Electronic Portfolio Requirements (Comprehensive Exam for Graduation) Instructional Technology Concentration College of Education
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1 Electronic Portfolio Requirements (Comprehensive Exam for Graduation) Instructional Technology Concentration College of Education University of West Georgia Updated March
2 Guidelines for the Electronic Portfolio Instructional Technology Concentration All students in Instructional Technology are required to submit an electronic portfolio. An e- portfolio is a collection of work used to illustrate competency or mastery in some defined area of knowledge and/or set of skills. It also provides a means for reflection on personal and professional development. Required Elements 1. Introduction 2. Resume The resume should include information such as name, degrees/certifications earned with the year, contact information, and professional experiences. 3. Standards/Artifacts/Reflection For each standard (ISTE Standard or ATD Competency see standards on next page): Select and present at least two artifacts that demonstrate your knowledge and skill in the area. Provide a brief annotation for each artifact. In the annotation, include (1) a title for the artifact, (2) a brief description of the artifact, (3) the course number and course title where the artifact was created, and (4) the relevant Conceptual Framework Descriptors. (See Conceptual Framework Descriptors at the end of these guidelines.) Include a reflection on your learning and professional growth in the area related to the standards and the artifacts. First Standard Artifact 1 & Annotation Artifact 2 & Annotation Reflection Second Standard Artifact 1 & Annotation Artifact 2 & Annotation Reflection Next Standard Artifact 1 & Annotation Artifact 2 & Annotation Reflection Etc.. 2
3 ISTE Standards for Coaches Students who are certified with the Georgia PSC (e.g., certified teachers, instructional technology specialists, school library media specialists, other school professionals) should prepare the portfolio according to the ISTE Standards for Coaches: ISTE Standards for Coaches 1. Visionary Leadership 2. Teaching, Learning and Assessments 3. Digital-Age Learning Environments 4. Professional Development and Program Evaluation 5. Digital Citizenship 6. Content Knowledge and Professional Growth Competency Model from the Association for Talent Development Students in other professions (e.g., instructional designers, employee trainers) who are not employed in K-12 schools should prepare the portfolio according to the Competency Model from the Association for Talent Development: ATD Competency Model Change Management Performance Improvement Instructional Design Training Delivery Learning Technologies Evaluating Learning Impact Managing Learning Programs Integrated Talent Management Coaching Knowledge Management 3
4 4. Overall Reflection Include a reflection to describe how your learning in the program overall has influenced your professional development. 5. Future Career Plans Include a description of your future career plans. Software Options Website (e.g., weebly, wix, googlesites, etc.) Wikis You may choose to make your electronic portfolio public or private. If you make it private, you will need to send an invitation to your advisor. Submission Deadline* Spring Semester March 1 Summer Semester June 20 Fall Semester October 31 *Non-degree certification students may have until April 1 (spring), July 5 (summer), and November 20 (fall) to submit portfolios due to faculty not needing to conduct the time-sensitive graduation audits that are necessary for M.Ed. and Ed.S students. 4
5 University of West Georgia College of Education Conceptual Framework The Conceptual Framework is the rationale and organizing principle that guides the curriculum, programs, and outcomes for Preparing Exemplary Practitioners. It is grounded in research, knowledge, and experiences that describe what undergraduate and graduate candidates should know and be able to apply in their professional settings. It incorporates 10 descriptors, clustered into 3 interrelated and overlapping thematic commitments to preparing professionals to engage in field-based inquiry, to demonstrate professional excellence, and to contribute to the betterment of society. Commitment to Field-based Inquiry: Inquisitive: We believe that candidates should understand educational research and the implications for practice, have the ability to assess achievement and growth, and to question practices and investigate alternative solutions in educational settings. Adaptive: We believe that candidates should be able to demonstrate flexibility and a willingness to attempt promising new approaches for effective educational improvement. Proactive: We believe that candidates should be able to advocate for the removal of barriers and practices that impede educational improvement. Commitment to Professional Excellence: Lea ding: We believe that candidates should be able to demonstrate effective leadership skills to initiate and facilitate educational improvement. Reflective: We believe that candidates should be able to demonstrate critical thinking skills and the ability to recognize their own internal strengths and weaknesses. Knowledgeable: We believe that candidates should be able to demonstrate general knowledge inherent in a liberal arts curriculum, advanced knowledge in content areas, proficiency in technology, and specific knowledge in professional education. Decisive: We believe that candidates should use data to make informed decisions that will drive educational improvement. Commitment to the Betterment of Society: Culturally Sensitive: We believe that candidates should understand diversity among individuals and groups, be committed to equity and the belief that all children can learn, and have the tools to prepare their students and clients for the global world they will face as adults. Empathetic: We believe that candidates should be sensitive to the cultural, religious, gender, sexuality, and socio-economic differences that are reflected in their communities and ensure that these differences do not impede their educational progress. Collaborative: We believe that candidates should be able to develop skills to work effectively with various stakeholders involved in the educational process. 5
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