Download pdf - M.Ed. Teaching & Learning Portfolio Handbook. T/L Portfolio Handbook Spring 2017 1 UAA College of Education M.Ed. Teaching and Learning Overview of Program Portfolio Handbook: Fall

Spring 2017

M.Ed. Teaching & Learning Portfolio Handbook

PROGRAM COORDINATOR: TIMOTHY E JESTER, ED.D.

M.Ed. T/L Portfolio Handbook

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UAA College of Education

M.Ed. Teaching and Learning

Overview of Program Portfolio Handbook: Fall 2016

The Teaching and Learning Program Portfolio is the culminating project and comprehensive examination

in the M.Ed. in Teaching and Learning program. The portfolio ensures cohesion in the M.Ed. Teaching

and Learning program by focusing on each student’s attainment of the five Program Student Learning

Outcomes (PSLO) (see list below). The portfolio consists of four elements developed in three phases

through independent work and enrollment in EDTL A698, Teaching and Learning Research Project. The

four elements are:

Research Project

Artifacts Report

Personal Reflection

Oral Presentation

The Program Portfolio project is designed to be completed while enrolled in the third credit of EDTL

A698; however, if a student has not completed it by that time, an additional credit—or more if

necessary—of EDTL A698 will be required. Students must be enrolled in EDTL A698 to submit the final

portfolio.

EDTL A698 supports students in developing the M.Ed. Teaching and Learning Program Portfolio. EDTL

A698 is not a research methods course. Therefore, students use knowledge and skills gained in the

research courses and through independent reading/study to design and implement the research project

with guidance from the instructor in EDTL A698.

PROGRAM STUDENT LEARNING OUTCOMES & PROGRAM ASSESSMENT SYSTEM

The Program Portfolio is structured around the M.Ed. Teaching and Learning program’s five Program

Student Learning Outcomes (PSLO). Each PSLO should be clearly addressed at least two times in the

portfolio (e.g., once in the research report and once in the Artifacts section). The five PSLOs are:

Demonstrate advanced content and pedagogical knowledge for teaching.

Use research to inform professional practice.

Explain the relationship between education and social justice.

Demonstrate leadership and facilitation skills for the professional context.

Translate educational theories into culturally responsive practice.

The Program Student Learning Outcomes focus on knowledge, skills, and dispositions vital for effective

teaching and leadership in education with an emphasis on the Alaska context (e.g., Alaska’s Standards

Teachers and applicable Alaska’s Cultural Standards for Educators), whether in P-12 schools or non-

formal education settings (e.g., community organizations). At the same time, PSLOs reflect the broader

knowledge of education and teaching, and to that end, the PSLOs are aligned with the Interstate Teacher

Assessment and Support Consortium’s (INTASC) Core Teaching Standards and Learning Progressions

for Teachers 1.0, developed by the Council of Chief State School Officers. See Appendix for information

about the links among the PSLOs, standards, and the program assessment system.


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EDTL A698: RESEARCH PROJECT THREE PHASES

Designing, Implementing, and Completing

EDTL A698 supports M.Ed. Teaching and Learning students in designing, implementing, and

completing the research project. Although the research project is the primary focus, the course also

provides guidance in preparing the Artifacts Report and Personal Reflection, the other two written

sections of the portfolio.

EDTL A698 is not a research methods course. Rather, students use knowledge and skills gained in

research courses and through independent reading/study to design and implement a research project with

support from the instructor.

The instructor serves as a facilitator of the research project process. The instructor is not expected to be an

expert in all content areas or professional fields that students may be examining in their research project.

If a student needs additional support from a content or professional expert, it is the student’s

responsibility to identify and make arrangements to consult with that individual (e.g., university faculty or

professional in the field).

The following is an overview of the three phases of EDTL A698.

Phase I: Designing Research Project Proposal—First Credit of EDTL A698

Primary Product: Research Project Proposal

Students enrolled in EDTL A698 for the first one credit are considered Phase I. The primary product

developed in Phase I is a Research Project Proposal. Oher assignments will also be completed.

Instructor approval of the research project proposal and passing all other assignments are required to pass

EDTL A698, Phase I.

Examples of other activities/assignments in Phase I include a literature annotated bibliography and, when

appropriate, the development of data collection instruments and completion of the IRB approval process.

