What is an EXIT PORTFOLIO?                     

Documentation of a unit of learning during student teaching in order to demonstrate competency required for completion of the planned program at CCSU.  (Note: In this document. We refer to the sequence of lessons used in the portfolio as a unit. We recognize that this sequence may represent either a complete unit of instruction or only a portion of a unit.)  

I.  Planning of Instruction  Length
 

Discuss how the following factors will influence your planning, delivery, and assessment of instruction in this unit.  

  
  a. Discuss relevant contextual characteristics of the community, classroom, and students.  These characteristics may include the nature of community and school population, race/ethnicity, special needs,  socio-economic profile, language, or other relevant environmental factors.)   1 - 2 pages
  b. Discuss how students in your school perform on at least one standardized achievement measure (CMT, CAPT, etc.). 1 - 2 pages
  c. Identify two students (Student A and Student B) you will follow in this unit of instruction. These two students should have different and specific needs that require modif Appendix A
  d. Identify your unit goal(s)/outcome(s).   1 paragraph - 1 page
  e. Identify the State of Connecticut curricular standard(s) to which the unit goal(s)/outcome(s) are most closely related.   1 paragraph - 1 page
  f. Plan and document the unit lessons plans using Appendix B Lesson Plan Form (1 plan form per lesson) with a minimum of 5 consecutive lessons and a maximum of 8 lessons. NOTE:  lessons do not have to occur on consecutive days but must occur in sequence.   5 - 8 Appendix B forms
  g. After teaching each lesson respond to the questions found on Appendix C Lesson Reflection Form (one reflection form per lesson).   5 - 8 Appendix C forms
  h. Describe how you use technology in your planning and/or how you use technology in instruction.   1 paragraph - 1 page
II.  Instructing    
  a. Videotape a whole lesson within the series.  Choose a lesson that clearly shows teacher to student interaction in which students are investigating concepts and /or developing skills.    
  b.  Analyze the videotape using Appendix D, Form D-1, and Form D-2.   Form D-1, Form D-2
III. Analysis of Student Learning    
  a. For students A and B, document student performance for each day of instruction.   If student A & B complete written tasks include hard copies of this work with any teacher feedback.  In the absence of written tasks, include a detailed description of each student’s performance.
  • Remove (white out) the name of students and label with “Student A” and “Student B”.  

  • Photocopies or photographs of student work are acceptable.  

  • If students are continuing to work on the same assignment from a previous day, be sure to indicate at the top of the student work all the dates on which the students worked on the assignment.

 Varies
  b. Collect the work of all students in the class on a summative assessment of an important unit outcome(s).  Note:  Photocopies or photographs of student work are acceptable.   one class set
  c. After teaching the unit, respond to the questions found in Appendix E – Unit Reflection form   Appendix E
IV. Reflective Commentary    
  a. Based on your analysis of student learning and the analysis of own teaching in this unit, articulate several professional growth objectives.  Create objectives designed to improve student learning in the future and provide an associated rationale for each.   1 - 2 pages
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