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Sample records for professional development portfolio

  1. Portfolio Development: Enhancing Professional Intelligence.

    ERIC Educational Resources Information Center

    Lasley, Thomas J.; Tillman, Beverly

    This paper provides examples of how portfolios are used at the University of Dayton (Ohio) in an introductory course titled "The Profession of Teaching" to enhance the interpersonal, intrapersonal, musical, linguistic, and spatial intelligence of preservice teachers. For example, students can include audiotapes of their experiences,…

  2. Practical Professional Portfolios.

    ERIC Educational Resources Information Center

    Giuliano, Frank J.

    1997-01-01

    Presents suggestions to help preservice teachers develop effective and practical portfolios. Discusses purposeful portfolios, portfolio development, entrance portfolios, progress portfolios, exit portfolios, and interview portfolios. (JRH)

  3. Portfolios and Professional Development in the Health Professions.

    ERIC Educational Resources Information Center

    Jensen, Gail M.; Saylor, Coleen

    1994-01-01

    Using portfolios as vehicles for reflection and professional development was studied with 32 physical therapy students, 12 baccalaureate nursing students, and 5 master's degree nursing students. Results suggest that portfolios are useful in professional development, though they may vary in structure and complexity. (SLD)

  4. Portfolios and Professional Development in the Health Professions.

    ERIC Educational Resources Information Center

    Jensen, Gail M.; Saylor, Coleen

    The usefulness of portfolios for professional development and reflection was studied in the disciplines of physical therapy and nursing. The student sample may not represent the larger population of professional students, but data are presented as useful in understanding more about the general phenomenon of use of portfolios in professional…

  5. Digital Teaching Portfolios: Catalysts for Fostering Authentic Professional Development

    ERIC Educational Resources Information Center

    Milman, Natalie B.; Kilbane, Clare R.

    2005-01-01

    This paper reports the findings of a qualitative study examining the role of digital teaching portfolios in teachers' professional development and classroom practice. The participants, all teachers, took part in a formal course in which they develop a digital teaching portfolio. The findings suggest that the processes involved in creating digital…

  6. The teaching portfolio as a professional development tool for anaesthetists.

    PubMed

    Sidhu, N S

    2015-05-01

    A teaching portfolio (TP) is a document containing a factual description of a teacher's teaching strengths and accomplishments, allowing clinicians to display them for examination by others. The primary aim of a TP is to improve quality of teaching by providing a structure for self-reflection, which in turn aids professional development in medical education. Contents typically include a personal statement on teaching, an overview of teaching accomplishments and activities, feedback from colleagues and learners, a reflective component and some examples of teaching material. Electronic portfolios are more portable and flexible compared to paper portfolios. Clinicians gain the most benefit from a TP when it is used as a tool for self-reflection of their teaching practice and not merely as a list of activities and achievements. This article explains why and how anaesthetists might use a TP as a tool for professional development in medical education.

  7. Portfolios in professional practice.

    PubMed

    Storey, Les; Haigh, Carol

    2002-03-01

    Competency-based approaches to education and professional development have increased the need for nursing practitioners to submit their clinical practice to scrutiny through the development and assessment of portfolios. This paper examines the role of portfolio development as a method of assessing competency in and for practice and provides a brief synopsis of opposing views in relation to competency-based approaches.

  8. The School Counselor Portfolio: Professional Development and Accountability.

    ERIC Educational Resources Information Center

    Rhyne-Winkler, Martha C.; Wooten, H. Ray

    1996-01-01

    Discusses the increased need for school counselors to document their achievements and demonstrate their competencies by compiling and maintaining a portfolio. Recommends the use of portfolios for school counselors, outlines methods for developing them, and suggests a variety of uses for them. Includes appendix outlining portfolio contents. (KW)

  9. Teachers' Self-Assessment of the Effects of Formative and Summative Electronic Portfolios on Professional Development

    ERIC Educational Resources Information Center

    Beck, Robert J.; Livne, Nava L.; Bear, Sharon L.

    2005-01-01

    This study compared the effects of four electronic portfolio curricula on pre-service and beginning teachers' self-ratings of their professional development (n =207), using a 34 item electronic Portfolio Assessment Scale (ePAS). Three formative portfolios, A, C and D, had teacher development as a primary objective and used participants' narrative…

  10. Professional Development Portfolio: Perceptions of Nutrition and Dietetics Current Students and Recent Graduates

    ERIC Educational Resources Information Center

    Vouchilas, Gus; George, Gretchen

    2016-01-01

    The Professional Development Portfolio (PDP) in family and consumer sciences nutrition and dietetics programs is a tool that can help students in their transition to professionals. Significant issues in the portfolio development process are: content selection, decision to create paper or online formatting, determination of proper timing to begin…

  11. Implementation of a professional portfolio: a tool to demonstrate professional development for advanced practice.

    PubMed

    Chamblee, Tracy B; Dale, Juanita Conkin; Drews, Barbie; Spahis, Joanna; Hardin, Teri

    2015-01-01

    The literature has a gap related to professional development for APRNs. In the United States, many health care organizations use clinical advancement programs for registered nurses, but APRNs are not often included in these programs. If APRNs are included, advancement opportunities are very limited. At CMC, implementation of a professional portfolio resulted in increased satisfaction among APPs regarding their ability to showcase professional growth and expertise, as well as the uniqueness of their advanced practice. Use of the professional portfolio led to improved recognition by APS and organizational leaders of APP performance excellence during the annual performance evaluation, as well as improved recognition among APP colleagues in terms of nominations for honors and awards.

  12. Promoting School-Centered Professional Development through Teaching Portfolios: A Case Study.

    ERIC Educational Resources Information Center

    Xu, Jianzhong

    2003-01-01

    Examined the impact of school-centered portfolios on professional learning and collaboration. Data from interviews with an urban elementary school principal, staff developer, and teachers indicated that a wide range of conditions contributed to professional learning and collaboration through teaching portfolios (conditions supporting professional…

  13. Promoting professionalism through an online professional development portfolio: successes, joys, and frustrations.

    PubMed

    Kalet, Adina L; Sanger, Joseph; Chase, Julie; Keller, Allen; Schwartz, Mark D; Fishman, Miriam L; Garfall, Alfred L; Kitay, Alison

    2007-11-01

    Medical educators strive to promote the development of a sound professional identity in learners, yet it is challenging to design, implement, and sustain fair and meaningful assessments of professionalism to accomplish this goal. The authors developed and implemented a program built around a Web-based Professional Development Portfolio (PDP) to assess and document professional development in medical students at New York University School of Medicine. This program requires students to regularly document their professional development through written reflections on curricular activities spanning preclinical and clinical years. Students post reflections, along with other documents that chronicle their professional growth, to their online PDP. Students meet annually with a faculty mentor to review their portfolios, assess their professional development based on predetermined criteria, and establish goals for the coming year. In this article, the authors describe the development of the PDP and share four years of experience with its implementation. We describe the experiences and attitudes of the first students to participate in this program as reported in an annual student survey. Students' experiences of and satisfaction with the PDP was varied. The PDP has been a catalyst for honest and lively debate concerning the meaning and behavioral manifestations of professionalism. A Web-based PDP promoted self-regulation on an individual level because it facilitated narrative reflection, self-assessment, and goal setting, and it structured mentorship. Therefore, the PDP may prepare students for the self-regulation of the medical profession--a privilege and obligation under the physician's social contract with society.

  14. Application of E-Portfolio System to Enhance Teacher Professional Development

    ERIC Educational Resources Information Center

    Liao, Chin-Wen

    2011-01-01

    This study focuses on the meaning, applications and future development of e-teaching portfolios as an attempt to highlight the important role it plays in the "post-modern teaching practice mode". For the purpose of enhancing teacher professional development, application of the teaching portfolio system in the post-modern teacher qualification…

  15. Continued professional competence and portfolios.

    PubMed

    Byrne, Michelle; Delarose, Teresa; King, Cecil A; Leske, Jane; Sapnas, Kathryn G; Schroeter, Kathryn

    2007-01-01

    It is traditionally assumed that licensure of healthcare professionals means that they are minimally competent. Many nursing specialty organizations offer examinations and other processes for certification, suggesting that certification is associated with continued competency. Can standardized examination for certification and continuing education for recertification ensure continued competency? Continuing education and testing provide a limited picture of an individual's knowledge and/or skill acquisition in a limited area at one point in time. However, portfolios promote critical thinking, self-assessment, and individual accountability. A portfolio is a portable mechanism for evaluating competencies that may otherwise be difficult to assess. This article summarizes some of the literature addressing portfolios, including aspects of portfolio development process, the value of portfolios versus continuing education for competency assessment, evidence associated with portfolio usage, and suggestions for organizing nursing portfolios.

  16. How we developed a role-based portfolio for teachers' professional development.

    PubMed

    Pyörälä, Eeva

    2014-09-01

    Faculty development requires practical tools for supporting teachers' professional development. In a modern medical education context, teachers need to adapt to various educational roles. This article describes how a role-based portfolio with a qualitative self-assessment scale was developed. It strives to encourage and support teachers' growth in different educational roles. The portfolio was developed between 2009 and 2012 at the University of Helsinki in dialogue with teachers involved in faculty development. It is based on the role framework presented by Harden and Crosby. Today, it also involves the educational premises of constructive alignment, reflection and a scholarly approach to teaching. The role-based portfolio has led the teachers to discover new educational roles and set goals in their professional development.

  17. Professional Practice: Develop a Portfolio. Hone Your Teaching Skills.

    ERIC Educational Resources Information Center

    Lumpkin, Angela

    1996-01-01

    Discusses the advantages of creating teaching portfolios. Portfolios help teachers examine how and why they teach, how they change, whether they evaluate, and whether they get and give feedback. The self-reflective statements must be supported with personal materials, student and colleague feedback, and excellence in teaching products. (SM)

  18. Using Facebook as an E-Portfolio in Enhancing Pre-Service Teachers' Professional Development

    ERIC Educational Resources Information Center

    Kabilan, Muhammad Kamarul

    2016-01-01

    This study aims to determine if "Facebook," when used as an online teacher portfolio (OTP), could contribute meaningfully to pre-service teachers' professional development (PD) and in what ways the OTP can be meaningful. Pre-service teachers (n = 91) were asked to develop OTP using "Facebook" and engage in learning and…

  19. Evaluating portfolio use as a tool for assessment and professional development in graduate nursing education.

    PubMed

    Ryan, Marybeth

    2011-01-01

    The portfolio is emerging as an efficient and effective method for evaluating program outcomes and professional development in nursing education. Although there is a host of literature about the use of portfolios in undergraduate nursing programs, fewer reports exist about their use in graduate nursing education. This article presents the results of a formative evaluation process, using student and faculty focus groups, conducted at a midsized university's graduate nursing education program to determine the effectiveness of portfolio use. Content analysis of the focus group data yielded three student themes and two faculty themes with associated theme clusters that revealed similarities and unique perceptions of students and faculty regarding the portfolio process. The information gleaned will provide direction to faculty as they make decisions about the use of this evaluation method in the graduate program.

  20. Managing Communication and Professional Development in Online Graduate Programs with Electronic Portfolios

    ERIC Educational Resources Information Center

    Shepherd, Craig E.; Bolliger, Doris U.

    2014-01-01

    Four years ago, two online graduate programs at a mid-size university in the western United States implemented ePortfolios to foster communication and connectedness among students and faculty, develop community that extends beyond course boundaries, and promote professional goal formation and achievement among students. This article describes…

  1. Faculty Professional Development: Advancing Integrative Social Pedagogy Using ePortfolio

    ERIC Educational Resources Information Center

    Bhika, Rajendra; Francis, Andrea; Miller, Dionne

    2013-01-01

    This article highlights the work of three faculty members across two different professional development seminars at LaGuardia Community College. It illustrates how their work was guided and is linked together by a common thread--the use of ePortfolio to foster integrative social pedagogy--as a result of their participation in these seminars. This…

  2. A Professional Practice Portfolio for Quality Learning

    ERIC Educational Resources Information Center

    Jones, Elizabeth

    2010-01-01

    This article focuses on the extent to which a portfolio may address the challenges of assessment for quality learning in professional education programmes. A four-year action research study investigated the development and implementation of a portfolio for the assessment of practice in a professional development programme preparing special…

  3. E-portfolios for the aspiring professional.

    PubMed

    Andre, Kate

    2010-01-01

    The introduction of the ANMC's Continuing Competence Framework means that an increasing number of Australian Registered Nurses and Registered Midwives will be required to submit a portfolio if audited in order to maintain their registration. As several professional organisations and State regulatory authorities have already demonstrated, nurses and midwives will be supported to do this. However there is a risk that individuals commencing a portfolio for the first time will attempt to deal with the requirement by focussing on the minimum standards set by the regulatory authorities. Critics of the use of professional portfolios are quite correct, compiling and managing a portfolio can be a time consuming and irrelevant process if not well implemented. As this article will elaborate, e-Portfolios have a range of potential professional benefits including supporting individuals through a critical reflective approach to competency development, supporting professional collaboration and providing a structure for planning their career progression. This article provides an overview of the potential benefits of e-Portfolio platforms including detailing the capacities for information storage and recall and the provision of tools to support structuring and reporting information to further develop and communicate professional achievements. The objective is to entice the ambitious professional and their employers/professional associations to consider utilizing the extended capacities of e-Portfolios.

  4. Academic Leaders' Perspectives on Adopting ePortfolios for Developing and Assessing Professional Capabilities in Australian Business Education

    ERIC Educational Resources Information Center

    Holt, Dale; McGuigan, Nicholas; Kavanagh, Marie; Leitch, Shona; Ngo, Leanne; Salzman, Scott; Watty, Kim; McKay, Jade

    2016-01-01

    This paper represents a major stage of data collection and reporting on an Australian Office for Learning and Teaching Innovation and Development grant investigating the adoption of ePortfolios for developing and assessing professional capabilities in Australian undergraduate business education. Assessing desired capabilities with and through…

  5. Professional portfolios and Australian registered nurses' requirements for licensure: developing an essential tool.

    PubMed

    Mills, Jane

    2009-06-01

    A requirement of many nurses in the process of licensing for practice each year is a declaration of continuing competence to practice. In Australia, each state and territory currently has its own regulatory authority for nurses and midwives, whose main role is to protect public safety. Like many other registering authorities in the Asia-Pacific region, Australian regulatory authorities undertake the random auditing of nurses and midwives in order to assess their competence to practice. Professional portfolios commonly are considered to be a tool that nurses can use to demonstrate to regulatory authorities, employers, and others how they meet the required competencies. This article examines the different types of portfolios that fall under the umbrella term, professional portfolio, and recommends that nurses explore the strategies that identify evidence of their continuing competence to practice for inclusion in such a document.

  6. Evaluation of the professional process portfolio: an innovative tool to help develop and demonstrate leadership competency.

    PubMed

    Hastings, Elisabeth S; Chacko, Mariam R; Acosta, Amy B; Hergenroeder, Albert C; Wiemann, Constance M

    2015-02-01

    The professional process portfolio (PPP) was adopted by the Maternal Child and Health Bureau (MCHB) as an 'innovation' in best practice for all Leadership in Education and Adolescent Health (LEAH) Training Programs; however it had not been formally evaluated. Thus the objective was to evaluate the utility of the PPP for graduates of the LEAH training program in terms of (1) how alumni have used, adapted, and applied it since completing fellowship, (2) what fellows learned or gained through completing it, and (3) how it can be improved for continued use in training programs. Graduates from six disciplines were asked via telephone or email to participate in a survey regarding their experience with the PPP. Descriptive statistics were generated for demographic characteristics and closed-choice questions. Responses to open-ended questions were analyzed by a team of faculty using framework analysis. Sixty-one graduates completed surveys. The majority (85%) found the PPP useful and utilized it post-graduation for multiple purposes in professional development: interviewing, training, and referencing previous work. Graduates recommended that the PPP be improved by making it electronic, discipline-specific, and providing earlier and more frequent instruction from faculty on expectations of creating it. Four themes emerged from the qualitative data analysis: accomplishment, experiential learning, skills and accountability, and a best practice of learning. The PPP was an effective personal learning tool for the majority of graduates and enhanced graduates' experiences. We highlight the ways that the PPP may facilitate the development of learning experiences associated with MCH leadership competence.

  7. Whose Portfolio Is It Anyway? Dilemmas of Professional Portfolio Building.

    ERIC Educational Resources Information Center

    Ruskin-Mayher, Sue

    1999-01-01

    Examines use of portfolios as a major assessment tool for students in the field of English Education. Discusses how professional portfolios encourage students to use their meta-cognitive skills and find their own unique themes as well as encouraging teachers to become collaborators and co-creators with students. Describes advantages and…

  8. Portfolio Development: Some Considerations.

    ERIC Educational Resources Information Center

    Chatel, Regina G.

    Generally speaking, a portfolio is a systematic collection of a variety of student projects or artifacts, collected over time, that reflect a student's developmental progress made in one or more areas. For the class, "Portfolio Development in Reading and Language Arts Courses" (EDUC 508 at Saint Joseph College), the portfolio will…

  9. A Guide to Books on Portfolios: Rafting the Rivers of Assessment (Professional Development).

    ERIC Educational Resources Information Center

    Noden, Harry; Moss, Barbara

    1994-01-01

    Discusses seven books about portfolio assessment, including three which outline portfolio basics, two which provide a more comprehensive look at portfolios, and two which invite readers to reflect with the experts. (SR)

  10. The ePortfolio: A Tool for Professional Development, Engagement, and Lifelong Learning

    ERIC Educational Resources Information Center

    Guder, Christopher

    2013-01-01

    Professional development is, in essence, a form of lifelong learning, and as such, can be viewed within the context of pedagogical concepts. More specifically, professional development is a process that builds on the experiences of the professional through assessment and reflection. The library as an organization acts like a teacher or instructor…

  11. Professional Portfolios for Practicing Teachers. Fastback 483.

    ERIC Educational Resources Information Center

    Bullock, Ann Adams; Hawk, Parmalee P.

    This booklet provides information about the basic principles of portfolio development, outlining three types of portfolios and offering examples and reflections. The three types of portfolios are process, product, and showcase. Each is compiled for a different reason, though they all: have a specific purpose, are developed for a specific audience,…

  12. The use of professional portfolios and profiles for career enhancement.

    PubMed

    Casey, Deborah C; Egan, Dominic

    2010-11-01

    Since 1995, registered nurses and midwives have been obliged to develop and maintain a professional portfolio of evidence reflecting the learning activities that they have undertaken and how these have informed and influenced their practice. The aim of this article is to demonstrate that rather then just a retrospective account of continuing professional development activities, a portfolio can be used as a vehicle for engaging in self-assessment and personal development planning. Possible structures and type of evidence are explored and portfolios in the context of gaining accreditation for prior experiential learning, and in particular for those nurses in advanced clinical roles, are discussed.

  13. Transitioning from Students to Professionals: Using a Writing across the Curriculum Model to Scaffold Portfolio Development

    ERIC Educational Resources Information Center

    Elliott, Lori; Daily, Nancy Lee; Fredricks, Lori; Graham, Meadow Sherrill

    2008-01-01

    Teacher educators have found portfolios to be a valuable way to judge readiness for student-teaching and initial certification as well as an effective means of examining and validating teacher preparation programs. Tension exists between using the portfolio as a product for evaluation and maintaining its focus as a personal examination, synthesis,…

  14. Portfolio Development for Teacher Candidates. ERIC Digest.

    ERIC Educational Resources Information Center

    Takona, James P.

    This Digest is intended to help teacher candidates systematically gauge their progress toward the teaching profession by developing a portfolio. Portfolios are one way to assess teacher candidates, and they are a major requirement for experienced teachers seeking board certification from the National Board for Professional Teaching Standards. The…

  15. Learning about Teachers' Accomplishment in "Learning Skills for Science" Practice: The Use of Portfolios in an Evidence-Based Continuous Professional Development Programme

    ERIC Educational Resources Information Center

    Scherz, Zahava; Bialer, Liora; Eylon, Bat-Sheva

    2008-01-01

    The study in this paper was carried out in the framework of an evidence-based continuous professional development (CPD) programme in which teachers documented evidence about their practice in a portfolio. The context of the CPD was related to the "Learning Skills for Science" (LSS) programme, which advocates the incorporation of…

  16. Professional Teaching Portfolios: For Pros and Preservice Teachers Alike.

    ERIC Educational Resources Information Center

    Campbell, Mark Robin; Brummett, Verna M.

    2002-01-01

    Discusses how preservice and experienced teachers can utilize professional teaching portfolios. Explains three types of portfolios: (1) process-folios; (2) product-folios, and (3) process/product-folios. Also explains the procedures for creating a professional portfolio and what is included in a portfolio. Includes a table called "Common…

  17. The potential of the professional portfolio for nursing.

    PubMed

    Jasper, M A

    1995-07-01

    Professional profiles and portfolios have recently been identified by nursing's regulatory bodies in the UK as ways of recording each nurse's career and professional development. Although the use of portfolios is widespread in education, the concept of a developmental portfolio to support continuing professional development on an individual basis is recent. As an innovation in nursing the portfolio is to be used for periodic registration with the UK Central Council (UKCC), for the on-going recording of learning, both formal and experiential, and as a way of accrediting prior learning for academic purposes. This paper argues that the potential of the portfolio is wider than the purposes already identified in that the knowledge generated from experiential learning and identified by reflective practice is of specific interest and value to the nursing profession as a whole. In particular portfolios are likely to record the knowledge embedded in practice, which is often hard to describe, yet represents nursing's expertise. For this potential to be realized pragmatic issues such as finance, time and verification of experiences need to be addressed, and an infrastructure created to support the nurse compiling the profile.

  18. The professional portfolio: an evidence-based assessment method.

    PubMed

    Byrne, Michelle; Schroeter, Kathryn; Carter, Shannon; Mower, Julie

    2009-12-01

    Competency assessment is critical for a myriad of disciplines, including medicine, law, education, and nursing. Many nurse managers and educators are responsible for nursing competency assessment, and assessment results are often used for annual reviews, promotions, and satisfying accrediting agencies' requirements. Credentialing bodies continually seek methods to measure and document the continuing competence of licensees or certificants. Many methods and frameworks for continued competency assessment exist. The portfolio process is one method to validate personal and professional accomplishments in an interactive, multidimensional manner. This article illustrates how portfolios can be used to assess competence. One specialty nursing certification board's process of creating an evidence-based portfolio for recertification or reactivation of a credential is used as an example. The theoretical background, development process, implementation, and future implications may serve as a template for other organizations in developing their own portfolio models.

  19. Developing an Effective Teaching Portfolio.

    ERIC Educational Resources Information Center

    Wolf, Kenneth

    1996-01-01

    When carefully conceived, portfolios can significantly advance a teacher's professional growth and preserve evidence of exemplary teaching. More than a scrapbook or steamer trunk of eye-catching materials, a teaching portfolio is an ongoing, collaborative process that carefully and thoughtfully documents a set of accomplishments attained over an…

  20. E-Portfolios for Reflective Practice, Advocacy, and Professional Growth

    ERIC Educational Resources Information Center

    Keller, Cynthia

    2013-01-01

    An e-portfolio is an organized collection of professional work (artifacts), selected and reflected upon by the author, that represents a person's best efforts. Over time, an e-portfolio will reflect professional changes and growth. This article discusses some of the reasons for a school librarian to create an e-portfolio. Before creating an…

  1. Assessment of portfolios in professional education.

    PubMed

    Williams, Mriga

    Student-centred methods are increasingly being used to carry out learning, teaching and assessment activities in professional education. These methods underpin current curriculum design, and evidence suggests that they have been successful in reducing the perceived theory-practice gap and making professionals fit for practice in the chosen discipline. A portfolio is a common method of assessment in many programmes. A tripartite approach to assessing the portfolio, involving the student and his or her practice supervisor in the assessment process, brings together the assessment of theory and practice, and makes the process even more transparent. The tripartite approach to assessing portfolio is used in the mentorship preparation programme at the author's university, which also prepares the student to become an assessor. Thus the assessment process becomes part of the learning experience and is valued by the tutor, student and practice supervisor. This article describes a small-scale study carried out with a colleague on the use of portfolios as a tool for assessment in a short programme via a tripartite approach involving the practice supervisor, student and tutor.

  2. Documenting Professional Practice through the Use of a Professional Portfolio

    ERIC Educational Resources Information Center

    Goodfellow, Joy

    2004-01-01

    Many early childhood practitioners use pedagogical documentation as an important process that enables children's thinking to be represented in a form that can be readily shared with others (Dahlberg et al., 1999). Documentation in the form of a professional portfolio provides a vehicle for reflection and an appreciation of the complexities and…

  3. With Portfolio in Hand. Validating the New Teacher Professionalism.

    ERIC Educational Resources Information Center

    Lyons, Nona, Ed.

    This book suggests that portfolios can become a new kind of credential of competent and effective teachers. The book includes 5 parts with 16 chapters. Part 1, "Prologue," offers: (1) "Portfolio Possibilities: Validating a New Teacher Professionalism" (Nona Lyons) and (2) "Teacher Portfolios: A Theoretical Activity"…

  4. "I Am Trying to Practice Good Teaching": Reconceptualizing ePortfolios for Professional Development in Vocational Higher Education

    ERIC Educational Resources Information Center

    Winberg, Christine; Pallitt, Nicola

    2016-01-01

    Teaching portfolios have become increasingly important to university teachers. Portfolio requirements for the appointment or promotion of academic staff recognize that the assessment of teaching practice requires more depth and detail than a candidate's academic CV generally affords. The focus of this study is the electronic teaching portfolios,…

  5. Practice-Based Evidence of Evidence-Based Practice: Professional Practice Portfolios for the Assessment of Work-Based Learning

    ERIC Educational Resources Information Center

    Jones, Elizabeth

    2013-01-01

    This article proposes that professional education programmes can help promote the development of professional judgment by the use of a well-designed professional practice portfolio as an assessment tool. An explanation of the portfolio process is followed by evidence from a four-year action research study, demonstrating how compiling a…

  6. Portfolios and ICT as Means of Professional Learning in Teacher Education

    ERIC Educational Resources Information Center

    Hauge, Trond Eiliv

    2006-01-01

    Teaching portfolios supported by new learning technologies have increased in importance in Norwegian schools and teacher education. However, the learning potentials of integrated e-portfolios have still to be researched and further developed. This article focuses on professional learning in a teacher education programme reorganised by use of…

  7. Preparing a Professional Teaching Portfolio for an Art Teaching Position

    ERIC Educational Resources Information Center

    Buffington, Melanie L.

    2011-01-01

    Today's applicants for art teaching positions are expected to have a professional portfolio showing examples of their students' works as well as their own. Preparing these portfolios is a common part of teacher education programs and can be excellent preparation for a job interview. Additionally, teachers who are looking into changing positions…

  8. The Team Portfolio: A Support and Evaluation Tool? Findings from a Teacher Professional Development Programme in Germany

    ERIC Educational Resources Information Center

    Friedrich, Anja; Ostermeier, Christian; Diercks, Uta; Krebs, Imke; Stadler, Matthias

    2012-01-01

    The study reported in this article draws upon data collected for the programme "Increasing the Efficiency of Mathematics and Science instruction" (SINUS-Transfer), a professional development project in Germany. This programme's approach requires teachers to improve their teaching in a cooperative manner and with regard to pedagogical…

  9. Reflective electronic portfolios: a design process for integrating liberal and professional studies and experiential education.

