Meeting the Standards The Creation of an Electronic Portfolio to Demonstrate California Credential Candidate Competency (draft)

An Ongoing Online Collaborative Project Originating at the Apple College of Education Institute at UCLA July 21-25, 2001 John M. Chavez, CSU Hayward Michael Genzuk, USC Vanessa Musso, Cypress College Kris Nicholls, UC Riverside Anamaria Rodriguez, CSU Hayward

SB 2042 Standards for Program Quality and Effectiveness for the Subject Matter Requirement for the Multiple Subject Teaching Credential

The Road to SB 2042:  Goals 2000: Educate America Act of 1994  U.S. Department of Education Strategic Plan,  The National Board for Professional Teaching Standards (NBPTS)  The National Council for Accreditation of Teacher Education (NCATE)  The California Commission on Teacher Credentialing (CCTC)  The California Standards for the Teaching Profession (CSTP)  The Teacher Preparation Expectations (TPEs)  The Teacher Preparation Assessment (TPA)

Research on Electronic Portfolio Assessment The project team collaborated to first identify the purpose, the audience, the technology the audience needs, the organization of the portfolio, the four stages of portfolio development, and finally, what information would be needed. The work of Dr. Helen Barrett provided the theoretical framework for this project.

Purpose To prepare a draft/template for an electronic portfolio that can be utilized by Schools of Education for teacher credential candidates. A main objective might be to produce a product that can be utilized to exemplify a candidate’s competency in meeting the state’s (SDE, CCTC) standards for credential candidates.

Audience Schools and Colleges of Education, State and National program reviewers School Districts implementing Teacher Credentialing Programs State/National Boards of Education State Teacher Licensing Boards and Commissions National Professional Advisory Boards University and Community College Administrators Local, State and National Policymakers Teacher Education Candidates, et. al

Technology Needs Hardware:  Computer & peripherals capable of accessing the internet & receiving multimedia files. Software:  Web browser  Quicktime  Adobe Acrobat Reader 5.0 or later  Relational databases  Hypermedia “card” software  Multimedia authoring software  World Wide Web (HTML) pages  Multimedia slideshows, and Video (digital and analog) Source: Barrett, Helen “Create Your Own Portfolio, pg. 1:

Portfolio Organization Portfolio Elements Table of contents Standards Student artifacts Evaluation criteria/rubrics Student reflections Teacher and other feedback Learner’s goals Teaching philosophy

Portfolio Development Collection The credential candidates will be required to collect, preserve, and maintain materials and artifacts. The suggested manners to collect material would include, but are not limited to: a digital camera, microphone, audiocassette recorder, photocopier and/or scanner, and multimedia program software. The master/ cooperating teacher or peer could be utilized to film the credential candidate interacting with students, leading group activities, and conducting lessons. Assignments from students would also be acquired via scanner, camera, or other digital device. Interactive activities and instruction may also be recorded. Danielson, C., & Abrutyn, L. (1997) An introduction to using portfolios in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development

Portfolio Development Selection The selection of items included in the portfolio will be the responsibility of the credential candidate in consultation with the master/cooperating teacher and university supervisor. The selection will include a variety of samples from all subject areas.

Portfolio Development Reflection The process of self-reflection allows the credential candidate to evaluate his/her progress in the classroom. Examples of questions that may assist self-reflection for the credential candidate in the development of the portfolio include: * What does my portfolio reflect about my teaching style? * What does my portfolio reflect about student success? * How can my portfolio be improved? * Is there a weak area or an area completely missing? Reflection should be continual and ongoing.

Portfolio Development Projection/Direction This stage encourages credential candidates to review their reflections, look ahead, and set goals for the future development as an educator.

Information Needed to view the electronic portfolio Navigational instructions URL’s Etc.

Theoretical Foundation to the California Technology Standards

Internet Skills

Skills

Word Processing Skills

Publishing Skills

Database Skills

Spreadsheet Skills

Presentation Software Skills

Instructional Technology

Our Focus To review the draft of the California Standards of Program Quality and Effectiveness for the Subject Matter Requirement for the Multiple Subject Teaching Credential To examine section 6.2 of the standards which focused on the assessment of subject matter competence To direct our focus to Section 9 of the Standards that address technology in the Subject Matter Preparation Program using current and emerging technologies

Technology Standards (Selected Excerpts) There are three sets of California Draft Standards for Technology in the Subject Matter Program. 1. One set focuses on the prospective multiple subject teacher. 2. A second set focuses on the teacher preparation program’s responsibilities. 3. The third set focuses on professional teacher induction programs.

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