Preparing Professional Teaching Portfolios: Exploring the Process from Two Colleges of Education

By:
Dr. Odette Bruneau,
Dr. Stephanie Kurtts
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The move towards a performance-based assessment of teacher education programs has seen the increased use of professional teaching portfolios to demonstrate teacher competencies. Competencies are aligned with professional standards such as those presented by state departments of public instruction and national organizations such as the Interstate New Teacher Assessment Support Consortium (INTASC), International Society of Technology in Teacher Education (ISTE) and the Council for Exceptional Children (CEC) (Barret and Knezek, 2003; Wiggle and White, 1998). Two regional colleges of education in the United States are implementing professional teaching portfolios as models of teacher competency. At Luther College in Iowa, the process begins in the sophomore year with faculty providing support to preservice teachers as they select artifacts from coursework. The students present portfolios at the beginning and end of the student teaching semester, explaining how each artifact demonstrates skills in competency areas and reflecting on how their artifact has informed their practice. Overall, student response to this process has been positive and the quality of the portfolios has been favorably viewed. At the University of North Carolina at Greensboro, students in the special education program are given the option of preparing their professional teaching portfolios electronically. At the beginning of their professional program, students are taught how to develop an e-portfolio. Using e-portfolios, the students are able to create or scan artifacts aligned with professional standards onto a CD-ROM. Faculty monitor the progress of the process across coursework in which selected artifacts have been identified as demonstrating competencies. Portfolios are reviewed during the last two weeks of student teaching. The student response to the use of the e-portfolio process has been favorable and faculty view the process as an excellent application of technology skills. For this presentation, samples of professional teaching portfolios will be shared with artifacts and rating criteria.


Keywords: Professional Portfolio, Artifacts, Rating Criteria, E-portfolio, Competencies, Standards
Stream: Curriculum and Pedagogy
Presentation Type: Paper Presentation in English
Paper: Preparing Professional Teaching Portfolios: Exploring the Process from Two Colleges of Education


Dr. Odette Bruneau

Associate Professor, Education Department, Luther College
USA

Odette Bruneau is Associate Professor at Luther College where she has taught since 1995. She is primarily responsible for the preparation of teachers who seek the Instructional Strategist II: Behavior Disorders/Learning Disabilities endorsement. Odette has been a general education teacher, special education teacher, evaluation specialist, special education program coordinator, and college professor. Her specialty areas include assessment, classroom management, students placed at-risk, diversity, and behavior/learning disabilities. She is the faculty advisor for the Luther chapter of the Council for Exceptional Children and has presented her work frequently at both national and international conferences on education. Recent publications in Teaching for Excellence include, "Raising ESL to a higher level," and "Supporting diversity through a language-rich environment."

Dr. Stephanie Kurtts

Assistant Professor, Division of Specialized Education Services, University of North Carolina, Greensboro
USA

Dr Stephanie Kurtts received her Ph.D. in curriculum and teaching from the University of North Carolina at Greensboro in 1998 with an emphasis in inclusive and special education. She received her M.A. Ed. in special education at East Carolina University, Greenville, NC in 1975. She is an experienced special education teacher who has worked in the classroom at the elementary, middle, and secondary level. Dr Kurtts has taught graduate and undergraduate courses in instructional methods for children with disabilities, assessment for children with disabilities, issues in special education, and consultation and collaboration. She has been a facilitator of on-line courses for teachers receiving add-on licensure in learning disabilities and behavioral and emotional disabilities. Dr Kurtts has presented papers and published on preparing preservice teachers to meet the needs of children with disabilities in inclusive settings. She has frequently presented papers at the national meeting of the American Education Research Association, the Eastern Educational Research Association, the North Carolina Teacher Education Forum, and the international conference on Technology and Individuals with Disabilities-California State University, Northridge. Her most recent article on peer coaching with preservice teachers appeared in Teaching Education, an international education journal. Dr Kurtts' research interests include teacher preparation for inclusion, preservice experiences that impact teacher attitudes and beliefs toward inclusion, and peer coaching.

Ref: L05P0108