    PubMed

    Hayward, Lorna M; Blackmer, Betsey; Canali, Alicia; Dimarco, Rosemarie; Russell, Alicia; Aman, Susan; Rossi, Jessica; Sloane, Lucia

    2008-01-01

    The purpose of this article is to describe the process used to create and pilot-test a customized reflective electronic portfolio (e-portfolio) that integrates learning across three distinct components of an entry-level 6.5 year Doctor of Physical Therapy (DPT) program. During the 2004-2005 academic year, a pilot test was conducted with 10 students, representative of all 6.5 years in the DPT program. Development of our reflective e-portfolio model consisted of four stages: design a paper-based portfolio model to organize and create linkages among the liberal studies, professional, and experiential components of a DPT program; transform the model into an electronic format; create a demonstration e-portfolio tutorial; and evaluate the e-portfolio model via pilot testing. An interdepartmental team of faculty from physical therapy (PT), cooperative education, educational technology, and two PT students developed the e-portfolio model to map, visualize, and create linkages for student learning. Input to assist with the model design process was gathered from PT faculty and students through three focus groups. Data were collected on student experiences with the e-portfolio through written surveys at three points during the project and through face-to-face discussion. Written reflection, integral to the model, required students to reflect on artifacts selected from existing academic and experiential materials. Our project resulted in the generation of a reflective e-portfolio and tutorial customized for DPT students. Evaluation by users indicated that the reflective e-portfolio helped them organize and integrate academic and experiential learning and illuminate developmental transitions. Further research with a larger sample is indicated to examine the impact of e-portfolios on student learning and professional development.

  10. Exploring the Influence of Web-Based Portfolio Development on Learning To Teach Elementary Science.

    ERIC Educational Resources Information Center

    Avraamidou, Lucy; Zembal-Saul, Carla

    This study examined how Web-based portfolio development supported reflective thinking and learning within a Professional Development School (PDS). It investigated the evidence-based philosophies developed by prospective teachers as a central part of the Web-based portfolio task, noting how technology contributed to the portfolio task. Participants…

  11. Designing e-Portfolios to Support Professional Teacher Preparation

    ERIC Educational Resources Information Center

    Tran, Tu; Baker, Robert; Pensavalle, Margo

    2006-01-01

    Tu Tran, Robert Baker, and Margo Pensavalle present e-portfolio technology as an effective tool in teacher preparation. Because e-portfolios chronicle students' learning outcomes, they provide a picture of students' development that can be used in response to increased demands for assessment of student teachers and increasingly standards-based…

  12. Administrative Portfolios: Current Uses and Development by Prospective and Practicing Administrators.

    ERIC Educational Resources Information Center

    Guaglianone, Curtis L.; Yerkes, Diane M.

    This paper discusses the use of portfolios by administrators who may use them to self evaluate, monitor professional growth and development, document specific competencies, or prepare for a job interview. While the primary outcome of the portfolio is to assist the administrator in developing a better knowledge of his/her professional self, the…

  13. Advancing Assessment Practice in Continuing Professional Learning: Toward a Richer Understanding of Teaching Portfolios for Learning and Assessment

    ERIC Educational Resources Information Center

    Trevitt, Chris; Stocks, Claire; Quinlan, Kathleen M.

    2012-01-01

    This paper reviews a range of challenges and tensions experienced when using portfolios for learning as well as for summative assessment in the context of continuing professional learning in academic development programmes. While portfolios are becoming increasingly prominent, the details of how they are used are under-examined; they are often…

  14. Using Electronic Portfolio to Promote Professional Learning Community for Pre-Service Early Childhood Teachers at Alquds University

    ERIC Educational Resources Information Center

    Khales, Buad

    2016-01-01

    The present study aims to explore whether the electronic portfolio can influence pre-service teachers' education and to examine how professional learning communities develop through electronic portfolios. To achieve this, twenty-four student-teachers taking a course in early childhood education at Al-Quds University participated in a study to…

  15. Potential of Digital Teaching Portfolios for Establishing a Professional Learning Community in Higher Education

    ERIC Educational Resources Information Center

    Lai, Ming; Lim, Cher-Ping; Wang, Lixun

    2016-01-01

    Digital teaching portfolios (DTPs) are increasingly adopted in higher education for various purposes such as assessment, learning, and showcasing. This paper reports on a collective case study of four teaching staff who have developed DTPs with an emphasis on building a professional learning community at a higher education institution. A number of…

  16. Professional Development.

    ERIC Educational Resources Information Center

    Benson, Chris, Ed.

    2000-01-01

    This serial issue contains 12 articles on the theme of "Professional Development," specifically about how teachers in the Bread Loaf Rural Teacher Network (BLRTN) are fostering their own and each other's development as teachers. The BLRTN consists of approximately 260 rural teachers in Alaska, Arizona, Colorado, Georgia, Kentucky,…

  17. Professional Development.

    ERIC Educational Resources Information Center

    Swanson, Gordon I.; Jervis, Robert

    Resulting in part from a project designed to identify and describe comprehensive programs of excellence in career education, this booklet is the eighth in a series describing current, successful career education practices. A successful career education program is dependent upon professional development. Based on this premise, the monograph: (1)…

  18. In Their Shoes: Teacher Educators' Reframing Portfolio Development from the Students' Perspective

    ERIC Educational Resources Information Center

    Klecka, Cari; Donovan, Loretta; Fisher, Robert L.

    2007-01-01

    This article examines 14 teacher educators' development of standards-based electronic portfolios. The research focused on the participants' interpretation of the standards and how they conceptualized the portfolio development process in relation to their professional practice. For one year, participants interacted around the Association of Teacher…

  19. Developing Portfolios in Education: A Guide to Reflection, Inquiry, and Assessment [with CD-ROM

    ERIC Educational Resources Information Center

    Johnson, Ruth S.; Mims, J. Sabrina; Doyle-Nichols, Adelaide

    2006-01-01

    Within a conceptual and research framework about the usefulness of portfolios, this book suggests methods to organize the process, and provides tools that will be used not only during preparation programs but also for professional and academic advancement. Key features include: (1) Provides a conceptual framework for portfolio development: Readers…

  20. Professional development

    NASA Astrophysics Data System (ADS)

    Yoon, Jin Hee; Hartline, Beverly Karplus; Milner-Bolotin, Marina

    2013-03-01

    The three sessions of the professional development workshop series were each designed for a different audience. The purpose of the first session was to help mid-career physicists aspire for and achieve leadership roles. The second session brought together students, postdoctoral fellows, and early-career physicists to help them plan their career goals and navigate the steps important to launching a successful career. The final session sought to increase awareness of the results of physics education research, and how to use them to help students-especially women-learn physics better. The presentations and discussions were valuable for both female and male physicists.

  1. ePortfolios: Enhancing Professional Learning of Vocational Educators

    ERIC Educational Resources Information Center

    Hoekstra, Annemarieke; Crocker, Jocelyn R.

    2015-01-01

    Vocational educators urgently need to keep learning throughout their careers. However, traditional professional development (PD), such as courses and workshops, yields limited transfer to the workplace as it does not align with how professionals naturally learn at work. The study discussed here reports on professional learning of vocational…

  2. Electronic Teaching Portfolios: Technology Skills + Portfolio Development = Powerful Preservice Teachers.

    ERIC Educational Resources Information Center

    Capraro, Mary Margaret

    An electronic portfolio is a collection of work captured by electronic means that serves as an exhibit of individual efforts, progress, and achievements in one or more areas. Due to rapid growth and updates in technology, keeping electronic portfolios is becoming increasingly common in a variety of educational settings. In fall 2002 at one large…

  3. Producing the Professional Doctorate: The Portfolio as a Legitimate Alternative to the Dissertation

    ERIC Educational Resources Information Center

    Maxwell, T. W.; Kupczyk-Romanczuk, G.

    2009-01-01

    This paper outlines the potential of the portfolio as a product of doctoral work, especially in the Professional Doctorates. It compares the traditional mode of a single, lengthy but clearly focused doctoral dissertation with the portfolio as a collection of shorter research reports, held together by a linking paper articulating the thesis. We…

  4. ePortfolio: developing a catalyst for critical self-assessment and evaluation of learning outcomes.

    PubMed

    Gwozdek, Anne E; Springfield, Emily C; Kerschbaum, Wendy E

    2013-01-01

    There is a growing trend among college accreditation bodies, especially in professional schools, to incorporate self-assessment in the curriculum and deliver evidence of students' learning outcomes. Both as product and process, reflective ePortfolios have the potential to promote learning and transfer of knowledge by fostering the ability to make connections between learning outcomes and leaning experiences. This article describes a model for a program-wide integrated reflective ePortfolio developed by the University of Michigan Dental Hygiene Degree Completion E-Learning (online) Program. This systematic approach to developing a successful portfolio program can be utilized in many areas of professional health care education. Applying these strategies can result in an ePortfolio that has a positive impact on student learning, develops reflective practitioners, and provides valuable programmatic outcomes data.

  5. Developing Multicultural Counseling Competence through the Use of Portfolios

    ERIC Educational Resources Information Center

    Coleman, Hardin L. K.; Morris, Dianne; Norton, Romana A.

    2006-01-01

    This investigation tested the ability of portfolios to stimulate the acquisition of multicultural counseling competence within counselors-in-training and compared portfolios with another method of competence development, case formulation. Results indicate that portfolios benefit the acquisition of multicultural counseling competence, implications…

  6. Developing and Validating a Design for Teacher Portfolio Assessment

    ERIC Educational Resources Information Center

    van der Schaaf, M. F.; Stokking, K. M.

    2008-01-01

    Developing and using a design for teacher portfolio assessment is a complex process including several components: the domain to be assessed (the teacher competences), the content standards or criteria, the portfolio format, the completion of the format (by teachers) with content, and the scoring of the portfolios (by raters). For a portfolio…

  7. Effective Implementation of ePortfolios: The Development of ePortfolios to Support Online Learning

    ERIC Educational Resources Information Center

    Cote, Kyle; Emmett, Tara

    2015-01-01

    This article discusses the ePortfolio system for grades 9-12 at the Virtual Learning Academy Charter School (VLACS). ePortfolio implementation at VLACS developed from an Advisory course curriculum that supports students' journey toward becoming college, career, and citizenship ready. We provide a unique perspective for implementation in that VLACS…

  8. Modeling and using a web-based and tutored portfolio to support certification of professional competence in transfusion medicine

    PubMed Central

    Staccini, Pascal; Rouger, Philippe

    2008-01-01

    In order to manage a nationwide assessment program leading to certification of professional competence in blood transfusion throughout France, the National Institute of Blood Transfusion (INTS) and the University of Nice-Sophia Antipolis designed and developed a structured and tutored web-based portfolio. The entire process of certification has been approved by the national healthcare agency (HAS). Eleven assessment programs have been written. The structure of this e-portfolio is based on a matrix of actions defined according to standards of practice. For each action, elements of proof are uploaded by the physician and peer-reviewed by an expert (a tutor) before validation. The electronic portfolio stores all the history of the actions performed by users. This tracking feature generates alerts which are e-mailed to users (physicians and tutors) according to a list of monitored events. After one year of design and development, the application is now being used routinely. PMID:18999167

  9. Exploring the Influence of Web-Based Portfolio Development on Learning to Teach Elementary Science

    ERIC Educational Resources Information Center

    Avraamidou, Lucy; Zembal-Saul, Carla

    2006-01-01

    This qualitative case study examined web-based portfolio development in the service of supporting reflective thinking and learning within the innovative context of Professional Development Schools. Specifically, this study investigated the nature of the evidence-based philosophies developed by prospective teachers as the central part of the…

  10. "Even if No-One Looked at It, It Was Important for My Own Development": Pre-Service Teacher Perceptions of Professional Portfolios

    ERIC Educational Resources Information Center

    Chitpin, Stephanie; Simon, Marielle

    2009-01-01

    This study was conducted with 15 pre-service teachers enrolled in the Reflective Practice Seminar in primary/junior division at a Canadian university. Data were gathered through interviews, informal classroom conversations and reflections over an eight-month period. This article considers the issue of how constructing a professional portfolio…

  11. Portfolios: Integrating Advanced Language, Academic, and Professional Skills.

    ERIC Educational Resources Information Center

    Banfi, Cristina S.

    2003-01-01

    One English-as-a-Foreign-Language teacher describes how she encourages students to extend their reading skills by undertaking a range of tasks that lead to the production of a portfolio of work connected with a particular title. Provides an overview of the work carried out over a period of 3 years with seven groups of students at university and…

  12. Facilitating Students' Career Development in Psychology Courses: A Portfolio Project

    ERIC Educational Resources Information Center

    Larkin, Judith E.; Pines, Harvey A.; Bechtel, Kate M.

    2002-01-01

    We describe the use of a career exploration portfolio in an Industrial/Organizational psychology course (n = 22) to address students' career needs and to develop academic competencies. Students independently completed a series of assignments outside of class, which led to the construction of a personalized career development portfolio. Evaluations…

  13. Reflections on a Professional Development Course for Educational Developers

    ERIC Educational Resources Information Center

    Popovic, Celia; Fisher, Elaine

    2016-01-01

    Entry into the Fellowship of Staff and Educational Development Association is through the production of a professional portfolio which evidences the applicant's achievement of the Fellowship requirements. Supporting and Leading Educational Change takes participants through the Fellowship process. The 12-week online course combines theory of…

  14. The Place of Trust in Continuing Professional Learning Programmes: Supporting Authentic Reflection in Portfolio Assessment

    ERIC Educational Resources Information Center

    Stocks, Claire; Trevitt, Chris

    2016-01-01

    In this paper we consider why academics on Continuing Professional Learning (CPL) programmes often struggle with practice-based learning, and why they can find the reflective portfolio particularly challenging. We first argue that convenors should articulate the differences between "academic learning" and "learning in academia"…

  15. From Action to Insight: A Professional Learning Community's Experiences with the European Language Portfolio

    ERIC Educational Resources Information Center

    Kristmanson, Paula Lee; Lafargue, Chantal; Culligan, Karla

    2011-01-01

    This paper focuses on an action research project set in the context of one professional learning community's (PLC's) exploration of the Common European Framework of Reference (CEFR) and the European Language Portfolio (ELP). Teachers of second and foreign languages in a large urban high school examined the potential of principles and tools related…

  16. E-Portfolios in Teacher Development: The Better Option?

    ERIC Educational Resources Information Center

    Xerri, Daniel; Campbell, Caroline

    2016-01-01

    Following the introduction of print portfolios for teacher development in the ELT sector in Malta, this article discusses the findings of a small-scale study that highlighted teachers' views in relation to the possible future implementation of e-portfolios. It shows that while aware of the benefits of this tool, teachers have concerns about their…

  17. Developing Multicultural Counseling Competence through the Use of Portfolios.

    ERIC Educational Resources Information Center

    Coleman, Hardin L. K.; Morris, Dianne; Norton, Romana A.

    This paper investigates the ability of portfolios to stimulate the acquisition of multicultural counseling competence within counselors-in-training. It also compares the efficacy of portfolios to case formulation, another method of competence development. Students (N=27) attending a required course on multicultural counseling at a large Midwestern…

  18. 2010-11 Research Portfolio: Research & Development Division

    ERIC Educational Resources Information Center

    Educational Testing Service, 2010

    2010-01-01

    This document describes the breadth of the research that the ETS (Educational Testing Service) Research & Development division is conducting in 2010. This portfolio will be updated in early 2011 to reflect changes to existing projects and new projects that were added after this document was completed. The research described in this portfolio falls…

  19. Professional Development for Professionals: Beyond Sufficiency Learning

    ERIC Educational Resources Information Center

    Murphy, Gerald A.; Calway, Bruce A.

    2008-01-01

    We question the current role of professional associations in developing a culture of learning beyond a sufficiency or competency level. This brings into question the underlying philosophy of Professional Standards legislation. This legislation mandates continuing professional development for professionals without stating what should be achieved…

  20. Developing a Professional Learning Community among Preservice Teachers

    ERIC Educational Resources Information Center

    Bond, Nathan

    2013-01-01

    This action research study examined the development of a professional learning community (PLC) among 20 preservice secondary teachers as they met regularly during a semester-long, field-based education course to share artifacts of learning from their professional portfolios. The PLC model described by Hord and Tobia (2012) served as a framework…

  1. Time for Professional Development.

    ERIC Educational Resources Information Center

    Teaching Music, 1994

    1994-01-01

    Discusses the importance of professional development and maintains that the summer offers an ideal time for such activities. Describes informal activities such as composing and arranging and encourages professional collaboration. Identifies formal study such as graduate study, workshops, and professional conferences. (CFR)

  2. Portfolio and Certification Programs in Community Engagement as Professional Development for Graduate Students: Lessons Learned from Two Land-Grant Universities

    ERIC Educational Resources Information Center

    Matthews, Paul H.; Karls, Anna C.; Doberneck, Diane M.; Springer, Nicole C.

    2015-01-01

    Although growing numbers of graduate students nationwide express interest in developing and documenting boundary-spanning skills in community-engaged research, teaching, and outreach, formal opportunities to do so are often limited, especially at the large research institutions producing most future faculty members. This article focuses on initial…

  3. Developing Multimedia Career Portfolios in Australia: Opportunities and Obstacles.

    ERIC Educational Resources Information Center

    Hartnell-Young, Elizabeth

    2001-01-01

    Multimedia career portfolios can be displayed on CD-ROMs, laptops, or the Internet. Developing them provides an opportunity to acquire and demonstrate technology skills. Multimedia presentations reduce information overload and appeal to different communication styles. (Contains 20 references.) (SK)

  4. Why Professional Development Matters

    ERIC Educational Resources Information Center

    Mizell, Hayes

    2010-01-01

    Professional development refers to many types of educational experiences related to an individual's work. Doctors, lawyers, educators, accountants, engineers, and people in a wide variety of professions and businesses participate in professional development to learn and apply new knowledge and skills that will improve their performance on the job.…

  5. Authentic Professional Development

    ERIC Educational Resources Information Center

    Kenneson, Paula M.

    1999-01-01

    Choosing Higher Options in Community Education (CHOICE) Alternative School is devoted to professional development. This report documents the need for and planning of sustained and supported professional development for 4 staff members at the CHOICE Alternative School in Jamestown, New York. There was no focused plan or vision for staff development…

  6. Developing a framework for energy technology portfolio selection

    NASA Astrophysics Data System (ADS)

    Davoudpour, Hamid; Ashrafi, Maryam

    2012-11-01

    Today, the increased consumption of energy in world, in addition to the risk of quick exhaustion of fossil resources, has forced industrial firms and organizations to utilize energy technology portfolio management tools viewed both as a process of diversification of energy sources and optimal use of available energy sources. Furthermore, the rapid development of technologies, their increasing complexity and variety, and market dynamics have made the task of technology portfolio selection difficult. Considering high level of competitiveness, organizations need to strategically allocate their limited resources to the best subset of possible candidates. This paper presents the results of developing a mathematical model for energy technology portfolio selection at a R&D center maximizing support of the organization's strategy and values. The model balances the cost and benefit of the entire portfolio.

  7. Development of an Electronic Portfolio System Success Model: An Information Systems Approach

    ERIC Educational Resources Information Center

    Balaban, Igor; Mu, Enrique; Divjak, Blazenka

    2013-01-01

    This research has two main goals: to develop an instrument for assessing Electronic Portfolio (ePortfolio) success and to build a corresponding ePortfolio success model using DeLone and McLean's information systems success model as the theoretical framework. For this purpose, we developed an ePortfolio success measurement instrument and structural…

  8. Views on Using Portfolio in Teacher Education

    ERIC Educational Resources Information Center

    Imhof, Margarete; Picard, Christin

    2009-01-01

    The usage of portfolio methods to document professional development in teaching is increasing in Germany, but despite its proliferation, the issue of how the effects of portfolio methods can be determined has received little attention. This paper investigates the acceptance of portfolio by the pre-service teachers (N = 144, 112 female) and the…

  9. Portfolio as a learning tool: students' perspective.

    PubMed

    Elango, S; Jutti, R C; Lee, L K

    2005-09-01

    Portfolio writing is a method of encouraging reflective learning among professionals. Although portfolio-based learning is popular among educators, not many studies have been done to determine students' perceptions of portfolio as a learning tool. A questionnaire survey was conducted among 143 medical students to find out their perceptions of the portfolio as a learning tool. A majority of the students felt that the portfolio is a good learning tool. However, they also perceived that it is stressful and time-consuming to develop a proper portfolio. The study indicates that students need appropriate guidance from the academic staff for the system to succeed.

  10. Developing a sustainable electronic portfolio (ePortfolio) program that fosters reflective practice and incorporates CanMEDS competencies into the undergraduate medical curriculum.

    PubMed

    Hall, Pippa; Byszewski, Anna; Sutherland, Stephanie; Stodel, Emma J

    2012-06-01

    The University of Ottawa (uOttawa) Faculty of Medicine in 2008 launched a revised undergraduate medical education (UGME) curriculum that was based on the seven CanMEDS roles (medical expert, communicator, collaborator, health advocate, manager, scholar, and professional) and added an eighth role of person to incorporate the dimension of mindfulness and personal well-being. In this article, the authors describe the development of an electronic Portfolio (ePortfolio) program that enables uOttawa medical students to document their activities and to demonstrate their development of competence in each of the eight roles. The ePortfolio program supports reflective practice, an important component of professional competence, and provides a means for addressing the "hidden curriculum." It is bilingual, mandatory, and spans the four years of UGME. It includes both an online component for students to document their personal development and for student-coach dialogue, as well as twice-yearly, small-group meetings in which students engage in reflective discussions and learn to give and receive feedback.The authors reflect on the challenges they faced in the development and implementation of the ePortfolio program and share the lessons they have learned along the way to a successful and sustainable program. These lessons include switching from a complex information technology system to a user-friendly, Web-based blog platform; rethinking orientation sessions to ensure that faculty and students understand the value of the ePortfolio program; soliciting student input to improve the program and increase student buy-in; and providing faculty development opportunities and recognition.

  11. HRD Professional Development.

    ERIC Educational Resources Information Center

    1999

    These three papers are from a symposium on human resource development (HRD) professional development. "Mentoring as a Tool for Faculty Development: Predicting Positive Outcomes for Mentors" (Ellen J. Mullen, John Van Ast, Harry Grant) describes a study of the relationship between mentoring outcomes and mentoring activities and mentor and mentee…

  12. Professional Environment for Teacher Professional Development

    ERIC Educational Resources Information Center

    Zascerinska, Jelena

    2010-01-01

    Introduction. Teaching and training are at the heart of the knowledge society where the continuing professional development of teachers and trainers provides the cornerstone for the development of a high quality education and training systems. The Aim of the Study. To identify a design of professional environment for teacher professional…

  13. Transforming Professional Development to Professional Learning

    ERIC Educational Resources Information Center

    Stewart, Chelsea

    2014-01-01

    This article reviews teacher professional development norms as they are shifting toward collaborative practice. It is posed that passive and individual practices are inadequate to prepare teachers to integrate the academic skills that learners need for both workforce and college readiness. Promising practices in professional development are…

  14. [Development of a portfolio for competency-based assessment in a clinical clerkship curriculum].

    PubMed

    Roh, HyeRin; Lee, Jong-Tae; Yoon, Yoo Sang; Rhee, Byoung Doo

    2015-12-01

    The purpose of this report was to describe our experience in planning and developing a portfolio for a clinical clerkship curriculum. We have developed a portfolio for assessing student competency since 2007. During an annual workshop on clinical clerkship curricula, clerkship directors from five Paik hospitals of Inje University met to improve the assessment of the portfolio. We generated templates for students to record their activities and reflection and receive feedback. We uploaded these templates to our school's website for students to download freely. Annually, we have held a faculty development seminar and a workshop for portfolio assessment and feedback. Also, we established an orientation program on how to construct a learning portfolio for students. Future actions include creating a ubiquitous portfolio system, extending the portfolio to the entire curriculum, setting up an advisor system, and managing the quality of the portfolio. This study could be helpful for medical schools that plan to improve their portfolio assessment with an outcome-based approach.

  15. Approaches to Rural Professional Development

    ERIC Educational Resources Information Center

    Thornburg, Kathy R.; Scott, Jacqueline L.

    2006-01-01

    Three professional development approaches have shown promise in raising the competency level of early childhood professionals in rural areas. Provider registry systems gather information that provides a foundation for further professional development initiatives and systemic development. Statewide professional development systems designed to serve…

  16. Directions for Research and Development on Electronic Portfolios

    ERIC Educational Resources Information Center

    Abrami, Philip C.; Barrett, Helen

    2005-01-01

    This lead article for the special issue of the "Canadian Journal of Learning and Technology" explores directions for research and development on electronic portfolios, which are digital containers capable of storing visual and auditory content; software for which may also be designed to support a variety of pedagogical processes and…

  17. Developing Digital Portfolios for Childhood Education. Research Reports.

    ERIC Educational Resources Information Center

    Kankaanranta, Marja

    This action research study developed, explored, and analyzed the use of digital portfolios as a multiperspective ecological assessment method in primary education learning environments in Finland. Participating in the study were kindergarten and primary school teachers who were challenged and encouraged to utilize networking and digital portfolios…

  18. Sustainable Professional Development

    ERIC Educational Resources Information Center

    McLester, Susan

    2012-01-01

    Although best practices in student instruction and learning have evolved dramatically over the past couple of decades, new approaches to educator professional development have lagged behind considerably. The traditional whole group, one-size-fits-all strategy universally recognized as ineffective for teaching students, has too-long remained the…

  19. Professional Development. Research Brief

    ERIC Educational Resources Information Center

    Walker, Karen

    2004-01-01

    According to the literature, the purpose of professional development is to improve student learning. It was noted that there appeared to be a direct correlation between the depth of the teacher's content knowledge, methodologies, student-teacher relationships, and reflection, that when applied to an improvement in practices, positively affected…

  20. Searching for Professional Development

    ERIC Educational Resources Information Center

    Ashbrook, Peggy

    2010-01-01

    It's an empowering feeling to be in a room full of people who know the lingo of teaching, who understand the demands of teaching young children, and who want to learn more to be able to put best practices in place in their classrooms. Professional development (PD) can put you there and lead to new ways of teaching, deeper understanding of…

  1. Fixing Teacher Professional Development

    ERIC Educational Resources Information Center

    Hill, Heather C.

    2009-01-01

    The professional development "system" for teachers is, by all accounts, broken. Despite evidence that specific programs can improve teacher knowledge and practice and student outcomes, these programs seldom reach real teachers on a large scale. Typically, reformers address such perceptions of failure by discovering and celebrating new formats and…

  2. Developing Professionalism through Reflective Practice and Ongoing Professional Development

    ERIC Educational Resources Information Center

    Bleach, Josephine

    2014-01-01

    This article contributes to the debate on early years professionalism. It explores the impact of a continuous professional development (CPD) programme, in particular a module on professional practice, on early childhood care and education (ECCE) practitioners' identity as early years professionals. Action research informed the development of the…

  3. Development and Validation of E-Portfolios: The UAE Pre-Service Teachers' Experiences

    ERIC Educational Resources Information Center

    Forawi, Sufian A.; Almekhlafi, Abdurrahman G.; Al-Mekhlafy, Mohamed H.

