Oklahoma Baptist University

Teacher Education Portfolio

This page contains information about the portfolio process for OBU's Teacher Education Program.

Click here for the portfolio rubric.

Click here for the observer's report.


Content of the portfolio is dictated by both regulations and by the OBU Teacher Education conceptual framework, the lighthouse metaphor. The lighthouse is anchored by the liberal arts curriculum, essential knowledge in professional education and specialty studies, current research, and sound professional practice. The twelve goals articulated by the Lighthouse metaphor, as well as the anchoring concepts, have been infused with the sixteen general competencies set forth by the Oklahoma Commission for Teacher Preparation (OCTP).

As the portfolio is developed, teacher candidates must keep in mind the need to reflect the quality of their learning experience as one aspect that will be evaluated. Characteristics to address or reflect upon should include: early integration into the teacher education program; opportunities to relate principles and theories to practice; field experiences in a variety of settings and with a variety of populations; interactions with teachers who use varied teaching styles; feedback from faculty and peers; opportunity for parental, family and community involvement; and effective teaching experiences in specific school settings.

Required Documents to be Included : Teacher candidates do have some freedom in deciding what to include in their portfolio thereby making them an individual work. Items may be created via class assignments or they may be created specifically for the portfolio. However, in addition to items required to document competency completion, there are specific items that must be included in the portfolio documenting both competence and professional growth. Items must be placed in a three-ring view binder or, the candidate may opt to meet these same guidelines using technology computer/media and saving to a CD. The following items must be included.

1. Title page ( Must appear on the outside cover of your notebook. Your name must appear on the spine.)

Your title page should include your name (first and last), your classification, your major, your advisor's name.

2. Table of contents

3. An opening commentary on why and how the portfolio was developed, which may be called a "Preface."

You may reference the fact that the portfolio is required by law in order to obtain teacher certification, but add some statements describing how the development of this document will help you as a future teacher.

4. OBU Teacher Education Conceptual Framework, the Lighthouse Metaphor

5. Complete current transcript information (unofficial is sufficient)

6. Resume'

7. Personal "philosophy" of education

A philosophy of education should, at a minimum, include what you believe about students and how they learn. You might also opt to include what you believe about teachers.

8. Summary Sheet listing field placements (beginning with 2004 entering candidates)

9. Documentation and reflection on field hours

This is a copy of the sign-in sheets you obtained from your classroom observations. The reflection might be copies of your journal from that observation experience or it may be a broad reflection created from looking at each experience as a whole.

10. Evaluations from Field experiences

11. Computer/Media technology activity (samples of electronic grade book, seating chart, weekly work plan, calendar, grade analysis sheet, progress report, group work sheet, graphics in content area of lessons, use of the computer in instruction, C1arisWorks, HyperCard, HyperStudio, PowerPoint, etc.).

12. Completed forms from Appendices A and C in the Student Teacher Handbook.

13. Candidates who have reached the student teaching stage of their preparation career must include a video tape of their teaching. (These may be placed in a pocket page within the notebook.) Accompanying the tape would be a narrative describing what was being taught and why, strategies used and why, material(s) used and why, and problems anticipated or experienced and how they were handled. Analysis should reference knowledge base.

Competency Documentation

: Portfolio contents should include evidence in support of the candidate’s claim that he or she has successfully achieved the competencies specific to the program. Each entry should include a caption statement. The following caption is suggested for each entry:

Date Semesterand year is sufficient information

Competency Restate the competency met by the artifact

Description Describe the artifact, i.e. what is it, why was it completed. Describe how it meets the competency.

Relationship to Lighthouse Metaphor To which part of the conceptual framework does the artifact relate? How does it relate to these identified parts of the framework.

Critique/Reflection What did you learn by doing/implementing the artifact? Would you change anything about this project for future us? How will it help you in your future classroom?

Monitoring: There are three checkpoints at which portfolios must be evaluated by the candidate’s advisor. The first checkpoint is upon admission to the Teacher Education Program which usually occurs during the candidate's sophomore year. The scoring rubric at this level is bright orange. The second checkpoint occurs during the semester prior to student teaching, and is on bright yellow paper. By this time, the portfolio should be well developed. The final checkpoint occurs at the end of the candidate's final semester. For many, this will be during the final days of student teaching. Upon completion of the final scoring rubric (which is white), the advisor forwards the document to the Director of Teacher Education for his/her signature. The original rubric is returned to the candidate, and a copy is maintained in the candidate’s permanent file for certification purposes. Additionally, the candidate should maintain completed scoring rubrics in the front pocket of notebook.

The Teacher Education Division reserves the right to request that all portfolios be submitted to the Teacher Education office at any time deemed necessary for monitoring.

