1 / 14

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

zoe
Download Presentation

Portfolios for TAs

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  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

More Related