1. College of Education Graduate Programs Portfolio Workshop

2. Why a Portfolio? Desire for meaningful and authentic assessment of graduate students Allows students to present information about themselves as learners and to document growth over time Invites the reader to gain insights about learning and the learner

3. Portfolio Objectives Students take an active role in shaping their learning process Student reflect on their learning process and become evaluators of their own work and performance Students set goals for their progress and feel comfortable in taking risks in achieving those goals (refer to Graduate Portfolio Manual )

4. Portfolio Objectives continued Students have the opportunity to actively engage in an exchange of ideas and feedback with their peers and advisors as a collaborative team Students takes a role in setting the standards for accountability Students incorporate service learning into the portfolio that enhances student learning, fosters civic responsibility, and develops servant leaders

5. Initial Advising Session -- portfolio manual will be given; portfolio components and video guidelines will be discussed. Workshop Session (offered during Fall and Spring and Summer semesters)-- includes an overview of portfolio development. Ongoing Evaluation-- students are responsible for making an appointment with the Program Director to discuss portfolio progress. Pre-presentation Evaluation-- completion of pre-presentation evaluation; student is responsible for arranging a meeting with the Program Director at least two weeks before the final presentation to turn in video(if applicable) and review the completed Portfolio. Final Portfolio Evaluation-- student will present the completed portfolio to the Educator Preparation Board for final approval during their last semester of program of study. Portfolio Development

6. Portfolio Process Attend review sessions Continually collect artifacts and accompanying reflections Review and revise portfolio Present portfolio to the Educator Preparation Board

7. Portfolio Process Have an organized thematic portfolio that reflects what was written in your personal philosophy. Write a narrative describing your philosophy of education. Show originality; do not create an assemblage of packaged materials. Plagiarized work automatically disqualifies your portfolio.

8. 3 to 5 page paper describing “Who are you as a professional educator in your program of study?” Include: What you think is important Beliefs and/or theories which guide your professional practice Goals for what you want to accomplish On-going piece of work Philosophy of Education

9. Service Learning Service Learning is a teaching and learning strategy that integrates academic instruction, community service, and guided reflection from a Christ-centered, faith- based perspective: Goal 1: Enhance Student Learning Goal 2: Foster Civic Responsibility Goal 3: Develop Servant Leaders.

10. Tangible evidence of knowledge that is gained, skills that are mastered, values that are clarified, or dispositions and attitudes that are characteristic of you. What is an artifact?

11. Artifacts Anecdotal records Article summaries Assessments Awards Bulletin Board Ideas Case Studies Classroom Management Philosophy Essays/ Book Review Evaluations Floor Plans Goal Statements Individualized Plans Conferences Presentations or Attendance Journals Letters

12. Artifacts Management Strategies Media Experiences Workshop Agendas Observation Reports Pictures Planning Documents Professional Development Activities Professional Organizations Projects Research Papers Rules and Procedures Schedules Self-Assessment Instruments Developed materials

13. Artifacts, that reflect the modeling of the individual’s Personal Philosophy of Education throughout their graduate program. This can be in the form of a “Reflective Journal” or “Reflections” within the portfolio. What are reflections?

14. Portfolio Assembly Organized thematic portfolio Three ring binder Show originality Resume Self-evaluation instrument Philosophy Record of professional involvement Collections Reflections Closing statement

15. Portfolio Organization Table of Contents-- separate sections with tabs Portfolio Components Artifacts with Explanations and Reflections Closing Statement Table of Contents

16. Required Components Notification of Admission Personal Professional Philosophy of Education Current Transcript Professional Resume Degree Plan Samples of projects from your area of specialization Example of Technology Utilization Videotaped Segment and Evaluation (if applicable) Record of Professional/ Community Involvement Collections Self Evaluation Tool (form in portfolio manual) Reflections Closing Statement

17. Optional Components Personal Evaluations of Courses Journal of Experiences Research/Project Examples Photographs Copies of Certification(s)

18. Videotape Component Videotape guidelines based on requirements of each graduate program Evaluation *See program director for further instructions.

19. Closing Statement Short reflective essay Describes growth Self-assessment Draws conclusions Makes inferences Analyzes learning

20. Portfolio Presentation Arrive approximately 30 minutes prior to your designated presentation time. Be familiar and comfortable with your portfolio - this is your story Dress professionally Present to a selected committee of members of the Educator Preparation Board Allow 30 minutes (presentation-20-25 minutes, questions-5 minutes)

21. Evaluative Criteria Completeness Personal Philosophy of Education (focus, ideas, organization) Artifacts with explanations and reflections Effectiveness in explaining contents Quality and design Effective use of technology Closing Statement

22. College of Education Graduate Programs Portfolio Workshop