Phase I students also begin working on the Artifacts project.

Phase II: Implementing Research Project—Second Credit

Primary Products: Research Status Report and Literature Review

Phase II is the *second time students enroll in EDTL A698 for one credit. Phase II students may be in

various stages of the research project process. For example, some students may be beginning to

implement the proposal developed in Phase I while others may be in the implementation process. At a

minimum, students should come to the Phase II ready to implement the proposal that was approved in

Phase I.

The primary products developed in Phase II are (a) Research Status Report and (b) Literature

Review. Students also continue developing the Artifacts project. Students must receive a Pass for all

assignments to pass EDTL A698, Phase II.

*In some cases, students may be considered Phase II who have already completed two or more credits of

EDTL A698 but who are not yet ready to move into Phase III, as described below.


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Phase III: Completing—Final Credit

Primary Product: Final Portfolio

Phase III is the time when students complete the Program Portfolio: The final portfolio is the

primary product in Phase III. Students must pass the final portfolio—written version and oral

presentation to pass EDTL A698, Phase III and to meet the Comprehensive Exam requirement.

Written Portfolio: All research, including data collection and analysis, and development of the

professional product should be completed before enrolling in Phase III. Students submit a draft of the

portfolio to the instructor early in the semester and then revise it based on instructor’s feedback. Due

dates are set by the instructor of EDTL A698 each semester. It is expected that students submit a well-

written and complete draft that meets the deadlines outlined in the syllabus of EDTL A698. Therefore,

students are advised to begin developing the draft portfolio prior to enrolling in Phase III using instructor

feedback provided in Phase II and information in the Program Portfolio Handbook.

Oral Presentation: After the instructor *approves the final version of the written portfolio, the oral

presentation is scheduled. The oral presentation serves as the program’s Oral Comprehensive Exam. The

presentation takes one of two forms determined by the instructor of EDTL A698 each semester: a) Video

recording or b) live/synchronous online presentation. The information students present and the faculty

evaluation process are the same regardless of format. The instructor of EDTL A698 will inform students

of the format used in a particular semester at the beginning of that semester.

Evaluation Process for written portfolio and oral presentation: The written portfolio and the oral

presentation are evaluated by the instructor of EDTL A698 and at least one other UAA/College of

Education faculty. The portfolio will be evaluated based on criteria described in the Portfolio Handbook

for each section of the portfolio including a) Research Report, b) Artifact Report, c) Personal Reflection,

and d) Oral Presentation.

*Note: Instructor’s approval of written portfolio for advancing to the presentation indicates the written

presentation is complete but is not the final evaluation of content or attainment of PSLOs. Evaluation of

the portfolio—written and oral presentation—is conducted as a final stage of review by the instructor of

EDTL A698 and at least one other UAA/COE faculty.

Program Portfolio Completion Policy: Phase III: The Program Portfolio serves as the program’s

comprehensive exam, a program requirement that must be completed to exit the program. Students must

pass the portfolio/exam to receive a Pass in EDTL A698, Phase III. If the Comprehensive

Exam/Program Portfolio is not completed by the end of three credits of EDTL A698, an additional

credit of EDTL A698 will be required to finish the portfolio/comprehensive exam requirement.


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PROGRAM PORTFOLIO DIRECTIONS

The Program Portfolio consists of three written sections and an oral presentation completed in

conjunction with enrollment in EDTL A698 and through independent research and development. The

written portfolio and oral presentation serve as the program’s comprehensive exam.

Through the portfolio, M.Ed. T/L students demonstrate successful attainment of the five Program Student

Learning Outcomes, listed below:

Demonstrate advanced content and pedagogical knowledge for teaching.

Use research to inform professional practice.

Explain the relationship between education and social justice.

Demonstrate leadership and facilitation skills for the professional context.

Translate educational theories into culturally responsive practice.

Below is an overview of the three sections of the written portfolio and the oral presentation. Additional

information about the portfolio will be provided in EDTL A698.

Program Portfolio Section 1: Applied Research Project

Conduct an applied research project that addresses a problem of practice (PoP) relevant to the student’s

professional practice and/or the organization in which he or she works. The project is developed through

Phases I and II of EDTL A698 and completed in Phase III.

