quality teaching is both a performance-based profession and an on-going learning process. A significant part of this process is the ability to reflect on attitudes, skills, and ideas, and to be willing to change and update these areas through continued learning. The Exit Portfolio demonstrates readiness to move into his/her own classroom. The Exit Portfolio should be evidence of one’s ability to impact student learning.

The Exit Portfolio should be a demonstration of content mastery, professional knowledge, advocacy for students, and the ability to use technology as a learning tool. Following is a list of questions that should guide you in the development and presentation of your Exit Portfolio:

§ What are your beliefs about teaching and learning, and how does the evidence presented in your portfolio represent your beliefs?

§ How does the evidence presented demonstrate how effective you were in increasing students’ achievement?

§ How does the evidence demonstrate that you consider all students in the teaching/learning process?

§ How does the evidence demonstrate your preparedness in and understanding of the State Standards for Licensure of Beginning Teachers?

The Exit Portfolio is a requirement for the successful completion of the internship. It will be one of several factors considered in the determination of your internship grade and the recommendation for initial provisional licensure.

Guidelines for Preparing the Exit Portfolio

§ All evidence included in the Exit Portfolio should be developed during your internship experience.

§ The Exit Portfolio should include select and significant examples of standards-based growth and performance.

§ The appearance of the portfolio should not overshadow its contents; however, be professional in presentation caring for organization, technical detail and thoughtful reflection. Choose a format that allows easy access to materials included. Use 12 pt. Times New Roman font and double spacing. Be sure to include your name on the cover or title page.

§ Each section of the Exit Portfolio should include a reflective statement(s) that examine the sample(s) presented, and analyze their significance in terms of your achievement of the Standards for Licensure of Beginning Teachers.

§ Reflections do not merely provide a description of the sample presented. Reflections should tell why a particular item or strategy was selected, what the student(s) learned, what you learned, what you would do differently the next time, and how you might use this information in the future to improve your professional practice.

Role of the University Supervisor

The Campus-Based Supervisor/Liaison will guide you in the development and completion of the Exit Portfolio, providing clarification and feedback. Toward the end of the semester, the Campus-Based Supervisor/Liaison will schedule and organize a review of your portfolio.

Suggested Schedule for Exit Portfolio Development

Week 1 of Internship

Begin to refine the document concerning your beliefs about teaching and learning as you begin observing, getting to know your students and the curriculum, familiarizing yourself with your school and its routines, and establishing a working rapport with your Field-Based Supervisor/Clinical Practice Instructor and students. Clarify the purpose and format of your Exit Portfolio. Familiarize yourself with the portfolio guidelines. Continue to carefully examine the Arkansas Standards for Licensure of Beginning Teachers.

Week 2 of Internship

Begin to plan for the gathering of evidence from your teaching that exemplifies the standards.

Week 3 of Internship

Share progress on your Exit Portfolio with peers, Field-Based Supervisor/Clinical Practice Instructor, and Campus-Based Supervisor.

Week 4 of Internship until exit portfolio due date

Select significant evidence from your teaching as you take on increasing teaching responsibilities. Your portfolio should reflect the teacher you are, and be a reflective summary of the standards you have internalized. Present your portfolio to your Campus-Based Supervisor/Liaison for feedback on or before the portfolio due date.

Evaluation of the Exit Portfolio

Rubrics for evaluating the evidence presented in the Exit Portfolio are provided with the guidelines for development. These rubrics should guide you in determining your level of readiness to teach. These rubrics reflect the guidelines for development of the portfolio and describe the State Standards for Beginning Licensure. You must complete all portfolio tasks to pass internship. Any task that is rated below “acceptable” must be revised until satisfactory completion is achieved. Any case of academic dishonesty in completion of the portfolio will be addressed following the procedures outlined in the Arkansas Tech University Undergraduate Catalog 2.

The following table provides a summary of products that should be included in your exit portfolio for each task. This table serves only as a checklist to assist you in your compilation of necessary information.

