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Special Education Early Intervention

(MED SPED EI, Add-On EI, Post Bacculareate, MAT

EI, Alt Cert EI,)

Electronic Portfolio

Handbook

Revised August 2014

Southeastern Louisiana University

College of Education

Prepared for the

Department of Teaching and Learning

by

The 2014 Early Intervention Portfolio Committee

Department of Teaching and Learning

Colleen Klein-Ezell, Ph.D., Associate Professor

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CONTACT INFORMATION PAGE

For information about admissions:

Dr. Gwen Autin, Graduate Coordinator Department of Teaching and Learning SLU 10749

Hammond, LA 70402

gautin@selu.edu

985-549-5264

For information about advising and PASS-PORT evaluations:

Dr. Colleen Klein-Ezell

Department of Teaching and Learning SLU 10749

Hammond, LA 70402

Colleen.Klein-Ezell@selu.edu

985-549-5279

For information about academic matters contact:

Dr. Cynthia B. Elliott, Interim Department Head Department of Teaching and Learning

SLU 10749

Hammond, LA 70402

celliott@selu.edu

985-549-2221

For information about PASS-PORT:

Dr. Camille Yates, PASS-PORT Coordinator Department of Teaching and Learning SLU 10749

Hammond, LA 70402

cyates@selu.edu

985-549-2406

For information about student teaching or internship contact:

Dr. Ellen Ratcliff, Director of Student Teaching Office of Student Teaching

SLU 10818

Hammond, LA 70402

mratcliff@selu.edu

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Table of Contents

Only SPED MED EI:

Curriculum Vitae . . . page 9

5 Portfolio Goals . . . page 9

SPED Capstone Presentation . . . page 10

Appendix A: Philosophy of Early Intervention . . page 20

Appendix B: Reflective Summary. . . page 21

Appendix C: SPED Advanced Dispositions

. . . page 25

Appendix D: Competency Portfolio Presentation page 26

Appendix E: Glossary of Terms . . . page 27

Appendix F: COE Conceptual Framework

. . . .

. . . page 29

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Master of

Education in

Special

Education

Early

Intervention

(MED-SPED-EI)

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MED SPED EI

All MED SPED EI candidates must submit three portfolios in PASS-PORT in order to complete the requirements for the Master of Education in Special Education Early Intervention degree program. These portfolios must be connected to the 1) Council for Exceptional Children (CEC) Early Intervention standards (See Appendix G, page 31) and 2) the College of Education’s Conceptual Framework (See

Appendix F, page 29)

(http://www.southeastern.edu/acad_research/colleges/edu_hd/about/conceptual_framework/index.html). MED SPED EI candidates will be assigned committees consisting of two advisors, one of whom will be designated as Chair. The committee will guide the candidate throughout the portfolio process, and oversee the candidate’s capstone presentation. Once the candidate is approved for his or her capstone project, one additional committee member will be added based on: a) the candidate’s area of

concentration, b) capstone research topic, and c) faculty responsibilities.

PORTFOLIO TIMETABLE

Near the end of the semester a portfolio will be submitted, be sure to submit/complete all portfolio artifacts that have not previously been submitted/completed, to the Chair of your committee by the Fridayprior to the final week of classes.

Candidates are responsible for checking that all evaluations have been completed and that there are green checks and Requirement passed for all artifacts.

Candidates must then click the Submit for Review link to review and lock their portfolio. Then the next portfolio should be created. See below:

The MED SPED EI portfolio process must include all of the following portfolios and components of each:

After you have Green Checks on ALL Requirements AND Status: Requirement Passed, then you should click the button found just under the directions for completing your portfolio. This will allow the program to Review and Lock your portal

folio and you are ready for the next portal folio.

Once you have passed a portal folio, it is your responsibility to create the next one and begin entering artifacts. To do this: Click the Create Folio link beside the Portal Folios.

This should automatically create your next folio.

NOTE: If there is a Status: Unmet under any of the Unit Assessment Items in your portal folio, this will need to be corrected before submitting for Review. This usually means that

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Emerging Portfolio

The Emerging PortfolioPORTAL 7 should be created during the first semester as a graduate candidate - usually with EDUC 601, ECE 601 and/or SPED 682 and is submitted at the end of 12 credit hours or when all requirements have been successfully submitted and passed.

The following requirements are part of the Emerging Portfolio for SPED MED EI graduate candidates:

Masters of Professional Education Competencies (MPEC) Surveys, including (a) technology, b) diversity, c) dispositions – should be completed in EDUC 601, ECE 601, and/or SPED 682 or by the end of the second week of the first semester in the program.

Council for Exceptional Children (CEC) survey - completedon an individual basis (not in any class).

Action Research Proposal - Attach the Action Research Proposal from EDUC 601 and the appropriate standard and reflection and submit to instructor of EDUC 601 course.

Professional philosophy of early intervention special education (completed independently) and submit through the portfolio to the Chair of your committee. (See Appendix A page 20)

Curriculum Vitae (see requirements page 9) and submit to the Chair of your committee.

Develop 5 Portfolio Goals - MED SPED EI candidates should reflect on the results of the surveys and draft ideas for 5 goals aligned with the College of Education's Conceptual Framework and CEC Early Intervention Standards. MED SPED EI graduate candidates will work toward achieving these goals throughout the program. These goals are submitted through the portfolio to the Chair of your committee. (see requirements page 9)

Field experience (FE) hoursA minimum of 10 Field experience hours are required for the emerging portfolio. A minimum of 100 Field Experience Hours must be completed by the end of the program. Attach one example of a field experience and the appropriate standard and reflection and submit through the portfolio to the Chair of your committee.

Professional development activities (PDA) - Candidates are required to complete a minimum of 25 total hours of professional development activities by the end of your program and to document the required number of hours at each portal. For the emerging portfolio, five hours of professional development are required under the professional development tab. Attach one example of a PDA and the appropriate standard and reflection and submit through the portfolio to the Chair of your committee.Your reflection should state the reason for choosing the standard, and show

understanding of the standard.

Reflective Summary - Candidatesshould submit a two tofive page overall reflection for each portfolio. The portal reflection should include a discussion of the artifacts submitted within the portal (example: philosophy, FE hours, PDAs, SPA standards, and course artifacts). Refer to the guidelines in Appendix B (page 21) for more detailed information about the requirements. The reflective summary should address what it means to be an effective early interventionist. Candidates should reference the artifacts and standards attached to each artifact in the current portfolio when addressing lessons learned, strengths and weaknesses, impact on student learning, and the

applicability to future performance, and progress towards meeting portfolio goals. The reflective summary should be submitted through the portfolio to the Chair of your committee.

