Standard 1   Demonstrates ability to enhance academic performance and support for implementation of the school district’s student achievement goals

The William Penn Education Student:

• Provides evidence of student learning to students, families, and staff.
  Implements strategies supporting student, building, and district goals.
• Uses student performance data as a guide for decision making.
• Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.
• Creates an environment of mutual respect, rapport, and fairness.
• Participates in and contributes to a school culture that focuses on improved student learning.
• Communicates with students, families, colleagues, and communities effectively and accurately.

Your portfolio should contain the following artifacts:

• Your educational philosophy – Which should include your beliefs about the purpose of school, the nature of children, classroom management, curricula, and teaching methodology
• An example of communication with caregivers in which the teacher provides evidence that their children are being educated in a positive classroom environment
• Two lesson plans in which the lesson content contributes to mastery of national, state, and/or local standards/benchmarks
• Student Teaching Artifact – Communication with caregivers regarding your position as a student teacher.  You should include a brief statement that summarizes your educational philosophy.
  

Standard 2   Demonstrates competence in content knowledge appropriate to the teaching position

 

The William Penn Education Student:

• Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area.
• Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student.
• Relates ideas and information within and across content areas.
• Understands and uses instructional strategies that are appropriate to the content area.

Elementary Education Majors:

• A project that integrates at least two of the following: art, music, PE, social studies, math, science, language arts
• Three artifacts that demonstrate your knowledge of special education, reading, and English as a Second Language
• Passing score on the Praxis II test
• Student Teaching Artifacts
  • A rubric generated as part of your student teaching unit that was used for determining skill, performance, and/or knowledge
  • A student teaching artifact documenting ways local, state, and/or national standards/benchmarks were met during the teaching of the unit

Secondary Education Majors:

1. Unit in the subject area created during Special Methods
2. Diverse selection of tests and/or assessments, from three classes in your major area of study, that demonstrates depth of knowledge
3. Student Teaching Artifacts
   1. A rubric generated as part of your student teaching unit that was used for determining skill, performance, and/or knowledge
   2. A student teaching artifact documenting ways local, state, and/or national standards/benchmarks were met during the teaching of the unit

Standard 3   Demonstrates competence in planning and preparing for instruction

The William Penn Education Student:

• Uses student achievement data, local standards, and the district curriculum in planning for instruction.
• Sets and communicates high expectations for social, behavioral, and academic success of all students.
• Uses students’ developmental needs, backgrounds, and interests in planning for instruction.
• Selects strategies to engage all students in learning.
• Uses available resources, including technologies, in the development and sequencing of instruction.

Your portfolio should contain the following artifacts:

• Daily lesson plan
• Unit plan with 5-10 fully developed and creative lesson plans
• Student Teaching Artifacts
  • A detailed unit plan taught during student teaching and a self     reflection of your teaching of the unit
  • A highlighting and description of the ways your student teaching unit accommodates students with different learning styles and specific needs

Standard 4   Uses strategies to deliver instruction that meets the multiple learning needs of students

The William Penn Education Student:

• Aligns classroom instruction with local standards and district curriculum.
• Uses research-based instructional strategies that address the full range of cognitive levels.
• Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.
• Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.
• Connects students’ prior knowledge, life experiences, and interests in the instructional process.
• Uses available resources, including technologies, in the delivery of instruction.

Your portfolio should contain the following artifacts:

• First Field Experience – time sheet, teacher evaluation, observation notes, and final reflective paper that details at least three instructional strategies that were observed
• Lesson, self reflection, and formal evaluation of a lesson that was taught during the Block or Secondary Methods field experience
• A computer generated presentation or instructional activity, and an accompanying reflection on the actual presentation or use of the activity
• Student Teaching Artifact – Videotape of a student teaching lesson in which you use at least three teaching strategies.  This should be accompanied by a description of and reflection on these strategies.

