2. What Do We Want Them to Know and How Do We Know They Know It? Electronic Portfolios in the Neag School of Education Bob Hannafin, TNE Fellow Neag School of Education University of Connecticut

3. Change Perspectives Students: “Change… just happens. Get on the train or get run over.” Translation: “DUDE, I get to use my I- Pod in class.”

4. Change Perspectives Deans: “Change is a healthy and inevitable part of human growth and development.” Translation: “Hey man, if it’s cheaper, we’re doing it!”

5. Change Perspectives Faculty: “Change sucks.” Translation: “Change sucks.”

6. Presentation Overview What we want them to know How we know it - E-Folios Challenges Benefits Summary

7. What Conceptual framework, NCATE and state standards Teacher Candidate Assessment Committee identified assessments aligned with benchmarks Signature artifacts per course

8. How – E-Folios Laptop initiative Vendor solution www.taskstream.com www.taskstream.com Standards manager Portfolio and assessment tool Gradual implementation - full program by Fall 2006

9. Tense Conversations Forces conversations that reveal disagreements that would go undetected: –Content coverage –Inter- and intra-departmental coordination –Willingness to change –Priorities in R1 institution –Faculty freedom –Who pays? –Induction years - state coordination Technology-induced conversations - laptop initiative - day of reckoning for tech integration more broadly

10. Benefits Makes things visible –Opportunities for vertical integration –Assessment more open process –Storage/archive –Documented Growth Scaffolding feedback, rubric Tracks revisions of submissions Students generally like it

11. Summary It is “messy” but worth it Has to be a process rather than an event Horizon should go beyond teacher prep, into induction years Affords broader developmental view of teacher candidates. E-portfolios are a piece of a puzzle for coherent program integration and change. It’s a work in progress

12. Contact Bob Hannafin 860-486-1456 robert.hannafin@uconn.edu