The development of a Professional Development Portfolio will begin in EDUC 200 (School Experience Seminar & Three Week Practicum Elementary) and will continue throughout your education program.

The framework of the Professional Development Portfolio will be established in EDUC 200 through various components (see below). It is expected that while the framework will form the basis for all Professional Development portfolios, students will adapt and personalize their portfolios as they proceed their teacher education program.

A professional portfolio is a record of goals, growth, achievement and professional attributes developed over time and in collaboration with others. A portfolio illustrates goals and development over time, and not simply the highest level of achievement.

A professional portfolio is an integration of processes and product. Portfolio development involves the complex processes of self and collaborative evaluation. These include the somewhat cyclical processes of goal setting, reflecting upon growth and recognizing achievement, followed by further goal setting to facilitate continued professional development. Portfolio development also requires decision-making and analysis concerning the selection and arrangement of the artifacts to be included as well as the development of presentation skills to facilitate communication concerning professional development.

Purpose of a portfolio:

• a framework for self-assessment and evaluation
• framework for collaborative assessment and evaluation
• record and display of professional goals, growth, and achievement
• foundation for career-long self-directed professional development

A comprehensive package/collection of items that a student teacher creates and compiles to illustrate his/her growth and development as an educator. Through the creation of a portfolio the student teacher is able to discover and articulate her/his own teaching beliefs and practices. The development of a professional portfolio is a method of enabling student teachers to become aware of their continuous growth and development. The items found in their portfolio may be generated by themselves or by others (e.g., student teaching evaluations reports).

A professional portfolio has value as both a process of assessment and evaluation and as a product of that process. As is true of many processes, the whole is greater than the sum of its parts. That is, the meshing of self and collaborative evaluation with products and demonstrate the outcomes of those evaluations is greater than either the processes or the products alone.

Process:

Developing a professional portfolio is a complex, thought-provoking process of self-evaluation — reflection, decision-making, and goal setting – that takes place over time and in authentic contexts. If begun as a student teacher, it has potential to be a vehicle for career-long professional development and a source of unrivalled personal satisfaction.

• self-evaluation begins with reflection
• value as facilitators of share or collaborative evaluation
• facilitate personal and collaborative goal setting

Product:

Each teacher’s portfolio is a display of individual goals, growth, and achievement, as a presentation of acquired knowledge, personal and professional attributes.

Portfolios are a valuable means of communication and source of self-satisfaction and pride.

Possible artifacts to be included in the portfolio:

• Cover page, introducing yourself
• Copy of letter of introduction given to cooperating teacher(s)
• Statement of teaching beliefs
• Goals for field experiences (Professional Growth Plan)
• Professional reading list
• Lesson plans and reflections
• Final projects and papers
• Evidence of development of Knowledge, Skills, and Attributes needed to become an educator (refer to page 21 )

1. self-assessment of growth and learning

2. demonstration and articulation of learning

3. catalyst for conversation and connections

1. Title Page

2. Section I Developing a Teacher Identity

• letter(s) of introduction
• Professional Development Plan
• My Ideal School

3. Section II Educational Issues

• professional bibliography
• term papers

4. Section III Professional Knowledge

• final project
• evidence of workshops attended
• case studies

5. Section IV Teaching Practices

• lesson plans and analyses
• classroom management plans
• unit plans

6. Section V Evaluations

• self-assessments
• external evaluations

• letters of reference

• Sample journal entries may be included in any of the sections to exemplify growth and development.

• Certificates as evidence of additional knowledge or expertise may be included in any of the appropriate sections.