1. AACTE, 2007 Portfolios for Teaching and Learning A Longitudinal, Scaffolded Context Steve Head

2. The Portfolio Project: 1.Employs an organic development model which provides central roles for program coordinators, instructors, supervisors, and students in shaping the portfolio project 2.Is a scaffolded, longitudinal process 3.Is integrated with teacher education with portfolio development positioned as a central part of learning and growth.

3. Dimensions of Development DimensionsProgression over Program Professional Development From assigned initial ed philosophy to reflection on values & goals in practice Professional Development From detailed instructor/supervisor assignments to student teacher guided work. Portfolio Writing: Artifact Type From class-based artifacts to artifacts selected from clinical settings Portfolio Writing: Artifact Media From simple, familiar media (e.g. lesson plan text) to new, complex media (image of student work & video of teaching) Portfolio Writing: Writing Level From authoring around assignments to goal & dialog guided composition

4. Progression Over Semesters DimensionProgression Semester 1-2 Professional Development Education philosophy, discussion of longitudinal perspective and professional development Artifact Type Journals, lessons, class writing Artifact Media Text, usually from Word documents Structure Usually class assignments, can be specific items or list of options Process Elements Direct instruction in portfolio writing, preparing and adding artifacts

5. Progression Over Semesters DimensionProgression Semester 2-3 Professional Development Student purpose and track teaching and student learning goal/s Artifact Type Clinical classroom activities, student work Artifact Media Images (scanned, digital photos) Structure Mix of clinical and class artifacts, class assigned specific or list of options, and student selected. Process Elements Students guided in portfolio writing, preparing artifacts and peer dialogue

6. Progression Over Semesters DimensionProgression Semester 3-4 Professional Development Students establish goals, plan for implementation & reflective analysis Artifact Type Teaching samples, classroom activities, student work Artifact Media Audio and/or Video Structure Concept based, student selected artifacts Process Elements Students supported in self-guided portfolio writing, preparing artifacts and peer dialogue (sharing)

7. Progression Over Semesters DimensionProgression Semester 4-5 Professional Development Student guided portfolio worked based on professional development planning Artifact Type Dependent on teaching goals Artifact Media Dependent on teaching goals Structure Dependent on teaching goals Process Elements Students guided in portfolio writing, preparing artifacts and peer dialogue