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The e-Course Portfolio

The e-Course Portfolio. It’s More Than a Container of Evidence!. Goals. To understand the purpose of an e- course portfolio. To understand how to develop and use an e- course portfolio. To use Chalk and Wire. What is an e-Course Portfolio?. A formal, summative assessment

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The e-Course Portfolio

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  1. The e-Course Portfolio It’s More Than a Container of Evidence!

  2. Goals • To understand the purpose of an e- course portfolio. • To understand how to develop and use an e- course portfolio. • To use Chalk and Wire.

  3. What is an e-Course Portfolio? A formal, summative assessment An opportunity to self-assess An organized container of evidence thatdemonstrates knowledge, skills, and critical thinking in relation to professional teaching standards.

  4. Components

  5. How to Use Your Portfolio • Prepare for the course interview • Self-assess • Organize the evidence of your learning. • Practice using the portfolio during the course interview • To present evidence, examples, and illustrations from (printed portfolio).

  6. How to Prepare the Portfolio • Read the C&W Portfolio Guide. See Bb>My Course Work. • Access the Rhode Island Professional Teaching Standards, FSEHD Conceptual Framework, and textbook. • Develop the portfolio sections with reflective paragraphs OFFLINE in folders. • Develop the ONLINE C&W e-portfolio.

  7. Workload – Between now and end of semester • Nine introductory reflective paragraphs (125-150 words/paragraph) • 2-page philosophy of teaching statement (500-550 words) • 2-page plan for a well-managed classroom (500-550 words) • Captions for several images of teaching • Scanned images of student work and evaluation of teaching (About the equivalent of a 12-14 page paper)

  8. Criteria for a “Target” Statement of Purpose • Explains the purpose of the e-course portfolio. • Highlights a particular strength in one or more sections or something related to the professional teaching standards. • Demonstrates effective written communication. • One to two paragraphs (125-150 words MAX)

  9. Criteria for a “Target” Introductory Reflective Paragraph • Explains why you selected this for inclusion in the portfolio, the significance of the evidence, and/or what you learned from completing the evidence. • Relates thinking to RIPTS. • Demonstrates effective written communication. • One paragraph (125-150 words MAX).

  10. EXAMPLE: Unit Planning with Two Implemented Lesson Plans In this section you can view evidence of my ability to plan a unit using a “backwards design approach (McTighe & Wiggins, 2005). The unit planning framework centers on the idea that the design process should begin with identifying the desired results and then "work backwards" to develop instruction rather than the traditional approach of defining topics need to be covered. The framework includes three main stages: • Stage 1: Identify desired outcomes and results. • Stage 2: Determine what constitutes acceptable evidence of competency in the outcomes and results (assessment). • Stage 3: Plan instructional strategies and learning experiences that bring students to these competency levels. Unit planning helps me focus on the big ideas, align with standards, and plan systematically for assessment of student learning. (Rhode Island Professional Teaching Standard 2) Source: McTighe, J. & Wiggins, G. (2005) Understanding by design. Alexandria, VA: Association for Supervision & Curriculum Development.

  11. Chalk and Wire Resources • Help - User Guide: http://chalkandwire.mindtouch.us/004Icons/001Help • Download Your Portfolio to Your Computer: http://chalkandwire.mindtouch.us/005Work/001My_Portfolios/Download_Portfolio • Share a Portfolio (Getting a URL): http://chalkandwire.mindtouch.us/005Work/001My_Portfolios/002Portfolio_Icons/Share_a_Portfolio

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