Updated Portfolio Online Directions March 2013-1

College of Education
Education Professions Division
(EPD)

Elementary Education
Electronic Portfolio Instructions


I.

INSTRUCTIONS – ELECTRONIC PORTFOLIO

Developing your electronic portfolio:
 KEEP EVERYTHING! Keep all assignments electronically from all classes. You may decide to use
one of them later in your portfolio.
 Purchase a flash drive. You will need to keep the items for your portfolio for up to 2 years. Make
sure to back your files up often and in multiple locations.
 The elementary education electronic portfolio will contain a Candidate Portfolio Table of Contents
and 9 folders. The following will provide further explanation about how these folders will comprise
your portfolio.
9 portfolio folders:
0.
1.
2.
3.
4.
5.
6.
7.
8.
9.

Table of Contents - update after each checkpoint
Personal and Professional Identity
Teaching in Context
Official Forms
Teacher as Educator
Teacher as Communicator
Teacher as Decision Maker
Teachers as Scholar
Teacher as Researcher
Teacher as Leader

Since most of your files will be text files, you should create these files in Microsoft Word. However, some
of your files may be PowerPoint or PDF files.
Folder 1: Personal and Professional Identity
This will vary according to candidate. A resume and personal essay must be included. You MUST include 2
“additional items” in this section, in addition to your resume and essay. These items should paint a picture of
you to the reader. This can often include a powerpoint of your family, pets, travels, etc. Pictures, award
certificates, etc.. It should explain what’s important to you or what you enjoy doing in your free time. If you
include pictures, be sure to add a caption explaining the photo.
Folder 2: Teaching in Context
This folder will include the following information:
 Forms from Field Experiences levels I-IV (EDS 4003, EIPT 3483, PIP and Internship)
 (Optional) Feedback on Teaching from Peers, Faculty Members, Cooperating Teachers, and
other field experiences
Folder 3: Official Forms
This folder must include the following:
 Release Forms for Use of Photos, Videos, and Student Work when necessary.
 Forms for portfolio review at Checkpoints 1, 2, 3, 4

Folders 4-9: Teacher as…(TE-PLUS Roles)
Each of these folders must include the following:
 2 Artifacts that Demonstrate Proficiency in TE-Plus Roles.
 A Rationale Statement to Accompany Each Artifact (See Artifact Rationale Example)
Electronic Portfolio Directions and Hints:
 The sections of your portfolio should be organized in files as demonstrated in class.
 Each document/artifact in any portfolio section should be either a Microsoft Word document,
a Power Point file, or an item scanned and saved as either a PDF file or a Word file.
 Each artifact in Sections 4-9 should be your ORIGINAL work.
 At Checkpoints 2, 3, and 4, you will complete 2 of sections 4-9
 Checkpoint 1 is the paper you received when you interviewed for admission to the college.
 Each artifact should be saved as a file using the file name that identifies what that artifact is
and which number artifact it represents. (i.e.: “Artifact 1: Initial Assessment Report”)
 The Rationale Statement that accompanies each artifact should be saved as a separate Word
file with a file name that aligns it with the artifact (i.e., Rationale 1: Initial Assessment
Report”)
 The forms for Portfolio Checkpoints 1, 2, 3, and 4 will need to be scanned or uploaded and
saved once they are completed for your next checkpoint.
 Word files can be downloaded from the Professional Portfolio Section of the College of
Education website.
Your Professional Portfolio should highlight some of your excellent work in the TE-PLUS
Elementary Education Program. If you have questions, please ask an Elementary Education
faculty member.


Candidate Portfolio Table of Contents Checklist
•

•

Section 1 – Personal and Professional Identity
This section will vary according to candidate. You must include a resume, personal essay, power
point, and additional item of your choosing. Your power point should include any of the following
information:
- Personal goals
- Family/Hobbies/Travel Experiences
Section 2 – Teaching in Context
Context form for EIPT 3483, EDS 4003 (Checkpoint 2) PIP experience (Checkpoint 3) and Internship
experience (Checkpoint 4)

•
•

Section 3 – Official Forms
Forms for portfolio review at Checkpoints 1, 2, 3, 4
Release forms for Use of Photos, Videos, and Student Work (if necessary)

