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ED 391 806 SP^036
AUTHOR Morin, Joy Ann TITLE Portfolios: An Eft:..ctive Tool Used by Prospective Teachers To Encourage Self-Evaluation and Improvement. PUB DATE Jul^95 NOTE 13p.;^ Paper^ presented^ at^ the^ Annual^ Meeting^ of^ the National Evaluation Institute (4th, Kalamazoo, MI, July 9-14, 1995). PUB TYPE Speeches/Conference^ Papers^ (150)^ Reports Descriptive (141)
EDRS PRICE MFOI/PC01^ Plus^ Postage. DESCRIPTORS Classroom^ Environment;^ Educational^ Strategies; Elementary Secondary Education; Higher Education; Instructional Development; Instructional Materials; *Portfolio Assessment; Portfolios (Background Materials); Preservice Teacher Education; Professional Development; Reflective Teaching; *Self Evaluation (Individuals); *Student Evaluation; *Teacher Competencies; Teacher Effectiveness IDENTIFIERS California Commission on Teacher Credentialing; *California State University Los Angeles; National Council for Accreditation oF Teacher Educ; *Preservice Teachers
ABSTRACT In an effort to provide prospective teachers with chances to reflect on their prof.e.ssional competence, and to demonstrate their teaching effectiveness and growth, the teacher education program at CalifnrTlia State University, Los Angeles, decided to require students to develop portfolios. All students were introduced to the portfolio format during the required introduction to teaching course. The portfolios were expected to fulfill California Commission on Teacher Credentialirg (CTC) and National Council for Accreditation of Teacher Education (NCATE) professional standards th,t demand evidence of achievement. Portfolios were to include evidence of competencies gained from courses and evidence of student teaching competencies in 10 CTC areas. The department recommended that students use CTC and NCATE standards to serve as guides for portfolio formats. A sample format would contain an introduction and information on classroom environment, instructional planning/implementation, diverse strategies/materials, assessment/reflections, professional development, and community involvement. Portfolio development was expected to begin with the introductory teaching course ano to continue as the student progressed through the subsequent course work and student teaching experiences. Faculty were concerned about portfolio advisement and decided to have portfolio checkpoints and advisement opportunities during student teaching assignments. A sample portfolio table of contents and a course/skills checklist are included. (JB)
PORTFOLIOS:ANEFFECTIVETOOLUSEDBY
co
?ROSPECTIVETEACHERSTOENCOURAGE
SELF-EVALUATIONANDIMPROVEMENT
by
Dr.JoyAnnMorin
CaliforniaStateUniversity,LosAngeles
SchoolofEducation
DivisionofCurriculumandInstruction
Presentedatthe
FourthAnnualNationalEvaluationInstitute
Kalamazoo,Michigan
July9-14,
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'PERMISSIONTOREPRODUCETHIS MATERIALHASBEENGRANTEDBY
TOTHEEDUCATIONALRESOURCES INFORMATIONCENTER(ERIC)"
Portfolios:AnEffectiveToolUsedbyProspectiveTeacherstoEncourage Self-evaluationandImprovement
INTRODUCTION:
Noinstrumentsmallerthantheworldisfittomeasure menandwomen:ExaminationsmeasureExaminees. SirWalterRaleigh
Ifweaseducatorsaresincerelydedicatedtothedevelopmentofsuccessfuland acceptableevaluationprograms,ourfocusmustbeonalternatemodelsthatmeasure theoverallcompetenceofteachers.Thesealternativemodelsmustinclude opportunitiesforprospectiveaswellasexperiencedteacherstoreflectonandself- examinetheirperformance,skillsandknowledgeforthepurposeofimprovingtheir teachingcompetencies.Toooftenself-assessmentdoesnotholdaprominentplacein theevaluationofteachers.Historically,thepre-serviceteacherisevaluatedby professors,cooperatingclassroomteachers,andbyuniversitysupervisors.Most often,on-goingobservationsandconferencesaswellasthefinalstudentteaching writtenevaluationsprovidethestudentteacherwithfeedbackrelatedtohis/her levelofcompetencies.Checklistsandvariousformsoftestinghavebeenusedto evaluateteachingcompetenceandperformance;however,nosinglechecklistor otherformofassessmentcanfullydocumenteffectiveteaching.Missinglinksin thisscenarioare:
1.aprocessthatprovidesprospectiveteacherswithoppoitunitiestoreflecton theirprofessionalcompetence,and 2.aproductthatdemonstratesevidenceofteachingeffectivenessandgrowth.
**Ateacherconstructedportfolioisonetoolthatcanbeusedtoassessaswellas guidethedevelopmentofprospectiveteachersandtoencouragereflectionabout
professionaldevelopment.
Basedontheabovestatedconcerns,theDivisionofCurriculumandInstruction facultyatCaliforniaStateUniversity,LosAngelesbegantoexaminetheprocessof portfoliodevelopmentasameanstoguideprospectiveteachersastheyprogress throughthecredentialprogram.Duringtheinitialplanningstages,thediscussions focusedonaninquiryintobasicquestionsrelatedtospecificportfolioattributes.
