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Web-Based Teaching Portfolios

This web site contains information and links to help students prepare web-based portfolios. The portfolios demonstrate what the Curriculum & Instruction major knows and is able to do as a teacher through a careful presentation of evidence collected from coursework and field experiences.

Your teaching portfolio can be thought of as an argument you are making about what you know and are able to do. In a sense the portfolio is an evidence-based philosophy statement from someone who is learning to teach young children.

We believe that portfolios are most useful in our teacher preparation program when they support your learning to teach. That is why you may hear us talking about the portfolio as a scaffold or tool to help you learn, rather than just a way of evaluating your performance in the undergraduate program.

Sometimes there is confusion about the purpose of the portfolio. Try to think of it this way: The portfolio you prepare and revise starting in C I 295 and through student teaching is a evolving representation of your understandings and abilities as an elementary school teacher. The program's Outcomes Framework should be used to identify what understandings and abilities are expected of you. A good portfolio is rich with examples or evidence from class work, field experiences, and other experiences to demonstrate that you have accomplished certain outcomes. As you begin the job search process, you may want to prepare a showcase portfolio where you select your best work to demonstrate to a future employer what you know and are able to do. Some students in the past have "burned" their showcase portfolio to a CD to send with job applications!

Conceptual Framework (Blue Sheets). There are four main areas in which prospective elementary teachers are expected to demonstrate their accomplishments: Planning, Teaching, Reflecting, and Being a Professional. Under each of these major areas, there is a numerical listing of specific performances/outcomes. The lowercase alphabetical listing under the numerical listing provides some suggested ways the outcome might be evidenced.

C I 295 students should include at least one separate piece of evidence for each of the four main areas.

By the end of the D I Block, students should be able to demonstrate their accomplishments with respect to the majority of the numerically listed items under each major area using a variety of evidence from coursework and field experiences.

By the end of student teaching, students should demonstrate through multiple forms of evidence their accomplishment of all numerically listed items in all four major outcome areas.

Evidence. Collecting and selecting evidence is one of the most important aspects of portfolio development. We encourage you to collect and organize materials/artifacts from your courses and field experiences so you can access them for use in your portfolio. Evidence could be analysis and reflection papers, lesson and unit plans, observation notes, supervisor and mentor evaluations, journal entries, and learning centers or other instructional materials you developed. You are encouraged to use images such as video and photos of you teaching, as well as scanned images of student work. If you use an image of a child, please make sure you have received permission from the child's parent and the school. You may want to use a Photo Permission Form to help you. We will show you how to "blur" faces of children to protect their identity.

Web Page Development Links

Web-Based Portfolio Template

Like paper-based portfolios kept in binders, web-based portfolios must be clearly organized to be useful and effective. EK ED majors in the D I Block follow the Portfolio Template listed below. There is still room for creativity and individuality while assuring the that portfolio task will be useful to you.

For more information, please contact Prof. Carla Zembal-Saul