Portfolio Development for
the High School Student
Joan McVeigh Hayden
with thanks to
Dorothy Hardin
Portfolio Questions
• Do you maintain a professional portfolio? How
about a scrapbook?
• What motivated you to
create a portfolio?
• What does it look like or have “inside?”
2
What is a student
portfolio?
It is a collection of
artifacts accumulated
in high school
on a selected
topic.
3
InTASC-Approved Portfolios Include
Education-Oriented Artifacts
•
materials used in instruction (PowerPoints, handouts, models)
•
examples of student work (projects, writing)
•
photos and/or DVD of teaching and learning in the candidate’s
classroom (groups, collaboration)
•
written records of activities and assessments in the classroom
(formative/summative)
•
written commentaries (reflections) that explain the candidate’s thinking
about instruction/learning
4
Student Portfolios May Include:
• Examples of written/other work, test
results, and other demonstrations of
mastery
• Resume with career goal
• A transcript and skills profile (Teacher
Academy program)
• Certificates and awards
• Letter(s) of recommendation
5
Interstate Teacher Assessment and
Support Consortium (InTASC)
Interstate Teacher Assessment and
Support Consortium (InTASC) =
consortium of
state education agencies
and national education
organizations dedicated
to the reform of the
preparation, licensing,
and on-going
professional
development
of teachers.
6
InTASC’s Beginning
• Created in 1987, InTASC aligns with state
education agencies responsible for teacher
licensing, program approval, and professional
development.
7
InTASC’S Work
InTASC’S work is guided by one basic
premise:
• An effective teacher must assure that all
students learn and perform at high levels.
8
Mission Of InTASC
The mission of InTASC is to provide a forum for its member
states to learn about and collaborate in the development
of:
o new educational teaching policy
o new accountability requirements for teacher preparation
programs
o new techniques to assess the performance of teachers for
licensing/evaluation
o new programs to enhance the professional development
of teachers
9
Who Develops InTASC Policies?
• Committees (of practicing teachers, teacher
educators, school leaders, and state agency staff)
crafted InTASC’s standards and licensing
policy.
• These standards specify what all beginning
teachers
should know
and be able to do
do to teach
effectively.
10
Portfolio History
• In 1992, after InTASC released its model core
standards, states focused their attention to
how they might assess that knowledge and
skill.
11
The 3 Standards-Based
Tests of InTASC
• a) a test of content knowledge (English,
science, etc.)
math,
• b) a test of teaching knowledge (pedagogy,
etc.)
• c) an assessment of teaching artifacts
oPortfolio
12
TAM Testing
• PRAXIS I Pre-Professional Skills Test
o Measures the basic skills in reading, writing, and mathematics
o www.ets.org/praxis
13
The High School
Connection
• Since not all students will
not be taking the PRAXIS
in content and/or pedagogy,
their best “test” to show
proficiency and mastery
is the portfolio.
14
Two Parts to the Portfolio
Artifacts, aka, “The Stuff”
and
Reflections or “What is it?” and
“What did I learn from it?”
The Comprehensive Portfolio Cycle
•
•
•
•
•
•
•
•
Introduction
Collection
Selection
Validation
Reflection
Organization
Evaluation
Celebration
16
SUGGESTED INTASC PORTFOLIO ORGANIZATION
INTASC Principle
Recommended
Course
Standard #1: Learner Development.
The teacher understands how
learners grow and develop,
recognizing that patterns of learning
and development vary individually
within and across the cognitive,
linguistic, social, emotional, and
physical areas, and designs and
implements developmentally
appropriate and challenging learning
experiences.
HG&D
-Theorist research paper
-Developmental milestone
project
-Case studies
-Developmental checklists
-Observations
Standard #2: Learning Differences.
The teacher uses understanding of
individual differences and diverse
cultures and communities to ensure
inclusive learning environments that
enable each learner to meet high
standards.
HG&D
TAP
FOCI
INT
-Research on students with
special needs
-Project on diversity
-Classroom observations
-Activities that show evidence
of adaptations for multiple
intelligences and learning styles
(tutoring, learning materials)
-Lesson Plans
Possible Artifacts
Standard #3: Learning Environments.
The teacher works with others to
create environments that support
individual and collaborative learning,
and that encourage positive social
interaction, active engagement in
learning, and self motivation.
TAP
FOCI
INT
-Lesson plan for anticipatory set
-Classroom management plan
-Behavior management plan
-Observation/interview of a
mentor teacher
Standard #4: Content Knowledge. The
teacher understands the central
concepts, tools of inquiry, and
structures of the discipline(s) he or she
teaches and creates learning
experiences that make the discipline
accessible and meaningful for learners
to assure mastery of the content.
HG&D
TAP
FOCI
INT
-Research project
-High level performance
assessment
-Lesson plan that demonstrates
a high level of competency in the
specific content
Standard #5: Application of Content.
The teacher understands how to
connect concepts and use differing
perspectives to engage learners in
critical thinking, creativity, and
collaborative problem solving related
to authentic local and global issues.
HG&D
TAP
FOCI
INT
-PowerPoint presentations
-Web based research
-Parent newsletters
-Student generated videos and
photos
-Group presentations
Standard #6: Assessment. The
teacher understands and uses
multiple methods of assessment to
engage learners in their own growth,
to monitor learner progress, and to
guide the teacher’s and learner’s
decision making.
Standard #7: Planning for
Instruction. The teacher plans
instruction that supports every
student in meeting rigorous learning
goals by drawing upon knowledge of
