The Learning Experience Portfolio
August 2011: Please be advised that we are currently in progress of revising the LEP to be more aligned to the Common Core State Standards and will be following the NYSED Common Core Learning Standards Timeline. During the 2011-2012 academic year, your supervisor will initiate the discussions of the shift from a "Standards-based Unit" (using the 2005 NYS Learning Standards) to a "Common Core Aligned Unit"
The "Learning Experience Portfolio" is an exercise that demonstrates your knowledge of assessment and your understanding of the New York State Learning Standards and Core Curricula.* You will have an opportunity to validate your ability to plan, implement, assess, and reflect on a standards-based unit.* This exercise will be a great advantage to have in your professional portfolio.
*Please note: revision to Common Core Standards currently in progress. Will follow current NYSED schedule of 3-8 ELA & 3-8 Math & Regents Integrated Algebra to be implemented 2012-2013.
The Learning Experience Portfolio will help you to become better acquainted with the Fall 2011 implementation of the "New Comprehensive Teacher and Principal Evaluation Law, Education law §3012-c:" This will soon be a part of teachers and principals Annual Professional Performance Review (APPR) linking part of student performance to classroom teacher & building principal evaluations.
Summary of Provisions in the Regulations, updated 9.14.11
New York State Teaching Standards (9.12.11)
In addition, the portfolio process will provide you with the experience to show case your ability to pre-assess and analyze student data. You will need to articulate how you use the data to inform your practice. You will be collaborating with your PDE and with your supervisor to help identify best practices that impact student learning. This collaboration provides you with the necessary support throughout the portfolio process enabling you to validate your impact on student learning
The "Learning Experience Portfolio" is a modified version of the New York State Academy for Teaching and Learning Statewide Peer Review Learning Experience. (http://www.emsc.nysed.gov/nysatl/booklet.pdf.)
This Page includes the following Information:
Learning Experience 101: PowerPoint Presentation created by Professors Lisa Henkel, Ruth Hollis, and Mary Ellen McTigue, College Field Supervisors. Sp12 revised version by Professors Ann Cooley and Michele Santoli.
Rubric for Learning Experience Portfolio (Completed by the College Field Supervisor & Outside Evaluators through the Office of Field Experience)
the context by including:
- Provide a brief
statement of the purpose, objective, or focus of the learning experience.
What do your students need to know and/or be able to succeed with this learning experience?
- A discussion
of what your students need to know and/or be able to do to succeed with this
- The entire wording of the learning standard(s) and the specific performance indicator(s) being assessed.
- A description of how the learning experience addresses New York State core curricula. Go to:
Engine for New York State Learning Standards (2005): http://www.emsc.nysed.gov/nysatl/standards.html
- New York State Education Department Virtual Learning
- Click on a "Standard Area." This will bring you to another site. At this point, click "Explore the standards and associated resources."
- After going through the various "layers," you can link up to examples of various "Marcopolo" lesson plans, as well as "Learning Experiences" that are aligned to specific performance indicators.
- Select a Standard Area: ARTS, CDOS, ELA, HPEFCS, LOTE, MST, & SS
- At the specific Standard Area Page, select "Standards & Associate Resources." In addition, there are hyperlinks to "Regents Exams" & State Assessments"
- Select either "Elementary," "Intermediate," "Commencement," or "Alternate"
- Select a "Standard"
- Select a "Key Idea"
- Select a "Performance Indicator." Please note that this is still "evolving." If updated information has been added, you will be able to view sample lesson & unit plans that are aligned to that specific "Performance Indicator."
New York State Education Department Student Assessments
Office of Statewide Assessment Home page: http://www.emsc.nysed.gov/osa/
New York State Regents Exams: http://www.nysedregents.org/
As of August 2011, please note that the New York English Language Arts and Mathematics, Grades 3-8 Testing Site is currently in the process of being revised: http://www.emsc.nysed.gov/3-8/home.html.
- You need to provide evidence of how assessment drives instruction.
- Demonstrate your knowledge of using a Multiple-measures approach
During the student-teaching experience, there is a strong commitment to implementing an evidence-based/data-driven approach as a means of addressing issues of accountability.
