2. What is a portfolio?
• “an organized set of documents that provide evidence of
a teacher’s knowledge, dispositions, and skills in the
complex art of teaching.” (Bird, 1990)
• “a purposeful collection of any aspect of a teacher’s
work that tells the story of the teacher’s efforts,
skills, abilities, achievement, and contributions to his or
her students, colleagues, institution, academic discipline
or community.” (Brown and Wolfe-Quintero, 1997)
• “an evolving collection of carefully selected or composed
professional thoughts, goals, and experiences that are
threaded with reflection and self-assessment. It
represents who you are, what you do, why you do it,
where you have been, where you are, where you want to
go, and how you plan on getting there.” (Evans, 1995)
3. What are the purposes
of a portfolio?
• Provide authentic evidence of a
teacher’s work and/or preparation.
• Encourages teacher reflection on
teaching practices.
• Fosters self-assessment.
• Provides a holistic approach to
assessment.
4. Portfolio Development
Issues
• UAH Indicators of Candidate Competencies
• Relate to other educational standards such
as PEPE, ALSDE, NBPTS, INTASC.
– Link to standard alignment table
• Link to Dr. Piersma’s portfolio guidelines documen
• Selection of at least 2 pieces of evidence
(artifacts) that address each competency.
5. Electronic Portfolio
Guidelines
• Use Weebly create your webpage.
• Set up a Weebly Pro Account.
• http://www.weebly.com
6. Electronic Portfolio
Requirements
• Page 1—Introduction
– Introductions are narratives that are usually found at the beginning
of the portfolio. The introduction section should include the
following:
– Introduction to you (Provide a link to a short 2-3 paragraph paper)
– Resume (Provide a hyperlink to your resume)
– A picture of yourself.
– Description of your placements (school & classroom context)—This
will be completed during student teaching.
– Teaching philosophy (provide a link to a document that contains
this)
– Personal Goals for Student Teaching
– Matrix or cross-reference table of the competencies and
standards (provide a link to this document)
– Links to each of the competency pages—Uses a frame page setup
or drop down menus to accomplish this goal..
– These pages can be created using Microsoft Word. Save the
pages as webpages and insert them into Weebly.
7. Example Standards and Artifacts Cross-
Reference Matrix
Performance
Standard/Out come Artifacts LIVE LINKS
Critical Thinker: • Teaching Philosophy*
EDUCATE ALABAMA • Hands-on Science Lesson
Standard: _______ • Student Reading Logs
INTASC: _______
Content Expert • Research Paper
EDUCATE ALABAMA • Lesson/Unit Plan
Standard: _______ • Teaching Field Exit Exam
INTASC: _______
Pedagogical Expert • Lesson/Unit Plans
EDUCATE ALABAMA • Graph showing student
Standard: ______ learning
INTASC: _______ • Teacher Work Sample with
Student Work
Diversity • Video Tape of Lesson
EDUCATE ALABAMA • Journal Entries
Standard: _______ • Student Work
INTASC: _______ • Classroom Management Plan
8. Electronic Portfolio
Guidelines
• Use Microsoft Excel to create your
cross reference matrix or use the
linked table: Link to Blank Cross
Reference Table
• Provide a link to this document in the
Introduction section of your
portfolio.
9. Body of the Portfolio
• The body of the portfolio will consist of six pages. One page will be
devoted to each of the UAH Teacher Candidate Competencies.
– Each page should include:
• A graphic of some type.
• The name of the competency centered as a heading for the page.
• The competency description. For example, for the “Content
Expert” standard include the actual text of the standard: “The
candidate knows the subject and structure of the discipline,
organizes and creates learning opportunities that link the subject
with other disciplines, and engages the learner in construction of
meaning within the discipline.
• Evidence for each competency –multiple pieces from each
teaching assignment
• A detailed discussion of the following:
– A rationale for selection of this artifact.
– A detailed description of the artifact and how it was used
– An analysis and reflection on the artifact.
10. Artifacts
• Artifacts may include:
– Brief clips from video taped lessons in your unit with analysis.
– Lesson plans/Unit plans that include strategies and differentiation of
instruction. If you use a lesson plan, be sure to include additional
information such as: student work samples, powerpoint, rubrics,
graphic organizers, photos, etc.
• YOUR EVIDENCE MUST CLEARLY SHOW WHY THIS IS THE
BEST EVIDENCE FOR EACH COMPETENCY.
– Assessments used to measure, monitor, and evaluate student work.
