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TA Orientation The Portfolio Project

TA Orientation The Portfolio Project. Thursday, August 27, 2009. Overview. Introductions and Getting set up list On line info-online handouts SoE portfolio http://portfolios.education.wisc.edu Click Faculty, TA, and Instructional Staff Click Integrating portfolios Click on link at the top

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TA Orientation The Portfolio Project

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  1. TA OrientationThe Portfolio Project Thursday, August 27, 2009

  2. Overview • Introductions and Getting set up list • On line info-online handouts • SoE portfolio http://portfolios.education.wisc.edu • Click Faculty, TA, and Instructional Staff • Click Integrating portfolios • Click on link at the top • Concepts, Elements, Examples, and hands on

  3. Conceptual Framework • About conceptual framework • The 4 Triangles and the Paradigm shift • Making the shift possible • 3 characteristics of portfolio that makes the shift possible. • 3 types of writing in the portfolio that make the shift possible. • The PD model • Reflection elevator • Scaffolding

  4. A Paradigm Shift • The common way of viewing portfolios • Focus on Standards Accountability • Use in Job Search • The Paradigm Shift from summative, admin evaluation to a formative process focusing on student teacher growth with assessment time points • Learning partnership that includes both student teacher learning goals and instructor teaching goals • Portfolio Dialog Processes that elevate reflective writing

  5. Draft-Aug. 14,’09sh@education.wisc.eduNot for distribution The 4 Triangles Student CreatingContent forTeaching R R SocialContext(of Professional Development) LearningPartnership Reflection Process(TheReflection Elevator) Dialog R R Student TeacherGrowth R R R R Student’sValues &Goals Teacher Values &Goals Program(Instructors, Supervisors,Coop-Tchrs,Peers) PortfolioAuthoring Over Time R R Finding the words to:-Think about, discuss, & plan practice-To make practice public & to engage in job search dialog Reflecting on standards & all learning from others to inform your Goals and guide your practice Standards Articulation R PurposeThe Internal Person

  6. 3 Characteristics of Portfoliothat makes the shift possible • It stays Overtime • Doesn’t end with semester or at any point within it • Expands the Audience of student teachers’ writing • Not writing to meet instructor/supervisor expectations • Gives Ownership to the student teacher • Student teacher feel they should own it and can learn to own it with help from instructors and supervisors

  7. 3 Types of Portfolio Writingthat make the shift possible • Performance: Writing to please a targeted audience such as using specific criteria provided by instructor or supervisor • Showcase: Writing to please a general unknown audience such as writing for employers • Reflection on Practice: Writing authentically to express values and goals that guide practice.

  8. The PD model • Reflection to indentify student learning needs and teacher professional development to support identified student learning needs. • Set goals for student learning and teacher professional development. • Set plansfor assessment of both student learning goals and linked professional development goals • Plan sequence of teaching events • Time point settingespecially for assessment

  9. Reflection Elevator • Based on levels of perceived social safety • Starts with internal reflection safe but not expressed. • Advances to spoken then written efforts at reflective expression in class in seminar with help from instructor, supervisor, and fellow students • Advances to most risky but important expression in portfolio with lots of help

  10. Scaffolding • Advance in reflection portfolio writing over the course of program • Starts with simpler, easier to write (socially safer) and artifacts that are easier to select and use in writing. From text lesson plans, to images of student work, to audio then video of teaching • Progressive EPCS portfolio class sessions planned with TAs facilitate this process

  11. The Education Access Network Staff Account: Access to access: • PI34 site: (http://education.wisc.edu/pi34) and • Portfolio Course Interface • Students and all portfolio authors have a portfolio publishing/distribution feature • Plus a bunch of other stuff that we won’t talk about today

  12. Portfolio Integration • Reflective Portfolio Writing • Scaffolding • EPCS Portfolio Class sessions • Portfolio Assignments • Reflection elevator • 90% rule • Portfolio Authoring

  13. Portfolio Course Interface • Admin Tasks • Entering Standards and Rules and Statutes • Uploading Syllabi • Uploading Vita • Entering TA info • Teaching with Portfolios • View Sample portfolios • Viewing student portfolio • Email Students • Portfolio Assignments • Tools for Reflective Dialog • Forum • Sharing • On-line dialog?

  14. Student Side (5) • Two Identities: portfolio requires thinking like a teacher, reflective practitioner • Portfolio Publishing/Distribution System • Job Search: Screening and Job Search Dialog • EPCS Job Search System • Credentials • Portfolio Job Search System • Vacancies • Portfolio Print Version

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