content areas, curriculum, crossdisciplinary skills, and pedagogy, as
well as knowledge of learners and
the community context.
Standard #8: Instructional
Strategies. The teacher understands
and uses a variety of instructional
strategies to encourage learners to
develop deep understanding of
content areas and their connections,
and to build skills to apply knowledge
in meaningful ways.
FOCI
INT
-Samples of various
assessments
-Teacher interviews and
observations
-Analysis of standardized tests
FOCI
INT
-Lesson plans and reflections
-Observations and interviews
-Peer observations
TAP
FOCI
INT
-Observation of mentor teacher
-Lesson plans and activities
that show these strategies:
-Direct and indirect teaching
-Critical thinking and problem
solving
-Questioning using hierarchy
-Cooperative and independent
learning
Standard #9: Professional
Learning and Ethical Practice.
The teacher engages in ongoing
professional learning and uses
evidence to continually evaluate
his/her practice, particularly the
effects of his/her choices and
actions on others (learners,
families, other professionals, and
the community), and adapts
practice to meet the needs of
each learner.
Standard #10: Leadership and
Collaboration. The teacher seeks
appropriate leadership roles and
opportunities to take responsibility
for student learning, to collaborate
with learners, families,
colleagues, other school
professionals, and community
members to ensure learner
growth, and to advance the
profession.
TAP
FOCI
INT
-Self assessments
-Reflections
-Observations
-Peer evaluations
TAP
INT
-Observation of a local
school board meeting
-Participation in community
activities
-Letter of action
-Interview of guest speaker
or master teacher
-FEA activities
WRITING A REFLECTION
A reflection isn’t a long piece of writing, rather it short and to-the-point. It is used
to provide time to think about what was done and its effect on both the teacher
and the students. The following is a template for writing a reflection along with
an example of how you might complete each component.
 What is this?
 “This African Travel Brochure….”
 How does this artifact show this INTASC principle?
 Demonstrates my knowledge of Development, Learning and Motivation
because I had to group students according to their type of intelligence
(Howard Gardner)…
 What challenges did I face in creating this artifact and how did I overcome them?
 “This was a difficult assignment for the students because they didn’t know
how to use Office Publisher. I hadn’t planned on teaching the basics of
that ….”
 How will this artifact help me in teacher?
 “I learned through this activity that every middle school student doesn’t
have the same ability on the computer. I also learned that you shouldn’t
assume that the whole class will know something that you haven’t taught
them. Next time I do a project like this, I will….”
Use this space to complete a practice reflection for an activity recently completed in
class.
 What is this?
 How does this artifact show this INTASC principle?
 What challenges did I face in creating this artifact and how did I overcome them?
 How will this artifact help me in teacher?
PORTFOLIO ARTIFACT INVENTORY
Artifa
ct No.
1
Title of Artifact
Where Housed?
(Original
Document)
Photo of bulletin
board I developed.
Standard 1
Used for other
Standards?
3, 4
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
www.carroll.edu/files/academics/education/CC%20Portfolio%20Process.doc
Final
Placement
How many artifacts and reflections should there be
in a professional portfolio?
This statement is contained in the Position Paper
from the Advanced Institute Summer 2007.
Portfolio development should be ongoing
throughout the 4 courses. At the completion of the
Internship, students should have a minimum of one
artifact per INTASC principle and a maximum of
two.
Additional Information
In addition to the INTASC principles, a portfolio might include
sections on the following:
• A biographical sketch
• Resume
• Personal educational philosophy
• Academic achievements and awards
• Community service
• Letters of recommendation
• Scholarship award letters
• Letters of recommendation
• Para-pro and other standardized test scores
Advanced Institute Summer 2007 Position Paper
What does a portfolio look like?
Traditionally, a portfolio is housed in a three ring binder with
dividers for each section: InTASC standards, certificates and
awards, resume, etc.
Two Parts to the Portfolio
Artifacts, aka, “The Stuff”
and
Reflections or “What is it?” and
“What did I learn from it?”
eFolios
• Professional education portfolios may be
electronic, including artifacts such as
streaming videos, digital photos, and slide
loops.
• They may be hybrid creations,
essentially “paper” with a
flash drive or DVD
in a plastic protector sleeve
within a binder.
30
Microsoft Word
• A very simple e-portfolio can be created using
Word. This would be suitable for documents and
some photo images.
• Once the pages are organized in the document in
order, it can be saved as a PDF and then viewed in
a “Two-Up” format which resembles a book.
Powerpoint
• Students may create a slideshow using Powerpoint
for their e-portfolio.
• Paper artifacts can be inserted either from existing
files or by scanning.
• Photographs and videos are easily included.
• Final product is easily manipulated and saved.
Movie Maker
• Free program that is similar to PowerPoint (and
VoiceThread).
• Advantage is for display purposes- voiceover is
available for students who may be hesitant to
speak or will not be able to attend.
• In addition, it’s something new with which students
may not be familiar…… learning opportunity.
Prezi
• A free program (although upgradeable for a price)
• Offers the ability to “step-up” a PowerPoint type
presentation fairly easily
• More active, dynamic presentations
• www.prezi.com
Webfolio
• An online collection of artifacts
assembled/managed
by the teacher or student:
 Inputted text
 Electronic files
 Blog entries
 Hyperlinks
36
ADDRESSING THE
CHALLENGES