This evolving process will help you focus on how to use data to modify instruction. Again, you will have the opportunity to demonstrate how you assess and analyze student learning. In addition, you will need to provide evidence of how you have a positive effect on learning for all students. You will need to articulate how this evidence-based approach informs your instructional practice.
- You will need to develop a meaningful learning experience for students based on their developmental levels and prior experience: "An assessment that demonstrates [teacher] candidate effect on student learning" (NCATE 2002, p. 16).
- You will need to
provide evidence that you can "accurately
assess and analyze student learning, make appropriate adjustments to
instruction, monitor student learning, and have a positive effect on
learning for all students" (p. 16).
- You will
need to develop a “Pre-assessment” and “Post-assessment.”
You need to construct pre and post assessments that are appropriate for the learning profile of the students: age, ability, stages of development, etc. You must address how you used pre-assessment data to drive instruction, as well as what did you learn from the post-assessment data.
“pre-assessment” does not mean "testing." You need to develop a
"pre-assessment" that provides you with
information of students’
of the material before you actually teach the unit.
need to provide evidence that demonstrates how you are able to do a needs
assessment: at what level of
understanding and proficiency are the students at the start of the unit,
and what do you want them to achieve at the end of the unit? You need to have a clear sense of the target
expectations you want your students to master. This needs to be
linked to the standards and performance indicators.
- How do you know your students' area of learning?
- What will your students need to do to show understanding and mastery?
- What "products" will you be collecting and assessing?
- The “post-assessment” instrument(s) will measure your “impact” of the students’ level of understanding and demonstrated proficiency after the unit. Again, you need to show how this is linked to the standards and performance indicators.
- Levels of
student performance (e.g., developing, meets the standard, exceeds the
or techniques used to collect evidence of student progress toward meeting
the learning standards’ performance indicators (e.g., observation, group
discussions, journal writing)
used to document student progress (e.g., scoring guides, rating scales,
checklists, teacher-made tests, observation forms).
how you developed the assessment criteria, maintained an awareness of their
progress, and how you reflected on their work.
- Assessment is a tool for learning. You need to make sure that the students: 1). Know their intended direction, 2). Know where they are now, 3). And how to close the student academic achievement gap (Stiggins, Arter, and Chappuis, 2004).
You will have solid experience in how you use data to improve instruction
The Learning Experience Portfolio provides the necessary groundwork for your generation that will be affected by the 9.12.11 Edition of the New York State Teaching Standards:
Standard V: Assessment for Student Learning
Teachers use multiple measures to assess and document student growth, evaluate instructional effectiveness, and modify instruction.
Teachers design, select, and use a range of assessment tools and processes to measure and document student learning and growth.
a. Teachers use appropriate diagnostic and ongoing assessment to establish learning goals and inform instruction.
b. Teachers use formative assessment to inform teaching and learning.
c. Teachers use summative assessment to measure and record student achievement.
d. Teachers design assessments that are aligned with curricular and instructional goals.
e. Teachers design and select assessments that accurately determine mastery of student skills and knowledge.
f. Teachers use multiple measures and multiple formats, including available technology, to assess and document student performance
g. Teachers implement required testing accommodations
Teachers understand, analyze, interpret, and use assessment data to monitor student progress and to plan and differentiate instruction.
a. Teachers analyze data accurately.
b. Teachers provide timely feedback to engage students in self-reflection and self-improvement.
c. Teachers use assessment data to set goals and design and differentiate instruction.
d. Teachers engage students in self-assessment of their learning goals, strategies, and outcomes
Teachers communicate information about various components of the assessment system.
a. Teachers provide access to information on student assessments.
b. Teachers provide appropriate information and interpretation of various assessment data.
Teachers reflect upon and evaluate the effectiveness of their comprehensive assessment system to make adjustments to it and plan instruction accordingly.
a. Teachers demonstrate an understanding of assessment measures, grading, and procedures.
b. Teachers develop a plan for their overall assessment system.
c. Teachers use their plans and assessment data to adjust teaching and assessment practices.