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Proficiency Portfolio

The Proficiency Portfolio, PORTAL 8 should be created as soon as the Emerging Portfolio has been reviewed and locked (which is your responsibility to do once all portal 7 requirements are shown “as met”).

NOTE: Candidates should develop a topic for the study that will be completed during their Capstone Portfolio in SPED 770. Candidates should work with their committee and submit a proposal to the Institutional Review Board (IRB) during the semester they complete the proficiency portfolio. The IRB meets on the first Wednesday of every month at 3 pm in McGee Hall, and all forms must be turned in on the prior Thursday to be eligible for consideration. More information is available at:

http://www.selu.edu/admin/inst_rb/ . Committee chairs will help candidates refine their project based on their goals and targeted areas of interest.

The Proficiency Portfolio will be submitted at approximately the end of 24 credit hours or when all of the following artifacts have been successfully evaluated:

Updated Curriculum Vitae (with updates highlighted) -submit through the portfolio to the Chair of your committee. (page 9)

Five Portfolio Goals and Progress - Describe the progress you have made towards achievement of your five portfolio goals, upload in your artifact bin, add to your portfolio, attach to the tab, and submit through the portfolio to the Chair of your committee. (page 9)

SPED Advanced Candidate Assessment of Professional Dispositions – Complete the self-assessment of SPED Professional Dispositions during your SPED 683 class, upload into your artifact bin, add to your portfolio, attach to the tab, and submit to the instructor for the course through the Proficiency Portfolio for evaluation. See Appendix C page 25.

SPED 688 Family Assessment – submit your artifact to your instructor for the course through the Proficiency portfolio for evaluation.

SPED 685 Early Literacy and Language Activities Notebook – submit your artifact to your instructor for the course through the Proficiency portfolio for evaluation.

SPED 683 Learning Centers - submit your artifact to your instructor for the course through the Proficiency portfolio for evaluation.

SPED 689 Action Plan - submit your artifact to your instructor for the course through the Proficiency portfolio for evaluation.

SPED 767/680Developing a Reliable Alliance with a Family and Supporting the Family -

submit your artifact to your instructor for the course through the Proficiency portfolio for evaluation.

SPED 767680 Disney Case Study/IFSP - submit your artifact to your instructor for the course through the Proficiency portfolio for evaluation.

Field experience (FX) hours– A minimum of 50 field experience hours must be completed for the Proficiency portfolio. A minimum of 100 Field Experience Hours must be completed by the end of the program. One example of a field experience and the appropriate standard and reflection must be submitted through the portfolio to your Chair of your committee.

Professional development activities(PDA) - Candidates are required to complete a minimum of 25 hours of professional development activities by the end of their programs and to document the required number of hours at each portal. For the proficiency portfolio, ten hours of professional

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development are required.One example of a PDA and the appropriate standard and reflection should be attached and submitted through the portfolio to the Chair of your committee.. The

reflection should state the reason for choosing the standard, and show understanding of the standard. See Appendices D and I for the definition of professional development activities.

Reflective Summary: Candidates should submit a two to fivepage maximum portal (overall) reflection for each portfolio. The portal reflection should include a discussion of the philosophy, FE hours, PDAs, SPA standards, dispositions, and course artifacts included in the portfolio. Your reflective summary should address what it means to be an effective educator. Reference the artifacts and standards attached when addressing lessons learned, strengths and weaknesses, impact on student learning, applicability to future performance, and progress to meeting portfolio goals. Refer to the guidelines in Appendix B page 21 for a detailed discussion of requirements. Submit through the portfolio to the Chair of your committee.

Capstone Portfolio

The Capstone PortfolioPORTAL 9 should be created as soon as the Proficiency Portfolio has been reviewed and locked (your responsibility to do once Portal 8 requirements are shown “as met”).

During the Capstone Portfolio and project, one additional committee member will be added to the Committee based on: a) the candidate’s area of concentration, b) capstone research topic, and c) faculty responsibilities.

The Capstone Portfolio will be submitted at the end of the last semester in the program when all of the following artifacts have been successfully evaluated:

Updated Curriculum Vitae (with updates highlighted) and submit through the portfolio to the Chair of your committee. Page 9.

Updated philosophyof Early Intervention - On your own (this is not assigned for any class), re-visit your philosophy of early intervention beliefs and submit through the portfolio to the Chair of your committee. Appendix A page 20.

Five Portfolio Goals and Progress - Describe the progress you have made towards achievement of your five portfolio goals, upload in your artifact bin, add to your portfolio, attach to the tab, and submit through the portfolio to the Chair of your committee. Page 9.

SPED Advanced Candidate Assessment of Professional Dispositions – Complete the self-assessment of SPED Professional Dispositions during your SPED 770 class, upload into your artifact bin, add to your portfolio, attach to the tab, and submit to the instructor for the course through the Capstone portfolio for evaluation. Appendix C page 25.

SPED 770 Capstone Artifact - The inquiry-based final project completed in SPED 770. Submit to your instructor for course through the Capstone portfolio for evaluation. A minimum of one standard must be attached.

SPED Capstone Presentation – Submit the presentation through the portfolio to your Committee chair for evaluation. See page 10.

Field experience (FE) hours – A minimum of 100 Field Experience Hours must be completed by the end of the program. Attach one example of a field experience and the appropriate standard

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and reflection and submit through the portfolio to the Chair of your committee. See Appendix I for the definition of field experience.

Professional development activities (PDAs) - Candidates are required to complete a minimum of 25 hours of professional development activities by the end of their programsand to document the required number of hours at each portal. Ten hours of professional development are required for the Capstone portfolio. One example of a PDA and the appropriate standard and reflection should be attached. The reflection should state the reason for choosing the standard, and show understanding of the standard. Submit through the portfolio to the Chair of your committee. See Appendices D and I for the definition of professional development activities.

Reflective Summary: Candidates should submit a two to five page maximum portal reflection under the reflection tab as an overall reflection for each portfolio. The portal reflection should include a discussion of the philosophy, FX hours, PDAs, SPA standards, dispositions, and course artifacts included in the portfolio. The reflective summary should address what it means to be an effective early interventionist. Candidates should reference the artifacts and standards attached when addressing lessons learned, strengths and weaknesses, impact on student learning, applicability to future performance, and progress to meeting portfolio goals. Submit through the portfolio to the Chair of your committee. See Appendix B page 21.

Complete the 5 Portal Surveys: Advanced Dispositions: Candidate Self-Assessment, Advanced Level Diversity(F09), Advanced Level Technology, PRE/POST LASS: Advanced Level Programs, SPED Program CEC Competency Survey

Capstone presentation of portfolio

Capstone presentations will be made to a minimum of three committee members (peers and other faculty may attend)before candidates submit portfolios on Passport for Review. All candidates will make a presentation evaluating their capstone study, professional development and progress towards meeting their goals and applicable professional standards.The presentation will be followed by a

question/answer session, after which the candidate will be excused while the committee deliberates and grades the presentation using the evaluation contained on page 10.