•
•

Section 4 – Teacher as Educator
2 artifacts that demonstrate proficiency in Teacher as Educator
Artifact rationale statement to accompany each artifact

•
•

Section 5 – Teacher as Communicator
2 artifacts that demonstrate proficiency in Teacher as Communicator

Artifact rationale statement to accompany each artifact

•
•

Section 6 – Teacher as Decision-Maker
2 artifacts that demonstrate proficiency in Teacher as Decision-Maker
Artifact rationale statement to accompany each artifact

•
•

Section 7 - Teacher as Scholar
2 artifacts that demonstrate proficiency in Teacher as Scholar
Artifact rationale statement to accompany each artifact

•
•

Section 8 – Teacher as Researcher
2 artifacts that demonstrate proficiency in Teacher as Researcher
Artifact rationale statement to accompany each artifact

•
•

Section 9 – Teacher as Leader
2 artifacts that demonstrate proficiency in Teacher as Leader
Artifact rationale statement to accompany each artifact

II.

TEMPLATES/FORMS
College of Education/ Education Professions Division*
TEACHING IN CONTEXT
Please complete one form to represent each of your practica, clinical experiences, field experiences, and internships.

Candidate’s Name _________________________________________________________
Date(s) of Experience ______________________________________________________
Course Number and Title ____________________________________________________
School or Community Name _________________________________________________
Number of Hours ________________ Subject/Grade/Context _______________________
Describe the context of your experience so that someone reading this might know more about the setting, students or
participants, demographics, and teaching styles.

Please write about your responsibilities and your responses to the experience.

*Electronic copies of this form are in Folder 2 of the elementary Electronic Portfolio.


College of Education/ Education Professions Division
RELEASE FORM FOR USE OF PHOTOS, VIDEOS, AND STUDENT WORK
Dear Parent/Guardian:
I am a University of Oklahoma teacher candidate. As part of a pre-professional course, I am involved in a field
experience or internship in your child’s classroom. One component of the program required by the State of Oklahoma
is to develop a portfolio that shows evidence of my proficiency and professional growth. To do this, I might like to use
photos, videotapes, and/or duplicates of class work from this classroom experience. The photographs and videotapes
would only be used to demonstrate my growth and progress and would not focus on students.
All materials will be kept confidential and only used as part of the required portfolio. The portfolio will be reviewed

by teacher education faculty at OU and possibly by the Oklahoma Commission for Teacher Preparation and/or
national/state review teams for the purposes of accreditation. NO STUDENT NAME WILL APPEAR WITH ANY
MATERIALS.
Sincerely,

Student name:________________________________________________________________
School/Teacher:_______________________________________________________________

As a parent or guardian, I give permission for this information about my child to be used for portfolio documentation.
This documentation could include a duplicate of my child’s work, or an image in a photograph or on a videotape.
_________________________________________________ Date ______________________
Signature of Parent or Guardian

As a parent or guardian, I do not give permission for this information about my child to be used.

_________________________________________________ Date ______________________
Signature of Parent or Guardian

NO STUDENT NAME WILL APPEAR WITH ANY MATERIALS.

Thank you for your consideration!


College of Education/ Education Professions Division

PORTFOLIO REVIEW
CHECKPOINT #1—ELEMENTARY EDUCATION
ADMISSION TO TEACHER EDUCATION PROGRAM
Candidate ____________________________________________________________________
Program Area _________________________________________________________________

To the Teacher Candidate: Your signature on this form indicates that you have reviewed the portfolio
requirements and that you know you can go to the OU College of Education website (See url address below.)
to read and/or download the Education Professions Division Portfolio Handbook and other Elementary
Education portfolio templates/examples. Please scan this signed form and put it in the folder # 3 of your
electronic portfolio.
/>Following is the philosophy that guides this portfolio process at the University of Oklahoma.

Portfolio Philosophy
We believe that portfolio assessment is a dynamic process, which engages candidates in
reflection on their own professional development and nurtures them as educators,
communicators, decision-makers, scholars, researchers, and leaders. Integral to the process
is collaboration. Candidates collaborate with their peers and with the faculty in selecting
appropriate artifacts and in writing reflective rationales to demonstrate growth in each of the
Oklahoma State Board of Education competency areas and how they relate to the roles
identified above. The result of this process is a comprehensive reflective record of growth
over time.

