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File Name: lastnamefirstinitial_dp.xxx
Checkpoints:
1.
Framework and navigation
2. My Portfolio at a Glance draft matrix
3. Narrative and evidence for Communication and Collaboration
(1&2)
4. My Portfolio at a Glance matrix, Planning, Designing, Implementing
Learning Experiences
5. Introduction, narrative and evidence for Assessment &
Evaluation (9),
concluding page
In
order to document that you have met the technology competencies required by
the California Commission on Teacher Credentialing for the Professional Clear
Credential, you will develop a digital portfolio that provides evidence for
each course objective. Your portfolio will be organized into the three sections
listed below. Each section should have evidence included that documents you
have met each of the competencies listed for that section.
Communication and Collaboration
· Communicate through a variety of electronic media.
· Interact and communicate with other professionals through a variety
of methods, including the use of computer-based collaborative tools to support
technology-enhanced curriculum.
Planning, Designing and Implementing Learning Experiences
· Demonstrate competence evaluating the authenticity, reliability, and
bias of the data gathered, determine outcomes, and evaluate the success or effectiveness
of the process used.
· Monitor and reflect upon the results of using technology in instruction
and adapt lessons accordingly.
· Design, adapt, and use lessons which address students' needs to develop
information literacy and problem solving skills as tools for lifelong learning.
· Use technology in lessons to increase student's ability to plan, locate,
evaluate, select, and use information to solve problems and draw conclusions.
· Create or make use of learning environments that promote effective
use of technology aligned with the curriculum inside the classroom, in library
media centers or in computer labs.
· Use technological resources available inside the classroom or in library
media centers, computer labs, local and county facilities, and other locations
to create technology-enhanced lessons aligned with the adopted curriculum.
Assessment and Evaluation
· Use computer applications to manipulate and analyze data as a tool
for assessing student learning and providing feedback to students and their
parents.
Developing
Your Portfolio
Developing Your Portfolio Framework and Navigation System
You should be working on your Digital Portfolio all semester long. If you have
the framework and basic navigation system developed early on, it will be easier
to add artifacts as you find/develop them.
For Checkpoint 1, you will turn in your Digital Portfolio
framework, including the title page, table of contents, introduction, section
titles and each of the competencies for that section, and the concluding page.
You will have to decide which program you are going to use but you don’t
have to have any text except the heading on each of these pages. This is analogous
to building a house; the framing is done before the walls are filled in. Before
the carpenter can begin framing a house, however, he needs to know what it’s
supposed to look like when it’s finished. In terms of your portfolio,
you will have to decide which program you want to use—Word, PowerPoint,
or html—to author your portfolio. In addition to building the framework
and deciding on the style, you must decide how you want the viewer to move around
your portfolio. You will add hyperlinks to control this basic navigation. You
will also need to decide how you will link to your evidence: Separate documents?
Copied into the main document? See the course schedule for the exact due date
for this checkpoint.
Identifying and Collecting Artifacts
You will choose the contents to be included in your portfolio, so begin now
to collect possible artifacts. Think about what might be appropriate. Go to
the Professional Profile at the CTAP site, http://www.fcoe.k12.ca.us/techprof/proficiency_profiles.htm
for additional ideas. You may use projects completed for this class as well
as for other classes, student teaching, and/or classroom teaching. This should
be a multimedia portfolio so collect artifacts in an assortment of formats.
Photos of students (and/or you) working, examples of student work, video clips,
etc. add variety and interest. Remember, the focus of the portfolio should be
on your ability to use and integrate technology in teaching so your examples
should emphasize how you connect technology and students. For example, a picture
of your students working on a computer-based project would be much more powerful
than a picture of your students working on a different type of project.
A My Portfolio at a Glance matrix
template is provided to help you organize your potential evidence.
Use the template to list artifacts and add comments to help you remember your
thoughts about why you chose each entry.
For Checkpoint 2, you will turn in your “matrix in
progress” so I can see what you have now. For each X add a comment to
explain why you put it there. These comments will help you build the narrative
for the competency(ies). In addition to filling in the matrix, respond to the
following questions as you develop a plan for collecting evidence:
1. What do I have now that I can use for my portfolio?
2. What do I know I will have before the portfolio is due?
3. Where do I anticipate having trouble getting evidence?
4. What do I need to do, and how will I go about doing it?
See the course schedule for the exact due date.
For Checkpoint 4, you will turn in your matrix showing the evidence you will
use for the six competencies under Planning, Designing, Implementing Learning
Experiences. For each X add a comment to explain why you put it there. These
comments will help you build the narrative for the competencies. See the course
schedule for the exact due date.
Selecting Artifacts to Become Evidence
Once you have collected artifacts, you will need to select those that best represent
your competency, much like a lawyer sifts through evidence and testimony to
build the best case for the client. Consider the quality of your artifacts,
whether lessons, projects, or other documentation. If you need to, revise them
before including them in your portfolio. Remember that quality is more important
that quantity. Once you have chosen your artifacts, you will need to digitize
any that are not already in that format. If you don’t have access to a
scanner, there is a scanner available in each lab. If you have video in VHS
format, you can also convert it to digital video for inclusion in your portfolio.
Some students have also chosen to add narration to their portfolio to describe
or explain particular elements.
Reflecting
on Competencies and Evidence
You will introduce each of the three sections of your portfolio with a narrative.
For Communication and Collaboration, you can choose to write a separate narrative
for each of the 2 competencies or you can write a single section narrative that
explains both competencies. For Planning, Designing, Implementing Learning Experiences,
however, you must write a separate narrative for each of the six competencies.
Each narrative should describe the evidence you have included and explain why
you chose to include it (in other words, specifically how each piece documents
one or more competencies). Remember—your challenge is to make the best
possible case you can that you have met each of the competencies. In addition,
the narrative should set some goals for your future professional growth related
to the competency.
For Checkpoint 3, you will turn in the narrative and evidence
for Communication and Collaboration (Competencies 1 and 2). See the course schedule
for the exact due date.
For Checkpoint 5, you will turn in the narrative and evidence
for Assessment and Evaluation (Competency 9) as well as your Introduction and
Conclusion. See the course schedule for the exact due date.
Naming Files
How you name files any files linked to your main portfolio document is very
important. Any files you link to should have very short names, no spaces, (use
an underscore instead of a space), no symbols such as #, and the correct extension
(e.g., .doc, .ppt, .xls, .jpg, .mov).
If your portfolio has more than one file, all files must be placed in a single
folder. Name the folder lastnamefirstinitial Portfolio. If you have multiple
files, the reader needs to know where to begin. The best way to solve this is
to name your main portfolio file _start_here.xxx. The underscore causes the
file to go to the top of the list and the “start here” cues the
reader that this is where to begin.
Although you can link to as many external files as you wish, most students have
found that the fewer outside files the better. You can copy or insert outside
files into the main document to reduce the number of outside links.
Connecting Narratives and Evidence
To complete your portfolio you will link your evidence to your narratives. Before
you make your links be sure that all documents are in one folder titled “lastnamefirstinitial
portfolio.”
Note: If you link to any external files, including audio or video clips, you
must include them with your portfolio, or they will not show up in your portfolio.
(I won’t be able to access them or give you credit for including them
when I evaluate your portfolio!)
Portfolio
Contents
Your portfolio should include the following:
· Title page with your name, type of credential and subject area if single
subject, course title, date, and name of instructor
· Portfolio introduction with an overview of the portfolio, including
an explanation of how the viewer can navigate through it
· Table of contents with section titles linked to competencies and narratives
· Narratives linked to the evidence for that competency
· Evidence
· Concluding page
Portfolio Rubric