EDEL 189: Portfolio Development and the Reflective Practioner

Agenda for November 18, 2002

1. Overview/Business

2. Preview: Upcoming Classes

Date Mon., 11/18 Mon., 12/02 Mon., 12/09 12/10, Tuesday 12/11, Wednesday 12/12, Thursday

Topics Using Your Portfolio for Interviewing Veterans’ Perspectives Optional Meeting in Jim’s Office Optional Meeting for Those Doing Electronic Portfolios: 11:00-3:00 in the Computer Lab Optional Meeting for Those Doing Electronic Portfolios: 2:00-4:00 in the Computer Lab Portfolio Celebration – Bring Your Portfolios with You on This Day! · 1:30-2:30 Evaluations in 539 Waterman · 2:30-3:30 Interviews with Faculty in Their Offices · 3:30-5:00Celebration in Memorial Lounge

Assignments Due: Draft Table of Contents Due: Completed Portfolio

3. Evaluations of ELED Supervisor and Site Internship

4. 2^nd Teaching Episode (see below)

5. Organizing Your Portfolio: Draft Table of Contents

a. Analogy: The Painted Essay

Painted Essay · theme · main ideas · conclusion

Portfolio “Text” · theme (introductory essay) · main ideas (portfolio sections with introductions & entries) · conclusion (ROPA #6: Self Reflection & Vision)

6. Challenging Entries

PC #12: shows evidence of multicultural competence and awareness

Strong evidence for this criterion might show your familiarity and/or use of books that are about characters and settings in diverse cultures. For example, for EDEL 187 you listed/discussed book by or about individuals from diverse cultures. Or, you might show your familiarty and/or use of books with racial or cultural (e.g. mideast) themes. Be specific (a lesson on Thanksgiving is too general, unless you delve into Native American culture in pioneer America).

PC #13: shows evidence of technological competence and use

Ideally you would be able to show your work with children involving technology, e.g. using the internet, kidpix, etc. But one effective means for documenting this criterion are webquests you have done for courses.

SC #3: Accomodating students identified as having special needs

Be sure you document (a.) your understanding of special education law, (b.) your participation in a meeting of specialists and teachers (and/or parent) about planning instruction for a student with special needs (preferably an IEP meeting), (c.) carry out an activity with a student identified as having special needs, and which you discussed/collaborated with an educator (teacher, IST recommendation, ESL, Reading Recovery, special educator, etc.) in the school.

If confidentiality is an issue, be sure to cross out names or use pseudonyms.

6. Portfolio Review Schedule (see below)

7. Interview Schedule & Handout (see below)

Interviewer	2:30 Interview Schedule
Joe Abruscato	Michelle Armentano Danielle Bessette
Russ Agne	Liz Bishop Amy Bourque
Susan Baker	Frank Daniello Allison DeVoe
Marge Lipson	Sarra Eisenstadt Kristen Flanders
Sandi McCleod	Melissa Gyles Megan Johnson
Jane Mekkelsen	Gretchen Ide
Maureen Neumann	Amy Ladabouche Tracey Pollaki
Charlie Rathbone	Julie McCarthy Victoria Morgan
Ellen Thompson	David Lippiello Katie Shafer
Haley Woodside-Jiron	Jessica Tetreault Emily Toof

8. Portfolio Evaluation

Portfolio Criteria

Program Criteria

State Criteria

4. 2^nd Teaching Episode

When these draft entries are revised and edited for your portfolios, they will be excellent. Nice job.

Last time I gave feedback regarding the context statement, captions assessing student work, and assessing how the whole group or class did in addition to the individual children highlighted in the entry. These guidelines still hold. Review my feedback sheet for September 30 as you start developing the entries for your portfolios.

Here are some things I want to highlight from the 2^nd Teaching Episode:

Context Statements

1a. The context statement should be substantial, including information on the following (as well as other information you want to include):

· the school community

· the students in the group/class – how many, their needs

1b. I also think that often it is not clear why this lesson is needed. In your context statement try to address student needs as a rationale for doing the lesson. For example, you may do an activity with mapping because the students expressed an interest in mapping, you may do a lesson on rhyming with common spelling patterns because a group of children have had children doing so, or you may do a science lesson on the density of fluids because it is a curriculum requirement (the school’s requirement or a VT standard) and follows from previous work on solids. The point is to say why this lesson makes sense for the children you’re doing it with.

Program Criteria

2. Everyone did a good job incorporating evidence for a program criterion. Remember, don’t just mention the criterion, explain how it is met by the documentation/captioning in the portfolio. Also, clearly highlight where state or program criteria are met, e.g. “PC #1”, “adaptation of instruction.”

Modifying instruction

3a. In the Teaching Episode entries, and perhaps in other entries, state what you would do differently if you had the lesson to do over again and state what would be an appropriate follow-up lesson. These statements will help to meet the state’s requirement to “assess student progress and modify instruction to improve student learning . . . provid[ing] an adequate rationale for why the modifications were made.”

3b. Here’s a question: If every student in the group or class “got it,” was the lesson too easy or the instruction done effectively? Should you always expect all children to “get it?” How you answer these questions can help you to think about next steps, follow-up, or how you would do the lesson over again.

6. Portfolio Review Schedule

1. At 1:30 student teachers come to 539 Waterman for the course evaluation.

2. At 2:30 student teachers go to faculty offices for interviews. For these interviews, student teachers take their portfolios to the office of the faculty member with whom they are interviewing, at the time indicated in the table below. Those student teachers with electronic portfolio will access their portfolio on the computer in the faculty member’s office. Here are some hints for the interview given to the student teachers:

· Open your portfolio to the table of contents and turn the portfolio toward your audience (you'll be looking at your portfolio upside down).

· Take a minute or two to describe your portfolio through your table of contents.

· Now that they know the contents, ask if there is any particular section or entry they want you to talk through. Turn to that section and describe what's there.

· Then (or if they don't choose a section) identify entries that are of greatest significance to you and take your interviewer through them.

· Don't try to go through your portfolio from beginning to end.

· When talking about some of your entries you can talk about the project, experience, developing the entry etc. Don't try to read you captions, though it's ok to say what the captions are about.

3. At 3:30 student teachers take their portfolio to Memorial Lounge for the Portfolio Celebration.

4. After the celebration, Jim will collect the portfolios and distribute them to faculty offices for evaluation.

5. Evaluations will be completed by Friday, January 10 at the end of the day. Student teachers need to go to Jim’s office to pick up their portfolio. The evaluation form inside the portfolio will have checked off either "Forwarded with positive recommendation" or "Taken under advisement." This is what these designations mean:

· Forwarded with positive recommendation

This designation means that you have successfully completed the portfolio review process. No further work is required.

· Taken under advisement

This designation means that two faculty members examined the portfolio and determined that certain revisions are required. It is your responsibility to make an appointment with the reviewer to discuss the specifics of those revisions. Revisions must be completed and brought to the same reviewer at a time negotiated between the student and the reviewer. S/he will determine whether the revisions are satisfactory and the portfolio evaluation successfully completed.