• INCLUDE THE TEST OR WORKSHEET USED FOR ASSESSING
LEARNING
– Graphic representation showing student learning (graphs, tables, etc.)
– Products or samples of student work showing student learning
Evidence of technology use
– Journal entries
– Looking Back, Looking Forward reflection paper.
– Evaluations from supervisors.
• THESE PIECES OF EVIDENCE DO NOT STAND ALONE; THEY NEED
ADDITIONAL SUPPORT, EVIDENCE, DISCUSSION
11. Description of Artifacts
• Artifacts (Selected from your teaching units)
Each piece of evidence should have an explanation or introduction
that provides information about the artifact presented. The
explanations provide better understanding of each document that
cannot be captured in the artifact alone. THE DISCUSSION IS KEY
TO DOCUMENTING YOUR LEARNING.
For each piece of evidence provide the following:
• Rationale for selection of the document
Why? Why is it the best piece of evidence?
How does it address this competency ?
Be sure to use language of the indicators to show why this
evidence was chosen or exactly what it shows in that competency
area
• Description of the event/document
Intended to provide the reader with a better
understanding of the document that cannot be captured in the
artifact alone
12. Artifacts
• Analysis of the event/document, such as teacher/student outcomes
resulting from the experience (length will vary) What does this show
about student learning or your use of teaching or assessment
strategies?
• Reflections on the piece of evidence. The intent of reflection is to
develop the ongoing awareness of a teacher’s own thoughts, feelings,
teaching decisions, and student reactions. It should lead to insightful
change of behavior toward the improvement of instruction and the
increased probability of student learning.
• Analysis of thoughts, feelings, and learning related to your goal that
provide reviewers more information to understand the impact of the
activity, project, experience or intervention, and how it contributed to
your professional growth and student learning.
13. Reflections—Helpful
Phrases
• I know that my teaching has • I have gained significant growth in
increased student learning because . the areas of . . . due to . . .
. . • Some of the areas that I need to
• What I have learned from this continue to gain experience are . . .
experience is . . . because . . .
• After observing my students, I • I have gained considerable insight
realized . . . about . . .
• What I think I will do differently is • In assessing my own performance I .
. . . . .
• When I considered what happened, • I strongly believe . . .
I . . . • When I think about . . ., I realize .
• As a result of this activity, I . .
now . . . • A new learning for me . . .
• A real eye opener for me is . . . • In order for me to continue to
• The most significant learning for me grow . . .
was . . . • I now understand the importance
• After carefully considering . . ., I of . . .
think . . . • Some questions that still remain in
• This experience has helped me to my mind are . . .
understand . . . • My goals for future professional
• I have noticed that . . . growth are . . .
• Since I have . . ., I feel . . .
15. Sample Portfolios—The way
the should appear at the end
of ED350/520
• http://msshirley17.weebly.com/index
.html
• http://jennifergunter.weebly.com/
• http://teresahodge.weebly.com/inde
x.html
16. Technical Requirements
• For ED350/520 the following portions of the portfolio must
be completed:
– The introduction section should contain:
• A picture of the student
• The embedded introductory sound file that you created with
Audacity.
• A link to an introductory paragraph about the student.
• A link to the student’s resume.
• A link to a teaching philosophy statement.
• A link to a personal goals for student teaching statement.
• A link to an initial cross reference table of the UAH competencies
and other educational standards. Create this table in Excel.
Include links for the required artifacts in this table.
17. Technical Requirements
• For the body portion of the portfolio, the following should be completed by
the due date:
– Each competency page should be set up and linked.
• The UAH competency should be listed as the title for each of these pages. The body of
the competency must be included on the page.
• Each page must also included a relevant graphic.
– For Competency #2—Pedagogical Expert include at least 2 artifacts that you
completed in this class that show that you are now prepared to integrate a wide
variety of instructional technology tools and apply them effectively in order to
maximize student learning. Complete all portions of the artifact requirements
for each of the artifacts that you include. These include:
» A rationale for selection of the artifact.
» A description of the artifact.
» An analysis of the artifact.
» And reflections on the artifact.
– Links to the artifacts should be included on both the relevant competency page
and in the cross reference table.
18. Other Requirements
• Title your portfolio:
• <Your Name Here>’s Electronic Portfolio
• Include at least 10 appropriate graphics.
• Make sure that all links work and that all graphics display properly.
• Submit your URL to Dr. Dean via Angel email.