Teachers prepare students to understand the format and directions of assessments used and the criteria by which the students will be evaluated.
a. Teachers communicate the purposes of the assessments they use.
b. Teachers prepare all students for the demands of particular assessment formats, and provide appropriate accommodations, including accommodations in testing conditions, for students with exceptional learning needs.
c. Teachers articulate assessment criteria to students and provide parameters for success.
d. Teachers equip students with assessment skills and strategies.
e. Students practice various formats of assessments using authentic curriculum.
- New York State Professional Development Standards:
- "Data-driven Professional Practice: Professional development uses disaggregated student data and other evidence of student learning to determine professional development learning needs and priorities, to monitor student progress, and to help sustain continuous professional growth" (http://www.highered.nysed.gov/tcert/pdf/pdstds.pdf).
New York State Professional Development Standards:
- Professional Development Standard 7: Data Driven
- Professional development that improves the
learning of all students uses disaggregated student data to determine
professional development learning needs and priorities, to monitor
progress and help sustain continuous professional growth.
- 7a. Professional development ensures ongoing opportunities for all teachers to learn how to analyze student data throughout the year to inform their instructional practice.
- 7b. Professional development provides teachers with the opportunity to examine all relevant student data, including Individual Education Plans (IEPs), at the beginning and throughout the academic school year, in order to design effective instructional planning.
- 7c. Professional development provides teachers with current, high quality data analysis presented in a user-friendly format, to promote optimal student learning.
- 7d. Professional development provides opportunities for teachers to use results from local, state and national assessments; student work samples and portfolios; school climate, parent, and teacher surveys; and student behavior data to guide their instruction.
- 7e. Professional development provides ongoing opportunities for teachers to use disaggregated student data by race, gender, English language learning, special education status, eligibility for free or reduced priced meals, and other factors in order to improve student learning (http://www.highered.nysed.gov/tcert/pdf/pdstds.pdf).
- Professional development that improves the learning of all students uses disaggregated student data to determine professional development learning needs and priorities, to monitor progress and help sustain continuous professional growth.
Examples of Student Teacher Assessment Plans:
This example illustrates how the student teacher uses a data-driven approach. By analyzing the data, the student teacher was able to determine appropriate strategies to modify instruction at the students’ level of understanding:
The post-assessment results were very encouraging. Marked improvement was shown by the class as a whole. The most encouraging sign was that students who did poorly on the pre-assessment made significant gains on the post-assessment. For example, a student who scored a [3 out of 22] on the pre-assessment, scored a [17 out of 22] on the post-assessment. [This student] went from a 14% to a 77%. A 63% [point] gain was outstanding. Students who did well on the pre-assessment continued to do well on the post-assessment.
After analyzing the data, it was exciting to see that my instruction had a significant impact on student learning” (Student Teacher, 2007).
Other Examples of Student Teacher Assessment Plans
- Please refer to the Sample Letter.
- Student work
may be submitted on a CD or hard copy. Each format must be clearly labeled
with your name and title of learning experience. Photographs, including
digitals, are acceptable for student work. Submit a total of THREE samples of
graded student work. Each
student sample should be legible and demonstrate the range of student
performance (e.g., developing, meets the standard, exceeds the standard).
- For each
student, a completed set of all assessment tools described in the assessment
plan (e.g., rubric, checklist, narrative comments, etc.)
- For each sample of student work, a statement of the basis for your “grade(s)” by citing evidence from the student work.
brief narrative reflection is required of the
For your reflective narrative, you will need to
address the following:
Time Required: For each aspect of the learning experience, state the amount of time for:
Implementation. (Note the length of your class period, when appropriate)
Resources. Please note unique resources needed to successfully complete this experience, including the titles of texts, reference books, software, website addresses, etc
CRUCIAL PIECE. Describe your methods & how you were able to measure the impact you had on their learning.
How did you develop a meaningful experience for your students based on their developmental levels and prior experience(s)?
How did you assist and make any necessary instructional modifications
in the students' learning process?
- How did you assess the students’ knowledge of the material?
- Describe the procedures used to accommodate the range of abilities in your classroom.
Describe your ability to create a supportive learning environment.
- What did you
learn from planning, implementing, assessing, and reflecting on this
Include any correspondences from teachers, parents, celebrities, and/or students.
