Course Information
Course Description:
ASTL 5700 Portfolio Development presents an overview of
the portfolio as an authentic assessment tool utilized to document the
scholarship of teaching. It introduces educators to the concept of using
artifacts/products/teacher work samples as evidence of effective teaching and,
then, expands this to include student work samples as supportive evidence of
that effectiveness. The course emphasis is focused on collection and
presentation of teacher developed instructional examples organized
comprehensively to demonstrate the educator’s abilities in six areas: planning
and teaching, actual teaching, assessment and evaluation, learning environment,
professional growth, and communication. Although the format of the professional
portfolio will follow the National Board for Professional Teaching Standards
requirements, the student may choose whether or not to submit the portfolio for
National Board Certification.
Course Goals/Objectives:
This course addresses the
five core propositions of the National Board for Professional Teaching
Standards:
1.
Teachers are committed to students and their
learning.
2.
Teachers know the subjects they teach and how to
teach those subjects to students.
3.
Teachers are responsible for managing and monitoring
student learning.
4.
Teachers think systematically about their practice
and learn from experience.
5.
Teachers are members of learning communities.
Upon completion of ASTL 5700
Portfolio Development, the student will know and be able to:
1.
Reflect upon the course of study and establish a
context for the Professional Portfolio.
2.
Support the context with artifacts completed during
the course of study for the M.ED. Advanced Studies in Teaching and Learning.
3.
Support the context with teacher work samples and
student work
samples from the classroom environment.
4.
Describe (using self-evaluation and reflection) the
relationship of each
artifact/teacher
work sample and each student work sample to the NBPTS standards appropriate for
the area of certification and the Tennessee Curriculum Framework.
5.
Describe (using self-evaluation and reflection) the
relationship of each artifact/teacher work sample and each student work sample
to the appropriate learned society standard(s).
6.
Define and describe (using self-evaluation and
reflection) the changes that will take place in teaching, the learning
environment and evaluation of students as a result of new understanding and
expertise.
Prerequisites and Co
requisites:
The prerequisite for this course is acceptance into the
M.ED. Advanced Studies in Teaching and Learning, a program that is part of the
Regents Online Degree Program system.
Course Topics:
Module One: Introduction to Portfolio Development
A. Overview – Uses and Types of Portfolios
B. Portfolio Structure – National Level
1.
The National Board for Professional Teaching
2.
Interstate New Teacher Support and Assessment
Consortium-Model Standards for Beginning Teacher Licensing and Development: A
Resource for State Dialogue
3.
NCATE/Learned Societies
C. Portfolio Structure – State Level
1.
Tennessee Framework for Evaluation and Assessment of
Teaching
2.
Kentucky Framework for Assessment of Internship and
Licensure
3.
Additional State Frameworks – Vermont, Illinois,
Arizona
Module
Two: Context for Portfolio Development
A. National, State and Learned Society Standards
B. National Board Certification Standards
1.
General Requirements
2.
Requirements for Evidence
C.
Self-Evaluation of Teaching
1.
Problem Identification or Delineation
2.
Information Gathering
3.
Reflection and Decision Making
4.
Application and Change
D. Reflection
1.
Technical Mode
2.
Contextual Mode
3.
Dialectical Mode
4.
Process Approach
5.
Assessing Reflective Thinking
Module
Three: Elements of the Professional Portfolio
A. Major
Sections/Sub-Sections
B.
Identifying Physical Structure – Hard Copy, Electronic
C.
Determining Sources of Content
E. Determining Self-Reflection Guidelines and Criteria
F. Artifacts/Teacher Work Samples
G. Student Work Samples
H. Self-Evaluation Guideline
I.
References and
Resources
Module
Four: Professional Portfolio Presentations
A.
Formatting
B.
Coding
C.
Audience
D.Assessment
*Specific Course
Requirements:
Assignment #1: Establishing the Context for A Portfolio
Description: An
eight to ten page paper that details your thinking about teaching, learning,
and the evaluation of your teaching.
Part of the paper should be directed towards your perspective on “best
practice” teaching and how it impacts the learning of students in your
classroom over a period of years. The structure of the paper should be such
that it is written using the five core propositions of the National Board for
Professional Teaching Standards and the standards developed for National Board
Certification. This assignment provides
the context for your portfolio and will be placed in the beginning of the
portfolio under Section One: Professional Perspective.
