electronic professional educator portfolio (e-pep) 1 philosophy of education ... classroom...

Electronic Professional Educator Portfolio (E-PEP) 1

The Professional Educator Portfolio (PEP)

and the Electronic Professional Educator Portfolio (E-PEP)1

Portfolios have become increasingly valued in the field of education. There are three basic types

of portfolios: a documentation portfolio shows growth toward a particular standard, a process portfolio documents phases of learning, and a demonstration (showcase) portfolio2 shows a student’s accomplishments and mastery of standards.

The Professional Educator Portfolio has been in development by WestConn’s Department of Education and Educational Psychology for twelve years3. The PEP reflects the knowledge, skills, and dispositions that define excellent teachers. The PEP is created in hard copy or as an e-portfolio (E-PEP) and is updated regularly to focus on the purpose of the portfolio and the intended audience. A quality portfolio contains exemplar artifacts which are posted for each component. Each exemplar is accompanied by a meaningful introduction, rationale for inclusion, and reflections that communicate the student’s growth and development as a teacher.

A portfolio is used for a variety of purposes: • Admission to a Teacher Education Program • Submission as part of an application • Reference at an interview • Securing assignments or placements • Reflection on career accomplishments

For our purposes, WestConn has adopted a demonstration portfolio model. Using Google

Sites or other hosting services, the electronic portfolio has 8 categories (fields) and is structured as a demonstration portfolio.

Our Professional Educator Portfolio is aligned with standards of the Interstate Teacher Assessment and Support Consortium (InTASC) and our unit Conceptual Framework. The Conceptual Framework is also closely aligned with state and national standards, and reflects the philosophy, mission and objectives of WestConn, the School of Professional Studies, and the E & EP Department. Following is a partial list of artifacts that might be included in the Electronic Professional Educator Portfolio (E-PEP). Items have been sorted using the Conceptual Framework as a model. The Conceptual Framework is embodied in the term EDUCATOR.

1 Adapted from the work of Drs. Leah Stambler and Ed Duncanson. 2 Prince Georges County Public Schools. Welcome to the Electronic Learning Communities. Retrieved from http://www.pgcps.pg.k12.md.us/~elc/portfolio2.html on September 9, 2008. 3 Stambler, L. (2005). Requirements of the 4 categories for the contents of your collection professional educator

portfolio.

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Title Page4 (Home page on Google Sites)

Table of Contents 1. Professional Documentation

Conceptual Framework Expertise in Content Knowledge: Candidates for teacher or counselor certification must possess knowledge in order to facilitate student growth and achievement.

InTASC Standard #9: Reflection and Continuous Growth. The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner.

Items for inclusion: a. Resume b. Personal Philosophy of Education c. Educational Transcripts d. Letters of Reference from university supervisors, cooperating teachers, parents, or

administrators for whom you have worked e. Test results (Praxis I, Praxis II, ACTFL, etc.)

Other possible items for inclusion: f. Professional reading list (journals, periodicals) g. Awards and certificates you received h. Position paper on an education topic i. List of professional organizations you belong to and offices or committee positions held

2. Content Pedagogy and Planning InTASC Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to inform the teacher’s ongoing planning and instruction.

InTASC Standard #7: Planning for Instruction. The teacher draws upon knowledge of content areas, crossdisciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.

InTASC 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 access and appropriately apply information.

Conceptual Framework Expertise in Content Knowledge: Candidates for teacher or counselor certification must possess knowledge in order to facilitate student growth and achievement.

Possible Items for inclusion: a. Instructional Lesson Plans and Unit Plans b. Instructional Materials Developed by the Student c. Evidence of Adaptations and Accommodations for Students d. Photos of Classroom Activities e. Meetings and workshops that enhancing knowledge of content or theory f. Research paper with supporting data

4 Adapted in part from Fox, R. George Mason University, Graduate School of Education in Constantino,P. and DeLorenzo, M. (2009). Developing a professional teaching portfolio: A guide to success. (3rd ed.). Upper Saddle River, NJ: Pearson.

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g. Professional problems and their resolutions

3. Student Development and Learning InTASC Standard #1: Learner Development. The teacher understands how children learn 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.

InTASC Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse communities to ensure inclusive learning environments that allow each learner to reach his/her full potential.

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

Conceptual Framework Diversity: Candidates employ educational practices that value, respect, and nurture diversity.

Conceptual Framework Classroom and School Leadership: Candidates develop the knowledge, skills, and dispositions to become classroom and school leaders.

Possible Items for inclusion: a. Developmentally Appropriate Instructional Design b. Samples of Differentiated Instruction c. Evidence of Knowledge of Appropriate Services Available (Used) to Meet Student Needs d. Evidence of appreciation of the diversity of the community as reflected in instructional

planning e. Multicultural activities f. A list of strategies used to create a multicultural perspective g. Lesson Plan demonstrating elements of healthy living h. Interviews with students, parents, or caregivers i. Notes or letters from students, parents, or school professionals regarding your interpersonal

skills j. Case study

4. Motivation and Classroom Management

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

InTASC Standard #5: Innovative Applications of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving related to authentic local and global issues.

Conceptual Framework Attitude: Candidates’ attitudes encourage student learning, motivation, and development.

Possible Items for inclusion: a. List of successful strategies used in the classroom b. Description or diagram of classroom with explanation c. Photographs of Bulletin boards and learning environment d. Lesson plan showing your use of cooperative learning as a motivating device e. Rules and procedures you developed f. Your classroom management philosophy g. Description of a situation in which you were successful in changing inappropriate behavior

student behavior to on-task behavior Revised 12/13/10


5. Communication and Technology InTASC Standard #5: Innovative Applications of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving related to authentic local and global issues.

InTASC 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 access and appropriately apply information.

Conceptual Framework Technology: Candidates use technology to facilitate and enhance learning and assessment for all students.

Possible Items for inclusion: a. Checklist of technology resources you use in classes b. PowerPoint, video, Blackboard or other media c. Video demonstration of your teaching d. Documentation of how you use technology for planning and delivery e. Publications (newsletters, community communications, etc.) f. Lesson plan that incorporates the use of technology g. Student products (with permission) h. Samples of types of technology used in class i. A graphic organizer showing your collaboration with colleagues

6. Assessment Strategies

InTASC Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to inform the teacher’s ongoing planning and instruction.

Conceptual Framework Technology: Candidates use technology to facilitate and enhance learning and assessment for all students.

Possible Items for inclusion: a. Sample Assessment Plans b. Documentation of how you use technology for assessment c. Compilation of assessment techniques used for authentic and performance based

assessment d. Case studies with summary of assessment strategies e. Evidence of assessment strategies used in the classroom f. Assessment developed to use with students

7. Reflective Practice: Professional Development

InTASC Standard #9: Reflection and Continuous Growth. The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner.

Conceptual Framework Reflective Practitioner: Candidates continually improve their professional abilities through inquiry and reflection.

Possible Items for inclusion: a. Anecdotal records and notes on your practice b. Evaluation of an article from a professional journal c. Goal statements d. Field Experience: Classroom observation reports e. Your expertise with management and organizational strategies f. Professional development plans

Revised 12/13/10


g. Describe what you learned from a simulation h. List of professional books you have read i. Reflective statement completed at the close of an experience j. Journal Entries k. Videotape or digital recording, and self-observation report of a lesson taught

8. School and Community Involvement

InTASC Standard #10: Collaboration. The teacher collaborates with students, families, colleagues, other professionals, and community members to share responsibility for student growth and development, learning, and well-being.

Conceptual Framework Unity: Candidates benefit from being part of a collaborative group.

Possible Items for inclusion: a. Evidence of communication with parents, guardians, school community, students, or

colleagues b. Evidence of working with community resources for field trips, guest speakers, etc. c. Evidence of attending (and being involved in) department or grade level meetings d. Evidence of participation in collegial activities designed to promote a productive learning

environment e. Volunteer experience f. Evidence of work on a school committee g. Letters to parents or caregivers (Student Teaching) h. Extracurricular programs you advise i. Explain your role in school-community activities j. Field trip – include lesson plans, correspondence with community agents, letter to parents

Academic Content should include

a. APA Style Where Appropriate • References • Citations

b. Correct Spelling, Grammar, & Syntax c. Fluid Writing d. Minimum 30 Pages in Hard Copy

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FOLDER #1 Professional Documentation

Possible Items for inclusion: o Resume o Personal Philosophy of Education o Educational Transcripts o Letters of Reference from university supervisors,

cooperating teachers, parents, or administrators for whom you have worked

o Test results (Praxis I, Praxis II, ACTFL, etc.) Other possible items for inclusion: o Professional reading list (journals, periodicals) o Awards and certificates you received o Position paper on an education topic o List of professional organizations you belong to

and offices or committee positions held FOLDER #2

Content Pedagogy and Planning Possible Items for inclusion: o Instructional Lesson Plans and Unit Plans o Instructional Materials Developed by the Student o Evidence of Adaptations and Accommodations for

Students o Photos of Classroom Activities o Meetings and workshops that enhancing

knowledge of content or theory o Research paper with supporting data o Professional problems and their resolutions

FOLDER #3

Student Development and Learning Possible Items for inclusion: o Developmentally Appropriate Instructional Design o Samples of Differentiated Instruction o Evidence of Knowledge of Appropriate Services

Available (Used) to Meet Student Needs o Evidence of appreciation of the diversity of the

community as reflected in instructional planning o Multicultural activities o A list of strategies used to create a multicultural

perspective o Lesson Plan demonstrating elements of healthy

living o Interviews with students, parents, or caregivers o Notes or letters from students, parents, or school

professionals regarding your interpersonal skills o Case study

FOLDER #4 Motivation and Classroom Management

Possible Items for inclusion: o List of successful strategies used in the classroom o Description or diagram of classroom with

explanation o Photographs of Bulletin boards and learning

environment o Lesson plan showing your use of cooperative

learning as a motivating device o Rules and procedures you developed o Your classroom management philosophy o Description of a situation in which you were

successful in changing inappropriate behavior student behavior to on-task behavior

Revised 12/13/10


FOLDER #5 Communication & Technology

Possible Items for inclusion: o Checklist of technology resources you use in

classes o PowerPoint, video, Blackboard or other media o Video demonstration of your teaching o Documentation of how you use technology for

planning and delivery o Publications (newsletters, community

communications, etc.) o Lesson plan that incorporates the use of technology o Student products (with permission) o Samples of types of technology used in class o A graphic organizer showing your collaboration with

colleagues FOLDER #6

Assessment Strategies Possible Items for inclusion: o Sample Assessment Plans o Documentation of how you use technology for

assessment o Compilation of assessment techniques used for

authentic and performance based assessment o Case studies with summary of assessment

strategies o Evidence of assessment strategies used in the

classroom o Assessment developed to use with students

FOLDER #7 Reflective Practice: Professional Development

Possible Items for inclusion: o Anecdotal records and notes on your practice o Evaluation of an article from a professional journal o Goal statements o Field Experience: Classroom observation reports o Your expertise with management and organizational

strategies o Professional development plans o Describe what you learned from a simulation o List of professional books you have read o Reflective statement completed at the close of an

experience o Journal Entries o Videotape or digital recording, and self-observation

report of a lesson taught FOLDER #8

School and Community Involvement Possible Items for inclusion: o Evidence of communication with parents, guardians,

school community, students, or colleagues o Evidence of working with community resources for

field trips, guest speakers, etc. o Evidence of attending (and being involved in)

department or grade level meetings o Evidence of participation in collegial activities

designed to promote a productive learning environment

o Volunteer experience o Evidence of work on a school committee o Letters to parents or caregivers (Student Teaching) o Extracurricular programs you advise o Explain your role in school-community activities o Field trip – include lesson plans, correspondence

with community agents, letter to parents

Revised 12/13/10

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