The Literacy ProgramePortfolios:

From Assessment-Centered to Learning-Centered

Yang Hu

Tech Thursday

November 10, 2011

Our Program

Masters in Literacy Program:180 students, 20-30 graduates each semester

Professional Teaching Portfolio: An exit requirement

Summative Portfolios: 2005-2009

Step 1

Step 2

One of the Rubrics: 2005-2009

Portfolio Sharing: 2005-2009

In one of the final courses Reflection on their learning

Summative Portfolios: 2005-2009

Summative Portfolios: 2005-2009

ePortfolios: 2010-2011

ePortfolios: 2010-2011

3 Pilot Groups of ePortfolios: 2010-2011

Fall 2010 30 graduates

Spr 2011 25 graduates

Fall 2011 29 graduates

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Total: 84 graduates

https://hunter-cuny.digication.com

Limitations with Summative Portfolios

Focusing on assessment at the end of program

Could perpetuate the notion that learning is compartmentalized, jumping through hoops

eP makes collection easy; but most still do not collect better data

eP makes it easy to reflect; but most reflection is still not high quality

Zero in on Reflective eP Pedagogy

How do students reflect on their artifacts? What are they saying about their learning?

Examine our own reflection prompts:

how it demonstrates one or more dimensions of the IRA Standard(s);

how it reflects your philosophy and belief system regarding literacy education;

how it shows your professional growth; how it illustrates the impact of your teaching

on children’s learning.

Sample reflection 1: --Hmm

I chose this case study as my first artifact because it represents several areas of knowledge and growth for me. First, it meets several dimensions of the IRA Standards: It meets Standard 1 (Foundational Knowledge) in that it shows I "read and understand the literature and research about factors that contribute to reading success," Standard 2 (Curriculum and Instruction) in that it offers suggested literacy strategies to use with "students who struggle with reading," and Standard 4 (Diversity) in that it is a thorough discussion of language diversity and the struggles of English Language Learners.

Evidence of meeting three standards!

Sample Reflection 2: --Hmm

Reflection on letter to parents:Having parents and teachers on the same educational page is important for the student. Both parents and teachers need to be working for the same cause, the education of their child. Giving the teacher from the classroom an update on the progress of their students can be very informative for them. In an actual classroom, it is sometimes difficult to keep track of all the students progress. Having another teacher working with the child after school gives them the one-on-one attention that they deserve and allows them

to focus on their strengths and weaknesses.Is this a rationale for the letter? An argument of the importance of

the letter?

Sample Reflection 3: --Hmm

Reflection of coaching assignment:This experience gave me great confidence in my abilities as a

literacy coach. I was able to facilitate a meaningful discussion with my fellow staff members. Through my descriptions the teachers, administration, and the student teacher were able to understand the strategy, the purpose, as well as my instructional approaches. As I demonstrated the lesson for the members, I noticed how many wonderful instructional approaches I utilize in my classroom daily. During our post meeting the members shared their comments and thoughts about my lesson as well as both meetings.

Recounting the outcome of the implementation—it all went well.

Sample Reflection 4: Aha!

Examining the difference between two letters to illustrate professional growth.

Sample Reflection 5: Aha!

Reflection of a curriculum map:I chose to include this map in my portfolio as I believe it shows how

much the Adolescent Literacy program has shaped who I am as a teacher. If one had looked at my curriculum prior to beginning this program, it would have looked vastly different. Now, I have applied the ideas that I learned at Hunter to my planning and classroom. For example, I make an effort to differentiate for struggling readers by having a variety of texts in each unit. I also endeavor to make the texts culturally responsive and engaging for those students who are reluctant readers. Another change I made was to break down the skills into content skills and literacy skills. Before the program, I was more focused on teaching content and Regents skills. Now, I have learned how to incorporate literacy skills and strategies into my teaching in order to bolster my students' achievement. 

Impact of learning at Hunter on her instructional planning. Growth

Reflection leads to transformation

Consider and reconsider various perspectives

Make connections between these perspectives and one’s own, theory and practice, past and future practice

Question assumptions Lead to changes in internal perceptions as

well as practice

Questions that led to the new eP

How can we use the eP as a vehicle for thinking and knowing about how we learn?

