AACTE, 2007

Portfolios for Teaching and Learning

A Longitudinal, Scaffolded Context

Steve Head

The Portfolio Project:

1. Employs an organic development model which provides central roles for program coordinators, instructors, supervisors, and students in shaping the portfolio project

2. Is a scaffolded, longitudinal process3. Is integrated with teacher education with

portfolio development positioned as a central part of learning and growth.

Dimensions of DevelopmentDimensions Progression over ProgramProfessional Development

From assigned initial ed philosophy to reflection on values & goals in practice

Professional Development

From detailed instructor/supervisor assignments to student teacher guided work.

Portfolio Writing:

Artifact Type From class-based artifacts to artifacts selected from clinical settings

Portfolio Writing:

Artifact Media From simple, familiar media (e.g. lesson plan text) to new, complex media (image of student work & video of teaching)

Portfolio Writing:

Writing LevelFrom authoring around assignments to goal & dialog guided composition

Progression Over SemestersDimension Progression Semester 1-2

Professional Development

Education philosophy, discussion of longitudinal perspective and professional development

Artifact Type Journals, lessons, class writing Artifact Media Text, usually from Word documents

Structure Usually class assignments, can be specific items or list of options

ProcessElements

Direct instruction in portfolio writing, preparing and adding artifacts

Progression Over SemestersDimension Progression Semester 2-3

Professional Development

Student purpose and track teaching and student learning goal/s

Artifact Type Clinical classroom activities, student work

Artifact Media Images (scanned, digital photos)Structure Mix of clinical and class artifacts,

class assigned specific or list of options, and student selected.

ProcessElements

Students guided in portfolio writing, preparing artifacts and peer dialogue

Progression Over SemestersDimension Progression Semester 3-4Professional Development

Students establish goals, plan for implementation & reflective analysis

Artifact Type Teaching samples, classroom activities, student work

Artifact Media Audio and/or VideoStructure Concept based, student selected

artifactsProcess

ElementsStudents supported in self-guided portfolio writing, preparing artifacts and peer dialogue (sharing)

Progression Over SemestersDimension Progression Semester 4-5Professional Development

Student guided portfolio worked based on professional development planning

Artifact Type Dependent on teaching goals

Artifact Media Dependent on teaching goals

Structure Dependent on teaching goalsProcess

ElementsStudents guided in portfolio writing, preparing artifacts and peer dialogue