Working and Professional Portfolio
As part of the Teacher Education Program’s ever-growing need to assess candidates at each transition point, the MHU Working and Professional Portfolio enables candidates to self-reflect on their progress and demonstrate their knowledge, skills, and dispositions to faculty. At each transition point, candidates are required to maintain a working portfolio, ensuring progress toward becoming the reflective practitioner. Faculty, department heads, public school personnel, and peers are an essential part of the portfolio process, making the process accessible to all members of our educational community.
LiveText edu solutions manual
University of North Carolina at Chapel Hill School of Education LiveText Help
In 2004, the Teacher Education Unit adopted LiveText as their e-portfolio system of choice. This Internet based portfolio system allows candidates to (1) demonstrate their ever-growing knowledge, skills, and dispositions; (2) demonstrate their technology knowledge and skills; (3) collaborate with faculty, peers, and public school professionals; (4) store documents on line – accessible anywhere there is Internet connection; (5) increase the accessibility of artifacts to faculty, potential employers, and other professionals; and (6) have the full potential of their portfolio beyond their pre-service experience at Mars Hill University.
Portfolio templates were design to address each section of the MHU Teacher Education Conceptual Framework. Both the MHU Working and Professional Portfolio Templates are divided into three sections – Liberal Arts and Content Knowledge, Professional Knowledge, and Professional Values and Dispositions. These sections are aligned with the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards and the National Educational Technology Standards for Teachers (NETS-T). This alignment ensures that candidates are continually addressing these standards at the required transition points. The following illustrates this alignment:
MHU Working/ Professional Portfolio Template
1) Welcome Page
2) Liberal Arts and Content Area Knowledge
a) Rationale for Becoming the Teacher Professional
b) INTASC Principle One: Knowledge of Subject Matter
c) NETS-T One: Technology Concepts and Operations
3) Professional Knowledge
a) INTASC Principle Two: Knowledge of Human Development and Learning
b) INTASC Principle Three: Adapting Instruction for Individual Needs
c) INTASC Principle Four: Multiple Instructional Strategies
d) INTASC Principle Five: Classroom Motivation and Management Skills
e) INTASC Principle Six: Communication Skills
f) INTASC Principle Seven: Instructional Planning Skills
g) INTASC Principle Eight: Assessment of Student Learning
h) NETS-T Two: Planning and Developing Learning Environments and Experiences
i) NETS-T Three: Teaching, Learning, and The Curriculum
j) NETS-T Four: Assessment and Evaluation
k) NETS-T Five Productivity and Professional Practice
l) Reflection on Professional Practice
4) Professional Values and Ethics
a) INTASC Principle Nine: Professional Commitment and Responsibility
b) INTASC Principle Ten: Partnerships
c) NETS-T Six: Social, Ethical and Legal Issues
d) Reflection on Professional Values and Ethics
5) A Final Word
Candidates are introduced to the MHU Working and Professional Portfolios in ED 205 Introduction to Education course and CS 200 Computer Applications for Education. Coupled with this introduction is an overview of LiveText , covered more thoroughly in CS 200 and various methods courses. Continual revision to the portfolio templates and process will be made, as evidenced by data collected from graduates and public school partners.
Beginning in 2005, all program completers must submit their portfolio using LiveText . Candidates who fall within the transition period (December 2004 graduates) should refer to the Spring 2004 Technology Portfolio Requirements. Advisors will be able to assist candidates with these requirements.