    2012-01-01

    Research has indicated the importance of evaluating the experiences related to developing e-portfolios (electronic portfolio) to contribute to the overall excellence in teaching and learning. Researchers (instructors) of the present study used an exit e-portfolios, a questionnaire and follow up interviews to describe development and evaluation of…

  4. The Portfolio Creation Model Developed for the Capital Investment Program Plan Review (CIPPR)

    DTIC Science & Technology

    2014-11-12

    Basinger, Director, DCI, CFD Scientific Letter The PORTFOLIO CREATION MODEL developed for the Capital Investment Program Plan Review (CIPPR) To inform...the portfolio creation model that has been developed to produce project portfolios for the Capital Investment Program Plan Review (CIPPR). The portfolio...contained at Annex A. Background The Capital Investment Program Plan Review (CIPPR) was formally initiated through a directive [2] from the Vice Chief

  5. Are You Ready to Go Digital?: The Pros and Cons of Electronic Portfolio Development

    ERIC Educational Resources Information Center

    Heath, Marilyn

    2005-01-01

    There is an increasing need for educators to have professional portfolios, which are considered to be authentic tools for evaluating the knowledge, skill, beliefs and attitudes of prospective educators. Electronic portfolios are gaining in popularity and their relative pros and cons are examined.

  6. Developing a Template for Electronic Portfolios in Career and Technical Education

    ERIC Educational Resources Information Center

    Fowler, Matthew

    2012-01-01

    The purposes of this multiple case study were to determine if manufacturing and services sector employers found value in the use of an ePortfolio in the hiring process, and to develop a suggested template for an ePortfolio format to be used within career and technical education. Electronic portfolios "allow students to showcase their…

  7. Open Source Eportfolio: Development and Implementation of an Institution-Wide Electronic Portfolio Platform for Students

    ERIC Educational Resources Information Center

    Meeus, Wil; Questier, Frederik; Derks, Thea

    2006-01-01

    This article provides a general overview of how portfolio is used in education and then goes on to discuss the development of a generic, institution-wide portfolio for students. We further provide a succinct summary and critical analysis of the educational principles underlying the use of portfolio in higher education. This is followed by an…

  8. Using the ePortfolio to Complement Standardized Testing in a Healthcare Professional Program: Better Education or More Busy Work?

    ERIC Educational Resources Information Center

    Chan, Clarence

    2012-01-01

    This article evaluates the full-scale integration of the ePortfolio into a healthcare professional program in an open admissions community college in the United States. The Physical Therapist Assistant program in question struggles to balance the dynamic tension between preparing students for a summative multiple-choice licensing examination and…

  9. Nursing portfolio study: the use in annual performance reviews.

    PubMed

    Capan, Michelle L; Ambrose, Heather L; Burkett, Marnie; Evangelista, Tonya R; Flook, Donna M; Straka, Kristen L

    2013-01-01

    Professional portfolios allow staff to document their participation in areas of education, certification, shared governance councils, national nursing organizations, and community outreach. In this study, nurses tracked their professional development in a virtual electronic portfolio. A preperception/postperception questionnaire for both staff and unit directors revealed that nursing portfolios proved to be a valuable tool during annual performance reviews to acknowledge accomplishments and encourage continued professional growth of individual direct-care staff nurses.

  10. Professional Development Is the Job.

    ERIC Educational Resources Information Center

    Alvarado, Anthony

    1998-01-01

    Explores the meaning of professional development in the context of standards-based education and describes professional development as it is being put into place in New York City's Community School District 2, a racially and socioeconomically diverse city school district. Professional development must become an everyday activity in teaching. (SLD)

  11. Engineer Professional Development Study

    DTIC Science & Technology

    1980-05-01

    ENGINEER PROFESSIONAL DEVEL0 PHENT STUDY by / p Cs Colonel Robert A. Days EN Colonel Gene A. Schneebaeck& EN ~ Y Lieutenant Colonel Dennis P. Butler...4. TITLE (mid Subtitle) S, TYPE OP REPORtT &PKRIOD COVERED 414 GINEER T-ROPESSIONAL D~EVELOPMENT STUID’f 411 S. pKRORNING Oxa . Alkill NUMBER 7...encerdb ieapotleml.ayer.eu ~~fi1IiBlY ABSTRACT A•THOR(IS): Dennis F. Butler, LTC, EN Gene A. Schneebeck, COL, EN Robert A, Day, COL, EN Michael Ward, LTC

  12. Individual Professional Development Plans: Cultivating Professional Growth

    ERIC Educational Resources Information Center

    Hargens, Taryl M.

    2010-01-01

    Over the last five years schools and districts have been under enormous pressure to improve student achievement scores on state accountability assessments. Educators agree that professional development plays a key role in providing the knowledge and skills needed to increase teacher effectiveness in the classroom. There is no reliable measure for…

  13. Electronic Teaching Portfolios: Technology Skills + Portfolio Development--Do They = Powerful Preservice Teachers?

    ERIC Educational Resources Information Center

    Capraro, Mary Margaret

    2006-01-01

    Electronic portfolios are a "collection of work captured by electronic means, that serves as an exhibit of individual efforts, progress, and achievements in one or more areas" (Weidmer, 1998, p. 586). Because of the rapid growth and updates in technology, keeping electronic portfolios is becoming increasingly common in a variety of educational…

  14. Developing Digital Portfolios: Investigating How Digital Portfolios Can Facilitate Pupil Talk about Learning

    ERIC Educational Resources Information Center

    Wall, Kate; Higgins, Steve; Miller, Jen; Packard, Nick

    2006-01-01

    The Digital Portfolio Project at Newcastle University aimed over one year (2002/2003) to support teachers in producing, storing and accessing assessment portfolios of learner's work using information and communications technology (ICT). This paper draws on evidence of pupil views collected as part of 14 teacher-led case studies. The teachers all…

  15. Development of the Electronic Portfolio Student Perspective Instrument: An ePortfolio Integration Initiative

    ERIC Educational Resources Information Center

    Ritzhaupt, Albert Dieter; Singh, Oma; Seyferth, Thelma; Dedrick, Robert F.

    2008-01-01

    With the proliferation of eportfolios and their organizational uses in higher education, it is important for educators and other relevant stakeholders to understand the student perspective. The way students view and use ePortfolios are revealing elements to aid educators in the successful integration of ePortfolio systems. This research describes…

  16. Comprehensive Education Portfolio with a Career Focus

    ERIC Educational Resources Information Center

    Kruger, Evonne J.; Holtzman, Diane M.; Dagavarian, Debra A.

    2013-01-01

    There are many types of student portfolios used within academia: the prior learning portfolio, credentialing portfolio, developmental portfolio, capstone portfolio, individual course portfolio, and the comprehensive education portfolio. The comprehensive education portfolio (CEP), as used by the authors, is a student portfolio, developed over…

  17. Nursing students' appraisal of their professional portfolios in demonstrating clinical competence.

    PubMed

    Taylor, Christine; Stewart, Lyn; Bidewell, John

    2009-01-01

    Portfolios are increasingly used to demonstrate and assess competence in nursing practice, yet when introduced in our Australian nursing school, reactions from students were mostly negative. A follow-up survey sought students' perceptions about the portfolio. Respondents acknowledged the portfolio's intrinsic worth but reported little extrinsic value beyond passing the assessment. The authors discuss the implications and suggests strategies to improve portfolio use in undergraduate nursing education.

  18. Developing Language Course Materials. Portfolio Series #11

    ERIC Educational Resources Information Center

    Tomlinson, Brian; Masuhara, Hitomi

    2004-01-01

    This book is for all language teachers. It regards them all as materials developers in that teachers frequently have to make decisions about selecting and adapting materials, they make decisions everyday in their classrooms about how to use the materials and they sometimes develop materials of their own to supplement or even replace the materials…

  19. Portfolio-based learning and assessment.

    PubMed

    Joshi, Mohit Kumar; Gupta, Piyush; Singh, Tejinder

    2015-03-08

    Assessment using portfolios has recently gained wider acceptance, and is being considered relevant to several educational aspects in medicine, including formative and summative assessment during resident training, revalidation and continuing professional development. In this article, we provide an overview of the use of portfolio as an assessment and learning tool. We have discussed the rationale of using portfolio in medical education, its advantages and criticisms, and some of the associated challenges and dilemmas.

  20. Developing a teaching portfolio in nursing education: a reflection.

    PubMed

    O'Mara, L; Carpio, B; Mallette, C; Down, W; Brown, B

    2000-01-01

    Presenting teaching accomplishments through a portfolio promotes self-reflection and provides direction for improvement and advancement decisions. The authors examine experiences, insights, and reflections about their participation in a pilot project introducing teaching portfolios. Themes of taking stock, documenting practice, and reflecting emerge. Their experiences of completing teaching portfolios and personal growth as educators and colleagues are described.

  1. Investigating Advanced Professional Learning of Early Career and Experienced Teachers through Program Portfolios

    ERIC Educational Resources Information Center

    Fox, Rebecca K.; Muccio, Leah S.; White, C. Stephen; Tian, Jie

    2015-01-01

    Since closing the gap between different levels of professional development for teachers has been identified as a particular need in our profession, capturing the results of professional coursework can help teacher educators better understand and meet the unique needs of teachers with different levels of experience. This study examined the effects…

  2. Future focus for professional development.

    PubMed

    Roberts, Nicole K; Coplit, Lisa D

    2013-01-01

    Professional development has evolved from individually focused sabbaticals and professional leaves to institutionally focused programs with an interest in developing faculty members' ability to teach in various environments as well as to succeed in the many endeavors they undertake. We address various issues related to professional development in the medical school arena. Professional development in medical school takes place in a context where faculty are stretched to engage in research and service not only for their own sake but also to financially support their institutions. This obligates professional developers to acknowledge and address the environments in which teaching faculty work, and to use approaches to professional development that honor the time and efforts of teaching faculty. These approaches may be brief interventions that make use of principles of education, and may include online offerings. Professional development will be most effective when professional developers acknowledge that most faculty members aspire to excellence in teaching, but they do so in an environment that pushes them to address competing concerns. Offering professional development opportunities that fit within the workplace environment, take little time, and build upon faculty's existing knowledge will assist in enhancing faculty success.

  3. Professional Development: Setting the Context.

    ERIC Educational Resources Information Center

    Watts, Gordon E.; Hammons, James O.

    2002-01-01

    States that professional development programs, though they run the gamut from fledgling to comprehensive, have developed over the last three decades as a result of the rapid growth of the community college. Examines some of the early struggles of the professional development movement and discusses future challenges. (AUTH/NB)

  4. Observation Tools for Professional Development

    ERIC Educational Resources Information Center

    Malu, Kathleen F.

    2015-01-01

    Professional development of teachers, including English language teachers, empowers them to change in ways that improve teaching and learning (Gall and Acheson 2011; Murray 2010). In their seminal research on staff development--professional development in today's terms--Joyce and Showers (2002) identify key factors that promote teacher change.…

  5. Professional Development: Then and Now

    ERIC Educational Resources Information Center

    Bolt, Susan

    2012-01-01

    Technological developments have altered pedagogies in classroom teaching but approaches to teacher professional development have remained largely unchanged. The purpose of this paper is to describe an evolving learning process that spans the last decade and draws from three different investigations into professional development. The author…

  6. A Blueprint for Building an Online Career Portfolio.

    ERIC Educational Resources Information Center

    Lumsden, Jill A.; Garis, Jeffrey W.; Reardon, Robert C.; Unger, Myrna P.; Arkin, Scott

    2001-01-01

    Describes the Career Portfolio, a tool designed to guide students in developing strategic career plans and marketing their professional qualifications to employers and graduate/professional schools. Provides an overview of the Career Portfolio, including the principles on which the program is based and the features that distinguish it. (GCP)

  7. The Portfolio Approach Developed to Underpin the Capital Investment Program Plan Review (CIPPR)

    DTIC Science & Technology

    2014-11-06

    Basinger, Director, DCI, CFD Scientific Letter The PORTFOLIO APPROACH developed to underpin the Capital Investment Program Plan Review (CIPPR) To better...the key concepts about the new analytical approach that has been used to produce alternative project portfolios for consideration within the Capital ...the umbrella of the portfolio approach described herein. Background The Capital Investment Program Plan Review (CIPPR) was formally initiated through a

  8. Online Professional Development: A Primer

    ERIC Educational Resources Information Center

    Bates, Meg S.; Phalen, Lena; Moran, Cheryl

    2016-01-01

    Many teachers are turning to online professional development to meet their learning needs, but the vast array of available opportunities may be overwhelming. This article provides a framework for making sense of common online teacher learning opportunities. It also suggests situations where online professional development may be most useful and…

  9. A Conversation on Professional Development.

    ERIC Educational Resources Information Center

    Baldwin, Fred D.

    1998-01-01

    An interview with Susan Loucks-Horsley, director of professional development at the National Research Council's Center for Science, Mathematics, and Engineering Education, explores the importance of good teachers, deficiencies in professional development, rural problems, the importance of high academic standards, how the newer standards differ…

  10. Empowering Teachers through Professional Development

    ERIC Educational Resources Information Center

    Murray, Alice

    2010-01-01

    Professional development is an ongoing process, one that evolves as teachers assess and reexamine their teaching beliefs and practices. This article highlights some reasons for teachers to pursue professional development. It also suggests techniques that help teachers feel empowered and motivated in their English language classrooms. She includes…

  11. Designing Professional Development That Works.

    ERIC Educational Resources Information Center

    Birman, Beatrice F.; Desimone, Laura; Porter, Andrew C.; Garet, Michael S.

    2000-01-01

    By studying survey data from 1,000 teachers participating in a Title II workshop, researchers identified three structural features (form, duration, and collective participation) that set a proper context for professional development. Three core features of professional-development learning experience include content focus, active learning, and…

  12. Developing professionalism in Italian medical students: an educational framework

    PubMed Central

    Consorti, Fabrizio; Notarangelo, Mariagiovanna; Potasso, Laura; Toscano, Emanuele

    2012-01-01

    Developing and assessing professionalism in medical students is an international challenge. This paper, based on preliminary research at the Faculty of Medicine and Dentistry of the University Sapienza of Rome, Italy, briefly summarizes the main issues and experiences in developing professionalism among Italian undergraduate medical students. It concludes with a proposed framework suited to the Italian medical curricula. In our educational system, professionalism is defined as the context of medical expertise, the combination of rules, conditions, and meanings in which the act of health care occurs, as well as the ability of critical reflection on technical expertise. It is a multidimensional construct of ethical, sociocultural, relational, and epistemological competencies, requiring a wide range of tools for assessment. With reference to Italian versions of validated tools of measure, vignettes, videos, and a student’s portfolio of reflective writings, this paper outlines the manner in which education for professionalism is embedded in the existing curriculum and overall framework of assessment. PMID:23762002

  13. Using Portfolios To Foster Independent Thinking.

    ERIC Educational Resources Information Center

    Duffy, Mary Lou; Jones, Joanna; Thomas, Susan W.

    1999-01-01

    Presents a process for using portfolio assessment to encourage critical thinking and decision making by students. Four specific types of levels of portfolios are described: the everything portfolio (or development portfolio), the product portfolio, the showcase portfolio (or exemplary portfolio), and the objective portfolio. (Author/CR)

  14. The Portfolio Guidebook: Implementing Quality in an Age of Standards. Bill Harp Professional Teachers Library.

    ERIC Educational Resources Information Center

    Koch, Richard; Schwartz-Petterson, Jean

    This portfolio book provides an actual step-by-step complete system of writing assessment from the ground up and across all grade levels. The book suggests that teachers purposefully gather student portfolios, reflect meaningfully on them, and then validly and reliably rate them with statistical success that will also feed meaningfully back into…

  15. Definition of Professional Development

    ERIC Educational Resources Information Center

    Learning Forward, 2015

    2015-01-01

    President Obama signed into law the Every Student Succeeds Act, the reauthorization of the Elementary and Secondary Education Act, on December 10, 2015. "Learning Forward's focus in this new law is its improved definition of professional learning," said Stephanie Hirsh, executive director of Learning Forward. "We've long advocated…

  16. [A structured ePortfolio to handle a programme of professional competences assessment in the area of transfusion medicine].

    PubMed

    Staccini, P; Hergon, E; Bordonado, C; Jullien, S; Quaranta, J-F

    2007-08-01

    In order to organize a nationwide program for the evaluation of professional practices in the area of blood transfusion, the French National Blood Transfusion Institute and the Nice-Sophia Antipolis University designed and implemented a web based service aimed at following-up and guiding the physicians involved in such an assessment program. The core component is a structured electronic portfolio (ePortfolio), the implementation of which was based on an object-oriented environment combined with a content management system. The modelling of the global evaluation system makes it possible to describe this type of portfolio according to six axes: an axis "objectives" (competencies accreditation); an axis "target" (heath care professionals); an axis "content" (numerical documents); an axis "structure" (matrix of answer defined in space and time); an axis "source" (single source peer-reviewed); an axis "level of evidence" (validation of the proof after its deposit by an identified and authenticated peer user, whole tracking of the exchanges and interactions between users and device).

  17. Development and Sustainability of ePortfolios in Counselor Education: An Applied Retrospective

    ERIC Educational Resources Information Center

    Luther, Ann E.; Barnes, Paul

    2015-01-01

    This article chronicles the evolution of an ePortfolio as a practicum/internship capstone project used to assess skill development in graduate level counselor education at the University of Nebraska at Omaha. The authors describe the successes and challenges encountered from the implementation of an internally designed and maintained ePortfolio in…

  18. The Role of the Academic Portfolio in Documenting Faculty Development

    ERIC Educational Resources Information Center

    Zipp, Genevieve Pinto; Simpkins, Susan

    2010-01-01

    The academic portfolio provides a means for faculty to organize, present and reflect on their accomplishments in the areas of teaching, scholarship and service. Since the portfolio represents faculty accomplishments in these key areas it may be used to support an application for promotion, tenure or merit reviews. Given this, it is important to…

  19. Predictors of Professional Identity Development for Student Affairs Professionals

    ERIC Educational Resources Information Center

    Pittman, Edward C.; Foubert, John D.

    2016-01-01

    This study examined whether professional involvement, supervision style, and mentoring predicted the professional identity of graduate students and new professionals in student affairs. Results of the study show that all three independent variables predicted the professional identity development of graduate students. Supervision style of a…

  20. Continuing professional development: best practices.

    PubMed

    Filipe, Helena P; Silva, Eduardo D; Stulting, Andries A; Golnik, Karl C

    2014-01-01

    Continuing professional development (CPD) involves not only educational activities to enhance medical competence in medical knowledge and skills, but also in management, team building, professionalism, interpersonal communication, technology, teaching, and accountability. This paper aims at reviewing best practices to promote effective CPD. Principles and guidelines, as already defined by some professional societies and world organizations, are emphasized as core actions to best enhance an effective lifelong learning after residency. The personal learning plan (PLP) is discussed as the core of a well-structured CPD and we describe how it should be created. Fundamental CPD principles and how they are integrated in the framework of every physician's professional life will be described. The value of systematic and comprehensive CPD documentation and assessment is emphasized. Accreditation requirements and professional relationships with commercial sponsors are discussed.

  1. Developing and successfully implementing a competency-based portfolio assessment system in a postgraduate family medicine residency program.

    PubMed

    McEwen, Laura A; Griffiths, Jane; Schultz, Karen

    2015-11-01

    The use of portfolios in postgraduate medical residency education to support competency development is increasing; however, the processes by which these assessment systems are designed, implemented, and maintained are emergent. The authors describe the needs assessment, development, implementation, and continuing quality improvement processes that have shaped the Portfolio Assessment Support System (PASS) used by the postgraduate family medicine program at Queen's University since 2009. Their description includes the impetus for change and contextual realities that guided the effort, plus the processes used for selecting assessment components and developing strategic supports. The authors discuss the identification of impact measures at the individual, programmatic, and institutional levels and the ways the department uses these to monitor how PASS supports competency development, scaffolds residents' self-regulated learning skills, and promotes professional identity formation. They describe the "academic advisor" role and provide an appendix covering the portfolio elements. Reflection elements include learning plans, clinical question logs, confidence surveys, and reflections about continuity of care and significant incidents. Learning module elements cover the required, online bioethics, global health, and consult-request modules. Assessment elements cover each resident's research project, clinical audits, presentations, objective structured clinical exam and simulated office oral exam results, field notes, entrustable professional activities, multisource feedback, and in-training evaluation reports. Document elements are the resident's continuing medical education activities including procedures log, attendance log, and patient demographic summaries.The authors wish to support others who are engaged in the systematic portfolio-design process or who may adapt aspects of PASS for their local programs.

  2. Twitter and Physics Professional Development

    NASA Astrophysics Data System (ADS)

    Nadji, Taoufik

    2016-11-01

    The advent of Twitter® and other social media services of its type ushered in a new era of professional development in education. This article addresses how a group of users have been employing Twitter to conduct professional development sessions that would benefit their participants by advancing their pedagogical approaches to learning and teaching physics. The diversity within this group is something to both note and celebrate because it includes minorities, women, and physics educators the world over.

  3. The Power of "E": Using e-Portfolios to Build Online Presentation Skills

    ERIC Educational Resources Information Center

    Lane, Cara

    2007-01-01

    Describing the results of an e-portfolio contest and attendant research conducted at the University of Washington (UW), Cara Lane discusses student attitudes toward e-portfolios and argues for the usefulness of e-portfolios as a means for students to develop professional and academic presentation skills as well as basic technology skills. Lane…

  4. Lessons Learned from the Implementation of Electronic Portfolios at Three Universities

    ERIC Educational Resources Information Center

    Wilhelm, Lance; Puckett, Kathleen; Beisser, Sally; Wishart, William; Merideth, Eunice; Sivakumaran, Thilla

    2006-01-01

    Portfolios are used in teacher education programs to provide evidence of pre-service teachers' professional growth and development. As programs are better able to integrate technology into the teacher preparation curriculum, many educational institutions are implementing electronic versions of portfolios (e-portfolios) on a widespread basis. Uses…

  5. Do Scaffolding Tools Improve Reflective Writing in Professional Portfolios? A Content Analysis of Reflective Writing in an Advanced Preparation Program

    ERIC Educational Resources Information Center

    Houston, Cynthia R.

    2016-01-01

    Reflective practice is an important skill that teachers must develop to be able to assess the effectiveness of their teaching and modify their instructional behavior. In many education programs reflective narratives, which are often part of teaching portfolios, are intended to assess students' abilities in these areas. Research on reflectivity in…

  6. Decision Gate Process for Assessment of a Technology Development Portfolio

    NASA Technical Reports Server (NTRS)

    Kohli, Rajiv; Fishman, Julianna; Hyatt, Mark

    2012-01-01

    The NASA Dust Management Project (DMP) was established to provide technologies (to TRL 6 development level) required to address adverse effects of lunar dust to humans and to exploration systems and equipment, which will reduce life cycle cost and risk, and will increase the probability of sustainable and successful lunar missions. The technology portfolio of DMP consisted of different categories of technologies whose final product is either a technology solution in itself, or one that contributes toward a dust mitigation strategy for a particular application. A Decision Gate Process (DGP) was developed to assess and validate the achievement and priority of the dust mitigation technologies as the technologies progress through the development cycle. The DGP was part of continuous technology assessment and was a critical element of DMP risk management. At the core of the process were technology-specific criteria developed to measure the success of each DMP technology in attaining the technology readiness levels assigned to each decision gate. The DGP accounts for both categories of technologies and qualifies the technology progression from technology development tasks to application areas. The process provided opportunities to validate performance, as well as to identify non-performance in time to adjust resources and direction. This paper describes the overall philosophy of the DGP and the methodology for implementation for DMP, and describes the method for defining the technology evaluation criteria. The process is illustrated by example of an application to a specific DMP technology.

  7. Pressing Forward with Professional Development

    ERIC Educational Resources Information Center

    Blackburn, Barbara R.; Williamson, Ronald

    2010-01-01

    Effective professional development can support efforts to increase rigor in one's school. From the authors' research on the schools that won the U.S. Department of Education's Award for Staff Development, they found seven key characteristics that were apparent in staff development at these schools: (1) A clear purpose that is linked to research,…

  8. Standards for Professional Development Schools.

    ERIC Educational Resources Information Center

    National Council for Accreditation of Teacher Education, Washington, DC.

    This project involved field testing and revising the "Standards for Professional Development Schools" (PDSs) and developing an assessment process for their use. Eighteen PDS partnerships participated. They provided information and feedback, developed self-studies, hosted team visits, worked on visiting teams, and volunteered in ongoing…

  9. Professional Values: Key to Professional Development.

    ERIC Educational Resources Information Center

    Weis, Darlene; Schank, Mary Jane

    2002-01-01

    Affective domain learning, including values formation, is an important part of humanistic nursing education. The American Nurses Association code of ethics articulates professional values. For full embodiment of these values to occur, educators and the profession must work together. (Contains 30 references.) (SK)

  10. Portfolio Assessment as an Alternate Appraisal Method: A Faculty Perspective

    ERIC Educational Resources Information Center

    Clements, Kimberly D.; McArdle, Geri; Cole, Ann F.

    2005-01-01

    Performance appraisal continues to be an area of research within Human Resource Development. This case study explores the impact of promotion portfolios upon the performance and professional development of university professors. Specific themes from data analysis indicated that portfolios are viewed as a performance appraisal measure/learning tool…

  11. Departmental portfolio in nursing - An advanced instrument.

    PubMed

    Rassin, M; Silner, D; Ehrenfeld, M

    2006-01-01

    In this paper, we will demonstrate the importance of the departmental portfolio; suggest an execution plan, and present initial impressions from a pilot project of developing the concept of a departmental portfolio. The portfolio is well known in the field of nursing and so far has been used by individuals mainly as a personal tool in furthering one's professional career. In this paper, we will suggest that expanding the use of a portfolio will be also beneficial at a collective level, by creating a departmental portfolio. The main objective of the departmental portfolio is to further the educational and professional development of the department members, by using it as an educating, evaluating, and administrative tool. We argue that a departmental portfolio should consist of several chapters: a professional presentation of the department, including its nursing world view; the work related to the development of the staff and education in service; information that coordinates actions designed to further the nursing treatment for patients, and information that depicts the achievements of the department in fields such as service, education, research, and publication.

  12. Reframing Professional Development through Understanding Authentic Professional Learning

    ERIC Educational Resources Information Center

    Webster-Wright, Ann

    2009-01-01

    Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the…

  13. Professionalism, Scholarly Practice, and Professional Development in Student Affairs

    ERIC Educational Resources Information Center

    Carpenter, Stan; Stimpson, Matthew T.

    2007-01-01

    This article presents a synthesis of recent literature on professionalism in student affairs. Attention is given to the nature of professionalism, a discussion of student affairs as a profession, the scholarly practice of student affairs, and professional development in student affairs. The authors note that an assumption of professionalism…

  14. Professional Development: Catalyst for Change?

    ERIC Educational Resources Information Center

    Niederhauser, Dale; Wessling, Sarah

    2011-01-01

    Difficulty securing adequate professional development (PD) has long been a barrier to the effective implementation of educational technology. Concerns about the dearth of PD for helping teachers integrate technology into their instructional practices raised nearly 25 years ago appear to still hold true despite repeated calls for increased…

  15. Professional Development Schools: Confronting Realities.

    ERIC Educational Resources Information Center

    Lauter, Nancy J., Ed.

