KENNESAW STATE UNIVERSITY
BAGWELL COLLEGE OF EDUCATION
Elementary and Early Childhood Education
Summer Semester, 2006
I.
ECE 7851 Portfolio Completion
II. INSTRUCTORS:
Dr. Linda B. Akanbi
Kennesaw Hall, Room 2333
Office Phone: (770) 423-6481
e-mail: lakanbi@kennesaw.edu
Office Hours: By appointment
Dr. Rick Breault
Kennesaw Hall, Room 2329
Office Phone: (770) 423-6958
e-mail: rbreault1@kennesaw.edu
Office Hours: By appointment
III. Class Sessions:
IV. Recommended Texts:
Publication Manual of the American Psychological Association. (2002). Washington,
D.C.: American Psychological Association.
Campbell, D.M., Cignetti, P.D., Melenyzer, B. J., Nettles, D. H. & Wyman, R. M.
(2004). How to Develop A Professional Portfolio: A Guide for Teachers. Boston:
Pearson, Allyn & Bacon.
Catalog Description:
Candidates will complete a portfolio based on work throughout the program. This
portfolio will include evidence that supports a subject matter expert, a facilitator of
learners, and a collaborative professional.
Purpose/Rationale:
Conceptual Framework Summary:
Collaborative Development of Expertise in Teaching and Learning
“The Collaborative Development of Expertise in Teaching and Learning” is the
basis for all of Kennesaw State University’s teacher education programs. Working from a
solid content background, the teacher as facilitator demonstrates proficient and flexible
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use of different ways of teaching to actively engage students in learning. Teachers as
facilitators are well versed in the characteristics of students of different ages, abilities and
cultural backgrounds. They are skilled in integrating technology into instruction and
create an environment in which students can be successful and want to learn. Teachers as
facilitators know when and how to assess learning by means of various forms of
traditional and authentic assessments. They are well prepared for successful careers in
teaching and are expected to act in a professional manner in all circumstances with
colleagues, parents, community members and their own students. As a professional
educator, the teacher facilitator values collaboration and seeks opportunities to work with
other professionals and community members to improve the educational experiences for
children and youth. This course contributes to the candidates’ understanding of their
developing role as a professional facilitator by supporting their educational growth as
they learn to effectively teach students.
Knowledge Base:
Teacher development is generally recognized as a continuum that includes four phases:
pre-service, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as
Sternberg (1996) believes that the concept of expertise is central to analyzing the
teaching-learning process, the teacher education faculty at KSU believes that the concept
of expertise is central to preparing effective classroom teachers and teacher leaders.
Researchers describe how during the continuum phases teachers progress from being
Novices learning to survive in classrooms toward becoming Experts who have achieved
elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an endstate but a process of continued development.
Professional Portfolio Narrative
A required element in each portfolio for the Graduate Program is the portfolio narrative.
The purpose of the portfolio narrative is to ensure that every candidate reflects on each of
the proficiencies on the CPI with regard to what evidence the candidate has selected for
his/her portfolio. In your portfolio, you need to include a narrative which includes
descriptive, analytic and reflective writing in which you reflect on each proficiency
and how you make the case that the evidence you have selected in your portfolio supports
a particular proficiency, using the Portfolio Narrative Rubric as a guide. The narrative
should be comprehensive, documenting research-based best practices.
Use of Technology:
Technology Standards for Educators are required by the Professional Standards
Commission. Telecommunication and information technologies will be integrated
throughout the master teacher preparation program, and all candidates must be able to use
technology to improve student learning and meet Georgia Technology Standards for
Educators. During the courses, candidates will be provided with opportunities to explore
and use instructional media, especially microcomputers, to assist teaching. They will
master use of productivity tools, such as multimedia facilities, local-net and Internet, and
feel confident to design multimedia instructional materials, create WWW resources, and
develop an electronic learning portfolio.
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Diversity Statement:
A variety of materials and instructional strategies will be employed to meet the needs of
the different learning styles of diverse learners in class. Candidates will gain knowledge
as well as an understanding of differentiated strategies and curricula for providing
effective instruction and assessment within multicultural classrooms. One element of
course work is raising candidate awareness of critical multicultural issues. A second
element is to cause candidates to explore how multiple attributes of multicultural
populations influence decisions in employing specific methods and materials for every
student. Among these attributes are age, disability, ethnicity, family structure, gender,
geographic region, giftedness, language, race, religion, sexual orientation, and
socioeconomic status. An emphasis on cognitive style differences provides a background
for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for
persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the
Americans with Disabilities Act of 1990. A number of services are available to support
students with disabilities within their academic program. In order to make arrangements
for special services, students must visit the Office of Disabled Student Support Services
(ext. 6443) and develop an individual assistance plan. In some cases, certification of
disability is required.
VII. Goals and Objectives:
The KSU teacher preparation faculty is strongly committed to the concept of teacher
preparation as a developmental and collaborative process. Research for the past 25 years
has described this process in increasingly complex terms. Universities and schools must
work together to successfully prepare teachers who are capable of developing successful
learners in today’s schools and who choose to continue their professional development.
ECE 7851 Prospectus and Portfolio Completion
Goal: The candidate will complete a final portfolio representing an in-depth
understanding of instructional inquiry and teaching excellence in his/her own situational
context. The portfolio will present evidence of skills in subject matter expertise,
facilitator of learning, and collaborative professional evidence.
