Master of Instruction Portfolio
for Judith M. Conway
The exit requirement for the Master of Instruction Program
is a portfolio. The central goal of the Master of Instruction Program
is the improvement of the quality of instruction in a candidate's classroom.
The portfolio is the primary means through which a candidate demonstrates
to the College of Education faculty that instruction has improved in ways
that are consistent with the latest research and theory in the profession.
The portfolio should include the following major divisions:
A resume detailing the candidate's history in the profession, educational
and professional experiences, publications, membership in professional
organizations, service activities, and any professional honors, awards,
and scholarships received.
II. Narrative
The narrative describes the candidate's beliefs about teaching and learning
when admitted to the program, and if appropriate, how they have changed
and what attitudes and abilities the candidate has acquired as a result
of matriculation in the program. The narrative incorporates responses
to the following lettered items.
A. State the original goals for the program and
how they were accomplished.
B. Describe the experiences in the Master of Instruction
Program in terms of two or three coherent themes. Themes
reflect a knowledgeable and thoughtful consideration of current research
and theory as presented across the course work. Describe each theme
and give examples of how each was represented in your course work.
C. Describe a specific plan for continuing professional
development.
III. Artifacts
Includes post-course documentation from the candidate's classroom and sufficient
and appropriate narrative to describe each teaching component listed below
and each item of documentation included.
A. Component 1: Provides illustrations
of assessment procedures, including assessment of students' prior knowledge
and learning growth and letters to parents about their children's performance,
etc.
B. Component 2: Describes planning
and instructional processes. Includes unit plans or lesson plans
that characterize planning and teaching patterns. Describes how assessment
relates to instructional planning.
C. Component 3: Descriptions of how
classroom is organized and managed.
D. Component 4: Describes how instruction
is studied in candidate's classroom. Included in this section is
documentation of candidate's efforts at self-study, including journals,
video, comments of external evaluators.