Yanling Sun, Ph. D Marybeth Henry, Ph. D Carolyn Masterson, Ed. D.

1. Implementing ePortfolio among Pre-service Teachers and Interns Yanling Sun, Ph. D Marybeth Henry, Ph. D Carolyn Masterson, Ed. D. Montclair State University Presented atthe 2007 International Bb ConferenceBoston, MAJuly 12, 2007

2. Presentation Overview • ePortfolio Rationale • ePortfolio Projects at MSU • Pre-service PE teachers • Family service interns • Student ePortfolio samples • Pre-service teachers • Family service interns • Conclusion ePortfolio at MSU, Yanling

3. ePortfolio Rationale • To collect evidence of student learning outcomes • To effectively develop an assessment method for student learning • To promote reflective learning • To improve technological skills for faculty and students • To create a vehicle which enables students to organize and store their work • To create a professional portfolio ePortfolio at MSU, Yanling

4. Family Service Interns’ ePortfolios Yanling Sun, Ph. D.Mary Beth Henry, Ph. D. Montclair State University

5. ePortfolio for Interns • Introduction of the Project • Experiential education/internship requirement for Family and Child Studies - Family Services Students • Pilot One • Templates • Instructional strategies • Pilot Two • Templates • Instructional strategies • Student ePortfolio Examples ePortfolio at MSU, Yanling

6. Pilot One • Instructional Strategies • Two lab instructional sessions • Assistance after sessions • Portfolio Templates ePortfolio at MSU, Yanling

12. Pilot Two • Instructional Strategies • Students from previous semesters showcased their ePortfolios • Lab instruction in sequence: session 1, 2 and 3 • Assistance after sessions • Same Portfolio Templates as Pilot One ePortfolio at MSU, Yanling

13. Interns’ ePortfolios • Most Significant Variations in ePortfolios: • Students used different adaptations of templates to showcase their work (no 2 students used the same layout) • Students showcased different strengths Co-op Interns, Marybeth

14. Why Use Blackboard? • Every student has their own BB account • BB accounts are safe within the BB system • Students can share e-portfolios with others • Students can update/revise their e-portfolios • E-portfolios can be downloaded to a disc • E-portfolios can be developed and refined throughout a student’s college career Co-op Interns, Marybeth

21. Co-op Interns, Marybeth

23. Co-op Interns, Marybeth

25. Pre-service PE Teachers’ ePortfolios Yanling Sun, Ph. D Carolyn Masterson, Ed.D. Montclair State University

26. ePortfoliofor Pre-service Teacher • Introduction of the Project • Two PE classes in the ESPE Program at MSU • Pilot One • Templates • Instructional strategies • Pilot Two • Templates • Instructional strategies • ESPE Teacher Education Program Portfolio Adoption ePortfolio at MSU, Yanling

27. Pilot One • Instructional Strategies • One lab instructional session • Assistance after session during semester • Portfolio Templates ePortfolio at MSU, Yanling

32. Pilot Two • Instructional Strategies • One intro session on NACTE standards • Worksheet handouts • Lab instruction: session 1 and session 2 • ePortfolio evaluation rubric • Portfolio Templates ePortfolio at MSU, Yanling

38. Pre-service Teachers’ ePortfolios • Pre-service Teachers’ ePortfolio Rationale • ePortfolio Pilot Studies • Student ePortfolio Samples Pre-service Teachers, Carolyn

39. ePortfolio Rationale • Collect Evidence of Student Learning Outcomes • Instruct Students about NCATE Standards • Create a Programmatic Strategy to Meet NCATE Standard Review for ESPE Department • Improve Technological Skills for ESPE Faculty and PE Students • Develop a Future Professional Portfolio Pre-service Teachers, Carolyn

40. ePortfolio Project • Teacher Education ePortfolio • Introduction of the Project • Two classes in the PE/Health Teacher Education Program at MSU • Pilot One • Pilot Two • ePortfolio Adoption by the ESPE Teacher Education Program (Fall 2007) Pre-service Teachers, Carolyn

41. ePortfolio Prototype Development • Teacher Education Subjects • Movement Education PE Class • Teaching of Physical Education Class • ePortfolio Development • Pilot One • Pilot Two • ESPE Teacher Education Program (TEP) ePortfolio Adoption Pre-service Teachers, Carolyn

42. Pilot One • Instructional Development Strategies • One lab instructional session • Technical assistance throughout school semester Pre-service Teachers, Carolyn

43. Pilot Two • Instructional Development Strategies • Instruction about NCATE and Professional Teaching Standards during PEMJ pedagogy classes • An assignment worksheet was given to select artifacts and to assign appropriate NCATE Standards • Two ePortfolio instructional sessions • Session 1 - Initial development of ePortfolio • Session 2 – Upload artifacts, complete ePortfolio Pre-service Teachers, Carolyn

44. ESPE - TEP Adoption Plan • Create ePortfolio during Freshman Year Seminar classes • Complete the development of the ePortfolio before acceptance into the ESPE Teacher Education Program • Continue documentation of artifacts throughout the ESPE Teacher Education Program, including Field Experiences. • Final ePortfolio completed by the end of Student Teaching Field Experiences and as an EXIT requirement of the ESPE Teacher Education Program • Ongoing ePortfolio evaluation by instructors and reflection by students throughout the ESPE-TEP Program Pre-service Teachers, Carolyn

45. Freshman Year • Development of the ePortfolio in IT Workshops during Freshman Seminar classes • Development of an Introduction to the ePortfolio during TEP - PE Management class • Inclusion of personal and NCATE artifacts into ePortfolio from classes • Personal “best practice” coursework artifacts chosen by students • Specific ePortfolio NCATE assessment artifacts chosen by ESPE Teacher Education Committee • Evaluation of ePortfolio development and artifacts by ESPE Teacher Education instructors Pre-service Teachers, Carolyn

46. ESPE - TEP Acceptance Requirement • ePortfolio Introduction expanded • Resume included • ESPE Honors and Awards included • Recommendations and support letters included • Additional course work artifacts chosen by student • Additional NCATE artifacts chosen by the ESPE - TEP Committee Pre-service Teachers, Carolyn

47. During ESPE – TEP • Specific NCATE Artifacts Included • Lesson Plan assessments • Unit Plan assessments • Teaching Effectiveness assessments • Technology assessments • Collaboration and Professional Development Assessments • ePortfolio Assessment Artifact • Field Experience Work – student assessments and student projects • Other “Best Work” Documentation Pre-service Teachers, Carolyn

48. ESPE – TEP Exit Requirement • Student Teaching ePortfolio Documentation • Completed NCATE assessment documentation • Completed Personal “best work” documentation • Completed Field work documentation • Homework • Student Assessments • Student Projects. • ESPE – TEP Exit ePortfolio Evaluation • Student Teacher Supervisor Exit Interview and Evaluation using an ePortfolio Assessment Rubric Pre-service Teachers, Carolyn

49. Pilot Examples • Pilot One (Fall 2005 – Spring 2006) • Sample • Pilot Two (Fall 2006 – Spring 2007) • Sample • Final Sample (next year) (Fall 2007) Pre-service Teachers, Carolyn

50. Pilot One (Fall 2005 – Spring 2006) • Personal Statement • Teaching Statement • Teaching Artifacts • Reflection Statement