Angela Caruso             Barbara Lee, Ph.D.
Jo Hoffman, Ed.D.       Rosalyn Lenhoff, Ed.D.
Patricia Klein               Mary Jo SantoPietro, Ph.D.
Beverly Kling, Ed.D.    Charlotte Sciarpelletti
Michael Knight, Ph.D.  Ethel Young, Ph.D.

Kean University’s College of Education prepares its graduates to be informed, dynamic professionals in diverse settings. Toward that end, a basic curriculum model called the SPECTRUM has been adopted to provide teacher education students with the knowledge, skills and dispositions (values) to become informed, dynamic professionals.

Webster defines a spectrum as an array of components, separated and arranged in order of some varying characteristics.¹ Kean University models its SPECTRUM as a series of circles. The center or locus of the circle is the informed, dynamic professional whose development is created by the intersection of three smaller inner circles representing knowledge, skills, and dispositions (values). Each of the small circles is interconnected, giving and receiving input from the classroom, school, community, state, nation and world. Surrounding the inner core is a larger circle that establishes boundaries of professional studies, field experience, academic specialties and general education. The turning of the circles emphasizes that development of an informed, dynamic professional is interconnected, interdependent and interrelated. The colors of the SPECTRUM blend together as do the content, process and context of the College of Education. Each course and field experience contribute to the sum of an educator who is well grounded in basic skills and in content knowledge, is competent in the practices of instruction as measured by the learning success of students, and is a reflective member of the larger community of learners.

The mission of the College of Education, based on our conceptual framework, is to prepare informed, dynamic professionals for diverse settings who:

1. demonstrate a broad background in humanities, mathematics, and the sciences, have an in-depth understanding of one academic discipline, and apply this knowledge and understanding in their professional settings;

2. think creatively and critically in solving educational problems and make sound decisions based on their knowledge of theory;

3. design and integrate a variety of instructional strategies and technologies matched to appropriate diverse learning styles;

4. accurately assess, analyze, and monitor student learning; make appropriate adjustments to instruction, and have a positive effect on all students;

5. recognize, respect and respond appropriately to individual and cultural differences;

6. establish professional and collaborative relationships among all educational stakeholders;

7. commit to be life-long learners and advocates of quality schooling for all.

An educational portfolio is a collection of artifacts, evidence and reflection documenting the candidate’s achievements over the course of a teacher preparation program at Kean University at the core of which is the impact the candidate has on P-12 student learning. It might include, but is not limited to, writing samples, performance evaluations, term projects, photographs, audio/video files and at least two artifacts demonstrating evidence of P-12 student learning. The work samples collected must show satisfactory achievement of the learning outcomes of the College of Education and the candidate’s program of study, as well as evidence of student learning. The format of the portfolio may be traditional print and/or electronic multimedia file.

An educational portfolio differs from a professional portfolio in that it is designed to show the candidate’s growth over time. A professional portfolio might draw from the educational portfolio and artifacts can be added to show a prospective employer that a candidate is qualified for a particular job.

The candidate’s educational portfolio must provide evidence of achievement of learning outcomes of both the College of Education (COE) and the candidate’s academic program, as well as the impact on P-12 student learning. Individual programs may have additional learning outcome requirements listed in their program guidelines. The candidate’s portfolio should be developed in consultation with program faculty. Please refer to the rubric in Section VII of this handbook to help in the development of the profile.

Every portfolio should include the following components:

• A Table of Contents of the artifacts in the portfolio organized into a framework illustrating the College of Education’s SPECTRUM model.

• A one-page Introduction to the portfolio identifying what learning outcomes the candidate has decided to demonstrate and why.

• A Philosophy Statement that addresses the candidate’s view of the essence of education based on documentation and experience and supported by research. The focus should be the student and how the classroom can help develop the student into an effective citizen based on what has been learned at Kean University. The statement should be built around the SPECTRUM model of the College of Education based on knowledge, skills and dispositions/values. The statement should be kept to a readable length of no more than two to three double-spaced pages. The student should be prepared to discuss this statement in detail with an instructor.

• Achievements based on College of Education Learning Outcomes that demonstrate mastery through artifacts with related reflections. The selected artifacts should also include knowledge and application of each of the following:

• Assessment/Measure of student learning
• Diversity issues
• New Jersey Core Curriculum Content Standards (NJCCCS) or New Jersey Core Curriculum Content Standards for Students with Disabilities (NJCCCSSD)
• Technology

Introductory field students should be familiar with the concept and framework of the SPECTRUM Model and the portfolio. Artifacts in the form of course assignments should be included in the introductory level portfolio and should reflect a growing awareness in the three SPECTRUM categories of knowledge, skills and dispositions (values).