Examples of Exemplary Student Teaching Portfolios:
- William Duffany, Social Studies, grade 12. (Please be patient. This is a very large file: 44.2 MB PDF File.) Additional: "Six Principles of the U.S. Free Market System."
Examples of New York State Academy for Teaching and Learning Statewide Peer Review Learning Experiences:
Elementary “Chocolate Fever” http://www.emsc.nysed.gov/nysatl/English/chocolate/html/lcont.html
- ELA Elementary "If I Were A Statue" http://www.emsc.nysed.gov/nysatl/English/statue/html/index.html.
Studies Commencement “We Did Not Start The Fire” http://www.emsc.nysed.gov/nysatl/SocStudies/fire/html/index.html
Learning Experience examples: http://www.emsc.nysed.gov/nysatl/index2.html
Criteria for Evaluating Your Learning Experience
will need to submit your Learning Experience to your supervisor no
later than the fourth week of your second field placement of your student teaching experience.
Ideally, you would want to implement your learning experience in your first
placement. The Learning Experience can either be submitted in a "CD
Format" or "three-ring binder" - please no thicker than a
one-inch three-ring binder.
Ideally, you would want to implement your learning experience in your first placement. The Learning Experience can either be submitted in a "CD Format" or "three-ring binder" - please no thicker than a one-inch three-ring binder.
1. Relation to Learning Standards
Lists specific NYS learning standards
Lists performance indicators for each standard
Links to an existing NYS core curriculum
Requires students to demonstrate the use of ideas, perspectives, tools, skills, and/or methods that are central to the learning standard
2. Intellectual Challenge
Helps students grow intellectually
Moves beyond rote application, e.g., interpret, predict, analyze, synthesize
Builds on prior knowledge and skills
Wherever possible, connects with real-world contexts
Uses a variety of talents, skills, and strategies
3. Assessment Plan
Provides a description of the assessment tools, techniques, and/or strategies to measure student performance relative to each performance indicator
Clearly defines the various levels of student performance (e.g., developing, proficient, distinguished) in order for students to understand what is expected of them
Incorporates elements of good assessment: clear criteria to guide work, feedback on work in progress, reflection on work completed
Includes graded samples of a range of student work illustrating the use of each assessment
4. Pre-assessment/Post-assessment and Analysis of Results
Pre-assessment results are used to inform instruction based on analysis of results. A plan of action should be provided.
Post-assessment results show improvement in student learning.
5. Validity and Reliability
The assessments provide sufficient evidence to permit confident inferences about each student’s overall understanding.
There is evidence of valid measures of the targeted understanding.
Holds the attention of students
Motivates students to become intellectually, emotionally, and/or physically involved in ways that result in higher achievement
7. Instructional Modifications
The learning experience is adaptable to the range of students’ abilities in the classroom.
Reflective narrative demonstrates in-depth knowledge of analysis of post-assessment results and of specific and developmentally appropriate modifications are in place to enable success for all learners.
The learning experience is adaptable to the range of student abilities in the classroom
8. Resources Including Technology
Instructional technology is appropriately integrated and used to enhance instruction
Assists students in achieving the learning standard(s) addressed in the assessment plan
9. Reflection and Analysis of Assessment Results
Demonstrates and clearly articulates in-depth analysis of data to reflect on planning and implementation.
Provides a sound rationale of the need to improve future instruction.
10. Positive Impact on Student Learning
Provide evidence of successful implementation, effective assessment, and critical reflection.
Evidence needs to be sufficient in teaching effectiveness.
Reflective narrative need to clearly articulate impact on student achievement.
Danielson, C. (2007). Enhancing professional practice: a framework for teaching (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Council for Accreditation of Teacher Education (2002). Professional
New York State Academy for Teaching and Learning. Retrieved August 2, 2005 from: http://www.emsc.nysed.gov/nysatl/janspdfs/leoutline.pdf
New York State
Academy for Teaching and Learning Criteria for Review Reporting Form.
Retrieved August 2, 2005 from:
Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S. (2004). Classroom assessment for student learning: doing it right – using it well. Portland, OR: Assessment Training Institute.