Portfolio Scope and Sequence

Mathematics Department, Western Illinois University ⁽¹⁾

1. Students should start collecting artifacts ⁽²⁾ beginning with their first semester on campus (these artifacts may or may not actually end up in a submitted portfolio). Students should obtain a print copy (see links below) of the 11 Illinois Professional Teaching Standards and the 11 Mathematics Content Area Standards. They should attain a general understanding of these standards in their freshman year, and a clear understanding in the sophomore year.

   Illinois Professional Teaching Standards - http://www.isbe.net/profprep/PDFs/ipts.pdf
   Mathematics Content Area Standards- http://www.isbe.net/profprep/CASCDvr/pdfs/27130_math.pdf

2. You need to attend at least one Planning & Portfolio Information Meeting for Mathematics Majors before submitting a portfolio the first time. These meetings are generally held the second week of each semester. At this meeting we explain this Portfolio Scope and Sequence and demonstrate TaskStream (and give numerous other information for math majors, including scholarship, course, and employment information). It is recommended that you attend one of these meetings in your freshmen or sophomore year and then attend again at the beginning of the semester of your first portfolio submission.

Note: Beginning January 2006, all portfolios will be submitted electronically using TaskStream (www.taskstream.com/). Students who have submitted a portfolio prior to January 2006 may continue submitting a paper portfolio.

Other useful links:

College of Education and Human Services Advising Page - http://www.wiu.edu/coehsadvising/
Teacher Education Program (TEP) Handbook - http://www.wiu.edu/coehsadvising/TEPHandbook.pdf

1. You need to purchase a subscription through TaskStream (http://www.taskstream.com/pub/) for the electronic portfolio. You then need to go online and enroll in the WIU Secondary Mathematics program within TaskStream. How to enroll is explained at the Planning & Portfolio Information Meeting for Mathematics Majors each semester.
2. Student submits the portfolio to the Mathematics Department by noon of the Monday of the fourth week of the semester, of the semester s/he plans to apply for acceptance into the Teacher Education Program (TEP). The portfolio should contain at least 4 entries on at least 3 Standards (here and henceforth, "Standards" refers to "Illinois Professional Teaching Standards") and the first reflective paper (see the TEP General Handbook). Additional instructions are given within TaskStream for entries.
3. You should e-mail one of the secondary teacher education professors, Dr. Jim Olsen, Dr. Bob Mann, or Dr. Marie-Claire Koissi, stating that you have submitted your electronic portfolio. Schedule a time with the professor to pick up the Portfolio Check-in Departmental Clearance Form (for the first submission only). This form state you have submitted the portfolio the first time and the form is included with application to the TEP.
4. The portfolio will be (electronically) evaluated over the next semester.
5. The student should read the evaluation and address any deficiencies.will schedule an appointment with the faculty member who evaluated his/her portfolio to discuss the portfolio. At the end of the consultation with the faculty member, the portfolio is returned to the student, along with the Departmental Clearance Form and a copy of the Mathematics Department Portfolio Evaluation Instrument.
6. The Mathematics Department Portfolio Evaluation Instrument will remain in the student's file in the Mathematics Department Office.
7. The student includes the Departmental Clearance form with his/her application to the TEP.

1. During the semester prior to his/her student teaching semester, by noon of the Monday of the fourth week of the semester, the student submits a portfolio with 15 entries on all 11 Illinois Professional Teaching Standards to the Mathematics Department. As an option, the student may submit a portfolio with at least 12 entries on as many standards as possible by noon of the Monday of the fourth week of the semester, and on the Monday two weeks prior to finals week submit a portfolio with 15 entries (3 additional) on all 11 Standards. Students may be unable to submit 15 entries on all 11 Standards early in the semester (prior to the fourth week of the semester), because they may be taking Educ 439 and/or Math 391 during that semester.
2. On Tuesday of the fourth week of the semester, the Portfolio Committee of the Mathematics Department will review the portfolios and fill out the
   • Mathematics Department Portfolio Evaluation Instrument.
   • Any other forms required by the COEHS.
3. The student will schedule an appointment with the faculty member who evaluated his/her portfolio to discuss the portfolio. At the end of the consultation with the faculty member, the portfolio is returned to the student, along with a copy of the Mathematics Department Portfolio Evaluation Instrument.
4. The Mathematics Department Portfolio Evaluation Instrument will remain in the student's file in the Mathematics Department Office.

1. Students are required to do a "Work Sample" as a portfolio entry. The Work Sample is a multi-part document which shows that you have had an effect on student learning during a field experience or student teaching (more details are provided on TaskStream). The Work Sample may be completed, and submitted, during your EIS 304 field experience, or during your student teaching. The Work Sample should be completed before returning to campus during the student teaching semester.
2. Before returning to campus during the student teaching semester students should submit the second reflective paper.

   This paper is to be a reflection on your student teaching experience as it relates to the Illinois Professional Teaching Standards and to teaching and learning. Include examples to support what you have learned about the standards, teaching, student learning, and about yourself. You must include examples of how
   you will be able to teach so all students have the opportunity to learn. You must also refer to the TEP dispositions (APPENDIX F). As a future teacher, what are your strengths and weaknesses related to the dispositions? You may refer to your first reflective paper and show how you believe you’ve grown.

3. These final portfolio entries will be evaluated and the results sent to the COEHS (CPEP). The portfolio must be completed before the Mathematics Department can recommend you for your Illinois Teaching Certificate.

Steps that are common to all portfolio submissions:

One committee member (the "primary evaluator") will review the entire portfolio. A second committee member (the "secondary evaluator") will review three random entries, including all unacceptable (not met) entries, for inter-rater reliability. If there is a difference in opinion of two evaluators, this will be discussed (and a third evaluator may be used in unusual circumstances).