The applied research project is based on the scholar-practitioner model of research drawn from the

Carnegie Project on the Education Doctorate’s (CPED) Dissertation in Practice approach, adapted for a

master level research project. The M.Ed. T/L Research Project addresses key CPED principles in one or

more of the following ways:

Framed around questions of equity, ethics, and social justice to bring about solutions to complex

problems of practice.

Prepares leaders who can construct and apply knowledge to make a positive difference in the

lives of individuals, families, organizations, and communities.

Grounded in and supports development of a professional knowledge base that integrates both

practical and research knowledge, that links theory with systemic and systematic inquiry.

Emphasizes the generation, transformation, and use of professional knowledge and practice.

For more information about CPED’s principles see: http://cpedinitiative.org/working-principles-

professional-practice-doctorate-education

http://cpedinitiative.org/working-principles-professional-practice-doctorate-education

http://cpedinitiative.org/working-principles-professional-practice-doctorate-education


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Through work in Phases I and II, students design and implement an appropriate applied research project

that includes a research-based professional product. In Phase III, students draw from their work in prior

phases to complete the research report. Examples of applied research projects include:

Action Research

Curriculum

Program Design

Program Evaluation

Professional Manual

Case Study

Policy Brief

The research method(s) (e.g., qualitative, quantitative, mixed-mode, etc.) should be appropriate for

addressing the problem of practice, the research question, and the intended contribution to professional

practice via the professional product. Students are expected to explicitly show/explain the links among

these elements in the Phase I Research Proposal, Phase II Status Report, in the Phase III Research Report

in the Portfolio.

The following are examples of recent M.Ed. Teaching & Learning research projects completed by

program graduates:

Curriculum: Research-based curriculum unit for a rural Alaska school district. Middle school

math and science curriculum that integrated a place-based/culturally responsive model with the

Common Core standards.

Action Research Report: Examined teacher’s work with students’ parents in a diverse,

multicultural/multilingual middle school leading to an action plan for enhancing and deepening

parents’ participation in their children’s education.

Professional Manual for Teachers: Study of outdoor education using a place-based framework

that resulted in a manual for teachers to use when planning.

Curriculum: Research-based middle school curriculum aligning a national curriculum to the

Alaska Standards for Language Arts and Math.

Professional Manual for Teachers: Action research examining teacher’s practice with positive

behavior intervention program leading to the development of a framework that was placed in a

manual for teachers to use in general education preschools.

Written Research Report: Information and Sections—Due in Phase III

The applied research report should reflect high levels of professionalism, rigor in scholarship, and

relevancy in addressing an authentic problem of practice. Written presentation and all formatting (e.g.,

citations) should follow APA Style (6th ed.).

The applied research report consists of the following sections (be sure to included headings and

subheadings throughout the report):

1. Title Page—use APA style unless the Instructor of EDTL A698 designates a different structure.


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2. Abstract (150-250 words) See APA Style Manual (6th ed.) for information about abstracts. In the

abstract, clearly indicate the problem of practice, research question, and professional product.

3. Introduction: Executive Summary (1-2 pages)

Identify the major sections of the research report using subheadings as noted below. Each section

in the Executive Summary is a concise summary of that section in the report.

a. Problem of Practice: Present importance of the problem of practice (e.g., to the field,

profession, your practice and/or your organization) and how your research project,

especially the professional product, addresses it. (2-3 sentences)

b. Research Question: Present the research question and briefly explain how it relates to the

problem of practice and professional product. (2-3 sentences)

c. Theoretical or Conceptual Framework: Identify and concisely explain the theoretical or

conceptual framework used to consider the problem, design and conduct the research

proejct, and design the professional product (e.g., culturally responsive education, critical

theory, post-colonial theory). (2-3 sentences)

d. Literature Review: Identify the key themes and briefly explain the relationship (of the

themes) to the problem of practice, research question, professional product, and, if

applicable, the professional product. (2-3 sentences)

e. Methods: Identify the sample (participants) and methods used to conduct the research and

analzye the data. (2-3 sentences)

f. Contribution to Professional Practice: Professional Product: Identify the professional

product and briefly explain how it addresses the problem of practice and how the research

question is related to the professional product. (2-3 sentences)

g. Discussion: Implications for Practice and the Profession: Identify and summarize the

major themes/ideas in your discusison section for your personal professional practice and

the professional field. (2-3 sentences)

4. Problem of Practice (2-3 pages)

Present the importance of the problem of practice (e.g., to the field, profession, your practice

and/or your organization) and how your research project, especially the professional product,

addresses it.