TASK	b	BRIEF TASK PRODUCT DESCRIPTIONS
Task 1		§ An approximately 3-5 page “My Beliefs about Teaching and Learning” document
Task 2		§ Two 3- 5 page case studies/reflections (one for each student observed)
		§ Student work from each of these two students that evidences learning over time
Task 3		§ A rationale for the unit (Why is it important for students to know or be able to do this?)
		§ A planning web (concept map) of your unit
		§ A unit of lesson plans (5 – 10 lessons) including supporting materials and resources
		§ Copies of student work from 3-4 typical students from the class or classes in which the unit was taught demonstrating the progression of learning during the unit
		§ A table showing the connection between learning activities, lesson objectives, and state standards for your unit
		§ A 2- 3 page typed reflection concerning the effectiveness of your unit
Task 4		§ Two lesson/learning plans
		§ Videotape of one lesson and another videotape or documented live observation for the second lesson (20-30 minute videos)
		§ Student before and after work from 3- 4 students who participated in the lessons taught
		§ Copies of relevant handouts, transparencies, etc.
		§ A 3-5 page reflective analysis for each of the two individual lessons
Task 5		§ A copy of an informal assessment with two marked student copies
		§ A 1- 2 page reflection upon the assessment and the information it provides you
		§ A copy of a formal assessment with two marked student copies
		§ A 1- 2 page reflection upon the assessment and the information it provides you
Task 6		§ Two formal evaluation forms from your supervisor(s)
		§ A 1- 2 page reflection for each formal observation
Task 7		§ A 2- 5 page professional development plan
		§ A professional resume approximately 2 pages in length

TASK #1

A Premise for Student Learning—My Beliefs about Teaching and Learning

Purpose: As you began your introductory experiences, you were asked to write about your beliefs concerning teaching and learning. Since you have had many more experiences with learning, you will now be asked to revisit your beliefs for making learning happen. As a teacher it is important that you carefully think about what you believe about teaching and learning. Teaching is a vital part of the purpose and process of education. In order for your beliefs about teaching and learning to provide you with a guide for action, they must be more than “your opinions about things.”

Process: Read and reflect on all of the dispositions listed under each of the five Arkansas Standards for Licensure of Beginning Teachers. Among the issues are such questions as:

§ What is important for your future students to know and be able to do?

§ What are some strategies that you would use in your classroom?

§ What type of diversity do you expect to find in the classroom, and how would you modify your instruction to accommodate this diversity?

§ What is your understanding of human growth and development and its importance to teaching and learning?

§ What are your beliefs about how people learn?

§ What human relation skills do you possess, and which ones will be most important to you in the classroom?

§ How will you develop a positive classroom environment?

§ How will you develop a positive working relationship with students, colleagues, parents/guardians, and the community?

§ What do you believe about the statement, “All children can learn”? Address the teacher’s role in your response.

Product: You are to create an approximately 3-5 page (typewritten, double spaced) beliefs about teaching and learning document:

Your beliefs about teaching and learning provide the foundation for your Exit Portfolio. Your beliefs should provide evidence of your disposition to teach. More specifically, it should reflect:

§ a belief that all children can learn,

§ the commitment to cultivate a positive learning environment,

§ a belief in student-centered learning,

§ a commitment to reflection and lifelong learning,

§ a foundation for teaching and learning,

§ a knowledge of issues in the learning process,

§ a positive view of the teaching profession,

§ the value of theory in practice, and

§ the ability to communicate well in writing.

Standard Criteria	3 Highly Effective	2 Acceptable	1 Unacceptable	Comments
Teacher believes that all children can learn albeit in different ways.
Teacher recognizes importance of a positive learning environment and provides evidence for how this will be achieved.
Teacher believes learners can contribute to the learning of others and provides evidence to support this belief.
Teacher believes reflection, lifelong learning, and self-improvement are vital to classroom success and provides evidence to support this belief.