Porfolio Evidence and Artifacts

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Portfolio Evidence and Artifacts

IMPORTANT: A passing score on the preliminary portfolio is a prerequisite for Apprentice Teaching. Students without a passing score will not be cleared to register for EDC 651S or UTS 170. This prerequisite is firm and there is no appeal. All sections of all proficiencies are required.

 

Many kinds of material can be used as evidence for the preliminary portfolio: lesson plans, reflection assignments, observation feedback forms, video of your teaching, copies or images of student work, exams, papers, homework assignments, lab reports. As you engage in field experiences, think in terms of artifacts for the portfolio. Take a quick picture of work students have done on the blackboard or projects built collaboratively. Remember to respect student privacy and black out any identifiers, such as names and faces. Ask your instructors if you have any questions. Err on the side of caution.

You may also find that experiences from outside the university are helpful in addressing certain proficiencies: work you have done through an internship, a tutoring job, or a coaching position, for example.

A single piece of evidence may be used in more than one proficiency. For maximum clarity, save the document with a new title each time you use it. Highlight the parts of the lesson plan that are relevant to each proficiency, e.g., technology and collaborative learning. This helps you be sure you’re matching the right document to the right proficiency.

Artifacts from UTeach courses can include specific assignments, like a generative lesson plan from Knowing and Learning or responses to a forum prompt from Classroom Interactions.  Think about drafts of assignments, too.  Courses with material relevant to specific proficiencies are identified at the end of each Section, but other coursework may also apply.  Artifacts from course work, like drafts, papers, and exams, that include instructor comments and grades make especially good evidence.

Material from content courses can also be used.  In particular, think about lab courses, both lower- and upper-division and any research methods course (UTeach, Dean’s Scholars, Freshman Research Initiative, etc.).  Or think about a particularly challenging proof or the kind of problem solving you did in any Moore Method course.  Save documents that seem to fit into proficiencies, especially ones with instructor comments and grades.

IMPORTANT: You are expected to include at least one piece of evidence per proficiency. The best way to make sure you’re able to do this is to take advantage of the generous allotment of space in UT Box and just save everything whether you’re certain it would be useful or not. 

The final portfolio, produced during the Apprentice Teaching semester, further develops the skills of the preliminary portfolio. Requirements for the final portfolio are more extensive than for the preliminary portfolio and there is an expectation of greater depth, maturity, and competence at this level, as students are preparing to launch their careers as professionals. You will receive separate instructions in your Apprentice Teaching semester.