Professional Portfolios

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Professional Portfolios

• Dr. Carol A. Brown
• East Carolina University
• Browncar_at_mail.ecu.edu
• http//www.ecu.edu
• Mrs. Robin Boltz, MLS student ECU
• Media Specialist Creedmore Elementary School,
  Granville County

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 High Interest for Portfolio Development

• Make the connection between best practices and
  standards.
• Provide authenticity to professional practice.
• Experience a high level of engagement in your
  professional activities.
• Learn about yourself and the value of
  high-quality work.

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Portfolios can be formatted in several modes of
delivery.

• Format
• Three ring binder
• Digital files (word processed) and burned as a CD
  ROM
• Webpage format and stored on an Internet server
• PDF files format and stored on an Internet server
• Multimedia files using Hyperstudio or Authorware

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ContentWhats Important

• Quality of artifacts
• How well these are aligned with standards
• Reflective writing that links artifacts to
  standards evidence of mastery

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Where to Begin

• Review your Standards
• Preassessment
• Matching Artifacts
• Reflective Writing
• Characteristics of a Good Portfolio

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Pre-assessmentAfter selecting your
standardsPrepare a pre test to determine where
you are professionally.Then,before submitting
portfolio or seeking employment, prepare posttest
and assess your growth. This can be included as
one of your documents.

• Example
• Able to articulate my professional philosophy for
  library services ?
• Able to articulate a collection development
  policy ?
• Able to develop a simple webpage ?
• Able to develop a website with graphics, links,
  and other formatting. ?

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Linking to the Standards

• Artifacts linked to standards
• Reflective writing
• standardltgtartifact

Click on Standard to see example
Standard 4  Integrating Instruction.
Accomplished library media specialists integrate
information literacy through collaboration,
planning, implementation, and assessment of
learning.
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• Reflective Writing Cycle
• Standard? Articulate in complete sentence.
• Describe Who, What, When, and Where of your
  artifact.
• Analyze Look at the activity in basic parts.
• Alignment How closely does is it align with
  standard?
• TransformWhat would you change?

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Adapted from the North Carolina Department of
Public Instruction Performance Based Licensure
Manual, p. 8. Available online
http//www.ncpublicschools.org/pbl/
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How to Match Artifacts to Standards

• Does the artifact provide evidence that you have
  mastered a skill or competency?
• Is it an example of your true professional
  voice?
• Is it clearly representative of your professional
  growth while providing a unique form of
  communication written narrative, video clip,
  problem-solving log, etc.
• Are you able to justify the selection of the
  artifact using reflective writing?

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National Board for Professional Teaching
Standardshttp//www.nbpts.org/

• The National Board has developed standards for
  what ECYA/Library Media teachers should know and
  be able to do.
• Must submit a completed application by December
  1, 2001.
• All portfolio materials must be submitted to
  NBPTS by June 7, 2002.

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Assessment for National Board Certification

• The assessment is performance-based and designed
  to evaluate the complex knowledge and skills of
  teaching described in the National Board
  standards. The assessment process consists of two
  components

• the portfolio entries and
• the half-day assessment center exercises.

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NBPTS Portfolio Requirement

• The portfolio consists of four entries
• Instructional Collaboration
• Fostering Literacy
• Integration of Instructional Technology
• Documented Accomplishments Contributions to
  Student Learning -

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• Instructional Collaboration show ability to
  collaborate with others in the instructional
  community to create, plan, and implement
  learning experiences

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• Fostering Literacy - Library media specialists
  will demonstrate the ability to foster literacy
  in their students, and the ability to create an
  inviting and supportive library media center
  environment that provides equal access to all
  learners.

• submit a seventeen-minute video of a lesson

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• Integration of Instructional Technology
  -demonstrate effective selection and integration
  of technologies into the instructional program,
  and foster learners' understanding of the ethical
  or legal use of information.

• submit two ten-minute segments of video
• Integration strategies
• How students use the technology in learning.

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• Documented Accomplishments Contributions to
  Student Learning - Library media specialists
  demonstrate their commitment to student learning
  through their work with
• students' families and community,
• their development as learners
• and as leaders/collaborators.

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Characteristics of well developed portfolio

• Shows professional ownership clearly
  representative of achievement and growth
• Evidence of reflection overtime.
• Connects artifacts to a standard to give evidence
  of mastery or skill level.

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Other Examples
Library Media Portfolio
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References Online http//users.etown.edu/w/whetst
ll/ http//students.washington.edu/leffingw/Teac
hingPortfolio/ http//electronicportfolios.com/por
tfolios/bookmarks.htmlteach http//durak.org/kath
y/portfolio/index.html Books Bullock, A. A.
Hawk, P. P. (2001). Developing a Teaching
Portfolio. Upper Saddle Rive, NJ Prentice
Hall. Campbell, Cignetti, Melenyzer,
Nettles, Wyman. (1996). How to Develop a
Professional Portfolio. Boston Allyn and
Bacon. Journal Articles Latrobe, K. and
Lester, J. (2000). Portfolio Assessment in the
MLIS Program. Journal of Education for Library
and Information Science, Vol 41, No. 3, 197-206.
Callison, Daniel. (1997). Portfolio. School
Library Activities Monthly. 14, No. 2. Retrieved
2/04/01 from SLMR at http//www.ala.org/aasl/SLMR/
slmr_resources/select_callison86.html.