Date Attended Program Area Portfolio Meeting _____________________________________
Faculty Signature _____________________________________________________________


Teacher Candidate Signature ____________________________________________________


CHECKPOINT #2
Candidate’s Name ____________________________________________________________




Overall presentation/organization appropriate
Portfolio free from distracting spelling/grammar/usage errors
Table of Contents

Please comment on the following elements of the candidate’s portfolio.


Folder 1 Personal and Professional Identity

Resume
Personal Essay
Power Point
Additional Item



Folder 2 —Teaching in Context (Field Experience Forms)

EIPT 3483
EDS 4003


Folder 3
o Checkpoint #1 form included.

Please comment on the 2 following complete folders (4-9) that are initialed by the teacher candidate.


Folder 4—Teacher as Educator



Folder 5—Teacher as Communicator



Folder 6—Teacher as Decision-maker



Folder 7—Teacher as Scholar



Folder 8—Teacher as Researcher


Folder 9—Teacher as Leader


PAGE 2—CHECKPOINT #2—ELEM. EDUCATION—MENTORING
General Comments on the Portfolio:

EVALUATION: This portfolio demonstrates that the candidate understands at least two of the six
roles in the Conceptual Framework of the TE-PLUS program and meets at least 5 of the 15 Oklahoma
General Competencies for Teacher Licensure and Certification at the following level (please check
one):
___Target
___Met

___Not Met

If “Not Met” is checked, please include suggestions for improvement for the teacher candidate.

Faculty Signature ___________________________________________ Date _________________


Checkpoint #3

Candidate’s Name _____________________________________

Date Submitted ___________________

___ Overall presentation/organization appropriate
___ Portfolio free from distracting spelling/grammar/usage errors
___ Updated Table of Contents

Please comment on the following elements of the candidate’s portfolio.
___ Section 1—Personal and Professional Identity
• Resume (___Included; ___Not Included)
• Personal Essay (___Included; ___Not Included)
• Other Item(s) (___Included; ___Not Included)
• Power Point
___ Section 2—Teaching in Context (Field Experience Forms)
• EDS/EDFN 4003
• EIPT 3483
• PIP
Note: Only the PIP form is reviewed for Checkpoint 3

___ Section 3

• Checkpoints 1 & 2
• Release form for use of photos, videos, student work (if necessary)
___ Sections 4 through 9 focus on the six Roles of the TE-PLUS Conceptual Framework. For each of the
six roles the student will submit _2_ artifacts and a rationale statement for each artifact.
Note: Two sections have already been completed at Checkpoint 2. Only the two sections designated
below by the student are reviewed for Checkpoint 3

Section # ___--Teacher as _______________________________


Section # ___--Teacher as _______________________________

PORTFOLIO EVALUATION: CHECKPOINT #3
General Comments on the Portfolio:

EVALUATION: This portfolio demonstrates that the candidate understands at least four of the six
roles in the Conceptual Framework of the TE-PLUS program and meets at least 10 of the 15
Oklahoma General Competencies for Teacher Licensure and Certification at the following level (please
circle one):
Target
Meets Expectations
Does Not Meet Expectations
If “Does Not Meet Expectations” is circled, please include suggestions for improvement for the teacher
candidate.

Faculty Signature ___________________________________________ Date _________________


Block Supervisor ___________________________________________ Date _________________

College of Education/Education Professions Division

FINAL REVIEW OF CANDIDATE PORTFOLIO—CHECKPOINT #4
Candidate’s Name _____________________________________

Date Submitted ___________________

1.

Essential Elements Required Before Portfolio Will Be Reviewed :
___ Table of Contents Complete and Current
___ Personal and Professional Identity Section Complete (Section 1)
___ Teaching in Context Section Complete (Section 2)
Note: Only review the Internship Teaching in Context form for Checkpoint 4
___ Forms for Portfolio Review at Checkpoints 1, 2, 3 (Section 9)
___ All Appropriate Release Forms Included (Section 9)
___ Portfolio sections reviewed for Checkpoint 4 are free from Distracting Spelling, Punctuation,
and Usage Errors

2.