5. Research Question (1-2 paragraphs) Present the research question and explain how it relates to the problem of practice and

professional product.

6. Theoretical or Conceptual Framework (1-2 pages)

Identify and explain the theoretical or conceptual framework used to consider the problem, design

and conduct the research proejct, and design the professional product (e.g., culturally responsive

education, critical theory, post-colonial theory).

7. Literature Review (8-15 pages)


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Present and discuss relevant scholarly literature related to the research project. In the

introduction to this section, succiently restate how the themes in the literature review relate to

the problem of practice, research question, and professional product. Clearly identify themes

and use subheadings to organize the literature review. Use APA style (6th edition) for

citations, notes, etc.

8. Methods (2-4 pages)

Describe in detail how the applied research project was conducted. Explicitly explain how the

methods relate to and appropriately address the problem of practice and research question and

how they informed the design of the professional product. Divide into subsections with

headings appropriate for the type of research you conducted. Examples of subsections include

sample, data collection, and data analysis. If you used a data collection instrument (e.g.,

survey, interview protocol), include it in the Appendix section.

9. Contrubution to Professional Practice: Professional Product (Length: Varies

depending on type of product)

Present the professional product in this section as a contribution to professional practice.

In the introduction to this section, restate how the professional product addresses the problem

of practice and offers a positive contribution to professional practice. Also, clearly summarize

how you used the research data to design the professional product. In sum, the professional

product should clearly align with information in the report’s introduction, themes in the

literature review, information presented in the research methods sections, and data collected

that were used to develop/create the professional product.

10. Discussion: Implications for the Professional Practice and the Profession (3-5 pages)

Present implications for your professional practice and for the profession. Use subheadings as

indicated below. Clearly address implications for individual practice and for the broader

professional field (e.g., school district or agency). By addressing implementation beyond

one’s individual practice (e.g, teaching in classroom), you demonstrate the capacity to think

as a leader in education. Use the following subheadings and points/questions to organize the

discussion:

Personal Professional Practice: How will you use your findings and/or

professional product in your individual professional practice?

Implications for the Profession: Demonstrate your capacity to think as a leader in

education by addressing one or more of the following questions:

a) What would need to happen for your professional product or findings to be

implementated on a broader scale (e.g., district or state-wide)?

b) What are policy implications of your findings or product?

c) What are implications for teacher education or continuing education

requirements?

11. References

Use APA style (6th ed.) and include all citations used in the report.


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12. End Notes (if applicable)

13. Appendix (if applicable)


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Program Portfolio Section 2: Program Outcomes Artifacts Report

The primary purpose of the Program Outcomes Artifacts Report is to present evidence of and make the

case for meeting the Program Student Learning Outcomes (PSLO). Present one to two (1-2) artifacts for

each PSLO with a total of seven to ten (7-10) for the report—do not include more than two (2) artifacts

for each PSLO. Artifacts should be selected from at least five classes. You may use the same artifact for

up to two PSLO; however, you should include at least five separate artifacts.

The artifacts will be drawn from work completed in courses that were part of program of study (e.g.,

assignments). One of the 7-10 artifacts may be from your professional practice, for instance, an activity or

item produced in professional practice during the time admitted to the M.Ed. Teaching and Learning

program such as leading a professional development workshop for teachers or chairing a school-based

committee.

The Artifact Report will be structured around the Program Student Learning Outcomes and clearly

address three guiding questions: What, So What, Now What? When using two artifacts for a PSLO,

address each set of questions twice.

In Part B, provide evidence of completing the artifact identified (e.g., the actual assignment or product

you referred to). The actual artifacts may be submitted as separate documents rather than collapsing into a

single Word document.

Program Student Learning Outcomes Artifacts Report Part A:

Linking Artifacts to Program Student Learning Outcomes

(Total of 7-10 artifacts—for more information, see above)

1) Include a Cover Page for Section 2: Program Student Learning Outcomes Artifacts Report that

includes title of this section, your name, EDTL A698—Phase III, Instructor’s name, and date

submitted.

