Portfolios for TAs

PI34 “Students must complete a portfolio of evidence for the teaching standards” to be certified Review mission and standards Select your program and view standards for course. Click to View Knowledge and Performance tasks Login with Portfolio Login

House Keeping for Dean’s Office Get Account (if you don’t have one) Beginning of Semester  Upload CV  Set instructor/supervisor information  Upload Syllabus End of semester  Set Standards

Lead Purpose of the Portfolio DPI: “Students must complete a portfolio of evidence for the teaching standards” to be certified” On the other hand…. Lee Shulman: "...it is important to keep in mind that the portfolio is a broad metaphor that comes alive as you begin to formulate the theoretical orientation to teaching that is most valuable to you."

Guiding Principals Focus on student growth in reflective practice with:  Standards as a reflective guide  Support of Job Search through articulation of reflective practice Formal portfolio writing style Longitudinal scaffolding Course/Seminar Integration

A note about structure Most Portfolio systems relay on software imposed structure. To facilitate a constructive approach to portfolios, the School of education portfolio project operates upon a cognitive social infrastructure. It is composed of cognitive categorical elements and defined relationships between elements. Through the over-time learning of these

Formal Portfolio Writing Style Elements Some Key Elements:  Page Title and Intro  Return Links  Captions  Higher order guide pages use outline style with bullets leading to content pages  Content pages are succinct narrative text with embedded artifacts and headings  File naming content prefix, no spaces, no folders

Guiding Principals: Longitudinal Scaffolding See On-line power point Sample portfolios for examples

Integration: 3 Phases Preparation  things done as part of class that also prepare students for portfolio authoring. Portfolio Class Session  Instructor or supervisor working with EPCS Feedback/dialogue/formative evaluation  Facilitated by tools for reflective dialogue

Integration: Preparation ( things done as part of class that also prepare students for portfolio authoring.) Instructor/Supervisors designs course/seminar within the context of the program. Creates syllabus and course handouts that includes: Listing of standards with relationships to course One or more portfolio assignments that are a regular part of the course (not add-on for the portfolio) observing the longitudinal scaffolding. Information on preparation elements. Scheduled time for portfolio class session/s (see below)

Integration: Portfolio Class Session (Instructor or supervisor working with EPCS) Regular class led by instructor/supervisors who:  Talk about purpose of assignment/composition  Provide feedback to students working Based on unique ‘lesson plan’  written by EPCS based on consultation with instructor Where student complete portfolio assignment/s  and by doing so learn technology in the process. Technology kept subservient  to a reflective authoring process Held at EPCS portfolio labs  coordinated and supported by EPCS staff and students

Integration: Feedback/Dialogue/Evaluation (Facilitated by tools for reflective dialogue) Class instructor/fellow student dialogue around preparation On-line Portfolio Assignment dialogue Portfolio Session  Instructor/supervisor feedback  Structured on-line peer dialogue Post Session Peer/instructor on-line dialogue Portfolio Evaluation formative dialogue forum

Job Search Articulate reflective practice  Only way to bring reflective practice into hiring process Usefulness determined by student teacher not principal  Getting principal to look at portfolio is like getting an interview Hundreds of principals go into to view portfolios each year

Support EPCS is lead support Click “ US” at the top of any page in the portfolio system Student Liaisons Instructor Liaisons