WHATISAPORTFOLIO?:
Bydefinition,aportfolioisacollectionofaperson'sbestworkoveraperiodof time.Portfolioscanbeacollectionofinformationthatprovidesevidenceabouta teacher'seffectiveness.Aportfoliomightbeorganizedinathree-ringbinderwith tabs,tableofcontents,piirsonalresume,teachingunits,etc.Theprocessofportfolio developmentaswellastheproductareemphasizedasmajorpurposes.Theprocess ofportfoliodevelopmentencouragesreflectionamongnewandprospectiveteachers. Astheybegintoorganizeaprofessionalportfoliotheybegintoreflectabouttheir understandingofprofessionalrolesandresponsibilities.Asproducts,they demonstrateevidenceofateacher'seffectivenessandgrowth(Uphoff,James,1989).
WHOSHOULDDEVELOPAPORTFOLIO?
ItwasdeterminedthatallstudentsenteringacredentialprogramatCalifornia StateUniversity,LosAngeleswillbeguidedinthedevelopmentofportfolios.Since allstudentsmustregisterinanintroductiontoteachingcoursebeforetheyare officiallyadmittedtothecredentialprogram,itwasdeterminedthatthisisthe appropriateplacetointroducealleducationstudentstotheformat/purpose/useof teacherconstructedportfolios.
WHYDEVELOPAPORTFOLIO?
Aportfoliohastwomajorpurposes.
1.Theprocessofportfoliodevelopmentencouragesprospectiveteachersto evaluate-toreflectonthemanyelementsinvolvedinbeingasuccessfulteacher.This
reflectionencouragesproblemsolvingandeffectivedecisionmaking(Uphoff).
2.Thematerialintheportfolioprovidestheprospectiveteacherwithorganized, tangibleevidenceofgrowthandaccomplishments.Thisevidenceofcompetencies canserveasdocumentationforcertificationbystateagencies--asprospective teachersareevaluatedinrelationtoapredeterminedlistofcompetenciesrequired ofthembeforetheyarerecommendedforateachingcredential.Thesecompetencies areembodiedinstandardssetforthinstateaswellasinnationaldocuments (NationalCouncilforAccreditationofTeacherEducation).Forexample:
TheCaliforniaCommissiononTeacherCredentialing(April,1993)"expects institutionstoverifyeachcandidate'sattLinmentoftheStandardsinCategoryV priortorecommendingthecandidateforateachingcredential"(p.22).This
verificationisnotthesimplerecognitionofgoodteaching--itisinsteada
systematicWayofdescribinganddocumentingcandidatecompetenceand
performance.
24.DiverseandAppropriateTeaching:
Candidatepreparesandusesinstructionalstrategies,activitiesandmaterialsthat
areappropriateforstudentswithdiverseneeds,interestsandlearningstyles.
25.StudentMotivation,InvolvementandConduct: Candidatemotivatesandsustainsstudentinterest,involvementandappropriate conductequitablyduringavarietyofclassactivities.
26.PresentationSkills: Candidatecommunicateseffectivelybypresentingideasandinstructionsclearly andmeaningfullytostudents.
27.StudentsDiagnosis,AchievementandEvaluation: Candidateidentifiesstudents'priorattainments,achievessignificantinstructional objectives,andevaluatestheachievementsofthestudentsintheclass.
28.CognitiveOutcomesofTeaching: Candidateimprovestheabilityofstudentsinaclasstoevaluateinformation, thinkanalytically,andreachsoundconclusions.
29.AffectiveOutcomesofTeaching: Candidatefosterspositivestudentattitudestowardthesubjectslearned,the studentsthemselves,andtheircapacitytobecomeindependentlearners.
30.CapacitytoTeachCrossculturally: Candidatedemonstratescompatibilitywith,andabilitytoteach,studentswhoare differentfromthecandidate."ihedifferencesbetweenstudentsandthecandidate shouldincludeethnic,cultural,gender,linguisticandsocio-economicdifferences
31.ProfessionalObligatiols: Candidateadherestohighstandardsofprofessionalconduct,cooperates
effectivelywithotheraduItsintheschoolcommunity,anddevelopsprofessionally
throughself-assessmentfndcollegialinteractionswithothermembersofthe
profession.
PORTFOLIOFORMAT:
Theincludedformat(p.5)summarizesthemajorcompetenciesindicatedin theCTCguidelinesaswellasthegeneralNCATEstandards.Thisformatserves toguideprospectiveteachersastheyorganizetheir"piecesofevidence"that documentprofessionalandpedagogicalknowledgeandskills.Thebroadcategories providestudentsthenecessaryguidanceandstructure;yet,allowsforacertain amountofcreativefreedomwhendocumentingorincludingtheirparticular"pieces
ofevidence".
