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ASTL 5700/6700/7700 Syllabus

Course Syllabus

ASTL 5700/6700/7700 - Portfolio Development

3 Credit Hours

Course Information

Course Description:

This course presents an overview of the teaching portfolio as an authentic assessment tool used to document the scholarship of teaching. It requires educators to use artifacts, products, and teacher work samples as evidence of effective teaching with the standards. The portfolio expands to include student work samples as supportive evidence of that effectiveness. This course is focused on collection and presentation of teacher-developed instructional examples organized comprehensively to demonstrate the educator’s abilities in planning and teaching, assessment and evaluation, reflection, professional growth, and communication. Some aspects of the professional portfolio developed in this class will follow the National Board for Professional Teaching Standards requirements.

Course Outcomes:

This course addresses the five core propositions of the National Board for Professional Teaching Standards:

  1. Teachers are committed to students and their learning.
  2. Teachers know the subjects they teach and how to teach those subjects to students.
  3. Teachers are responsible for managing and monitoring student learning.
  4. Teachers think systematically about their practice and learn from experience.
  5. Teachers are members of learning communities.

Upon completion of ASTL 5700 Portfolio Development, the student will know and be able to:

  1. Reflect upon the course of study and establish a context for the Professional Portfolio.
  2. Support the context with artifacts completed during the course of study for the M.ED. Advanced Studies in Teaching and Learning.
  3. Support the context with teacher work samples and student work samples from the classroom environment.
  4. Describe (using self-evaluation and reflection) the relationship of each artifact/teacher work sample and each student work sample to the NBPTS standards appropriate for the area of certification. 
  5. Describe (using self-evaluation and reflection) the relationship of each artifact/teacher work sample and each student work sample to the appropriate specialty professional associations(s). 
  6. Define and describe (using self-evaluation and reflection) the changes that will take place in teaching, the learning environment and evaluation of students as a result of new understanding and expertise.
Prerequisites & Co-requisites:

Teacher certification, admission to the TN eCampus M.Ed. program or departmental approval.

Course Topics:

Module One: Introduction to Portfolio Development

A. Overview Uses and Types of Portfolios

B. Portfolio Structure National Level

  1. The National Board for Professional Teaching
  2. Interstate New Teacher Support and Assessment Consortium-(INTASAC) Model Standards for Beginning Teacher Licensing and Development: A Resource for State Dialogue
  3. NCATE Affiliated Professional Associations
  4. Tennessee Framework for Evaluation and Assessment of Teaching

Module Two: Using the Standards as a Context for Portfolio Development

A. NCATE Affiliated Professional Organizations

B. National Board Certification Standards

  1. General Requirements
  2. Requirements for Evidence

C. Self-Evaluation of Teaching

  1. Problem Identification or Delineation
  2. Information Gathering
  3. Reflection and Decision Making
  4. Application and Change

D. Reflection

Module Three: Reflection on Student Work and Teaching

A. Identifying the physical structure of a portfolio Hard Copy, Electronic

B. Determining Self-Reflection Guidelines and Criteria

C. Describe, using professional language, student performance in the classroom.

D. Select and prepare student work samples for placement in a Professional Portfolio.

E. Use the three stages of reflection in professional writing.

F. Write on current topics and issues affecting education.

G. Use the Professional Teaching Standards to describe your teaching practice.

Specific Course Requirements:

Additional information on each assignment can be found in the Course Modules on the Course Content Page.

Textbooks, Supplementary Materials, Hardware and Software Requirements

Required Textbooks:

Please visit the Virtual Bookstore to obtain textbook information for this course. Move your cursor over the "Books" link in the navigation bar and select "Textbooks & Course Materials." Select your Program, Term, Department, and Course; then select "Submit."

Supplementary Materials:

None.

Hardware and Software Requirements:

Minimum hardware requirements can be found here.

Minimum software requirements can be found here.

Common applications you might need:

Web Resources:

Purdue OWL Online Writing Lab (for APA, MLA, or Chicago style)

The Writing Center Online Writer's Handbook

Student Resources:
  • Technical support information can be found on the TN eCampus Help Desk page.
  • Smarthinking virtual tutoring is available FREE of charge. to access Smarthinking, visit the course homepage and select Smarthinking under Course Resources. You also view sample sessions to see what Smarthinking offers and how it works.
  • Information on other student issues or concerns can be located on the TN eCampus Student Resources page.

Instructor Information

Please see "Instructor Information" in the Getting Started Module for instructor contact information, virtual office hours, and other communication information. You can expect to receive a response from the instructor within 24-48 hours unless notified of extenuating circumstances.

Participation, Assessments, & Grading

Testing Procedures:

There are no tests in this course.

Grading Procedures:

Active participation in discussion (following the principles of civil discourse), assignments (following the appropriate assignment guideline), and self-evaluation all contribute to the final grade.

Evaluation is designed to improve and educate student performance, not merely to audit it. Assessment is a way to help students systematically to self-evaluate performance. This form of assessment has two essential qualities: it is anchored in authentic tasks, tasks that teach students how they will actually be challenged in the field, and it provides practitioners with feedback and opportunities readily usable to revise performance on similar tasks.

Each assignment has a point value. All assignments are of equal worth. One-hundred (100) points is allotted per assignment.

