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An electronic portfolio is required for TESH students in fulfilling the requirements for meeting professional teaching standards in content disciplines, the Interstate New Teacher Assessment and Support Consortium (INTASC), and the International Society for Technology in Education (ISTE). The following standards are reflected in the portfolio design and assessment:
I. Teachers are committed to all students and their learning.II. Teachers know the subjects and how to teach those subjects to students.
- The teacher intern understands how students learn and develop and can provide learning opportunities that support a student's intellectual, social, and personal development.
- The teacher intern understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
III. Teachers are responsible for managing and monitoring student learning.
- The teacher intern understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful to students.
- The teacher intern plans instruction based upon knowledge of subject matter, state and national standards, students, and the community.
- The teacher intern understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and the community.
- The teacher intern uses knowledge of effective verbal, non-verbal and media communication techniques and appropriate technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
IV. Teachers think systematically about their practice and learn from experience.
- The teacher intern uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation
- The teacher intern understands and uses formal and informal assessment strategies, consistent with instruction goals, to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
V. Teachers are members of learning communities.
- The teacher intern is a reflective practitioner who continually evaluate the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
- The teacher intern responds well to constructive feedback.
- The teacher intern fosters relationships with school colleagues, parents, and agencies in the larger community to support students and well being.
- The teacher intern demonstrates a professional attitude toward the community by learning and adhering to school policies.
TESH Electronic Portfolio Frequently Asked Questions *Available in Word or PDF
Electronic Portfolio Orientation
[Rationale] [Standards]
[Requirements] [Assessment]
[Reflection Guidelines]
[Support for Portfolio Development] [Examples]
[Time Line] [Forms] [References]
[FAQs] [Orientation]
| Electronic Portfolio Guidelines Portfolios provide a connection to the contexts and personal histories of real teaching and make it possible to document the unfolding of both teaching and learning over time (K. Wolf, 1991) Rationale
[back to top] Shulman (1992) highlighted the importance and need for portfolios in
preservice teacher education when he contended that "teaching is like
dry ice, it evaporates and goes away ... Student teachers are told to
learn from experience but the experience doesn't stay put so one can learn
from it." Portfolios are a strategy designed to make the teaching experience
"stay put," allowing beginning teachers to capture the complexities of
learning, teaching, and learning to teach. Well-constructed portfolios
provide an opportunity for preservice teachers to examine "critical incidents"
and to reflect on failures and frustrations as well as successes as they
continue their journey to the other side of the desk. Situated within
the context of transforming schools and on-going efforts to prepare tomorrow's
teachers to use technology critically and reflectively, current technologies
and portfolio assessment hold a great deal of potential as powerful tools
for improving a teacher's practice and, as a result, the learning of her/his
students. Indicators
of Success for Meeting Professional Standards [back to
top]
Discipline-specific standards will be discussed in each licensure area:
In conjunction with serving as an authentic assessment tool that yields
a rich source of evidence of reflection, web based electronic portfolios
provide prospective employers with information about a teacher's suitability
for a position. The electronic portfolio should contain evidence, data,
and research from a variety of sources to indicate what you have learned
in your preparation program in meeting the above standards and the standards
in your discipline. Requirements [back to top]
Assessment of Electronic Portfolios [back to top] Portfolios will be assessed using the Portfolio Evaluation with Indicators of Success for Meeting Professional Standards. This form is a useful resource for learning about appropriate evidence for inclusion in the portfolio. In addition, all students should complete a Technology Checklist to demonstrate competence in meeting technology standards. Students will present their electronic portfolio to a committee of three
faculty members. The committee consists of your advisor and two faculty
members of your choice. Cooperating teachers and other students will also
be invited to your presentation. Please refer to the suggested timeline
for completion of portfolio.
In designing electronic portfolios in support of professional standards, all student teacher interns must follow these guidelines:
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Support for Electronic Portfolio Development [back to top] While each program advisor will provide resources and direction to support various aspects of portfolio creation through specific courses and modules, additional resources and tutorials are available: New Media Center Faculty Development Institute ElementK TEEPS (Teacher Education Electronic
Portfolio Support) ePortfolio
Dialogue Day Resources Filebox
at computing.vt.edu Support systems will be available for the following recommended software programs: Netscape Composer, Front Page, and Dreamweaver. Staff support will also be provided for technical assistance in the Instructional
Technology Lab, 220 WMH. Examples of Electronic Portfolios [back to top] Examples of electronic portfolios completed in spring 2000 may be viewed on the websites below. Please note that these portfolios were designed according to guidelines that were in development in 1999-2000. Students should follow the guidelines in this document for spring 2001.
Suggested Timeline: [back to top]
Click here to download Electronic Portfolio Development Guide in PDF (Use Acrobat Reader to view and print) Forms: [back to top] References [back to top] Shulman, L. S. (1992, April) Portfolios for teacher education: A component of reflective teacher education. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA Stone, B. (1998) Problems, Pitfalls and Benefits of Portfolios. Teacher Education Quarterly25 (1),105-114 Vavrus, L. G., & Collins, A. (1991) . Portfolios documentation and assessment center exercises: A marriage made for teacher assessment. Teacher Education Quarterly, 18 (3), 13-29 Wolfe, K. (1991). The school teachers portfolio: Issues for design, implementation,
and evaluation. Phi Delta Kappan, 73, 129-136. Articles
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