There are many different types of portfolios and they may be used for a variety of reasons in contemporary society.  The Education Department at Chesapeake College views a professional “working” portfolio as an ongoing developmental progression beginning within the first two years of teacher education.  The portfolio houses samples of academic work and reflections that provide evidence toward learning, growth and professional development.

Specific Portfolio Outcomes include:

·         Document and provide evidence of content knowledge and the ability to use a variety of strategies to acquire such knowledge.

·         Demonstrate that learning encompasses many facets (physical, cognitive, emotional, social, and cultural)

·        Analyze and reflect on individual learning

·        Provide evidence of the necessary dispositions required for effective teaching (i.e., celebrate diversity, multiculturalism)

·        Provide evidence of technological competence

·        Demonstrate an understanding of school dynamics

·        Celebrate accomplishments and communicate future goals both personally and professionally

·        Document and celebrate the ability to be a reflective practitioner who continually evaluates the effects of his/her choices and actions on others, both in personal and professional situations

·        Provide a record of progress for volunteer / field work / community service

·        Foster the development of competencies necessary to continue education training at a four-year institution.

  The portfolio is to be considered a “living” document that will grow and change over time.  Teacher candidates will begin creating a portfolio during their first two years at Chesapeake College then continue to add important documents during the ladder part of the bacheloriate process.  All required components of the portfolio will be accessible both in a hard-copy binder and electronically. This means in addition to creating a binder-type portfolio, you must organize and burn everything onto a CD.  Complete assistance will be available on an ongoing basis through the Academic Computing Labs located on the second floor of the Learning Resource Center. 

Prior to graduation, each teacher candidate must submit and formally present their portfolio to a panel selected by the Education Department. This panel may include professors, administrators and local school personnel.  Each presentation and portfolio will be evaluated using the rubric included in this booklet.  It is the responsibility of each student to contact the Department Chair for the Education Department to schedule a time to present the portfolio. This should be done early in the semester the degree-seeking student intends to graduate to allow for any necessary revisions.  Students failing to do so WILL NOT SUCCESSFULLY GRADUATE until meeting this requirement.  A checkpoint has also been established and linked to EDU 213 Field Experience for Educational Psychology.  While enrolled in this course, teacher candidates must have their portfolio reviewed by the instructor.   It is understood that while enrolled in EDU 213 the portfolio will be in the beginning stages and is therefore, not expected to be formally completed.