Assignment #2: Standards: What They Mean and What They
Do
Description: Using the National Board for Professional Teaching
Standards (Core Propositions and Literacy: Language Arts and Reading) prepare a
table that illustrates the connection between the standards and (1) formal
coursework you have completed at the advanced level, (2) projects in coursework
you have completed at the advanced level, (3) teacher work samples, and (4)
student work samples. Provide an informative paragraph (or two) about the
NBPTS. Develop a reflective paragraph (or two) about what these standards
contribute to a program, a course, a classroom, and learning. This assignment
should be placed in the beginning of the portfolio after Assignment #1:
Establishing the Context for A Portfolio.
Assignment #3: Evaluating
the Scholarship of Teaching
Description: Using
the framework of the National Board for Professional Teaching Standards and the
Tennessee Framework for Professional Evaluation and Assessment of Teachers,
prepare a structure for Section II:
Professional Documents in the Professional Portfolio.
Organize
Section II: Professional Documents
into sub-sections. Label each. Prepare an introduction to Section II:
Professional Documents explaining the connection between the NBPTS, the
Tennessee Framework for Professional Evaluation and Assessment of Teachers and
the document(s) you plan to include in the sub-sections.
Prepare
a one-paragraph introduction to each of the sub-sections explaining the
connection between the sub-section and the document(s) you included.
Assignment #4: Selecting
Submissions to Section II:
Professional Documents
Description: Review the National Board Certification standards
that best correlate with your teaching assignment. Review your teacher work
samples that you have collected over your years of teaching experience. Review
student work samples from your classroom. Plan to videotape your teaching so
that it correlates with one or more classroom-based activities. Review your
work outside the classroom with parents, families, colleagues and communities.
Prepare a list of your accomplishments as a professional with appropriate
documentation. Organize this collection by assigning them to the sub-sections
you have established in Section II: Professional Documents. Rank order the
artifacts if you have difficulty choosing which ones to place in the portfolio.
Select the projects to submit based upon the standards in your area of
certification. Make certain that all artifacts are “clean” copies (follow the
directions in the “box”) exactly. Make certain that all artifacts are your
professional work, i.e. artifacts that you have modified, changed, or created
and that are examples of your teaching effectiveness.
Assignment #5: Writing
Context Statements and Reflective Commentary
Description: After
artifacts have been placed in the appropriate sub-section, create context
statement for each. The context statement should identify when the artifact was
developed, a brief explanation of its evolution, and what level of experience
you possessed. The context statement should identify the standard(s) to which
the artifact is linked. The context statement should introduce the artifact.
Once you have context statements for each artifact,
prepare the reflective commentary. The reflective commentary must be included
with each artifact and should follow the artifact. The reflective commentary
should respond to these general questions: What is the purpose of this
artifact? How does it fulfill its designated purpose? How successful is it in
fulfilling its purpose? How did creating this artifact add to your knowledge?
How will you be able to use what you learned in the future?
Assignment #6: Section
III: Professional Development and Instructional Improvement
Description: This
section documents your educational background, your professional experience,
your contributions to the profession, and your work outside the classroom with
parents, families, colleagues, and communities, and documented accomplishments
as a professional. In this section you should submit a resume and any artifacts
related to the above. A written reflection should accompany each activity.
Assignment #7: Concluding
Reflection
Description: After Section III: professional Development
and Instructional Improvement is complete, prepare an overall reflection about
the Professional Portfolio. Respond to these questions: What does your portfolio reveal about you
and your teaching? What does it infer about your professional growth at this
stage in your career? How will you use this portfolio in the future? How does
this portfolio support your decision to be a teacher?
*The
assignments are designed to provide opportunity to create the framework and
structure of a professional portfolio. In some assignments the student makes
use of NBC requirements and with others may utilize the Tennessee Framework for
Evaluation and Assessment of Teachers, INTASC Model Standards, or professional
learned societies. The end result will be that the student learns the skills of
professional documentation, self-evaluation and reflection. This will enable
the student to either accept the challenge of National Board Certification or
become part of the evidence to support “highly qualified” requirements of No
Child Left Behind.