    This collection of articles discusses the realities of Professional Development Schools (PDS) from the perspectives of school teachers, college faculty, college administrators, and other educational administrators. The articles focus on the five dimensions of PDS work (institutionalization, equity, standards and quality, inquiry, and financing).…

  16. Professional Development Worth Paying For

    ERIC Educational Resources Information Center

    Christie, Kathy

    2009-01-01

    While state leaders understand the value of professional development, they also need to consider the costs. Such costs are some of the most difficult to calculate. If state leaders are going to pony up for improving the instructional skills of teachers and principals, they want to know that their dollars are well-spent. The same can be said for…

  17. Professional Development for Teacher Leaders

    ERIC Educational Resources Information Center

    Rodriguez, Fred; Mantle-Bromley, Corinne; Bailey, Mona; Paccione, Angela

    2003-01-01

    The Colorado Partnership for Educational Renewal has created a professional development opportunity for teachers who are skilled in and committed to teaching for equity and diversity. Participants discuss benefits of their participation, especially valuing the support that crosses district and age-level boundaries. (Contains 1 note.)

  18. A Journey into Portfolio Assessment.

    ERIC Educational Resources Information Center

    Skawinski, Susan F.; Thibodeau, Sally J.

    2002-01-01

    A portfolio assessment process for education majors is aligned with state teacher standards and outlines types and sources of evidence to include. Student supports for professional development include mentors, seminars, and faculty advisers. A three-member team including a local classroom teacher conducts assessments of student teachers'…

  19. Use of ePortfolio Presentations in a Baccalaureate Nursing Program

    ERIC Educational Resources Information Center

    Feather, Rebecca; Ricci, Margaret

    2014-01-01

    Portfolios are an essential tool for demonstrating professional accomplishments and documenting professional growth in a variety of professions. Because of the competitive job market for new graduate nurses in health care, the development and use of an ePortfolio can be an essential tool for the application and interview process. The purpose of…

  20. Professional development for science teachers.

    PubMed

    Wilson, Suzanne M

    2013-04-19

    The Next Generation Science Standards will require large-scale professional development (PD) for all science teachers. Existing research on effective teacher PD suggests factors that are associated with substantial changes in teacher knowledge and practice, as well as students' science achievement. But the complexity of the U.S. educational system continues to thwart the search for a straightforward answer to the question of how to support teachers. Interventions that take a systemic approach to reform hold promise for improving PD effectiveness.

  1. Developing Professionalism in Business School Undergraduates

    ERIC Educational Resources Information Center

    Clark, Timothy S.; Amer, Tarek S.; Ng, Pin T.

    2014-01-01

    The authors explore the importance of developing professional behavior among business students and introduce a program designed to incentivize professionalism during undergraduate study. The Professionalism Recognition Program was established to promote, recognize, rate, and reward the students' professional conduct in a flexible and widely…

  2. Chicago Public Schools Professional Development Project.

    ERIC Educational Resources Information Center

    Chicago Public Education Fund, IL.

    This report describes findings from the Chicago Public Schools (CPS) Professional Development Project, which was developed to inventory the alignment of dollars and professional development offerings to a set of professional development principles and district priorities; compare findings with other districts and best practices; articulate and…

  3. Using portfolios to introduce the clinical nurse leader to the job market.

    PubMed

    Norris, Tommie L; Webb, Sherry S; McKeon, Leslie M; Jacob, Susan R; Herrin-Griffith, Donna

    2012-01-01

    Development of a portfolio is an effective strategy used by clinical nurse leaders (CNLs) to inform prospective employers of their specialized skills in quality improvement, patient safety, error prevention, and teamwork. The portfolio provides evidence of competence relative to the role of clinician, outcomes manager, client advocate, educator, information manager, systems analyst/risk anticipator, team manager, healthcare professional, and lifelong learner. This article describes the CNL portfolio developed by experts from the University of Tennessee Health Science Center and Methodist LeBonheur Healthcare. Examples of portfolio documents generated throughout the master's entry CNL curriculum are provided, along with student experiences using the portfolio in the employment interview process.

  4. Student experiences of learning portfolios in occupational therapy education.

    PubMed

    Funk, Karen P

    2007-01-01

    Learning portfolios are used extensively in general education; however, limited information is available regarding its usage and value in occupational therapy education. This article discusses the experiences of 30 senior-level occupational therapy students who used student-learning portfolios as a method of comprehensive learning within an upper extremity orthotics and prosthetics course. Results indicated that portfolios assisted students in structuring their learning environment, documented their learning journey, highlighted their achievements, and developed professional skills of organization, motivation, and higher-ordered thinking. Implications of this study lend support towards using student-learning portfolios as a teaching tool to facilitate more holistic and effective student-centered learning environments.

  5. Measuring Professional Identity Development among Counselor Trainees

    ERIC Educational Resources Information Center

    Prosek, Elizabeth A.; Hurt, Kara M.

    2014-01-01

    This study examined the differences in professional identity development between novice and advanced counselor trainees (N = 161). Multivariate analyses of variance indicated significant differences between groups. Specifically, advanced counselor trainees demonstrated greater professional development compared with novice counselor trainees. No…

  6. Getting Rid of the Yawn Factor: Using a Portfolio Assignment To Motivate Students in a Professional Writing Class.

    ERIC Educational Resources Information Center

    Campbell, Nittaya

    2002-01-01

    Exploits the advantages of a portfolio assignment both as a tool for teaching writing and as a tool for enhancing students' job search. Provides some background on the use of portfolios in an educational context; describes the portfolio assignment for the writing class and the rationale behind it; and draws some conclusions about the outcome of…

  7. Professional Doctoral Theses by Explication as Professional Management Development

    ERIC Educational Resources Information Center

    Zuber-Skerritt, Ortrun

    2007-01-01

    Purpose: This paper aims to explain the nature, and identify the quality criteria of a doctoral thesis by explication for professional management development. Design/methodology/approach: A working definition of a professional doctoral explication thesis (DET) is proposed and substantiated by five experts. The paper takes a practical, educational…

  8. Teacher Professional Leadership in Support of Teacher Professional Development

    ERIC Educational Resources Information Center

    Taylor, Mike; Yates, Anne; Meyer, Luanna H.; Kinsella, Penny

    2011-01-01

    Counteracting perceptions of teaching as a profession with a flat career trajectory may require professional leadership opportunities for experienced teachers that differ substantively from those typically available. This evaluation study investigated the results of a professional development initiative for subject specialist teachers seconded to…

  9. Differentiating Teacher Professional Development with Design

    ERIC Educational Resources Information Center

    MacFarlane, Bronwyn

    2012-01-01

    Much research supports the benefits that quality professional development plays in impacting teacher quality. Experiences in professional development can affect a teacher's growth, the application of varied instructional techniques, and increase student learning. When professional development is well-planned, it can provide purpose, collaboration,…

  10. Planning Considerations for Afterschool Professional Development

    ERIC Educational Resources Information Center

    Bradshaw, L. Daniele

    2015-01-01

    Professional development is vital to the success of afterschool programs. Effective professional development enhances afterschool program quality by facilitating staff performance and knowledge; in addition, professional development is vital for improving student learning outcomes (Bouffard & Little, 2004; Hall & Surr, 2005; Joyce &…

  11. State Programs for Funding Teacher Professional Development.

    ERIC Educational Resources Information Center

    Ward, James G.; St. John, Edward P.; Laine, Sabrina W. M.

    State mandates for teacher professional development and continuing education, and funding for those mandates are a high profile topic in the North Central region. Examination of specific state requirements for professional development, the relationship among professional development, teacher certification, and continued employment, and direct…

  12. A Cost Framework for Professional Development.

    ERIC Educational Resources Information Center

    Odden, Allan; Archibald, Sarah; Fermanich, Mark; Gallagher, H. Alix

    2002-01-01

    Defines professional development and its key components; reviews previous research on professional development costs; examines problems with current fiscal accounting codes; proposes a framework for capturing professional development costs composed of six elements: teacher time; training and coaching; administration; materials, equipment, and…

  13. Institutional Assessment and the Integrative Core Curriculum: Involving Students in the Development of an ePortfolio System

    ERIC Educational Resources Information Center

    Silva, Mary Lourdes; Adams Delaney, Susan; Cochran, Jolene; Jackson, Ruth; Olivares, Cory

    2015-01-01

    The majority of research on the implementation of ePortfolios focuses on curriculum, faculty development, or student buy-in. When ePortfolio systems have been described in technical terms, the focus has been on the functionality, affordances, and limitations of ePortfolio systems (e.g., TaskStream, LiveText), free web tools (e.g., Google Docs),…

  14. Improving Teachers' Assessment Literacy through Professional Development

    ERIC Educational Resources Information Center

    Koh, Kim H.

    2011-01-01

    This study examined the effects of professional development on teachers' assessment literacy between two groups of teachers: (1) teachers who were involved in ongoing and sustained professional development in designing authentic classroom assessment and rubrics; and (2) teachers who were given only short-term, one-shot professional development…

  15. Tailoring Professional Development for IT Staff

    ERIC Educational Resources Information Center

    Haile, Christine E.; Trubitt, Lisa

    2007-01-01

    Professional development has become an increasingly important topic among information technology (IT) professionals in higher education, but what does it mean to engage in professional development activities? How does an institution create an initiative that meets broad organizational goals while taking into account the specific needs of the…

  16. Grounding our practice in nursing professional development.

    PubMed

    Dickerson, Pamela S

    2014-07-01

    The Nursing Professional Development: Scope and Standards of Practice is foundational to the work of nurses in a continuing professional development role. Use of the practice and professional performance aspects of the standards supports both quality of learning activities and the continuous growth process of nurses engaged in this area of practice.

  17. School Data as Mediators in Professional Development

    ERIC Educational Resources Information Center

    Jensen, Ruth; Moller, Jorunn

    2013-01-01

    International research documents a variety of approaches for fostering the professional development of principals. These studies mainly draw upon survey and interview data. Less attention has been paid to observing professional development processes. This article aims to examine how professional learning is played out empirically in the…

  18. Develop a Professional Learning Plan

    ERIC Educational Resources Information Center

    Journal of Staff Development, 2013

    2013-01-01

    A professional learning plan establishes short-and long-term plans for professional learning and implementation of the learning. Such plans guide individuals, schools, districts, and states in coordinating learning experiences designed to achieve outcomes for educators and students. Professional learning plans focus on the program of educator…

  19. Investment and Portfolio Management: The Development of a Graduate Level Business Course.

    ERIC Educational Resources Information Center

    Satterlee, Brian

    This paper describes the results of a project to develop a graduate-level business course in Investment and Portfolio Management for use in a Master of Business Administration degree program at Warner Southern College (Florida). The development of the course had three phases: (1) learning outcomes were derived from a literature review on…

  20. Development and Validation Process of a European Language Portfolio Model for Young Learners

    ERIC Educational Resources Information Center

    Mirici, Ismail Hakki

    2008-01-01

    The European Language Portfolio (ELP) was developed and piloted by the Language Policy Division of the Council of Europe, Strasbourg, from 1998 to 2000. It was launched on a pan-European level during the European Year of Languages as a tool to support the development of plurilingualism and pluriculturalism…

  1. Pairing WAC and Quantitative Reasoning through Portfolio Assessment and Faculty Development

    ERIC Educational Resources Information Center

    Rutz, Carol; Grawe, Nathan D.

    2009-01-01

    Writing across the curriculum has been a pedagogy associated with faculty development since the earliest days of the movement. Carleton College, an early adopter of WAC pedagogy and faculty development, has, in the last decade, added portfolio assessment to the combination with positive results. Among the unexpected consequences has been a…

  2. Development and implementation of a curricular-wide electronic portfolio system in a school of pharmacy.

    PubMed

    Lopez, Tina C; Trang, David D; Farrell, Nicole C; De Leon, Melissa A; Villarreal, Cynthia C; Maize, David F

    2011-06-10

    The Feik School of Pharmacy collaborated with a commercial software development company to create a Web-based e-portfolio system to document student achievement of curricular outcomes and performance in pharmacy practice experiences. The multi-functional system also could be used for experiential site selection and assignment and continuing pharmacy education. The pharmacy school trained students, faculty members, and pharmacist preceptors to use the e-portfolio system. All pharmacy students uploaded the required number of documents and assessments to the program as evidence of achievement of each of the school's curricular outcomes and completion of pharmacy practice experiences.

  3. Reclaiming Professional Identity through Postgraduate Professional Development: Careers Practitioners Reclaiming their Professional Selves

    ERIC Educational Resources Information Center

    Neary, Siobhan

    2014-01-01

    Careers advisers in the UK have experienced significant change and upheaval within their professional practice. This research explores the role of postgraduate-level professional development in contributing to professional identity. The research utilises a case study approach and adopts multiple tools to provide an in-depth examination of…

  4. Electronic portfolios in nursing education: a review of the literature.

    PubMed

    Green, Janet; Wyllie, Aileen; Jackson, Debra

    2014-01-01

    As health professionals, nurses are responsible for staying abreast of current professional knowledge and managing their own career, professional growth and development, and ideally, practices to support these activities should start during their student years. Interest in electronic or eportfolios is gathering momentum as educationalists explore their potential as a strategy for fostering lifelong learning and enhancing on-going personal and professional development. In this paper, we present an overview of e-portfolios and their application to nurse education, highlighting potential benefits and considerations of useage. We argue that the e-portfolio can represent an authentic means of assessing cognitive, reflective and affective skills. Furthermore, the e-portfolio provides a means through which nurses can record and provide evidence of skills, achievements, experience, professional development and on-going learning, not only for themselves, but for the information and scrutiny of registration boards, employers, managers and peers.

  5. Do Professional Development Schools (PDSs) Make a Difference? A Comparative Study of PDS and Non-PDS Teacher Candidates

    ERIC Educational Resources Information Center

    Castle, Sharon; Fox, Rebecca K.; Souder, Kathleen O'Hanlan

    2006-01-01

    This study assesses the impact of professional development schools (PDSs) on preservice teachers, comparing PDS and non-PDS candidates at the point of licensure. Data sources include student teaching evaluations and portfolio presentations. Statistical analyses reveal PDS candidates scored significantly higher than non-PDS candidates on aspects of…

  6. Sustainable Development, Systems Thinking and Professional Practice

    ERIC Educational Resources Information Center

    Martin, Stephen

    2008-01-01

    This article explores the impact of the sustainable development (SD) agenda on the occupational and professional needs of those who have undergone educational and training programmes in the environmental field either at the undergraduate or the postgraduate level or through relevant professional institutions' continuing professional development…

  7. Professional Learning Communities: Assessment--Development--Effects.

    ERIC Educational Resources Information Center

    Hipp, Kristine Kiefer; Huffman, Jane Bumpers

    This presentation addresses three topics: (1) the assessment of professional learning communities in schools; (2) the design and development of professional learning communities in schools; and (3) the effects of professional learning communities in schools. The purpose of this brief document is to share descriptions, processes, and materials…

  8. Everyday Observations: Developing a Sociological Perspective through a Portfolio Term Project

    ERIC Educational Resources Information Center

    Johnson, David R.; Renzulli, Linda; Bunch, Jackson; Paino, Maria

    2013-01-01

    We describe a semester-long active learning project in which students practice the skills of synthesis and analysis by developing portfolios organized around a topic of their own choosing (relevant to their substantive course). We build on prior contributions in four ways. First, we offer a project that is indicative of basic skills in the…

  9. Part Two: Graduate Student Perspectives on the Development of Electronic Portfolios

    ERIC Educational Resources Information Center

    Tsai, Howard; Lowell, Kay; Liu, Peilin; MacDonald, Laurie; Lohr, Linda

    2004-01-01

    This is the second segment of a two-part investigation into the design of electronic portfolios in a graduate-level educational technology class that had been structured around the ADDIE model of instructional design. This second paper is a reflective case study of how students implemented the ADDIE model--Analyze, Design, Develop, Implement,…

  10. Developing a Model for ePortfolio Design: A Studio Approach

    ERIC Educational Resources Information Center

    Carpenter, Russell; Apostel, Shawn; Hyndman, June Overton

    2012-01-01

    After developing and testing a model for integrative collaboration at Eastern Kentucky University's Noel Studio for Academic Creativity, we offer results that highlight the potential for peer review to significantly and positively impact the ePortfolio design process for students. The results of this classroom/studio collaboration suggest that…

  11. Design and Evaluation of a Development Portfolio: How to Improve Students' Self-Directed Learning Skills

    ERIC Educational Resources Information Center

    Kicken, Wendy; Brand-Gruwel, Saskia; van Merrienboer, Jeroen; Slot, Wim

    2009-01-01

    In on-demand education, students often experience problems with directing their own learning processes. A Structured Task Evaluation and Planning Portfolio (STEPP) was designed to help students develop 3 basic self-directed learning skills: Assessing the quality of own performance, formulating learning needs, and selecting future learning tasks. A…

  12. A successful faculty development program for implementing a sociocultural ePortfolio assessment tool.

    PubMed

    Perlman, Rachel L; Christner, Jennifer; Ross, Paula T; Lypson, Monica L

    2014-02-01

    Portfolios are emerging as a tool for documenting learning progression and assessing competency. ePortfolios are appealing as a portable and fluid means of documenting both learning and relevant experiences in a large number of students. Competence and learning can be especially difficult to document in important aspects of education and training, such as patient-centeredness, the cultural context of disease, and social determinants of health that do not lend themselves to fact-based assessment methods. Successful implementation of a method such as an ePortfolio requires explicit faculty development, as many faculty members have limited expertise with modern educational assessment technology. As part of the authors' introduction of a Sociocultural ePortfolio Assessment Tool in the undergraduate medical curriculum, three faculty development workshops were held to expand faculty skills in using this technology. In addition to gaining comfort using a new Web-based technology, faculty members also needed to develop skills with providing mentored feedback and stimulating student reflection. Workshops were modeled after other successful programs reported in the literature and allowed faculty to develop a structured format for evaluating student content. Faculty members were given multiple opportunities to practice their newly developed skills providing mentored reflections using an ePortfolio. The workshop evaluations were positive, suggesting that faculty participation in the workshops were a necessary component for them to develop sufficient assessment skills for providing mentored reflection. Faculty members who participated in this program-whether or not they had content expertise in sociocultural medicine-valued the hands-on faculty development program.

  13. Williamstown Observatory and the Development of Professional Astronomy in Australia

    NASA Astrophysics Data System (ADS)

    Andropoulos, Jenny; Orchiston, W.; Clark, B.

    2011-01-01

    During the early 1850s the colony of Victoria was enjoying a succession of gold rushes, and as the population of the fledgling settlement of Melbourne rapidly grew, an urgent need arose for an accurate local time service. Thus, Williamstown Observatory was founded at the port of Williamstown in 1853. Under the dynamic direction of Robert Ellery, the Williamstown Observatory quickly added meteorological and tidal observations, geodetic surveying and non-meridian astronomical observations to its portfolio, and by the time it closed in 1863 it had already played a key role in the early development of professional astronomy in Australia. Ellery went on to direct Melbourne Observatory_Williamstown's successor_and in the process build an international reputation in astronomy, meteorology and scientific entrepeneurship. In this paper we will discuss the founding and chequered history of the Williamstown Observatory, its scientific instruments and the ways in which they were used to contribute to Australian and international astronomy.

  14. Reforming primary science assessment practices: A case study of one teacher's professional development through action research

    NASA Astrophysics Data System (ADS)

    Briscoe, Carol; Wells, Elaine

    2002-05-01

    Calls for reform have suggested that classroom practice can best be changed by teachers who engage in their own research. This interpretive study examines the process of action research and how it contributes to the professional development of a first-grade teacher. The purpose of the study was to explore the research process experienced by the teacher as she examined whether portfolios could be used as an effective means for facilitating and assessing young children's development of science process skills. Data sources included a journal kept by the teacher, documents produced by the teacher and students as part of the portfolio implementation process, hand-written records of teacher's informal interviews with students, and anecdotal records from research team meetings during the study. Data analysis was designed to explore how the teacher's classroom practices and thinking evolved as she engaged in action research and attempted to solve the problems associated with deciding what to assess and how to implement portfolio assessment. We also examined the factors that supported the teacher's learning and change as she progressed through the research process. Data are presented in the form of four assertions that clarify how the action research process was influenced by various personal and contextual factors. Implications address factors that facilitated the teacher as researcher, and how this research project, initiated by the teacher, affected her professional development and professional life.

  15. Fundamental Capability Portfolio Management: A Study of Developing Systems with Implications for Army Research and Development Strategy

    DTIC Science & Technology

    2013-01-01

    Developing Systems with Implications for Army Research and Development Strategy 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6...Capability Portfolio Management A Study of Developing Systems with Implications for Army Research and Development Strategy Scott Hiromoto This document was...Summary of Systems ............................................................................................................ 21 Chapter Five

  16. Using Portfolios in Higher Education.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    One constructivist approach to assessing student learning is the use of portfolios. The contents of a portfolio demonstrate what a student knows and can do. The portfolio indicates actual products and processes a student has developed, as exemplified in the description of the contents of a student portfolio in a teaching methods course. Portfolios…

  17. Professionalism in Broadcasting in Developing Countries

    ERIC Educational Resources Information Center

    O'Brien, Rita Cruise

    1977-01-01

    Examines the modes of professionalism and organizational structure in broadcasting and investigates how these modes transfer from industrialized nations to developing countries such as Algeria and Senegal. (MH)

  18. Reflecting on the use of student portfolios.

    PubMed

    Harris, S; Dolan, G; Fairbairn, G

    2001-05-01

    The use of portfolios in nursing has increased during recent years. We reflect upon the design and implementation of a portfolio for pre-registration nursing students in the School of Care Sciences(1)at the University of Glamorgan. The portfolio was introduced as the result of the need to address the theory-practice divide and to provide nurse students with the skills to maintain a professional profile upon registration. We also discuss other potential benefits associated with using the portfolio. These include the use of a portfolio as a focus for discussion between the student and their preceptor or personal tutor, a vehicle for the development of reflective skills and a means of assessment. We acknowledge that along with benefits, there are a number of potential problems and limitations in their use, for example, an increase in the workload for the student, preceptor and personal tutor. We include preliminary findings of an evaluation of our portfolio, revealing that both students and staff value the introduction of the portfolio, although currently it is not a high priority in terms of the course as a whole.

  19. Contribution of Professional Development to Standards Implementation

    ERIC Educational Resources Information Center

    Klieger, Aviva; Yakobovitch, Anat

    2012-01-01

    Teachers' professional development is a key to any educational change and is critical when leading and assimilating change, such as introducing standards into classrooms. A national professional development (PD) framework was developed for the implementation of science standards published by the Israeli Ministry of Education, which was activated…

  20. Leadership and Professional Development: The Quiet Revolution

    ERIC Educational Resources Information Center

    Cardno, Carol

    2005-01-01

    Purpose: The purpose of this paper is to propose a model for holistic professional development as an alternative to practices that have been piecemeal and curriculum focused ignoring, in particular, the critical dimension of management development. Design/methodology/approach: A conceptual framework for considering professional development needs…

  1. Peer Coaching: Professional Development for Experienced Faculty

    ERIC Educational Resources Information Center

    Huston, Therese; Weaver, Carol L.

    2008-01-01

    The professoriate, as a whole, is growing older and more experienced; yet institutions often overlook the professional development needs of mid-career and senior faculty. This article, based on a review of the literature and the development of a peer coaching project, examines peer coaching as a professional development opportunity for experienced…

  2. Professional Development and Administration: Report of the ASCO Project Team on Professional Development Curriculum.

    ERIC Educational Resources Information Center

    Journal of Optometric Education, 1979

    1979-01-01

    An outline for a professional development and administration course in an optometry curriculum model is provided. It is designed to develop organizational, communicative, and management skills so the optometrist can become successful in the development and administration of a professional practice. Legal and professional development bibliographies…

  3. Reflecting on the Use of Student Portfolios.

    ERIC Educational Resources Information Center

    Harris, Sue; Dolan, Gina; Fairbairn, Gavin

    2001-01-01

    In addition to addressing the theory-practice divide and profiling professional skills, the use of portfolios in nursing education provides a focus for discussion between students and preceptors, a vehicle for development of reflective skills, and a means of assessment. The benefits outweigh the increased workload and assessment challenges.…

  4. Development of a Portfolio Management Approach with Case Study of the NASA Airspace Systems Program

    NASA Technical Reports Server (NTRS)

    Neitzke, Kurt W.; Hartman, Christopher L.

    2012-01-01

    A portfolio management approach was developed for the National Aeronautics and Space Administration s (NASA s) Airspace Systems Program (ASP). The purpose was to help inform ASP leadership regarding future investment decisions related to its existing portfolio of advanced technology concepts and capabilities (C/Cs) currently under development and to potentially identify new opportunities. The portfolio management approach is general in form and is extensible to other advanced technology development programs. It focuses on individual C/Cs and consists of three parts: 1) concept of operations (con-ops) development, 2) safety impact assessment, and 3) benefit-cost-risk (B-C-R) assessment. The first two parts are recommendations to ASP leaders and will be discussed only briefly, while the B-C-R part relates to the development of an assessment capability and will be discussed in greater detail. The B-C-R assessment capability enables estimation of the relative value of each C/C as compared with all other C/Cs in the ASP portfolio. Value is expressed in terms of a composite weighted utility function (WUF) rating, based on estimated benefits, costs, and risks. Benefit utility is estimated relative to achieving key NAS performance objectives, which are outlined in the ASP Strategic Plan.1 Risk utility focuses on C/C development and implementation risk, while cost utility focuses on the development and implementation portions of overall C/C life-cycle costs. Initial composite ratings of the ASP C/Cs were successfully generated; however, the limited availability of B-C-R information, which is used as inputs to the WUF model, reduced the meaningfulness of these initial investment ratings. Development of this approach, however, defined specific information-generation requirements for ASP C/C developers that will increase the meaningfulness of future B-C-R ratings.

  5. Master Teachers as Professional Developers: Managing Conflicting Versions of Professionalism

    ERIC Educational Resources Information Center

    Montecinos, Carmen; Pino, Mauricio; Campos-Martinez, Javier; Domínguez, Rosario; Carreño, Claudia

    2014-01-01

    As education's main workforce, teachers have been the target of policies designed to shape and affirm new versions of professionalism. This paper examines this issue as it is exemplified by the Teachers of Teachers Network (TTN), a program developed by Chile's Ministry of Education. As a program designed to identify and reward high quality…

  6. Professional Development Schools: Partnerships in Teacher Preparation.

    ERIC Educational Resources Information Center

    Moore, Kenneth D.; Hopkins, Scott

    1993-01-01

    Teachers (n=84), principals (n=108), and teacher educators (n=128) were surveyed to determine their views about the most important components of professional development schools and the most important skills that should be taught to teachers who are active in professional development schools. (IAH)

  7. Critical Issues in Early Childhood Professional Development

    ERIC Educational Resources Information Center

    Zaslow, Martha, Ed.; Martinez-Beck, Ivelisse, Ed.

    2005-01-01

    Effective teaching leads to positive student outcomes, and professional development for early childhood teachers is key to improving both. But what exactly is meant by "professional development"? What effect does it have on school readiness? Which models and approaches really work? This is the book the early childhood field needs to take the…

  8. Faculty Professional Development for Quality Online Teaching

    ERIC Educational Resources Information Center

    Alexiou-Ray, Jennifer; Bentley, Courtney C.

