It’s More Than a Container of Evidence!

1. Develop e-portfolio skills for using C & W. 2. Understand how to compose introductory reflective paragraphs for each section. 3. Understand how to create a digital teaching story. Woo Hoo! I’ve got the edge!

 8:00 Working with C&W – setup, add sections, text, artifacts, images  8:30 Writing introductory reflective pargraphs  9:00 Break  9:10 Developing a digital teaching video  9:50 Homework  10:00 Closing

It’s a result of self-assessing. An organized container of evidence with critical reflection that demonstrates knowledge, skills, and dispositions in relation to expectations of employer or other professional standards.

1. What do you like about Sam's C&W e- hiring portfolio? 2. What will you do similarly or differently?

 Portfolio Setup  Adding sections to Table of Contents  Creating a section – adding text, artifacts, images

1. What do you like about Caleb's digital teaching story? 2. What will you do similarly or differently? 3. What do you need to know to create an effective C&W e- hiring portfolio that includes a digital teaching story? Caleb's Digital Teaching Story

In this section you can view evidence of my ability to plan a unit using a “backwards design approach (McTighe & Wiggins, 2005). The unit planning framework centers on the idea that the design process should begin with identifying the desired results and then "work backwards" to develop instruction rather than the traditional approach of defining topics need to be covered. The framework includes three main stages: ◦ Stage 1: Identify desired outcomes and results. ◦ Stage 2: Determine what constitutes acceptable evidence of competency in the outcomes and results (assessment). ◦ Stage 3: Plan instructional strategies and learning experiences that bring students to these competency levels. Unit planning helps me focus on the big ideas, align with standards, and plan systematically for assessment of student learning. (Rhode Island Professional Teaching Standard 2) Source: McTighe, J. & Wiggins, G. (2005) Understanding by design. Alexandria, VA: Association for Supervision & Curriculum Development.

Indicates a candidate’s disposition of critical reflection. You can explain...  Why the item was selected - Significance  What you learned or achieved  Your goals for future learning Relate thinking to professional teaching standards, theory/research about how children learn and effective teaching.

1. Monitor one’s progress of learning. 2. Relate standards, theory and research on effective teaching to the practice of teaching. 3. Problem solve-analyze situations thoroughly and generate effective strategies. 4. Set goals for future learning.

1. Explains the significance of the evidence, what was learned, and/or challenges and goals for future learning 2. Demonstrates evidence of self- assessment, critical thinking and reflection 3. Demonstrates effective professional communication

1. Review the introductory reflective paragraph and evidence of another student’s hiring portfolio. 2. Use the criteria on “feedback form” as a guide. 3. Provide feedback on stickies – what’s working and what can improve.

 Build three sections of your e-hiring portfolio on C&W. Be prepared to share with other students.