How do we help students make connections between course work, fieldwork and their classroom practice?

How do we help students improve the quality of reflection?

Structural Change: Formative ePortfolio---Fall, 2011

Learning-Centered

Assessment-Centered

Clear Goals for the new ePortfolio

Review your work, integrate your learning and reflect comprehensively on your progress within the program and on your achievement of International Reading Association standards;

Reflect comprehensively on the ways that coursework and fieldwork have prepared you, as literacy educators, to impact your teaching and your students’ learning in the classroom;

Provide you with a platform and a learning community of reflective practitioners where you claim your membership by contributing to the community, working toward higher standards as well as taking ownership your continuing professional development.

Changes in eP Processes and Contents--1

Brief introduction to ePortfolio:

At new student orientation

Initial ePortfolio workshop:

Either in January or June following the completion of a student’s first semester at Hunter College. Introduction to Digication and to reflection.

Differentiated Artifacts:Progress Artifacts

Progress artifacts from/as a result of each course: collect authentic, learner-specific artifacts from each course you have taken in the program. Artifacts can be from your course work, fieldwork, your teaching and your students' samples that give evidence of your learning, development and achievement as a learner/teacher.

Artifact tags: Each artifact needs to be accompanied by a tag that provides a brief description of the context in which the artifacts were created, as well as a reflection of your learning, development or achievement as demonstrated by the artifact.

Two Benchmarks

Benchmarks: You will complete two benchmark statements, as follows:

Benchmark 1 will be completed in the winter or summer break prior to the semester in which you enroll in ELDIT 731/756.

Benchmark 2 will be completed in the winter or summer break prior to your final semester in the program.

Differentiated Artifacts:Showcase Artifacts

Showcase artifacts and artifact Tags: Three showcase artifacts will be collected, in the winter or summer break prior to your final semester, as well as during your final semester in the program. Each artifact will be accompanied by an artifact tag.

– Artifact(s) that evidence the impact of my learning in the Masters in Literacy Program on my teaching and my students' learning

– Artifacts that evidence my growth/effectiveness as a literacy educator or a leader of literacy education

– Artifact(s) that evidence my innovation, creativity and imagination in literacy education

Learning-Centered ePortfolios

DocumentationEvidence

Reflection

Social Pedagogy

Self-reflection

Enlarge thecircle of reflection

Prompts toinvite reflection

Feedback

Revised Reflection Prompts

– looking backwards--How did you learn in each courses and across courses?

– looking inward--How have you grown and changed as a learner?

– looking outward--How has your learning impacted your teaching and your students’ learning?

– looking forward--What short-term and long- term goals do you hope to set?

Essential questions for learning-centered eP:

How do we develop an organizational culture that nurtures the capacity of reflection?

How do we cultivate a reflective stance that will allow teachers not only to view their own practice but also themselves as learners?

Focusing on improving the quality of reflection—reflection as social pedagogy

Building communities around the learning processes: Share: small group share online Discuss: discuss based on small group shares Workshop: face-to-face discussions, modeling,

mentoring Reflection prompts Faculty providing feedback

Faculty providing feedback

Dear Jane, I am glad to see that you chose an artifact that demonstrates a part of teaching

writing that is the most challenging--conferring with students. As you have learned, in a conference, we usually begin by asking questions to research what the child's intention is with the writing so that we can decide what the teaching point is. Then we teach the child by demonstrating, explaining, showing examples or providing guided practice.

In this conference, my central question is: what has this child learned that he can use on a different day with another piece of writing? I saw that you were writing all the time and the child's role was to provide you with information. If you intended for this to be a language experience, you will need to state this in the context.

More importantly, if the conference didn't work as well as you wanted because you took over the ownership of the writing, in your reflection, you need to discuss what you've learned from this conference in order to guide your conferences in the future. This way, if this is viewed by a potential employer, they could feel confident about your ability to learn from imperfections.

Thanks to FITT Grant, Gina Cherry, FIPSE grant (Connect to Learning: ePortfolio, engagement and student success mini-grant and seminar program)

Suggestions? Comments? Questions?