DEVELOPING A PROFESSIONAL LEARNING

PORTFOLIO

Engaging the ProfessionGuidelines for Users and Tutors of

ePortfolios

A metaphor ‘How to make an American

Quilt’ (Pillsbury, Sanford, & Moorhouse, 1995)

You have to choose your combination carefully.

The right choices will enhance your quilt; the wrong choices will dull the colours, and hide their original beauty.

There are no rules you can follow, you have to go by instinct, and you have to be brave. 2

A VISION FOR PORTFOLIOS

• Highlight authentic learning experiences and achievement

• Demonstrate an individual’s contribution, growth and competencies

• Stimulate reflection and professional dialogue

• A vehicle for constructing and shaping an individual’s professional identity 3

PURPOSES FOR PORTFOLIOS

FORMATIVE SUMMATIVE MARKETING

Professional developmentPlanning

University admission Job application

Recording continual professional development

Meeting course requirements

“Cold calling”

Celebration of achievements

Performance and reviewPromotion

Organisational capability

Professional certification and registration

A PORTFOLIO FRAMEWORK

Introduction / Orientation Career Map Professional Beliefs and Values Achievements/Professional Learning Reflection on the Journey Goals for Future Professional Practice

5

ASSESSMENT CRITERIA

Goals, Beliefs and Values - Educational Philosophy

Quality of Evidence Scope and Complexity Scholarship Impact on Professional Learning - Self and

Others Future Actions

6

DEVELOPING A PERSONAL ARCHIVE

Disorganised collection of evidence of teacher’s

work

EVIDENCEDocumentsVideotapes

PhotographsAudio-tapes

Reflective writing

PERSONAL ARCHIVE

an organisedcollection

Portfolios for various purposes

PORTFOLIO 1

PORTFOLIO 2

STEPS TO DEVELOP A PROFESSIONAL PORTFOLIO

1. Establish a Personal Archive2. Clarify and Articulate Values and Vision3. Identify Purposes and Contexts4. List the Elements that form the Framework5. Select Evidence from the Personal Archive6. Develop a Concept Map7. Write a Caption for each Artefact used to support the

framework adopted in step 48. Reflect on each element considering the scope, complexity

and impact on Self and others9. Reflect on the whole process considering the principles

derived and what future actions to be taken 8

INTRODUCING JENNIFER

Dear members of the Interview Panel,

I have just finished the Bachelor of Teaching (Secondary) at ---------------- campus and can teach French, Italian, Spanish and Japanese … I have always had a fascination for languages and have been brought up in a bilingual family … I have a great desire to share my knowledge with others. I have extensive experience overseas and recently was awarded a medal for outstanding contribution to the community by the local Council. I also have been recognised by my supervising teacher to be outstanding in the classroom and have developed excellent rapport with my students and colleagues in the staffroom … 9

CURRICULUM VITAE: JENNIFER Personal Details Academic Qualifications Teaching Experience Personal Qualities Planning Curriculum Development Teaching Strategies Classroom Management Leadership Communication Evaluation 10

ARTEFACTS: JENNIFER

Action Research on Memory Techniques Range of Resources for teaching French, Italian,

Spanish and Japanese Multimedia project for non-native speakers of Italian First Aid Certificate

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A PROFESSIONAL BIOGRAPHY

TASK 1Please outline your reasons for becoming a teacher.

PROFESSIONAL BELIEFS, VALUES AND VISION

TASK 2

Identify key words that underpin your beliefs and values about education.

Write a brief statement that captures the essence of your educational philosophy.

Write a slogan or ‘catch phrase’ that captures your vision as an educator.

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SEVEN NATIONAL PROFESSIONAL TEACHING STANDARDS

1. Know students and how they learn2. Know the content and how to teach it3. Plan for and implement effective teaching and learning4. Create and maintain supportive and safe learning

environments5. Assess, provide feedback and report on student learning6. Engage in professional learning7. Engage professionally with colleagues,

parents/caregivers and the community 14

EVIDENCE TO SUPPORT YOUR READINESS TO TEACH

TASK 3

Use the fishbone diagram to list the evidence you will use to support your claims that you are ready to teach. The standards for each domain in the diagram express one way for organising evidence to support your readiness to teach.

