College of Education Electronic Portfolio:

The Florida A&M University College of Education has adopted an electronic “portfolio model,” to assist students in meeting the six standards described as the Florida Educator Accomplished Practices. The Florida Education Standards Commission established minimum competencies that all pre-service teachers are asked to demonstrate prior to graduation. These competencies were revised in 2015 to reflect Quality of Instruction, Learning Environment, Instructional Delivery and Facilitation, Assessment, Continuous Professional Improvement and Ethics. The portfolio documents the development of pre-service teachers against these competencies and is seen as a working document that pre-service teachers can build on as they move into their professional lives as educator.

Purpose:

The College of Education Electronic Portfolio has three purposes:

• To be a vehicle for thoughtful and knowledgeable reflection on the correlation between the pre-service teacher’s Florida Accomplished Educator Practices.
• To exhibit growth of knowledge and skills that lead to effective teaching. These will be presented in the form of evidence categorized by the Florida Accomplished Educator Practices.
• To further understand teaching as a profession and the most appropriate applications of their studies.

Reflections:

Students write reflections for each piece of evidence. They describe the evidence and its relevance to the Florida Accomplished Practices, how the evidence relates to one of the six conceptual framework themes and detail how it will impact their future teachings.

Evidence:

Criterion for the portfolio includes a variety of sources of evidence (formal and informal assessments, action research, self reflection from video critique, and the teaching of a unit)

Assessment :

An informal assessment of the Electronic Portfolio begins with the student’s first course after being accepted in the Teacher Education Program. At the conclusion of each course, students are required to submit three artifacts to be assessed by course instructor. Each instructor gives credence to the student's work through the formal grading procedures (outlined in the course syllabus). At the beginning of the internship, candidates are required to post artifact into the level II program portfolio. These artifacts are aligned to the accomplished practices.