Portfolio Development for the High School Student

Portfolio Development for the High School Student

Joan McVeigh Haydenwith thanks toDorothy Hardin

Portfolio Questions• Do you maintain a professional portfolio? How

about a scrapbook?

• What motivated you to create a portfolio?

• What does it look like or have “inside?”

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What is a student portfolio?

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It is a collection of artifacts accumulated

in high school on a selected

topic.

InTASC-Approved Portfolios Include

Education-Oriented Artifacts

• materials used in instruction (PowerPoints, handouts, models)

• examples of student work (projects, writing)

• photos and/or DVD of teaching and learning in the candidate’s classroom (groups, collaboration)

• written records of activities and assessments in the classroom (formative/summative)

• written commentaries (reflections) that explain the candidate’s thinking about instruction/learning

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Student Portfolios May

Include:• Examples of written/other work, test

results, and other demonstrations of mastery

• Resume with career goal• A transcript and skills profile (Teacher

Academy program)• Certificates and awards• Letter(s) of recommendation

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Interstate Teacher

Assessment and Support

Consortium (InTASC) Interstate Teacher Assessment andSupport Consortium (InTASC) =consortium ofstate education agencies and national educationorganizations dedicated to the reform of thepreparation, licensing, and on-going professionaldevelopment of teachers.

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InTASC’s Beginning• Created in 1987, InTASC aligns with state

education agencies responsible for teacher licensing, program approval, and professional development.

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InTASC’S WorkInTASC’S work is guided by one basic

premise:

• An effective teacher must assure that all students learn and perform at high levels.

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Mission Of InTASC

The mission of InTASC is to provide a forum for its member states to learn about and collaborate in the development of:

o new educational teaching policy

o new accountability requirements for teacher preparation programs

o new techniques to assess the performance of teachers for licensing/evaluation

o new programs to enhance the professional development of teachers

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Who Develops InTASC Policies?

• Committees (of practicing teachers, teacher educators, school leaders, and state agency staff) crafted InTASC’s standards and licensing policy.

• These standards specify what all beginning teachers

should know and be able to do

do to teach effectively.

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Portfolio History• In 1992, after InTASC released its model

core standards, states focused their attention to how they might assess that knowledge and skill.

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The 3 Standards-Based Tests of InTASC

• a) a test of content knowledge (English, math, science, etc.)

• b) a test of teaching knowledge (pedagogy, etc.) 

• c) an assessment of teaching artifacts

oPortfolio 

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TAM Testing• PRAXIS I Pre-Professional Skills Test

o Measures the basic skills in reading, writing, and mathematicso www.ets.org/praxis

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The High School Connection

• Since not all students will not be taking the PRAXIS in content and/or pedagogy, their best “test” to show proficiency and mastery is the portfolio.

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Two Parts to the Portfolio

Artifacts, aka, “The Stuff”

and

Reflections or “What is it?” and “What did I learn from it?”

The Comprehensive Portfolio

Cycle

• Introduction• Collection• Selection• Validation• Reflection• Organization• Evaluation• Celebration

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SUGGESTED INTASC PORTFOLIO ORGANIZATIONINTASC Principle Recommended

CoursePossible Artifacts

Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

HG&D -Theorist research paper-Developmental milestone project-Case studies-Developmental checklists-Observations

Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

HG&DTAPFOCIINT

-Research on students with special needs-Project on diversity-Classroom observations-Activities that show evidence of adaptations for multiple intelligences and learning styles (tutoring, learning materials)-Lesson Plans

Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

TAPFOCIINT

-Lesson plan for anticipatory set-Classroom management plan-Behavior management plan-Observation/interview of a mentor teacher

Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

HG&DTAPFOCIINT

-Research project-High level performance assessment-Lesson plan that demonstrates a high level of competency in the specific content

Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

HG&DTAPFOCIINT

-PowerPoint presentations-Web based research-Parent newsletters-Student generated videos and photos-Group presentations

Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

FOCIINT

-Samples of various assessments -Teacher interviews and observations-Analysis of standardized tests

Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

FOCIINT

-Lesson plans and reflections-Observations and interviews-Peer observations   

Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

TAPFOCIINT

-Observation of mentor teacher-Lesson plans and activities that show these strategies:-Direct and indirect teaching-Critical thinking and problem solving-Questioning using hierarchy-Cooperative and independent learning

Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

TAPFOCIINT

-Self assessments-Reflections-Observations-Peer evaluations

Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. 