    2015-01-01

    Meaningful technology use in education continues to improve given an increase in access to available technologies and professional development. For educators, professional development has focused on approaches for technology use that foster content-specific best practices and improve student learning in traditional classroom formats. Meaningful…

  9. Improving Teacher Quality through Professional Development

    ERIC Educational Resources Information Center

    Kent, Andrea M.

    2004-01-01

    Professional development is the catalyst to transforming theory into current best teaching practices. In order to provide effective professional development, there are many variables that must be considered by the school principal including teacher beliefs and receptivity, the school climate, and available local school support. Ultimately,…

  10. An Innovative Model for Professional Development

    ERIC Educational Resources Information Center

    McMurray, Sharon; O'Neill, Susan; Thompson, Ross

    2016-01-01

    This paper considers an innovative model of continuing professional development in addressing the needs of children with literacy difficulties, namely the Special Educational Needs Continuing Professional Development Literacy Project. Stranmillis University College, in partnership with St Mary's University College, Belfast secured £4.06 million…

  11. Characteristics of Effective Professional Development: A Checklist

    ERIC Educational Resources Information Center

    Hunzicker, Jana

    2010-01-01

    This article summarizes current research on effective professional development and offers a checklist for school leaders to use when designing learning opportunities for teachers. Effective professional development engages teachers in learning opportunities that are supportive, job-embedded, instructionally-focused, collaborative, and ongoing.…

  12. The Impact of Professional Development on Teaching

    ERIC Educational Resources Information Center

    McLoughlin, Virginia

    2012-01-01

    Differentiating instruction for individual students has been shown to enhance achievement, and professional development has been shown to be an effective method of teacher training. The purpose of this project study was to assess teachers' tolerance for and acceptance of professional development for differentiated instruction in a suburban high…

  13. Effective Professional Development Planning: The Wisconsin PDP

    ERIC Educational Resources Information Center

    Fischer, John A.

    2010-01-01

    Designed to improve PK-12 professional learning and increase student achievement, Wisconsin's policymakers developed and implemented new educator licensing guidelines (PI 34) and a Professional Development Plan (PDP) system based on empirical research and national policy trends in 2004. As PI 34 and the PDP system are relatively new, the…

  14. Teachers' Professional Development: A Theoretical Review

    ERIC Educational Resources Information Center

    Postholm, May Britt

    2012-01-01

    Background and purpose: The article reviews studies that focus on the professional development of teachers after they have completed their basic teacher training. Teacher professional development is defined as teachers' learning: how they learn to learn and how they apply their knowledge in practice to support pupils' learning. The research…

  15. Great Expectations: Emergent Professional Development Schools.

    ERIC Educational Resources Information Center

    Winitzky, Nancy; And Others

    1992-01-01

    One of five articles on professional development schools in this theme issue. Describes the establishment of a professional development school reflecting Holmes Group principles by the University of Utah/Salt Lake City School District partnership. Discusses several dilemmas, including: didactic versus constructivist views of teaching and learning,…

  16. Teacher Professional Development: Who Is the Learner?

    ERIC Educational Resources Information Center

    Petrie, Kirsten; McGee, Clive

    2012-01-01

    One of the challenges in in-service teacher education is how teachers can be given professional development (PD) that enables them to respond to national curriculum and policy change. In recent years primary teachers in New Zealand have been inundated with Ministry of Education-funded professional development programmes to help them implement a…

  17. Professional Development under KERA: Teachers' Decisions & Dilemmas.

    ERIC Educational Resources Information Center

    Kelly, Philip P.; McDiarmid, G. Williamson

    This study examined how teachers perceived their professional development needs and how to best meet those needs in the context of systemic reform (the Kentucky Education Reform Act of 1990), noting plans for professional development created by teachers themselves. A stratified random sample of schools from five geographic locations in Kentucky…

  18. Changing Teacher's Beliefs through Professional Development.

    ERIC Educational Resources Information Center

    Vacc, Nancy Nesbitt; Bright, George W.; Bowman, Anita H.

    This study examined changes in 19 teachers' beliefs across the first 2 years of a professional development program in cognitively guided instruction (CGI). The study involved five teams of mathematics teachers and teacher educators. Teams attended professional development workshops on several occasions. Each team met monthly to discuss their…

  19. Transforming Professional Development into Student Results

    ERIC Educational Resources Information Center

    Reeves, Douglas B.

    2010-01-01

    Focusing on just three things--evidence of student learning, feedback on teacher and principal decisions, and depth of implementation--renowned author and thinker Douglas B. Reeves provides you with a blueprint for how to ensure professional development improves student learning. Find out: (1) Which ineffective professional development practices…

  20. Professional Development: Perceptions of Benefits for Principals

    ERIC Educational Resources Information Center

    Blaik Hourani, Rida; Stringer, Patricia

    2015-01-01

    Schools in Abu Dhabi are going through change and reform. Abu Dhabi Education Council (ADEC) has initiated professional development for principals to facilitate change and school improvement. This paper explores principals' perception on the benefits of professional development received in light of managing school change and reforms.…

  1. Signifying Authenticity in Academic Practice: A Framework for Better Understanding and Harnessing Portfolio Assessment

    ERIC Educational Resources Information Center

    Trevitt, Chris; Stocks, Claire

    2012-01-01

    Portfolios are an assessment tool that help frame expectations of personal professional learning about teaching in higher education, a key dimension of academic practice. In this paper, we review our experiences in both supporting academic colleagues to develop a teaching portfolio, and in their assessment. We argue that the authenticity of the…

  2. Developing a Professional Development Program Model Based on Teachers' Needs

    ERIC Educational Resources Information Center

    Lee, Hea-Jin

    2005-01-01

    This paper presents a model of a teacher needs-based (TNB) professional development program. The TNB model formed the foundation of three externally funded professional development programs. The objectives of this model are to maximize the effects of a professional development program, and to help participants sustain their learning over the long…

  3. Developing Opportunities for Professional Counselors.

    ERIC Educational Resources Information Center

    Vacc, Nicholas A.

    Because cancer patients and their families have special psychological needs that are not always met through medical care, the Bowman Gray School of Medicine at Wake Forest University established the Cancer Patient Support Program (CPSP) at the Oncology Research Center. Services provided by the CPSP's 2 professional counselors and approximately 35…

  4. Developing a Professional Learning Community

    ERIC Educational Resources Information Center

    Herrera, Charmaine M.

    2012-01-01

    Professional Learning Communties (PLCs) school reform movement that is grounded in decades of research. The purpose of this research was to investigate whether or not a PLC would help in cultivating a culture of learning and collaboration at a small charter school in Delaware. The research involved interviews of teachers, administrators and a data…

  5. Developing Collaborative Electronic Portfolios for Preservice Teachers in Computer Mediated Learning.

    ERIC Educational Resources Information Center

    Bull, Kay S.; Montgomery, Diane; Overton, Robert; Kimball, Sarah

    Portfolios provide a means to represent excellence and variety in the work of one preparing to be a teacher. This paper reviews the implementation of portfolios with preservice teachers and describes appropriate electronic artifacts for inclusion in an electronic portfolio. Teaching portfolios are typically composed of artifacts, reproductions,…

  6. Decision-making in product portfolios of pharmaceutical research and development – managing streams of innovation in highly regulated markets

    PubMed Central

    Jekunen, Antti

    2014-01-01

    Decision-making is a core function of any drug development firm. Developing drugs demands a firm to be highly innovative, while at the same time the activity is strictly regulated. Successful drug development offers the right to apply for a long-term patent that confers exclusive marketing rights. This article addresses the issue of what constitutes an adequate portfolio of drugs for a drug development firm and how it might be managed successfully. The paper investigates decision-making in the industry and specifically in the development of oncology drugs from various perspectives: the need for decisions, their timing, decision-making at the project level, the optimal portfolio, tools for portfolio analysis, the evaluation of patents, and finally the importance of the drug portfolio. Drug development decisions as important organizational elements should get more emphasis, and decisions in drug portfolio using modern decision-making methods should be used more widely than what currently happens. Structured, informed decisions would help avoiding late terminations of drugs in Phase III development. An improved research and development pipeline and drug portfolio management are the major elements in the general strategy targeting success. PMID:25364229

  7. Decision-making in product portfolios of pharmaceutical research and development--managing streams of innovation in highly regulated markets.

    PubMed

    Jekunen, Antti

    2014-01-01

    Decision-making is a core function of any drug development firm. Developing drugs demands a firm to be highly innovative, while at the same time the activity is strictly regulated. Successful drug development offers the right to apply for a long-term patent that confers exclusive marketing rights. This article addresses the issue of what constitutes an adequate portfolio of drugs for a drug development firm and how it might be managed successfully. The paper investigates decision-making in the industry and specifically in the development of oncology drugs from various perspectives: the need for decisions, their timing, decision-making at the project level, the optimal portfolio, tools for portfolio analysis, the evaluation of patents, and finally the importance of the drug portfolio. Drug development decisions as important organizational elements should get more emphasis, and decisions in drug portfolio using modern decision-making methods should be used more widely than what currently happens. Structured, informed decisions would help avoiding late terminations of drugs in Phase III development. An improved research and development pipeline and drug portfolio management are the major elements in the general strategy targeting success.

  8. Inquiry identity and science teacher professional development

    NASA Astrophysics Data System (ADS)

    Bryce, Nadine; Wilmes, Sara E. D.; Bellino, Marissa

    2016-06-01

    An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff's argument that "professional development could be designed to facilitate reflexive transformation of identity within professional learning environments" (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers' conversations related to personal and professional efficacy in the service of improved science teaching and learning.

  9. Developing Research Capacity through Professional Training

    ERIC Educational Resources Information Center

    Jacobs, Lynette

    2015-01-01

    This paper reports on a planned, professional, postgraduate diploma that aims to develop educators and education officials professionally towards policy making and at the same time bring about transformation in the students' work environment. In order to focus particularly on this aim and also to instil reflexive practices, we will focus on two…

  10. Professional Development and Web 2.0

    ERIC Educational Resources Information Center

    Jakes, David

    2007-01-01

    Professional development in most schools has a predictable look and feel: summer workshops, brown-bag luncheon trainings, and the infamous in-service day. These events can be successful, and there is no doubt they have helped numerous educators become better at what they do. Web 2.0, however, opens up a new world of professional learning. This…

  11. Professional Development. Symposium 26. [AHRD Conference, 2001].

    ERIC Educational Resources Information Center

    2001

    This document contains three papers on professional development. "An Inquiry into the Continuing Professional Education of Information Technology Workers" (David D. Branigan) reports on a study in which the model of the critically reflective teacher was used to examine the practice of continuing education for the information technology…

  12. Connecting Professional Development to Student Learning Gains

    ERIC Educational Resources Information Center

    Holloway, John H.

    2006-01-01

    Over the years, teachers and school leaders have engaged in some form of training beyond their formal preservice, university preparation programs. Whether referred to as in-service training, professional day, or staff or professional development, this activity normally had one purpose: to improve participant's knowledge or skills. With limited…

  13. The Development of Competent Marketing Professionals

    ERIC Educational Resources Information Center

    Walker, Ian; Tsarenko, Yelena; Wagstaff, Peter; Powell, Irene; Steel, Marion; Brace-Govan, Jan

    2009-01-01

    The process of transition from university undergraduate to business professional is a crucial stage in the development of a business career. This study examines both graduate and employer perspectives on the essential skills and knowledge needed by marketing professionals to successfully perform their roles. From in-depth interviews with 14…

  14. Talent Development Professional Development Evaluation Model: A Paradigm Shift

    ERIC Educational Resources Information Center

    Ellison, Constance M.

    2004-01-01

    Professional development has moved from the periphery of teachers' professional lives to center stage, clearly recognized today as one of the key factors that shape teachers' ability to reach and teach all students successfully. To be effective, any professional development program must pay close attention to changes in teacher classroom…

  15. Assessment of an ePortfolio: Developing a Taxonomy to Guide the Grading and Feedback for Personal Development Planning

    ERIC Educational Resources Information Center

    Clark, Wendy; Adamson, Jackie

    2009-01-01

    This paper describes the rationale for, and the design, implementation and preliminary evaluation of a taxonomy to guide the grading and feedback of ePortfolio assessment of personal development planning (PDP) in a module where PDP is integrated into the curriculum. Conventional higher education assessment methods do not adequately address the…

  16. Notes for the Primary Care Teachers: PORTFOLIO ASSESSMENT.

    PubMed

    Teng, Cl

    2007-01-01

    The portfolio consists of a variety of documentation of a learner's proof of learning. It has been promoted as one way to verify a learner's personal and professional development, especially for the more mature trainees and doctors at work. It has not been widely accepted as a summative tool because the amount of time imposed on the learners may be considerable. Ways to improve the reliability of assessments on unstandardised portfolios are needed for its wider application.

  17. "Out of the box" professional development

    NASA Astrophysics Data System (ADS)

    2015-04-01

    At a recent AAPT meeting, I was part of a conversation about professional development that focused on conferences. We discussed the current meeting structure used by AAPT and some alternative formats. This discussion added greatly to my own understanding of new ways for teachers to receive their professional development. This conversation also began my friendship with Kelly O'Shea, a physics teacher from New York. She is also a blogger (check her out at https://kellyoshea.wordpress.com) and an innovative educator. Through my relationship with Kelly, I have grown in my own knowledge of two "out of the box" ways teachers are getting their professional development.

  18. Reliability of Portfolio: A Closer Look at Findings from Recent Publications

    ERIC Educational Resources Information Center

    Oskay, Ozge Ozyalcin; Schallies, Michael; Morgil, Inci

    2008-01-01

    In this review article, conventional portfolio assessment and new developments in portfolio assessment are investigated. The concept of portfolio, portfolio building steps, contents of portfolio, evaluation of portfolio, advantages, disadvantages and concerns in using portfolio as well as validity and reliability of portfolio assessment are…

  19. Career Mapping for Professional Development and Succession Planning.

    PubMed

    Webb, Tammy; Diamond-Wells, Tammy; Jeffs, Debra

    Career mapping facilitates professional development of nurses by education specialists and nurse managers. On the basis of national Nursing Professional Development Scope and Standards, our education and professional development framework supports the organization's professional practice model and provides a foundation for the professional career map. This article describes development, implementation, and evaluation of the professional career map for nurses at a large children's hospital to support achievement of the nursing strategic goals for succession planning and professional development.

  20. Diving for PERLS: working and performance portfolios for evaluation and reflection on learning.

    PubMed

    Pinsky, Linda E; Fryer-Edwards, Kelly

    2004-05-01

    Professional competence requires a commitment to lifelong learning, self-assessment, and excellence. Complex skills such as these require flexible and comprehensive teaching and assessment measures. We describe a combination of working and performance portfolios that both foster and evaluate the development of professional competence. We explain the conceptual and practical underpinnings that maximize the effectiveness of these tools. Drawing on experience with University of Washington residents, we identify 5 criteria that can help promote successful use of portfolios: separate working and performance functions of portfolios, developing a supportive climate, developing skills in faculty and residents, observing progress over time, and fostering mentorship opportunities.

  1. [Development of evaluation methods for student performance in National Universities: formative assessment and portfolio].

    PubMed

    Takiguchi, Yoshiharu; Arai, Kunizo; Ieiri, Ichiro; Uejima, Etsuko; Hirata, Kazumasa

    2012-01-01

    Formative assessment which refers to frequent, interactive assessments of student progress and understanding is one of the most effective strategies for promoting high student performance and developing students' "learning to learn" skills. Portfolio (personal record of learning) is a useful tool for tracking individual student progress toward learning goals. We conducted the questionnaire survey in 14 National Universities on approach to the formative assessment methods and the use of portfolio in the long-term practice experience (pharmacy clerkship) at community pharmacy and hospital pharmacy which was undergone for the first time in 2010. The finding obtained from our questionnaires implicated that portfolio is useful for sharing information among student, tutorial pharmacist and faculty members. All universities have provided tools for visible assessment of student achievement. However, they are not used enough for feedback on student performance, and formative assessment is not practiced systematically. A reason seems to be differences in understanding of it. In addition to improvement of the tools to support formative assessment, promotion of effective assessment practice will need for systematic evaluation.

  2. Postgraduate Orthodontics Students' and Mentors' Perceptions of Portfolios and Discussion as Tools for Development of Reflection.

    PubMed

    Tonni, Ingrid; Mora, Luca; Oliver, Richard G

    2016-09-01

    The aim of this study was to analyze the effects of a portfolio learning strategy designed to develop students' reflection abilities in a postgraduate orthodontic program in the UK. Nine first-year postgraduate orthodontic students and seven mentors participated in the one-year program, which included a reflective portfolio, mentorship, and discussion. After the program, the students' and mentors' perceptions were collected using focus groups and individual interviews, respectively. The data were analyzed using thematic analysis. Four categories emerged. The first, reflection, was considered a skill to learn, and time was needed for students to fully understand its meaning and achieve its outcomes. The second theme, characteristics of reflection, was descriptive at the beginning and more critical at the end of the experience. The third theme, outcomes of reflection, involved students' improved problem-solving and action-planning abilities and increased self-awareness, motivation, confidence, and communication skills. In the fourth theme, stimulation of reflection, students did not agree with mentors regarding the importance of reflective writing, but they recognized the value of the portfolio's reflective log in facilitating the reflective process. There was greater agreement between students and mentors regarding discussions with mentors and among peers as tools to achieve higher levels of reflection. Overall, these students and mentors considered the strategy an effective tool for improving students' reflection.

  3. Validity of portfolio assessment: which qualities determine ratings?

    PubMed

    Driessen, Erik W; Overeem, Karlijn; van Tartwijk, Jan; van der Vleuten, Cees P M; Muijtjens, Arno M M

    2006-09-01

    The portfolio is becoming increasingly accepted as a valuable tool for learning and assessment. The validity of portfolio assessment, however, may suffer from bias due to irrelevant qualities, such as lay-out and writing style. We examined the possible effects of such qualities in a portfolio programme aimed at stimulating Year 1 medical students to reflect on their professional and personal development. In later curricular years, this portfolio is also used to judge clinical competence. We developed an instrument, the Portfolio Analysis Scoring Inventory, to examine the impact of form and content aspects on portfolio assessment. The Inventory consists of 15 items derived from interviews with experienced mentors, the literature, and the criteria for reflective competence used in the regular portfolio assessment procedure. Forty portfolios, selected from 231 portfolios for which ratings from the regular assessment procedure were available, were rated by 2 researchers, independently, using the Inventory. Regression analysis was used to estimate the correlation between the ratings from the regular assessment and those resulting from the Inventory items. Inter-rater agreement ranged from 0.46 to 0.87. The strongest predictor of the variance in the regular ratings was 'quality of reflection' (R 0.80; R2 66%). No further items accounted for a significant proportion of variance. Irrelevant items, such as writing style and lay-out, had negligible effects. The absence of an impact of irrelevant criteria appears to support the validity of the portfolio assessment procedure. Further studies should examine the portfolio's validity for the assessment of clinical competence.

  4. Narrative and poetry writing for professional development.

    PubMed

    Bolton, Gillie

    2007-12-01

    Narrative, metaphor and image are habitual forms of making sense of the world and can be powerfully harnessed for professional development. Writing is a particular form of expression and communication that allows practitioners to speedily identify and engage with their most sensitively critical aspects of practice, and forms the basis for critical, confidential, trusted discussion. This article gives underlying theories and dominant practices of reflective writing as a professional development activity.

  5. A web-based portfolio model as the students' final assignment: Dealing with the development of higher education trend

    NASA Astrophysics Data System (ADS)

    Utanto, Yuli; Widhanarto, Ghanis Putra; Maretta, Yoris Adi

    2017-03-01

    This study aims to develop a web-based portfolio model. The model developed in this study could reveal the effectiveness of the new model in experiments conducted at research respondents in the department of curriculum and educational technology FIP Unnes. In particular, the further research objectives to be achieved through this development of research, namely: (1) Describing the process of implementing a portfolio in a web-based model; (2) Assessing the effectiveness of web-based portfolio model for the final task, especially in Web-Based Learning courses. This type of research is the development of research Borg and Gall (2008: 589) says "educational research and development (R & D) is a process used to develop and validate educational production". The series of research and development carried out starting with exploration and conceptual studies, followed by testing and evaluation, and also implementation. For the data analysis, the technique used is simple descriptive analysis, analysis of learning completeness, which then followed by prerequisite test for normality and homogeneity to do T - test. Based on the data analysis, it was concluded that: (1) a web-based portfolio model can be applied to learning process in higher education; (2) The effectiveness of web-based portfolio model with field data from the respondents of large group trial participants (field trial), the number of respondents who reached mastery learning (a score of 60 and above) were 24 people (92.3%) in which it indicates that the web-based portfolio model is effective. The conclusion of this study is that a web-based portfolio model is effective. The implications of the research development of this model, the next researcher is expected to be able to use the guideline of the development model based on the research that has already been conducted to be developed on other subjects.

  6. Experiences of combat medical technician continuous professional development on operations.

    PubMed

    Randall-Carrick, J V

    2012-09-01

    Whilst on operations, British military medical staff strive to provide high quality medical care to deployed soldiers. The application of UK Health Care Governance principles, particularly Clinical Professional Development (CPD), is especially challenging on operations. This article highlights some of the difficulties faced and the solutions generated to facilitate good CPD of Combat Medical Technicians (CMTs) deployed to Afghanistan on Operation HERRICK 13. The article describes the opportunities for CMTs to develop their skills in the assessment and management of trauma and primary health complaints. It also describes the difficulties in capturing this development especially when the supervision of CMTs was limited, with variable communication modalities and within the current limitations of the CMT portfolio. Solutions described include the use of individual reflective practice, face-to-face supervision and assessment by Medical Officers, Significant Event Reports, the mandatory After Action Review Process, and the development of formal standardised CMT CPD. This included refresher training after return from leave, Senior Medical Officer (SMO) weekly lectures and the SMO weekly report. Finally, the future of CMT CPD is raised and it is hoped that this article will stimulate debate into how to approach these challenges and refine these processes further.

  7. [The path to continuing professional development].

    PubMed

    François, Patrice

    2014-11-01

    Continuing professional development (CPD) is a new approach to continuing medical education and is based on: the assessment of the practitioner needs, pedagogy centered on practices and the consideration of the practitioner social accountability. In France, CPD became mandatory for all health professionals in 2009. However, we observe a delay in its implementation, due to several regulatory aspects. The main obstacles are the unique model of CPD for all occupations, the constraint of a single operator and the lack of scale quantifying the professional investment. By correcting these drawbacks, the CPD could really contribute to the continuous improvement of the quality and safety of care.

  8. Proficiency, Portfolios, and Learner Development in the Reading Classroom.

    ERIC Educational Resources Information Center

    Layzer, Carolyn; Sharkey, Judy

    Experiences in teaching a first-year reading course in the intensive English program at Kansai Gaidai Junior College (Japan) are discussed. In the period described, there were six classes of 16 students each. A proficiency-oriented approach incorporating a learner development component was adopted to facilitate the transition from traditional…

  9. Workshop IV: Professional Development and Leadership

    NASA Astrophysics Data System (ADS)

    Sui, Man-Ling; Yoon, Jin-Hee

    2015-12-01

    The Professional Development and Leadership workshop of the 5th IUPAP International Conference on Women in Physics was aimed at identifying and overcoming the personal and professional roadblocks that female physicists experience while pursuing their careers and obtaining leadership positions. Participants shared their thoughts and experiences related to the workshop's three sessions—Leadership, Education, and Inspiration—and concluded by formulating resolutions and recommendations to present to the International Union of Pure and Applied Physics (IUPAP).

  10. Epistemology, development, and integrity in a science education professional development program

    NASA Astrophysics Data System (ADS)

    Hancock, Elizabeth St. Petery

    This research involved interpretive inquiry to understand changes in the notion of "self" as expressed by teachers recently enrolled as graduate students in an advanced degree program in science education at Florida State University. Teachers work in a context that integrates behavior, social structure, culture, and intention. Within this context, this study focused on the intentional realm that involves interior understandings, including self-epistemology, professional self-identity, and integrity. Scholarship in adult and teacher development, especially ways of knowing theory, guided my efforts to understand change in these notions of self. The five participants in this study were interviewed in depth to explore their "self"-related understandings in detail. The other primary data sources were portfolios and work the participants submitted as part of the program. Guided by a constructivist methodology, I used narrative inquiry and grounded theory to conduct data analysis. As learners and teachers, these individuals drew upon epistemological orientations emphasizing a procedural orientation to knowledge. They experienced varying degrees of interior and exterior development in self and epistemology. They created integrity in their efforts to align their intentions with their actions with a dynamic relationship to context. This study suggests that professional development experiences in science education include consideration of the personal and the professional, recognize and honor differing perspectives, facilitate development, and assist individuals to recognize and articulate their integrity.

  11. The Vital Program: Transforming ICT Professional Development

    ERIC Educational Resources Information Center

    Bradshaw, Pete; Twining, Peter; Walsh, Christopher S.

    2012-01-01

    Developing a model for effective large-scale continuous professional development (CPD) for teachers remains a significant obstacle for many governments worldwide. This article describes the development and evolution of Vital--a CPD program designed to enhance the teaching of information communication technology in state-funded primary and…

  12. Encouraging Faculty Attendance at Professional Development Events

    ERIC Educational Resources Information Center

    Burdick, Dakin; Doherty, Tim; Schoenfeld, Naomi

    2015-01-01

    For faculty development events to have the greatest impact on campus practice, faculty developers need to attract and include as many faculty members as possible at their events. This article describes the testing of a checklist regarding faculty attendance at professional development events through a survey of 238 faculty members at small…

  13. A mathematical model for maximizing the value of phase 3 drug development portfolios incorporating budget constraints and risk.

    PubMed

    Patel, Nitin R; Ankolekar, Suresh; Antonijevic, Zoran; Rajicic, Natasa

    2013-05-10

    We describe a value-driven approach to optimizing pharmaceutical portfolios. Our approach incorporates inputs from research and development and commercial functions by simultaneously addressing internal and external factors. This approach differentiates itself from current practices in that it recognizes the impact of study design parameters, sample size in particular, on the portfolio value. We develop an integer programming (IP) model as the basis for Bayesian decision analysis to optimize phase 3 development portfolios using expected net present value as the criterion. We show how this framework can be used to determine optimal sample sizes and trial schedules to maximize the value of a portfolio under budget constraints. We then illustrate the remarkable flexibility of the IP model to answer a variety of 'what-if' questions that reflect situations that arise in practice. We extend the IP model to a stochastic IP model to incorporate uncertainty in the availability of drugs from earlier development phases for phase 3 development in the future. We show how to use stochastic IP to re-optimize the portfolio development strategy over time as new information accumulates and budget changes occur.