Required Textbooks:
Please visit the Virtual Bookstore to obtain textbook:
http://rodp.bkstr.com
Hardware Requirements:
The minimum
requirements can be found at http://www.rodp.org/students/hardware_software.htm.
Software Requirements:
The minimum requirements can be found at http://www.rodp.org/students/hardware_software.htm.
Instructor Information
Please
see the separate page inside the course to find instructor contact information
as well as a statement of virtual office hours and other communication
information.
Testing Procedures:
Grading Procedure:
Active
participation in discussion (following the principles of civil discourse),
assignments (following the appropriate assignment guideline), and
self-evaluation all contribute to the final grade.
Evaluation
is designed to improve and educate student performance, not merely to audit it.
Assessment is a way to help students systematically to self-evaluate
performance. This form of assessment has two essential qualities: it is
anchored in authentic tasks, tasks that teach students how they will actually
be challenged in the field, and it provides practitioners with feedback and
opportunities readily usable to revise performance on similar tasks.
Each
assignment has a point value. All assignments are of equal worth. Fifty (50)
points is allotted per assignment.
The
50-point Scale is:
47 – 50 A
Clear Excellence
43 – 46 A-
37 – 42 B+
31 – 36 B Satisfactory
Performance
27 – 30 B-
23 – 26 C+
19 – 22 C Minimum
Passing Grade
18 F Failed
Final
Grades Will Be Assigned Using the Following Scale
4.0 A Clear Excellence
3.7
A-
3.3
B+
3.0 B Satisfactory Performance
2.7 B-
2.3
C+
2.0 C Minimum Passing Grade
0.0 F Failed
Assignments and Projects:
Complete, using the appropriate assignment guideline, the
following:
Assignment #1: Establishing the Context for A Portfolio (50 pts.)
Assignment
#2: Standards: What They Mean and
What They Do (50 pts.)
Assignment
#3: Evaluating the Scholarship of
Teaching (50 pts.)
Assignment
#4: Selecting Submissions to Section
II: Professional Documents (50 pts.)
Assignment
#5: Writing Context Statements and
Reflective Commentary (50 pts.)
Assignment
#6: Section III: Professional
Development and Instructional Improvement (50 pts.)
Assignment
#7: Concluding Reflection (50
pts.)
All
reading assignments related to the primary text.
All
reading assignments related to supplementary materials.
All
threaded discussion assignments. (50 pts.)
Class Participation:
Students must participate thoughtfully and actively in
threaded discussion
events,
students must check the course bulletin board frequently for announcements,
students are expected to communicate with the instructor as a learning
resource.
Punctuality:
Review
the course calendar for due dates on assignments and threaded discussions.
Course Ground Rules:
Participation
is expected and required.
Navigation in WebCT is expected and required.
Keeping
up with course announcements is the responsibility of the student.
Use
the assigned college or university e-mail address as opposed to personal e-mail
address.
If
you have technical problems address them immediately with the appropriate
personnel. The instructor is not responsible for technical problems.
Observe the
rules of civil discourse at all times.
Use
of formal, academic English is required in all communications (including
e-mail).
Guidelines for
Communications:
Email:
Discussion Board:
Threaded Discussion
CHAT will not be used in
this course.
Web Resources:
Library
The
Tennessee Virtual Library is available to all students enrolled in the
Regents’ Degree Program. Links to library materials (such as electronic
journals, databases, interlibrary loans, digital reserves, dictionaries,
encyclopedias, maps, and librarian support) and Internet resources needed by
learners to complete online assignments and as background reading must be
included in all courses.
Students With Disabilities
Qualified
students with disabilities will be provided reasonable and necessary academic
accommodations if determined eligible by the appropriate disability services
staff at their home institution. Prior to granting disability accommodations in
this course, the instructor must receive written verification of a student’s
eligibility for specific accommodations from the disability services staff at
the home institution. It is the student’s responsibility to initiate contact
with their home institution’s disability services staff and to follow the
established procedures for having the accommodation notice sent to the
instructor.
Syllabus Changes
The
instructor reserves the right to make changes as necessary to this syllabus. If
changes are necessitated during the term of the course, the instructor will
immediately notify students of such changes both by individual e-mail
communication and posting both notification and nature of change(s) on the
course bulletin board.
Technical Support