Develop professional educators who accurately perceive, critically analyze, prudently judge, skillfully perform, and ethically act in their professional environments.

Critical Skills = Perceive, Analyze, Judge, Perform, Advocate

• CONTEXT – Professional educators accurately interpret the contexts in which they work from multiple [systemic?] perspectives. Examples:
  • Historical/Philosophical Context
  • Social/Political/Cultural Context
  • Legal/Ethical Context
  • Contemporary/Current Context
  • Student/Family/Community Context

• CURRICULUM – Professional educators synthesize and apply ideas about content, pedagogy, and learners to inform professional practice. Examples:
  • Curriculum Theory
  • Curriculum Design
  • Developmental Theory
  • Models of Curriculum
  • Learning Theory
  • Critical Theory
  • Social Justice Theory
  • Motivation Theory
• PRACTICE – Professional educators design engaging learning experiences, defend effective strategies, create dynamic learning environments, and collaborate with others. Examples:
  • Curriculum Mapping
  • Instructional Design
  • Assessment Strategies
  • Practical Wisdom
  • Reflective Practice
  • Technology Integration
  • Research-based Teaching Strategies and Skills
• INQUIRY – Professional educators seek, analyze, and use research and data to make informed judgments about curriculum, instruction, and assessment. Examples:
  • Identify and Apply Criteria to Research Projects
  • Conduct Research Literature Review
  • Construct Theoretical Framework
  • Analyze, Interpret, and Critique Education Research Data
  • Conceptualize, Direct, and Defend Original Research
• DISPOSITIONS – The educator values learning and professional development (InTASC 9, KEEP 4.1), commits to professional, ethical, and legal conduct (InTASC 9, KEEP 4.1); values positive, caring, and respectful relationships (InTASC 10, KEEP 4.2); embraces fairness (InTASC 2, KEEP 1.2); and, commits to wise and reflective practice (InTASC 9, KEEP 4.1).

Student Learning Outcome (SLO) Rubric

(4) Exceeds Standard: Evidence demonstrates comprehensive analysis, synthesis, and application.

• Artifacts provide a strong illustration of core ideas and skills embedded in the SLO.
• Reflection/discussions include a very good analysis of the ideas and skills of the SLO and clearly justifies selection of artifact(s) by providing strong evidence of professional self-reflection
• Artifacts and reflection/discussions are well organized and professionally presented (e.g., vocabulary, formatting, spelling, grammar).

(3) Meets Standard: Evidence demonstrates substantial analysis, synthesis, and application.

• Artifacts provide an acceptable illustration of core ideas and skills embedded in the
• Reflection/discussions include a satisfactory analysis of the ideas and skills of the SLO and justifies selection of artifact(s) by providing adequate evidence of professional self-reflection
• Artifacts and reflection/discussions are mostly well organized and professionally presented (e.g., vocabulary, formatting, spelling, grammar).

(2) Developing: Evidence demonstrates some analysis, synthesis, and application.

• Artifacts provide limited evidence core ideas and skills embedded in the
• Reflection/discussions do not include satisfactory analysis of the ideas and skills of the SLO and do not satisfactorily justify selection of artifact(s) or adequate evidence of professional self-reflection
• Some artifacts and reflection/discussions are not well organized or professionally presented (e.g., vocabulary, formatting, spelling, grammar).

(1) Unsatisfactory: Evidence demonstrates little or no analysis, synthesis, and application.

• Artifacts fail to connect to core ideas and skills embedded in the
• Reflection/discussions are unsatisfactory and fail to justify selection of artifact(s) or provide adequate evidence of professional self-reflection
• Some artifacts and reflection/discussions are not well organized or professionally presented (e.g., vocabulary, formatting, spelling, grammar).

Note: All Curriculum and Instruction students must score 3 or higher on all entries to receive CREDIT in EDCI 890.

Entries and Artifacts

Your portfolio will consist of five entries – one for each domain of the Student Learning Outcomes (SLOs) – Context, Curriculum, Practice, Inquiry, and Dispositions. For each entry you will select one to three artifacts to demonstrate your mastery and application of ideas and skills of the C & I Student Learning Outcomes. Each entry will also contain a reflection/discussion section (a maximum of 400 words).

• Artifacts. An artifact is compelling evidence that you have mastered one or more of the ideas and skills contained in the SLOs. A good artifact is professionally presented, personally meaningful, and accompanied by an insightful, thoughtful, and clear reflection/discussion. All artifacts should be clearly labeled. Example artifacts include:
  • Course papers, lessons, units, projects, reflections, or other relevant
  • Field experience observations, reflections, video, or other relevant
• Reflection/Discussion. The first paragraph of your reflection/discussion should provide an analysis of the ideas or skills associated with entry. In other words, the first paragraph should address the following question:
  • In what specific ways do the ideas and skills of this entry promote effective teaching and/or foster student learning?
• Subsequent paragraphs discuss they ways in which the artifacts you have selected demonstrate your thinking and ability to apply the entry to learning and teaching.
  • In what specific ways does this/these artifact(s) demonstrate a synthesis and/or application of the ideas and skills associated with this entry?

How Do I Submit the Portfolio?

The portfolio is submitted in KSOL in the EDCI 890 course. Unlike other courses, EDCI 890 is available to students throughout their program to enable continuous access to the portfolio. Every entry includes a place to upload artifacts and a space to provide reflection/discussion.

How is the Portfolio Evaluated?

Your master’s degree supervisory committee (three faculty members) will examine and assess your Curriculum & Instruction Portfolio. Grading for this course will be by Credit or No Credit.