DEVELOPING A PROFESSIONAL LEARNING PORTFOLIO

1. DEVELOPINGA PROFESSIONAL LEARNING PORTFOLIO Engaging the Profession Guidelines for Users and Tutors of ePortfolios

2. A metaphor ‘How to make an American Quilt’ (Pillsbury, Sanford, & Moorhouse, 1995) You have to choose your combination carefully. The right choices will enhance your quilt; the wrong choices will dull the colours, and hide their original beauty. There are no rules you can follow, you have to go by instinct, and you have to be brave. 2

3. A VISION FOR PORTFOLIOS • Highlight authentic learning experiences and achievement • Demonstrate an individual’s contribution, growth and competencies • Stimulate reflection and professional dialogue • A vehicle for constructing and shaping an individual’s professional identity 3

4. PURPOSES FOR PORTFOLIOS

5. A PORTFOLIO FRAMEWORK • Introduction / Orientation • Career Map • Professional Beliefs and Values • Achievements/Professional Learning • Reflection on the Journey • Goals for Future Professional Practice 5

6. ASSESSMENT CRITERIA • Goals, Beliefs and Values - Educational Philosophy • Quality of Evidence • Scope and Complexity • Scholarship • Impact on Professional Learning - Self and Others • Future Actions 6

7. DEVELOPING A PERSONAL ARCHIVE Disorganised collection of evidence of teacher’s work PERSONAL ARCHIVE an organised collection Portfolios for various purposes EVIDENCE Documents Videotapes Photographs Audio-tapes Reflective writing PORTFOLIO 1 PORTFOLIO 2

8. STEPS TO DEVELOP A PROFESSIONAL PORTFOLIO 1. Establish a Personal Archive 2. Clarify and Articulate Values and Vision 3. Identify Purposes and Contexts 4. List the Elements that form the Framework 5. Select Evidence from the Personal Archive 6. Develop a Concept Map 7. Write a Caption for each Artefact used to support the framework adopted in step 4 8. Reflect on each element considering the scope, complexity and impact on Self and others 9. Reflect on the whole process considering the principles derived and what future actions to be taken 8

9. INTRODUCING JENNIFER Dear members of the Interview Panel, I have just finished the Bachelor of Teaching (Secondary) at ---------------- campus and can teach French, Italian, Spanish and Japanese … I have always had a fascination for languages and have been brought up in a bilingual family … I have a great desire to share my knowledge with others. I have extensive experience overseas and recently was awarded a medal for outstanding contribution to the community by the local Council. I also have been recognised by my supervising teacher to be outstanding in the classroom and have developed excellent rapport with my students and colleagues in the staffroom … 9

10. CURRICULUM VITAE: JENNIFER • Personal Details • Academic Qualifications • Teaching Experience • Personal Qualities • Planning • Curriculum • Development • Teaching Strategies • Classroom Management • Leadership • Communication • Evaluation 10

11. ARTEFACTS: JENNIFER • Action Research on Memory Techniques • Range of Resources for teaching French, Italian, Spanish and Japanese • Multimedia project for non-native speakers of Italian • First Aid Certificate 11

12. A PROFESSIONAL BIOGRAPHYTASK 1Please outline your reasons for becoming a teacher.

13. PROFESSIONAL BELIEFS, VALUES AND VISION TASK 2 Identify key words that underpin your beliefs and values about education. Write a brief statement that captures the essence of your educational philosophy. Write a slogan or ‘catch phrase’ that captures your vision as an educator. 13

14. SEVEN NATIONAL PROFESSIONAL TEACHING STANDARDS • Know students and how they learn • Know the content and how to teach it • Plan for and implement effective teaching and learning • Create and maintain supportive and safe learning environments • Assess, provide feedback and report on student learning • Engage in professional learning • Engage professionally with colleagues, parents/caregivers and the community 14

15. EVIDENCE TO SUPPORT YOUR READINESS TO TEACH TASK 3 Use the fishbone diagram to list the evidence you will use to support your claims that you are ready to teach. The standards for each domain in the diagram express one way for organising evidence to support your readiness to teach. 15