Objectives:
As a result of the satisfactory fulfillment of the requirements of these courses, the
candidate will:
1. Complete a portfolio based on work throughout the program (CF 1.1, 1.2, 1.3, 1.4, 2.1,
2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 3.1, 3.2, 3.3, 3.4)
VIII. Course Requirements/Assignments*
The candidates will develop materials and activities, and write a narrative to answer the
following questions:
How will I demonstrate the content knowledge and professional expertise in an eportfolio?
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How can I demonstrate that my expertise has developed along a continuum, reflecting
renewal of my teaching and developed skills in recognizing, facilitating, assessing, and
evaluating student learning?
How can I demonstrate my achievements in the growth of collaborative professionalism?
How does the evidence in my e- portfolio support the various indicators?
IX. Evaluation and Grading
Class Requirements and Assignments
Class Activities
Points
Assessed
ECE 7851
Complete all three sections of portfolio
Presentation of final E-Portfolio
Grades will be assigned as follows:
91-100 average points
81-90 average points
71-80 average points
<70 average points
150
50
Course
Objectives
Obj. 2
Obj. 2
A
B
C
F
X. Academic Honesty Statement
Page 159 of the KSU Graduate catalog (2002 - 2003) states: The high quality of
education at Kennesaw State University is reflected in the credits and degrees its students
earn. The protection of these high standards is crucial sine the validity and equity of the
University’s grades and degrees depend upon it, Any student found guilty of an infraction
of a regulation for academic honesty shall be suspended for at least on semester unless
evidence is provided to convince the court that substantial mitigating circumstances
existed in that student’s offense.
XI. Class Attendance Policy
Students should make every effort to attend classes as scheduled. We will be learning
how to use electronic equipment, evaluating our own learning, and providing feedback to
each other. Class discussions, group work, peer evaluation activities require that
everyone be present.
*NOTE: This course outline is subject to change at the discretion of the
professors. Expect further course assignments, e.g., additional class or committee
meetings, a speaker (s); and other tasks as needed. Please check your WebCT
calendar regularly for course updates.
XII. Course Outlines
Class #
Activity
Topic
Facilitators
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Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Review of Summer Setting the Stage for Phase III
Work
E-Portfolio Part I
Getting Started the E-Portfolio
Akanbi
Group Work and Lab Selecting appropriate artifacts for the
time for the ESubject Area Expertise area of the Eportfolio
portfolio
Group Work & Lab Selecting appropriate artifacts for the
time for the EFacilitator of Learning area of the EPortfolio
Portfolio
Group Work & Lab Selecting appropriate artifacts for the
time for the EProfessionalism area of the E-Portfolio
Portfolio
Group work and Lab Writing the Portfolio Narrative
time for the EPortfolio
E-Portfolio
Presentation of final E-Portfolio
Presentations
Akanbi
Individual
conferences as
needed
Akanbi
Reserved for completion needed on any
assignments
Akanbi & Breault
Akanbi
Akanbi
Akanbi
Akanbi, Ouyang ,
Breault & Ukeje
XIII. References/Bibliography
Conceptual Framework Summary References:
Odell, S. J., Huling, L., & Sweeny, B. W. (2000). Conceptualizing quality mentoring,
background information. In S. J. Odell & L. Huling (Eds.), Quality mentoring for novice
teachers (pp. 3-14). Indianapolis, IA: Kappa Delta Pi.
Sternberg, R. J. (1996). Educational psychology has fallen, but it can get up.
Educational psychology review, 8(2), 175-185.
Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes
an expert student? Instructional Science, 26, 127-140.
Classic Works:
Dewey, J. (1938). Logic: The theory of inquiry. New York: Henry Holt.
Silberman, C. (1971). Crisis in the classroom. New York: Random House.
Others:
Anderson, R. & Speck, B. (2001). Using technology in K-8 literacy classrooms. Upper
Saddle River, New Jersey: Merrill.
Brause, R.S. & Mayher, J.S. (Eds.) (1991). Search and research: What the inquiring
teacher needs to know. London: Falmer Press.
Elbow, P., & Belanoff, P. (1986). Staffroom interchange: Portfolios as a substitute for
proficiency examinations. CCC, 37, 336-339.
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Good, T. L. & Brophy, J. E. (1987). Looking in classrooms. (4th ed). New York: Harper
& Row.
Kincheloe, J. (1991). Teachers as researchers: Qualitative inquiry as a path to
empowerment. London: Falmer Press.
LaBoskey, V.K. (1994). Development of reflective practice. New York: Teachers
College Press.
McIntyre, D.& Byrd, D. (Eds.) (2000). Research on Effective Models for Teacher E
ducation. Thousand Oaks, California: Corwin Press
Newby, T. J., Stepich, D. A., Lehman, J.D., & Russell, J. D. (2000). Instructional
technology in teaching and learning. Upper Saddle River, New Jersey: Merrill.
Russell, T. & Munby, H. (Eds.) (1992). Teachers and teaching: From classroom to
reflection. London: Falmer Press.
Schon, D. (1983). The reflective practitioner: How professionals think in action. New
York: Basic Books.
Smyth, J & Shacklock, G. (1998). Re-Making Teaching; Ideology, policy and practice.
London: Routledge.
Tabachnick, B.R. & Zeichner, K. (1991). Issues and practices in inquiry orientedteacher education. London: Falmer Press.
Zessoules, R. & Gardner, H. (1990). Authentic assessment: Beyond the buzzword and
into the classroom. Submitted for publication in Assessment in Schools, ed. Vito
Perrone. Cambridge, MA: Harvard Project Zero
NOTE: This course outline is subject to change at the discretion of the
Professors. Expect further course assignments, e.g., a field trip (s); additional
class or committee meetings, a speaker (s) ; and other tasks as needed.
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