Capstone Portfolio Review/Submission

If all the requirements of Portal IX are shown as met, he or she should Submit for Review his/her portfolio on Passport. If a candidate is unsuccessful, his/her portfolio on PASSPORT will not be reviewed, and he/she is responsible for contacting the committee chair to set up a remediation plan. The candidate has one semester to address the concerns of the committee. If the candidate is unsuccessful a second time, he/she will be dismissed from the program.

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Curriculum Vitae Template 1. Education i. Degrees Earned ii. Certifications/licenses 2. Professional Experience i. Academic ii. Other

3. Scholarly and creative productivity i. Publications

ii. Presentations iii. Other

4. Professional Society Membership/Office 5. Leadership

6. Advisory boards

7. Awards/scholarships/recognition 8. Grants(Capstone)

9. Service (academic and community) Examples: Conference volunteer

Educational volunteer (tutoring, advocate, etc.)

Develop 5 Portfolio Goals

1. Reflect on the results of the surveys

2. Draft ideas for 5 goals aligned with the College of Education and CEC-Early Intervention Initial Standards.

3. Submit 5 goals to Chair of your committee through the portfolio. 4. Work toward achieving these goals throughout the program.

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Special Education Capstone (MED EI) Portfolio Presentation Scoring Rubric

Candidate Name: Scorer:

Presentation: Unsatisfactory (0 pts.) Meets Expectations (1 pt.) Exceeds Expectations (2 pts.) Points Discussion of Knowledge Gained (2point)

There is little mention or explanation of knowledge gained and skills mastered during the program. Little or no examples of skills mastered and how they are being used presently, or how they will be used in the future.

Provides an adequate explanation of knowledge gained and skills mastered during the program. Offers some examples of skills mastered and how they are being used presently, or how they will be used in the future.

Explains in detail, knowledge gained and skills mastered during the program. Offers specific examples of skills mastered and how they are being used presently, or how they will be used in the future.

Discussion of Accomplishmen ts in the Program (2 points.)

The explanation about goals accomplished in the program is vague. Supplies only one or no example of how goals were accomplished. No link between goals and CEC standards are provided.

Provides an adequate explanation about the goals accomplished in the program. Offers or mentions a few general examples of how the goals were accomplished. Provides some linkage between goals and CEC standards.

Provides a clear

explanation about the goals accomplished in the program. Offers specific examples of how the goals were accomplished. Specifically links goals to CEC standards. Unsatisfactory (0 pts.) Meets Expectations (1 pt.) Goals Post M. Ed. (1 point)

Does not list and/or discuss goals for the future. Does not offer any action steps to accomplish future goals.

Lists and discusses goals for the future. Explains action steps to accomplish future goals. Unsatisfactory (0-2 pts.) Meets Expectations (3-4 pts.) Exceeds Expectations (5 pts.) Introduction to Research (5 points)

Offers limited background information, and supplies little to no purpose of the study.

Offers general background information, and supplies a general description of the purpose of the study.

Provides specific background information and a clear description of the purpose of the study.

Rationale (5 points.) Rationale vague, no connection to research purpose Rationale adequately derived, connected to research purpose

Rationale clear and explicit, logical development to research purpose Unsatisfactory (less than 6 pts.) Meets Expectations (6-8 pts.) Exceeds Expectations (9-10 pts.) Participants (10 points) The description of

participants is vague. One or all of the information is missing: age, gender, ethnicity, disability, number of participants. Description of how participants were selected (if applicable) is vague or nonexistent.

Supplies a general

description of participants. Includes age, gender, ethnicity, disability (if applicable), number of participants. Offers a general description how participants were selected (if applicable)

Describes in detail participants. Includes age, gender, ethnicity, disability (if applicable), number of participants. Describes in detail how participants were selected (if applicable).

Instrumentation (10 points)

Description of instrument(s) used to collect data are ambiguous. Little to no

Description of instrument(s) used to collect data are detailed

Description of instrument(s) used to collect data are very

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mention of how instrument(s) will be used.

enough to have an understanding of its use. An explanation of how instrument(s) will be used is adequate.

detailed. An explanation of how instrument(s) will be used is clear and concise.

Procedures (10 points.)

Procedures do not match research purpose. Planning inadequate.

Procedures appropriate for research purpose. Planning evident.

Procedures target research purpose. Extensive planning evident.

Results (10 points.)

Results not clear. No graphics used.

Results clearly presented and graphically displayed

Results clearly presented. Graphics high quality and reflect results.

Discussion & Conclusion (10 points.)

Discussion weak, not supported by results. Objectives not addressed. Disconnected from theories and research. No implications for teaching and learning. No future research proposed.

Discussion connects to results. Objectives considered in discussion. Connects to theories and research. Makes

implications for teaching and learning. Provides some suggestions for future research.

Discussion has a strong connection to results. Support of objectives discussed. Strong connections to theories, research. Suggests specific ideas for teaching and learning. New research questions proposed.

PowerPoint (10 points.)

Contains errors, crowded text density. Slides copied from text of the paper. Reads slides.

Free of mistakes, text density appropriate. PPT used as talking points

High quality professional PPT augments oral discussion. Graphics clear and self-explanatory. Unsatisfactory (0-2 pts.) Meets Expectations (3-4 pts.) Exceeds Expectations (5 pts.) Oral grammar (5 points.) 3 or more grammatical mistakes 2 or fewer grammatical mistakes. Free of grammatical mistakes Poise/Confidenc e (5 points.)

Speech too fast, avoids eye contact, over reliance on notes/PPT and exhibits other nervous behavior negatively affects presentation.

Speaks at an appropriate rate, speaks clearly, and otherwise exhibits self-control

Relaxed, makes eye contact with audience, and speaks clearly.

Handout (5 points)

The handout is nonexistent or it is not organized and the audience cannot follow along with the presenter.

Handout is easy to follow along with the presentation, and is organized.

Handout is concise, easy to follow along with the presentation, and well organized.

Summary of project (5 points.)

Incomplete. Does not summarize project.

Complete summary of the project. Organized.

Complete summary of the project. Has professional appearance. Well organized. Grammar/APA style (5 points.) 3 or more grammatical mistakes. Contains errors in APA style.

2 or fewer grammatical mistakes. Correct use of APA style.

