The D2L eportfolio for Teacher Candidates an introduction Rev. Aug 2014 1
The SOE Portfolio is a requirement for teacher certification in WI. It demonstrates a candidate s development to proficiency for each InTASC Model Core Teaching Standard. Students begin this process in EDUC 200. Prior to the student teaching semester, each standard must be evidenced by a minimum of one artifact with accompanying reflections. D2L eportfolio An important reference when working in the D2L eportfolio environment is the documentation provided on your D2L Homepage: This is your go to place for understanding the D2L ep environment. Preparing/Collecting/Saving Artifacts Providing evidence of your learning, growth, and proficiency is an ongoing process throughout your preparation program. Some artifacts will be the direct result of course assignments and/or signature assessments. Course-based Assessments and/or Signature Assessments that demonstrate your ability to engage students in learning and develop content understanding are included in the portfolio as guided by course instructors. You will be required to compose your reflection at the time you introduce this artifact into your portfolio. Course instructors will provide specific guidelines for the reflection and give feedback to you. In addition to these, you may self-select appropriate evidence for your portfolio. Discussions about appropriate artifacts take place in EDUC 200. You are strongly encouraged to maintain all important documents in your myfiles.uwsp.edu/(your name)/(h:)drive. Organize early! Update regularly! Rev. Aug 2014 2
Guidance: All artifacts that you intend to add to your ep must first be uploaded to your My Items in the D2L ep. You will likely need to change the file name before uploading it in order to clearly communicate the nature of the artifact. Remember your audience will need to be able to de-code this! Do not use course numbers. Use appropriate capitalization. Include the (Month/Year) the artifact was created. Appropriate file names would be: Book Project (April 2014) Interactive Whiteboard Activities (March 2014) My Cultural Exploration (October 2012) Save all items as PDFs. Note: some files (jpeg, video) may not be able to be accommodated in this format. Upload a clean copy of the artifact. If your assignment had guiding feedback and corrections suggested, make these changes before uploading. Only when your artifacts have been moved into D2L My Items, will you be able to upload them into your portfolio ( presentation ). Reflection In EDUC 200, you learn that reflection is the key component in portfolio development (Bullock & Hawk, 2010 1 ). Each artifact used to evidence a standard must be accompanied by a reflection. Remember: the audience for the portfolio consists of course instructors and university supervisors. Each reflection must include: 1. A brief description. This provides the reader the context for the artifact. It provides the foundation for the rest of the reflection. [Consider these: who, what, when, where?] [Typically 3-4 sentences] 2. An analysis. This is where you debrief significant learning, or discusses the experience of implementation and what was learned. This is also where direct connection to the standard is made. Implications for growth/proficiency specific to this standard must be evident. [Typically 4-7 sentences] 3. A discussion of future impact. This is where you write about how this experience will influence you as a future teacher. Discuss future teaching plans based on this reflection. It must be personal and specific; it must not be generic in nature. [Typically 4-7 sentences] Guidance: Before writing a reflection, consider audience, and use of clear and appropriate academic language, voice, and bias. Acceptable reflections are written in a 3-paragraph format. written in the first person. free of grammatical or spelling errors. 1 Bullock, A. A. & Hawk, P. P. (2010). Developing a teaching portfolio (3 rd ed). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Rev. Aug 2014 3
an accurate and in-depth analysis of the artifact. Strengths and weaknesses are both important components of reflection. Reflections are much more than simply what is in the artifact. Remember: the reader can open the artifact to learn more about it. Creating Your Presentation In D2L ep, your portfolio is referred to as a Presentation. During EDUC 200 you are pushed the SOE eportfolio Template. It is within this framework that you build your portfolio. Guidance is provided on each page in the template. These guiding statements (typically shown in red) should be removed in your final product. To Do: Rename the template: First Name Last Name SOE eportfolio On Properties tab, check the Comments/Assessments box as shown here: On the last page of this guide you will see a layout of a typical Standard page in the SOE eportfolio. Rev. Aug 2014 4
Sharing Your Portfolio To facilitate access for the course instructor, you may be instructed to upload into a D2L Dropbox: In comments included with the upload, you might direct the instructor s attention to the page of interest. You can also share your portfolio URL link with individuals that ask (like your student teaching supervisor): First In the dropdown menu next to your presentation, click on the Share icon Rev. Aug 2014 5
Then You must put a check in the Anyone with the URL below can access this item box. Now Anyone you share your URL with will be able to open and view your portfolio. Note: once you share your URL with someone, you CANNOT change it! So be mindful of who has access to it. Rev. Aug 2014 6
Layout of a Standard Page in the SOE ep Standard 1: Learner Development The teacher understands how learners grow and develop, recog (cont.) Artifact Title [Date created (Month/year)] One/two sentence describing origin of the artifact Reflection on [Artifact Title] [Date written (Month/Year)] Brief description No need to repeat what is stated above. Set the context for the reader. Enough that the reader can put what comes next into context. Should be 3-5 sentences. Analysis Critically discuss (relative to the nature of the artifact): what you learned/how things went/what you observed/etc. Also, make a direct connection to why you are using this artifact to evidence this standard. Note: there is no need to fully restate the standard here. You can refer simply to [Standard #]. Remember, the standard statement is above. The analysis will typically be 5-7 sentences long. Future Impact Share how what you presented in the analysis will influence you as a teacher in a classroom. Make this personal. Consider addressing: what you learned about yourself; how you will bring this to life in your classroom; share specific examples. Stay away from generalizations. The future impact discussion will typically be 5-7 sentences long. Artifact Title [Date created (Month/year)] One/two sentence describing origin of the artifact Reflection on [Artifact Title] [Date written (Month/Year)] Brief description see above Analysis see above Future Impact see above Each page must contain the standard statement. Titles should be descriptive. Do not use course numbers. Include a 1-2 sentence description. Add Component as DO NOT use the Reflection Tool to add your reflection. Add another component to the page using the Text Tool Inserting the line improves the readability of your page. You will find the Line already included in the template. Things to watch for: Appropriate use of capital letters in titles and narratives Spelling/grammar Word use and sentence structure Succinctness Proofread your submissions Rev. Aug 2014 7