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1 2003-04 Purdue Electronic Portfolio School of Education Purdue University and P 3 T 3 : Purdue Program for Preparing Tomorrow’s Teachers to use Technology.

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Presentation on theme: "1 2003-04 Purdue Electronic Portfolio School of Education Purdue University and P 3 T 3 : Purdue Program for Preparing Tomorrow’s Teachers to use Technology."— Presentation transcript:

1 Purdue Electronic Portfolio School of Education Purdue University and P 3 T 3 : Purdue Program for Preparing Tomorrow’s Teachers to use Technology

2 Portfolios

3 3 Portfolios n Are purposeful collections of student work that illustrate efforts, progress, and achievement. n Focus on growth and development over time. n Provide a richer picture of student performance than can be gained through more traditional, objective measures. Barrett, H. (2001, August). Electronic portfolio development strategies. PT3 Annual Meeting, Washington, D.C.

4 Purdue Portfolios n Purposeful, chronological collections of selected student work that exhibit to the student and others the student’s progress, achievement and effort over time. n Grounded in the written standards as developed by the Indiana Professional Standards Board. n Tools for self-reflection of students’ learning, documentation of their professional growth, and preparation for performance-based licensure. Report of the Portfolio Task Force. (2000, May).

5 Portfolio Processes n Collection Students gather materials to show knowledge, dispositions, and performance. Students gather materials to show knowledge, dispositions, and performance. n Selection Students identify those artifacts that they believe address standards. Students identify those artifacts that they believe address standards. n Reflection Students think about their own evolving teaching practice. Students think about their own evolving teaching practice. n Projection Students consider what steps they need to take to improve. Students consider what steps they need to take to improve. Danielson & Abrutyn (1997)

6 Why Electronic? n Allows for artifacts in multiple media types (text, graphics, audio, video). n Supports hyperlinking to interconnect work and link to standards. n Portable, accessible, easily backed up, and avoids space demands of paper. n Creation helps students develop their own technology skills.

7 Purdue Electronic Portfolio

8 Purdue Electronic Portfolio n The Purdue Electronic Portfolio (PEP) system was developed as part of the P 3 T 3 project in part to help our students: document knowledge and ability to teach, document knowledge and ability to teach, reflect on their teaching growth and development, and reflect on their teaching growth and development, and demonstrate proficiency with technology. demonstrate proficiency with technology.

9 Additional Purposes n Students can assemble examples of work for seeking employment and to prepare for subsequent state certification requirements. n Faculty can assess students’ work Artifacts are key assignments from courses. Artifacts are key assignments from courses. Portfolios are approved at 4 gates in the teacher education program. Portfolios are approved at 4 gates in the teacher education program. n Faculty can aggregate data to assess the teacher education program.

10 PEP Organization FilesArtifactsPortfolio

11 Usage n PEP became required for students entering teacher education beginning Fall of n Blocks I and II, EDCI 270, EDFA 200, and other courses are now in the system. n Phased implementation will continue over the next two years. Blocks III and IV will come into the system in However, gate C and D assessments must be in place this year.

12 DIAS 2003: Documenting Indicators of Academic Standards n Web-based documentation system of state and national standards n Designed for use in P-12 environments and teacher & advanced professional preparation programs n Used concurrently with PEP to demonstrate teacher candidate knowledge and application of P-16 standards n Required component of student teaching experience starting n Phased integration into block and methods courses starting Spring 2004

13 What Do Instructors Need to Know about the PEP System?

14 Instructors Should Know… n How accounts are created Student accounts are created from Registrar’s data of enrollments in those courses using the system after the beginning of the semester. (Late additions may be omitted.) Instructor accounts are created from data supplied by course coordinators. Student accounts are created from Registrar’s data of enrollments in those courses using the system after the beginning of the semester. (Late additions may be omitted.) Instructor accounts are created from data supplied by course coordinators. n Who to contact

15 Instructors Should Know… n Course setup Specific courses and portfolio assignments must be set up by the instructor or course coordinator each semester. Until a course is created, students cannot submit their work. Specific courses and portfolio assignments must be set up by the instructor or course coordinator each semester. Until a course is created, students cannot submit their work. n Projects The first required portfolio project in a course should always be designated Project 1. The first required portfolio project in a course should always be designated Project 1.

16 Instructors Should Know… n Standards to be addressed What themes and INTASC principles will the portfolio assignment address? In multi- section courses, this should be the same across all sections. What themes and INTASC principles will the portfolio assignment address? In multi- section courses, this should be the same across all sections. n Earlier is better Have students check access before due dates. Have students check access before due dates. Avoid end-of-semester due dates. Avoid end-of-semester due dates.

17 Instructors Should Know… n Instructor Functions You should be familiar with how to access and assess student work within the system. You should be familiar with how to access and assess student work within the system. n Student Functions Instructors automatically have access to the student side of the system. You should be familiar with how it works so that you can address student questions that may arise. Instructors automatically have access to the student side of the system. You should be familiar with how it works so that you can address student questions that may arise.

18 Instructors Should Know… n Where to go for help Christian Mattix, Christian Mattix, Education computer labs on the 3 rd floor of BRNG Education computer labs on the 3 rd floor of BRNG

19 What Do Students Need to Know about the PEP System?

20 Students Should Know… n Why? What is the purpose of the portfolio (e.g., assembling evidence of teaching, meeting SOE assessments, preparing for future licensure, job search evidence)? What is the purpose of the portfolio (e.g., assembling evidence of teaching, meeting SOE assessments, preparing for future licensure, job search evidence)? n What? What standards should they be addressing and how should they think about and reflect on their own growth and development? What standards should they be addressing and how should they think about and reflect on their own growth and development?

21 Students Should Know… n Browser Internet Explorer is recommended Internet Explorer is recommended n High Stakes Failure to satisfactorily complete a required portfolio assignment means course failure and inability to continue in teacher education. Failure to satisfactorily complete a required portfolio assignment means course failure and inability to continue in teacher education. n Help is available (for account or login problems) (for account or login problems) TAs in Education computer labs on the 3 rd floor of BRNG (hands-on help) TAs in Education computer labs on the 3 rd floor of BRNG (hands-on help)

22 Demonstration

23 23 Demonstration n Let’s see a demonstration of some of the basic functionality of this system. n Please note: features are continuing to be created and refined. Expect future changes. Student Side Instructor Side

24 Questions?

25 25 For more information n Visit us on the web:


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