Free of grammatical mistakes. Correct use of APA style

Total (100 pts.) * Minimum passing score is 80%. (averaged)

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Post Baccalaureate

Certificate

and

Add-On Certification

Early Interventionist

Birth to Five

Add-On (Endorsement)

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Add-On EI & Post Baccalaureate

All Post Baccalaureate/Add-On EI candidates must submit one portfolio in PASS-PORT in order to complete the requirements for the Post Baccalaureate/Add-On Early Intervention Certification program. This portfolio must be connected to the 1) Council for Exceptional Children (CEC) Early Intervention standards (See Appendix G, page 31) and 2) the College of Education’s Conceptual Framework (See

Appendix F, page 29)

(http://www.southeastern.edu/acad_research/colleges/edu_hd/about/conceptual_framework/index.html). All Post Baccalaureate/Add-On EI candidates will be assigned committees consisting of two advisors, one of whom will be designated as Chair. The committee will guide the candidate throughout the portfolio process.

PORTFOLIO TIMETABLE

Near the end of the semester your portfolio will be submitted, be sure to submit/complete all

portfolio artifacts that have not previously been submitted/completed, to the Chair of your committee by the Fridayprior to the final week of classes.

Candidates are responsible for checking that all evaluations have been completed and that there are green checks and Requirement passed for all artifacts.

Candidates must then click the Submit for Review link to review and lock their portfolio.

Proficiency Portfolio

The Proficiency Portfolio, PORTAL 8 should be completed by all Add-On Early Intervention and Post Baccalaureate candidates. The Proficiency Portfolio contains the following artifacts which will be submitted for evaluation:

SPED 767/680 Developing a Reliable Alliance with a Family and Supporting the Family -

submit your artifact to your instructor for the course through the Proficiency portfolio for evaluation.

SPED 767/680 Disney Case Study/IFSP - submit your artifact to your instructor for the course through the Proficiency portfolio for evaluation.

SPED 683 Learning Centers - submit your artifact to your instructor for the course through the Proficiency portfolio for evaluation.

After you have Green Checks on ALL Requirements AND Status: Requirement Passed, then you should click the button found just under the directions for completing your portfolio. This will allow the program to Review and Lock your portal

folio.

NOTE: If there is a Status: Unmet under any of the Unit Assessment Items in your portal folio, this will need to be corrected before submitting for Review. This usually means that

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SPED 689 Action Plan - submit your artifact to your instructor for the course through the Proficiency portfolio for evaluation.

SPED 688 Family Assessment – submit your artifact to your instructor for the course through the Proficiency portfolio for evaluation.

SPED 685 Early Literacy and Language Activities Notebook – submit your artifact to your instructor for the course through the Proficiency portfolio for evaluation.

Philosophy of early intervention special education (completed independently) and submitted through the portfolio to the Chair of your committee. Appendix A page 20.

SPED Advanced Candidate Assessment of Professional Dispositions – Complete the self-assessment of SPED Professional Dispositions during your SPED 683 class, upload into your artifact bin, add to your portfolio, attach to the tab, and submit to the instructor for the course through the Proficiency Portfolio for evaluation. See Appendix C page 25.

Field experience (FX) hours– A minimum of 50 field experience hours must be completed for the Proficiency portfolio. A minimum of 100 Field Experience Hours must be completed by the end of the program. One example of a field experience and the appropriate standard and reflection must be submitted through the portfolio to the Chair of your committee. Reflective Summary: Candidates should submit a two to fivepage maximum portal (overall) reflection for each portfolio. The portal reflection should include a discussion of the philosophy, FX hours, PDAs, SPA standards, dispositions, and course artifacts included in the portfolio. Your reflective summary should address what it means to be an effective early interventionist. Reference the artifacts and standards attached when addressing lessons learned, strengths and weaknesses, impact on student learning, applicability to future performance, and progress to meeting portfolio goals. Refer to the guidelines in Appendix B page 21, for a detailed discussion of requirements. Submit through the portfolio to the Chair of your committee.

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Master of Arts in

Teaching - Special

Education

Early Intervention

and

Early Interventionist

Special Education:

Certification-Only

Alternative Path

Program

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MAT EI & Alt Cert EI

All MAT EI & Alt Cert EIcandidates must submit three portfolios in PASS-PORT in order to complete the requirements for the Master of Arts in Teaching Early Intervention and/or Alternative Certification Early Intervention programs. These portfolios must be connected to the 1) Council for Exceptional Children (CEC) Early Intervention standards (See Appendix G, page 31) and 2) the College of Education’s Conceptual Framework (See Appendix F, page 29)

(http://www.southeastern.edu/acad_research/colleges/edu_hd/about/conceptual_framework/index.html).

MAT EI & Alt Cert EIcandidates will be assigned a committee consisting of two advisors, one of whom will be designated as Chair. The committee will guide the candidate throughout the portfolio process, and oversee the candidate’s competency presentation. Once the candidate is approved for his or her Competency presentation, one additional committee member will be added.

PORTFOLIO TIMETABLE

Near the end of the semester a portfolio will be submitted, be sure to submit/complete all portfolio artifacts that have not previously been submitted/completed, to the Chair of your committee by the Fridayprior to the final week of classes.

Candidates are responsible for checking that all evaluations have been completed and that there are green checks and Requirement passed for all artifacts.

Candidates must then click the Submit for Review link to review and lock their portfolio. Then the next portfolio should be created. See below:

The MAT EI & Alt Cert EIportfolio process must include all of the following portfolios and components of each:

After you have Green Checks on ALL Requirements AND Status: Requirement Passed, then you should click the button found just under the directions for completing your portfolio. This will allow the program to Review and Lock your portal

folio and you are ready for the next portal folio.

Once you have passed a portal folio, it is your responsibility to create the next one and begin entering artifacts. To do this: Click the Create Folio link beside the Portal Folios.

This should automatically create your next folio.

NOTE: If there is a Status: Unmet under any of the Unit Assessment Items in your portal folio, this will need to be corrected before submitting for Review. This usually means that

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Introductory Portfolio

The Introductory Portfolio PORTAL 2 should be created during the first semester as a graduate candidate and is Submitted for Review when all requirements for the Introductory Portfolio have been successfully passed.

The following requirements are part of the Introductory Portfolio for MAT EI & Alt Cert EIgraduate candidates:

Complete the 3 Portal Surveys: EI - Preparing for Diversity, Dispositions for Early Intervention (2011), EI – Essential Technology Knowledge and Skills

Philosophy of early intervention special education (completed independently) and submit to the Chair of your committee. See Appendix A page 20.

Field experience (FE) hoursA minimum of 10 Field experience hours are required for the introductory portfolio. A minimum of 100 Field Experience Hours must be completed prior to the student teaching/internship semester. Attach one example of a field experience and the

appropriate standard and reflection. Submit to Chair of your committee.

Professional development activities (PDA) - Candidates are required to complete a minimum of 15 hours of professional development activities by the end of their programs and to document the required number of hours at each portal. For the introductory portfolio, five hours of professional development are required under the professional development tab. Attach one example of a PDA and the appropriate standard and reflection and submit to Chair of your committee. Your reflection should state the reason for choosing the standard, and show understanding of the standard.

