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Portfolios for TAs

Portfolios for TAs. PI34. “Students must complete a portfolio of evidence for the teaching standards” to be certified http://education.wisc.edu/pi34 Review mission and standards Select your program and view standards for course. Click to View Knowledge and Performance tasks

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Portfolios for TAs

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  1. Portfolios for TAs

  2. PI34 “Students must complete a portfolio of evidence for the teaching standards” to be certified • http://education.wisc.edu/pi34 • Review mission and standards • Select your program and view standards for course. • Click to View Knowledge and Performance tasks • Login with Portfolio Login

  3. House Keeping for Dean’s Office • http://portfolios.education.wisc.edu • Get Account (if you don’t have one) • Beginning of Semester • Upload CV • Set instructor/supervisor information • Upload Syllabus • End of semester • Set Standards

  4. Lead Purpose of the Portfolio • DPI: “Students must complete a portfolio of evidence for the teaching standards” to be certified”On the other hand…. • Lee Shulman: "...it is important to keep in mind that the portfolio is a broad metaphor that comes alive as you begin to formulate the theoretical orientation to teaching that is most valuable to you."

  5. Guiding Principals • Focus on student growth in reflective practice with: • Standards as a reflective guide • Support of Job Search through articulation of reflective practice • Formal portfolio writing style • Longitudinal scaffolding • Course/Seminar Integration

  6. A note about structure • Most Portfolio systems relay on software imposed structure. • To facilitate a constructive approach to portfolios, the School of education portfolio project operates upon a cognitive social infrastructure. • It is composed of cognitive categorical elements and defined relationships between elements. • Through the over-time learning of these

  7. Formal Portfolio Writing Style Elements Some Key Elements: • Page Title and Intro • Return Links • Captions • Higher order guide pages use outline style with bullets leading to content pages • Content pages are succinct narrative text with embedded artifacts and headings • File naming content prefix, no spaces, no folders

  8. Guiding Principals: Longitudinal Scaffolding • See On-line power point • Sample portfolios for examples

  9. Integration: 3 Phases • Preparation • things done as part of class that also prepare students for portfolio authoring. • Portfolio Class Session • Instructor or supervisor working with EPCS • Feedback/dialogue/formative evaluation • Facilitated by tools for reflective dialogue

  10. Integration: Preparation (things done as part of class that also prepare students for portfolio authoring.) Instructor/Supervisors designs course/seminar within the context of the program. Creates syllabus and course handouts that includes: • Listing of standards with relationships to course • One or more portfolio assignmentsthat are a regular part of the course (not add-on for the portfolio) observing the longitudinal scaffolding. • Information on preparation elements. • Scheduled time for portfolio class session/s (see below)

  11. Integration: Portfolio Class Session (Instructor or supervisor working with EPCS) • Regular class led by instructor/supervisors who: • Talk about purpose of assignment/composition • Provide feedback to students working • Based on unique ‘lesson plan’ • written by EPCS based on consultation with instructor • Where student complete portfolio assignment/s • and by doing so learn technology in the process. • Technology kept subservient • to a reflective authoring process • Held at EPCS portfolio labs • coordinated and supported by EPCS staff and students

  12. Integration: Feedback/Dialogue/Evaluation(Facilitated by tools for reflective dialogue) • Class instructor/fellow student dialogue around preparation • On-line Portfolio Assignment dialogue • Portfolio Session • Instructor/supervisor feedback • Structured on-line peer dialogue • Post Session Peer/instructor on-line dialogue • Portfolio Evaluation formative dialogue forum

  13. Job Search • Articulate reflective practice • Only way to bring reflective practice into hiring process • Usefulness determined by student teacher not principal • Getting principal to look at portfolio is like getting an interview • Hundreds of principals go into to view portfolios each year

  14. Support • EPCS is lead support • Click “Email US” at the top of any page in the portfolio system • Student Liaisons • Instructor Liaisons

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