2) Include the Artifacts Summary Table for page 2--found on page 10 of this handbook.

3) Include all headings and format presented below.

Organize the Artifacts Report by the Program Student Learning Outcomes with clear headings for

sections in Part A of the Artifacts Report:

PSLO 1: Content and Instruction

PSLO 2: Research Informing Practice

PSLO 3: Social Justice and Education

PSLO 4: Leadership and Facilitation

PSLO 5: Culturally Responsive Practice


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Format and Headings each artifact (total 7-10): Indicate the exact PSLO by number and title, see previous

paragraph. Include the three questions as subheadings for each of the 7-10 artifacts:

PSLO #: Title of PSLO

What? Identify the artifact (name of artifact) and course it is from and concisely describe the

artifact. (1 paragraph)

So What? Clearly explain how this artifact demonstrates your attainment of the PSLO. Your job

here is to make a strong case that this artifact demonstrates having met the PSLO (1 paragraph)

Now What? Tell about one implication for your professional practice in the future. This should

clearly focus on your future practice. (1 paragraph)

Program Student Learning Outcomes Artifacts Report Part B:

Artifact Documentation (7-10 artifacts)

Directions: The actual artifacts may be submitted as separate documents rather than collapsing into a

single Word Document. Use the following format for each of the 7-10 artifacts referenced in Part A.

Artifact 1: Provide Name of Artifact and List the PSLO. Include the artifact.











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M.Ed. Teaching and Learning Portfolio (EDTL A698)

Artifacts Summary Page

Name:

Date:

7-10 Artifacts with 1-2 for each PSLO. No more than two artifacts for each PSLO. One artifact may be

from one’s professional practice. Artifacts should be selected from at least five classes taken for the

M.Ed. T/L program. You may use the same artifact for up to two PSLOs; however, you should include at

least five separate artifacts.

Program Student

Learning Outcomes

(PSLO)

Artifact Title Identify Course or

Professional Practice Event

Artifact Included in

Appendix of Report

(Yes or No)

1: Content & Instruction

2: Research informing

Practice

3: Social Justice &

Education

4: Leadership

5: Culturally Responsive

Practice

Note: The above table should be complete and placed as page 2 of the Artifacts report document.


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Program Portfolio Section 3

Personal Reflection on Program Experiences

Length: 3-6 pages

Completed in Phase III of EDTL A698. Considering overall experiences in the program, write a personal

reflection that presents key personal learning.

Cover Page: Include a cover page for Section 3 that includes student’s name, title of section, EDTL

A698—Phase III, name of Instructor, and date submitted.


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Final Activity: Oral Presentation

After the instructor *approves the final version of the written portfolio, the oral presentation is scheduled.

The oral presentation serves as the program’s Oral Comprehensive exam. The presentation takes one of

two forms, determined by the instructor of EDTL A698 each semester: a) Video recording or b)

live/synchronous online presentation. The information students present and the faculty evaluation process

are the same regardless of format. The instructor of EDTL A698 will inform students of the format that

will be used in a particular semester at the beginning of the semester.

The goal is to successfully present the Program Portfolio, including the research project report, artifacts,

and personal reflection demonstrating attainment of the Program Student Learning Outcomes.

Presentation Outline

Develop PowerPoint slides for each section below. Submit the PPt slides to the Instructor at least one

week before the presentation is scheduled. Be prepared to upload the PPt presentation to Collaborate at

the time of your presentation.

Introduction (2-3 minutes)

Who are you? (e.g., classroom teacher…)

M.Ed. T/L Professional Concentration

Advance organizer for presentation (e.g., what is the order of the presentation)

Research Report (10-15 minutes)

Present a concise summary of each section.

Topic and Research Question

Literature Review (Key theme or two from lit. review emphasizing how lit review informed your

project)

Methods (e.g., what type of research and why this type)

Contribution to Professional Practice: Professional Product

Discussion: Implications for Professional Practice

Conclusion

Artifacts Summary (5-10 minutes)

Select 4 to 5 of the 7 to 10 artifacts including the following information:

Course (one exmaple from professonal practice may be used)

Link to Program Student Learning Outcome

Address the three questions in the Artifact Written Report: What, So What, Now What?

