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Defense Portfolio Organization: The categories below reflect program outcomes 1-3 (+ an introduction).

Residents can draw from any number of artifacts from coursework and training academy to demonstrate their competency (some recommendations are included.) Scoring: Each category is assessed in terms of meeting the success criteria indicated for that category. Teaching Identity: What do I Bring to Teaching? The purpose of this section is to explain in-depth who you are as an educator as you will teach through the lens of your own experience. Tapping into who you are as an individual is an asset in your teaching and present yourself creatively. Simultaneously, being aware of and interrogating our own positionality and privilege better situates us to combat hegemonic structures that lead to denied access and low level education for students of color and those living in poverty. Describe why you became an urban educator and what you want your reviewers to know about you. What to you bring that is an asset and how will you integrate your personal assets into your teaching. What limitations do you bring? How will you seek to mediate those limitations in the service of rigorous and robust student learning? In this section, consider including: resume; background; hobbies; strategies, beliefs, and/or experiences that define you as an educator Success Criteria: ___Creative use of images and technology provides a holistic view of resident ___Depth of thinking in terms of personal assets and limitations is evidenced ___Implications for drawing upon assets and mitigating limitations are clearly stated and demonstrate depth of thought ___Presence throughout the Defense conveys professional stance (i.e. tone, maintains eye contact, etc.) Rubric Conversion: Exceeds=4 categories checked; Meets=3 categories checked; Partially meets=2 categories checked; Does not meet= <2 categories checked Community: The purpose of this section is to provide evidence of your increasing knowledge of and connection with communities and families as a resource for student learning. Research (Bryk et al., 2010; Oakes & Lipton, 2003) consistently indicates that strong collaboration with communities is necessary for school reform. That means that as educators, we must be comfortable in the community, know what resources our communities provide to residents, know how and be able to effectively communicate with families and community members in a manner that invites and maintains a collaborative stance. We also need to know the spoken and unspoken expectations for membership in the community. In addition to the assets, we must also understand the ways in which students may experience difficulties in on-time attendance, access to economically affordable food, housing, and medical services. By developing a nuanced understanding we are better equipped to know and support our students, find home/school connections that make learning more relevant, and tap into the community to support learning. In short, we are more likely to make a sustained difference in students learning and increase their life opportunities. (Consider including: evidence of collaboration with families, Community Walk assignment)

Success criteria: ___Range of artifacts used over time to engage families in curriculum that applies culturally relevant criteria ___ Use of community resources to connect community & content to demonstrate content relevance and enhance content transfer in culturally relevant ways ___Demonstrate that you have taken initiative to build trust with families ___Demonstrate that you have identified key connectors in the community that can help you build trust ___Applies community contextual knowledge into relational interactions with students Rubric Conversion: Exceeds=4-5 categories checked; Meets=3 categories checked; Partially meets=2 categories checked; Does not meet= <2 categories checked Impacting Students Learning: Planning, Instruction & Assessment The purpose of this section is to provide a comparative analysis of your design cycle thinking and doing through your planning, instruction and assessment for two learning segments. The focus is on demonstrating your capacity to improve student learning as you become a more effective educator Design cycle thinking entails: planning based on knowledge of students & communities, content, and effective instructional tools and practices; implementing; analyzing; and using insights to inform future teaching. Learning Segment A will occur during fall lead teach Learning Segment B must be completed prior to April 30 Provide evidence from learning segments A & B that includes how you have used data to inform your instruction, description and analysis of assessment tools you have created and/or used, evidence that you engage students collaboratively and intellectually and that you differentiate instruction. Success criteria: ___ Learning segments A & B demonstrate that instruction fosters student learning ___Comparative evidence (video) of learning segments A & B provides evidence of increasing capacity to engage students actively in rigorous learning ___Comparative evidence of learning segments A & B indicates increasing capacity to use student data to inform subsequent instruction ___Comparative evidence of learning segments A & B indicates increasing integration of technology into curriculum ___Comparative evidence (i.e. lesson plans) shows increasing repertoire of pedagogic strategies that engage learners in rigorous content Rubric Conversion: Exceeds=5 categories checked; Meets=4 categories checked; Partially meets=3 categories checked; Does not meet= <3 categories checked Self-directed Learner: The purpose of this section is to describe how you engage in continuous professional learning, and manage your stress and build your resiliency. (TIP: draw from previous section/s)

Success criteria: ___A detailed, realistic professional growth plan that includes action steps for your first year as teacher of record (TIP: this plan must be manageable and actionabledont overwhelm yourself at the expense of thoughtful execution of your plan) ___Provide evidence that you have utilized a range of credible resources to increase your professional knowledge and/or practice ___Plan and action steps links to prior evidence provided in portfolio ___Provide evidence of participation in learning communities/PLN and how that participation translated into your teaching ___Provide evidence of stress management and resiliency building/maintenance Rubric Conversion: Exceeds=4-5 categories checked; Meets=3 categories checked; Partially meets=2 categories checked; Does not meet= <2 categories checked