If you are an Education major, you will be constructing your ePortfolio to include a demonstration of Maine teaching standards. Over time and through several courses, you will build your ePortfolio to include reflection and artifacts as evidence to show your growth and your understanding of the teaching standards. Your professors will help you to identify projects and assignments that best demonstrate your mastery.
Create the following pages and add them to your menu. The text can be cut and paste from the Maine-Standards file above.
Title of page: Teaching Standards
Cut and paste the following text to explain the purpose of this section of your ePortfolio: Maine has adopted the InTASC Core Teaching Standards to ensure that beginning teachers are prepared to work effectively with learners and their families and to contribute to the quality of schools and public education generally. This section of my ePortfolio focuses on the Maine Teaching Standards and includes reflections of my learning and artifacts that demonstrate my understanding and knowledge of the teaching standard.
Title of page: Standard #1 Learner Development
Cut and paste the following text to explain this standard: The teacher understands how learners grow and develop, recognizing that patterns of learning an development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Title of page: Standard #2 Learning Differences
Cut and paste the following text to explain this standard: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Title of page: Standard #3: Learning Environments
Cut and paste the following text to explain this standard: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects ofthe discipline accessible and meaningful for learners.
Title of page: Standard #4: Content Knowledge
Cut and paste the following text to explain this standard: The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self motivation.
Title of page: Standard #5: Application of Content
Cut and paste the following text to explain this standard: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global
issues.
Title of page: Standard #6: Assessment
Cut and paste the following text to explain this standard: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Title of page: Standard #7: Planning for Instruction
Cut and paste the following text to explain this standard: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Title of page: Standard #8: Instructional Strategies
Cut and paste the following text to explain this standard: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Title of page: Standard #9: Professional Learning and Ethical Practice
Cut and paste the following text to explain this standard: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Title of page: Standard #10: Leadership and Collaboration
Cut and paste the following text to explain this standard: The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Title of page: Standard #11: Technology Standards for Teachers
Cut and paste the following text to explain this standard: Effective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community.
Education Standards Menu Structure
After creating your pages, add them to your menu. By dragging and dropping the individual standards to be listed under Teaching Standards, you will create a drop-down menu. This structure scaffolds your pages and menu in preparation for future use. Creating the pages and adding them to the menu will probably take about 20-30 minutes. Be sure to click the Save button in the bottom right corner and select the display location (in this theme, Primary Menu is selected under the Menu Settings at the bottom of the page).
You will add content (reflection and artifacts) to the pages as you complete your course work. Your ePortfolio may also include other content such as course work, internships, work experience, or co-curricular experiences. A robust ePortfolio allows you to make connections between your experiences – both in and out of the classroom.
Not sure how to add pages or adjust your menu? Review the tutorial below.
If you need assistance with any part of this process, DigiSpace staff are available to help. Click here for information about our drop-in availabilities or to schedule an individual appointment.