Committee recommends
adoption of modified
INTASC Portfolio
Organization and rubric
(from Towson University)
1.
2.
Interpret INTASC principles
Modify expectations for each
INTASC principle to be realistic at
the high school level
Match INTASC principle to
appropriate high school course
Suggest possible artifacts for each
principle
Utilize scoring rubric
3.
4.
5.
From an Advanced Institute group in 2007
 INTASC principles are difficult for
high school students to demonstrate
– No access to confidential
information about children
– Minimal opportunities to
implement teaching strategies and
participate in long-term planning
– Limited communication with
parents and school staff
– Little experience with classroom
management
– Few opportunities to assess and
document student progress
– Content knowledge is incomplete
Organization and Appearance of the Portfolio
Directions: Use these questions to assess the overall organization and appearance of
your portfolio before submitting peer review. Make any changes you see necessary
before having others look at it.

Are all sections clearly marked?

Do tabs extend sufficiently to be visible and accessible?

Is there a consistent, legible font used throughout the portfolio?

Are materials fastened into the portfolio securely?

Are all parts of the portfolio appropriately and effectively labeled?

Is there a balance in the kinds of evidence you have selected?

Does the portfolio present a comprehensive picture of the work you have
accomplished?

Is documentation free from errors in grammar, syntax, and mechanics?

Does the portfolio represent your best work?

Does the portfolio demonstrate that you have reflected thoughtfully about your
experiences?

