Portfolio Requirements

Due Dates and max points.

UNACCEPTABLE

BASIC

PROFICIENT

  Helpful Hints!

1. Resume

Due: 5/11

neat and orderly resume

 The Career Development office staff will review your resume.

2. Philosophy of Teaching

Due: 4/20

no philosophy statement

clearly written statement

A well written document. Shows that you are reflective decision maker. You have learned from your experiences and can apply them to your teaching. Statement shows that candidate knows learning theories and teaching methods and is passionate about all students' success.

This is particularly important. You will likely be asked to detail your philosophy of teaching during a job interview. Look back at your philosophy from EDUC 106. How has it changed, what experiences led to the changes?

3. College work samples representing your content readiness to teach science.

Due 3/11

100 points maximum.

Submit 2 examples from you content courses that demonstrate your content readiness. See Evaluation Criteria SCED 398-A at the bottom of this document. 

Submit 3 or more examples from you content courses that demonstrate your content readiness. See Evaluation Criteria SCED 398-A at the bottom of this document. 

Did you save any labs or papers that you did well on or learned a lot from? Look through your science content courses and pull samples of your work that show your best performance. See Evaluation Criteria SCED 398- A at bottom of this document.

4. College work samples representing your understanding of unifying science principles

Due 3/11

100 points maximum.

Identify 2 unifying science principles in the content of your major. For each, defend your understanding and ability to teach the principle with the submission of supporting documents. See Artifact Evaluation Criteria  SCED 398-B below for details.

Identify 3 unifying science principles in the content of your major. For each, defend your understanding and ability to teach the principle with the submission of supporting documents. See Artifact Evaluation Criteria  SCED 398-B below for details.

What are unifying science concepts and themes? For example, evolution is supported by the fossil record as well as cell biochemistry. Environmental Science includes chemistry, biology, ecology and earth science. Think along the lines of major scientific principles that are supported by findings in several science disciplines.

Oceanographers, astronomers and geologists understand and apply concepts and principles from chemistry, earth science and physics; astronomer. Scientific understanding is holistic.

5. College work samples representing your ability to apply mathematics to science investigations.

Due 3/11

100 points maximum.

Refer to the far right column for details.

2-good examples. Evidence may come from your mathematical analysis of SCIN 390 research project. Other sources of evidence are welcome.

3-good examples. Defend 5 work samples showing how you have applied mathematics to science investigations.

The work samples required must be a combination of college-content and student teaching work. In other words, you must show how your integrated mathematics into your science teaching. They must all be science investigations-not isolated mathematics items. SCIN 390 is one example. Defend your artifacts with: a). a short description of the science content; b). a description of the type and level of mathematics used. c) if a teaching example, show how you structured the lessons to teach both science and mathematics.

6. An example of a science research investigation you have designed and carried out.

Due 3/11

no evidence

Provide the abstract from SCIN 390 or similar.

If you have carried out any true research beyond SCIN 390 include that in addition to your SCIN 390 abstract. 

7. -2. a. Know and understand the philosophical nature of science and the nature of scientific explanations.

3/11

100 points max

One artifact that best reveal your understanding of the Nature of Science. Artifacts may be work samples form your science education or science content courses or may be a new document the represents your understanding.

Two artifacts that best reveal your understanding of the Nature of Science. Artifacts may be work samples form your science education or science content courses or may be a new document the represents your understanding.

Criteria for evaluating the artifacts submitted-attach in narrative form a description of: a) what nature of science means to you and b)  how and why this artifact represents your understanding of NOS.

8. -2. b. Engage K-12 students effectively in studies of the nature of science and conventions of scientific explanations.

200 points each lesson max.

1st Due 2/16

2nd Due 4/20

no evidence

1-lesson plan deliberately addressing NOS with reflective narrative as on right.

2-lesson plans deliberately teaching NOS and reflective narrative. In the reflective narrative you must defend this submission as a good example of a NOS lesson. A good way to self assess your teaching is to analyze the work of low, average and high performing students. How did they do, what evidence is there that they learned? What did they struggle with? Was it too easy? Too hard? Include the self evaluation in your reflections.

In courses preceding this experience you have read articles on NOS, prepared lessons, developed concept maps and been involved in class discussions. You must have evidence demonstrating your ability to apply knowledge about the NOS to the students you teach.

9. -3. a. Know and understand scientific inquiry and its relationship to the development of scientific knowledge.

Due 3/11

100 points

no evidence

Similar to the NOS requirement above, review your college work and identify two works samples that best represent your understanding of and ability to apply ideas of scientific inquiry.