Sections 4 through 9 focus on the six Roles of the TE-PLUS Conceptual Framework. For each of the
six roles the student will submit _2_ artifacts and a rationale statement for each artifact.
Note: Four sections have already been completed at Checkpoints 2 and 3. Only the two sections
designate by the student are reviewed for Checkpoint 4
Section # ___--Teacher as _______________________________

Section # ___--Teacher as _______________________________

3.

Outcome of Final Review based on Levels of Proficiency for 6 Roles Indicated On Next Page
___Target

Reviewer Comments:

___Met

___Not Met


Faculty Signature ________________________________________ Date Reviewed __________________


RUBRIC FOR FINAL REVIEW OF CANDIDATE PORTFOLIO
For each role in the OU TE-PLUS Conceptual Framework, one of the following levels of proficiency will be indicated by the reviewer. The
reviewer will then indicate an overall level for the portfolio on the previous page.

Target

Met

Artifacts demonstrate mastery of all
dimensions of the role. Rationale
statements make explicit the connection
between the dimensions of the role and
the characteristics of the artifacts.

Artifacts demonstrate proficiency with
the role, but not mastery of all

dimensions of the role. Rationale
statements address the connection
between the dimensions of the role and
the characteristics of the artifacts.

Not Met
Artifacts demonstrate limited or no
proficiency with the role. Rationale
statements are limited and/or vague
about the connection between the
dimensions of the role and the
characteristics of the artifacts.

Role: Teacher as Educator
Criteria: Professional teachers must understand and effectively apply current pedagogical and subject matter knowledge
bases appropriate to their teaching emphases, including the substance and practice of human relations and of learning
assessment. They must not only be instructional experts, but also model social behavior and learning processes, motivate
students to learn and achieve, and manage school duties and the classroom environment.

Target

Met
Role: Teacher as Communicator

Not Met

Criteria: Fundamental to the teacher’s role as educator is the ability to communicate. Professional teachers are looked
upon as communication models for school and community. Abilities to process information are fundamental to excellence in
teaching. Expert teachers, therefore, make particular efforts to learn to comprehend well and respond meaningfully to the
complexities of print language; to listen attentively to all speakers; to write and speak effectively to students, peers, and the

lay and professional communities; and to master the various tools of communication from spoken language to word
processing.

Target

Met
Role: Teacher as Decision-Maker

Not Met

Criteria: Critical to the effectiveness of the teacher as educator are opportunities and abilities to make decisions.
Professional teachers must make pedagogical and course-content decisions to most effectively and humanely meet the
individual and group needs of their students. As professional decision making carries with it responsibility for the results of
those educated judgments, it requires confidence derived from extensive knowledge of content, theory, and practice;
understanding of school and community goals; and abilities to create, interpret, and rationally apply the results of the various
assessment instruments.

Target

Met
Role: Teacher as Scholar

Not Met

Criteria: Quality teaching requires significant knowledge of subject matter and teaching strategies, and the tools for
acquiring that knowledge. Professional teachers continuously pursue the depth and breadth of pedagogy and content through
such activities as professional reading and writing, professional interactions with peers and others, professional study, and
active participation in professional organizations to ensure that their teaching is engaging, dynamic, imaginative,
contemporary, functional, and of useful substance to students.

Target

Met
Role: Teacher as Researcher

Not Met

Criteria: Quality teaching requires the skill and desire to investigate sources of and solutions to classroom problems.
Professional teachers possess informal researching abilities and are motivated to continuously diagnose teaching and learning
performance and, on those bases, reinforce what supports and remediate what retards movement toward successful
educational experiences for their students. They, in collaboration with peers and other professionals as necessary, seek to
understand and treat classroom problems through appropriate clinical research techniques and, as a matter of course, find
means to share the results of such work within and beyond their immediate school settings.

Target

Met
Role: Teacher as Leader

Not Met

Criteria: Professional teachers exercise leadership by everyday performance as model teachers striving for excellence, by
sharing scholarship and the results of action research, by performing as master teachers, and by seeking leadership positions
within the school, the community at large, and in professional organizations. Professional teachers are committed to the
profession and to promulgating excellence in education in the whole complex of settings in which it exists.


Target

Met

Not Met


OU TE-PLUS Role This Artifact Demonstrates:
• Sample

Artifact title:
•

Course Number and Title:
•

Date:
•

Artifact Summary:

TE-Plus Role Rationale: