Invitation workshop for UK Teacher e-Portfolio Developers

Tuesday 17th June 2008

Introduction, Welcome and Setting the Context

Bernie Zakary Becta

Theme 1 Reflection on Practice

Dr Victor McNairUniversity of Ulster

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The Teacher e-Portfolio for Northern Ireland (Te-PNI) Project

Reflection, Competence and Assessment: Learning from the Northern Ireland

Experience

Victor McNair University of Ulster

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A collection of authentic and diverse evidence of teaching competence that

has been the subject of reflection, synthesis and selection for

presentation to a professional audience for a specific purpose

The Focus ~ ~ ~

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Thresholds

Performance Review Staff Development

Evidence of Competence

PRSDPortfolio

(Annually)

HEIsGTCNI

Continuing Professional Development (Career-Long)

Ed

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tion

P

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How

L

earn

ing

is

Rec

ord

ed(M

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ton

es)

Lea

dA

gen

cy

Teachers’ Career Progression

Formative Profile Report

Initial Teacher

Education

Career Entry

Profile

InductionPortfolio

Professional Development Activities

Induction Early

Professional Development

Teacher Leadership

AccreditedCourses

Professional Qualification for

Headship NI

Assessments and

Certificates: Chartered

Teacher Status

Education and Library Boards

(CASS)

RegionalTraining

Unit

SchoolsHEIs Schools Schools

Early Teacher Education (3 Years)

The Context ~ ~ ~

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Make Provision

Reflect

Plan

ActCollect Data

Analyse Data

Evaluate Data

The process of reflective

teaching

States of Professional competence

The Spiral of Professional Development (from Pollard 2002:5)

The Process of Reflective Teaching (Pollard 2002:16)

Experience

Test Reflect

Generalise

The Kolb Cycle

Building e-Portfolio-Supported Reflection

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Building e-Portfolio-Supported Reflection

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Professional Knowledge and Understanding

Deeper Knowledge and Understanding

Informed Professional ActivityReflection in Action

Application of Knowledge

and Understanding

Reflection on; Analysis;

Dialogue; Evaluation

Enhanced Application of Knowledge

and Understanding

More Informed Prof. Activity Deeper Reflection in Action

Action Zone

Knowledge Zone

Reflecting Zone

Building e-Portfolio-Supported Reflection

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ReflectionZone

Professional Knowledge and Understanding

Deeper Reflection, Shared Dialogue, Knowledge and Understanding

Informed Professional ActivityReflection in Action

More Informed Prof. Activity Deeper Reflection in Action

Application of Knowledge

and Understanding

Reflection on; Analysis;

Dialogue; Evaluation

Enhanced Application of Knowledge

and Understanding

KnowledgeZone

ActionZone

E-Portfolio-based activity

Building e-Portfolio-Supported Reflection

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Te-PNI: Models of Application

• E-Portfolio activities and assessments:– SEN e-Portfolio:

• Planning, teaching and evaluating in a Special Needs context.

– ICT e-Portfolio: • Auditing, Reviewing, Planning and teaching using ICT. Developing an

e-learning profile.

– Induction Action Planning

– Career Entry Profiling

– CV Building

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Competence Tools and Reflective Engagement

I have limited knowledge and understanding of this competence.

I have gained a range of experiences, informed by research and reflection, that allows me to demonstrate effective application of this competence in different contexts.

I have begun to apply my knowledge and understanding of this competence to learning and teaching

I continue to develop this competence through collaborative research and reflection and can demonstrate consequent improvements in learning and teaching.

Evidence

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Competence Tools and Reflective Engagement

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Competence Statement

Evidence Documentation Descriptions/

Reflections

Other Areas of Learning

Competence Tools and Reflective Engagement

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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Seeing full range ofcompetences

Linking competences toteaching activites

Using competence levelsto think about Dev.

Setting up goals andaction plans

Bringing assignmentstogether in one place

Using journal tool toassist in reflection

Generally, assignmentwas easier to complete

Agree Not Sure Disagree

To what extent do you believe that using the Te-PNI helped you improve your teaching?

Competence Tools and User Perceptions

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Yes No

Do you think the Te-PNI makes a good contribution to your professional

development?

0 5 10 15 20 25 30

Identif icaiton of Strengths and Weaknesses

Support in development

Continuing professional record

Identif icaion and development of competences

Supports the development of ICT

No response

Percentage

How?

Competence Tools and User Perceptions

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0 2 4 6 8 10 12

Linking Evidence toCompetences

Sending my e-Portfolioto Others

Reflecting onCompetences

Storage and Access

Saving on Printing effortand cost

Building a CV

What, for you was the main benefit in using the Te-PNI

for your assignment/s?(Free response Question)

0 10 20 30 40 50 60 70 80

Reflecting on your teaching

Identifying your competence

Recording your learning

Completing your assignment

Percentage

Competence Tools and User Perceptions

Which aspect of your professional development did the Te-PNI

most help you with? (Underline which option)

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ReflectionZone

Professional Knowledge and Understanding

Deeper Reflection, Shared Dialogue, Knowledge and Understanding

Informed Professional ActivityReflection in Action

More Informed Prof. Activity Deeper Reflection in Action

Application of Knowledge

and Understanding

Reflection on; Analysis;

Dialogue; Evaluation

Enhanced Application of Knowledge

and Understanding

KnowledgeZone

ActionZone

Building on established e-portfolio work

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• Tools Integrated into Professional Development Processes: – Tools to support reflection against standards/competences;

– Evidence in a range of formats;

– Dialogue records (personal and collaborative);

– Action Planning/Goal Setting/Reviewing and assessing tools

Putting Windows in the Firewall

• Key Development Directions: – Harnessing and enhancing the dialogue that takes place elsewhere;

– Developing standards for recognising dialogue and rewarding it;

– Deepening Reflection (beyond mechanics);

– Articulating the collaboration that occurs beyond the firewall!

Group Discussion

1100 - 1130 hours

Tea/Coffee

Theme 2 Career-Long Professional Learning:

Con MorrisLearning and Teaching Scotland

Group Discussion

1300 - 1400 hours

Lunch

Theme 3 Protecting and Authenticating Evidence:

Introduced by Lee Davies, Operations Manager

Institute for Learning

Lead Case Study: Geoff Rebbeck, Thanet College, Kent

Group Discussion

Summary

Where Next? Local and National Perspectives

Bernie Zakary, Becta

Close

For Conference Presentations go to:

 http://www.rtuni.com/conferences/