Grading Scale:

90-100 A

80-89 B

70-79 C

65-70 D

Below 65 F 

Assignments and Projects:

Assignment 1:Professional Vita (100 points)

Assignment 2: Chart Using the Standards (100 points)

Assignment 3: Improving Your Teaching Practice (100 points)

Assignment 4: Writing Context Statements and Reflection on Artifacts and Documented Accomplishments (100 points)

Assignment 5: Reflection on Student Work (100 points)

Assignment 6: Writing Reflective Commentaries on Assigned Topics (100 points)

Assignment :7 Paper on Standards and Teaching (100 points) Seven Writing Topics (25 points each)

Threaded Discussions (100 points)

Total Points Possible (975 points)

 

Discussion Boards:

Module 1:

Discussion 1: Introduce Yourself

Discussion 2: Your Portfolio Experience

Module 2:

Discussion 1: The Standards

Discussion 2: The Changing Face of Education

Module 3:

Discussion 1: Reflection

Discussion 2: Living Portfolios

Writing Topics:

  1. Autobiographical Sketch
  2. National Board Certification
  3. Recognizing Quality Teaching with the Standards
  4. Classroom Environments
  5. Professional Learning Communities
  6. Educational Acronyms
  7. Experts in the Field

 

Class Participation:

Students must participate thoughtfully and actively in threaded discussion events, students must check the course bulletin board frequently for announcements, students are expected to communicate with the instructor as a learning resource.

Late Policy:

Review the course calendar for due dates on assignments and threaded discussions. Assignments posted past the due date will not be accepted.

Course Ground Rules

The following two statements (1., 2.) were derived from the TBR System-wide Student Rules document, released January 2012:

RULES OF THE TENNESSEE BOARD OF REGENTS STATE UNIVERSITY AND COMMUNITY COLLEGE SYSTEM OF TENNESSEE SYSTEMWIDE STUDENT RULES CHAPTER 0240-02-03 STUDENT CONDUCT AND DISCIPLINARY SANCTIONS

Read the document in its entirety here.

1. Standards of Conduct:

  • Students are required to adhere to the same professional, legal and ethical standards of conduct online as on campus. In addition, students should conform to generally accepted standards of "netiquette" while sending e-mail, posting comments to the discussion board, and while participating in other means of communicating online. Specifically, students should refrain from inappropriate and/or offensive language, comments and actions.

2. Review the TN eCampus Academic Integrity/Academic Honesty Policy:

  • In their academic activities, students are expected to maintain high standards of honesty and integrity. Academic dishonesty is prohibited.

Such conduct includes, but is not limited to:

  • an attempt by one or more students to use unauthorized information in the taking of an exam
  • to submit as one's own work, themes, reports, drawings, laboratory notes, computer programs, or other products prepared by another person,
  • or to knowingly assist another student in obtaining or using unauthorized materials.

Plagiarism, cheating, and other forms of academic dishonesty are prohibited.

Students guilty of academic misconduct, either directly or indirectly through participation or assistance, are subject to disciplinary action through the regular procedures of the student’s home institution.  Refer to the student handbook provided by your home institution to review the student conduct policy.

In addition to other possible disciplinary sanctions that may be imposed, the instructor has the authority to assign an "F" or zero for an activity or to assign an "F" for the course.

Other Course Rules:

Students are expected to:

  • Participate in all aspects of the course
  • Communicate with other students
  • Learn how to navigate in Brightspace
  • Keep abreast of course announcements
  • Use the assigned course management (Brightspace) email address rather than a personal email address
  • Address technical problems immediately:
  • Observe course netiquette at all times.

Guidelines for Communications

Email:

  • Always include a subject line.
  • Remember without facial expressions some comments may be taken the wrong way. Be careful in wording your emails. Use of emoticons might be helpful in some cases.
  • Use standard fonts.
  • Do not send large attachments without permission.
  • Special formatting such as centering, audio messages, tables, html, etc. should be avoided unless necessary to complete an assignment or other communication.
  • Respect the privacy of other class members

Discussions:

  • Review the discussion threads thoroughly before entering the discussion. Be a lurker then a discussant.
  • Try to maintain threads by using the "Reply" button rather starting a new topic.
  • Do not make insulting or inflammatory statements to other members of the discussion group. Be respectful of other’s ideas.
  • Be patient and read the comments of other group members thoroughly before entering your remarks.
  • Be cooperative with group leaders in completing assigned tasks.
  • Be positive and constructive in group discussions.
  • Respond in a thoughtful and timely manner.

Library

The Tennessee Virtual Library is available to all students enrolled in TN eCampus programs and courses. Links to library materials (such as electronic journals, databases, interlibrary loans, digital reserves, dictionaries, encyclopedias, maps, and librarian support) and Internet resources needed by learners to complete online assignments and as background reading will be included within the course modules. To access the Virtual Library, go to the course homepage and select the Virtual Library link under Course Resources.

Students with Disabilities

Qualified students with disabilities will be provided reasonable and necessary academic accommodations if determined eligible by the appropriate disability services staff at their home institution. Prior to granting disability accommodations in this course, the instructor must receive written verification of a student's eligibility for specific accommodations from the disability services staff at the home institution. It is the student's responsibility to initiate contact with their home institution's disability services staff and to follow the established procedures for having the accommodation notice sent to the instructor.

Syllabus Changes

The instructor reserves the right to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual email communication and posting both notification and nature of change(s) on the course bulletin board.

Disclaimer

The information contained in this syllabus is for general information purposes only. While we endeavor to keep this information up-to-date and accurate, there may be some discrepancies between this syllabus and the one found in your online course. The syllabus of record is the one found in your online course. Please make sure you read the syllabus in your course at the beginning of the semester. Questions regarding course content should be directed to your instructor.


Last Revised on April 28, 2017