Guidelines for Preparing the Professional Portfolio
All professional employees hired by Intermediate Unit 1 must complete a professional portfolio for induction by the third year professional development presentation date.
The PDE 427 form is used to recommend candidates for Instructional II certification. Although completion of this form is required only for those educators with certificates issued September 1, 2001 and later, the 427 categories will be used to guide the portfolio development for all Intermediate Unit 1 employees. PDE 427 identifies critical competencies that new educators must possess and categorizes them into four key areas:
- Planning/Preparation
- Classroom Environment
- Instructional Delivery
- Professionalism
The induction portfolio is designed to showcase your professional competence in these areas. You are required to include a minimum of three artifacts per category (total of 12) to serve as evidence that you have met or exceeded the competencies described. Please organize your portfolio as follows:
- Professional Profile Page
- Category I Divider Page: Planning/Preparation
- Artifact #1/Reflective Statement
- Artifact #2/Reflective Statement
- Artifact #3/Reflective Statement
- Category II Divider Page: Classroom Environment
- Artifact #1/Reflective Statement
- Artifact #2/Reflective Statement
- Artifact #3/Reflective Statement
- Category III Divider Page: Instructional Delivery
- Artifact #1/Reflective Statement
- Artifact #2/Reflective Statement
- Artifact #3/Reflective Statement
- Category IV Divider Page: Professionalism
- Artifact #1/Reflective Statement
- Artifact #2/Reflective Statement
- Artifact #3/Reflective Statement
- Blank PDE 427 Form
Refer to this template that can be used for the profile and divider pages. Each artifact must be accompanied by a reflective statement (1-2 paragraphs) that addresses:
- Rationale for inclusion
- Why you chose the artifact
- Which competencies you feel it represents
- Statement regarding professional growth
- Positive results achieved
- What you learned
- How you grew professionally
Category I: Planning/Preparation
Through their knowledge of content and pedagogy skills in planning and preparation, educators make plans and set goals based on the content to be learned, their knowledge of students and their instructional context.
This category focuses on the candidate's knowledge of:
- Content and Pedagogy
- Pennsylvania Academic Standards
- Students
- Instructional Goal Setting
- Coherent Instructional Design
- Assessment of Student Learning
- Resources, Materials and Technology
Educator's performance demonstrates:
- In-depth and thorough knowledge of content and pedagogy
- In-depth and thorough knowledge of Pennsylvania's Academic Standards
- In-depth and thorough knowledge of students and how to use this knowledge to direct and guide instruction
- Clear and appropriate instructional goals that reflect content standards and high expectations for students
- Thorough awareness of resources, materials, and technology available through the school or district or professional organizations
- Appropriate and coherent instructional design in which plans for all elements are completely aligned with the instructional goals, have a clear sequence, and include adaptations for individual student needs
- Perceptive reflection on teaching and learning and use of such in future instruction planning
- Appropriate and clear assessments of student learning completely aligned to the instructional goals, and adapted as required for student needs.
Category II - Classroom Environment
Educators establish and maintain a purposeful and equitable environment for learning, in which students feel safe, valued, and respected by instituting routines and setting clear expectations for student behavior.
This category focuses on the candidate's skill in:
- Interacting with Students
- Establishing Environments Conducive to Learning
- Planning for Student to Student Interactions
Educator's performance demonstrates:
- High and clear expectations for student achievement in a challenging and dynamic learning environment, with value placed on high quality student work
- Significant attention to equitable learning opportunities for students
- Appropriate and highly respectful interactions between educator and students and among students
- Highly effective classroom routines and procedures resulting in effective use of instructional time
- Clear standards of conduct and highly effective and preventive management of student behavior
- Safe and skillful organization of physical space, to the extent it is under the control of the educator, that provides accessibility to learning and to the use of resources, materials, and technology.
Category III - Instructional Delivery
Educators, through their knowledge of content and their skill in delivering instruction, engage students in learning by using a variety of instructional strategies.
This category focuses on the candidate's ability to:
- Communicate
- Employ Questioning and Discussion Techniques
- Engage Students in Learning
- Provide Formative Feedback
- Demonstrate Flexibility and Responsiveness
Educator's performance demonstrates:
- Clear and appropriate communication of procedures and high-quality explanations of the content
- Highly effective use of different levels of questioning and discussion strategies that encourage most, if not all, students to participate
- High-level engagement of students in learning and appropriate pacing of instruction
- Equitable, accurate, and constructive feedback to students on their learning
- Informed and appropriate use of formal and informal assessments to meet learning goals and to monitor student learning
- High degree of flexibility and responsiveness in meeting the learning needs of students.
Category IV - Professionalism
Professionalism is demonstrated through qualities that characterize a professional person in aspects occurring in and beyond the classroom/building.
This category focuses on the candidate's ability to:
- Maintain Clear and Accurate Records
- Communicate with Families and Students
- Make Valued Contributions to School and District
- Demonstrate Professionalism
Educator's performance demonstrates:
- Full adherence to school and district procedures and regulations related to attendance, punctuality, and the like.