Criteria for evaluating the artifacts submitted-attach in narrative form a description of: a) what scientific inquiry means to you and b)  how and why this artifact represents your understanding or experiences of scientific inquiry.

10.-3. b. Engage K-12 students effectively in scientific inquiry appropriate for their grade level and abilities.

300 points total (3 x 100)

1st due Feb 16

2nd-3rd due 4/20

no-evidence

1-2 inquiry focused lesson plans taught during student teaching and reflective narrative. Same format as box to the right.

3-lesson plans deliberately teaching Inquiry and reflective narrative. In the reflective narrative you must defend this submission as a good example of an Inquiry lesson. Include the self evaluation in your reflections.

Like NOS above, applications of Inquiry have been a major emphasis of your science ed training. You must show convincing evidence that you can effectively teach Inquiry lessons during student teaching.

11. 4. a. Know and understand the relationship of science to other human values and endeavors.

3/11

100 points

no evidence

1-2 from your course work at Oneonta that demonstrates your understanding of how science is imbedded in other human values and endeavors.

 2 or more examples connecting content to human values and endeavors. This may come from course work or from special products. 

Criteria for evaluating the artifacts submitted-attach in narrative form a description of: a) describe the science-human values & endeavors that the artifact represents. b) why is important or special about this artifact that you chose it for your portfolio.

12. 4. b.  Engage K-12 students effectively in the study of the relationship of science to other human values and endeavors.

100points each

1st due 2/16

2nd due 4/20

no evidence

Same a right but 1 lesson.

2-lesson plans deliberately addressing this standard  and reflective narrative. In the reflective narrative you must defend this submission as a good example of a human values lesson. Include samples of student work. Include the self evaluation in your reflections.

Items 13-25 are part of the Teacher Work Sample. There is an individual rubric used to assess your teacher work sample. Details on how to prepare your teacher work sample will be provided during seminar meetings. The maximum total score on the TWS is 110 points. The Teacher Work Sample is Due Friday, March 13 by noon.

13. 4.c. Relate science to the personal lives, needs and interests of K-12 students.

Addressed in Teacher Work Sample, Standard 1 and Standard 4 Rubrics. 

You can't simply assume that your science lessons are intuitively interesting to the students you teach. You must make specific efforts to connect your lessons to the interests of the population you teach. Your ability to do this will be evaluated by the documents you submit for your TWS.

14. 5.a.  Use diverse and effective actions, strategies and methodologies to teach science.

Best addressed in TWS Standard 4. Your TWS must Show evidence of different teaching approaches. These may be cooperative learning, learning cycles or technology driven lessons among others. For a proficient score, demonstrate a wide variety of strategies and solid rationales.

Good teachers modify their teaching constantly to meet the specific needs of the students and to more effectively teach content. You are required to do this purposively and to document the strategies you use.  Standard 4 of the TWS requires that your lessons have at least four different instructional strategies. Consider the use of the following.

Cooperative learning; brain based learning techniques; Learning Cycles, Pair-Share, Concept mapping lessons, jig-saw lessons. 

15.- 5.b.  Interact effectively with K-12 students to promote learning and demonstrate student achievement.

Details are provided in Standards and Rubrics  4. , 5, 6 and 7 of the TWS. 

16.-5.c.  Organize and manage science activities effectively in different student groupings.

Details are provided in Standards and Rubrics 1,2 and 4 of the TWS. 

17.- 5.d.  Use advanced technology to teach K-12 students science.

Assessed in TWS standard/rubric 4.

18.- 5.e.  Use prior conceptions and K-12 student interests to promote learning.

Assessed in TWS standard/rubric 4. Show multiple examples of prior knowledge evaluation and then show post-teaching performance.

Using concept maps, kwl charts, and or well planned questioning strategies, show how prior knowledge was evaluated and used to plan instruction.

19.-6.a.  Develop coherent, meaningful goals, plans, and materials and find resources.

Addressed in TWS standard/rubric 2.

20.-6.b.  Relate plans and resources to professionally-developed state and national standards, including the National Science Education Standards.

Addressed in TWS standard/rubric 2.

This is the URL for the National Science Education Standards. http://www.nap.edu/readingroom/books/nses/

21. -7.a.  Know and understand the values and needs of the community and their effect on the teaching and learning of science.

TWS standard/rubric 1.

22. -7.b.  Use community human and institutional resources to advance the learning of science in the classroom and field.

no evidence

Assessed in TWS standard/rubric 4.

23. -8.a. Align science goals, instruction and outcomes.

no evidence

Be able to defend this alignment in all lessons developed.

Addressed in TWS standard/rubric  2.