The student will meet with the faculty member to discuss the portfolio.

Entries that are "unacceptable" should be removed and a new entry should be substituted for the next portfolio submission (or it may suffice to move the entry to a more appropriate standard).

Notes Regarding TaskStream (electronic portfolio)

• Tip for scanning: When scanning to a PDF document, you can, and should, reduce the image quality (to as low as 72 dpi for text, or 150 dpi for hand-writing) and the actually quality of the document does not suffer (you can check the quality yourself to see if it is good enough). This significantly reduces file sizes (which saves you, and others, time and HardDrive/FlashDrive space). Of course for scanning photos or detailed diagrams, you may need higher image quality.
• Use Word documents whenever possible.
• Follow the extensive instructions that are given online.
• When you have your work submitted, you need to say that you want it evaluated (so that it can be scored). Note that "sharing with a reviewer" is different from asking to have an evaluator evaluate it. ("Sharing with a reviewer" is not needed.)
• There phone (technical) support is excellent. The phone number can be found under Help (it is 800-311-5656).

Prior to Student Teaching

The intention and expectation is that all portfolios end up with 15 acceptable (or exemplary) entries with at least one acceptable (or exemplary) entry for each standard. If the portfolio contains less than 15 acceptable entries or an acceptable entry is not present for a standard, then the student will modify the portfolio and resubmit it prior to student teaching.

Glossary [back to to the top]

entry - a portfolio entry is made up of a reflective statement, artifact (the entry is keyed to a particular Illinois Professional Teaching Standard), and IPTS indicators.

reflective statement - a short document (preferably three paragraphs) which includes (a) a description of the artifact, (b) how the entry meets the standard, and (c) how the entry impacts the student's teaching.

artifact - an artifact is the item the student is including in the portfolio which s/he feels demonstrates competence with regard to the particular standard. Examples of artifacts include a paper written in a class, a lesson plan for a class or field experience, a homework set, an exam, a videotape of a presentation, or a letter or certificate of appreciation or recognition. W.I.U. teacher education courses are designed so that students are producing artifacts, through their course work, to demonstrate competence for all eleven of the Illinois Professional Teaching Standards. Artifacts may also come from General Education courses that are not specifically designed for prospective teachers.

Knowledge or Performance Indicators - from the Illinois Professional Teaching Standards (IPTS). You select these relative to your artifact (using the Standards tab inside Taskstream you check the boxes for the indicators which are addressed by the entry). You should refer to these indicators in paragraph (b) of your reflective statement.

Special Notes

• Regarding artifacts demonstrating competence for Standard 1 on Content Knowledge: Artifacts should demonstrate the student's knowledge of mathematics. Significant homework sets, exams, or papers written in classes generally make better artifacts than lesson plans. Lesson plans that have significant original components or original structure, that show the student's mathematical insight, are fine. Including a lesson plan that the student found on the Internet or in a resource book is discouraged for this standard.
• Regarding artifacts demonstrating competence for Standard 8 on Assessment: Simply writing an Algebra II quiz (for example) does not necessarily demonstrate a modern understanding of assessment. Quizzes can be included for this standard, but they should reveal a thorough understanding of assessment techniques. It is recommended that the student wait until they take the Educ/Math 439 methods course before including an assessment entry in the portfolio.

Required Items

All students should include the following items (usually for Standard #1) in their portfolio:

• Math 391 paper (some assignment in the course where a paper is written, such as a history paper or biography).
• Math 391 project - (major project for the semester) submit the graded project.
• At least one additional entry (beyond the 391 items) for Standard 1: Content Knowledge.

Ratings for Portfolio Entries

When evaluating portfolio entries the following ratings will be used:

Unacceptable entry (does not meet expectations): This entry does not show that the student has sufficient understanding of this standard as it relates to him/her becoming an effective secondary mathematics teacher.

Acceptable entry (meets expectations): This entry shows that the student has sufficient understanding of this standard as it relates to him/her becoming an effective secondary mathematics teacher.

Exemplary entry (exceeds expectations): This entry shows that the student has exemplary understanding of this standard as it relates to him/her becoming an effective secondary mathematics teacher.

Portfolio Schedule Summary

1. This scope and sequence states portfolio requirements for Mathematics majors seeking teacher certification and supplements the portfolio information found in the Teacher Education Program General Handbook. Students should become familiar with the portfolio information in the handbook which describes the Illinois Professional Teaching Standards. [back to to the top]

2. Click here for a glossary of terms. [back to to the top]

Reminders

Do

• Submit electronically (through TaskStream) if you have a first submission during or after 2006.
• Make sure your reflective statements address the three areas to be addressed (preferably in three paragraphs).
• Select (electronically within TaskStream) the knowledge and performance indicators from the Teaching Standards for each entry.
• Turn in your portfolio on time (or early).
• Put your name and student ID number on your portfolio.
• Use a consistent formatting of your reflective statements to better communicate your ideas.
• Proofread your reflective statements carefully and revise as needed.
• Make your portfolio reflect your professionalism.
• Do realize that you are using this portfolio to demonstrate that you meet the Teaching Standards set by the State of Illinois, and that you are qualified to be a certified classroom teacher in Illinois.

Don't

• Throw your portfolio together at the last minute.
• Use a binder with rings that don't come together.
• Have papers falling out of the binder.

Page URL: http://www.wiu.edu/users/mfjro1/wiu/stu/advising/scope-n-sequence.htm
Page maintained by: James R. Olsen, Western Illinois University, Mathematics Department.
E-mail: jr-olsen@wiu.edu
Updated: March 5, 2008