Anda di halaman 1dari 4

Portfolio application for EXPERIENCED column

The required background components for this portfolio are:

Cover letter explaining your desire for column advancement


Resume
List of Professional Activities
Description of Educational Philosophy and Teaching Goals
Description of Teachers commitment to Catholic and Jesuit Education

Listed below are the criteria from the EXPERIENCED column in The Saint Ignatius Profile of an Ignatian
Educator Evaluation Grid. It is expected that the faculty member shows a preponderance of evidence for
the majority of the criteria listed in this column. This evidence should be provided through a variety of
documentation methods, chosen by the applicant. Some examples of evidence/documentation might
include:

Observation reports
Teaching artifacts: unit/lesson plans, assignments, assessments, rubrics, or other course materials
Samples of student work
PDP plan and verifications
Professional development work (transcripts of coursework, certificates, licensure, presentations)
Video of class instruction
Student course evaluation data
Teacher reflection on, and revision of, instructional strategies and student work
Analysis of student data
Record of participation in co-curricular activities or school programming
Student/parent communications
Letters or notes from colleagues, department chairs, and/or supervisors

For each criteria you choose to give evidence for, please state that evidence/documentation in the
appropriate box, along with the page number in your portfolio where that evidence can be found.
Criteria for ACADEMICS section of Experienced column

State evidence/documentation &


portfolio page # here

A. VALUES STUDENTS AS INDIVIDUALS AND TREATS THEM WITH EMPATHY


3. Educator inquires about students lives outside the classroom.

Demonstrates knowledge about and care for individual students lives beyond the
class.
B. HOLDS STUDENTS, OTHERS, AND ONESELF ACCOUNTABLE TO REASONABLE ACADEMIC AND BEHAVIORAL EXPECTATIONS
3. Educator demonstrates superior classroom management and maintains an effective
learning environment.

Uses a variety of strategies to engage students.

Ensures that transitions are seamless.

Respects and encourages students efforts. [CD:2a4]

Subtly monitors student behavior without disrupting the lesson.

Students respectfully correct one another, when necessary. [CD:2a4]

Student behavior is entirely appropriate; any student misbehavior is minor and


swiftly handled. [CD:2d4]

5. Educator mentors, guides, and supports colleagues.

Serves in a leadership role in department (i.e. sharing course materials with another
educator, leading a level or course group, mentoring a colleague.)

Revises assessments regularly.


C. HELPS STUDENTS GAIN THE SKILLS TO BECOME LIFE-LONG LEARNERS, INCLUDING FOSTERING CREATIVE, ANALYTICAL, AND
IMAGINATIVE THINKING
2. Educator relates the subject matter to students' own experiences.

Communicates passion for the subject. [CD:2b4]

Explains content clearly and imaginatively.

Uses rich language, offering brief vocabulary lessons where appropriate, both for
general vocabulary and for the discipline. [CD:3a4]

Encourages critical thinking and analysis appropriate to grade level.

Builds on and uses student responses to questions in order to deepen student


understanding. [CD:3b4]

Provides resources for reference.

Students indicate through their questions and comments a desire to understand the
content. [CD:2b4]

With minimal prompting by the educator, students ensure their time is used
productively. [CD:2c4]

If asked, students are able to explain what they are learning and where it fits into
the larger context. [CD:3a4]

Students attempt to use language of the discipline correctly.

Students invite comments from their classmates during a discussion and challenge
one anothers thinking. [CD:3b4]

Virtually all students are engaged in the discussion. [CD:3b4]


D. SOLICITS FEEDBACK FROM STUDENT AND COLLEAGUES ON THE TEACHING-LEARNING PROCESS
3. Educator regularly seeks feedback from students and implements changes to course
curriculum based on student survey results, when appropriate.
5. Educator incorporates peer evaluative strategies into teaching, when appropriate.
7. Educator works with students outside of class time.
11. Educator uses assessment in daily instruction.