Write a reflective piece for this. Identify your goals as a student teacher-what do you hope to accomplish-what do you hope to teach? In general, how are you going to teach to achieve those goals? Each Friday, write a short piece describing what you hoped to accomplish and how successful you were.

24.-8.b.  Know and use a variety of contemporary science assessment strategies to determine preK-12 student needs and levels of learning and  development.

no evidence

Addressed in TWS standard/rubric 3.

How did you assess inquiry? How did you assess lab work? How did you assess rote memory? How did you assess application?

How will you know that they know what you wanted them to know?

25.- 9.a.  Create and maintain a psychologically and socially safe and supportive learning environment.

no evidence

Describe an example of how you modified something in your class or lesson presentation to more fully meet the psychological needs of students.

TWS standard/rubric 1.

26.-9.b.  Manage the activities and materials of science safely in storage areas, labs and field.

Due March 2

100 points total.

Task description located at end of syllabus.

Summative Score

Topic

Week

1. First impressions

1

2. Classroom Management and Student Motivation

2

3. Exceptional Students and Special Needs

3

4. Assessment

4

5. Are they working like scientists/mathematicians?

5

6. What you are most successful with.

6

7. What you are struggling with

6

Item Number

Items and Issues to Address on Management and Safety Assessment

Specifics of the Candidates Assignment

Satisfactory: It is mandatory that you earn a satisfactory rating on each item 1-7.

0-5-point

Exceptional

6-10-points

1

Evacuation Plan:

Conduct a semi-structured interview with the cooperating teacher and 2 students.

The purpose is to identify the evacuation plan and/or protocols that science teachers and student follow. What happens if the fire drill goes off during lab? Are exits clearly marked and routes established? Is there a central gathering point so roll can be called? What plans are in place for disabled students (wheelchair bound)?  

Interview questions are prepared in advance. Outcome is transcribed so that the questions and response are clearly delineated. The major outcomes of each interview are summarized. You have shared the results with your cooperating teacher and discussed ways to improve the evacuation plan if necessary.

You have extended the requirements. For example: you have observed evacuations and taken notes on what is working and used these notes to make recommendations on how to improve the evacuation plan.

2

Class Size

Safety and fire codes limit the numbers of students allowed in classes. Check to see if class size maximums are posted and followed. Discuss class size and management of students in labs with seminar instructor and with cooperating teacher. Report the results of your investigation.

You have interviewed the cooperating teacher concerning class size and management of students, particularly during lab. In support of your interview, you have observed the class during lab. You have noted ways of better facilitating the class, especially during lab to further safety. You have communicated the results of your interview and observation/investigation.

You have actually changed the structure of lab activities and seating arrangements for improved safety.

Student seating has been arranged so that Safety facilities (fire blankets, eye wash stations, showers) are accessible to all.

3

Safety Goggles-Legal and Practical Issues: Safety Goggles—corrosive gases of fumes, corrosive liquids, hot liquids, sharp objects, small particles, fire and heat

Review and summarize the laws pertaining to the use of safety goggles in science classrooms. Once completed, discuss the safety goggle policies and procedures of your cooperating teacher’s classroom. In writing, describe the outcomes of your research and interview.

Safety goggle policies are part of a safety contract. There are rules and consequences in place for safety goggles. Safety goggle posters are posted. Issues pertaining to contact lenses have been addressed.

4

Safety Posters

Visit at least 3 science classes in your host school and document the occurrence or absence of safety posters. Describe the types of posters found (student made, teacher made, purchased and what are they about).

You have made or have had students make safety posters and placed them in conspicuous places.

5

Fume Hood

Most commonly used in chemistry laboratories and somewhat in biology laboratories. Observe the fume hood and describe its state of readiness and safety.

6

Lighting

Inspect the class, lab and storage areas for adequate lighting. Report your findings and recommendations to your cooperating teacher and as part of this report.

7

Storage and Labeling of Items and Chemicals

You have discussed the proper storage of chemical with your cooperating teacher and/or others involved. Accompanied by your cooperating teacher you have evaluated the science chemical storage areas in your school. How are the chemical stored? Acids and corrosive chemicals; oxidizers, flammable chemicals. What organizational system is in place? What is the system for disposal of chemicals?

You have submitted a written evaluation to your cooperating teacher and included it in this report. 

Beyond the satisfactory requirements, you have reviewed the schools policies for receiving chemicals and for disposal of chemicals. You have reviewed the emergency plans for chemical spills. You have identified conducted related research into chemical safety and acted on the findings of that research.

 Maximum is 14 points.