Standard 5   Uses a variety of methods to monitor student learning

The William Penn Education Student:

• Aligns classroom assessment with instruction.
• Communicates assessment criteria and standards to all students and parents.
• Understands and uses the results of multiple assessments to guide planning and instruction.
• Guides students in goal setting and assessing their own learning.
• Provides substantive, timely, and constructive feedback to students and parents.
• Works with school staff, building, and district leadership in analysis of student progress.

Your portfolio should contain the following artifacts:

• Evidence of authentic evaluation – Students may respond to case studies, presentations made by their peers, and/or work completed by students in classrooms in which field experiences are completed.
• Student-developed formal assessment instrument with a statement of how the instrument can be used to facilitate instruction
  OR
  Use of a norm reference test, including administration, scoring, and a statement of how the results can be used to facilitate instruction
• Student-developed informal assessment instrument or technique
• Student Teaching Artifact - Assessment strategies and data used during the facilitation of the student teaching unit, including daily/authentic assessments, use of assessment to guide planning, and an end-of-the-unit assessment

Standard 6   Demonstrates competence in classroom management

 

The William Penn Education Student:

• Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.
• Establishes, communicates, models, and maintains standards of responsible student behavior.
• Develops and implements classroom procedures and routines that support high expectations for student learning.
• Uses instructional time effectively to maximize student achievement.
• Creates a safe and purposeful learning environment.

Your portfolio should contain the following artifacts:

• Classroom floor plan accompanied by a key and a rationale for the design
• Classroom management plan or system
• Lesson plan in which the teacher includes accommodations for at least three types of exceptionality (ESL, gifted, physically disabled, etc.).  Accommodations should be highlighted.
• Student Teaching Artifact – Pictures and reflection of how the student teaching classroom environment was adapted to facilitate the teaching of the unit

Standard 7   Engages in professional growth

 

The William Penn Education Student:

• Demonstrates habits and skills of continuous inquiry and learning.
• Works collaboratively to improve professional practice and student learning.
• Applies research, knowledge, and skills from professional development opportunities to improve practice.
• Establishes and implements professional development plans based upon the teacher’s needs aligned to the Iowa teaching standards and district/building student achievement goals.

Your portfolio should contain the following artifacts:

• Documented membership in a professional organization, including reflection on benefits of membership, conference attendance, etc.
• Reflective journal and notes from a field experience in which you actively provided instruction to students
• Volunteer or work experience with community youth.  Your artifact should contain verification of your time commitment, as well as a reflective piece on ways you collaborated with others, dealt with ethical dilemmas (if pertinent), and built relationships during the experience.
• Student Teaching Artifact – You should provide evidence that the planning and execution of your student teaching unit was meaningful and effective.  You and your cooperating teacher should view the videotape you made (refer to Standard 4), discuss the teaching behaviors you observed, and note how they contributed to your teaching effectiveness.  You should also provide the students in your class with an opportunity to evaluate the unit and your performance.

Standard 8   Fulfills professional responsibilities established by William Penn University and the school districts in which students complete their field experiences

 

The William Penn Education Student:

• Adheres to William Penn Education Division and school district policies, procedures, and contractual obligations.
• Demonstrates professional and ethical conduct as defined by state law and district policy.
• Contributes to efforts to achieve Education Division and school district/building goals.
• Demonstrates an understanding of and respect for William Penn University and school district colleagues, learners, and staff.
• Collaborates with students, families, colleagues, and communities to enhance student learning.

Your portfolio should contain the following artifacts:

• Your letter of acceptance into the Teacher Education Program and your PPST (Praxis I) scores
• Evaluation of Dispositions – One should be a self-reflection and the second from one 20-hour field experience
• Updated (immediately prior to student teaching) resume and sample cover letter that pertains to a teaching assignment you wish to secure
• Student Teaching Artifact – Evidence of collaboration with individuals outside the classroom with the purpose of making the student teaching unit or the teaching of the material more effective