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Portfolio Artifact Ideas

Possible Portfolio Artifact Ideas Based on the Wisconsin Educator Standards

 

Standard 1:  Teachers know the subjects they are teaching.

•    Photos of bulletin boards relating to content areas
•    Articles, subscriptions, website links relating to interest in content areas
•    Teacher-made materials illustrating content knowledge or integration
•    Log listing  people and/or places who offer expertise in content areas
•    Interdisciplinary unit and/or lesson plans demonstrating connections within content areas
•    Student work samples showing content integration
•    PowerPoint presentations and/or photos illustrating content knowledge and/or integration
•    Collaborative teaching videos or notes discussing content decisions and or integration planning
•    Reflective journals discussing content decisions and or integration planning
•    Professional development records relating to content knowledge or integration

Standard 2:  Teachers know how children grow.

•    Model of developmental stages relating to the age group with which you are working
•    Unit and/or lesson plans providing modifications to meet the needs of all children
•    Unit and/or lesson plans illustrating active engagement of children
•    Unit and/or lesson plans incorporating prior knowledge (KLW, prediction sheets, anticipation guides, etc.)
•    Unit and/or lesson plans demonstrating connections to student experience
•    Unit and/or lesson plans illustrating the testing of ideas and/or materials by students
•    Pre- and post-test data leading to multi-leveled lessons
•    Professional development records relating to content knowledge or integration

Standard 3:  Teachers understand that children learn differently.

•    Unit and/or lesson plans detailing adaptations for gifted & talented students, students with special needs, diverse students, etc.
•    Log listing contact information for professionals and services relevant to students accommodations
•    Documentation detailing family involvement related to student accommodations
•    Unit and/or lesson plans or project involving multiple intelligences
•    Photos showing diverse learning centers
•    Unit and/or lesson plans listing and explaining modifications  to original plans
•    Student work samples illustrating student choice
•    Various assessments highlighting how different student needs  are met
•    Photo of a bulletin board or project reflecting cultural diversity
•    Student generated bulletin board or project highlighting personal diversity
•    Unit and/or lesson plans presenting multiple perspectives
•    Professional development records relating to differentiation or a specific exceptionality

Standard 4:  Teachers know how to teach.

•    Unit and/or lesson plans incorporating brain-based learning
•    Unit and/or lesson plans incorporating technology
•    Unit and/or lesson plans describing student use of technology
•    Unit and/or lesson plans illustrating variety of the teacher role in the instructional process
•    Unit and/or lesson plans illustrating strategies used for large groups, cooperative groups, and independent learning
•    Photos showing variety in classroom activities and description of the activity
•    Student products demonstrating  critical thinking, problem solving, and/or performance capabilities
•    Professional development records relating to instructional strategies, materials, resources and/or technology
•    Professional development records relating to critical thinking and/or problem solving

Standard 5: Teachers know how to manage a classroom.

•    List describing class expectations
•    Student accountability forms requiring reflection, consequence and plan
•    Sample of a student pride form explaining “good news”
•    Personal reflection describing management observed in a videotape of a class or lesson
•    Observation notes highlighting management evaluation
•    Photos showing  your teaching and/or classroom environment
•    Log describing team building activities used in your classroom
•    Document detailing your daily schedule
•    Documentation describing a behavior management program
•    Correspondence from colleagues, students,  parents and/or community members highlighting your management skills
•    Professional development records relating to classroom management and/or behavioral issues

Standard 6:  Teachers communicate well.

•    Unit and/or lesson plans focusing on you role in encouraging discussions, critical thinking, problem solving
•    Unit and/or lesson plans highlighting your role in promoting student collaboration
•    Unit and/or lesson plans focusing on self expression/risk-taking/personal curiosity in lieu of concrete answers
•    Project outlines demonstrating your ability to clearly communicate a process or assignment for your students
•    Student progress reports and/or feedback demonstrating your ability to communicate
•    Written student performance expectations demonstrating your ability to communicate
•    Notes from parents, colleagues, and/or students commenting on your communication skills
•    Unit and/or lesson plans demonstrating technology integration
•    Class web page description explaining your role in its creation and/or communication uses.
•    Assignments using a wide variety of media or technology

Standard 7:  Teachers are able to plan different kinds of lessons.

•    Video tape, and commentary, detailing your organization of a lesson
•    Unit and/or lesson plans involving a breakdown of steps and completion dates
•    Unit and/or lesson plans highlighting scope and sequence of curriculum
•    Unit and/or lesson plans listing correlated standards correlated
•    Unit and/or lesson plan reflections discussing pacing and data that drove decision making
•    Interest inventories leading to learning experiences
•    Unit plan demonstrating long term planning
•    Photos and/or lessons showing students in whole group, small group, and independent learning activities

Standard 8:  Teachers know how to test for student progress.

•    Teacher-made tests, teacher-made rubrics, running records, anecdotal notes, conferencing notes and/or performance assessments illustrating your ability to ensure students’ intellectual, social and/or physical development
•    Sample journal questions allowing for students’ self-assessment
•    Peer assessment rubrics illustrating your ability to ensure students’ intellectual, social and/or physical development
•    Project criteria and associated grading rubric illustrating your ability to match assessment to project
•    Study guides allowing for student practice
•    Observation notes highlighting your ability to ensure students’ intellectual, social and/or physical development and/or
•    Observation notes highlighting your skills in record keeping and communication concerning student performance
•    “Success card” recognizing students’ efforts, attitudes, and/or achievements
•    Modifications on exams and/or variety of assessment tools reflecting student needs
•    Unit objectives relating to assessment and/or course syllabi including assessment plan
•    Sample work (student portfolios, self evaluation,  peer evaluations, first and final drafts and/or reflective journal entries) demonstrating your ability to ensure students’ intellectual, social and/or physical development
•    Samples of pre- and post-tests, or other individual and group assessments, along with data demonstrating student growth over a period of time

Standard 9:  Teachers are able to evaluate themselves.

•    1st & 2nd (drafts) of education philosophy highlighting your reflection on the effects of your choices on the educational process
•    Weekly goals illustrating reflection on performance and effects on pupils, parents, professionals and others in the learning community
•    Weekly journals illustrating reflection on performance and effects on pupils, parents, professionals and others in the learning community
•    Self assessments specifying aspects of your teaching performance in terms of its effects on pupils, parents, professionals and others in the learning community
•    Unit and/or lesson plans demonstrating use of reflective insights
•    Committee work reflecting a personal goal or focus

Standard 10:  Teachers are connected with other teachers and the community.

•    Record of collaboration with team teachers, building specialists, exceptional needs staff, paraprofessional staff and/or parent volunteers highlighting support of student learning and/or well-being
•    Evidence of participation in staff meetings, community events, school events, extra-curricular activities, after school programs and/or field trips illustrating the fostering of relationships outside the classroom
•    Documentation of parent communication demonstrating support of their students
•    Evidence of  interaction with the community illustrating appropriate use of agencies, personnel and/or resources in teaching

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by Ruedinger, Erika L last modified Nov 09, 2013 09:26 AM
Jennifer Stobbe

Stobbe, Jennifer

 

 

 

 

 

 

The Add-On Program has had an immense impact on my development as a teacher, and therefore my students' learning, by allowing me to become more knowledgeable in the field of English and language arts and to improve my skills in English education. 

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