NSTA Position Statement

NSTA Position Statement

Responsible Use of Live Animals and Dissection in the Science Classroom

Introduction

NSTA supports the decision of science teachers and their school or school district to integrate live animals and dissection in the K-12 classroom. Student interaction with organisms is one of the most effective methods of achieving many of the goals outlined in the National Science Education Standards (NSES). To this end, NSTA encourages educators and school officials to make informed decisions about the integration of animals in the science curriculum. NSTA opposes regulations or legislation that would eliminate an educator's decision-making role regarding dissection or would deny students the opportunity to learn through actual animal dissection.

NSTA encourages districts to ensure that animals are properly cared for and treated humanely, responsibly, and ethically. Ultimately, decisions to incorporate organisms in the classroom should balance the ethical and responsible care of animals with their educational value.

While this position statement is primarily focused on vertebrate animals, NSTA recognizes the importance of following similar ethical practices for all living organisms.

Including Live Animals in the Classroom

NSTA supports including live animals as part of instruction in the K-12 science classroom because observing and working with animals firsthand can spark students' interest in science as well as a general respect for life while reinforcing key concepts as outlined in the NSES.

NSTA recommends that teachers

• Educate themselves about the safe and responsible use of animals in the classroom. Teachers should seek information from reputable sources and familiarize themselves with laws and regulations in their state.
• Become knowledgeable about the acquisition and care of animals appropriate to the species under study so that both students and the animals stay safe and healthy during all activities. 
• Follow local, state, and national laws, policies, and regulations when live organisms, particularly native species, are included in the classroom.
• Integrate live animals into the science program based on sound curriculum and pedagogical decisions.
• Develop activities that promote observation and comparison skills that instill in students an appreciation for the value of life and the importance of caring for animals responsibly. 
• Instruct students on safety precautions for handling live organisms and establish a plan for addressing such issues as allergies and fear of animals.
• Develop and implement a plan for future care or disposition of animals at the conclusion of the study as well as during school breaks and summer vacations. 
• Espouse the importance of not conducting experimental procedures on animals if such procedures are likely to cause pain, induce nutritional deficiencies, or expose animals to parasites, hazardous/toxic chemicals, or radiation. 
• Shelter animals when the classroom is being cleaned with chemical cleaners, sprayed with pesticides, and during other times when potentially harmful chemicals are being used.
• Refrain from releasing animals into a non-indigenous environment.

Dissection

NSTA supports each teacher's decision to use animal dissection activities that help students

1. develop skills of observation and comparison, 
2. discover the shared and unique structures and processes of specific organisms, and
3. develop a greater appreciation for the complexity of life.

It is essential that teachers establish specific and clear learning goals that enable them to appropriately plan and supervise the activities. Teachers, especially those at the primary level, should be especially cognizant of students' ages and maturity levels when deciding whether to use animal dissection.

NSTA encourages teachers to be sensitive to students' views regarding dissection, and to be aware of students' beliefs and their right to make an informed decision about their participation. Should a teacher feel that an alternative to dissection would be a better option for a student or group of students, it is important that the teacher select a meaningful alternative. 

Finally, NSTA calls for more research to determine the effectiveness of animal dissection activities and alternatives and the extent to which these activities should be integrated into the science curriculum.

Regarding the use of dissection activities in school classrooms, NSTA recommends that science teachers

• Conduct laboratory and dissection activities with consideration and appreciation for the organism.
• Plan laboratory and dissection activities that are appropriate to the maturity level of the students.
• Use prepared specimens purchased from a reputable and reliable scientific supply company.  An acceptable alternative source for fresh specimens (i.e., squid, chicken wings) would be an FDA-inspected facility such as a butcher shop, fish market, or supermarket. The use of salvaged specimens does not reflect safe practice.
• Conduct laboratory and dissection activities in a clean and organized work space with care and laboratory precision.
• Conduct dissections in an appropriate physical environment with the proper ventilation, lighting, furniture, and equipment, including hot water and soap for cleanup.
• Use personal safety protective equipment, such as gloves, chemical splash goggles, and aprons, all of which should be available and used by students, teachers, and visitors to the classroom.
• Address such issues as allergies and squeamishness about dealing with animal specimens.
• Ensure that the specimens are handled and disposed of properly.
• Ensure that sharp instruments, such as scissors, scalpels, and other tools, are used   safely and appropriately.
• Base laboratory and dissection activities on carefully planned curriculum objectives.
• Be prepared to present an alternative to dissection to students whose views or beliefs make this activity uncomfortable and difficult for them. 

 - Adopted by the NSTA Board of Directors
June 2005