Professional Teaching Portfolio
Teacher candidates create a Professional Teaching Portfolio during their four semesters in the EECE program. The portfolio provides tangible evidence of the knowledge, skills, and dispositions that candidates develop to demonstrate their emerging professional competence and to reflect on their progress as knowledgeable, effective, and caring new teachers. Portfolios help teacher candidates set goals for professional development and are a program completion requirement.
The portfolio has five categories, based on the Association for Childhood Education International (ACEI) standards and linked to the ten InTASC standards (As of July 1, 2013 these standards replace the Hawaii Teacher Performance Standards). Each of the five ACEI standards includes between 1-7 elements (See Standards-Based Teacher Education section). The completed portfolio, in semester IV, must demonstrate the candidate’s ability to meet all the elements of each standard.
There will be adaptations and modifications to the portfolio for teacher candidates in Dual Preparation Programs (elementary/special education and elementary/early childhood education). Your cohort coordinators will provide further information on these changes.
Teacher candidates set up their portfolio in the first semester and make new entries each semester. During student teaching, candidates present their accumulated evidence for final evaluation. Complete portfolio guidelines are in the appendix.
Release Forms:
The appendix also contains two important permission forms for the Professional Teaching Portfolio. After obtaining mentor teacher and principal approval, teacher candidates use the Media Release Form for Teaching Portfolios to obtain permission from parents or guardians to photograph, videotape, or audio record children at work in the classroom or to use examples of student work in their portfolios. Teacher candidates must have signed permission to use students’ images or work. Thus, they should use the form provided in this handbook or comply with other permission procedures designated by the school. Students’ names remain confidential, and the materials are shared only with other professional educators during portfolio conferences or job interviews. Teacher candidates must collect the permission forms and keep them on file. Note: Dual preparation in elementary and special education teacher candidates usually have two placements during the semester. Candidates can send out a form during the first eight weeks that requests permission for both teacher candidates who work in the classrooms.
This form does not allow candidates to post K-6 student photos or work online. Candidates are obliged to protect the individual privacy rights of children, families, teacher candidates, teachers, COE faculty, staff, or persons associated with them. All student data must be secured (i.e., videos of their classrooms should not appear on YouTube, pictures should not appear on Facebook, etc.).
Teacher candidates sign the Permission Release Form to grant permission for UHM faculty members to review and use their EECE assessment submissions as evidence of ongoing program assessment and documentary evidence for the National Council for the Accreditation of Teacher Education (NCATE). Cohort coordinators collect the signed permission forms for filing with the EECE program office.
The portfolio has five categories, based on the Association for Childhood Education International (ACEI) standards and linked to the ten InTASC standards (As of July 1, 2013 these standards replace the Hawaii Teacher Performance Standards). Each of the five ACEI standards includes between 1-7 elements (See Standards-Based Teacher Education section). The completed portfolio, in semester IV, must demonstrate the candidate’s ability to meet all the elements of each standard.
There will be adaptations and modifications to the portfolio for teacher candidates in Dual Preparation Programs (elementary/special education and elementary/early childhood education). Your cohort coordinators will provide further information on these changes.
Teacher candidates set up their portfolio in the first semester and make new entries each semester. During student teaching, candidates present their accumulated evidence for final evaluation. Complete portfolio guidelines are in the appendix.
Release Forms:
The appendix also contains two important permission forms for the Professional Teaching Portfolio. After obtaining mentor teacher and principal approval, teacher candidates use the Media Release Form for Teaching Portfolios to obtain permission from parents or guardians to photograph, videotape, or audio record children at work in the classroom or to use examples of student work in their portfolios. Teacher candidates must have signed permission to use students’ images or work. Thus, they should use the form provided in this handbook or comply with other permission procedures designated by the school. Students’ names remain confidential, and the materials are shared only with other professional educators during portfolio conferences or job interviews. Teacher candidates must collect the permission forms and keep them on file. Note: Dual preparation in elementary and special education teacher candidates usually have two placements during the semester. Candidates can send out a form during the first eight weeks that requests permission for both teacher candidates who work in the classrooms.
This form does not allow candidates to post K-6 student photos or work online. Candidates are obliged to protect the individual privacy rights of children, families, teacher candidates, teachers, COE faculty, staff, or persons associated with them. All student data must be secured (i.e., videos of their classrooms should not appear on YouTube, pictures should not appear on Facebook, etc.).
Teacher candidates sign the Permission Release Form to grant permission for UHM faculty members to review and use their EECE assessment submissions as evidence of ongoing program assessment and documentary evidence for the National Council for the Accreditation of Teacher Education (NCATE). Cohort coordinators collect the signed permission forms for filing with the EECE program office.