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DOMAIN: PROFESSIONAL KNOWLEDGE

Know

ledg

e of a

nd

resp

ect f

or th

e

dive

rse so

cial, c

ultu

ral,

ethn

ic an

d re

ligio

us

back

grou

nd Know

ledg

e of

the

phys

ical,

socia

l and

inte

llect

ual

deve

lopm

enta

l

char

acte

ristic

s

Standard 1

Know

ledg

e of

stud

ents

’ var

ied

appr

oach

es to

lear

ning

Knowledge of

strategies for

addressing

student needs

Knowledge of how

students’ skills,

interests and prior

achievements affect

learning

Knowledge of

strategies for

addressing

student needs

DOMAIN: PROFESSIONAL KNOWLEDGE

Subj

ect

cont

ent,

peda

gogy

State Curriculum

Requirements

Information and

Comm

unication

Technologies

Under

stand

ing,

resp

ect f

or A

TSI

cultu

res,

histo

ries,

lang

uage

s

Standard 2

DOMAIN: PROFESSIONAL PRACTICE

Use e

ffecti

ve

class

room

co

mm

unica

tion

Engage parents

and carers in

education

process

Eval

uate

teac

hing

prog

ram

s

Standard 3Im

prove teaching

programs

Teachers plan and implement effective teaching and learning,

Graduate Standard 33.1 Set learning goals that provide achievable, challenges for students of varying abilities and

characteristics3.2 Plan lesson sequences using knowledge of student learning, content and effective

teaching strategies3.3 Include a range of teaching strategies3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in

their learning3.5 Demonstrate a range of verbal and non-verbal communication3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching

programs3.7 Describe a broad range of strategies for involving parents and carers in the educative

process

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DOMAIN: PROFESSIONAL PRACTICE

Supp

ort

stud

ent

parti

cipati

on

Teaching ,

safety, ICT

and managem

ent

strategies

Man

age

class

room

ac

tiviti

es,

stud

ent

grou

ping

Standard 4

DOMAIN: PROFESSIONAL PRACTICE

Asse

ss st

uden

t

lear

ning

Interpret student

data

Prov

ide f

eedb

ack

to st

uden

ts o

n

thei

r le

arni

ng

Standard 5

Mak

e con

siste

nt

and

com

para

ble

judg

emen

ts

Report on

student

achievement

DOMAIN: PROFESSIONAL ENGAGEMENT

Iden

tify a

nd

plan

pr

ofes

siona

l

lear

ning

ne

eds En

gage

in

pers

onal

and

colle

gial

prof

essio

nal

deve

lopm

ent

Engage in and

apply

professional

learning and

improve practice

Standard 6

DOMAIN: PROFESSIONAL ENGAGEMENT

Com

mun

icatio

n

with

Par

ents

and

Care

giver

s Prof

essio

nal

ethi

cs,

resp

onsib

ilitie

s

and

cond

uct

Engaging parents

and caregivers in

the educative

process

Standard 7 Contributing to the

school and wider

comm

unity,

complying w

ith

requirements

REFLECTING ON INDIVIDUAL ARTEFACTS

TASK 4

Use the following reflective questions to write a brief explanation or caption on one or more individual artefacts that address each key element. This represents the scope and complexity of your professional learning

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ELEMENTS OF REFLECTION

Why did I choose this evidence? What was I trying to achieve? Why? What was my

goal? How successful was I in achieving this goal? How does this fit with values and beliefs about

education? What were the critical factors helping or hindering

achievement? What have I learnt? What would I do differently next

time? What are the implications of what I have learned for

me, my job, and the teaching profession?25

12 Tips for Tutors of ePortfolios1. Before implementing an ePortfolio and e-tutoring check whether this is the

best method to meet the proposed goals and whether it fits with the overall curriculum. Do not blindly follow trends at international conferences or in literature

2. Do not expect from electronic tutoring what could be expected from face-to-face guidance

3. Decide in advance who will be tutor

4. Create realistic expectations about the time investment involved in ePortfolio tutoring

5. Allow at least 1 year of preparation between the decision to set up ePortfolio tutoring and the actual start of it

6. Train tutors in specific aspects of the ePortfolio tutoring

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12 Tips ...7. Discuss and clarify the goal and contents of electronic feedback. Allow tutors to express the purpose of their feedback interventions and have them discuss this with one another8. Consider the intensity of portfolio assignments: balance continuity with a sufficient number of time intervals in between assignments9. Link pressure and support10. Be aware of the implementation dip; changes need time11. Provide tutors with direct feedback from students12. Have tutors reflect on the added value e-tutorship can have for them

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RESOURCES

Burke, K. (1996). Professional Portfolios for change. Melbourne: Hawker Brownlow Education

Deketelaere, Ann. (2010). Learning with a portfolio in clinical workplaces. Practices, pitfalls and perspectives. Antwerpen/Apeldorn. Garant

Hartnell-Young, E. & Morriss, M. (1999). Digital Professional Portfolios for Change. Melbourne: Hawker Brownlow Education

Retallick, J. & Groundwater-Smith, S. (1996). The Advancement of Teacher Workplace Learning. Wagga Wagga: Charles Sturt University

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