TAPINT

-Observation of a local school board meeting-Participation in community activities-Letter of action -Interview of guest speaker or master teacher-FEA activities

WRITING A REFLECTION

A reflection isn’t a long piece of writing, rather it short and to-the-point. It is used to provide time to think about what was done and its effect on both the teacher and the students. The following is a template for writing a reflection along with an example of how you might complete each component.

What is this? “This African Travel Brochure….”

How does this artifact show this INTASC principle?

Demonstrates my knowledge of Development, Learning and Motivation because I had to group students according to their type of intelligence (Howard Gardner)…

What challenges did I face in creating this artifact and how did I overcome them?

“This was a difficult assignment for the students because they didn’t know how to use Office Publisher. I hadn’t planned on teaching the basics of that ….”

How will this artifact help me in teacher? “I learned through this activity that every middle school student doesn’t

have the same ability on the computer. I also learned that you shouldn’t assume that the whole class will know something that you haven’t taught them. Next time I do a project like this, I will….”

Use this space to complete a practice reflection for an activity recently completed in class.

What is this?

How does this artifact show this INTASC principle?

What challenges did I face in creating this artifact and how did I overcome them?

How will this artifact help me in teacher?

PORTFOLIO ARTIFACT INVENTORY

Artifact No.

Title of Artifact Where Housed?

(Original Document)

Used for other Standards?

Final Placement

1 Photo of bulletin board I developed.

Standard 1 3, 4

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www.carroll.edu/files/academics/education/CC%20Portfolio%20Process.doc

Portfolio development should be ongoing throughout the 4 courses. At the completion of the Internship, students should have a minimum of one artifact per INTASC principle and a maximum of two.

How many artifacts and reflections should there be in a professional portfolio?

This statement is contained in the Position Paper from the Advanced Institute Summer 2007.

Additional InformationIn addition to the INTASC principles, a portfolio might include sections on the following:• A biographical sketch• Resume• Personal educational philosophy• Academic achievements and awards• Community service• Letters of recommendation• Scholarship award letters• Letters of recommendation• Para-pro and other standardized test scores

 Advanced Institute Summer 2007 Position Paper

What does a portfolio look like?

Traditionally, a portfolio is housed in a three ring binder with dividers for each section: InTASC standards, certificates and awards, resume, etc.

Two Parts to the Portfolio

Artifacts, aka, “The Stuff”

and

Reflections or “What is it?” and “What did I learn from it?”

eFolios• Professional education portfolios may be

electronic, including artifacts such as streaming videos, digital photos, and slide loops.

• They may be hybrid creations, essentially “paper” with a flash drive or DVD in a plastic protector sleeve within a binder.

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Microsoft Word• A very simple e-portfolio can be created using

Word. This would be suitable for documents and some photo images.

• Once the pages are organized in the document in order, it can be saved as a PDF and then viewed in a “Two-Up” format which resembles a book.

Powerpoint• Students may create a slideshow using

Powerpoint for their e-portfolio.• Paper artifacts can be inserted either from

existing files or by scanning.• Photographs and videos are easily included.• Final product is easily manipulated and saved.

Movie Maker• Free program that is similar to PowerPoint (and

VoiceThread).• Advantage is for display purposes- voiceover is

available for students who may be hesitant to speak or will not be able to attend.

• In addition, it’s something new with which students may not be familiar…… learning opportunity.

Prezi• A free program (although upgradeable for a price) • Offers the ability to “step-up” a PowerPoint type

presentation fairly easily• More active, dynamic presentations• www.prezi.com

Webfolio• An online collection of artifactsassembled/managed by the teacher or student: Inputted text Electronic files Blog entries Hyperlinks

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ADDRESSING THE CHALLENGES

Committee recommends adoption of modified INTASC Portfolio Organization and rubric (from Towson University)

1. Interpret INTASC principles2. Modify expectations for each

INTASC principle to be realistic at the high school level

3. Match INTASC principle to appropriate high school course

4. Suggest possible artifacts for each principle

5. Utilize scoring rubric

INTASC principles are difficult for high school students to demonstrate– No access to confidential

information about children– Minimal opportunities to

implement teaching strategies and participate in long-term planning

– Limited communication with parents and school staff

– Little experience with classroom management

– Few opportunities to assess and document student progress

– Content knowledge is incomplete

From an Advanced Institute group in 2007

Organization and Appearance of the Portfolio Directions: Use these questions to assess the overall organization and appearance of your portfolio before submitting peer review. Make any changes you see necessary before having others look at it.

Are all sections clearly marked?

Do tabs extend sufficiently to be visible and accessible?

Is there a consistent, legible font used throughout the portfolio? Are materials fastened into the portfolio securely?

Are all parts of the portfolio appropriately and effectively labeled?

Is there a balance in the kinds of evidence you have selected?

Does the portfolio present a comprehensive picture of the work you have

accomplished?

Is documentation free from errors in grammar, syntax, and mechanics?

Does the portfolio represent your best work?

Does the portfolio demonstrate that you have reflected thoughtfully about your experiences?

Does the portfolio document student learning and achievement that resulted

from your assessment, planning, and reflection?

Adapted from the Towson University Portfolio Handbook

M.A.T. Portfolio Scoring Tool

• Ratings determine whether the new teacher is:

• 5-Distinguished/Exceptional• 4-Proficient• 3-Satisfactory• 2-Basic• 1-Unsatisfactory

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INTASC Portfolio

Grading Rubric

CATEGORY Unsatisfactory

1 Satisfactory

2 Proficient

3 Exemplary

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Standard One: Knowledge of Subject Matter

Selected artifact does not accurately represent standard. Required artifacts/reflections are not provided and/or incomplete. Artifact and reflection are not professionally presented.

Selected artifact provides limited evidence of standard attainment. Reflections are missing components and do not clearly justify selection of artifact.

Artifact clearly connected to standard. Reflection is complete and clearly justifies selection of artifact. Artifacts meet minimum standards for professionalism.

Selected artifact provides a high degree of content mastery. Reflections are complete and clearly justify selection of artifact with excellent self-reflection. Artifacts and reflections are professionally presented; clean, organized and meets all standards of conventional English

Standard Two: Knowledge of Human Development

Selected artifact does not accurately represent standard. Required artifacts/reflections are not provided and/or incomplete. Artifact and reflection are not professionally presented.

Selected artifact provides limited evidence of standard attainment. Reflections are missing components and do not clearly justify selection of artifact.

Artifact clearly connected to standard. Reflection is complete and clearly justifies selection of artifact. Artifacts meet minimum standards for professionalism.

Selected artifact provides a high degree of content mastery. Reflections are complete and clearly justify selection of artifact with excellent self-reflection. Artifacts and reflections are professionally presented; clean, organized and meets all standards of conventional English

Standard Three: Diverse Learners

Selected artifact does not accurately represent standard. Required artifacts/reflections are not provided and/or incomplete. Artifact and reflection are not professionally presented.

Selected artifact provides limited evidence of standard attainment. Reflections are missing components and do not clearly justify selection of artifact.

Artifact clearly connected to standard. Reflection is complete and clearly justifies selection of artifact. Artifacts meet minimum standards for professionalism.

Selected artifact provides a high degree of content mastery. Reflections are complete and clearly justify selection of artifact with excellent self-reflection. Artifacts and reflections are professionally presented; clean, organized and meets all standards of conventional English

Celebration of Portfolios

The successful completion of the professional portfolio is a big accomplishment for both the student and the teachers. Consider holding a Portfolio Celebration for students, parents, teachers, administration, school system leadership, and mentor teachers. Not only does this provide the students with positive feedback, but it also serves as excellent public relations for your program.

• http://www.suu.edu/ed/peu/aa/archives/portfolio_docs/portfolioprompt.pdf Southern Utah University’s Handbook for Pre-Professional Portfolios

• http://www1.teachertube.com/viewVideo.php?video_id=208590&title=ElectronicPortfoliosPhil A Teacher Tube video on electronic portfolios

• http://grad.towson.edu/program/master/educ-mat/files/Professional%20Development%20Portfolio%20Handbook%2010.pdf Towson University’s Professional Portfolio Handbook

Online Resources

PARTY!!!

• School administrators and faculty

• Cooperating/mentor teachers• School system administrators• College liaisons• Parents and siblings• Middle school FEA members• Other TAM students

TAM will help your students achieve their goals!

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Celebration And Commencement

The successful completion of the portfolio experiencein high school and beyond enables graduates to havemore than a diploma demonstrating their accomplishments.

They take with thema portfolio, a dynamic product that will evolve throughout their lives.

Need help with e-portfolios?

https://sites.google.com/a/g.thomas.edu/starterguide2010/home

http://wiki.gpaea.k12.ia.us/groups/cornerstone/wiki/46449/Using_Google_Docs__The_Easiest_ePortfolio_Ever.html

http://electronicportfolios.com/google/index.html http://www.google.com/apps/intl/en/edu/

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