The Vermont Standards Board for Professional Educators compels teachers to reflect upon the Standards for Vermont Educators and to maintain a portfolio of examples of their work. The following is my portfolio in hypertext and image: (press back on toolbar to return)

 

Learning

At the heart of these standards is the concept of thoughtful action. Educators need to remain constantly informed by new findings and instruction. Each Vermont educator will continue to acquire fresh knowledge in the chosen area(s) of professional endorsement. Each will then demonstrate this freshly acquired knowledge in his/her practice and will adjust this practice to reflect the result of the learning experience.

 

Professional Knowledge

The term "profession" implies a unique body of knowledge shared by and useful to all members of a professional group. Each Vermont educator will demonstrate a commitment to professional development by acquiring professional knowledge in the following areas and demonstrating inter-relationships among the areas of knowledge:

 

Collegueship

To be a professional means to work with others within the profession to further the profession's vision and goals. Each Vermont educator will show a commitment to Vermont's education goals by working collaboratively with colleagues toward the pursuit of a common set of goals in the school district and by being an active and sharing participant in the profession.

 

Advocacy

Vermont educators recognize the importance of a community and family structure in promoting a readiness to be educated. Each Vermont educator will carry out responsibilities in a way that utilizes community partnership and promotes the educational health of Vermont learners.

 

Accountability

Higher education institutions, school districts, and local standards boards share the overall responsibility for professional development in Vermont. The standards related to Learning, Professional Knowledge, Colleagueship, and Advocacy must be addressed by each of these groups as it establishes licensing and relicensing efforts. However, burden of proof of competence must shift from the institution to the individual. It is each professional's responsibility, at the start of a career, to share the responsibility for documenting and demonstrating competence. Each Vermont educator seeking a professional license will assemble a professional portfolio for this purpose that contains multiple methods of measurement (e.g. tests, observations, written reports, videotapes, professional publications) and which shows how these professional standards have been addressed.

 

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