  14. Digital Portfolios: Documenting Student Growth

    ERIC Educational Resources Information Center

    Cramer, Matthew

    2009-01-01

    The digital portfolio process at Camino Nuevo High School (CNHS) offers an essential 21st century skill to students. All students are trained in basic web design to build and maintain their digital portfolios. These skills equip them with tools they will likely use in their future endeavors in college and the professional world. Teachers at CNHS…

  15. Portfolio-based Teacher Assessment.

    ERIC Educational Resources Information Center

    Curry, Stacie; Cruz, John

    2000-01-01

    Educators in the Fowler (California) Unified School District have found that teacher evaluation portfolios help link improvement and accountability concerns in the peer review process. Portfolios that are structured around professional standards and the school's accountability goals are a good way to measure teacher effectiveness. Implementation…

  16. Achieving a Prioritized Research and Technology Development Portfolio for the Dust Management Project

    NASA Technical Reports Server (NTRS)

    Hyatt, Mark J.; Abel, Phillip; Delaune, Paul; Fishman, Julianna; Kohli, Rajiv

    2009-01-01

    Mission architectures for human exploration of the lunar surface continue to advance as well as the definitions of capability needs, best practices and engineering design to mitigate the impact of lunar dust on exposed systems. The NASA DMP has been established as the agency focal point for dust characterization, technology, and simulant development. As described in this paper, the DMP has defined a process for selecting and justifying its R&T portfolio. The technology prioritization process, which is based on a ranking system according to weighted criteria, has been successfully applied to the current DMP dust mitigation technology portfolio. Several key findings emerged from this assessment. Within the dust removal and cleaning technologies group, there are critical technical challenges that must be overcome for these technologies to be implemented for lunar applications. For example, an in-situ source of CO2 on the moon is essential to the CO2 shower technology. Also, significant development effort is required to achieve technology readiness level TRL 6 for the electrostatic cleaning system for removal of particles smaller than 50 pm. The baseline materials related technologies require considerable development just to achieve TRL 6. It is also a nontrivial effort to integrate the materials in hardware for lunar application. At present, there are no terrestrial applications that are readily adaptable to lunar surface applications nor are there any obvious leading candidates. The unique requirements of dust sealing systems for lunar applications suggest an extensive development effort will be necessary to mature dust sealing systems to TRL 6 and beyond. As discussed here, several alternate materials and technologies have achieved high levels of maturity for terrestrial applications and warrant due diligence in ongoing assessment of the technology portfolio. The present assessment is the initial step in an ongoing effort to continually evaluate the DMP technology

  17. Implementing a competency-based electronic portfolio in a graduate nursing program.

    PubMed

    Wassef, Maureen E; Riza, Lyn; Maciag, Tony; Worden, Christine; Delaney, Andrea

    2012-05-01

    Use of electronic portfolios (e-portfolios) has been advocated to demonstrate nursing student accomplishments as well as to document program and course outcomes. This use of e-portfolios incorporates information technology, thus aligning the educational process in professional degree programs to 21st-century teaching and learning scholarship. Here we describe a project to explore the feasibility of transitioning from documenting student competencies in hard-copy binders to e-portfolios. To make this transition in an efficient manner in our graduate nursing program, we used the Plan, Do, Study, Act quality-improvement model. An interdisciplinary team of nursing faculty and educational computing consultants developed a professional e-portfolio template and implemented a pilot program for 10 students enrolled in our nurse educator specialty. This program was executed by assessing university resources, evaluating the technological competence of both students and faculty, and through the interdisciplinary team members' commitment to provide ongoing support for the program.

  18. Preparedness Portfolios and Portfolio Studios: Supporting Self-Authoring Engineers

    ERIC Educational Resources Information Center

    Sattler, Brook; Turns, Jennifer

    2015-01-01

    In this work, we engaged engineering undergraduate students in constructing an ePortfolio. The purpose of the research presented here was to explore the question, "If and in what ways do students report experiencing the construction of a preparedness portfolio in a portfolio studio as an opportunity to develop into self-authoring…

  19. Using Portfolios to Engage Introductory Geoscience Students in Their Subject and to Develop Learning Skills.

    NASA Astrophysics Data System (ADS)

    Boyle, A. P.; Prior, D. J.

    2008-12-01

    It is often difficult to deal with wide-ranging, exciting geoscience topics at introductory level when the background geoscience knowledge of the incoming students is limited. This means that new students can often be confronted by self-contained, subject-based topics (e.g. introductory mineralogy) and fail to see where the bigger pictures may be. Another issue, partly arising from massification and thus increasing diversity of student cohorts but also to changes in UK school education goals, is the realisation that incoming students have difficulties combining lecture note taking, reading and general organisation of paper-based materials into a learning package that can help them write structured essays. They need help with the transfer from school to university education. Two years ago, a curriculum review provided the opportunity to develop a new module that could address these issues. The module deals with current topics. Students attend a series of 8 lectures given by 8 different faculty staff covering topics like The Origin of the Moon, Earthquake Prediction, Mass Extinctions, Snowball Earth, and Geohazards spread over the introductory year. Each lecturer uses whatever delivery style they want (PowerPoint, chalk and talk), but the lecture must be an illustration of the scientific method dealing with evidence, models and uncertainty, and must direct students towards a range of associated reading. The students develop a portfolio with a section for each lecture topic. Each section contains their notes, annotated copies of the reading and a one page (A4) summary of the main points of the topic, derived from both the notes and reading. The students also develop a glossary of geological terms. In addition, the students must attend 6 extra talks given by guest speakers at either the student society meetings or the departmental seminar series. Assessment is by the portfolio (40%) and a final essay paper (60%). The portfolio is collected in at the end of the first

  20. Literacy Achievement through Sustained Professional Development

    ERIC Educational Resources Information Center

    Fisher, Douglas; Frey, Nancy; Nelson, John

    2012-01-01

    Development efforts, the 44 schools in this study increased students' reading proficiency. Over the years, teams of teachers from each school were provided professional development and opportunities to lead their colleagues in implementation of the instructional framework. The teachers used their instructional materials as resources to plan…

  1. University Partnership to Deliver Statewide Professional Development

    ERIC Educational Resources Information Center

    Adams, Paul; Legleiter, Earl; Davies, Malonne; Seimars, Matt; Hrepic, Zedslav; Walizer, Beth

    2008-01-01

    Fort Hays State University and Emporia State University partnered with high-needs rural school districts to develop and offer a three-year professional development institute. The statewide institute was planned collaboratively to specifically meet the needs of middle school science teachers. The institute was managed concurrently at the two sites…

  2. Professional Development to Support Online Teaching

    ERIC Educational Resources Information Center

    Horvitz, Brian S.; Beach, Andrea L.

    2011-01-01

    This paper presents the details and examines the outcomes of a professional development program created for instructors who are beyond the novice stage as online instructors, but desire and require further support to develop their online teaching expertise to meet their students' learning needs and their own teaching goals. This program…

  3. The Development of Professional Counseling in Botswana

    ERIC Educational Resources Information Center

    Stockton, Rex; Nitza, Amy; Bhusumane, Dan-Bush

    2010-01-01

    Among African countries, Botswana stands out for achieving lasting political and economic stability, which has enabled the government to develop a strong system of educational and social services for its people. Development of professional counseling in the country has occurred both through targeted efforts to provide a strong system of guidance…

  4. Inquiry Identity and Science Teacher Professional Development

    ERIC Educational Resources Information Center

    Bryce, Nadine; Wilmes, Sara E. D.; Bellino, Marissa

    2016-01-01

    An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often…

  5. Professional Development Schools: Weighing the Evidence.

    ERIC Educational Resources Information Center

    Abdal-Haqq, Ismat

    This book examines U.S. progress in revitalizing teacher education and reforming K-12 education via Professional Development Schools (PDS's). The book discusses whether PDS's are: improving K-12 curriculum and instruction through faculty development; making substantive, positive differences in students' learning levels; addressing the needs of…

  6. Professionally Developing as a Teacher Educator

    ERIC Educational Resources Information Center

    Loughran, John

    2014-01-01

    There is growing interest in the professional development of teacher educators as the demands, expectations, and requirements of teacher education increasingly come under scrutiny. The manner in which teacher educators learn to traverse their world of work in the development of their knowledge, skills, and ability is important. This article…

  7. Enterprise Professional Development--Evaluating Learning

    ERIC Educational Resources Information Center

    Murphy, Gerald A.; Calway, Bruce A.

    2010-01-01

    Whilst professional development (PD) is an activity required by many regulatory authorities, the value that enterprises obtain from PD is often unknown, particularly when it involves development of knowledge. This paper discusses measurement techniques and processes and provides a review of established evaluation techniques, highlighting…

  8. The Professional Development of Kosovan Leaders

    ERIC Educational Resources Information Center

    Goddard, J. T.

    2004-01-01

    In this article the author provides a discussion around issues related to the professional development of educational leaders in a resource-free, post-conflict environment. Drawing upon the author's ongoing experiences (2001-present) in Kosovo, the author presents a series of vignettes concerning leadership development in the Balkans. Lessons…

  9. Professional Development Seen as Employment Capital

    ERIC Educational Resources Information Center

    Mackay, Margaret

    2017-01-01

    Practitioners need to invest in professional development to enhance credibility, job security and employment prospects. Employer expectations of continuing development as a performance measure link to the notion of career capital; namely that knowledge competence influences job advancement. This study uses an interpretivist approach to explore…

  10. Young Adult Literature and Professional Development

    ERIC Educational Resources Information Center

    Bach, Jacqueline; Choate, Laura Hensley; Parker, Bruce

    2011-01-01

    As the body of high quality young adult literature (YAL) continues to grow, what role might these texts play in professional development for educators? This article describes ways in which schools can develop book study programs that use this literature to promote meaningful dialogue and understanding of contemporary adolescent issues. Based on…

  11. Seven Steps to Flipped Professional Development

    ERIC Educational Resources Information Center

    Conley, Laura

    2013-01-01

    Professional development generally follows a pattern of presentation and review, but flipping the sessions has garnered a positive response from staff members and prompted greater collaboration and engagement. In this article the author describes the seven following steps to follow in order to prepare for a successful staff development meeting:…

  12. Consensus development for healthcare professionals.

    PubMed

    Kea, Bory; Sun, Benjamin Chih-An

    2015-04-01

    Consensus development sprang from a desire to synthesize clinician and expert opinions on clinical practice and research agendas in the 1950s. And since the American Institute of Medicine formally defined "guidelines" in 1990, there has been a proliferation of clinical practice guidelines (CPG) both formally and informally. This modern decision-making tool used by both physicians and patients, requires extensive planning to overcome the challenges of consensus development while reaping its rewards. Consensus allows for a group approach of multiple experts sharing ideas to form consensus on topics ranging from appropriateness of procedures to research agenda development. Disagreements can shed light on areas of controversy and launch further discussions. It has five main components: three inputs (defining the task, participant identification and recruitment, and information synthesis), the approach (consensus development by explicit or implicit means), and the output (dissemination of results). Each aspect requires extensive planning a priori as they influence the entire process, from how information will be interpreted, the interaction of participants, the resulting judgment, to whether there will be uptake of results. Implicit approaches utilize qualitative methods and/or a simple voting structure of majority wins, and are used in informal consensus development methods and consensus development conferences. Explicit approaches aggregate results or judgments using explicit rules set a priori with definitions of "agreement" or consensus. Because the implicit process can be more opaque, unforeseen challenges can emerge such as the undue influence of a minority. And yet, the logistics of explicit approaches may be more time consuming and not appropriate when speed is a priority. In determining which method to use, it is important to understand the pros and cons of different approaches and how it will affect the overall input, approach, and outcome.

  13. Consensus development for healthcare professionals

    PubMed Central

    Kea, Bory; Sun, Benjamin C.

    2015-01-01

    Consensus development sprang from a desire to synthesize clinician and expert opinions on clinical practice and research agendas in the 1950s. And since the American Institute of Medicine formally defined “guidelines” in 1990, there has been a proliferation of clinical practice guidelines (CPG) both formally and informally. This modern decision making tool used by both physicians and patients, requires extensive planning to meet the challenges of consensus development while reaping its rewards. Consensus allows for a group approach with multiple experts sharing ideas to form consensus on topics ranging from appropriateness of procedures to research agenda development. Disagreements can shed light on areas of controversy and launch further discussions. It has five main components: three inputs (defining the task, participant identification and recruitment, and information synthesis), the approach (consensus development by explicit or implicit means), and the output (dissemination of results). Each aspect requires extensive planning a priori as they influence the entire process, from how information will be interpreted, the interaction of participants, the resulting judgment, to whether there will be uptake of results. Implicit approaches utilize qualitative methods and/or a simple voting structure of majority wins, and are used in informal consensus development methods and consensus development conferences. Explicit approaches aggregate results or judgments using explicit rules set a priori with definitions of “agreement” or consensus. Because the implicit process can be more opaque, unforeseen challenges can emerge such as the undue influence of a minority. And yet, the logistics of explicit approaches may be more time consuming and not appropriate when speed is a priority. In determining which method to use, it is important to understand the pros and cons of the different approaches and how it will affect the overall input, approach, and outcome. PMID

  14. A Model of Professional Development: Teachers' Perceptions of Their Professional Development

    ERIC Educational Resources Information Center

    Avidov-Ungar, Orit

    2016-01-01

    This research aims to evaluate the manner in which teachers perceive their professional development process. Forty-three teachers from Israeli schools participated in the study. I used a semi-structured interview to understand the teachers' perceptions about their professional development. The qualitative analysis identified two dimensions that…

  15. Impact Results of the eMINTS Professional Development Validation Study: Professional Development Validation Study

    ERIC Educational Resources Information Center

    Meyers, Coby V.; Molefe, Ayrin; Brandt, W. Christopher; Zhu, Bo; Dhillon, Sonica

    2016-01-01

    This article presents the findings of an evaluation of the eMINTS (enhancing Missouri's Instructional Networked Teaching Strategies) professional development program. eMINTS is an intensive teacher professional development program designed to promote inquiry-based learning, support high-quality lesson design, build community among students and…

  16. Chapter 2: Effective Professional Development--What We Now Know Calls for Professional Development for Teachers

    ERIC Educational Resources Information Center

    Bechtel, Pamela A.; O'Sullivan, Mary

    2006-01-01

    There are many factors that affect the design of effective professional development (PD) programs. This review of literature focuses on some of the theoretical models used to explain teacher change, the contextual factors that impact teacher behaviors and curricular change, and the role of continuous professional development in changing teaching…

  17. The Development of Statistics Textbook Supported with ICT and Portfolio-Based Assessment

    NASA Astrophysics Data System (ADS)

    Hendikawati, Putriaji; Yuni Arini, Florentina

    2016-02-01

    This research was development research that aimed to develop and produce a Statistics textbook model that supported with information and communication technology (ICT) and Portfolio-Based Assessment. This book was designed for students of mathematics at the college to improve students’ ability in mathematical connection and communication. There were three stages in this research i.e. define, design, and develop. The textbooks consisted of 10 chapters which each chapter contains introduction, core materials and include examples and exercises. The textbook developed phase begins with the early stages of designed the book (draft 1) which then validated by experts. Revision of draft 1 produced draft 2 which then limited test for readability test book. Furthermore, revision of draft 2 produced textbook draft 3 which simulated on a small sample to produce a valid model textbook. The data were analysed with descriptive statistics. The analysis showed that the Statistics textbook model that supported with ICT and Portfolio-Based Assessment valid and fill up the criteria of practicality.

  18. Embracing Coaching as Professional Development

    ERIC Educational Resources Information Center

    Driscoll, Mark J.

    2008-01-01

    Because the author and his colleagues at the Center for Leadership and Learning Communities believe that instructional coaching is one of the most exciting developments in education in a long time, they have examined the questions this new strategy has raised for education leaders: Should coaching replace some traditional forms of teacher…

  19. Instructional Technology Professional Development Evaluation: Developing a High Quality Model

    ERIC Educational Resources Information Center

    Gaytan, Jorge A.; McEwen, Beryl C.

    2010-01-01

    Background: The literature contains very few studies that focused on evaluating the impact of professional development activities on student learning. And, many of these studies failed to determine whether the professional development activities met their primary goal--to improve the learning process. Purpose: The purpose of this study was to use…

  20. Portfolio Preparation Tips for Teachers

    ERIC Educational Resources Information Center

    Hunter-Lombardi, Brooke

    2008-01-01

    As college deadlines loom, teachers may wonder if there is a magic portfolio formula for their students to follow. After twenty years of thought on portfolio development and the opportunity to review over 10,000 individual portfolios, the author is convinced that there is no single formula for success. With hard work, careful planning, and…

  1. Teacher Retention, Teaching Effectiveness, and Professional Preparation: A Comparison of Professional Development School and Non-Professional Development School Graduates.

    ERIC Educational Resources Information Center

    Reynolds, Anne; Ross, Steven M.; Rakow, Jeanine H.

    2002-01-01

    Compared Professional Development School (PDS) and non-PDS graduates regarding retention in teaching, teaching effectiveness, and perceptions of professional preparation. Surveys of beginning teachers and principals found no differences in teacher retention. Principals rated PDS graduates higher in some aspects of teaching effectiveness. PDS…

  2. Does a summative portfolio foster the development of capabilities such as reflective practice and understanding ethics? An evaluation from two medical schools.

    PubMed

    O'Sullivan, Anthony J; Howe, Amanda C; Miles, Susan; Harris, Peter; Hughes, Chris S; Jones, Philip; Scicluna, Helen; Leinster, Sam J

    2012-01-01

    Portfolios need to be evaluated to determine whether they encourage students to develop in capabilities such as reflective practice and ethical judgment. The aims of this study were (i) to determine whether preparing a portfolio helps promote students' development in a range of capabilities including understanding ethical and legal principles, reflective practice and effective communication, and (ii) to determine to what extent the format of the portfolio affected the outcome by comparing the experiences of students at two different medical schools. A questionnaire was designed to evaluate undergraduate medical students' experiences of completing a portfolio at two medical schools. A total of 526 (45% response rate) students answered the on-line questionnaire. Students from both medical schools gave the highest ranking for the portfolio as a trigger for reflective practice. 63% of students agreed their portfolio helped them develop reflective practice skills (p < 0.001), whereas only 22% disagreed. 48% of students agreed portfolios helped them understand ethical and legal principles whereas 29% disagreed (p < 0.001). In contrast, only 34% of students thought the portfolio helped them to develop effective communication. Students perceive portfolio preparation as an effective learning tool for the development of capabilities such as understanding ethical and legal principles and reflective practice, whereas other capabilities such as effective communication require complementary techniques and other modes of assessment.

  3. The Teaching Portfolio: Capturing the Scholarship in Teaching.

    ERIC Educational Resources Information Center

    Edgerton, Russell; And Others

    This report argues a case for the use of professional teaching portfolios by educators in higher education, advances a point of view about portfolio issues, and offers examples of portfolio entries. A work-sample-plus-reflection model is presented as a guide for what might be included in a portfolio and why it might be used at a particular campus.…

  4. Developing Contextualized Faculty Training: Faculty Development to Support University-Wide Digital Portfolio Initiatives

    ERIC Educational Resources Information Center

    Britten, Jody S.; Craig, Penny

    2006-01-01

    The necessity of faculty members to hold specific skills and abilities with regard to technology has reached our institutions of higher education. Locally, a digital portfolio initiative recently implemented by our institution in teacher education has produced an unprecedented expectation for faculty technology skill, as well as conceptual…

  5. Literacy-Related Professional Development Preferences of Secondary Teachers

    ERIC Educational Resources Information Center

    Jones, Shara L.; Lee, Elizabeth A.

    2014-01-01

    A survey of 100 teachers in one Ontario school board examined their literacy-related professional development preferences. The majority preferred short durations of literacy-related professional development. A small number did not want any literacy-related professional development. The most preferred forms of professional development were shared…

  6. A Hybrid Evaluation Model for Evaluating Online Professional Development

    ERIC Educational Resources Information Center

    Hahs-Vaughn, Debbie; Zygouris-Coe, Vicky; Fiedler, Rebecca

    2007-01-01

    Online professional development is multidimensional. It encompasses: a) an online, web-based format; b) professional development; and most likely c) specific objectives tailored to and created for the respective online professional development course. Evaluating online professional development is therefore also multidimensional and as such both…

  7. The development of an interactive education program for heart failure patients: the Kodak Photo CD Portfolio concept.

    PubMed

    Liedholm, H; Linné, A B; Agélii, L

    1996-11-01

    Written information, as well as movie and video film, and computer programs have been used for information and education of patients. CD-ROM is now about to be used for the same purpose. The CD has several advantages over computer programs, such as high capacity and low production, duplication and distribution costs. It is unerasable and insensitive to electromagnetic forces. Heart failure (HF) is a common disease with poor prognosis. Due to diagnostic and treatment improvements new guidelines on evaluation and care of patients with HF have been published. Some advocate educational programs as a routine part of the care. Patients with HF (mostly elderly persons) use many drugs and need considerable education for effective self-care. To improve HF patients' knowledge of the disease and the drug treatment of the disease we have made an interactive, computer generated education program which is presented on a Kodak Photo CD Portfolio disc. The major steps and efforts in the development of the program, which uses a new principle, are explained, including some hardware and software issues. The program can be viewed on an ordinary TV set and run by the patients themselves. Unlike many educational products for health care professionals and patients, this product has now been included in a randomised patient education trial.

  8. Promoting professional development through poster presentations.

    PubMed

    Durkin, Gregory

    2011-01-01

    Poster presentations are commonplace at regional and national nursing conferences, although the development of a poster remains an intimidating task for many staff nurses. The author describes the staff development department's role in implementing in-house poster presentation sessions. Nursing staff are provided support and assistance in presenting posters to their colleagues at yearly sessions. The result has been increased comfort and experience with poster creation, participation in professional development activities, and dissemination of nursing practice innovation.

  9. Quality Professional Development for Secondary Science Teachers

    ERIC Educational Resources Information Center

    Mchazlett, Dwight Henry, Jr.

    2015-01-01

    This record of study (ROS) explores the perceptions of three high school biology teachers who implemented a form of the Japanese originated Lesson Study Professional Development (LS PD) model. Additionally, this ROS reports on the perceptions of the internal stakeholders with regard to the model's viability as a potential solution to a proposed…

  10. after an Intensive Professional Development Program

    ERIC Educational Resources Information Center

    McGee, Jennifer R.; Wang, Chuang; Drew, Polly

    2013-01-01

    Reforms in mathematics education call for K-12 teachers to employ standards-based pedagogies, which embody the National Council for Teachers of Mathematics' principles and standards. In order to effectively support teachers' implementation of standards-based curricula, professional development must be provided that meets teachers' needs. The…

  11. The Development of Professionalism: Curriculum Matters.

    ERIC Educational Resources Information Center

    Wear, Delese; Castellani, Brian

    2000-01-01

    Discussion of development of professionalism in medical students stresses the need for a full-spectrum curriculum with integrated experiences. Outlines ways in which admission, the curriculum (particularly promoting a sociologic consciousness, interdisciplinary thinking, and understanding of the economic/political dimensions of health care), and…

  12. Professional Development Training. ACTWU Insurance Department.

    ERIC Educational Resources Information Center

    Martin, Sabrina Budasi

    This curriculum guide provides materials for a 10-week professional development training course. A course outline and list of topics is followed by the plans for the 10 lessons. Components of these lesson plans include topics; objectives; materials needed; lesson outline with activities and discussion; and student handouts. Lesson topics are as…

  13. The Changing Face of Professional Development

    ERIC Educational Resources Information Center

    Branom, Vaughn

    2012-01-01

    Learning is a constant in today's library world. Not only the students who use the school libraries, but the adults who facilitate the learning progress of these students are enticed, encouraged, and yes, sometimes, even forced to learn new things at alarming rates. Professional development (PD) must occur regularly in order to keep the library…

  14. Give Your Professional Development a Second Life

    ERIC Educational Resources Information Center

    Sheehy, Peggy

    2009-01-01

    Pursuing professional development (PD) is contractual for some, and oxygen for others. As technology has increased access to anytime-anywhere learning, many of the hurdles for conquering time and space constraints have been addressed with online learning in web-based classroom environments, webinars, and even some of the newer social networking…

  15. Professional Development of International Teaching Assistants

    ERIC Educational Resources Information Center

    Kaufman, Dorit, Ed.; Brownworth, Barbara, Ed.; Burton, Jill, Ed.

    2006-01-01

    The volume is organized around three aspects of professional development for international teaching assistants: Part 1: Grounding Practice in Research and Researching Practice; Part 2: Beginnings, Challenges, and Growth; and Part 3: Collaborative Practices and Partnerships Across Disciplines. Change, progress, and commitment are themes that are…

  16. A Professional Development Framework for Online Teaching

    ERIC Educational Resources Information Center

    Baran, Evrim; Correia, Ana-Paula

    2014-01-01

    The quality of online programs in higher education is strongly correlated with how the professional development approaches respond to the needs of online teachers. These approaches are critical in helping online teachers adopt online pedagogical practices and reconstruct their teacher persona in an online environment. This study proposes a nested…

  17. Rural Outreach and Early Childhood Professional Development

    ERIC Educational Resources Information Center

    Warren, Claudia; Hamlin, Kay

    2005-01-01

    In an attempt to meet the growing professional development needs of early childhood practitioners in North Carolina, Winston-Salem State University (WSSU) is reaching out to the rural areas of North Carolina by offering programs that will certify North Carolina teachers in birth through kindergarten education (BKE). In this article, the author…

  18. Professional Development to Promote Teacher Adaptability

    ERIC Educational Resources Information Center

    Parsons, Allison Ward; Ankrum, Julie Winneur; Morewood, Aimee

    2016-01-01

    Effective professional development (PD) follows adaptive teaching principles; it increases teacher understanding and instructional purpose, which ultimately supports and extends adaptive teaching. Through this article, we compare and contrast training models with educative models of PD (Duffy, 2004). We discuss characteristics of effective PD that…

  19. "Tears, Laughter, Camaraderie": Professional Development for Headteachers

    ERIC Educational Resources Information Center

    Woods, Philip A.; Woods, Glenys J.; Cowie, Michael

    2009-01-01

    This article reports and interprets the findings of a study of headteachers' views and perceptions of continuing professional development (CPD) provision and their ongoing CPD needs and priorities, carried out in 2007 in Scotland, involving headteachers from the primary and secondary sectors. Topic areas in which headteachers generally were most…

  20. Professional Development Leave: The Florida Model.

    ERIC Educational Resources Information Center

    Perdue, Robert W.

    The history of professional development leave for librarians in the Florida State University System was examined, and an inventory was made of all leaves taken in the state's nine universities. The state's leave policy was judged to be generous when compared to the policies of other libraries in the nation. The leaves were examined for their…

  1. Mediating Artifact in Teacher Professional Development

    ERIC Educational Resources Information Center

    Svendsen, Bodil

    2015-01-01

    This article focuses on teacher professional development (TPD) in natural science through the 5E model as mediating artifact. The study was conducted in an upper secondary school, grounded in a school-based intervention research project. My contribution to the field of research on TPD is founded on the hypothesis that teachers would be best…

  2. Professional Development and Recursive E-Learning

    ERIC Educational Resources Information Center

    Elges, Pam; Righettini, Marielena; Combs, Martha

    2006-01-01

    This paper describes the development of the first in a series of e-learning courses intended to influence the professional practices of 200+ teachers in 15 locations across a western state. The course, anchored in a socially constructed view of learning, combined the use of interactive video, WebCT, and on-site discussion groups to implement…

  3. Professional Development Schools and Transformative Partnerships

    ERIC Educational Resources Information Center

    Polly, Drew, Ed.; Heafner, Tina, Ed.; Chapman, Marvin, Ed.; Spooner, Melba, Ed.

