Context

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• Context
• History
• Consortium
• Objective
• Goals
• Focusing Questions
• Grant Resources
• Accomplishments to date

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State Motto Freedom Unity

• Balance of central control and local control
• One of the earliest states to adopt portfolios
  for initial licensure and teacher licensure
  (1994)
• 72 Local Standards Boards that grant teacher
  relicensure.
• Considered most rural state in the country
• Only independent in Senate and House

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• Context
• History
• Consortium
• Objective
• Goals
• Focusing Questions
• Grant Resources
• Accomplishments to date

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History

• PT3 2000 Grant
• Professional Dev for Faculty
• Courses for K-12 teachers
• Skill Building
• Eportfolios
• Standards into Action
• Seeking Sustainability

Online
In 2003 Four Forces Intersected
Masters
TECH ED
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How People Learn-National Research Council
RE3 Reinventing Education 3 Teachers WorkPlace
NCATE -Assessment Specialist to build Data
Management Portfolio
2003 PT3 Grants Announced
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• Context
• History
• Consortium
• Objective
• Goals
• Focusing Questions
• Grant Resources
• Accomplishments to date

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Consortium Partners

• Vermont DOE
• Standards into Action
• IBM
• Reinventing Education (RE 3)
• Apple
• Metiri Group now Arroyo Research Services

• University of Vermont
• Champlain College
• Vermont State Colleges
• Castleton State
• Johnson State
• Lyndon State

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UVM Team

• Joyce Morris, Project Director and PI
• Sandy Lathem, Prof. Dev. Director
• Cyndi Snyder, Project Manager
• Jing Qi, Research Associate
• Project Evaluator, Kirk Vandersall, Arroyo
  Research Services.
• Jon Bellum, College Assessment Specialist
• Laurie Gelles TFT Lab Coordinator

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Pre-service Undergraduates
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• Context
• History
• Consortium
• Objective
• Goals
• Focusing Questions
• Grant Resources
• Accomplishments to date

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Objective

• The objective of The Electronic Portfolio
  Connection is to discover, through research, the
  impact of eportfolio development on teacher
  preparation and practice.

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• Context
• History
• Consortium
• Objective
• Goals
• Focusing Questions
• Grant Resources
• Accomplishments to date

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Goals

• Develop a research project that
• 1) teaches faculty and students at UVM and our
  partner pre-service programs about the value,
  best practices and kinds of electronic portfolio
  construction
• 2) teaches faculty and students how to use
  Teachers WorkPlace, Web Publishing and other
  technology to support the development and
  maintenance of a personal and programmatic
  portfolio for self-assessment and improvement
• 3) provides data to evaluate the effectiveness of
  this practice in student products and
  performances in coursework and field experiences
  in P-12 classrooms using three portfolio models.

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• Context
• History
• Consortium
• Objective
• Goals
• Focusing Questions
• Grant Resources
• Accomplishments to date

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Research Base

• National Research Council, How People Learn
  (2000) concluded (Bransford, Donovan,
  Pellegrino)
• students bring previous knowledge including some
  misconceptions that frame how they will learn new
  things
• students must have a deep foundation in factual
  knowledge and are able to organize their
  knowledge in ways that facilitate its retrieval
  and application and
• students need to be taught how to define their
  goals and evaluate their own progress so they can
  take responsibility for their own learning.

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Key Findings
ePortfolios
Portfolios
Implications
Eportfolios allows for multiple representations
of artifacts for a richer depiction of not only
what a student knows, but what they are like in
their affective domain.
Portfolios reveal what a student knows with
specific artifacts and reflective statements to
reveal what a student believes, thinks and
understands.
Teachers must draw out pre-existing knowledge and
beliefs that their students bring with them.
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Key Findings
ePortfolios
Portfolios
Implications
ePortfolios organize data in a third dimensional
way through the hyperlinking of media, documents,
and reflections. Networks facilitate social
construction of information.
Portfolios provide a concrete resource of content
materials and strategies that the learner has
generated and organized via a categorization and
table of contents.
Teachers must teach some subject matter in depth,
and help students identify ways to organize that
information for later retrieval.
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Key Findings
ePortfolios
Portfolios
Implications
ePortfolio can be more easily shared. This offers
a wider audience and more formative feedback.
Digital video enables teacher candidates to see
themselves teaching over time. ePortfolios can
create models for others to use.
Portfolios include reflective statements that
encourage the students to think about their own
learning.
The teaching of metacognitive skill should be
integrated into the curriculum in a variety of
subject matters
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Technology Adds Value