Monitors student understanding and makes use of strategies to strengthen student


understanding.

Makes adjustments designed to assist individual students when student feedback


indicates a lack of understanding.

Uses ongoing methods to assess students skill levels and designs instruction
accordingly. [CD:1b4]

Students indicate that they clearly understand the characteristics of high-quality


work.
E. EVALUATES CURRICULAR AND INSTRUCTIONAL PROGRAMS IN LIGHT OF DEPARTMENT GOALS AND THE OVERALL MISSION OF
THE SCHOOL CREATES CONDITIONS AND PROVIDES OPPORTUNITIES FOR THE CONTINUAL INTERPLAY OF EXPERIENCE,
REFLECTION, AND ACTION SEEKS TO UNDERSTAND PSYCHOLOGY/BEHAVIOR, HEALTH/PHYSICAL WELL-BEING, AND THE WORLD
OF THE ADOLESCENT
2. Educator adapts methods and strategies according to the abilities of the students.

Connects outcomes to previous and future learning. [CD:1c4]


4. Educator updates class materials that model the Ignatian Pedagogical Paradigm in
order to meet the individualized instructional needs of all students.

Demonstrates the IPP structure in lesson plans and unit activities.


F. USES A VARIETY OF ASSESSMENTS TO EVALUATE A STUDENT'S HOLISTIC GROWTH
2. Educator adapts course materials to accommodate student needs.

Maintains a system of updated student records and incorporates medical and/or


learning needs into lesson plans. [CD:1b4]

Provides a variety of appropriately challenging resources that are differentiated for


students in the class. [CD:1e4]

5. Educator uses various assessments that evaluate different skills and knowledge.

Designs a method for assessment for learning outcomes. [CD:1f3]

Writes clearly written assessment criteria. [CD:1f3]

Uses formative assessments to check for student understanding during


instruction.

Makes adjustments to the lesson during instruction, based on formative


assessment data gathered, when necessary.

Designs some assessments that are authentic, with real-world application as


appropriate.

Designs some assessments that provide opportunities for student choice.


G. GUIDES INQUIRY INTO SUBJECT MATTER FOR AN AWARENESS AND A DEEPER UNDERSTANDING OF SIGNIFICANT ISSUES AND
COMPLEX VALUES THAT IMPELS TO ACTION
2. Educator provides a variety of learning opportunities to help students gain knowledge
of the subject and to develop a variety of skills.

Invites students to explain the content to their classmates. [CD:3a4]

Cites intra- and interdisciplinary content relationships. [CD:1a4]

Demonstrates, where appropriate, awareness of possible student misconceptions and


how they can be addressed. [CD:1a4]

Provides a variety of appropriately challenging materials and resources. [CD:1e3]

Designs and implements lesson activities that require higher-order thinking skills.

Provides students with an opportunity for reflection and closure on the lesson in
order to check for understanding.

Thoughtfully organizes instructional student groups in order to maximize learning and


build on students strengths.
H. INCORPORATES ADVANCES IN TECHNOLOGY INTO THE TEACHING-LEARNING PROCESS
2. Educator regularly uses technology tools to enhance curriculum.

Uses technology to transform and further the lesson. (Augmentation and


Modification levels in the SAMR Model.)

Engages in optional technology professional growth opportunities within the school


community.
I. ENSURES CONTINUAL RENEWAL OF THE INSTITUTION
2. Educator supports initiatives through implementation and feedback.

Criteria for PROFESSIONAL DEVELOPMENT section of Experienced column

State evidence/documentation &


portfolio page # here

A. STRIVES TO BE A CRITICALLY REFLECTIVE TEACHER


2. Educator adjusts instructional practices based on feedback from students and
colleagues, when appropriate.

Accurately assesses the effectiveness of instructional activities used, based on


student surveys and other data.