    2015-01-01

    School-university partnerships have the potential to greatly benefit teaching and learning in PK-12 environments, as well as educator preparation programs. This collaboration is advantageous to teachers, counselors, and administrators. "Professional Development Schools and Transformative Partnerships" provides a comprehensive look at the…

  4. The Art of Evaluation and Professional Development

    ERIC Educational Resources Information Center

    Nathan, Linda

    2005-01-01

    The evaluation and professional development of teachers and administrators are two sides of the same coin. Both are the essential currency schools have to improve teachers' practice and students' learning, but schools often spend this currency unwisely. Too often, evaluations are a source of tension and conflict, even a necessary evil.…

  5. Shared Leadership in a Professional Development Center.

    ERIC Educational Resources Information Center

    Romerdahl, Nancy Sue

    The Puget Sound Professional Development Center (PSPDC) was established in 1989 as a partnership between the University of Washington and four middle schools. PSPDC has created collaborative and substantial teacher leadership roles. In performing the role of teacher leader coordinator (TLC), teachers: (1) were fully participating members of the…

  6. Moving toward Teamwork through Professional Development Activities

    ERIC Educational Resources Information Center

    Fitzgerald, Meghan M.; Theilheimer, Rachel

    2013-01-01

    This qualitative study of three Head Start Centers analyzed surveys, interviews, and focus group data to determine how education coordinators, teachers, and teacher assistants believed professional development activities could support teamwork at their centers. The researchers sorted data related to teamwork into four categories: knowledge and…

  7. Investigating Faculty Perceptions of Professional Development Opportunities

    ERIC Educational Resources Information Center

    Brammer, Dawn

    2014-01-01

    The purpose of this quantitative survey research was to explore newer, tenure track faculty members' perceptions of professional development opportunities, specifically in the areas of time management, tenure and promotion, and faculty socialization. More specifically, this quantitative approach utilized new faculty, hired in the last five years,…

  8. Lebanese Teachers' Views on "Continuing Professional Development"

    ERIC Educational Resources Information Center

    Nabhani, Mona; Bahous, Rima

    2010-01-01

    This study elicits Lebanese teachers' views on Continuing Professional Development (CPD). Seven hundred and thirty-nine teachers from across Lebanon responded to semi-structured questions about personal and school efforts to help stay up to date. They expressed their views on what constitutes effective CPD, why this is needed and how this…

  9. Infusing Neuroscience into Teacher Professional Development

    ERIC Educational Resources Information Center

    Dubinsky, Janet M.; Roehrig, Gillian; Varma, Sashank

    2013-01-01

    Bruer advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: The neurobiology of learning, and in particular the core concept of "plasticity," have the potential to directly transform teacher preparation and professional development, and ultimately to…

  10. Developing Professional Standards for Accomplished Language Teachers

    ERIC Educational Resources Information Center

    Liddicoat, Anthony J.

    2006-01-01

    The Australian Federation of Modern Language Teachers Associations (AFMLTA) has recently developed a set of professional standards for accomplished language teachers. Standards of teaching are statements of values about the processes of teaching, learning, and knowing, and of the practices of those who teach languages and cultures. These standards…

  11. Simultaneous Renewal through Professional Development School Partnerships

    ERIC Educational Resources Information Center

    Shroyer, Gail; Yahnke, Sally; Bennett, Andrew; Dunn, Cindi

    2007-01-01

    The authors describe the premises, processes used, and outcomes of a K-16 simultaneous renewal model, as implemented through the Kansas State University Professional Development School Partnership Project. The goal of this partnership is to improve K-12 teaching and learning while improving a university teacher-preparation program through…

  12. A New Vision for Professional Development

    ERIC Educational Resources Information Center

    Eley, Peter M.; Charles, Kelly J.; Leeks, Latonya L.

    2013-01-01

    High-quality professional development for public school teachers is directly tied to student achievement, teacher quality and retention, and national education priorities (Kroeger et al. 2000). To stay current with the knowledge, skills, and expertise that students need to succeed in the twenty-first century, educators must increasingly retool…

  13. Development of Professional Identity in SMEs.

    ERIC Educational Resources Information Center

    Puurula, Arja; Lofstrom, Erika

    This paper describes a study of the development of professional identity among employees in small and medium sized enterprises (SMEs) participating in large-scale company-wide training programs. Managers and employees in 175 SMEs in Finland participated. These two research questions were posed: (1) are there differences in the perceptions of…

  14. AASA Cites Five Districts for Professional Development.

    ERIC Educational Resources Information Center

    School Administrator, 1990

    1990-01-01

    The AASA Instructional Leadership and Technology Committee this year honored five school districts with Outstanding Achievement in Professional Development awards. Honored were Deer Valley Unified School District (Arizona), South Windsor Public Schools (Connecticut), Fort Knox Community Schools (Kentucky), West Orange Public Schools (New Jersey),…

  15. A Generational Model for Professional Development.

    ERIC Educational Resources Information Center

    Caverly, David C.; Peterson, Cynthia L.; Mandeville, Thomas F.

    1997-01-01

    Describes a social-constructivist model of professional development arising from a collaboration between Southwest Texas State University's education department and New Braunfels (Texas) Independent School District. Teachers learn technology integration techniques from an instructionally strong "first-generation" of teachers trained at a…

  16. Professional Development from the Inside Out.

    ERIC Educational Resources Information Center

    Jaramillo, Ann

    1998-01-01

    Describes a teacher-driven, teacher-defined professional-development process designed to create an immigrant-responsive high school. The project involved English-as-a-Second-Language and content teachers who collaborated to improve students' literacy. They examined other models, their own needs, and student data, then created an accelerated…

  17. Preloading Professional Development to Ensure Potential Success

    ERIC Educational Resources Information Center

    Bradburn, Frances Bryant

    2004-01-01

    When a state makes the decision to award a small number of high-dollar grants, the stakes are considerable. For North Carolina's IMPACT Model School Grant applicants, professional development started long before a single dollar was ever awarded. In light of these conditions, the state decided to issue a high-dollar, highly prescriptive grant, the…

  18. Communities of Practice and Students' Professional Development

    ERIC Educational Resources Information Center

    Monaghan, Catherine H.; Columbaro, Norina L.

    2009-01-01

    The application of Communities of Practice (CofP) can potentially serve as an effective learning strategy for higher education classrooms by contributing to student professional development while fostering a desire for life-long learning. The purpose of this qualitative study was to assess the effectiveness of this learning strategy and help…

  19. Professional Development in Tough Financial Times

    ERIC Educational Resources Information Center

    Gandel, Paul B.; Golden, Cynthia

    2004-01-01

    The authors asked a diverse cross-section of their colleagues how they were addressing professional development in tight economic times, when they are all being asked to work more effectively across organizational boundaries. While the survey was informal and not scientific, the authors found that many organizations have maintained strong…

  20. The Professional Development of Graduate Teaching Assistants.

    ERIC Educational Resources Information Center

    Marincovich, Michele, Ed.; Prostko, Jack, Ed.; Stout, Frederic, Ed.

    Sixteen papers address the training and professional development of graduate teaching assistants. The papers are: (1) "Preparing Graduate Students To Teach: Past, Present, and Future" (Nancy Van Note Chism); (2) "The Role of Centralized Programs in Preparing Graduate Students To Teach" (Jacqueline A. Mintz); (3) "The Disciplinary/Departmental…

  1. Lessons Learned from Transformational Professional Development

    ERIC Educational Resources Information Center

    Miranda, Twyla T.

    2012-01-01

    What is transformative professional development for educators? Ideally, teachers and school leaders are given multiple opportunities to revisit schemas about themselves and their learning communities, with the intent to transform practice, the school environment, and even themselves. In practice, three cohorts of teachers and school leaders…

  2. How Does Professional Development Improve Teaching?

    ERIC Educational Resources Information Center

    Kennedy, Mary M.

    2016-01-01

    Professional development programs are based on different theories of how students learn and different theories of how teachers learn. Reviewers often sort programs according to design features such as program duration, intensity, or the use of specific techniques such as coaches or online lessons, but these categories do not illuminate the…

  3. Preservice Teachers' Microblogging: Professional Development via Twitter

    ERIC Educational Resources Information Center

    Carpenter, Jeffrey

    2015-01-01

    Twitter has demonstrated potential to facilitate learning at the university level, and K-12 educators' use of the microblogging service Twitter to facilitate professional development appears to be on the rise. Research on microblogging as a part of teacher education is, however, limited. This paper investigates the use of Twitter by preservice…

  4. When Every Day Is Professional Development Day

    ERIC Educational Resources Information Center

    Tienken, Christopher H.; Stonaker, Lew

    2007-01-01

    In the Monroe Township (New Jersey) Public Schools, teachers' learning occurs daily, not just on one day in October and February. Central office and school-level administrators foster job-embedded teacher growth. Every day is a professional development day in the district, but that has not always been so. How did the district become a system with…

  5. Outcomes of a NASA Workshop to Develop a Portfolio of Low Latency Datasets for Time-Sensitive Applications

    NASA Technical Reports Server (NTRS)

    Davies, Diane K.; Brown, Molly E.; Green, David S.; Michael, Karen A.; Murray, John J.; Justice, Christopher O.; Soja, Amber J.

    2016-01-01

    It is widely accepted that time-sensitive remote sensing data serve the needs of decision makers in the applications communities and yet to date, a comprehensive portfolio of NASA low latency datasets has not been available. This paper will describe the NASA low latency, or Near-Real Time (NRT), portfolio, how it was developed and plans to make it available online through a portal that leverages the existing EOSDIS capabilities such as the Earthdata Search Client (https:search.earthdata.nasa.gov), the Common Metadata Repository (CMR) and the Global Imagery Browse Service (GIBS). This paper will report on the outcomes of a NASA Workshop to Develop a Portfolio of Low Latency Datasets for Time-Sensitive Applications (27-29 September 2016 at NASA Langley Research Center, Hampton VA). The paper will also summarize findings and recommendations from the meeting outlining perceived shortfalls and opportunities for low latency research and application science.

  6. The Use of Micro-Blogging for Teacher Professional Development Support and Personalized Professional Development

    ERIC Educational Resources Information Center

    Smith, Saress Ellerbe

    2016-01-01

    The purpose of this qualitative study was to look at how teachers use micro-blogging, in this case Twitter (www.twitter.com), for their own personalized professional learning and how effective Twitter is as a professional development (PD) tool. In order to measure the effectiveness of the tool, the researcher first gleaned nine essential…

  7. Who Provides Professional Development? A Study of Professional Development in Qatar

    ERIC Educational Resources Information Center

    Freeman, Donald; Reynolds, Dudley; Toledo, Will; Abu-Tineh, Abdullah Mohammad Hamdan

    2016-01-01

    This paper argues that understanding what is offered as professional development frames what matters in English language teaching in a national education system. Analyzing these offerings articulates the values and perceptions of the work environment in which teachers live professionally. The "Learning4Teaching" ("L4T") project…

  8. Identifying and Applying for Professional Development Funding.

    PubMed

    Hyden, Christel; Escoffery, Cam; Kenzig, Melissa

    2015-07-01

    Participation in ongoing professional development can be critical for maintaining up-to-date knowledge in your field, as well as preparing for promotions and job changes. Career development activities may include formal classroom education, web-based courses, on-the-job training, workshops and seminars, professional conferences, and self-study programs. Developing a career development plan, cultivating a team to support your goals, and actively pursuing continuing education and skill-building opportunities are important across all career stages. However, the financial cost of these opportunities can often place them beyond reach. In this commentary, we summarize several potential sources for career development funding as well as best practices for completing the application process.

  9. Professional Development for School Library Media Professionals: Elements for Success

    ERIC Educational Resources Information Center

    Brown, Carol A.; Dotson, Lana Kaye; Yontz, Elaine

    2011-01-01

    The American Association for School Librarians suggests an important mission for school librarians is to ensure personal growth through ongoing exposure to conferences, journal articles, webinars, presentations, and membership in professional organizations. As professional educators, School Librarians should exemplify the vision for being…

  10. Becoming an Early Years Professional: Developing a New Professional Identity

    ERIC Educational Resources Information Center

    Murray, Janet

    2013-01-01

    Research on professional identity places various emphasis on the influence of internal or external components (Beijaard, Meijer and Verloop 2004; McGillivray 2008; Osgood 2010), which can create tension between the normative and subjective view of what it means to be a particular type of professional. This small scale research sought to uncover…

  11. Portfolio assessment: practice teachers' early experience.

    PubMed

    Spence, William; El-Ansari, Walid

    2004-07-01

    Experience was recognised to be a vital source of learning as long ago as 1762 [Emile, Everyman, London, 1993] and reflection on practice experience may be one way forward in addressing nursing's anxieties concerning the practice theory gap. However, despite the acceptance that subjectivity in the process seems inevitable and potentially important, little is understood of the practitioner's experience of practice assessment. Two questionnaires sought the views of specialist community nursing practitioner (SCNP) programme (United Kingdom Central Council for Nursing, Midwifery and Health Visiting (UKCC) 2001) practice teachers (PTs) on the introduction of the portfolio approach to practice assessment. These were distributed to 62 and 76 PTs and the response rates were 32% and 50%, respectively. Responses of those PTs from the three specialisms participating in the piloting of the portfolio approach were compared with those using an existing approach. An action research method was adopted which attempted to use established theory to explain the challenges presented by the introduction of this approach and ultimately to raise the PT group's awareness of assessment issues. Both qualitative and quantitative data were collected and the findings support the use of the portfolio approach to practice assessment. The PT experience of portfolio use was found to be a largely positive one. PTs reported the utility of the portfolio in prompting student self-evaluation of learning. Concerns were expressed by PTs around the quality of portfolio evidence although many felt that it had promoted students' reflection on practice. Inter-PT reliability in practice assessment was identified as a topic for PT continuing professional development. Many sources of evidence, including patient feedback, were used by PTs in their assessment of students although PTs using the portfolio approach used less first-hand experience of students' practice in their assessments of competence, relying more

  12. Student Evaluations of the Portfolio Process

    PubMed Central

    Airey, Tatum C.; Bisso, Andrea M.; Slack, Marion K.

    2011-01-01

    Objective. To evaluate pharmacy students’ perceived benefits of the portfolio process and to gather suggestions for improving the process. Methods. A questionnaire was designed and administered to 250 first-, second-, and third-year pharmacy students at the University of Arizona College of Pharmacy. Results. Although the objectives of the portfolio process were for students to understand the expected outcomes, understand the impact of extracurricular activities on attaining competencies, identify what should be learned, identify their strengths and weaknesses, and modify their approach to learning, overall students perceived the portfolio process as having less than moderate benefit. First-year students wanted more examples of portfolios while second- and third-year students suggested that more time with their advisor would be beneficial. Conclusions. The portfolio process will continue to be refined and efforts made to improve students’ perceptions of the process as it is intended to develop the self-assessments skills they will need to improve their knowledge and professional skills throughout their pharmacy careers. PMID:21969718

  13. Considering Professional Identity to Enhance Agriculture Teacher Development

    ERIC Educational Resources Information Center

    Shoulders, Catherine W.; Myers, Brian E.

    2011-01-01

    The professional identity secondary agriculture teachers display can affect their receptiveness and interest in different professional development events, yet is often overlooked when designing professional development because it is not included in the consensus of proven methods of professional development design and delivery (Desimone, 2009).…

  14. Continuous Professional Development of English Language Teachers: Perception and Practices

    ERIC Educational Resources Information Center

    Al Asmari, AbdulRahman

    2016-01-01

    Professional development is considered as an essential element in enhancing the teaching and learning process to ensure student learning. Professional development can also be deemed as a cornerstone of teacher professionalism and quality. The governments and educational institutions invest significantly in Continuous Professional Development (CPD)…

  15. Portfolio applications in a school of nursing.

    PubMed

    Ryan, M; Carlton, K H

    1997-01-01

    The portfolio is an effective way to document and evaluate academic and career development. The authors discuss various applications of the process of portfolio implementation via computer in a graduate school of nursing. Portfolio guidelines, format, and a program outcome grid are presented. The portfolio also provides product information that can be used by faculty members for program evaluation.

  16. Portfolio Assessment of Teaching Practice: Views From Business Education In-Service Student Teachers in Botswana

    ERIC Educational Resources Information Center

    Sithole, Burman Musa

    2011-01-01

    Portfolio assessment of teaching practice was first introduced into the University of Botswana's Faculty of Education in May 2010. This study sought to investigate the impact of this innovative new professional development/assessment system on the professional growth and development of in-service teachers. The findings of the study suggest that…

  17. Learning and Digital Portfolios

    ERIC Educational Resources Information Center

    Moran, Wendy; Vozzo, Les; Reid, Jo-Anne; Pietsch, Marilyn; Hatton, Caroline

    2013-01-01

    Utilising appropriate Information Communication Technologies (ICT) as instructional tools in teacher education can be a challenging yet worthwhile endeavour. This paper reports the difficulties and benefits of a recent inter-university project requiring preservice primary teachers to construct professional digital portfolios using the support of…

  18. The Effects of Portfolio-Based Advice on the Development of Self-Directed Learning Skills in Secondary Vocational Education

    ERIC Educational Resources Information Center

    Kicken, Wendy; Brand-Gruwel, Saskia; van Merrienboer, Jeroen J. G.; Slot, Wim

    2009-01-01

    This experimental study was designed to investigate whether supervision meetings, in which students receive specific advice on how to use a development portfolio to monitor their progress and plan their future learning, helps them to develop self-directed learning skills and improve their learning in the domain. In the first year of a hairdressing…

  19. Portfolio Development for In-Service Teachers to Learn the New Chinese Language Teaching Pedagogy in Hong Kong Primary Schools

    ERIC Educational Resources Information Center

    Liu, Pui Lee

    2009-01-01

    The primary focus of this study is the use of portfolio development in an in-service teacher education course that aimed to help primary school teachers develop a better understanding of, and ability to implement, an innovative teaching approach--namely, task-based learning (TBL)--in Chinese language. It explores the impact of portfolio…

  20. Decision analysis and drug development portfolio management: uncovering the real options value of your projects.

    PubMed

    Rosati, Nicoletta

    2002-04-01

    Project selection and portfolio management are particularly challenging in the pharmaceutical industry due to the high risk - high stake nature of the drug development process. In the recent years, scholars and industry experts have agreed that traditional Net-Present-Value evaluation of the projects fails to capture the value of managerial flexibility, and encouraged adopting a real options approach to recover the missed value. In this paper, we take a closer look at the drug development process and at the indices currently used to rank projects. We discuss the economic value of information and of real options arising in drug development and present decision analysis as an ideal framework for the implementation of real options valuation.

  1. Take Charge of Your Personal and Professional Development

    ERIC Educational Resources Information Center

    Goble, Carla B.; Horm, Diane M.

    2010-01-01

    The need for professional development is universal, whatever a person's profession. Professionals must continually enrich their knowledge and increase their sense of professionalism over the course of their careers so as to implement current research-based practice. Early childhood professional development brings to the forefront the significance…

  2. Like Portfolios for Assessment (Middle School).

    ERIC Educational Resources Information Center

    Katz, Claudia Anne; Johnson-Kuby, Sue Ann

    1996-01-01

    Describes 10 variations on the portfolio for assessment: literacy portfolio, reflection portfolio, "reflection the beauty" portfolio, process portfolio, student portfolio, reading portfolio, featherweight portfolio, showcase portfolio, exit portfolio, and literacy portfolio revisited. Accompanies each one with a "recipe." (SR)

  3. Developing Teachers: Improving Professional Development for Teachers

    ERIC Educational Resources Information Center

    Coe, Robert; Aloisi, Cesare; Higgins, Steve; Major, Lee Elliot

    2015-01-01

    This document is a summary of the report "What Makes Great Teaching". It argues that improved teacher ­development will positively impact on pupil attainment, particular those from disadvantaged backgrounds. "Developing Teachers" presents five policy recommendations which have been signed by 17 of Britain's leading headteachers…

  4. Reflective Practice: The Scholarship of Teaching and Learning. The CEET Faculty Development Program on Teaching and Learning. Second Edition: 2009 College Portfolio. Volumes I-IV

    ERIC Educational Resources Information Center

    Scarborough, Jule Dee

    2009-01-01

    "2009 Portfolio: The Second Edition of the College of Engineering's Portfolio" presents the 2009 Faculty Development Program on Teaching & Learning (TL) new content, modified models, new process and procedures, especially the new Instructional Analysis and Design Process Map, new PowerPoint presentations, modified teaching and…

  5. Education for Rural Development - A Portfolio of Studies. Volume 4: Manpower, Science, and Technology and Extension Education.

    ERIC Educational Resources Information Center

    United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Asian Centre for Educational Innovation for Development.

    Volume 4 in a five-volume portfolio of studies reflecting different facets of the concept of education for rural development consists of three studies. The first study, "Planning for Meeting Manpower Requirements and Training for Self-Employment in Rural Areas," by Jose R. Vergara (Philippines), analyzes the scenario of growth and…

  6. 77 FR 76000 - Notice of Availability of Draft Report of the NOAA Research and Development Portfolio Review Task...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-12-26

    ... National Oceanic and Atmospheric Administration (NOAA), Science Advisory Board RIN 0648-XC378 Notice of Availability of Draft Report of the NOAA Research and Development Portfolio Review Task Force and Request for... Administration (NOAA), Department of Commerce (DOC). ACTION: Notice of availability and request for...

  7. Design, Development, and Evaluation of Electronic Portfolios for Advanced Degree Programs in Technology and School Media

    ERIC Educational Resources Information Center

    Brown, Carol A.

    2004-01-01

    Across the various programs of study, portfolios serve many functions and purposes. Electronic portfolios have been used as a culminating product for students in our Master of Library Science and Master of Education in Instructional Technology at East Carolina University. Two conclusions were drawn from this study - (1) authentic assessment using…

  8. Using Learning Portfolios to Develop Generic Skills with On-Line Adult Students

    ERIC Educational Resources Information Center

    Matas, Cristina Poyatos; Allan, Cameron

    2004-01-01

    In recent years, educators have begun to use learning portfolios as a means of evaluating student learning in higher education. Research indicates that learning portfolios can help students understand better the learning process as well as enhancing learning outcomes. They promote reflection on the learning experience and encourage students to…

  9. Who Is a Teacher Educator? Enactment of Teacher Educator Identity through Electronic Portfolio Development

    ERIC Educational Resources Information Center

    Klecka, Cari L.; Donovan, Loretta; Venditti, Karen J.; Short, Barbara

    2008-01-01

    This study examines how participants in the Teacher Educator Standards Cohort enacted their identities through the creation of standards-based portfolios. Fourteen teacher educators participated in the cohort for 1 year. Data sources included the electronic portfolios, focus group interviews, and individual reflections. Findings point to five…

  10. Students' Perspectives on E-Portfolio Development and Implementation: A Case Study in Taiwanese Higher Education

    ERIC Educational Resources Information Center

    Hsieh, Pei-Hsuan; Lee, Chun-I; Chen, Wei-Fan

    2015-01-01

    This study explores students' perceptions related to the implementation of e-portfolios in the context of Taiwanese higher education. Thirty Taiwanese university students were interviewed, and data analysis includes 14 interviewees' e-portfolios and responses to 281 valid surveys from non-interviewed students. The study presents students'…

  11. Developing a decision support system for R&D project portfolio selection with interdependencies

    NASA Astrophysics Data System (ADS)

    Ashrafi, Maryam; Davoudpour, Hamid; Abbassi, Mohammad

    2012-11-01

    Although investment in research and technology is a promising tool for technology centered organizations through obtaining their objectives, resource constraints make organizations select between their pool of research and technology projects through means of R&D project portfolio selection techniques mitigating corresponding risks and enhancing the overall value of project portfolio.

  12. Portfolio Development and the Assessment of Prior Learning: Perspectives, Models and Practices. Second Edition

    ERIC Educational Resources Information Center

    Michelson, Elana; Mandell, Alan

    2004-01-01

    For over thirty years, portfolios have been used to help adult learners gain recognition for their prior learning and take greater control of their educational experiences. The portfolio has become a distinctive means of assessing such learning, serving as a meaningful alternative to conventional papers and standardized testing. This book provides…

  13. Developing Codebooks as a New Tool to Analyze Students' ePortfolios

    ERIC Educational Resources Information Center

    Impedovo, Maria Antonietta; Ritella, Giuseppe; Ligorio, Maria Beatrice

    2013-01-01

    This paper describes a three-step method for the construction of codebooks meant for analyzing ePortfolio content. The first step produces a prototype based on qualitative analysis of very different ePortfolios from the same course. During the second step, the initial version of the codebook is tested on a larger sample and subsequently revised.…

  14. Crossing Institutional Boundaries: Developing an Entrance Portfolio Assessment to Improve Writing Instruction.

    ERIC Educational Resources Information Center

    Decker, Emily; And Others

    1993-01-01

    Advocates making large-scale writing assessment consistent with the view that writing is fundamentally about making and sharing meaning. Argues that this is possible through a writing portfolio system of assessment. Describes how such a portfolio program was begun at the University of Michigan to assess beginning students. (HB)

  15. Nursing Professional Development Organizational Value Demonstration Project.

    PubMed

    Harper, Mary G; Aucoin, Julia; Warren, Joan I

    2016-01-01

    A common question nursing professional development (NPD) practitioners ask is, "How many NPD practitioners should my organization have?" This study examined correlations among facility size and structure, NPD practitioner characteristics and time in service, and organizational outcomes. Organizations with a higher rate of NPD full-time equivalents per bed had higher patient satisfaction with nurses' communication and provision of discharge instruction on their HCAHPS (Hospital Consumer Assessment of Healthcare Provider and Systems) scores.

  16. Teacher Professional Development that Makes an Impact

    NASA Astrophysics Data System (ADS)

    Borrego, H.; Ellins, K. K.

    2012-12-01

    Through four years of participation in the TeXas Earth and Space Science (TXESS) Revolution, an NSF-sponsored teacher professional development project, my knowledge of earth science and new pedagogical approaches has improved dramatically. In addition, I have received instructional materials, and learned how to access high quality online resources and use a variety of web-based tools. As a consequence, I have developed the confidence to use the TXESS model to deliver earth science professional development that makes an impact to other teachers in the Rio Grande Valley region of South Texas. In this session, I will share my experiences as an earth science professional development provider and describe how I have used my own learning to help both teachers and students become more earth science literate. Earth science test scores at the elementary and secondary level throughout South Texas are consistently low in comparison to other regional areas in the state. The majority of the teachers lack the content-knowledge, confidence, or experience to teach earth science. My background as teacher combined with the TXESS Revolution experience helped me to understand the needs of these teachers and to identify teaching resources that would be useful to them. Using educational resources provided by the TXESS Revolution I have offered professional development topics such as Energy, Geologic Time and Stratigraphy, Water and the Cryosphere, Plate Tectonics, and Climate to about 125 South Texas elementary and middle school teachers. These trainings have helped improve the content knowledge of South Texas teachers and given them tools that they can use to guide student learning through authentic scientific research. In addition to providing professional development to teachers, I have been recruited to serve as the representative of the Offshore Energy Center for South Texas. This curriculum complements the TXESS Revolution educational resources by expanding the Energy education

  17. Interdisciplinary Professional Development: Astrolabes for Medievalists

    NASA Astrophysics Data System (ADS)

    Larsen, Kristine

    2014-06-01

    Astronomers and astronomy educators have significantly broadened the intended audience for their outreach activities, from the traditional venues of public schools, libraries and planetariums to national parks, coffee houses, and concert halls. At the same time, significant attention has been paid to improving the quality and relevance of professional development directed toward preservice and inservice science teachers. Many of our outreach and professional development programs have also become increasingly creative in their use of interdisciplinary connections to astronomy, such as cultural astronomy and the history of astronomy. This poster describes a specific example of interdisciplinary professional development directed at a different audience, humanities faculty and researchers, through hands-on workshops on the basic astronomical background and usage of an astrolabe conducted at the International Congress on Medieval Studies at Western Michigan University in 2013 and 2014. The goal was to explain the basic astronomy behind astrolabes (as well as their cultural relevance) to medieval scholars in history, literature, and other disciplines. The intention was to increase their comfort with manipulating and explaining astrolabes to a basic level where they could share their knowledge with their own college classes. In this way the relevance of astronomy to myriad human endeavors could be reinforced by humanities faculty within their own courses.

