Science Educator Portfolio

  1. Start with the principled procedures and select artifacts (possible artifact list for each principled procedure) that have specific information to support your abilities to implement each procedure.
  2. List artifacts for each principled procedure and briefly describe how each demonstrates the principled procedure for science educators.
  3. The portfolio should list each principled procedure, identify artifacts used to demonstrate each, and provide an explanation for how and/or why the author believes it does (sample format with bullets) (sample format with artifacts in chart).
  4. Major artifacts may be referenced in multiple principled procedures as appropriate. An explanation for what the artifact demonstrates should be different and specific for each principled procedure where the artifact is referenced. Be selective.

Bonus information for a real portfolio

Whole artifacts that are included, such as video tapes, should have a cover sheet with specific references as to where to find the specific place(s) being referenced; in addition to the explanation of how it demonstrates each specific referenced principled procedure.

Tabs, labels, and highlighting should be used so that information can be located quickly. Employers will not take time searching for information.

Parts of an artifact may be incorporated (one or two reflections from a semester journal).

How well did you do?

Is your portfolio include information that would lead a principal to select you as the key person in this scenario?

> Mini lecture - mini lecture on some ways to represent science literacy and what an outstanding science educator needs to know and be able to do.

> Identify artifacts and describe how they or parts of them are evidence of your demonstration of the principled procedures for science educators. - Explanations and starter documents

Assessment and evaluation information -

Knowledge base goals



Evaluation Criteria - class activities

Class activities and communications
(1, 2, 3, 4, 5)
  1. Inquiry based not fact based.
  2. Evidence of appropriate planning. Year planning and lesson planning with appropriate scope (broad with big ideas described (generalizations), concepts and deep with facts and detail to be comprehensive for the content of all required dimensions) and sequence that is intellectually challenging and developmentally appropriate for all students.
  3. Evidence of modeling inquiry and attitudes of scientist.
  4. Evidence of reflective teaching.
  5. Evidence of assessment of students in all dimensions of science. Student outcomes are identified and described by observable outcomes at different levels as appropriate.
  6. Evidence of good management and learning design. Provide adequate opportunities for students to develop understanding and assess their development. Content includes all categories for required dimensions (as described by the National Science Teachers Association Standards, and/or Project 2061, and/or Nebraska Standards) for the level or students. Threads are logical, easy to follow with the use of a grid, matrix, outline or color code. Ideas can be supported with research and/ or wisdom of practice.
  7. Evidence of ability to create communities of science learners.
  8. Evidence of professional development (working with groups on curriculum development, learn as a scientist, integrate science knowledge, professional life-long science learner and educator.

Dr. Robert Sweetland's Notes ©