Education Department Creighton University PORTFOLIO ASSESSMENT THE PURPOSE

Transcription

1 Education Department Creighton University PORTFOLIO ASSESSMENT THE PURPOSE The portfolio is used as the culminating assessment tool in the school administration program. The purpose of the portfolio process is 1) to provide the candidate with an opportunity to reflect on the learning and personal growth which have occurred, and 2) to demonstrate the knowledge, skills, and dispositions acquired throughout program coursework. The goal of the graduate school administration programs at Creighton University to provide the candidate with diverse opportunities to learn through classes, problem-solving projects presentations, technology applications and field service. The portfolio is the candidate s opportunity to demonstrate leadership abilities in planning, organizing, coordinating, developing, and synthesizing learning in a portfolio format. The goal should be a portfolio that reflects quality, depth, and breadth of learning. The development of the portfolio should begin from the onset of studies and be used as a focus for learning, reflection, and dialogue with instructors. The program advisor is available for consultation throughout the process. PORTFOLIO CONTENTS The contents of the portfolio should reflect mastery of the School Administration Competency Areas that form the foundation of the school administration program. The candidate will document mastery with course products and reflective essays that integrate knowledge, dispositions, and skills in each area. The areas of competency include: 1) Strategic Leadership, 2) Instructional Leadership, 3) Organizational Leadership, 4) Political and Community Leadership, and 5) Catholic School Leadership (for those aspiring to leadership in a parochial school). Each of the five areas includes sub-headings or benchmarks which provide further definition of specific topics to be included (see School Administration Competency Areas). The portfolio should begin with a statement of the candidate s educational philosophy and continue with products and essays related to each of the four (or five) competency areas listed in the preceding paragraph. HOW TO WRITE YOUR PORTFOLIO 1. THE PERSONAL VISION OF EDUCATIONAL LEADERSHIP Consider the theories of leadership studied and exemplary leaders in education, business and politics, whose ideas and actions suggest a higher standard of leadership. Who are the models? What leadership traits and moral standards are worthy of admiration and emulation? What are the ethical beliefs and core values that determine exemplary leadership? What is the purpose of schools? How do you view learning? Review what you have learned about leadership and consider your own beliefs and values. Write a Personal Vision of Educational Leadership as the first section of your portfolio. Your personal vision should form the basis for everything that follows in your portfolio. The Personal Vision statement should be supported by at least three references from scholarly sources. All references should be cited using APA, 5 th edition, format. 2. INTRODUCING PORTFOLIO PRODUCTS

2 The portfolio should include five products created in courses throughout the program. In front of each of the five products, write a short introduction (prose or outline form) explaining the following: 1. When the product was developed. 2. The context in which it was developed (class, field-based project, leadership opportunity in your school, etc.) 3. If it was a joint product, what your role was and how much you contributed to the final form of the product. 4. The specifications for the product. If this was done for a class, provide the information from the syllabus or from the professor to explain why the product has this particular form. 5. The grade and/or other feedback received (generally, if a class product). 6. Whether the product was revised to get to this final form and what was changed. 7. How the product meets the portfolio requirement. Indicate the specific program benchmarks for the competency that you see this product addressing. 8. How this product demonstrates depth and breadth in learning and accomplishment of the competency (referring to benchmarks can help in justifying this). 9. A brief notation of the learning resulting from doing/creating the product. Example: This classroom product was completed in EDU between the dates of and. The project and resulting paper represent a joint effort. My role in the project was. My role in producing the written paper was. The feedback that the group received from the professor was. For me, this project brought depth and breadth to my work in this Competency Area in the following way:. It has addressed the following benchmarks and related Competencies. [By permission of Ford, S. (1997). Working draft for portfolio assessment. University of Colorado.] 3. THE PRODUCTS The portfolio should include products representative of best work completed by the candidate during the program. The purpose is to demonstrate integration of knowledge, dispositions and application of skills. Examples might include a copy of a supervision plan that the candidate created, a budget designed and implemented or a long-range plan for school/community relations. 4. WRITING AN INTEGRATIVE ESSAY Each product is to be accompanied by an integrative essay. Each essay should demonstrate an integration of learning, current research (use at least two supporting reference citations for each integrative essay), and personal reflections. All references cited should be written in APA, 5 th edition, format. Use these questions as a guide in developing each integrative essay. Integrate the knowledge base obtained from course work, field-based projects and other professional experiences to demonstrate depth and breadth for each of the competency areas. 1. What principles or approaches did you learn that will likely assist you as you work on similar issues. 2. What new information did you acquire that changed your knowledge and understanding of the issue/topic as it relates to this particular competency? 3. Are you able to construct an outline, model, or generalization about the processes involved in dealing with topics that fall under this particular competency? 4. What questions have been raised in working with this subject matter that suggest the need for further study? If the knowledge can be acquired easily, do so; otherwise, note the need to pursue this information at a later time and suggest a possible study plan. 5. What did you learn about yourself and your ability as a leader as you examined the benchmarks (specific knowledge, skills, and dispositions) of this competency? 6. How might you utilize your acquired knowledge, skills and dispositions as an educational leader with respect to this competency area?

