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E-Porfolio Project

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E-Portfolio for Student Teaching

During your student teaching semester, you will be asked to demonstrate a variety of competencies that, taken together, ensure that you are on your way to becoming an excellent teacher. Your portfolio will be one very explicit way of demonstrating to yourself, your college supervisor, and to prospective employers that you possess the skills and abilities that are required for certification in a variety of competency areas.

Your program portfolio is a cumulative record of your learning and the development of your professional practice throughout your participation in college’s teacher education program. The Program Portfolio will serve as the culminating assessment of your work in the program. The Program Portfolio is to be comprehensive with respect to the six program goals listed below, drawing on college  coursework, field experiences, student teaching, and other relevant experiences.

Principles of Teacher Education (PTE)

 

Principle #1: Conceptual Understanding of Core Knowledge

The ability of teachers to communicate and solve problems while working with central concepts, tools of inquiry, and structures of different disciplines.

• Set learning goals that reflect the command of the subject matter.

• Design and implement instruction that develops students’ conceptual framework.

• Interact with learners, providing accurate and in-depth information.

• Improves learners’ communication and quantitative skills through meaningful learning engagement.

• Model effective communication and problem solving.

• Use a variety of media and technology.

• Distinguish high quality educational materials.

 

Principle #2: Reflective Practice

The ability of teachers to step outside of the experiences that make up teaching and to analyze and critique the impact of the experiences and context from multiple perspectives.

• Explain the principles that guide teaching.

• Demonstrate teaching as an inquiry process, collecting, and analyzing data about students’ learning and generating plans designed to support that learning.

• Entertain multiple perspectives.

• Self-assess from multiple perspectives.

• Collect information through observation of classroom interaction.

• Collect information through observation of classroom interaction.

• Assess learners’ development and knowledge.

• Use assessment processes appropriate to learning outcomes.

• Invite learner to employ multiple approaches, solutions, and diverse pathways to learning.

 

Principle #3 Teaching for Understanding

The ability of teachers to draw on their knowledge and frameworks to plan, implement, and assess effective learning experiences and to develop supportive social and physical contexts for learning.

• Set clear goals for learning experiences.

• Establish suitable classroom routines.

• Provide learners with meaningful choices.

• Create a collaborative, supportive, social environment.

• Provide learners with meaningful choices.

• Create a collaborative, supportive, social environment.

• Engage learners in generating knowledge and testing hypotheses.

• Help learners articulate their ideas and thinking processes.

• Use multiple strategies that engage students in active learning.

• Encourage learners to see, question, and interpret ideas from diverse perspectives.

• Convince learners to assume responsibilities for themselves and their own learning.

• Motivate ALL children to learn.

• Create an inviting, interactive learning environment.

• Ask questions that promote learning.

• Build on children’s prior knowledge.

 

Principle #4 Passion for Learning

The ability of teachers to continually develop their own complex content and pedagogical knowledge and to support the development of students’ habits of continual, purposeful learning.

• Synthesize and teach complex concepts and networks of knowledge.

• Learn about learners in multiple ways of knowing.

• Recognize and support learners’ intellectual, social, and personal growth.

• Support learners with special needs.

• Engage learners in multiple ways of knowing.

• Convey reasonable, but high and positive expectations for learner achievement.

• Integrate the disciplines to create meaningful curriculum.

• Give learners opportunities to solve community problems and make authentic choices.

• Provide learners with access to learning activities.

• Seek help form other professionals when needed.

• Engage in personal inquiry to construct content knowledge.

 

Principle #5 Understanding School in the Context of Society and Culture

 The ability of teachers to value and teach about diversity, to recognize the impact of social, cultural, economic, and political systems on daily school life, and to capitalize on the potential of school to minimize inequities.

• Act as a change agent.

• Communicate in ways that demonstrate sensitivity to a broad range of diversity.

• Mediate when learners need help to resolve problems or change attitudes.

• Embed knowledge of the community into teaching.

• Challenge negative attitudes.

 

Principle #6 Professionalism

The ability of teachers to be active contributors to professional communities that collaborate to improve teaching and student achievement by developing shared ethics, standards, and research-based practices.

• Articulate the ethical principles guiding professional conduct.

• Demonstrate and document standards-based practice in the classroom.

• Stay current in terms of research on pedagogy and content areas.

• Participate in professional organizations and resource networks.

• Dialogue with colleagues about issues that are complex and difficult.

• Give presentations for other professionals.

• Initiate activities such as teacher research, study groups, coaching, and so on to improve the teaching and learning of a school community.

• Promote positive attitudes.

• Facilitate decision-making.

• Operate on democratic principles.

 

The following three questions are meant to serve as guides for you in the process of developing your Program Portfolio:

1. How does your portfolio make public your understanding of who you are as a teacher?

2.  How does your portfolio demonstrate that you have taken the six program goals and made them your own in your daily teaching practice?

3.  How does your portfolio represent your growth in relation to the six principles?

Program Portfolio is comprised of artifacts, each accompanied by a written reflection. There are many types of artifacts that you may choose to include, for example: lesson/ unit plans, observation notes, journal entries, assessments, notes from students, and photographs, just to name a few. For each artifact, you must include a written reflection which tells the reader what the artifact is, where it came from, why it is important to your professional development, and how it fits into your view of teaching and learning.