Student Teaching Portfolio

As part of the student-teaching practicum, students are required to assemble and submit to their University Supervisors and Seminar Leaders a student-teaching portfolio that reflects the practicum experience. The portfolio documents the student teacher's practicum experience and is an important self-assessment tool. It consists of general assignments and assignments specific to particular programs.

Parts of the portfolio can also be used in employment interviews. Where appropriate, include samples of student work to demonstrate the effect of the your teaching on pupil learning. Student teachers and university supervisors will upload elements of the portfolio, including scoring rubrics, into the School of Education's electronic portfolio system.

The portfolio must:

  • exhibit professional presentation
  • document a variety of teaching strategies
  • incorporate instructional, information and presentation technology
  • demonstrate the development of pupils' critical and creative thinking skills
  • include differentiation and responsiveness to diversity
  • apply theoretical knowledge to classroom practice
  • show involvement of families and respect for the community

General Guidelines:

The portfolio should include:

  • a table of contents
  • clearly delineated sections, organized by the 5 DOE Teaching Standards (see the Preservice Performance Assessment).
  • the assignments/artifacts listed below
  • addition to the student teacher may be asked to complete additional assignments particular to for his/her program.
  • Background information
    1. a resume
    2. university transcripts
    3. a description of the placement site
    4. weekly practicum reports
    5. a 2-3 page philosophy of education
    6. a sample cover letter for job application
  • Evidence of strong command of content knowledge. Artifacts should include:
    1. a copy of the Mass DOE content requirements for your license
    2. sample assignments from your content preparation courses
    3. copy of your MTEL score reports
    4. background materials for lessons and units taught
  • Samples of curriculum planning
    1. a class profile detailing group and individual achievement levels and learning needs
    2. a unit plan on a particular topic of study (see SED Core Unit Plan), consisting of
      • an introduction, rationale, generative topic
      • essential questions, unit knowledge and skills goals
      • resources for teachers and students (print, electronic, community resources
      • lesson plans for 2 or more weeks of teaching that reflect a variety of teaching approaches for a variety of learners. Lesson plans should show the student teacher's ability to differentiate instruction and to provide for students with special learning needs. The unit should also include the use of educational technology for varied purposes.
      • a culminating activity/assessment
      • a self-evaluation
    3. additional lesson plans that are separate from the unit plan that reflect a variety of teaching styles (consult seminar leaders for specific program requirements)
    4. photographs of bulletin boards and other student teacher-designed teaching materials
  • Documentation of ability to deliver effective instruction
    1. a 5-minute or longer videotape clip of a lesson emphasizing the student teacher’s performance. Permission from students’ parents is required in the event that pupils’ faces are shown. Student teacher must submit reflective/self-assessment narrative
    2. supervisor observations
    3. samples of student work
    4. assessment skills
      • a student-teacher-designed paper-pencil test and answer sheet, scored
      • two different performance means of assessment and accompanying scoring guides (rating scale, checklist, rubric) applied to student journals, portfolios, oral presentations, physical performance, artwork, etc.
    5. self-assessment: review and revision of lesson/unit plan
  • Documentation of classroom management skills
    1. field notes
    2. behavior management plans
    3. conference notes from tutoring, coaching or formal conferences
    4. self-assessment
  • Documentation of ability to promote equity
    1. samples of differentiated instruction
    2. cultural/demographic class profile
    3. narrative describing participation in the development of an IEP or IESP
    4. field notes
    5. SIOP observation results
  • Documentation of ability to meet professional responsibilities
    1. NEA Code of Ethics reflection
    2. field notes from student teacher-parent interaction
    3. field notes from student teacher-staff interaction
    4. field notes from department/staff meetings
    5. one-page narratives describing interviews with specialists
    6. a completed Study of School Services Form
    7. evidence of communication with families
  • Documents attesting to potential for professional excellence
    1. Pre-Service Performance Assessment with accompanying license-specific evaluation questions
    2. Sheltered Instruction Observation Protocol rubric (for classroom teaching licenses)
    3. formal observations by University Supervisor
    4. self-evaluation of teaching effectiveness
    5. letter of recommendation from Cooperating Practitioner(s)
    6. letter of recommendation from University Supervisor(s)
    7. letter of recommendation from Building Principal/Asst. Principal/Chair