3 [Bridges, E., & Hallinger, P. (1992). Problem-Based Learning for Administrators. ERIC Clearinghouse on Educational Management, University of Oregon.] 5. ORGANIZING YOUR PORTFOLIO 1. The portfolio is to be organized for presentation in electronic format (CD). The format needs to incorporate appropriate links that allow reviewers ease of movement and access within the portfolio contents. 2. Arrange the products, introductions, and essays in the order in which the competencies are presented. 3. Provide a Table of Contents. 4. For each of the School Administration Competency Areas, provide at least one product, an introduction to that product and an integrative essay. Refer to the benchmark indicators for each Competency Area when you write your essay. For example, Area I is Strategic Leadership. The benchmarks for this area include 1.1. Facilitate the development and implementation of a shared vision and strategic plan. Note only those benchmarks appropriate to the product chosen. 5. If planning to become an administrator in a Catholic school, include a product, introduction and essay for all five Competency Areas. Permeate your portfolio with indicators relating to leadership in Catholic education and choose one product and essay specifically related to Area 5, Leadership in Catholic Education.. 6. If planning to become an administrator in a public school, include five products with introductions and essays. You must have at least one for each of the first four competency areas. You may select any one of the four competency areas for the additional product, introduction, and essay. Example: aspiring Catholic school principal Table of Contents Vision for Leadership Area 1, one product, one essay Area 2, one product, one essay Area 3, one product, one essay Area 4, one product, one essay Area 5, one product, one essay Example: aspiring public school principal Table of Contents Vision for Leadership Area 1, one product, one essay Area 2, two products, two essays Area 3, one product, one essay Area 4, one product, one essay 6. PRESENTING THE PORTFOLIO The written presentation of the portfolio should demonstrate the candidate s ability to use computer technology, creativity, and organizational skills. Obviously, correct grammar and spelling are expected, as well as references cited using APA style. The candidate s final draft portfolio CD becomes the property of the Creighton Education Department.

4 Candidates may present a portfolio to the faculty 4-6 weeks before their intended graduation or when the candidate has only one course remaining in the program. An application form for a portfolio presentation is available on the pages to follow. The portfolio presentation and discussion will take approximately 60 minutes. 7. APPRAISAL OF THE PORTFOLIO The portfolio will be reviewed by a representative group of the school administration faculty, who will assess the quality and acceptability of the portfolio. In the event that deficiencies are noted, the candidate will be asked to make adjustments to the portfolio and/or engage in additional learning activities. The portfolio will be assessed using the Portfolio Assessment Criteria shown below. Each of the criteria will be rated using a 4-point scale, with four indicating superior work and one indicating unacceptable work. Criteria scores will be tabulated to produce an overall score. The entire portfolio then will be evaluated as follows: 4 = pass without revisions, 3 = pass with minor revisions by date indicated, 2 = pass with major revisions by date indicated, 1 = failure to pass, additional learning required. This scoring is not reflected as an official grade but is used to give feedback to the candidate. When all program requirements have been met, the Coordinator of Graduate School Administration Programs will make such certification to the Graduate Dean. PORTFOLIO ASSESSMENT CRITERIA 01. Portfolio contents address each of the following competency areas: strategic leadership instructional leadership organizational leadership political and community leadership Catholic school leadership (if appropriate) 02. Proficiency in each competency area is demonstrated through: a. products, b. accompanied by introductions, and c. reflective essays that integrate learning, research, and reflection. 03. Essays identify learning in terms of knowledge, skills, and dispositions. 04. Portfolio demonstrates effective research and clear writing. 05. Portfolio presents breadth and depth of learning. 06. Portfolio demonstrates ability to apply technology in meeting portfolio specifications. 07. Portfolio demonstrates individuality and creativity. 08. Oral presentation demonstrates clarity, correct grammar, and organization. CREIGHTON UNIVERSITY EDUCATION DEPARTMENT SCHOOL ADMINISTRATION PROGRAM APPLICATION FOR PORTFOLIO PRESENTATION

5 NAME DATE Certification sought (elementary or secondary administration) Anticipated graduation date Directions for portfolio presentation Submit this application to the Graduate School Administration Programs Advisor one month in advance of your anticipated portfolio presentation. The Program Advisor will schedule a mutually agreed-upon time with you and members of the school administration faculty for the presentation of your portfolio. Submit two electronic copies of the portfolio to the Program Advisor at least one week (7 days) in advance of your presentation so that faculty will have an opportunity to review the portfolio prior to your presentation. The candidate s presentation of the portfolio will consist of a brief oral description of the written artifacts contained in the portfolio followed by a discussion with faculty members regarding the student s personal learning and growth, along with perceptions of the strengths and weaknesses of the overall program. Assessment of the portfolio will be made using the Portfolio Assessment Criteria as identified above. Candidates will be informed of the assessment findings by means of the form that follows below. PORTFOLIO ASSESSMENT [To be completed by faculty advisor] A portfolio presentation by was held on at a.m./p.m.

6 Faculty members present included. The student s portfolio was evaluated as follows: Pass Pass with minor revisions by Pass with major revisions by Failure to pass COMMENTS: Signature of faculty advisor STUDENT ASSESSMENT of the SCHOOL ADMINISTRATION PROGRAM and IMPACT ON PERSONAL GROWTH

7 As the final piece of the Master s Degree portfolio process, you are asked to complete the following student evaluation form and submit it to your advisor immediately following the presentation of your portfolio. A. Student s evaluation of impact of program on self: B. Student s evaluation of effectiveness of program areas of strength and areas needing development. Date