Personal Reflection (5 minutes)

Present summary of key personal learning during graduate program; connect to professional

concentration when possible.

Questions: (Time varies) Address questions posed by faculty reviewers. For students presenting via

video recording, this may occur via a scheduled debrief conference call or via writing.


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Portfolio Evaluation Form: M.Ed. Teaching and Learning

M.Ed. Student:

Semester/Date:

Faculty reviewers will use this form when evaluating each portfolio.

Evaluation Result: (Pass/Not Pass)

Each PSLO should be clearly addressed at least two times in the Portfolio (e.g., once in Research Project

and once in the Artifact section.)

Professionalism expectations: Demonstrate professionalism in written presentation throughout

portfolio.

Oral Presentation: Presents satisfactory summary of written portfolio (content) in

professional manner.

PSLO Research

Project

Artifact 1 Artifact 2

Personal Reflection

1) Demonstrate advanced

content and pedagogical

knowledge

2) Use Research to inform

practice

3) Explain relationship

between social justice and

education

4) Demonstrate leadership

and facilitation skills for

professional context

5) Translate educational

theories into culturally

responsive practice

Additional Comments

See Program Portfolio Handbook for specific directions for each section of portfolio.


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APPENDIX

M.Ed. Teaching and Learning Program Assessment System

The following table presents a summary of the program’s assessment system used to evaluate students’

attainment of the PSLOs and the effectiveness of the program in preparing graduates to meet these

outcomes.

Program

Student

Learning

Outcome

*Alaska Teacher

Standards &

**Cultural

Standards for

Educators

Alignment

***InTASC

Standards Alignment

Addressed in

Program Design

Key Assessment:

Program Portfolio

(EDTL A698)

1. Demonstrate

advanced

content and

pedagogical

knowledge for

teaching.

ATS:

2: Learning

Theory &

Pedagogy

4: Content

5: Assessment

Content Knowledge

Standard 4: Content

knowledge

Standard 5: Application

of Content

Instructional Practice

Standard 6: Assessment

Standard 7: Planning

for Instruction

Standard 8:

Instructional Strategies

EDTL A651

Teaching &

Learning Core

courses

Program Portfolio

Artifact(s)

Content and Instruction

artifact(s)

2. Use research

to inform

professional

practice.

ATS:

8:

Professionalism

Professional

Responsibility

Standard 9:

Professional Learning

and Ethical Practice

EDRS courses:

A660 & selectives

Program Portfolio:

Research project and

selected artifact(s)

Professional

Concentration area

Program Portfolio:

Teaching and Learning

Research Project and

other selected

artifact(s) (EDTL

A698)

3. Explain the

relationship

between

education and

social justice.

ATS:

3: Diversity

8:

Professionalism

CSE: All five

cultural standards

Professional

Responsibility

Standard 10:

Leadership and

Collaboration

EDTL A651

Teaching and

Learning Core

course options

Program

Professional

Portfolio

Professional Portfolio:

Education and Social

Justice Artifact(s)

(EDTL A698)


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4. Demonstrate

leadership and

facilitation skills

for the

professional

context.

ATS:

8:

Professionalism

Professional

Responsibility

Standard 10:

Leadership and

Collaboration

EDTL A651

Teaching and

Learning Core

Course Selectives

Professional

Portfolio:

Artifact(s),

Reflection, and

Presentation

Program Portfolio:

Leadership Artifact(s)

(EDTL A698)

5. Translate

educational

theories into

culturally

responsive

practice.

ATS:

3: Diversity

CSE:

All five cultural

standards

Learner and Learning

Standard 1: Learner

Development

Standard 2: Learning

Differences

Standard 3: Learning

Environments

EDTL A651

Teaching and

Learning Core

course options

Program Portfolio

artifact(s)

Professional Portfolio:

Culturally Responsive

Practice Artifact and

Reflection (EDTL

A698)

*Alaska Teacher Standards. Alaska Department of Education and Early Development

**Alaska Cultural Standards for Educators. Alaska Native Knowledge Network.

***InTASC: Model Core Teaching Standards and Learning Progressions for Teachers 1.0

Developed by the Council of Chief State School Officers Interstate Teacher Assessment and Support

Consortium (April 2013)