The Professional Portfolio provides an opportunity for students to reflect on their learning and professional growth through the construction of a culminating portfolio. It serves to document and deepen students' knowledge of reflective practice and understanding of the competencies they have gained because of their participation in the M.Ed. program of studies.
The Professional Portfolio is done within the context of two formal courses offered winter and spring quarters. BEDUC 595 Part One is for 3 credits; BEDUC 595 Part Two also is for 3 credits (but by permission of the instructor, a student may enroll for 4 credits).
Writing commenced in the first quarter will be extended and revised during the second quarter. Guidelines for the Professional Portfolio are framed within the context of the course syllabi. A public presentation of the portfolio also is required.
Table of Contents
The Table of Contents shall be provided, including listing the major sections of the portfolio and subheadings.
1. Interpretation of Reflective Practice
This statement should focus on your understanding of reflective practice based on course readings in the professional portfolio seminars as well as other courses and experiences in the M.Ed. Program and your professional practice.
2. Reflection on Practice
This statement should reveal your understanding of yourself and your practice, including several or all of these aspects:
- Philosophical: Your goals, visions, and images of yourself as an educator
- Professional: Your competency and artistry as an educator
- Affective: Your feelings about yourself and your identity as well as other people who influence your practice
- Ethical: Your moral beliefs, values, and system of ethics that influence your practice
- Sociocultural: The social, cultural, political and economic forces that influence your practice
If you are not a professional educator, you may develop this section by writing a philosophical statement of what you believe should be an educator's knowledge, aims and values - drawing from five aspects of reflective practice above and connecting to readings, films, and class activities within your M.Ed.
3. Demonstration of Depth of Knowledge:
This requirement shall be fulfilled by:
- Providing five entries showing depth of knowledge in five different areas - at least one that demonstrates your commitment to social justice, equity, diversity, and school improvement. Two of the entries should be formal papers and three of the entries may be examples of demonstration.
- Each entry should include a reflection with these components:
- How this learning connects to your work in the M.Ed. Program, e.g., courses, readings, films, papers, projects, and class activities.
- What this entry signifies about you as a learner.
- What this entry signifies about you as an educator.
- Particularly for the fifth entry (but for other entries as applicable), how this work demonstrates your commitment to social justice, diversity, equity, and school improvement.
Examples of knowledge areas are:
- Democracy/equity/social justice
- Diversity and culture
- Purpose/function/history of schools
- Curriculum development
- Knowing children/youth in multiple learning contexts
- Teaching and learning? Purposes, roles and techniques of inquiry and research
- Major voices in a particular academic/educational field
- Professional ethics
- Educational policy
- Education leadership
Examples of demonstration of depth of knowledge include:
- Annotated bibliography
- Literature review
- Academic book review prepared for publication?
- Manuscript for publication
- Conference presentation
- Web site
- Video or CD production
- Child study
- Documentation or evaluation of professional growth
- Documentation of leadership in the school, district, and community
- Curriculum development
- Grant application for school improvement or equity
- Advocacy in schools and communities
4. Reflection on Growth and Learning in the M.Ed. Program
The concluding section of your portfolio should be a self-reflection about your most significant learning during your M.Ed. program, including consideration of your growth as a scholar, educator, and reflective practitioner. You should draw from specific concepts and readings to illustrate your discussion.