1. Professional Portfolios: Aligning with Standards
Jie Tian
George Mason University
Fairfax, VA
TW Tchr Prof Dev Prog, Sum 2011

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Our session today:
Theoretical framework
What is a professional portfolio?
What are essential aspects for creating your professional portfolio?
What are other colleagues doing in the creation of their professional portfolio?
TW Tchr Prof Dev Prog, Sum 2011

3. Theoretical Framework

4. Theoretical Framework - Portfolios
Current legislation (NCLB) and education organizations (NCATE) have called for professional development that ensures highly qualified teachers.
Literature has identified various purposes for portfolio implementation in teacher education programs.
Assessment tools, evidence of learning and documentation of directed reflection (Fox,1999; Fox, White, Kidd, & Ritchie 2008; Hammadou, 1998)
TW Tchr Prof Dev Prog, Sum 2011

5. Theoretical Framework – Reflective Practice
An essential element in supporting the growth and development of teachers (Liston & Zeichner, 1990; Schön, 1963, 1987)
Even highly experienced teachers may require specific experiences such as critical conversations and collaborative inquiry in a supportive environment to move beyond descriptive thought and writing (Lyons, 1998; Ross, 2002).
TW Tchr Prof Dev Prog, Sum 2011

6. Theoretical Framework – Intercultural Competence
The development of intercultural skills, attitudes and knowledge has started to become a significant issue in language teacher education (Sercu, 2005).
Portfolios make visible the personal and social learning relevant for the goals of intercultural competence in language teacher education (Kohonen, 2000).
The intercultural interaction in the process of portfolio development is a space of rich exchange and thus offers cognitive space for people to learn and reflect (Fox, 2010)
TW Tchr Prof Dev Prog, Sum 2011

7. Professional Portfolio?
What is a
Professional Portfolio?

8. The Professional Portfolio
Program Level Performance-based Assessment
Time Sequence – created over program
Formative/Developmental - showing growth & development over program
Summative/Completion - synthesizing evidence
Must include critical reflective elements
targeted written and synthesis reflections
oral synthesizing reflection
Evidence of Candidate’s Knowledge, Teaching, and Alignment with Standards
Presentation Portfolio – May also be used as job interview tool or as professional evidence for departmental leadership or making a professional change
TW Tchr Prof Dev Prog, Sum 2011

9. What is the Professional Portfolio?
Definition: A performance-based document that is aligned with professional Standards and consisting of a collection of carefully selected materials, examples, and reflections, assembled over time, that provides an evidence-based record of a teacher, or teacher candidate’s, knowledge of content and pedagogy, skills, professional growth, teaching practice, and leadership skills.
(R. K. Fox, 1999, 2005, 2009)
TW Tchr Prof Dev Prog, Sum 2011

10. Purpose of Creating Your Professional WL Portfolio
To provide concrete evidence of content knowledge and teaching practice;
To provide the teacher candidate opportunities to synthesize material and reflect both formatively and summatively on professional practice and K-12 students’ learning;
To help connect the teacher candidate’s work to published national standards (i.e., ACTFL NCATE, the 5 Cs)
To help teacher education institutions determine (as one of several factors) a candidate’s successful completion of a licensure or degree program.
TW Tchr Prof Dev Prog, Sum 2011

11. Context of Your WL Portfolio
National/State/Regional Alignment with Standards
Contents align with national standards, such as ACTFL, or other published Standards at all levels
University/College Alignment
Rationale for program inclusion include the both institution’s and the program’s mission and goals
School Division Connections
Allows teachers to demonstrate qualifications sought by schools & enables licensing program to examine to what extent its content prepares candidates
Each Candidate’s unique characteristics
TW Tchr Prof Dev Prog, Sum 2011

12. Professional Portfolios?
What are the
Essential Elements
For Creating
YOUR
Professional Portfolios?

13. Alignment with the ACTFL/NCATE Standards
The 6 Standards for FL Teacher Education Programs I. Language, Linguistics, Comparisons II. Cultures, Literatures, Cross-Disciplinary Concepts III. Language Acquisition Theories & Instructional Practices IV. Integration of Standards into Curriculum & Instruction V. Assessment of Language and Cultures VI. Professionalism
TW Tchr Prof Dev Prog, Sum 2011

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Suggested Organization (Table of Contents) of 7 Sections – Additional Focus on Technology
I. Language, Linguistics, Comparisons
II. Cultures, Literatures, Cross-Disciplinary
Concepts
III. Language Acquisition Theories, Instruction
IV. Integration of Standards into Curriculum & Instruction
V. Assessment Practices/Impact on Student Learning
VI. Technology
VII. Professionalism
TW Tchr Prof Dev Prog, Sum 2011

