CSTP VI - Developing as a Professional Educator
This section should show evidence that you:
- Reflect on teaching practice and actively engage in planning their professional development;
- Establish professional learning goals, pursue opportunities to develop professional knowledge and skill, and participate in the extended professional community;
- Learn about and work with local communities to improve professional practice;
- Communicate effectively with families and involve them in student learning and the school community;
- Contribute to school activities, promote school goals, and improve professional practice by working collegially with all school staff; and
- Balance professional responsibilities and maintain motivation and commitment to all students.
Ed460: Success timeline; final examination.
Ed470: Professional growth research analysis.
Ed472: Reflective analysis based on field experience teaching DI and GI lessons.
Ed474: Integrated Thematic Unit culminating activities; class feedback sheets and rubric; reflection papers generated.
Ed476: Interview; book review
SpEd457: Peer critique and personal response to enhanced lesson and behavioral support poster; student-created evaluation and personal goals for the course.
Other examples of the types of evidence that might be appropriate for this section:
Lesson plan content areas: course syllabi showing growth.
Reflection possibilities: a brief educational autobiography which includes your main strengths, and your teaching goals for the next five years; log of hours and courses taken; handbooks or notes from new teacher orientations, student services, and/or meetings; a list of participation in professional organizations or professional journals read; reflections on what worked and didn’t work, reflections on your changing philosophy, reflections on your attitude toward discipline/management; reflections on growth toward deeper understanding.
Other ideas: your full and complete resume (including dates, contacts, salaries, etc); your college or university transcripts (unofficial copies are fine); reference documentation (e.g. credentials, awards, certificates, honors, complimentary notes from students, letters from colleagues or supervisors who directly observed your skills in the classroom, etc); a list of references (contact information for professors, principals, or teachers who have reviewed your teaching materials); documentation of teaching development activity (e.g. a list of programs or workshops you participated in, books you read, advanced courses you took, or other steps you took to specifically to sharpen your instructional skills); research work (e.g. an authored publication, term paper, or thesis abstract); evidence of scholarship in teaching (e.g. summaries of academic projects, or of curriculum development, review, or transformation); photos of you, preferably in a classroom teaching (may be spread throughout the portfolio); school handbook on procedures; a log of attendance at professional conferences, monthly meetings, etc.