- Full knowledge of Professional Code of Conduct and full commitment to professional standards
- Full and active compliance with school and district requirements for maintaining accurate and complete records and communicating with families regarding student needs/improvement
- Frequent participation in school and district professional development events/opportunities, consistent application of new learning in the classroom and sharing of learning with colleagues
For questions and support about the portfolio process, please contact:
Jarol DeVoge
ISS Director
724-938-3241 ext. 234
Supervisors may also help with the identification of acceptable artifacts.
Guiding Questions for the Selection of Portfolio Artifacts Representative of Danielson's Four Domains
Domain 1: Planning/Preparation
What artifacts can I include to show that I...?
- am familiar with the content I teach
- plan for the use of effective methodology
- attend to prerequisite skill requirements in the planning process
- account for knowledge of my students when planning for instruction (e.g., age group characteristics, preferred learning styles, levels of preparedness, learning strengths/needs, personal interests, cultural heritage)
- can formulate instructional goals that are
- aligned with academic standards
- functionally relevant to students' lives
- measurable and stated with clarity
- suitable for students with diverse learning needs
- select evaluation methods that coincide with instructional objectives
- utilize quality resources for both teachers (instructional) and students (learning)
- can design cohesive, long-range instructional units
- utilize assessment in the planning process to
- determine readiness levels
- identify learning strengths/needs
- inform future instruction
Domain 2: Classroom Environment
What product(s) could represent my ability to...?
- encourage warm, respectable interactions in the classroom
- create a culture of learning that inspires students to perform at their best and to take pride in their work
- employ effective classroom management procedures that ensure
- smooth transitions
- orderly dissemination/collection materials and supplies
- effective supervision/use of volunteers and paraprofessionals
- monitor and manage student behavior using a proactive, positive approach
- address disciplinary problems using tactics that preserve students' dignity and foster behavioral reform
- organize physical space in ways that ensure
- the environment is safe and conducive to learning
- students and teachers can navigate around the room with ease
- resources, materials, and technology are physically accessible
Domain 3: Instructional Delivery
What could I include to demonstrate that I...?
- communicate information clearly and accurately
- utilize effective questioning and discussion techniques
- actively engage students in teaching-learning exchanges
- provide useful feedback to students in a timely manner
- monitor and support students' efforts to internalize and apply constructive feedback
- exercise flexibility and patience
- adjust pacing and planned activities as needed
- provide responsive accommodations
Domain 4: Professionalism
What artifact(s) could serve as evidence that I...?
- function in a reflective capacity
- continually evaluate the effects of my professional decisions
- work to maintain behaviors/procedures that work well
- make efforts to enhance practices that warrant improvement
- maintain accurate, current records on students (e.g., homework completion, data on progress)
- communicate effectively with families to
- provide information re: educational programming and activities
- keep parents updated on progress
- convey information re: student successes and difficulties
- solicit family involvement in school functions/programs
- actively contribute to the school and/or district by
- serving students/parents in a voluntary capacity
- taking on extracurricular duties
- fulfilling committee responsibilities
- interacting with colleagues in a productive manner
- participating in building and district-wide projects/programs
- participate in activities that enable growth and professional development
- attend conferences or workshops
- conduct professional readings
- share expertise/ideas with colleagues
- make professional presentations
- complete educational coursework
- demonstrate professionalism in actions and interactions
Ideas for Representative Artifacts
- annotated professional reading list
- artifacts that depict service to the profession (e.g. professional publications, presentations)
- awards and/or certificates earned
- behavior improvement plan
- classroom diagram and rationale statement
- correspondence to/from parents
- daily lesson plan sample(s)
- description of approach to discipline (breakdown of proactive, reactive, and remedial components)
- description of contribution to committees or professional organizations (e.g., PSEA, PFCEC)
- description of leadership role(s) held in the school and/or district
- description of professional/instructional responsibilities
- description of service to students
- description of voluntary service responsibilities
- description or example of substitute folder contents
- evidence of efforts to breed independent work habits and/or infuse study skills instruction
- evidence of home/school communication vehicles
- evidence of planning for the use of adjusted questioning techniques
- examples of resources procured to broaden the scope of understanding on a curricular topic
- evidence of research conducted to enhance instructional delivery
- example of formative, constructive feedback to students
- examples of technology infused lessons
- formative assessment instruments
- lesson plans reflective of tiered/differentiated instruction
- individualized education plan sample (preserve confidentiality)
- letters of appreciation and/or recognition
- list of 3-5 positively stated classroom rules
- log of notes from collaborative planning sessions and/or committee meetings
- long-range unit plan sample showing cohesive organization of daily lessons
- multimedia instructional presentations
- photos of instructional or functional bulletin boards and/or displays
- positive behavior support incentive charts
- products to indicate diversity is appreciated/valued
- professional growth plan
- rubrics and anchor work samples representative
- supervisory evaluations
- teacher-created guidelines/rules/roles for cooperative learning tasks
- teacher-created learning materials
- teacher-created open house or orientation handouts
- teacher-created summative tests
- teacher-created organizers used to direct attention to individualized learning needs and/or the provision of needed supports/accommodations (e.g., IEP at-a-glance)
- teacher-created training handouts for paraprofessionals and/or volunteers
- teacher-developed screening tools
- teacher-generated list of responsibilities for paraprofessionals (if applicable)
- templates for student contracts (academic or behavioral)
- visual or handout depicting classroom procedures
- welcome letter to students
- professional growth plan
- sample of self-regulatory grade record sheet