Preprofessional field students should provide artifacts that serve as evidence of meeting at least one learning outcome from each of the three SPECTRUM categories of knowledge, skills and dispositions with a minimum of three artifacts.

Professional Interns should provide artifacts that serve as evidence of meeting at least three of the learning outcomes from each of the three SPECTRUM categories of knowledge, skills and dispositions with a minimum of nine artifacts.

• The Reflection on each artifact from each category should include perceptions, reactions, evaluations and the integration of knowledge, skills and dispositions (values) as well as explain the following:

• What did you choose?
• Why did you choose it?
• What did it demonstrate about student learning?
• How will your teaching practices change based on what you learned?

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Introductory Field Experience

The Introductory Field Experience instructor (CDD 2251, EC 2900, FA2900, IEL 2800, IEL 2801, MUS 2900, PE 2800, SPED 2120) is responsible for introducing the concept of the portfolio and laying the foundation for the artifacts to be collected throughout the field experiences. The instructor will also review artifacts in the form of class assignments.

Transfer students who were given credit for an introductory field course at another college or university must meet with their program coordinator or designated faculty member to discuss the start of their educational portfolio and review artifacts.

Preprofessional Field Experience

The university supervisor will support the candidate in the development of the portfolio, offering assistance in the choice of artifacts and ensuring that the artifacts and reflections are appropriate and reflect the SPECTRUM Model. The supervisor will not be responsible for formally evaluating the portfolio.

The EDUC 3000 – Curriculum, Evaluation and the Learner (or the 3000 level program equivalent) instructor is responsible for clarifying portfolio expectations, providing guidance in the selections and reflection of artifacts and for formally evaluating the portfolio using the Portfolio Assessment Rubric  and the Portfolio Assessment Form . Portfolio development and evaluation will be the responsibility of the faculty member in the program designated course.

Instructors/Supervisors should use the Portfolio Assessment Trait Section  as a guide to summarizing a candidate’s performance in each section. It is not necessary to sum the candidate’s score in each descriptor to achieve a total score in each section.

Professional Intern Field Experience

The university supervisor is responsible for reviewing and formally evaluating the candidate’s portfolio and providing assistance in the collection of artifacts and the accompanying reflections. The supervisor will use the Portfolio Assessment Rubric  and the Portfolio Assessment Form in the evaluation with input from the cooperating teacher.

The capstone course instructor from each program is responsible for reviewing the candidate’s portfolio, providing guidance in the selection and reflection of artifacts and formally evaluating the portfolio using the Portfolio Assessment Rubric and the Portfolio Assessment Form in the evaluation. The portfolio evaluation will be included in the grade for the capstone course.

Instructors/Supervisors should use the Portfolio Assessment Trait Section as a guide to summarizing a candidate’s performance in each section. It is not necessary to sum the candidate’s score in each descriptor to achieve a total score in each section.

The cooperating teacher will use the portfolio as a catalyst for discussion about best teaching practices. The cooperating teacher will provide input to the university supervisor regarding the evaluation of the portfolio.

Each professional intern will have two portfolio evaluations, one from the university supervisor and one from the capstone instructor.

Evaluation Form Submission

A copy of the Portfolio Assessment Form will be submitted to the Teaching Performance Center by the instructor of the 3000 level program designated course for the preprofessional field experience.

For the professional internship, a Portfolio Assessment Form will be submitted to the Teaching Performance Center by both the university supervisor and the capstone course instructor.

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The College of Education has defined a set of learning outcomes that candidates must meet reflecting the SPECTRUM conceptual framework of Knowledge, Skills and Dispositions (Values). Every individual program within the College also has developed a set of specific learning outcomes reflecting knowledge, skills, and dispositions of particular disciplines. In order to graduate and/or be certified, candidates must show evidence that they have achieved both college and program outcomes. The portfolio is one way in which students demonstrate their achievements. The College of Education learning outcomes that appear below are aligned with the New Jersey Professional Teaching Standards.

1. Subject Matter
   The beginning teacher has a thorough understanding and knowledge of subject matter and national, professional, and New Jersey Core Curriculum Content Standards, and uses such knowledge to create effective learning experiences for students.
    
