Professional Teacher Certification

Instructor: Professional Certificate Program Instructor

Course Description:

Professional Certificate Core supports candidate development of portfolio evidence to verify that all Professional Certificate Standards and Criteria have been completed at standard. Course time will be dedicated to developing, sharing and refining evidence that supports each Professional Certificate Standard and Criterion.

Targeted Professional Certification Standards and Criteria:

 I.  Effective Teaching:

(a) using instructional strategies that make the learning meaningful and show positive impact on student learning

(b) using a variety of assessment strategies and data to improve instruction

(c) using appropriate classroom management principles, processes, and practices to foster a safe, positive, student-focused learning environment

(d) designing and/or adapting challenging curriculum that is based on the diverse needs of each student

(e) demonstrating cultural sensitivity in teaching and in relationships with students, families, and community members

(f) integrating technology into instruction and assessment

(g) informing, involving, and collaborating with families and community members as partners in each student’s educational process, including using information about student achievement and performance 

II.  Professional Development:

(a) evaluating the effects of his/her teaching through feedback and reflection

(b) using professional standards and district criteria to assess professional performance, and plan and implement appropriate growth activities

(c) remaining current in subject area(s), theories, practice, research, and ethical practice

 III.  Professional Contributions:

(a) advocating for curriculum, instruction, and learning environments that meet the diverse needs of each student

(b) participating collaboratively in school improvement activities and contributing to collegial decision-making

Course Objectives:

A successful candidate for the teacher professional certificate shall demonstrate the knowledge and skills for the Professional Certificate by presenting at standard portfolio evidence of effective teaching, professional development and professional contributions.

Textbook(s) and/or Assigned Readings:

• Descriptors of Practice (word)(pdf)

• OSPI Professional Certification Handbook
  http://www.k12.wa.us/certification/Teacher/ProCert-Handbook.aspx

• Portfolio At-A-Glance (word) (pdf)

• Portfolio Evidence Guidelines (word) (pdf)

• OSPI Descriptions of Effective Professional Practice (word) (pdf)

• Required Professional Certificate Portfolio Coversheet (word) (pdf)

• Applied Classroom Inquiry Project (word)(pdf) directions

Assessments/Assignments:

• Share entries and compare evidence to “at standard / not yet at standard” Descriptors of Practice (word) (pdf) bulleted examples.

• Share means of displaying evidence in student voice.

• Discuss strategies for obtaining multiple measures of positive impact on student performance over time.

• Describe procedures that provide appropriate opportunities for ALL students to learn.

• Display and describe Applied Classroom Inquiry Project (word) (pdf) results.

• Develop and organize portfolio evidence for submission.

• Select elective credit activities that align with PGP goals. 

• Engage in elective credit activity and submit official transcript or clock hour registration verification once coursework has been completed.

Grading Scale:   S/U (Satisfactory/Unsatisfactory)

Course Outline:

The portfolio is a compilation of evidence – much of it in student voice – that attests to the teacher’s positive impact on student learning through reflective practice. The portfolio reveals professional judgment and action that is:

• Focused on student evidence

• Intentional

• Data-driven

• Informed by research and context

• Collaborative

The Portfolio must follow these Portfolio Evidence Guidelines:

1. Evidence covers all learning opportunities described in the Descriptions of Practice for each Criterion

2. student voice is used in support of the criteria in Standard I
   Examples: student work, student reflections, video or audiotapes of students describing their learning
   Non-examples: blank assignments, lesson plans, student work from only one assignment, teacher statements

3. Demonstrates that more than one student, in fact ALL students, have those opportunities
   Note: this does not mean you must have work samples from every student.
   Examples: student work samples from a range of students; whole class and small group generated items
   Non-examples: teacher assertions and generalizations without examples

4. Demonstrates that those learning opportunities are happening over time
   Examples: 1(c) Students create a list of classroom rules (cooperative groups) in which all students in the classroom must agree. Students reflect on the process-what went well, what didn’t go well, suggestions for improvement, etc.  Several weeks later students revisit rules and reflect in journals if they still support existing rules-if no explain why. This process is repeated 2-3 times over the term/year.
   Non-example: Students come up with a list of classroom rules.

5. Demonstrates that those learning opportunities occur in more than one context or are applied in different ways
   Example: 1(c) “After our first meeting, students went to recess, and returned enthusiastically, calling it “the best recess ever” after they had heard from one another about things that had been hurtful and making changes accordingly”

6. One entry includes an Applied Classroom Inquiry Project (word) (pdf)

7. Student and parent/guardian confidentiality is protected

The Portfolio must include the following components in this order:

1. A copy of the Professional Growth Record (word) (pdf)
   This is required documentation for certification file and must be signed by the candidate on page 2.

2.  Student Learning Context Profile (word)(pdf)
   The purpose of this is to describe the classroom, school, district, and community setting that forms the basis for instructional decision-making.

3. Entries
   The entries may include instructional units, classroom procedures and systems, or other elements of your regular practice. Taken together, the Entries demonstrate that the teacher’s work meets or exceeds the criteria for Professional Certification.

4. Summary Reflection
   Describes and comments on your learning and growth through the entire process.

5. Professional Growth Plan (PGP) (word) (pdf)
   The PGP is comprised of the Professional Growth Plan form completed for each of the criteria identified in your self-assessment during the Pre-Assessment Seminar. Most candidates will typically complete a PGP form for 3-5 of the 12 criteria though the number will vary.

Academic Dishonesty Policy:

Western Washington University students are responsible for reading, understanding, and following the policy and procedures regarding academic dishonesty as set forth in the WWU Academic Dishonesty Policy and Procedure (see Appendix D of the University Bulletin).

Reasonable Accommodation Policy:

It is the policy of Western Washington University to provide reasonable accommodation to the known physical, sensory, or mental limitations of qualified individuals except where such accommodation would impose undue hardship on the institution.  To request accommodation, students must contact WWU disAbility Resources for Students at360-650-3844 or www.wwu.edu/depts/drs/.