15. Reflection is Essential
Current research in education strongly suggests that the most effective teachers take a deeply reflective approach to their work.
Portfolio reflections make visible teachers’ understanding of the standards
Portfolio reflections provide a window into teachers’ beliefs and connections to classroom practice
Serves to connect Knowledge, Skills, & Dispositions making connections to classroom practice more visible
TW Tchr Prof Dev Prog, Sum 2011

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Process is Essential
Know the purpose and process for Portfolio Development
Understand that for the richest and most meaningful experience, the portfolio contents and reflections should be assembled over time and not “pulled together at the end”
Consider your growth and development over time
What have you learned and how does this relate to your achievement of the ACTFL NCATE Standards and to your classroom practice?
Cognitive Space
Process helps you engage in your own learning , see your change, and make that visible to others
Faculty can see your growth and the results of coursework on your thinking
TW Tchr Prof Dev Prog, Sum 2011

17. Reflection is at the Core of Your Portfolio
At the start of each section of your Portfolio
Teacher’s Connections to the Standards
Provide insight into your beliefs
Reflective Journal
Reflections after teaching
Philosophy Statement
TW Tchr Prof Dev Prog, Sum 2011

18. Let’s Begin your Philosophy Statement
For 3 minutes, jot down the main ideas or beliefs that jump into your mind about what is important to you ---
Your role as a WL teacher
What you believe about WL learners
The role of reflection in your practice
Advocacy
Share with the Group
TW Tchr Prof Dev Prog, Sum 2011

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Digital Portfolios
Web-based or non-web-based examples (googlesite, wiki , etc.)
Benefits of E-Portfolios
Getting closer to their students – “the digital natives”
Easy to include the technology-supported lesson plans and course materials
Showing their personality and individuality
Easy to share and send – easy accessibility
Easy to update and change
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A Few Examples
“The rainbow background of my portfolio shows my teaching philosophy and me as a teacher: flexible, joyful, and creative”
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“The use of pictures shows that I’m not too serious. Many people thought I looked serious. … It also shows I’m professional, using simple colors and consistent background and making it error-free”
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“I’m proud of myself. I’m hi-tech, collecting all the technology-rich materials and using the technological tools. I got to know more about my potential”
TW Tchr Prof Dev Prog, Sum 2011

23. What are other colleagues doing in the creation of
their professional portfolio?

24. International Work and Inter-cultural Communication
After our international teachers from Russia, China, Taiwan, and Greece have spent time (~four – six weeks) at George Mason and in surrounding school divisions, we have been using technology to extend our work upon their return to their home countries. Specifically, we have explored and engaged in some very successful applications of technology over the past year to keep these working communities of international and US teachers in touch with one another as they complete portfolios, engage in action research, and collaborate on inquiry in their classrooms.
TW Tchr Prof Dev Prog, Sum 2011

25. Portfolios may be adapted to reflect different contexts
Examples from Taiwan teachers
Artifacts included that bore Chinese cultural features in their portfolios
The reflections served as a connection for the previously disconnected pieces and made them more meaningful
Examples of their teaching
TW Tchr Prof Dev Prog, Sum 2011

26. U.S – Taiwan Teacher Professional Development Program Summer 2010
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29. Portfolios may be adapted to reflect different contexts
Examples from Greek and Russian Teachers
Action research studies
Philosophy statements and Reflections
TW Tchr Prof Dev Prog, Sum 2011

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U.S. – Russia Teacher Professional Development 20 Teachers from Vladivostok
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Portfolio Portal
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32. Russian Teacher’s Portfolio Example 1
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33. Russian Teacher’s Portfolio Example 2
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34. U.S. – Greece Teacher Professional Development Program – 2010-11
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36. Process, Presentation, & Evaluation (1)
Formative and Summative processes
Portfolio compiled over the entire program, not just at the end
Should include both required and selected artifacts and reflections
Sharing & Presentation: essential component of the creation and synthesizing process
Mid-program sharing to peers
Formal Synthesizing Presentation
TW Tchr Prof Dev Prog, Sum 2011

37. Process, Presentation, & Evaluation (2)
The ACTFL NCATE standards began to take on deeper understanding and served as an anchor point.
The Standards as the core of the Portfolio served to provide a connection between coursework and classroom practice
The Standards were also a springboard to consider areas for future professional development.
Evaluation of the portfolio should measure the degree to which program candidates have met the ACTFL NCATE Standards
TW Tchr Prof Dev Prog, Sum 2011

38. True learning is an active journey, not a static entity.
Calling all digital natives and digital immigrants to portfolio creation,
Here is an Ending Thought . . .
True learning is an active
journey, not a static entity.
Jie Tian
TW Tchr Prof Dev Prog, Sum 2011

39. Thank you !
Questions?