• Multimedia adds variety and depth of meaning
• Individualization
• Example
• Application
• Creativity
• Hypermedia adds connections
• How we think
• Logical connections and documentation
• Information to knowledge
• Telecommunications
• Social construction of knowledge
• Collaboration
• Reflection

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Focusing Questions

• Are teacher candidates more reflective in their
  courses, field experiences and P-12 classrooms?
• Are they more collaborative in their professional
  and classroom practices?
• Do they use a variety of assessment resources to
  understand prior knowledge?
• Are they more apt to use technology resources and
  tools in their professional and classroom
  practices?

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A variety of eportolios methods
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Only 3 models in Vermont?
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• Context
• History
• Consortium
• Objective
• Goals
• Focusing Questions
• Grant Resources
• Accomplishments to date

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• 3 years, 1.457,055 million years plus 1 to 1
  match in goods and services from consortium
  partners
• Funding began October 1, 2003
• Project Start Date -- January 1, 2004
• Project End Date -- December 31, 2006
• No-Cost Extension anticipated to May 31, 2007

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• Context
• History
• Consortium
• Objective
• Goals
• Focusing Questions
• Grant Resources
• Accomplishments to date

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Jan 05
Jan 04
Jan 06
Jan 07
June 07
Start-up
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Jan 05
Jan 04
Jan 06
Jan 07
June 07
UVM/Champlain begin start-up
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Jan 04
Oct 04

• Publicity
• Hiring faculty and staff
• Establishing a presence at each site
• Progress report
• Recruited faculty
• Trained faculty
• Developed assessments
• Worked with students

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November 04
Jan 05

• Vermont Fest
• IRB Approval at all SITES
• Web site reorganized
• Student Consent

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November 04
Jan 05
Professional Portfolios and Online
Collaborations Vermont's Newest Opportunity NOV
2004
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November 04
Jan 05

• IRB Approval at all SITES
• In December 2004. Allows for distribution of
  consent forms and access to artifact data.

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November 04
Jan 05
Web Sites Created
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November 04
Jan 05

• Anecdotal records added
• Site Map
• Quarterly reports
• Activities
• Presentations
• Advisory Board Minutes

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Jan 05
June 05

• Base assessments to faculty students
• Continued professional development for students
  and faculty
• Continued recruitment
• Collection of artifacts
• Analysis of initial data collection

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January 05
June 05
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January 05
June 05
AACTE SYMPOSIUM Michelle Forman, National
Teacher of the 2001 Jill Tarule, Dean of CESS,
Jon Bellum Assessment Specialist, Joyce Morris,
PC Director, Bill Romond, VT Technology
Coordinator
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November 04
June 05
PT3 Directors Conference Poster
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November 04
June 05
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January 05
June 05
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June 05
Jan 06
NECC, The Dynamic Nature of ?ePortfolio
Requirements Processes A panel discussion on
ePortfolio systems for graduate and students
presented at NECC in Philadelphia, PA on Tuesday
6/28/2005, 1100am 1200pm. The panel will
examine changes implemented, as well as the
challenges, barriers, and recommendations related
to modifying requirements and processes.
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Jan 06
August 05
Current Projected Activities

• PD retreat-Site Plans Summaries
• Visit to Apple for PD in NYC
• Continued recruitment of faculty and students
• SIGTE Invited Workshop at NECC
• Papers into NECC
• Host Collaborative Exchange
• Papers into SITE
• Presentation at VTFest
• Re-IRB new Evaluation

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Jan 06
August 05
Current Projected Activities
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June 06
Jan 06
Projected Activities
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June 06
Jan 06
Projected Activities
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New Connections
New Online Masters in Tech Edu
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Questions?