Product of Learning

The Product of Learning (POL) portfolio is a culminating project required by all advanced teacher candidates (ATCs) at Appalachian; it demonstrates candidates' competencies to meet the North Carolina Professional Teaching Standards (NCPTS).

In the POL, students synthesize and reflect upon their learning. The POL consists of artifacts that document achievement of the five standards below, as well as reflections on these standards. Students will work under the direction of a faculty member to assemble their final portfolio and will receive formative feedback during the semester. After the final portfolio is assembled, a team of faculty will review and independently score the portfolio for assessment purposes.

Product of Learning Standards

I. Leadership. Candidates demonstrate leadership by...

  1. Enhancing learning and development opportunities through leading and/or participating in collaborative activities with others, such as peers, colleagues, teachers, administrators, community organizations, and/or parents.
  2. Setting goals and establishing priorities while promoting educational initiatives that positively impact student learning.
  3. Applying professional dispositions, laws and policies, codes of ethics, and professional standards appropriate to their field of specialization.

II. Respectful Educational Environments. Candidates promote respectful educational environments by...

  1. Employing data-literate analysis and evidence to develop supportive school environments.
  2. Differentiating curriculum and instruction to address diverse learning needs and support inclusive learning environments.
  3. Demonstrating knowledge and understanding of diverse cultures and global issues as they relate to the educational community.

III. Knowledge of Content. Candidates show depth of knowledge of relevant content for their discipline by...

  1. Demonstrating in-depth understanding of key concepts of the discipline and interconnectedness of the relevant curriculum.
  2. Applying in-depth knowledge of discipline-relevant instruction and assessment.
  3. Using  technology-enriched learning experiences to challenge students to think critically, solve problems, communicate their ideas, and collaborate effectively.

IV. Student Learning. Candidates facilitate learning for students by...

  1. Planning discipline-relevant curriculum and instruction using relevant data-literate and research-based practices.
  2. Applying instructional techniques appropriate to the ways in which learning takes place, including levels of intellectual, physical, social, and emotional development of their students.
  3. Demonstrating a thorough understanding of assessment by collecting and critically analyzing student data to determine instructional needs.

V. Reflection. Candidates reflect on their practice by...

  1. Applying personal and professional reflection to extend student learning.
  2. Following  professional dispositions, laws and policies, codes of ethics, and professional standards appropriate to their field of specialization.
  3. Demonstrating critical analysis and synthesis of discipline relevant content.

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