16. Standard 1 DOMAIN: PROFESSIONAL KNOWLEDGE Knowledge of and respect for the diverse social, cultural, ethnic and religious background Knowledge of the physical, social and intellectual developmental characteristics Knowledge of students’ varied approaches to learning Knowledge of strategies for addressing student needs Knowledge of how students’ skills, interests and prior achievements affect learning Knowledge of strategies for addressing student needs

17. Standard 2 DOMAIN: PROFESSIONAL KNOWLEDGE Understanding, respect for ATSI cultures, histories, languages Subject content, pedagogy Information and Communication Technologies State Curriculum Requirements

18. Standard 3 DOMAIN: PROFESSIONAL PRACTICE Use effective classroom communication Evaluate teaching programs Engage parents and carers in education process Improve teaching programs

19. Teachers plan and implement effective teaching and learning,Graduate Standard 3 3.1 Set learning goals that provide achievable, challenges for students of varying abilities and characteristics 3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies 3.3 Include a range of teaching strategies 3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning 3.5 Demonstrate a range of verbal and non-verbal communication 3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs 3.7 Describe a broad range of strategies for involving parents and carers in the educative process 19

20. Standard 4 DOMAIN: PROFESSIONAL PRACTICE Manage classroom activities, student grouping Support student participation Teaching , safety, ICT and management strategies

21. Standard 5 DOMAIN: PROFESSIONAL PRACTICE Provide feedback to students on their learning Assess student learning Make consistent and comparable judgements Report on student achievement Interpret student data

22. Standard 6 DOMAIN: PROFESSIONAL ENGAGEMENT Engage in personal and collegial professional development Identify and plan professional learning needs Engage in and apply professional learning and improve practice

23. Standard 7 DOMAIN: PROFESSIONAL ENGAGEMENT Professional ethics, responsibilities and conduct Communication with Parents and Caregivers Contributing to the school and wider community, complying with requirements Engaging parents and caregivers in the educative process

24. REFLECTING ON INDIVIDUAL ARTEFACTS TASK 4 Use the following reflective questions to write a brief explanation or caption on one or more individual artefacts that address each key element. This represents the scope and complexity of your professional learning 24

25. ELEMENTS OF REFLECTION • Why did I choose this evidence? • What was I trying to achieve? Why? What was my goal? How successful was I in achieving this goal? • How does this fit with values and beliefs about education? • What were the critical factors helping or hindering achievement? • What have I learnt? What would I do differently next time? • What are the implications of what I have learned for me, my job, and the teaching profession? 25

26. 12 Tips for Tutors of ePortfolios • Before implementing an ePortfolio and e-tutoring check whether this is the best method to meet the proposed goals and whether it fits with the overall curriculum. Do not blindly follow trends at international conferences or in literature • Do not expect from electronic tutoring what could be expected from face-to-face guidance • Decide in advance who will be tutor • Create realistic expectations about the time investment involved in ePortfolio tutoring • Allow at least 1 year of preparation between the decision to set up ePortfolio tutoring and the actual start of it • Train tutors in specific aspects of the ePortfolio tutoring 26

27. 12 Tips ... • 7. Discuss and clarify the goal and contents of electronic feedback. Allow tutors to express the purpose of their feedback interventions and have them discuss this with one another • 8. Consider the intensity of portfolio assignments: balance continuity with a sufficient number of time intervals in between assignments • 9. Link pressure and support • 10. Be aware of the implementation dip; changes need time • 11. Provide tutors with direct feedback from students • 12. Have tutors reflect on the added value e-tutorship can have for them • 27

28. RESOURCES • Burke, K. (1996). Professional Portfolios for change. Melbourne: Hawker Brownlow Education • Deketelaere, Ann. (2010). Learning with a portfolio in clinical workplaces. Practices, pitfalls and perspectives. Antwerpen/Apeldorn. Garant • Hartnell-Young, E. & Morriss, M. (1999). Digital Professional Portfolios for Change. Melbourne: Hawker Brownlow Education • Retallick, J. & Groundwater-Smith, S. (1996). The Advancement of Teacher Workplace Learning. Wagga Wagga: Charles Sturt University 28