A story of documenting evidencefor teacher professional standards                 Jennifer Rowley: jennifer.rowley@sydney....
Background• Who? Faculty & Educational Designer/ePortfolio  coordinator partnership• How? Pebble PAD• Why? Introduction of...
Professional Standards• What were they?• How could achievement be “proven”?• What was the relationship between  profession...
Embedding into curriculumActivities usingeportfolio
ePortfolio as “story” rather                   than “storage”• Evidence or artefacts required to  document achievement of ...
PebblePad• PebblePad was a suitable platform as it is  more than an ePortfolio and cv tool – it‟s a  PLE that encourages a...
ePortfolios and teaching philosopy
Students‟ early comments on                         PebblePad• “Love the idea of online portfolios! Being able to chart pr...
ePortfolios and CVs
ePortfolios and the Capstone experience
Synthesis of learningExamples of students‟ work (with permission of students so  no names changed)• https://eportfolio.syd...
Going beyond• Progressed well beyond original task• Rich learning biographies• Demonstrating development as a teacher  hol...
A story documenting evidence for teacher professional standards
A story documenting evidence for teacher professional standards
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A story documenting evidence for teacher professional standards

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Ruth Weeks

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  • Teachers know their subjectTeachers know their studentsTeacher plan for effective learningTeachers communicateTeachers create learning environmentsTeachers continually improve their knowledge  Teachers engage in their profession and community
  • A story documenting evidence for teacher professional standards

    1. 1. A story of documenting evidencefor teacher professional standards Jennifer Rowley: jennifer.rowley@sydney.edu.au Ruth Weeks: ruth.weeks@sydney.edu.auSYDNEYCONSERVATORIUMOF MUSIC
    2. 2. Background• Who? Faculty & Educational Designer/ePortfolio coordinator partnership• How? Pebble PAD• Why? Introduction of graduate teacher professional standards & and this created demand for documentation/evidence of achievement• When? 2009 – Planning (grant); 2010 – Trial & student training; 2011 - Implementation
    3. 3. Professional Standards• What were they?• How could achievement be “proven”?• What was the relationship between professional standards and assessment tasks?
    4. 4. Embedding into curriculumActivities usingeportfolio
    5. 5. ePortfolio as “story” rather than “storage”• Evidence or artefacts required to document achievement of professional standards• Boring ?• Resulted from training, literature and intellectual growth – the more we did it the more we understood• Having an „expert‟ at a critical time of implementation
    6. 6. PebblePad• PebblePad was a suitable platform as it is more than an ePortfolio and cv tool – it‟s a PLE that encourages and scaffolds the process of reflective learning• Centrally supported and „safe‟• Opportunity for integration into other virtual learning spaces
    7. 7. ePortfolios and teaching philosopy
    8. 8. Students‟ early comments on PebblePad• “Love the idea of online portfolios! Being able to chart progress and add to it as you go while retaining useful past information simply and effectively is an invaluable tool.” (2nd May 2010)• “I agree that maintaining this information in an electronic form is going to be useful, particularly when seeking employment. I think that PebblePad is also going to be a good tool for establishing a CV and updating it as required. I was concerned that PebblePad would only be as useful as a personal record however, if we only use it in the expectation that others will read it in the future it will be any easy way to tell your own story in an informal way not always possible, or appropriate, in job applications” (7th May 2010)
    9. 9. ePortfolios and CVs
    10. 10. ePortfolios and the Capstone experience
    11. 11. Synthesis of learningExamples of students‟ work (with permission of students so no names changed)• https://eportfolio.sydney.edu.au/pebblepad• Tara‟s story: used an assessment task from a composition unit of study (2009) taught this to her class whilst on prac (2010). She then filmed this and placed on Pebble PAD to meet one professional standard (2011)• Joyce‟s story: created a blog whilst on prac (2010) and demonstrates the achievement of professional standards (2011).
    12. 12. Going beyond• Progressed well beyond original task• Rich learning biographies• Demonstrating development as a teacher holistically• Student engagement and student experienceQuestions?

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