Suggested Documents/Artifacts for Each Competency

At least two documents/artifacts must be submitted for each competency. The artifacts listed are suggestions only. The candidate may select from any number of artifacts to document attainment of a particular competency. It should be noted that the portfolio documents performance of the candidate; therefore, article critigues should be used sparingly. Journal entries, while of value to the candidate do not document attainment of the competency.

Competency #1: Core Curriculum

The teacher understands the central concepts and methods of inquiry of the subject matter disciplines) he or she teaches and can create learning experiences that makes these aspects of the subject matter meaningful for students.


-Papers from subject matter courses, i.e. science, foreign language, music, etc.

-Lesson plans from methods course work

-This competency applies to anyone who has completed coursework (not just methods courses) in their subject matter discipline. For elementary, early childhood, and special education majors, this would include each of the four major content areas (English, science, mathematics, or social studies). For other P-12 areas and content areas majors, this would include courses in your field.

Competency #2: Development

The teacher understands how students learn and develop and can provide learning opportunities that support their intellectual, social, and physical development at all grade levels including early childhood, elementary, middle level, and secondary.


-Papers/Projects from EDUC 3013, 3093, 3203, 3502, ECED 2082, SPED 3022

-Journals from field experiences

Competency #3: Individual Differences

The teacher understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learners.


-Journals from field experiences

-Lesson plans from field experiences

-Paper/Project from EDUC 2012, 3013, 3093, 3203, 3502, ECED 2082, SPED 3022, Methods classes

Competency #4: Curriculum Integration

The teacher understands curriculum integration processes and uses a variety of instructional strategies to encourage students' development and critical thinking, problem solving, and performance skills and effective use of technology.


-Paper/Project from Methods classes, SPED 3022, ELED 2702

-Journals from field experiences

-Lesson plans from field experiences

Competency #5: Leaming Environments

The teacher uses best practices related to motivation and behavior to create learning environments that encourage positive social interaction, self-motivation and active engagement in learning, thus, providing opportunities for success.


-Paper/Project from EDUC 2012, 3013, 3093, 3203, 3502, 4722, SPED 3022, Methods classes

Competency #6: Communication in the Classroom

The teacher develops a knowledge of and uses a variety of effective communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.


-Paper/Project from methods classes, SPED 3022, CMAR1092, EDUC 3093, 3502

-Journals from field experiences

-Lesson plans from field experiences

Competency #7: Instructional Planning

The teacher plans instruction based upon curriculum goals, knowledge of the teaching/leaming process, subject matter, students' abilities and differences, the community, and adapts instruction based upon assessment and reflection.


-Papers/Projects from EDUC 3092, 3502, 4722, SPED 3022, Methods classes

-Lesson plans from field experiences

-Videotapes of lesson presentation(s)

Competency #8: Assessment

The teacher understands and uses a variety of assessment strategies to evaluate and modify the teaching/learning process ensuring the continuous intellectual, social, and physical development of the learner.


-Papers/Projects from SPED 3022, EDUC 4162, Methods classes

-Lesson plans from field experiences

Competency #9: Professional Growth

The teacher evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community), modifies those actions when needed, and actively seeks opportunities for continued professional growth.


-Journals from field experiences -Lesson plans from field experiences

-Papers/Projects from EDUC 2012, 3093, 3502, SPED 3022, ECED 2152, Methods classes

-Student teaching experience

Competency #10: Collaboration

The teacher fosters positive interaction with school colleagues, parents/families, and organization in the community to actively engage them in support of students' learning and well-being.


-Journals from field experiences

-Lesson plans from field experiences

-Papers/Projects from EDUC 2012, 3093, 3502, SPED 3022, ECED 2152, Methods classes

-Student teaching experience

Competency #11: Career Awareness

The teacher shall have an understanding of the importance of assisting students with career awareness and the application of career concepts to the academic curriculum.


-Papers/Projects from SPED 3022, Methods classes

Competency #12: Lifelong Learning

The teacher understands the purpose of continuous lifelong learning, the concept of making learning enjoyable, and the need for willingness to change when the change leads to greater students learning and development.


-Papers/Projects from EDUC 2012, 3013, 3093, 3203, 3502, SPED 3022, Methods classes

-Journals from field experiences -Lesson plans from field experiences

-Student teaching experience

Competency #13: Legal Issues

The teacher understands the legal aspects of teaching including the rights of students and parents/families, as well as the legal rights and responsibilities of the teacher.


-Papers/Projects from EDUC 2012, SPED 3022, ECED 2152, Methods classes

-Journals from field experiences

-Student teaching experience

Competency #14: PASS

The teacher understands, and is able to develop instructional strategies/plans based on the Oklahoma core curriculum.


-Papers/Projects from Methods classes -Lesson plans from field experiences

Competency #15: Effective Teaching

The teacher understands the State teacher evaluation process, "Oklahoma Criteria for Effective Teaching Performance," and how to incorporate these criteria in designing instructional strategies.


-Papers/Projects from Methods classes

-Lesson plans from field experiences