Reflective Summary - Candidatesshould submit a two tofive page overall reflection for each portfolio. The portal reflection should include a discussion of the artifacts submitted within the portal (example: philosophy, FE hours, PDAs, SPA standards, and course artifacts). Refer to the guidelines in Appendix B page 21, for more detailed information about the requirements. The reflective summary should address what it means to be an effective early interventionist. Candidates should reference the artifacts and standards attached to each artifact in the current portfolio when addressing lessons learned, strengths and weaknesses, impact on student learning, and the

applicability to future performance, and progress towards meeting portfolio goals. Submit to the Chair of your committee.

Developing Portfolio

The Developing Portfolio PORTAL 3 should be created after the Introductory Portfolio has been Reviewed and Locked (your responsibility to do once Portal 2 requirements are shown “as met”). The following requirements are part of the Developing Portfolio for MAT EI & Alt Cert EIgraduate candidates:

SPED 767/680 Developing a Reliable Alliance with a Family and Supporting the Family -

submit your artifact to your instructor for the course through the Developing portfolio for evaluation.

SPED 767/680 Disney Case Study/IFSP - submit your artifact to your instructor for the course through the Developing portfolio for evaluation.

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SPED 683 Learning Centers - submit your artifact to your instructor for the course through the Developing portfolio for evaluation.

SPED 689 Action Plan - submit your artifact to your instructor for the course through the Developing portfolio for evaluation.

SPED 688 Family Assessment – submit your artifact to your instructor for the course through the Developing portfolio for evaluation.

SPED 685 Early Literacy and Language Activities Notebook – submit your artifact to your instructor for the course through the Developing portfolio for evaluation.

Philosophy of early intervention special education (completed independently). See Appendix A page 20.

SPED Advanced Candidate Assessment of Professional Dispositions – Complete the self-assessment of SPED Professional Dispositions during your SPED 683 class, upload into your artifact bin, add to your portfolio, attach to the tab, and submit to the instructor for the course through the Developing Portfolio for evaluation. See Appendix C page 25.

Field experience (FE) hoursA minimum of 10 Field experience hours are required for the Developingportfolio. A minimum of 100 Field Experience Hours must be completed by the end of the program. Attach one example of a field experience and the appropriate standard and reflection and submit to the Chair of your committee.

Professional development activities (PDA) - Candidates are required to complete a minimum of 15 hours of professional development activities by the end of their programs and to document the required number of hours at each portal. For the developing portfolio, five hours of professional development are required under the professional development tab. Attach one example of a PDA and the appropriate standard and reflection and submit to the Chair of your committee.Your reflection should state the reason for choosing the standard, and show understanding of the standard.

Reflective Summary - Candidatesshould submit a two tofive page overall reflection for each portfolio. The portal reflection should include a discussion of the artifacts submitted within the portal (example: philosophy, FE hours, PDAs, SPA standards, and course artifacts). Refer to the guidelines in Appendix B page 21, for more detailed information about the requirements. The reflective summary should address what it means to be an effective educator. Candidates should reference the artifacts and standards attached to each artifact in the current portfolio when addressing lessons learned, strengths and weaknesses, impact on student learning, and the applicability to future performance, and progress towards meeting portfolio goals. Submit to the Chair of your committee.

Competency Portfolio

The Competency Portfolio PORTAL 4 should be created after the Developing Portfolio has been Reviewed and Locked (your responsibility to do once Portal 3 requirements are shown “as met”) and at the beginning of Student Teaching/Internship. The following requirements are part of the Competency Portfolio for MAT EI & Alt Cert EIgraduate candidates:

Complete the 3 Portal Surveys: EI - Preparing for Diversity, Dispositions for Early Intervention (2011), EI – Essential Technology Knowledge and Skills

Mid-Term Final Report on Student Teach./Intern (IMPLEMENTED LESSON PLAN) –

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Reflection and Critique of Videotaped Lesson – Submit to your University Student Teaching/Internship Supervisor when by due date assigned.

Assessment Plan Student Teaching/Intern – Submit to your University Student Teaching/Internship Supervisor when by due date assigned.

Philosophy of early intervention special education (completed independently) and submit to the Chair of your committee. Appendix A page 20.

Field experience (FE) hoursA minimum of 180 Field experience hours are required for the Competency portfolio in your student teaching/internship placement. A minimum of 280 Field Experience Hours must be completed by the end of the program. Attach one example of a field experience and the appropriate standard and reflection and submit to Chair of your committee.

Professional development activities (PDA) - Candidates are required to complete a minimum of 15 hours of professional development activities by the end of their programs and to document the required number of hours at each portal. For the competency portfolio, five hours of professional development are required under the professional development tab. Attach one example of a PDA and the appropriate standard and reflection. Your reflection should state the reason for choosing the standard, and show understanding of the standard. Submit to the Chair of your committee.

Reflective Summary - Candidatesshould submit a two tofive page overall reflection for each portfolio. The portal reflection should include a discussion of the artifacts submitted within the portal (example: philosophy, FE hours, PDAs, SPA standards, and course artifacts). Refer to the guidelines in Appendix B page 21, for more detailed information about the requirements. The reflective summary should address what it means to be an effective early interventionist. Candidates should reference the artifacts and standards attached to each artifact in the current portfolio when addressing lessons learned, strengths and weaknesses, impact on student learning, and the

applicability to future performance, and progress towards meeting portfolio goals. Submit to the Chair of your committee.

Basic Program Follow-Up portal survey

Special Education Competency (MAT/Alt Cert) Portfolio Presentation – submit the presentation through the Competency portfolio to your committee Chair for Evaluation. See Appendix D page 26.

Competency presentation of portfolio

Competency presentations will be made to a minimum of three committee members (peers and other faculty may attend)before candidates submit portfolios on Passport for Review. All candidates will make a presentation evaluating their capstone study, professional development and progress towards meeting their goals and applicable professional standards.The presentation will be followed by a question/answer session, after which the candidate will be excused while the committee deliberates and grades the presentation using the evaluation contained in Appendix D page 26.

Competency Portfolio Review/Submission

If all the requirements of Portal IV are shown as met, he or she should Submit for Review his/her portfolio on Passport. If a candidate is unsuccessful, his/her portfolio on PASSPORT will not be reviewed, and he/she is responsible for contacting the committee chair to set up a remediation plan. The candidate has one semester to address the concerns of the committee. If the candidate is unsuccessful a second time, he/she will be dismissed from the program.

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Appendix A

Statement of Philosophy of Early Intervention Requirements and Rubric

Required components: (Use Subheadings for each section)

Introduction

o Short family background

o Reasons for entering early intervention program

o Five goals aligned with the College of Education and Human Development Conceptual Framework and the relevant specialized area: Early Intervention, and general CEC Early Intervention Standards.