2. Student Learning
   The beginning teacher has knowledge of how students learn and develop and creates opportunities for each student’s academic development.
    
3. Diversity of Learners
   The beginning teacher understands differences in how students learn and knows how to provide instruction to accommodate such diversity.
    
4. Classroom Management
   The beginning teacher understands classroom management theories.
    
5. Assessment
   The beginning teacher knows how to assess, evaluate, analyze and monitor student learning.

1. Planning Instruction
   The beginning teacher plans instruction based on knowledge of subject matter, of national, professional, and New Jersey Core Curriculum Content Standards, of students, and of curriculum goals and models.
    
2. Instructional Strategies/Technologies
   The beginning teacher uses a variety of instructional strategies and technologies that encourage each student to develop critical thinking and problem-solving skills.
    
3. Learning Environment
   The beginning teacher creates a learning environment that encourages active, engaged learning, positive interaction, and self-motivation for all students.
    
4. Communication
   The beginning teacher effectively communicates in the classroom by using a variety of communication skills including verbal and nonverbal techniques, technology, and media.
    
5. Assessment
   The beginning teacher effectively uses formal and informal assessment strategies to evaluate student progress and makes appropriate adjustments to instruction based on his/her assessment.
    
6. Student Support
   The beginning teacher works with parents/family members, school colleagues, and community members to support student learning and development.
    
7. Reflection and Professional Development
   The beginning teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks opportunities to grow professionally.

1. Diversity/Individual Differences
   The beginning teacher appreciates individual, cultural, and linguistic differences, shows respect for the diverse talents of all learners, and is committed to helping develop self-confidence and competence.
    
2. High Expectations
   The beginning teacher believes that all students can learn at high levels and persists in helping all students achieve success.
    
3. Community/Culture
   The beginning teacher works productively within community and cultural norms.
    
4. Positive Climate
   The beginning teacher takes responsibility for establishing a positive climate in the classroom and participates in maintaining such a climate in the school as a whole.
    
5. Positive Role Model
   The beginning teacher recognizes her/his responsibility to serve as a positive role model.
    
6. Life-long Learner
   The beginning teacher is a life-long learner who seeks out opportunities for continued growth.

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An artifact is any piece of evidence used for documentation purposes. Most items will come from the everyday materials, plans, and student work completed in the classroom. Additional items will come from other areas, such as observation notes, evaluations, and notes to/from parents.

Listed below are many types of artifacts. This list is not intended to be all-inclusive but to serve as a guide. It is important that artifacts are carefully selected so that they show the breadth of the candidate’s experience in a minimum number of selections.

Caution: When including student work, photos, and reflections in the portfolio, use first names only when referring to students. Guidelines for confidentiality are clearly defined in the Family Educational Rights and Privacy Act (FERPA) of 1974. Confidentiality must be maintained in both written and oral presentations of samples.

• Résumé.
• Letters of reference from university supervisors, cooperating teachers, parents, or administrators of a school where you have worked.
• Informal and formal evaluations from others.

• Academic transcripts.
• Praxis/NTE scores.
• Honors, certificates, awards.

• Evidence of proficiency in a second language.
• Bibliographies of sources and materials used.

• Reflective journal entries; anecdotal notes.

• Original lesson plans: plans or directions highlighted with captions, showing evidence such as tapping prior knowledge, use of technology, cooperative learning, critical thinking, community activities, impact on P-12 student learning.

• Thematic units.

• Video or audio tapes of instruction along with reflective narratives discussing the impact of learning on P-12 student.

• Photographs that provide evidence of your work or skills, including captions and supportive evidence.

• Evidence of knowledge of cooperative teaching methods, technology, and current curriculum content and trends.
• Case studies.
• Demonstration of writing competence: professional writing, anything published, philosophy statement, essay, research paper.
• Evidence of knowledge of databases, distance learning equipment, and the internet; use of technology to research and communicate with educators worldwide; printed examples of on-line news groups and listserve memberships.