1$
PORTFOLIOFORMAT
ExamplesthatShow
Section k.videnceofCompetency
1.TABLEOFCONTENTS
2.INTRODUCTION biography;philosophyof educationstatement
3.CLASSROOMENVIRONMENT organization/management plans;bulletinboardphotographs/
ideas
4.INSTRUCTIONALPLANNING/ IMPLEMENTATION unitplans;dailylessons
overtimetoshowgrowth;lesson
videotaped
5.DIVERSESTRATEGIES/MATERIALS examplesofstudent work/analyzedand/orevaluated; diversestrategies--evidentin
lesson/unitplans;useofdiverse
materials;reinforcementand challengeactivities;center
plans;casestudies
6.ASSESSMENT/REFLECTIONS writtenreflections/ assessmentrelatedtoteaching performance
7.PROFESSIONALDEVELOPMENT. seminars/in-service attendance;lettersof recommendation;student teachingevaluations;resource list;resume
8.COMMUNITYINVOLVEMENT parentconferences;PTA attendance;professionalorganizations;
communityserviceclubs
ITISRECOMMENDEDTHATEACH"PIECEOFEVIDENCE"ENTEREDIN THEPORTFOLIOSHOULDINCLUDEAREFLECTIONTHATEXPLAINS THEREASONSFORINCLUSION.(THISMIGHTBEINTHEFORMOF
JOURNALS.)
REFLECTIONS/STUDENTRESPONSES:
Thevalueofportfoliodevelopmentappearstobeacceptedbyfacultyaswellasby
prospectiveteachers.Facultysupportmaybepartiallyduetopriorsuccessesin portfoliodevelopmentrelatedtotheirowndisciplinesorprograms.Oneexampleis apilotprograminwhichaprofessortaughtcourseworkandadvisedaselected groupofstudentsastheymadeconnectionsbetweentheirrequiredcourseworkand thesubsequentstudentteachingexperiences.Itprovidedanopportunitytoobserve andguidethereflectionandgrowthprocessastheprospectiveteachersmade theory/applicationconnections.Thiscontinuedcontactprovidedanopportunityto elicitstudentthoughtrelatedtothevalueofportfoliodevelopment.Thefollowing commentsweremadebystudentsatvariouspointsinthecredentialprogram,
1.LisaWilcox-aprospectiveteachercompletingherlaststudentteaching experience:"PortfoliodevelopmentprovidesanopportunitytoreflectonwhatI triedandonwhatwassuccessful.Itprovidesanopportunitytoreviseandadaptto newanddifferentsituationsandlevels.IneverylessonIfindsomethingtochange- somethingIwoulddoabitdifferent.Whenyoureflect-andwriteitdown-youdo notlosethepotentialforprofessionalgrowth."
2.SarahMontes-aprospectiveteachercompletingherlaststudentteaching assignment:"Aportfolioisawaytoshowcasemybestefforts.Itprovidesan opportunitytoreflect-assess-andmodifylessonsduringstudentteaching. Asaprospectiveteacheritprovidesconcreteexamplesofmyteachingcompetencies. Itisanon-goingorganizationaltouiduringthecredentialprogram--onethatcanbe carriedontotherealitiesofmyclassroom."
3.DanielPerryman:AnewCSULAgraduatewhoiscurrentlyteachingchildren withspeciallearningneeds:"Theportfoliobenefittedmeasastudentteacherasit helpedmeorganize.NowithelpsmelookatlongtermgoalstoassesswhereI've beenandwhereI'mgoinginmycareer.
4.JessicaJung:Anewteacherjustbeginningherjobsearch."Thevalueof developingaportfolioisithelpedmeorganizeandanalyzemyareasofstrengths andweaknesses."RecentlyshesharedherportfolioatanEducationFairon campus.Shefelttheinterviewerswerequiteimpressedw:thherportfolio.Shesaid, "itwaseasytopresentmyselfduringinterviews;theportfolioisatooltoshowmy competencies;itmademefeelcomfortabletointerview."
Thesestudentreactionsservetoillustratethatthegreatestvalueofaportfoliomay beitsusefulnessasaprocessthatelicitsreflectiononpresentskillsaswellason waysinwhichteachersmightcontinuetogrowthroughself-assessment.Itappears tobeaneffective,alternateevaluationtoolthatcanbeusedeffectivelytoguide teachersatalllevelsintheircareers.ThefacultyatCSULAiscontinuingtheirown on-goingreflectionsastheyadvisestudentsanddiscovermoreeffectivewaystohelp studentsshowevidenceoftheirprofessionalgrowthascompetent,reflective teachers.
1o
CTC
MULTIPLESUBJECTPROGRAMCOURSESWHICHENCOMPASSKNOWLEDGEAND/ORSKILLS
EDCI^ 300A
EDCI^ 300B
EDFN
EDFN^414
EDEL
EDEL
EDEL
EDEL^405
ART^400
MUSIC
PE 420
EDEL^403
EDEL
EDIT
447+CS
EDSP
HS 456,
StudentRapport andClassroomManagement^ Curricular&^ Instructional^ PlanningSkillsDiverseand^ Appropriate^ Teachin.^ Student^ Motivation,^ Involvementand^ ConductPresentation^ Skills^ Students'^ Diagnosis,^ Achievement,&^ Evaluation^ Cognitive^ Outcomesof^ TeachingCapacityto^ Teach^ Crossculturallv^ Professional^ Growth
1
0
0 P. -0CD (0CD co