The early interventionist as the Effective Educator

What do you believe about being an effective/ influential educator?

What are your thoughts to the role of the early interventionist as it relates to being an effective/ influential educator?

Appropriate Early Childhood Environments

What do you believe about appropriate early childhood environments?

What are your thoughts to the role of the early interventionist as it relates to early childhood environments?

Participation Opportunities

What do you believe about providing opportunities for all children to participate?

What are your thoughts to the role of the early interventionist as it relates to participation opportunities?

Family Involvement

What do you believe about family involvement?

What are your thoughts to the role of the early interventionist as it relates to family involvement?

Best Practices in Early Intervention

What are some of the evidence-based best practices in early intervention?

What are your thoughts to the role of the early interventionist as it relates to best practices?

The assignment is scored using the following rating scale:

Unacceptable: Missing two or more components with little to no organization or contains more than five (5) error types in mechanics and conventions.

Approaching Expectations: Missing one component, more than three (3) error types in mechanics and conventions, or flow of topics unorganized.

Acceptable: Each component addressed using subheadings with no more than two (2) error types in mechanics and conventions.

Exceeds Expectations: All required components explained in detail with no errors in mechanics and conventions and highly organized.

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Appendix B

SPED Graduate Reflective Summary

A critically reflective teacher is one who is equipped to communicate to colleagues, students and themselves the rationales that act as a foundation to the strategies and methods used within their practices of becoming an effective educator. The technique of active reflection progresses qualitatively as one advances through his or her own specific curricular program. Thus, self-expectations should increase as well and these should be noted in the products or artifacts presented and criteria applied within the portfolio. Reflection is a continuum with increasingly stringent expectations at each level. Reflection requires critical thinking. Critically reflective teachers are objective and can stand outside their practices and see what they do in a wider perspective. Becoming critically reflective increases the probability that informed actions will take place.

Describe – A clear and concise retelling of what happened in a situation that brings the reader into your

classroom and allows the reader to clearly visualize what is being described. Who? What? When? Where?

Clearly – The language is clear and expressive. The reader can create a mental picture of the situation being described. Abstract concepts are explained accurately. Explanation of concepts makes sense to an uninformed reader.

Rationale – A justification for doing something, decision that will achieve a purpose and address a

need. A rationale provides a framework and a reason for using a particular activity or teaching method.

Critically Analyze – …provides reasons, motives, and interpretation for what has been described and moves beyond simple description of the experience to an analysis of how the experience contributed to student understanding of self, others, and/or course concepts. An examination of why the elements described are the way they are. Why? How? Why did you do this? Where does it fit? How did you do this? Was it meaningful? How effective was this? What was the impact? How did this relate to your goals? What was the value of this activity?

Making Connections - Linking thoughts, feelings, actions, and experiences with characteristics of an Effective Educator. Your reflection should express significant patterns, themes, and connections that emerged from your experiences and what this means in terms of your own development and challenges as a teacher.

Reflective - A form of analysis which suggests analysis or consideration of practice,

self-examination following a teaching or learning experience. Reflection requires critical thinking. It is the decision-making portion of the process. Where do I go from here? Why did it work? Why didn’t it work? What can I change? How did it impact students? How does it impact ME as a teacher?What might you change to make it better? How might your teaching change as a result? What have you learned? The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions, and/or assumptions and define new modes of thinking as a result. The reflection

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demonstrates connections between the experience and material from other courses; past experience; and/or personal goals.

Precisely – …exact as in performance, execution or amount, accurate, correct, definitely or strictly

stated, defined, or fixed, carefully expressed or delineated, definite.

Generalization - The act or process whereby a learned response is made to a stimulus similar to but not identical with the conditioned stimulus

To write the Overall Reflection, you should create a document that addresses the points listed below. Submit a two tofive page (maximum) paper that includes the following:

Discussion of:

Philosophy of Early Intervention FE hours

PDA’s

Course artifacts

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SPED Early Intervention Portfolio Reflective Summary Rubric Unacceptable Approaching Expectations Meets Expectations Exceeds Expectations Philosophy The candidate

does not address his/her philosophy of early intervention or professional goals. The candidate is beginning to address his/her philosophy of early intervention or professional goals, but has not done so with

depth and clarity.

The candidate has addressed his/her

philosophy of early intervention

and professional goals with depth

and clarity.

The candidate has addressed his/her

philosophy of early intervention

and professional goals with depth and clarity and

ties the philosophy with standards and examples. Field Experiences The candidate does not align

field experiences with artifacts submitted and/or with CEC-EI standards. The candidate is beginning to align field experiences with artifacts submitted and CEC-EI standards, but has not done so

with depth and clarity.

The candidate has aligned field experiences with artifacts submitted as well as CEC-EI standards and has

done so with depth and clarity.

The candidate has aligned field experiences with artifacts submitted as well as CEC-EI standards and has

done so with depth and clarity. Additionally, field experiences are tied with PDAs, the philosophy, and dispositions. Professional Development Hrs. (PDAs) The candidate does not align PDAs with artifacts submitted and/or with CEC-EI standards The candidate is beginning to align PDAs with

artifacts submitted and

CEC-EI standards, but has not done so

with depth and clarity.

The candidate has aligned PDAs

with artifacts submitted as well

as CEC-EI standards and has

done so with depth and clarity.

The candidate has aligned PDAs

with artifacts submitted as well

as CEC-EI standards and has

done so with depth and clarity.

Additionally, PDAs are tied

with field experiences, the philosophy, and

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CEC-EI Standards

The candidate has not aligned

artifacts, field experiences, and PDAs with CEC-EI standards. The candidate is beginning to align artifacts, field experiences, and PDAs with CEC-EI standards, but

has not done so with depth and

clarity.

The candidate has aligned artifacts, field experiences,

and PDAs with CEC-EI standards,

and has done so with depth and

clarity.

The candidate has aligned artifacts, field experiences,

and PDAs with CEC-EI standards,

and has done so with depth and clarity and has gone beyond

minimum alignment. Artifacts The candidate

does not reflect on artifacts. The candidate is beginning to reflect on the artifacts submitted, but does not do so with depth or clarity. The candidate reflects on the artifacts submitted

with depth and clarity.

The candidate reflects on the artifacts submitted

with depth and clarity. Additionally, the candidate connects

the artifacts with other parts of the portal reflection. Professional Growth The candidate does not reflect on professional growth. The candidate is beginning to reflect on his/her professional growth, but does

not do so with depth or clarity.

The candidate reflects on his/her

professional growth with depth

and clarity.

