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Comp Grad Packet

This document provides guidelines for graduate students in the Department of Curriculum and Instruction at Eastern Kentucky University to develop a portfolio as part of their program. The portfolio must include: a Professional Improvement Plan (PIP) or Continuing Professional Improvement Plan (CPIP); a one-page resume; six to eight entries reflecting competencies addressed in teaching standards; and a reflection paper. The document provides detailed instructions on the content and format required for each section of the portfolio. It also includes templates for the PIP/CPIP, a checklist, matrix for organizing entries by standard, and a scoring guide for evaluation.

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29 views

Comp Grad Packet

This document provides guidelines for graduate students in the Department of Curriculum and Instruction at Eastern Kentucky University to develop a portfolio as part of their program. The portfolio must include: a Professional Improvement Plan (PIP) or Continuing Professional Improvement Plan (CPIP); a one-page resume; six to eight entries reflecting competencies addressed in teaching standards; and a reflection paper. The document provides detailed instructions on the content and format required for each section of the portfolio. It also includes templates for the PIP/CPIP, a checklist, matrix for organizing entries by standard, and a scoring guide for evaluation.

Uploaded by

soleali
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as RTF, PDF, TXT or read online on Scribd
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GRADUATE PROGRAM PORTFOLIO PACKET

Department of Curriculum and Instruction college of education eastern kentucky university

DEPARTMENT OF CURRICULUM AND INSTRUCTION COLLEGE OF EDUCATION - EASTERN KENTUCKY UNIVERSITY


GRADUATE PORTFOLIO GUIDELINES The Graduate Professional Portfolio must include:

A Professional Improvement Plan (PIP) or Continuing Professional Improvement Plan (CPIP) The PIP/CPIP may be revised; the original and revisions should be dated and copies of each must be included in the portfolio. The PIP/CPIP should be two to three pages in length. The PIP/CPIP should identify professional goals as perceived by the writer at the time the plan is written. Resume (one page) Six to eight entries reflecting competencies addressed in the Experienced Teacher Standards. At least four of the entries must come from coursework, not professional development activities. A Reflection Paper The Reflection Paper should be two to three pages in length. The Reflection paper should allow for a self-assessment by the writer in regard to professional growth, choice (s) of courses, and areas for continuing growth. The paper should also address any changes which have been made in the initial PIP/CPIP.
Information regarding conferencing with students advisor about portfolio development and a scoring guide for the portfolio are included in the attached documents.

981

GRADUATE PORTFOLIO FORMAT Title Page Table of Contents Professional Improvement Plan (or Continuing Professional Improvement Plan) Resume (one page) Checklist of Entries (6-8) Matrix Reflection Paper Analytic Scoring Guide

4/16/98

DEPARTMENT OF CURRICULUM AND INSTRUCTION COLLEGE OF EDUCATION-EASTERN KENTUCKY UNIVERSITY


Professional Improvement Plan (PIP) or Continuing Professional Improvement Plan (CPIP)
Based upon the Kentucky Experienced Teacher Standards (KETS) for Preparation and Certification of Teachers, provide the information requested below. This information will describe professional growth goals that you wish to achieve and the type of professional development activities you wish to accomplish during your graduate program that will help you accomplish these goals. If you are entering a graduate program in the department of Curriculum and Instruction in the College of Education during or after the Spring of 1998, this PIP (Professional Improvement Plan - for MA. Ed. and Rank II programs) or CPIP ( Continuing Professional Improvement Plan - for Rank I programs) must be sent to your advisor. You will be responsible for sending a copy of your PIP or CPIP to your advisor prior to your next enrollment but after your PIP or CPIP is assessed by our curriculum course instructor. Word process or type the following requested information: Name: Home address and phone: Business address and phone: Name of graduate program: Credit hours needed to complete your program: Credit hours earned toward your program at this time: Advisors name and campus address: Work experience in the education profession: Circle one of the following: This is a PIP CPIP. Date:

Assessment Criteria: Points ____ a variety of KETS were addressed ____ the plan was typed or word processed using standard fonts ____ all the requested information was completed and correct ____ the information about the goals, rationale, and actualization plans was written in complete sentences ____ 3-5 professional development goals were discussed ____ connections were made between work experience, professional development goals, and the KETS ____ spelling, punctuation, capitalization, grammar are graduate level in quality Goal A Professional development goal: Rationale (Describe why you selected this goal and list the KETS that it matches):

Plan for actualization (Describe how and when you plan to accomplish the above listed goal as part of your graduate program of studies):

Goal B Professional development goal:

Rationale (Describe why you selected this goal and list the KETS that it matches):

Plan for actualization (Describe how and when you plan to accomplish the above listed goal as part of your graduate program of studies):

Goal C Professional development goal:

Rationale (Describe why you selected this goal and list the KETS that it matches):

Plan for actualization (Describe how and when you plan to accomplish the above listed goal as part of your graduate program of studies):

Goal D Professional development goal:

Rationale (Describe why you selected this goal and list the KETS that it matches):

Plan for actualization (Describe how and when you plan to accomplish the above listed goal as part of your graduate program of studies):

Goal E Professional development goal:

Rationale (Describe why you selected this goal and list the KETS that it matches):

Plan for actualization (Describe how and when you plan to accomplish the above listed goal as part of your graduate program of studies):

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CHECKLIST graduate portfolio


Date Entered
PIP CPIP
Please circle.

FOR

Resume Entry 1. 2. 3. 4. 5. 6. 7. 8. Reflection Paper Title Source of Entry

NAME: Program: Advisor:

DEPARTMENT OF CURRICULUM AND INSTRUCTION


EASTERN KENTUCKY UNIVERSITY
981

GRADUATE PORTFOLIO EXPERIENCED TEACHER STANDARDS MATRIX DEPARTMENT OF CURRICULUM AND INSTRUCTION - EASTERN Kentucky university
ENTRY
DEMONSTRAT ES PROFESSION AL LEADERSHIP

STANDARDS 1.
DEMONSTRAT ES CONTENT KNOWLEDGE

2.

DESIGNS/ PLANS INSTRUCTIO N

3.

CREATES/ MAINTAINS LEARNING CLIMATE

4.

IMPLEMEN TS/ MANAGES INSTRUCTI ON

5.

ASSESSES/ COMMUNICAT ES LEARNING RESULTS

6.

REFLECTS/ EVALUATE S TEACHING/ LEARNING

7.

COLLABORAT ES: COLLEAGUES/ PARENTS/ OTHERS

8.

ENGAGES IN PROFESSIO NAL DEVELOPME NT

9.

DEMONST. IMPLEMEN T. OF TECHNOLO GY

10.

1. 2.

3.

4.

5.

6.

7.

8.

PIP cPIP

NAME Program Advisor


001 981

GRADUATE PROTFOLIO ANALYTIC SCORING GUIDE

TASK:

Prepare portfolio addressing Experienced Teacher Standards and Professional Improvement Plan or Continuing Professional Improvement Plan. Satisfactory Unsatisfactory Unclear or unidentifiable. No attempt to limit topics. Entries not developed clearly. Unnecessary information. Little or no curriculum integration, little or no teamwork, collaboration, problem solving, use of technology, and reflection. Limited organizational plan with inconsistent transitions/connections between and among Experienced Teacher Standards, purpose, resume and reflection. Careless editing: Many errors in the following areas: *punctuation *capitalization *spelling *sentence structure *narrative (unclear, not concise) *grammar/structure

Statement of Purpose (PIP or CPIP) Development: 6-8 entries addressing Experienced Teacher Standards and linking theory to practice.

Clearly defined and sustained throughout. Topics effectively limited. Entries developed throughout with specific examples to support this development. Development includes curriculum integration, team work, collaboration, problem solving, use of technology, and reflection. Organized plan with effective transitions/connections between and among Experienced Teacher Standards, purpose, resume, and reflection. Careful editing: Few errors in the following areas: *punctuation *capitalization *spelling *sentence structure *narrative (clear, concise) *grammar/structure

Organization

Mechanics/Format

EASTERN KENTUCKY UNIVERSITY-COLLEGE OF EDUCATION DEPARTMENT OF CURRICULUM AND INSTRUCTION


3/10/98

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