The Professional Teaching Portfolio: Aligning with Standards

Rebecca K. Fox, Ph.D.George Mason University

Fairfax, VA

NEC 2009 NYC

National Council for Accreditation of Teacher Education

http://www.ncate.org

http://www.actfl.org

Theoretical Framework

Portfolios

Current legislation (NCLB) and education organizations (NCATE) have called for professional development that ensures highly qualified teachers.

Literature has identified various purposes for portfolio implementation in teacher education programs.

Assessment tools, evidence of learning and documentation of directed reflection (Fox,1999; Fox, White, Kidd, & Ritchie 2008; Hammadou, 1998)

Many portfolio studies address portfolios as assessment tools, but a need remains for research portfolio process to scaffold the development of reflective practice (Lyons, 2006).

NEC 2009 NYC

Theoretical Framework

Reflective Practice An essential element in supporting the growth and

development of teachers (Liston & Zeichner, 1990; Schön, 1963, 1987)

No assumption that reflection transfers to the classroom (Borko, Michalec,Timmons, & Siddle, 1997; Lyons, 1998; Wade & Yarborough, 1996).

Even highly experienced teachers may require specific experiences such as critical conversations and collaborative inquiry in a supportive environment to move beyond descriptive thought and writing (Lyons, 1998; Ross, 2002).

NEC 2009 NYC

The Professional Portfolio

Program Level Performance-based Assessment Time Sequence – created over program Formative/Developmental - showing growth

& development over program Summative/Completion - synthesizing

evidence Must include critical reflective elements

targeted written and synthesis reflections oral synthesyzing reflection

Evidence of Candidate’s Knowledge, Teaching, and Alignment with Standards

Presentation Portfolio – May also be used as job interview tool

NEC 2009 NYC

What is the Professional Portfolio?

Definition: A performance-based document that is aligned with professional Standards and consisting of a collection of carefully selected materials, examples, and reflections, assembled over time, that provides an evidence-based record of a teacher, or teacher candidate’s, knowledge of content and pedagogy, skills, professional growth, teaching practice, and leadership skills.

(R. K. Fox, 1999, 2005, 2009)

NEC 2009 NYC

Purpose of Creating Your Professional WL Portfolio To provide To provide concrete evidenceconcrete evidence of content knowledge of content knowledge

and teaching practice; and teaching practice; To provide the teacher candidate opportunities to To provide the teacher candidate opportunities to

synthesize material and reflect both formatively and synthesize material and reflect both formatively and summatively on professional practice and K-12 summatively on professional practice and K-12 students’ learning;students’ learning;

To help connect the teacher candidate’s work to To help connect the teacher candidate’s work to published national standards (i.e., ACTFL NCATE, the published national standards (i.e., ACTFL NCATE, the 5 Cs)5 Cs)

To help teacher education institutions determine (as one To help teacher education institutions determine (as one of several factors) a candidate’s successful completion of several factors) a candidate’s successful completion of a licensure or degree program.of a licensure or degree program.

NEC 2009 NYC

Context of Your WL Portfolio

National/State/Regional Alignment with StandardsNational/State/Regional Alignment with Standards Contents align with national standards, such as Contents align with national standards, such as

ACTFL, or other published Standards at all levelsACTFL, or other published Standards at all levels University/College AlignmentUniversity/College Alignment

Rationale for program inclusion include the both Rationale for program inclusion include the both institution’s and the program’s mission and goals institution’s and the program’s mission and goals

School Division ConnectionsSchool Division Connections Allows teachers to demonstrate qualifications sought Allows teachers to demonstrate qualifications sought

by schools & enables licensing program to examine to by schools & enables licensing program to examine to what extent its content prepares candidateswhat extent its content prepares candidates

Each Candidate’s unique characteristicsEach Candidate’s unique characteristics

NEC 2009 NYC

Multiple Purposes – Never Static

Provides opportunity for creative demonstration & individualization of teacher candidates’ strengths and unique qualifications - not a mere check list

The ACTFL NCATE Standards provide the framework; the teacher provides the creativity, makes choices when choosing artifacts, uses K-12 student work samples aligned with the K-12 Standards (5 Cs).

NEC 2009 NYC

Alignment with the ACTFL NCATE Standards

The 6 Standards for FL Teacher Education Programs

I. Language, Linguistics, Comparisons II. Cultures, Literatures, Cross-Disciplinary

Concepts III. Language Acquisition Theories &

Instructional Practices IV. Integration of Standards into Curriculum &

Instruction V. Assessment of Language and Cultures VI. Professionalism

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Suggested Organization of 7 Sections – Additional Focus on Technology

I. Language, Linguistics, Comparisons

II. Cultures, Literatures, Cross-Disciplinary

Concepts

III. Language Acquisition Theories, Instruction

IV. Integration of Standards into Curriculum & Instruction

V. Assessment Practices/Impact on Student Learning

VI. Technology

VII. Professionalism

Outline in your HandoutNEC 2009 NYC

Reflection is Essential

Current research in education strongly suggests that the most effective teachers take a deeply reflective approach to their work.

Portfolio reflections provide a window into teachers’ beliefs and connections to classroom practice

Serves to connect Knowledge, Skills, & Dispositions making connections to classroom practice more visible

NEC 2009 NYC

Reflection In Your Portfolio

At the start of each section of your Portfolio Teacher’s Connections to the Standards Provide insight into your beliefs

Reflective Journal Reflections after teaching Incorporate K-12 Student reflections in your work

samples Philosophy Statement

NEC 2009 NYC

Examples of Digital Portfolios

French, Spanish, and Chinese teachers have created digital portfolios aligned with the ACTFL NCATE Standards

These digital portfolios may be web based (uploaded or saved to a CD) or created in Power Point NEC 2009 NYC

And Additional Examples . . .

Portfolios may be adapted to reflect different contexts. Example: a teacher who is teaching English in China and has adapted her Portfolio to that context

Jie’s Portfolio

(A special thank you to Jie for sharing her work)

Notice the interweave of Reflection throughout all of the portfolios ~

And Evidence of Content and Pedagogical KnowledgeNEC 2009 NYC

Process, Presentation, & Evaluation

Formative and Summative processes Portfolio compiled over the entire program, not

just at the end Should include both required and selected artifacts

and reflections Sharing & Presentation: essential component of

the creation and synthesizing process Mid-program sharing Formal Synthesizing Presentation

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Portfolios & Program Research

Programmatic Research Understand the results of coursework and

experiential learning Engage teachers in the research on their own

learning Portfolios as tools for formative and summative

assessment

NEC 2009 NYC

Thank you!

Questions and Discussion

Becky Foxrfox@gmu.edu

Dr. Fox’s Homepage: http://mason.gmu.edu/~rfox

AERA 2009 San Diego, CANEC 2009 NYC