In "How We Think," John Dewey refers to reflective action as the active, persistent, and careful consideration of any belief or supposed form of knowledge in light of the grounds that support it and the consequences to which it leads. The Teacher Education Portfolio utilizes Dewey's concept of reflective action as its principle of organization. As students progress through the Teacher Education Program, they are enabled to reflect about their own teaching and learning in four broad areas; CURRICULUM, ASSESSMENT, RELATIONSHIPS, and ENVIRONMENT. The portfolio offers a process of self-assessment that promotes growth through analytical and critical evaluation regarding the goals and objectives of the program. All education majors will present their completed portfolio as part of the senior comprehensive evaluation.

Introduction:
What Is a Portfolio?
A portfolio is an organized collection of documents that represent your undergraduate preparation for teaching. The documents you select for your portfolio will illustrate your unique personal and professional growth, a portrait of your abilities and skills. All students enrolled in the Teacher Education Program must complete the portfolio requirement in preparation for the senior comprehensive evaluation. Students will compile the portfolio during their undergraduate study, selecting documents from courses and experiences that best represent their individuality and competencies for teaching. Faculty members and future employers will be the audience for the portfolio.

The goals and objectives serve as the guide for your professional preparation and focus on four broad areas. Upon completion of the Teacher Education Program, students will be able to:
A. Construct and deliver appropriate curriculum for students.
B. Assess student learning and development with a variety of measures.
C. Establish professional and reciprocal relationships with others invested in students' learning.
D. Create positive and caring environments for student development and learning.

The portfolio is organized by these four broad goals. Documents need to illustrate your professional development and ability in each area.

Development of the Portfolio
Development of the portfolio begins during the first year and continues until graduation. Certain assignments must be included in the portfolio. For other requirements, students may evaluate their own work and select materials that represent their best work. The portfolio consists of prescribed materials as outlined in this paper. As assignments are completed, they may be placed in the portfolio for later evaluation.
Materials are collected and arranged in the four categories as outlined on the previous page.

Evaluation of the Portfolio
The portfolio is evaluated at four points in the undergraduate program. The purpose is to evaluate progress in the portfolio development and to assist with questions, if necessary. The four evaluation times are:
1. Spring semester, sophomore year during the interview for admission to the teacher education program with the Director of Teacher Education
2. Fall semester, junior year, during the interview for student teaching, with the Director of Teacher Education
3. Upon completion of methods classes: fall semester, senior year for elementary majors with methods faculty;
junior or senior year for secondary majors with methods instructor.
4. Upon completion of student teaching and all coursework, students will submit their portfolio and student teaching videotape for evaluation by one of the education department faculty.

Senior Comprehensive Evaluation
During the final week of student teaching, students will complete an oral final review with a member of the faculty in the Education Department. Students will present evidence of their attainment of the goals and objectives of the teacher education program. The portfolio and video will be a basis for the oral presentation.
Successful completion of student teaching and a "pass" grade for the portfolio will fulfill the senior comprehensive evaluation requirements. The diploma will be granted when both requirements are met.

NOTE: The portfolio is a licensing requirement for all teacher education majors. Students who are pursuing an academic major in addition to teacher certification will need to meet senior comprehensive evaluation requirements in both areas.

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Portfolio Requirements: (those with * must be included)
The various required areas of the students' portfolio are: Introduction, Curriculum, Assessment, Relationships, Environment

Introduction
A. *Title page-name, major, minor, and/or endorsements
B. *Table of contents
C. *Model of Teacher Education Program
D. *Objectives of Teacher Education Program
E. *Autobiography
F. *Resume
G. Transcript

Curriculum: Construct and deliver appropriate curriculum for students.
A. *Why I Want to Teach Essay - two full pages, minimum, done in Educational Foundations
B. *Philosophy of Education - two full pages, minimum, done in Educational Foundations
C. *Four samples of student's written communication work from courses in general education (not in major)
D. *Significant papers from content major classes
E. *Reflection paper

Assessment: Assess student learning and development with a variety of measures
A. *Assessments (minimum of five) illustrating student's ability to design various assessment tools

Relationships: Establish professional and reciprocal relationships with others invested in students' learning.
A. Samples of letters, memos to parents, community agencies, colleagues
B. Awards, certificates of membership in SEA and other professional groups
C. Evidence of participation in campus activities
D. Evidence of volunteer and other service oriented experiences

Environment: Create positive and caring environments for student development and learning
A. *Lesson plans illustrating ability to plan for individual differences
B. *Unit plan(s); interdisciplinary when appropriate
C. *Discipline paper from Educational Psychology
D. *Papers from Educational Psychology
E. *Paper from Celebrating Diversity workshop, minimum of two pages
F. *Videotape from student teaching
G. *Technological exhibits
H. Photographs of interaction with students, learning centers, bulletin boards, etc.
I. Progress reports to students other than report cards
J. *Final Reflection paper

Portfolio Rubric:
At completion of senior portfolio evaluation, education faculty are to assess the overall development of the portfolio and, using the following rubric, mark a score of 5 (high) to 1 (low) on the portfolio checklist sheet.

The student's portfolio
5 demonstrates goals and objectives of the TEP with high competency;
reflects outstanding authentic and creative work;
reflects depth of knowledge of the teaching and learning process;
reflects diverse skills and abilities for classroom teaching is well-organized and sequenced;
contains caption statements that relate to content of items;
contains all portfolio requirements.

4 demonstrates goals and objectives of the TEP with competency;
reflects authentic and creative work;
reflects knowledge of the teaching and learning process;
reflects diverse skills and abilities for classroom teaching is organized and sequenced;
contains caption statements that give general idea of item;
contains all portfolio requirements.

3 demonstrates goals and objectives of the TEP with moderate competency;
reflects some authentic work;
reflects some knowledge of the teaching and learning process;
reflects some diverse skills and abilities for classroom teaching is organized and sequenced;
contains limited caption statements;
contains all portfolio requirements.

2 demonstrates goals and objectives of the TEP with limited competency;
reflects mediocre level of work;
reflects limited knowledge of the teaching and learning process;
reflects limited skills and abilities of classroom teaching;
lacks organization and sequence;
contains no caption statements;
contains most portfolio requirements.

1 demonstrates goals and objectives of the TEP at a beginning level;
reflects low level of work;
reflects low level of knowledge of the teaching and learning process;
reflects unsatisfactory skill and ability development;
lacks organization and sequence;
contains no caption statements;
lacks many portfolio requirements.