The candidate reflects on his/her

professional growth with depth

and clarity. Additionally, he/she includes specific examples of this growth. COE Conceptual Framework The candidate does not reflect on the Conceptual Framework. The candidate is beginning to align artifacts, field experiences, and

PDAs with the conceptual framework, but has not done so with depth and

clarity.

The candidate aligns artifacts, field experiences, and PDAs with the

conceptual framework and does so with depth

and clarity.

The candidate aligns artifacts, field experiences, and PDAs with the

conceptual framework and does so with depth

and clarity. He/she does so with very specific

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SPED Advanced Candidate Assessment of Professional Dispositions

0= Not Observed or Not Applicable 1= Unsatisfactory 2= Approaching Expectations 3= Meets Expectations 4= Exceeds Expectations

1 Professional and Ethical Standards 0 1 2 3 4

a Meets obligations and deadlines

b Submits work that reflects high professional standard, commensurate with CEC EI expectations

c Reflects upon and is responsible for own actions and decisions d Displays a positive attitude and emotional maturity

e Utilizes sound professional judgment in decision making f Demonstrates ethical behavior and integrity

g Receptive to change and responsive to professional feedback within the context of current practice and professional standards

h Upholds high standards of competence

i Serves as an advocate for students with exceptionalities, both in the schools and the community

j Manages conflict appropriately

2 Leadership & Innovative practice 0 1 2 3 4

a Exhibits creativity and intellectual curiosity and is willing to experiment with new ideas and techniques

b Incorporates research based knowledge in practice

c Facilitates the utilization of technology in a variety of contexts d Assumes leadership roles in improving professional practice e Actively seeks to prevent and/or solve problems

3 Diversity and High expectations for all learners 0 1 2 3 4 a Demonstrates belief that all students can learn to their potential

b Promotes access, participation, and progress of students with exceptionalities in the general education curriculum

c Displays a commitment to all students and their learning d Responsive to ideas and views of all stakeholders

e Responsive to the readiness, learning profile, and interests of all students

f Values multiple aspects of diversity; respects children and adults of various cultures, ethnicities, religions, sexual orientations, social classes, abilities, political beliefs, etc. g Shows respect for differences by providing equitable learning opportunities for all.

4 Communication and Collaboration 0 1 2 3 4

a Interacts in a professional manner with all stakeholders b Shares information, resources, and ideas with others

c Works effectively with professional colleagues, families, and other adults d Serves as mentor and role model as appropriate

e Uses effective interpersonal skills

f Maintains confidentiality in communication and collaboration with all stakeholders

5 Goal Setting and Life-long learning 0 1 2 3 4

a Sets goals to improve practice based on reflection and self-evaluation b Models life-long learning through inquiry-based practices

c Takes responsibility for professional development

d Maintains active involvement in professional organizations

e Commits to collaborating with families, community members, and other professionals as partners in the educational process

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Special Education Competency (MAT/Alt Cert) Portfolio Presentation Scoring Rubric

Candidate Name: Scorer:

Presentation: Unsatisfactory (0-5 pts.) Meets Expectations (6-10 pt.) Exceeds Expectations (11-15 pts.) Points Discussion of Knowledge Gained (15 points)

There is little mention or explanation of knowledge gained and skills mastered during the program. Little or no examples of skills mastered and how they are being used presently, or how they will be used in the future.

Provides an adequate explanation of knowledge gained and skills mastered during the program. Offers some examples of skills mastered and how they are being used presently, or how they will be used in the future.

Explains in detail, knowledge gained and skills mastered during the program. Offers specific examples of skills mastered and how they are being used presently, or how they will be used in the future.

Discussion of Accomplishments in the Program (15 points)

The explanation about goals accomplished in the program is vague. Supplies only one or no example of how goals were accomplished. No link between goals and CEC EI standards are provided.

Provides an adequate explanation about the goals accomplished in the program. Offers or mentions a few general examples of how the goals were accomplished. Provides some linkage between goals and CEC EI standards.

Provides a clear

explanation about the goals accomplished in the program. Offers specific examples of how the goals were accomplished. Specifically links goals to CEC EI standards.

PowerPoint (15 points)

Contains errors, crowded text density. Slides copied from text of the paper. Reads slides.

Free of mistakes, text density appropriate. PPT used as talking points

High quality professional PPT augments oral discussion. Graphics clear and self-explanatory.

Unsatisfactory (0-5 points) Meets Expectations (6-15 points)

Goals Post MAT/Alt Cert (15 points)

Does not list and/or discuss goals for the future. Does not offer any action steps to accomplish future goals.

Lists and discusses goals for the future. Explains action steps to accomplish future goals. Unsatisfactory (0-3 pts.) Meets Expectations (4-7 pts.) Exceeds Expectations (8-10 pts.) Oral grammar (10 points.) 3 or more grammatical mistakes 2 or fewer grammatical mistakes. Free of grammatical mistakes Poise/Confidence (10 points.)

Speech too fast, avoids eye contact, over reliance on notes/PPT and exhibits other nervous behavior negatively affects presentation.

Speaks at an appropriate rate, speaks clearly, and otherwise exhibits self-control

Relaxed, makes eye contact with audience, and speaks clearly.

Handout (10 points)

The handout is nonexistent or it is not organized and the audience cannot follow along with the presenter.

Handout is easy to follow along with the presentation, and is organized.

Handout is concise, easy to follow along with the presentation, and well organized.

Grammar/APA style

(10 points.)

3 or more grammatical mistakes. Contains errors in APA style.

2 or fewer grammatical mistakes. Correct use of APA style.

Free of grammatical mistakes. Correct use of APA style

Total (100 pts.) * Minimum passing score is 80%. (averaged)

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Glossary of Terms for Electronic Portfolio

ALERT: In PASS-PORT, a term to notify users that a task has been or needs to be completed.

Artifact: Products that provide evidence of the performance outcomes on which candidates will be assessed. These artifacts are examples of work naturally occurring in ongoing classes and provide the most accurate picture of student skills in practice.

Candidates: Individuals admitted to, or enrolled in, programs for the initial or advanced preparation of

teachers; teachers continuing their professional development, or other professional school personnel. The term is used to distinguish them from the PK-12 school students with whom they interact.

COE Conceptual Framework: The guidelines by which candidates will be assessed in their progress through the program. In order to successfully plan, develop, and implement curricula to meet the needs of diverse

learners in today’s world and to prepare candidates for the future, the College of Education (COE) has identified four critical components of The Effective Educator: Professional Standards (PS), Knowledge of Learner (KL), Strategies and Methods (SM), and Content Knowledge (CK). The Conceptual Framework provides direction for the development of effective professionals. Diversity, Technology, and Dispositions are included in the assessment process as themes that are integrated throughout all programs in the educational unit.

