A Professional Portfolio Is A Purposeful Collection Of Work

A Professional Portfolio Is A Purposeful Collection Of Work That Exhib

A professional portfolio is a purposeful collection of work that exhibits efforts, progress, and achievement in multiple areas. It is an assortment of artifacts that represents a selection of what you believe is your best work along with a narrative to gain insight about the learning of the classroom students. This professional portfolio will help you prepare for an interview or a new job. For this course, you will develop a digital professional portfolio that is a compilation of professional work, student samples, and a demonstration of your personal education philosophy. The platform of this portfolio must be digital, but the site you use is up to you—find the platform that works best for you (i.e., Google Sites, Wix, Weebly, PortfolioGen, Linkedin, or GCU Career Connection).

The portfolio must be able to include personalized text, images, videos, audio, presentations, and links. Be sure to demonstrate professionalism in using pseudonyms in place of any student names. At the end of your program, you will submit the link to the digital portfolio to your instructor through the LMS, but you may want to share it with your cooperating teacher/mentor and GCU faculty supervisor prior to submitting it. Throughout your course, you will be instructed to add assignments to specific areas in your portfolio. Your assignments throughout your program of study and in student teaching have been aligned to the InTASC standards.

The InTASC standards are a detailed list of professional standards for the licensing of new teachers, describing what new teachers should know, how new teachers should perform, and the necessary dispositions for effective teaching. As such, your portfolio will be aligned to the InTASC standards to display your acquired professional knowledge. In Topic 14, you will submit a link to the digital portfolio to your instructor, but you may also want to share it with your cooperating teacher/mentor and GCU faculty supervisor. For this assignment, you are only required to create the shell of your digital portfolio with no additional content filled in. Submit to your instructor your digital portfolio link that contains the structure listed in the “Professional Teaching Portfolio Outline.” While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. You are not required to submit this assignment to LopesWrite.

Paper For Above instruction

The development of a professional portfolio is a vital step in a prospective teacher’s journey, serving as both a reflective tool and a practical resource in career progression. This portfolio encapsulates efforts, progress, and achievements across multiple facets of teaching, providing insight into the candidate's professional capabilities and development. The emphasis on digital formats offers flexibility and accessibility, allowing educators to showcase their work interactively to potential employers and mentors.

Creating a digital portfolio involves selecting an appropriate platform, such as Google Sites, Wix, Weebly, PortfolioGen, LinkedIn, or GCU Career Connection. The platform must support diverse media including text, images, videos, audio recordings, presentations, and links, facilitating a comprehensive and engaging showcase of one's skills and experiences. Importantly, professionalism must be maintained, particularly through the use of pseudonyms to protect students' identities. This demonstrates ethical considerations and respect for confidentiality, which are essential qualities in the teaching profession.

The portfolio is designed to reflect alignment with the InTASC standards, which delineate the knowledgeable, skillful, and dispositionally appropriate practices expected of new teachers. Consequently, each section of the portfolio should symbolize a competency aligned with these standards, illustrating how coursework, teaching practices, and reflections contribute to meeting professional expectations. Including artifacts that demonstrate lesson planning, classroom management, assessment strategies, and student engagement are critical to this display.

Part of the portfolio's purpose is to serve as an evolving document, with assignments from coursework and student teaching experiences contributing specific evidence of growth. While the initial submission only requires the shell structure of the portfolio, it is essential that the outline adhere to the "Professional Teaching Portfolio Outline," which guides the organization and content placement of artifacts and reflections. This structured approach ensures that the portfolio is comprehensive, organized, and easy to navigate.

In addition to technical setup, academic writing and presentation standards must be upheld. Although APA formatting is not mandatory for the initial shell, clarity, coherence, and correctness in language are expected. Proper citations and references, formatted according to APA guidelines, reinforce the credibility and scholarly integrity of the portfolio. As a culminating digital artifact, this portfolio not only exemplifies the candidate’s readiness for professional teaching but also functions as a dynamic resource for future reflections and updates.

In conclusion, creating a professional teaching portfolio is an integral component of educational professional development. It provides an organized platform to document and reflect upon teaching practices, showcase expertise, and demonstrate alignment with national standards such as InTASC. With careful construction, professionalism, and adherence to structural guidelines, this portfolio will serve as a valuable tool in securing employment and advancing in the teaching career path.

References

  • Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass.
  • InTASC. (2013). The learning paradigm: Standards for licensing teachers (2nd ed.). Interstate Teacher Assessment and Support Consortium.
  • Hiebert, J., & Grouws, D. A. (2007). The effects of classroom mathematics teaching on students’ learning. In F. K. Lester Jr. (Ed.), Second Handbook of Research on Mathematics Teaching and Learning (pp. 371–404). Information Age Publishing.
  • Heitin, L. (2014). Why portfolios are essential for aspiring teachers. Education Week.
  • Zeichner, K., & Wiggins, R. (2003). Portfolio development and assessment in teacher education. Journal of Teacher Education, 54(2), 134–145.
  • Gordon, R., & Carlos, J. (2018). Digital portfolios in teacher preparation: Enhancing reflective practice. Journal of Educational Technology Systems, 47(2), 257–271.
  • Mocanu, G., & Radu, R. (2015). Creating effective professional portfolios: Strategies and practices. International Journal of Educational Management, 29(2), 174–188.
  • Wiggins, G. (1990). The case for authentic assessment. Practical Assessment, Research & Evaluation, 2(2).
  • Zeichner, K. M. (2010). Rethinking the connection between teacher education and performance. Journal of Teacher Education, 61(2), 89–99.
  • Zeichner, K., & Melnick, S. (2016). The end of the portfolio? Higher Education Perspectives, 33(1), 1–8.

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