A group of 2007 cohort members put together this quilt as a project for the Teaching for Social Justice part of the program.
In 2002, the Evergreen State College Professional Education Advisory Board, the Director, faculty and staff of the Master in Teaching Program, and administrators from throughout the college worked together to develop and submit for approval a plan for a Professional Certificate Program. The plan was submitted to the State Board of Education and approved at the March 19-21, 2003 State Board of Education meeting. The MIT director was designated as the Program Administrator of the Professional Certificate Program. Professional Certificate Program classes are administered through the Master in Teaching program and offered under the umbrella of Extended Education at Evergreen, which is responsible for registering students and collecting fees.
Evergreen's program was designed with the two original ideals of Professional Certification in Washington State in mind. First, that teachers should carefully assess their professional practices after 2-4 years of teaching and then, in close collaboration with representatives from their school, district and the college, focus on 2-4 areas of professional growth that would be of most benefit to themselves and their students. Second, recognizing the importance of a systematic assessment of teacher skills and knowledge, that teachers should complete a portfolio with meaningful and convincing evidence of all-around competence. In addition, because of Evergreen's strong commitment to social justice issues, the program design included a "summer seminar" in which early career teachers would work together to assess and improve their own capacities to foster social justice in their classrooms.
Evergreen’s program consists of 3 credits of pre-assessment seminar, which focuses on self-assessment and the development of the professional growth plan, 10 credits of core, which includes 4 credits of summer seminar and 6 credits uniquely designated by each teacher's professional growth plan, and 2 credits of culminating seminar, which focuses on putting together an electronic portfolio to demonstrate mastery of all twelve of the professional certificate criteria.
Evergreen's program uses a cohort model. The first cohort began in April 2003 and completed the culminating seminar in June 2004. Since then cohorts have begun in April 2005, January 2006, and January 2007. Regular MIT faculty (which includes the MIT director) have taught the pre-assessment seminar, summer seminar, and culminating seminars with some assistance from experienced K-12 practitioners (specifically, K-12 teachers and administrators have assisted in reviewing portfolios and, in Winter 2007, assisted in teaching the pre-assessment seminar).
As Professional Certification in Washington has evolved, Evergreen's program has also evolved. When the decision was made that all programs would offer at least 3 credits of pre-assessment seminar, Evergreen's program added a third credit to its pre-assessment seminar. When the Professional Certificate criteria were revised, Evergreen's portfolio requirements changed accordingly. And, as representatives from all the colleges offering Professional Certificate Programs across the state have met to build consensus and respond to changing mandates, Evergreen's Professional Certificate Directors (originally Dr. Scott Coleman and currently Dr. Sherry Walton) have been involved.
2003 Pilot Cohort: Candidates in the Evergreen's Professional Certificate pilot cohort developed portfolios based on the original ProCert Rubric. The portfolios consisted of several video clips along with some supporting written documentation. Based on our experience with these portfolios, the format later evolved to a web-based format. These original portfolios were organized as follows:
I. Professional Growth Plan (PGP) Audio interview with you describing your teaching assignment and students this year and the areas you are working on Rubrics R51-R61. Professional Practice / Introduction – 5 minutes
II. Comprehensive Learning Instruction Plan (CLIP) Rubrics R1-R23 A particular lesson you will be teaching that day (before you teach it) what outcomes you plan to accomplish and how you will reach those outcomes plus excerpts from the lesson itself. 10 minutes.
III. Classroom Inquiry Plan (CIP) assessment This section supports the CIP (description of how feedback on teaching is gathered). See rubrics R48-R50. Your assessment activities for the year. 2 minutes.
IV. Positive Impact Plan (PIP) See rubrics R24-R30. A follow up 4-minute interview after a lesson in which you describe how it went, with an emphasis on what you learned from your assessment activities
V. Reflective Analysis: Classroom Environment Rubrics R31-R37. Your classroom management plans and processes. 4 minutes.
VI. Reflective Analysis: Democratic Principles Rubrics R38-R42. The place of democracy in your classroom(teaching students to cooperate and balance their needs with those of others) with an emphasis on one or more examples. 1 minute.
VII. Statement of Advocacy Your commitment to being an advocate for students stating one or more specific instances. 2 minutes
VIII. Family Involvement Plan (FIP) R43-R46. A description of your interaction with parents, with specific examples of interaction. 3 minutes.
IX. Leadership Activities Plan (LAP) Rubrics R62-R66. Your leadership activities in the school, mentioning one or more specific examples (this could also include an interview with a colleague). 2 minutes.
X. Reflective Analysis: Communication Skills R66 An example of you effectively communicating with your colleagues. 2 minutes.
2005/2006 Cohorts: Candidates who completed the Culminating Seminar in 2006 and 2007 developed web-based portfolios. The 2006 and 2007 portfolios are all organized similarly, according to the 12 professional certificate criteria. Two or three pieces of evidence are provided for each criterion. The nature of each piece of evidence was specified in program documents and candidates were informed of the expectations for each piece of evidence through the use of the Pre-Assessment Instrument. The Professional Certificate Descriptions of Practice was used as a rubric to ensure that the candidates paid close attention to the Descriptions of Practice throughout the development of their portfolios. The portfolios for each candidate, stored on flash drives in the Evidence Room, can be opened by clicking on the file home.htm.
The organization of the 2006 and 2007 portfolios can be understood from the table found in Appendix E, Pre-Assessment Seminar Syllabus 2006 of the Professional Certificate Program Review Report. Items in italics were begun during the pre-assessment seminar, items in bold were begun during the culminating seminar.
2007 Cohort: In-progress portfolios for candidates who began the Professional Certificate Program in January 2007 and who will complete the Culminating Seminar in 2008 are housed at http://www2.evergreen.edu/procertportfolio. These portfolios are organized based on the outline provided in the August 2006 Professional Certification Handbook, pages 2-13. Please see Appendix E of the Professional Certificate Program Review Report, Winter 2007 Syllabus for an outline of portfolio expectations. Each candidate’s portfolio will include a copy of the Professional Growth Plan, the Student Learning Context, Entries in which the candidate demonstrates competence in the 12 criteria, Reflections, and a copy of the Professional Growth Record. Candidates are expected to use the Descriptions of Practice to assess and determine a positive impact on student learning. Because these portfolios are not due until June 2008, the majority are incomplete. However, the current versions do document the candidates’ use of the required components. To view these portfolios, the reader will need a password, which will be available during the site visit.
All standards below are addressed in the Professional Certificate Program Report.