All components of the conceptual framework must be addressed in each Portal Reflection.

COE: College of Education, from which all education majors receive their degrees.

Capstone/Competency Level: The final portal of portfolio assessment.

Conceptual Framework: In general, an underlying structure in a professional education unit that gives conceptual meanings through an articulated rationale to the unit’s operation, and provides direction for programs, courses, teaching, candidate performance, faculty scholarship and service, and unit accountability.

Direct Teaching: Level Two field experience; an activity where the candidate instructs students in a one-one-one, small group, or large group situation. The activity must be related to the University course in which the candidate is enrolled.

Dispositions: The values, commitments and professional ethics that influence behaviors towards students, families, colleagues and communities and affect student learning, motivation, and development as well as the educator’s own professional growth.

Diversity: Differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area.

Field Experiences: A variety of early and ongoing opportunities in which candidates may observe, assist, tutor, instruct, and/or conduct research; Field experiences may occur in off-campus settings such as schools, non-school sites, community centers, laboratories, or natural environments. SPED MED EI and Add On candidates should select the Advanced Teacher Preparation FX under the Graduate Field Experiences to submit FX data. MAT EI and Alt Cert candidates should select the Initial Teacher Certification (F08) under the Undergraduate Field Experiences where there are three levels of field experiences:

1. Level One: Observation of classroom teachers and PK-12 students 2. Level Two: Direct teaching

3. Level Three: Student teaching or internship

CEC Early Intervention Initial Standards: All CEC EI Initial Standards must be addressed by the end of the degree program. One or more of the standards must be addressed in the candidate’s portal reflection for each portfolio.

Knowledge of Learner (KL): Candidates’ understanding of the learner necessary to provide effective and equitable instruction

KSD: Knowledge, skills, and dispositions, as they relate to the candidate’s field of study

LCET: Louisiana Components of Effective Teaching.

Learners: Children or youth in PK-12 schools as distinguished from teacher education candidates; also referred to as “students.”

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into classroom management, time management, classroom environments, teaching strategies, etc.

PASS-PORT: Professional Accountability Support System Using a Portal Approach; an electronic tool that allows candidates to create and upload artifacts that document KSD, build electronic portfolios, and have artifacts and portfolios routed to faculty for evaluation.

PASS-PORT Help page: pdf and video clip files can be found on the Southeastern PASS-PORT Help page

http://www.southeastern.edu/acad_research/colleges/edu_hd/passport/index.html

Portal: The transition point which candidates must exhibit specific knowledge, skills, and dispositions defined by the COE in order to proceed to the next level of a program.

Portfolio Levels: Submission of portfolios for assessment at each level of the program: Graduate = Emerging, Proficiency, and Capstone; MAT and Alt Cert = Introductory, Developing, Competency.

Professional Development Activity (PDA): Opportunities for candidates to identify resources, engage and participate in activities that develop and expand knowledge and skills through community service, conferences, lecture series, workshops, and training.

Professional Standards (PS): Established criteria that guide effective professionals in each discipline area.

Reflection: A thoughtful and thought-provoking process of deriving meaning and knowledge from the experience that occurs before, during and after teaching. Reflection is a process of examination and self-evaluation.

Rubric: A guide used to score performance assessments in a reliable, fair, and valid manner; generally composed of dimensions for judging candidate’s performance, a scale for rating performances on each dimension, and standards of excellence for specified performance levels.

Site: The name of the school or location which the candidate completes a field experience.

Site Contact: The name of the person (teacher, supervisor, mentor) at the site (e.g., school) who is responsible for the group of students in the field experience.

Standard: Statements of what candidates should know and be able to do. Different types of standards address various aspects important to learning:

• Content standards cover what candidates are to learn in various subject areas, such as mathematics and science.

• Performance standards specify what levels of learning are expected. (www.ascd.org)

Strategies and Methods (SM): Strategies and methods appropriate to each program within the educational unit necessary to develop effective professionals.

Students: Children or youth in PK-12 settings (day care, home, schools) as distinguished from teacher education candidates; also referred to as “learners.”

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Conceptual Framework for the College of Education

The Effective Professional

General Statement:

The College of Education’s Conceptual Framework provides direction for the development of effective professionals. It is a living document that continuously evolves as opportunities and challenges emerge. The four components of the CF are the institutional standards used for candidate assessment in undergraduate and graduate programs. They are Knowledge of the Learner (KL), Strategies and Methods (SM), Content

Knowledge (CK), and Professional Standards (PS). Diversity, Technology, and Dispositions are included in the assessment process as themes that are integrated throughout all programs in the educational unit.

Knowledge of Learner

Candidates’ understanding of the learner which is necessary to provide effective and equitable instruction

The educational unit prepares candidates to demonstrate and value sensitivity to the needs of all learners. Candidates acquire an understanding of learners as individuals and incorporate this knowledge as they progress through their educational experiences at Southeastern. As effective professionals, they continue that practice throughout their careers. Diversity and Dispositions are integral parts of the program, and Technology is integrated throughout the program.

Strategies and Methods

Strategies and methods appropriate to each program within the educational unit which are necessary to develop effective professionals

The effective professional demonstrates best practices through inquiry, creativity, and reflective thinking. Constructive and reflective problem-solving processes require the effective professional to consider and

integrate complex information. Diversity and Dispositions are integral parts of the program, and Technology is integrated throughout the program.

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Candidates’ thorough understanding of the content appropriate to the area of specialization

Candidates exhibit depth of knowledge in their area of specialization and breadth of understanding of general subjects within the educational unit. Diversity and Dispositions are integral parts of the program, and

Technology is integrated throughout the program.

Professional Standards

Established criteria that guide effective professionals in each discipline area

The educational unit is based on professional standards that enable candidates to develop the knowledge, skills, and dispositions to become effective professionals. University course objectives and learner outcomes are aligned with national, state, and institutional standards. Candidates incorporate professional standards as they progress through their educational experiences at Southeastern and continue that practice throughout their careers. Diversity and Dispositions are integral parts of the program, and Technology is integrated throughout the program.

Mission Statement: The College of Education exists to serve communities, develop effective professionals, and implement innovative programs.

Vision Statement: The faculty of the College of Education sets the standard for excellence through best practices.

The following definitions are offered to help the reader understand the conceptual framework:

Diversity: All forms of differences among all levels of learners.

Technology: Access and delivery for assessment, problem solving, and productivity.

Dispositions: Values, beliefs, attitudes the foundation of the profession.

Knowledge of the Learner: The cognitive, physical, emotional, social development of the learner.

Strategies and Methods: The tools and processes for effective pedagogical practice.

Content Knowledge: The core concepts, ideas, and theories of the specific content area being taught.

Professional Standards: The valued goals and outcomes in a specific content area to be mastered by the learner

References

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