WVU College of Human Resources and Education

Phase Three: Admission to the Master's Program

As a result of successfully completing the Phase Three admission process, a student is admitted to the Master's Program and is permitted to participate as an intern during the fall semester with a full-time clinical experience in a professional development school.

In order to proceed to the masters' degree level, students again prepare and submit a portfolio to indicate their progress, accomplishments, and commitment to becoming a professional educator. This portfolio, which is continually added to and edited, becomes an essential tool (the "Exit Portfolio") the following year when the student enters the job market and interviews for his/her first teaching position.

Portfolio Application: Phase Three

In the eighth semester, students submit a portfolio of materials for review, which must include the following:

Evidence that the student has an overall GPA of at least 2.75
Evidence that the student has at least a "C" or better in Professional Education Courses
Performance evaluations (from experiences as volunteer, tutor and participant)
Standardized test results (PPST and PRAXIS)
Samples of work in professional education courses and in an Arts and Sciences course
An action research project proposal

Portfolios must by submitted by the end of the eighth semester and are reviewed by the Teacher Education Admissions Committee.

The Exit Portfolio: A Final Review

Exit portfolio review occurs as part of the Capstone Course during the student's tenth semester. The exit portfolio will also include the following items:

A site description of the student's professional development school
Collected evidence of the student's mastery of "The Characteristics of the Novice Teacher" and the principles put forth by the Interstate New Teacher Assessment and Support Consortium (INTASC Principles)
Student's future professional development plan

Exit portfolios are reviewed by Education, Arts and Sciences, and Professional Development School faculty members and are presented to peers in the Capstone Course.

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	Phase Three: Admission to the Master's Program As a result of successfully completing the Phase Three admission process, a student is admitted to the Master's Program and is permitted to participate as an intern during the fall semester with a full-time clinical experience in a professional development school. In order to proceed to the masters' degree level, students again prepare and submit a portfolio to indicate their progress, accomplishments, and commitment to becoming a professional educator. This portfolio, which is continually added to and edited, becomes an essential tool (the "Exit Portfolio") the following year when the student enters the job market and interviews for his/her first teaching position. Portfolio Application: Phase Three In the eighth semester, students submit a portfolio of materials for review, which must include the following: Evidence that the student has an overall GPA of at least 2.75 Evidence that the student has at least a "C" or better in Professional Education Courses Performance evaluations (from experiences as volunteer, tutor and participant) Standardized test results (PPST and PRAXIS) Samples of work in professional education courses and in an Arts and Sciences course An action research project proposal Portfolios must by submitted by the end of the eighth semester and are reviewed by the Teacher Education Admissions Committee. The Exit Portfolio: A Final Review Exit portfolio review occurs as part of the Capstone Course during the student's tenth semester. The exit portfolio will also include the following items: A site description of the student's professional development school Collected evidence of the student's mastery of "The Characteristics of the Novice Teacher" and the principles put forth by the Interstate New Teacher Assessment and Support Consortium (INTASC Principles) Student's future professional development plan Exit portfolios are reviewed by Education, Arts and Sciences, and Professional Development School faculty members and are presented to peers in the Capstone Course.