Identifies specific ways in which a lesson might be improved. [CD:4a3]


B. COLLABORATES WITH JESUIT AND LAY EDUCATORS IN AND BEYOND THE SCHOOL COMMUNITY TO ENRICH TEACHING AND
LEARNING AND TO MAINTAIN THE IGNATIAN IDENTITY
2. Educator establishes and maintains constructive and collaborative relationships with
other members of the school community.

Collaborates with colleagues from other departments.

Actively participates in optional professional development opportunities.


C. ENGAGES IN ONGOING DEVELOPMENT AS AN EDUCATOR IN LIGHT OF NEW RESEARCH, BEST PRACTICES, AND SOCIAL AND
CULTURAL CHANGES
2. Educator actively engages in professional development opportunities outside of school,
beyond those related to certification/licensure or Masters requirement.

Expands his/her knowledge through professional learning groups, organizations, and


institutions.
D. ENSURES CONTINUAL RENEWAL OF THE INSTITUTION
2. Educator supports initiatives through implementation and feedback.

Criteria for SCHOOL CULTURE section of Experienced column

State evidence/documentation &


portfolio page # here

A. DEMONSTRATES THE WILLINGNESS AND ABILITY TO LISTEN, DEVELOPING MUTUAL TRUST WITH STUDENTS AND COLLEAGUES
2. Educator actively participates in leading honest and respectful dialogue that provides
feedback to colleagues and students.

Models and encourages the presumption of good will in conversations with others.

Engages in professional dialogue about pedagogy, professional development, and


school life.

Collaborates with peers in effective decision-making.

Serves as a faculty mentor, as assigned.


B. INSPIRES STUDENTS AND COLLEAGUES TO COLLABORATE WITH OTHERS IN SEEKING THE GREATER GOOD AND ENRICHING
TEACHING AND LEARNING
2. Educator solicits feedback from, and provides feedback to, students and colleagues in
order to build a positive school culture.

Participates in school projects, committees, and/or initiatives.


C. RESPONDS TO CHRIST'S CALL TO BE A WOMAN OR MAN WITH AND FOR OTHERS
2. Educator models generosity. Takes an active role by engaging in, promoting, and/or
supporting school events and programming. Encourages school spirit. Supports students.
D. INFORMS, COLLABORATES, AND FOLLOWS-UP WITH PARENTS/GUARDIANS ABOUT STUDENT PROGRESS

E. HELPS STUDENTS TO BE WOMEN AND MEN FOR OTHERS


2. Educator participates in and contributes to optional activities devoted to service and/or
faith.
F. ENSURES CONTINUAL RENEWAL OF THE INSTITUTION
2. Educator supports initiatives through implementation and feedback.

Criteria for FORMATION/RELIGIOUS section of Experienced column

State evidence/documentation &


portfolio page # here

A. IS KNOWLEDGEABLE ABOUT THE FOUNDATIONAL DOCUMENTS OF JESUIT EDUCATION


2. Educator integrates Ignatian values and references into the classroom when possible.
B. IS OPEN TO THE EXPERIENCE OF THE SPIRITUAL EXERCISES AND ENGAGES IN ONGOING LEARNING AND DEVELOPMENT IN THE
PRINCIPLES OF IGNATIAN SPIRITUALITY AND PEDAGOGY
2. Educator understands and uses core principles of the Spiritual Exercises and/or the
Ignatian Pedagogical Paradigm in individual lessons, assignments, and/or assessments.
C. VALUES HIS/HER WORK AS A VOCATION TO THE MINISTRY OF EDUCATION AND WORKS TO PROMOTE A FAITH THAT DOES
JUSTICE
2. Educator purposefully and appropriately addresses justice and faith issues with
students.
D. SHARES AND HELPS TO SHAPE THE SCHOOL'S VISION AND ANIMATE THE SCHOOLS MISSION
2. Educator contributes to the vision and mission of the school in word and action.
E. ENSURES CONTINUAL RENEWAL OF THE INSTITUTION
2. Educator supports initiatives through implementation and feedback.

Updated 8.14

Anda mungkin juga menyukai