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The Professional Teaching Portfolio: Aligning with Standards
Rebecca K. Fox, Ph.D.George Mason University
Fairfax, VA
NEC 2009 NYC
National Council for Accreditation of Teacher Education
http://www.ncate.org
http://www.actfl.org
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)
Many portfolio studies address portfolios as assessment tools, but a need remains for research portfolio process to scaffold the development of reflective practice (Lyons, 2006).
NEC 2009 NYC
Theoretical Framework
Reflective Practice An essential element in supporting the growth and
development of teachers (Liston & Zeichner, 1990; Schön, 1963, 1987)
No assumption that reflection transfers to the classroom (Borko, Michalec,Timmons, & Siddle, 1997; Lyons, 1998; Wade & Yarborough, 1996).
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).
NEC 2009 NYC
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 synthesyzing reflection
Evidence of Candidate’s Knowledge, Teaching, and Alignment with Standards
Presentation Portfolio – May also be used as job interview tool
NEC 2009 NYC
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)
NEC 2009 NYC
Purpose of Creating Your Professional WL Portfolio To provide To provide concrete evidenceconcrete evidence of content knowledge of content knowledge
and teaching practice; and teaching practice; To provide the teacher candidate opportunities to To provide the teacher candidate opportunities to
synthesize material and reflect both formatively and synthesize material and reflect both formatively and summatively on professional practice and K-12 summatively on professional practice and K-12 students’ learning;students’ learning;
To help connect the teacher candidate’s work to To help connect the teacher candidate’s work to published national standards (i.e., ACTFL NCATE, the published national standards (i.e., ACTFL NCATE, the 5 Cs)5 Cs)
To help teacher education institutions determine (as one To help teacher education institutions determine (as one of several factors) a candidate’s successful completion of several factors) a candidate’s successful completion of a licensure or degree program.of a licensure or degree program.
NEC 2009 NYC
Context of Your WL Portfolio
National/State/Regional Alignment with StandardsNational/State/Regional Alignment with Standards Contents align with national standards, such as Contents align with national standards, such as
ACTFL, or other published Standards at all levelsACTFL, or other published Standards at all levels University/College AlignmentUniversity/College Alignment
Rationale for program inclusion include the both Rationale for program inclusion include the both institution’s and the program’s mission and goals institution’s and the program’s mission and goals
School Division ConnectionsSchool Division Connections Allows teachers to demonstrate qualifications sought Allows teachers to demonstrate qualifications sought
by schools & enables licensing program to examine to by schools & enables licensing program to examine to what extent its content prepares candidateswhat extent its content prepares candidates
Each Candidate’s unique characteristicsEach Candidate’s unique characteristics
NEC 2009 NYC
Multiple Purposes – Never Static
Provides opportunity for creative demonstration & individualization of teacher candidates’ strengths and unique qualifications - not a mere check list
The ACTFL NCATE Standards provide the framework; the teacher provides the creativity, makes choices when choosing artifacts, uses K-12 student work samples aligned with the K-12 Standards (5 Cs).
NEC 2009 NYC
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
NEC 2009 NYC
Suggested Organization 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
Outline in your HandoutNEC 2009 NYC
Reflection is Essential
Current research in education strongly suggests that the most effective teachers take a deeply reflective approach to their work.
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
NEC 2009 NYC
Reflection In 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 Incorporate K-12 Student reflections in your work
samples Philosophy Statement
NEC 2009 NYC
Examples of Digital Portfolios
French, Spanish, and Chinese teachers have created digital portfolios aligned with the ACTFL NCATE Standards
These digital portfolios may be web based (uploaded or saved to a CD) or created in Power Point NEC 2009 NYC
And Additional Examples . . .
Portfolios may be adapted to reflect different contexts. Example: a teacher who is teaching English in China and has adapted her Portfolio to that context
Jie’s Portfolio
(A special thank you to Jie for sharing her work)
Notice the interweave of Reflection throughout all of the portfolios ~
And Evidence of Content and Pedagogical KnowledgeNEC 2009 NYC
Process, Presentation, & Evaluation
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 Formal Synthesizing Presentation
NEC 2009 NYC
Portfolios & Program Research
Programmatic Research Understand the results of coursework and
experiential learning Engage teachers in the research on their own
learning Portfolios as tools for formative and summative
assessment
NEC 2009 NYC
Thank you!
Questions and Discussion
Becky [email protected]
Dr. Fox’s Homepage: http://mason.gmu.edu/~rfox
AERA 2009 San Diego, CANEC 2009 NYC