In an electronic portfolio required for student teaching credit, Lawrence students must provide evidence that they meet all of Lawrence’s 13 Teacher Education Program Standards, which are based on the Wisconsin state standards for teacher licensure.

For each standard, the student must name each piece of evidence, identify where it can be found in the portfolio (or in the student’s file in the Education Department), and explain how the cited evidence demonstrates mastery of the standard.  The student must provide at least two independent pieces of evidence for each standard.

Here is a list of program standards and common sources of evidence.

1. Understands the central concepts, tools of inquiry, and structure(s) of the discipline.

   Possible sources:  midterm and final student teaching evaluations; transcript with major GPA indicated; lesson plans; Praxis II score; letters of recommendation from LU faculty; etc.

2. Understands the connections among the various liberal arts and sciences.

   Possible sources:  midterm and final student teaching evaluations; transcript with GER completion indicated; student teaching essay; lesson plans; etc.

3. Plans, organizes, and presents systematic instruction that makes the above aspects of the subject meaningful for pupils.

   Possible sources:  midterm and final student teaching evaluations; lesson plans; evidence of pupils’ learning; student teaching essay; letter of recommendation from cooperating teacher; letters from pupils, parents, school staff; etc.

4. Uses appropriately a variety of instructional strategies including instructional media and technology.

   Possible sources:  midterm and final student teaching evaluations; lesson plans; electronic portfolio; teaching video; etc.

5. Matches instructional method and content to differences among pupils in cognitive ability, prior learning, degree of disability or exceptionality; etc.

   Possible sources:  midterm and final student teaching evaluations; student teaching essay; letter of recommendation from school/district; lesson plans; etc.

6. Matches instructional methods and content to differences among students that arise from cultural background, gender, socio-economic status, or community context.

   Possible sources:  midterm and final student teaching evaluations; student teaching essay; letter of recommendation from school/district; lesson plans; teaching video; etc.

7. Overall understands how adolescents learn and are motivated, individually and in groups, and teaches accordingly.

   Possible sources:  midterm and final student teaching evaluations; lesson plans; evidence of student learning; student teaching essay; letter of recommendation from school/district; etc.

8. Creates a supportive, productive learning environment that encourages positive social interaction, collaboration, and self-motivation.

   Possible sources:  midterm and final student teaching evaluations; student teaching essay; letters from pupils, parents or school staff; teaching video; etc.

9. Effectively uses verbal and nonverbal communication techniques that foster active inquiry and engagement in learning.

   Possible sources:  midterm and final student teaching evaluations; teaching video; student teaching essay; etc.

10. Uses appropriately a variety of formal and informal assessment techniques to evaluate pupils’ learning.

    Possible sources:  midterm and final student teaching evaluations; lesson plans; student teaching essay; teaching video; etc.

11. Demonstrates the ability to be self-critical and reflective about his or her practice, including methods of instruction, course content, classroom environment; etc.

    Possible sources:  student teaching essay; annotated lesson plans; midterm and final student teaching evaluations; etc.

12. Acts in an ethical, professional manner and exhibits fairness, respect, and care in dealing with pupils.

    Possible sources:  midterm and final student teaching evaluations; student teaching essay; letter of recommendation from cooperating teacher/school; letters from parents, pupils or staff; etc.

13. Establishes positive relationships with school colleagues, parents, and agencies in the larger community.

    Possible sources:  midterm and final student teaching evaluations; student teaching essay; testimonial letters; etc.