Does the portfolio document student learning and achievement that resulted
from your assessment, planning, and reflection?
Adapted from the Towson University Portfolio Handbook
M.A.T. Portfolio Scoring
Tool
•
•
•
•
•
•
Ratings determine whether the new teacher is:
5-Distinguished/Exceptional
4-Proficient
3-Satisfactory
2-Basic
1-Unsatisfactory
40
INTASC Portfolio
Grading Rubric
Unsatisfactory
1
Satisfactory
2
Proficient
3
Exemplary
4
Standard
One:
Knowledge of
Subject
Matter
Selected artifact does
not accurately represent
standard. Required
artifacts/reflections are
not provided and/or
incomplete. Artifact and
reflection are not
professionally
presented.
Selected artifact
provides limited
evidence of standard
attainment.
Reflections are
missing components
and do not clearly
justify selection of
artifact.
Artifact clearly
connected to standard.
Reflection is complete
and clearly justifies
selection of artifact.
Artifacts meet minimum
standards for
professionalism.
Selected artifact
provides a high degree
of content mastery.
Reflections are
complete and clearly
justify selection of
artifact with excellent
self-reflection. Artifacts
and reflections are
professionally
presented; clean,
organized and meets
all standards of
conventional English
Standard
Two:
Knowledge of
Human
Development
Selected artifact does
not accurately represent
standard. Required
artifacts/reflections are
not provided and/or
incomplete. Artifact and
reflection are not
professionally
presented.
Selected artifact
provides limited
evidence of standard
attainment.
Reflections are
missing components
and do not clearly
justify selection of
artifact.
Artifact clearly
connected to standard.
Reflection is complete
and clearly justifies
selection of artifact.
Artifacts meet minimum
standards for
professionalism.
Selected artifact
provides a high degree
of content mastery.
Reflections are
complete and clearly
justify selection of
artifact with excellent
self-reflection. Artifacts
and reflections are
professionally
presented; clean,
organized and meets
all standards of
conventional English
Standard
Three:
Diverse
Learners
Selected artifact does
not accurately represent
standard. Required
artifacts/reflections are
not provided and/or
incomplete. Artifact and
reflection are not
professionally
presented.
Selected artifact
provides limited
evidence of standard
attainment.
Reflections are
missing components
and do not clearly
justify selection of
artifact.
Artifact clearly
connected to standard.
Reflection is complete
and clearly justifies
selection of artifact.
Artifacts meet minimum
standards for
professionalism.
Selected artifact
provides a high degree
of content mastery.
Reflections are
complete and clearly
justify selection of
artifact with excellent
self-reflection. Artifacts
and reflections are
professionally
presented; clean,
organized and meets
all standards of
conventional English
CATEGORY
41
Celebration of Portfolios
The successful completion of the professional
portfolio is a big accomplishment for both the
student and the teachers. Consider holding a
Portfolio Celebration for students, parents,
teachers, administration, school system
leadership, and mentor teachers. Not only
does this provide the students with positive
feedback, but it also serves as excellent public
relations for your program.
Online Resources
• http://www.suu.edu/ed/peu/aa/archives/portfolio_docs/po
rtfolioprompt.pdf Southern Utah University’s Handbook for
Pre-Professional Portfolios
• http://www1.teachertube.com/viewVideo.php?video_id=20
8590&title=ElectronicPortfoliosPhil A Teacher Tube video
on electronic portfolios
• http://grad.towson.edu/program/master/educmat/files/Professional%20Development%20Portfolio%20H
andbook%2010.pdf Towson University’s Professional
Portfolio Handbook
PARTY!!!
•
•
•
•
•
•
•
School administrators and faculty
Cooperating/mentor teachers
School system administrators
College liaisons
Parents and siblings
Middle school FEA members
Other TAM students
TAM will help your students
achieve their goals!
45
Celebration And Commencement
The successful completion of the portfolio experience
in high school and beyond enables graduates to have
more than a diploma demonstrating their accomplishments.
They take
with them
a portfolio,
a dynamic
product
that will
evolve
throughout
their lives.
46
Need help with e-portfolios?




https://sites.google.com/a/g.thomas.edu/starterguid
e2010/home
http://wiki.gpaea.k12.ia.us/groups/cornerstone/wiki/
46449/Using_Google_Docs__The_Easiest_ePortfol
io_Ever.html
http://electronicportfolios.com/google/index.html
http://www.google.com/apps/intl/en/edu/
47