dcc teacher education program developing your program portfolio

DCC Teacher Education Program

DEVELOPING YOUR PROGRAM PORTFOLIO

SPEND TIME REVIEWING THE PROGRAM STANDARDS.

• It becomes difficult to find appropriate artifacts that nicely align to each standard if the teacher candidate does not first have a working knowledge of the standards.

• These standards are integrated throughout the teacher education program, so this portfolio is not the candidate’s first exposure to the standards.

BEGIN COLLECTING ARTIFACTS THAT ALIGN WITH EACH STANDARD IT WILL BE USED TO REPRESENT.

• Candidates will attempt to use an artifact that becomes difficult to align to the standard.

• If the candidate collects artifacts during the process of their teaching/classtime, finding the most appropriate artifact for each standard may become a much easier task.

• Each candidate should be encouraged to collect more artifacts than they may need for the standards so that there will be a choice to determine the most appropriate artifact to use.

USING THE ANALYSIS FORM, DRAFT A DESCRIPTION/EXPLANATION, RATIONALE, AND REFLECTION FOR EACH ARTIFACT

• Avoid the first draft being the final draft.

• Mechanics and organization can very much affect the clarity of the overall portfolio, and if the first draft is the final draft, typically mechanics and clarity are both compromised.

WHEN COMPLETING THE ANALYSIS FORM, BE DESCRIPTIVE, LEAVING NOTHING TO THE IMAGINATION.

• For the rationale, avoid using first person narratives and make sure to specifically link components of the artifact to the standard it represents.

• When writing the reflection, always use first person experiences while citing scholarly works that support elements of the reflection.

DEVELOP A TABLE OF CONTENTS FOR THE ARTIFACTS AND RELATED STANDARD.

• Organize the portfolio hieratical from standard 1 to standard 6, placing the analysis along side the artifact.

• Make sure the portfolio’s writing is finalized and free from grammatical errors.

FINAL TOUCHES

• Include a brief, one-page, autobiography capturing elements of the candidate’s teaching philosophy and that includes a recent personal photograph.

• Complete the final edits while using the portfolio rubric. Perhaps have a second pair of eyes review the final product as well.