• Student work samples: student samples before/after significant instruction; pre/post student scores demonstrating improvement (These are very strong pieces of evidence.); children’s writing, webbing or projects; students’ work demonstrating a high degree of comprehension based on challenges presented by the candidate; evidence of comprehensive integration of instruction over time.
• Copies of personal teaching materials developed: learning packets, learning centers, etc.
• Demonstration of media/technology skills: samples of discs, photos, plans, etc. including electronic grade book, templates for lesson plans or activities; lists of web sites used for teacher and student; lessons showing use of computers/internet to enhance instruction; PowerPoint presentations; use of distance learning labs; use of camcorder/VCR, interactive video, laser disks, cable and educational television.
• Self-assessments: video evaluations, journal entries, narratives that analyze teaching along with problem-solving strategies.
• Record-keeping: rubrics, checklists, grade book excerpts, contracts, anything that demonstrates your ability to organize, manage, and assess student progress.
• Photos: pictures of environmental print and bulletin boards with explanations; seating arrangements; photo essays of student-teacher interactions (with parent permission).
• Assessments: authentic performance-based assessments with scoring rubrics, informal assessment strategies, tests created, evidence of student progress over time.
• Additional diagnostic tools: instruments used to get to know students, critiques of standardized tests, samples of checklists or organizational systems used for informal assessment.

• Evidence of meeting students’ individual needs: evidence of understanding multiple intelligences, individual plans or IEP adaptations; behavior modification plans; modifications of lessons with student samples; challenge material presented to individual students or small groups; evidence of students’ change in attitudes, over time, toward learning.
• Evidence of professional development/life-long learning: lists of workshops/conferences attended; follow-up on how new knowledge was incorporated, handouts or notes from workshops attended; reflections describing how this information was used in teaching.
• Evidence of professional involvement: memberships in professional organizations, self-initiated volunteerism, evidence of team-teaching, participation in faculty planning.
• Evidence of community involvement: invitations to speakers, study trips, community resource materials.
• Demonstration of communication with parents: samples of newsletters, notes, progress reports; responses to parent concerns, notices, letters written to parents; records of phone contacts, etc.
• Demonstration of family involvement: parent volunteer activities initiated; involvement of families in curriculum or assignments; letters of appreciation from parents, children.

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The candidate should begin collecting potential artifacts during the Introductory Field Experience course. During the Introductory Field course, these artifacts will be in the form of class assignments. As journal entries and lesson plans are written, assessments created, and management strategies designed, the candidate should consider which items might serve as good evidence of professional growth and competence. The item should be placed with the appropriate learning outcome within the portfolio collection. More artifacts should be gathered as the candidate increases classroom responsibilities. The intent of the portfolio is not to create extra work but rather to have a consistent collection of evidence of good teaching practices and ensure that each of the College of Education Learning Outcomes is addressed.

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The rubric developed by the Kean University College of Education (Section VIII of this handbook) will be used to assess the candidate’s individual artifacts, as well as the portfolio as a whole. As the portfolio grows, the following people will review and/or evaluate it:

1. Introductory Year – Review (Instructor has the option to evaluate)

• Introductory field instructor

2. Preprofessional Year - Evaluation

• The instructor of the 3000 level program designated course.

3. Professional Internship - Evaluation

• The university supervisor (with input from the cooperating teacher)

• The instructor of the program’s capstone course or department review if no capstone course exists.
   

A portfolio with a score of 34 or above must be submitted as a requirement for the capstone course.

Instructors/Supervisors should use the Portfolio Assessment Trait Section as a guide to summarizing a candidate’s performance in each section. It is not necessary to sum the candidate’s score in each descriptor to achieve a total score in each section.

A copy of the Portfolio Assessment Form will be submitted to the Teaching Performance Center by the instructor of the 3000 level program designated course for the preprofessional field experience.

For the professional internship, a Portfolio Assessment Form will be submitted to the Teaching Performance Center by both the university supervisor and the capstone course instructor.

Artifacts in the form of class assignments will be graded by the instructor.

45 – 50 Accomplished
40 – 44 Capable
34 – 39 Developing
30 – 33 Needs revision
<30 Unacceptable

A minimum score of 3 is required in each section summary.

A copy of the Portfolio Assessment Form will be submitted to the Teaching Performance Center by the instructor of the 3000 level program designated course for the preprofessional field experience.

For the professional internship, a Portfolio Assessment Form will be submitted to the Teaching Performance Center by both the university supervisor and the capstone course instructor.

Instructors/Supervisors should use the Portfolio Assessment Trait Section as a guide to summarizing a candidate’s performance in each section. It is not necessary to sum the candidate’s score in each descriptor to achieve a total score in each section.

C.  Portfolio Rubric

D.  Portfolio Assessment Form & Trait Section

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