316 - E-folio checkpoint

EDUC 316 (Elem)/EDUC 311 (Sec)- E-folio Checkpoint

The purpose of the e-folio is two-fold:

1) It is a place where the individual can demonstrate an awareness of himself or herself in context, i.e., the individual critically analyses and assesses his or her own areas of strength and weakness, and demonstrates the ability to set appropriate, challenging goals for continued growth; and,
2) it is a place where the individual can document competency, i.e., make connections between evidentiary artifacts to illustrate how his or her work fits and meets the BC College of Teachers Standards as outlined in the ASR regarding teaching competency.

In general, there are four steps in the e-folio development process:
• Collection, i.e., saving artifacts that represent the day-to-day results of teaching and learning;
• Selection, i.e., students review and evaluate the artifacts saved and identify those that demonstrate achievement of specific standards or goals;
• Reflection, i.e., identifying the ways in which the artifact demonstrates your growth as a teacher; and,
• Presentation, i.e., sharing the e-folio in order to receive feedback.

The purpose of this assignment is to have you:
1. Select four (4) artifacts;
2. Write a reflection for each of the artifacts;
3. Post your artifacts with your reflections into your e-folio; and,
4. Present your evolving e-folio to a small group.

As you select your artifacts you should consider the following questions:
• Why does this particular artifact appeal to you?
• What qualities does this artifact reveal about you?
• What is your rationale for including this artifact?

Criteria	Meets expectations	Exceeds expectations
Collect and present evidentiary artifacts that have been compiled over time and that: - draw upon a variety of components; - are gathered from a variety of sources; and - demonstrate the application of various frameworks. Artifacts may be visual or textual, and associative or linear in presentation).	• Artifacts included make a case for the individual’s own teaching effectiveness. • Artifacts include samples of self-reflection, self-analysis and self-development that illustrate growth, and reflect an understanding of the value of reflection in learning contexts. • Artifacts demonstrate a good understanding of the individual’s process of learning to teach and of his or her own process of becoming a student of teaching. • Artifacts demonstrate judgment and understanding of the teaching process, and show some insight about the individual’s own teaching approaches and values.	• Artifacts included make a compelling case for the individual’s own teaching effectiveness. • Artifacts include numerous samples of sophisticated self-reflection, self-analysis and self-development that illustrate growth, and reflect an deep understanding of the value of reflection in learning contexts. • Artifacts demonstrate an exemplary understanding of the individual’s process of learning to teach and of his or her own process of becoming a student of teaching. • Artifacts demonstrate solid judgment and understanding of the teaching process, and show clear insight about the individual’s own teaching approaches and values.