  18. The Development of Professional Learning Community in Primary Schools

    ERIC Educational Resources Information Center

    Sompong, Samoot; Erawan, Prawit; Dharm-tad-sa-na-non, Sudharm

    2015-01-01

    The objectives of this research are: (1) To study the current situation and need for developing professional learning community in primary schools; (2) To develop the model for developing professional learning community, and (3) To study the findings of development for professional learning community based on developed model related to knowledge,…

  19. "As a Student, I Do Think that the Learning Effectiveness of Electronic Portfolios Depends, to Quite a Large Extent, on the Attitude of Students!"

    ERIC Educational Resources Information Center

    Mok, Jane

    2012-01-01

    Lynch and Purnawarman (2004:50) point out that "a solid electronic portfolio can show reflection, evolution of thought and overall professional development". Research shows that electronic portfolio assessment, if implemented thoughtfully, can successfully engage learners in critical thinking and problem solving, promote lifelong…

  20. Capturing the Process of Critical Reflective Teaching Practices through E-Portfolios

    ERIC Educational Resources Information Center

    Samaras, Anastasia P.; Fox, Rebecca K.

    2013-01-01

    This study examines aspects of professional development experiences of 19 Greek Fulbright teachers of humanities regarding schooling, learning and teaching as documented in e-portfolios completed during a project of academic course and fieldwork in the United States during their collective participation in an international professional development…

  1. I'll show you mine if you show me yours! Portfolio design in two UK veterinary schools.

    PubMed

    Mossop, Liz H; Senior, Avril

    2008-01-01

    Portfolios are an attractive addition to the veterinary curriculum because they add to the assessment of competencies, are flexible, and encourage the development of reflective and lifelong learning skills. Veterinary schools at the University of Liverpool and the University of Nottingham, UK, have both recently introduced portfolios for year 1 undergraduate students. The key difference between the two institutions is that one uses the portfolio as a summative assessment, while the other allows formative assessment only. Advantages of assessing the portfolio include engagement in the process and the ability to examine the key professional skill of reflection. Advantages of using the portfolio for formative assessment only are a facilitation of honest self-criticism and that this approach encourages students to view the portfolio as a valuable professional and personal activity. Both portfolio systems will need to be closely analyzed in order to assess these perceived advantages, and the two institutions are learning from each other's experiences. Whether or not the portfolio is summatively assessed, student and tutor training and support are essential. Feedback from these stakeholders must also be analyzed and used to support and shape the portfolios as they become a central part of both veterinary curricula.

  2. Professional development in college science teaching

    NASA Astrophysics Data System (ADS)

    Thomas, Aimee Kathryn

    Graduate students earning a doctorate in the sciences historically focus their work on research and not professional development in college science teaching. However, for those who go on to a career in academia, a majority of their time will be dedicated to teaching. During the past few years, graduate teaching assistants (GTAs) have been prepared to teach by attending a daylong workshop that included logistical information, but left pedagogy largely unexplored. Since that time, a seminar has been added to provide an introduction to pedagogical theory and practices and to provide practice teaching in the biological sciences laboratory course. Yet, more pedagogical preparation is needed. This study was conducted to determine if there was a need for a teaching certificate program for doctoral students in the College of Science and Technology (CoST) at The University of Southern Mississippi. The GTA respondents studied set teaching goals that were consistent with faculty members across the country; however, this research went further by finding out how competent the GTAs perceived they were and how much support they perceived they needed with respect to teaching and professional development. The GTAs did not differ in their perceived level of competence based on experience level; however, the less experienced GTAs did perceive they needed more support than the experienced GTAs. To help GTAs develop a skill set that many CoST graduates currently lack, it is recommended that the University provide ample training and supervision. Establishing a certificate program can potentially impact the community in the following ways: (1) the training of GTAs contributes to the academic preparation of future academic professionals who will be teaching in various institutions; (2) GTA training provides professional development and awareness that teaching requires life long professional development; (3) ensuring competent academicians, not only in content but also in pedagogy; (4

  3. An Examination of Effective Professional Development Characteristics in Professional Learning Communities

    ERIC Educational Resources Information Center

    Strickland, Crystal Y.

    2013-01-01

    The purpose of this quantitative study was to investigate the extent to which professional development practices in professional learning communities are consistent with research-based principles of effective professional development. Additionally, the study investigated potential differences in the content focus, active learning, coherence, and…

  4. Virtual Professional Learning Communities: Teachers' Perceptions of Virtual versus Face-to-Face Professional Development

    ERIC Educational Resources Information Center

    McConnell, Tom J.; Parker, Joyce M.; Eberhardt, Jan; Koehler, Matthew J.; Lundeberg, Mary A.

    2013-01-01

    Research suggests that professional development that engages teachers in instructional inquiry over an extended time through collaborative professional learning communities (PLCs) is effective in improving instruction and student achievement. Still, most professional development is offered as short-duration workshops that are not effective in…

  5. Teaching portfolios: documenting teaching.

    PubMed

    Regan-Smith, M G

    1998-01-01

    In recent years, teaching portfolios have been developed as a way teachers can document teaching scholarship and demonstrate their teaching accomplishments, skills, and strategies. Most medical schools reward good teaching, often with promotion on clinician-teacher tracks, thereby acknowledging the contributions made by clinical faculty who serve the academic mission as teachers. Teaching portfolios provide a means for teachers to demonstrate their teaching achievements and display their best work. This article gives recommendations for constructing a teaching portfolio and includes examples of what can be included.

  6. Innovative Professional Development: Expanding Your Professional Learning Network

    ERIC Educational Resources Information Center

    Perez, Lisa

    2012-01-01

    To assume the role of technology leaders and information literacy specialists in their schools, librarians need access to the most current information. And, they do this by helping each other. There are many definitions, but professional learning networks (PLNs) involve sharing work-related ideas with a network of colleagues via various digital…

  7. Developing and Sustaining Professionalism within Gifted Education

    ERIC Educational Resources Information Center

    Coleman, Mary Ruth; Gallagher, James J.; Job, Jennifer

    2012-01-01

    This article calls for a new paradigm of professionalism in the field of gifted education. The definition of professionalism varies, and yet the need for a common vision of professionalism in the field is necessary to strengthen gifted education in the future. The authors delineate a framework for sustaining professionalism within the field and…

  8. Fiscal Implications of New Directions in Teacher Professional Development.

    ERIC Educational Resources Information Center

    Rice, Jennifer King

    2001-01-01

    Describes new theories of teacher professional development, identifies known costs of conventional professional development, discusses how new approaches (like collaborative problem solving and mentoring relationships) affect costs (for teacher time and supportive infrastructure), examines efficiency considerations, and highlights fiscal and…

  9. Professional development workshops for physics education research

    NASA Astrophysics Data System (ADS)

    Sayre, Eleanor C.; Franklin, Scott V.; Kustusch, Mary Bridget

    2017-01-01

    Physics education research holds the promise of satisfying expectations of both scholarship, which is increasing at teaching-centric institutions, and teaching effectiveness, a concern at all institutions. Additionally, junior physics education researchers seek more diverse training in research methods and theories. Emerging education researchers need support as they develop their research programs and expand their theoretical and methodological expertise, and they benefit from the guidance of knowledgable peers and near-peers. Our two-part professional development model combines intensive in-person workshops with long-term remote activities. During a two-week in-person workshop, emerging and established education researchers work closely together to develop research questions, learn appropriate analytic techniques, and collect a corpus of data appropriate to their research questions. Afterwards, they meet biweekly in a distributed, mentored research group to share analyses and develop their ideas into publishable papers. In this talk, we discuss this model for professional development and show results from one three-year implementation in the IMPRESS program at the Rochester Institute of Technology. Partially funded by the PERTG of the AAPT.

  10. Effective elements of science teacher professional development

    NASA Astrophysics Data System (ADS)

    Zientek, Amy

    Educational reform efforts to improve students' learning outcomes are often present in teacher professional development opportunities; however, the structure and design of these opportunities vary and often focus on a homogenous student population; that is, White students in suburban schools. Reform efforts in teacher professional development that aim to educate teachers not only about science content and pedagogy, but also about practices that aim to reach a diverse student population is needed. This study examines three, science teacher summer professional development (PD) programs [SUN, SEPA, and CLA], and explores how programs affect teacher learning outcome(s) and any subsequent translation into classroom practice(s). The design and delivery, alignment to Ladson-Billings (1994) tenets of culturally responsive practices, and measurement(s) of teachers' learning outcome(s) are evaluated. Fliers were sent to science teachers who participated in SUN, SEPA, and CLA in an effort to recruit volunteers for this study. Program document analysis and teacher post-survey data from each program, focus groups, evidence of program integration, and a culturally responsive practice survey were collected and analyzed. Results show SEPA to include content knowledge (CK), pedagogical content knowledge (PCK), culturally responsive practices (CRP), and some elements of the conceptual change model (CCM) (Larkin, 2012) in program design, structure, and delivery along with translation into classroom practice. SUN and CLA both show incorporation of CK and PCK, with SUN also showing some evidence of CRP. The findings indicate that when teachers are modeled a practice they are able to translate that practice in their classroom. The potential impact of modeling CRP during science teacher PD may address the achievement gap still present among students of color. Program designers must consider the inclusion of CRP alongside CK and PCK during the development of science teacher PD.

  11. Development of Solution Algorithm and Sensitivity Analysis for Random Fuzzy Portfolio Selection Model

    NASA Astrophysics Data System (ADS)

    Hasuike, Takashi; Katagiri, Hideki

    2010-10-01

    This paper focuses on the proposition of a portfolio selection problem considering an investor's subjectivity and the sensitivity analysis for the change of subjectivity. Since this proposed problem is formulated as a random fuzzy programming problem due to both randomness and subjectivity presented by fuzzy numbers, it is not well-defined. Therefore, introducing Sharpe ratio which is one of important performance measures of portfolio models, the main problem is transformed into the standard fuzzy programming problem. Furthermore, using the sensitivity analysis for fuzziness, the analytical optimal portfolio with the sensitivity factor is obtained.

  12. Learning, Motivation, and Transfer: Successful Teacher Professional Development

    ERIC Educational Resources Information Center

    McDonald, Lex

    2012-01-01

    In this article, I am concerned with three key issues of teacher professional development--teacher learning, motivation, and transfer of learning. Each issue has received minimal attention in teacher professional development literature. The three issues are discussed, and a model of an integrative professional development approach is outlined,…

  13. Mentoring as Professional Development: "Growth for Both" Mentor and Mentee

    ERIC Educational Resources Information Center

    Hudson, Peter

    2013-01-01

    Teachers need professional development to keep current with teaching practices, although costs for extensive professional development can be prohibitive across an education system. Mentoring provides one way for embedding cost-effective professional development. This mixed-method study includes surveying mentor teachers ("n" = 101) on a…

  14. Investigating Rural Teachers' Professional Development, Instructional Knowledge, and Classroom Practice

    ERIC Educational Resources Information Center

    Glover, Todd A.; Nugent, Gwen C.; Chumney, Frances L.; Ihlo, Tanya; Shapiro, Edward S.; Guard, Kirra; Koziol, Natalie; Bovaird, Jim

    2016-01-01

    Teachers Speak was a national survey study designed to investigate the characteristics of rural elementary school teachers' existing professional development; differences in professional development practices between rural and non-rural settings; and the potential influence of professional development characteristics on rural teachers' knowledge,…

  15. Using the Principles of Differentiated Instruction to Improve Professional Development

    ERIC Educational Resources Information Center

    Lentz, Daniel E.

    2014-01-01

    The purpose of this study was to create a model of Differentiated Professional Development (DPD) that is a more effective method of professional development due to the addition of the principles of differentiated instruction (DI). The DPD model was created by combining previous studies on effective elements of professional development with the…

  16. Helping Teachers Help Themselves: Professional Development That Makes a Difference

    ERIC Educational Resources Information Center

    Patton, Kevin; Parker, Melissa; Tannehill, Deborah

    2015-01-01

    For school administrators to facilitate impactful teacher professional development, a shift in thinking that goes beyond the acquisition of new skills and knowledge to helping teachers rethink their practice is required. Based on review of the professional development literature and our own continued observations of professional development, this…

  17. The Investigation of Teachers' Metaphoric Perceptions about Professional Development

    ERIC Educational Resources Information Center

    Yurtseven, Nihal

    2017-01-01

    Professional development is an ongoing process in which teachers review their teaching practices and learn how to respond to their students' needs. To make the professional development process more effective, we need to define the identity of a teacher correctly and clarify the perspective about teachers' professional development. The purpose of…

  18. Professional Development Planning and Design. Issues in Science Education.

    ERIC Educational Resources Information Center

    Rhoton, Jack; Bowers, Patricia

    This book focuses on the professional development of teachers and discusses issues related to the planning and design of professional development programs. The content of the book is divided into three parts. Part 1, Standards-Based Reform and Professional Development includes: (1) "National Science Education Standards as a Catalyst for…

  19. Professional Development in Education: In Search of the Optimal Mix.

    ERIC Educational Resources Information Center

    Guskey, Thomas R.

    All proposals for education reform include professional development as a significant element in promoting change. Questions have been raised about the effectiveness of professional development and its role in educational reform. Consequently, evaluation of professional development programs is increasing and expanding to include student…

  20. Advancing Technology Education: The Role of Professional Development.

    ERIC Educational Resources Information Center

    Loucks-Horsley, Susan; Bybee, Rodger W.

    2000-01-01

    The technology literacy standards will necessitate increased professional development for those required to implement them. Four areas to guide professional development plans are as follows:(1) learning about technology; (2) learning to teach technology; (3) self-assessment and continuous improvement; and (4) sustained professional development.…

  1. An Integrated Professional Development Model for Effective Teaching

    ERIC Educational Resources Information Center

    Kuijpers, J. M.; Houtveen, A. A. M.; Wubbels, Th.

    2010-01-01

    This article examines the design of a professional development model that aims to improve student achievement. This model has been designed by combining and supplementing elements from school-improvement literature and existing professional development models. Existing models from two largely independent approaches to professional development of…

  2. Transformation and Framework of Teacher Professional Development in Taiwan

    ERIC Educational Resources Information Center

    Huang, Bo-Ruey

    2016-01-01

    This article describes the situation of teacher professional development in Taiwan, including the history and the framework of teacher professional development. With diversification of teacher education systems and institutions, teacher professional development in Taiwan is undergoing a gradual governance shift from the model of centralised state…

  3. Professional Development Networks: From Transmission to Co-Construction

    ERIC Educational Resources Information Center

    Ngcoza, Ken; Southwood, Sue

    2015-01-01

    This article offers an extract of a qualitative case study focused on collaborative professional development of science teachers in a transformative continuous professional development (TCPD) network, whose aim is the professional development of science teachers with a view to improving praxis. Teacher narratives generated through an iterative…

  4. Continuing Professional Development in Early Childhood Education in New Zealand

    ERIC Educational Resources Information Center

    Cherrington, Sue; Thornton, Kate

    2013-01-01

    This article explores the influences on and nature of continuing professional development in the New Zealand early childhood education sector. In addition to discussing the nature of professional development and providing an explanation of the policy context that informs the delivery of professional development, the paper draws on evaluations of…

  5. Further Research on an Undergraduate Measure of Professional Development Engagement

    ERIC Educational Resources Information Center

    Blau, Gary; Pred, Robert; Andersson, Lynne; Lopez, Andrea B.

    2015-01-01

    Professional Development Engagement (PDE) refers to the level of undergraduate engagement in professional development. Professional Development (PD) involves activities designed to help students prepare for a successful college-to-work transition. This study tested a new 12-item measure of PDE for a complete-data sample of 246 undergraduate…

  6. Portfolio Assessment.

    ERIC Educational Resources Information Center

    Dagavarian, Debra A.

    The portfolio assessment process at Thomas A. Edison State College is described in this report. Through portfolio assessment, the school helps students identify and gain credit for college-level skills and knowledge acquired through work, volunteer activities, independent reading, military or corporate training, and life experiences that may be…

  7. Cultivating Innovation: How a Charter/District Network Is Turning Professional Development into Professional Practice.

    ERIC Educational Resources Information Center

    Andrews, Kevin; Rothman, Michael

    2002-01-01

    Describes the pilot year of the Project for School Innovation, a Boston charter-school initiative to bring together charter and district schools to cultivate innovation in public education. A major goal of the project is to overcome the shortcomings in teacher professional development through professional empowerment, professional networks, and…

  8. Continuing Professional Development (CPD) Policy and the Discourse of Teacher Professionalism in Scotland

    ERIC Educational Resources Information Center

    Kennedy, Aileen

    2007-01-01

    The dynamic nature and multiple interpretations of professionalism make any analysis of it as a static, homogenous concept somewhat difficult. Much of the existing body of literature, which explores professionalism from a traditional sociological perspective, is now being challenged by developing concepts of professionalism that support particular…

  9. Professional and Creative Development of Natural Geographic Course Teachers within the Process of Professional Retraining

    ERIC Educational Resources Information Center

    Samigullina, Galina Savelevna; Gilmanchina, Syriya Irekovna; Gaisin, Ilgisar Timergalievich; Gilmanshin, Iskander Rafailevich; Rafailevna, Akchurina Ilsia

    2015-01-01

    The purpose of this article is to analyse the professional and creative development of natural geographic course teachers of the Republic of Tatarstan in the process of professional retraining. The method for work performing is a retrospective analysis of professional retraining of natural geographic course teachers within the higher professional…

  10. Personal, Professional Coaching: Transforming Professional Development for Teacher and Administrative Leaders

    ERIC Educational Resources Information Center

    Patti, Janet; Holzer, Allison A.; Stern, Robin; Brackett, Marc A.

    2012-01-01

    This article makes the case for a different approach to the professional development of teachers and school leaders called personal, professional coaching (PPC). Personal, professional coaching is grounded in reflective practices that cultivate self-awareness, emotion management, social awareness, and relationship management. Findings from two…

  11. How to Be a Good Professional: Existentialist Continuing Professional Development (CPD)

    ERIC Educational Resources Information Center

    Mulvey, Rachel

    2013-01-01

    This article reflects on the construct and practice of continuing professional development (CPD) and its significance for the professional careers workforce. The article presents the idea of the CPD triad and considers how professional bodies, employers and individuals can each benefit from a practitioner's ongoing commitment to continuing…

  12. Infusing Neuroscience into Teacher Professional Development

    PubMed Central

    Dubinsky, Janet M; Roehrig, Gillian; Varma, Sashank

    2015-01-01

    Bruer (1997) advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: the neurobiology of learning, and in particular the core concept of plasticity, have the potential to directly transform teacher preparation and professional development, and ultimately to affect how students think about their own learning. We present a case study of how the core concepts of neuroscience can be brought to in-service teachers – the BrainU workshops. We then discuss how neuroscience can be meaningfully integrated into pre-service teacher preparation, focusing on institutional and cultural barriers. PMID:26139861

  13. Exploring the Turkish Teachers' Professional Development Experiences and Their Needs for Professional Development

    ERIC Educational Resources Information Center

    Özdemir, Soner Mehmet

    2013-01-01

    The purpose of this study was to examine the activities of professional development that Turkish elementary and secondary teachers experienced individually in the previous two years. Survey method was used and data were collected through an instrument developed by researcher. Sample consisted of 507 elementary and secondary teachers employed in 12…

  14. Climate Literacy: Supporting Teacher Professional Development

    NASA Astrophysics Data System (ADS)

    Haddad, N.; Ledley, T. S.; Dunlap, C.; Bardar, E.; Youngman, B.; Ellins, K. K.; McNeal, K. S.; Libarkin, J.

    2012-12-01

    Confronting the Challenges of Climate Literacy (CCCL) is an NSF-funded (DRK-12) project that includes curriculum development, teacher professional development, teacher leadership development, and research on student learning, all directed at high school teachers and students. The project's evaluation efforts inform and guide all major components of the project. The research effort addresses the question of what interventions are most effective in helping high school students grasp the complexities of the Earth system and climate processes, which occur over a range of spatial and temporal scales. The curriculum unit includes three distinct but related modules: Climate and the Cryosphere; Climate, Weather, and the Biosphere; and Climate and the Carbon Cycle. Climate-related themes that cut across all three modules include the Earth system, with the complexities of its positive and negative feedback loops; the range of temporal and spatial scales at which climate, weather, and other Earth system processes occur; and the recurring question, "How do we know what we know about Earth's past and present climate?" which addresses proxy data and scientific instrumentation. The professional development component of the project includes online science resources to support the teaching of the curriculum modules, summer workshops for high school teachers, and a support system for developing the teacher leaders who plan and implement those summer workshops. When completed, the project will provide a model high school curriculum with online support for implementing teachers and a cadre of leaders who can continue to introduce new teachers to the resource. This presentation will introduce the curriculum and the university partnerships that are key to the project's success, and describe how the project addresses the challenge of helping teachers develop their understanding of climate science and their ability to convey climate-related concepts articulated in the Next Generation

  15. Organisational development in general practice: lessons from practice and professional development plans (PPDPs)

    PubMed Central

    Elwyn, Glyn; Hocking, Paul

    2000-01-01

    Background Improving the quality and effectiveness of clinical practice is becoming a key task within all health services. Primary medical care, as organised in the UK is composed of clinicians who work in independent partnerships (general practices) that collaborate with other health care professionals. Although many practices have successfully introduced innovations, there are no organisational development structures in place that support the evolution of primary medical care towards integrated care processes. Providing incentives for attendance at passive educational events and promoting 'teamwork' without first identifying organisational priorities are interventions that have proved to be ineffective at changing clinical processes. A practice and professional development plan feasibility study was evaluated in Wales and provided the experiential basis for a summary of the lessons learnt on how best to guide organisational development systems for primary medical care. Results Practice and professional development plans are hybrids produced by the combination of ideas from management (the applied behavioural science of organisational development) and education (self-directed adult learning theories) and, in conceptual terms, address the lack of effectiveness of passive educational strategies by making interventions relevant to identified system wide needs. In the intervention, each practice participated in a series of multidisciplinary workshops (minimum 4) where the process outcome was the production of a practice development plan and a set of personal portfolios, and the final outcome was a realised organisational change. It was apparent during the project that organisational admission to a process of developmental planning needed to be a stepwise process, where initial interest can lead to a fuller understanding, which subsequently develops into motivation and ownership, sufficient to complete the exercise. The advantages of introducing expert external

  16. [Strategic professional development for the development of competencies].

    PubMed

    Argüello López, Ma Teresa

    2005-01-01

    At the present time, knowledge is one of the most important values in organizations, changing into intellectual capital through its members. The responsibility conceded to professional development obliges us to reflect on its function and its practices, seeking new forms and focuses which guarantee the development of competence in both individuals and organizations by means of concentrating on concrete results.

  17. Decision Gate Process for Assessment of a NASA Technology Development Portfolio

    NASA Technical Reports Server (NTRS)

    Kohli, Rajiv; Fishman, Julianna L.; Hyatt, Mark J.

    2012-01-01

    The NASA Dust Management Project (DMP) was established to provide technologies (to Technology Readiness Level (TRL) 6) required to address adverse effects of lunar dust to humans and to exploration systems and equipment, to reduce life cycle cost and risk, and to increase the probability of sustainable and successful lunar missions. The technology portfolio of DMP consisted of different categories of technologies whose final product was either a technology solution in itself, or one that contributes toward a dust mitigation strategy for a particular application. A Decision Gate Process (DGP) was developed to assess and validate the achievement and priority of the dust mitigation technologies as the technologies progress through the development cycle. The DGP was part of continuous technology assessment and was a critical element of DMP risk management. At the core of the process were technology-specific criteria developed to measure the success of each DMP technology in attaining the technology readiness levels assigned to each decision gate. The DGP accounts for both categories of technologies and qualifies the technology progression from technology development tasks to application areas. The process provided opportunities to validate performance, as well as to identify non-performance in time to adjust resources and direction. This paper describes the overall philosophy of the DGP and the methodology for implementation for DMP, and describes the method for defining the technology evaluation criteria. The process is illustrated by example of an application to a specific DMP technology.

  18. TA Professional Development: A Graduate Student's Perspective

    NASA Astrophysics Data System (ADS)

    Alicea-Munoz, Emily

    Graduate Teaching Assistants (GTAs) are essential for teaching large introductory physics classes. In such courses, undergraduates spend approximately half of their in-class contact time in instructional environments (e.g., labs and recitations) supervised by GTAs, which means GTAs can have a large impact on student learning. Therefore it is crucial to adequately prepare GTAs before they first enter the classroom, and to offer them continued support throughout. Since many of the skills required to become effective teachers will also be relevant to their future research careers, it is useful for a GTA preparation program to also include professional development strategies. But what exactly do GTAs get out of these programs? The School of Physics at Georgia Tech runs a preparation and mentoring program for GTAs that focuses on pedagogical knowledge, physics content, and professional development, as well as their intersections. Nearly seventy graduate students have gone through this program in the three years since it was established. Here we discuss the impact this program has had on our GTAs, from their own point of view: the program's effect on their teaching abilities, how it has influenced their attitudes towards teaching, what elements they have found useful, and what changes they have suggested to its curriculum. We find that, in general, GTAs are more receptive when the curriculum is more hands-on and they are presented with frequent opportunities for practice and feedback.

  19. Using the SAI to Build a District Professional Development Plan

    ERIC Educational Resources Information Center

    Roy, Patricia

    2010-01-01

    Professional development that improves teaching and student learning meets research-based standards to ensure high-quality educator learning experiences. Since the quality of professional learning affects its results, many states, districts, and schools want to measure the effectiveness of their professional development to make targeted…

  20. Codification and Validation of Professional Development Questionnaire of Teachers

    ERIC Educational Resources Information Center

    Ayyoobi, Fatemah; Pourshafei, Hadi; Asgari, Ali

    2016-01-01

    Teacher in the educational system and the teaching-learning process, as a main leading should need to knowledge and professional skills. Therefore, evaluation of professional development is important. This study aims to design and modify Construction and Validation of professional development questionnaire of teachers. This research based on…

  1. E-Learning: Teaching and Professional Development with the Internet.

    ERIC Educational Resources Information Center

    Lai, Kwok-Wing, Ed.

    This book presents a collection of papers for teachers and teacher educators who are interested in using information and communication technology (ICT) in their teaching or professional learning. The 10 chapters are: (1) "Professional Development: Too Little, Too Generic?" (Kwok-Wing Lai); (2) "Professional Development for ICT-Using…

  2. Professional Development and TransLink[R]. Final Report.

    ERIC Educational Resources Information Center

    Kuhn, Beverly T.; Jasek, Deborah

    This report covers one segment of a larger professional development program for transportation professionals that addresses the need to develop a larger cadre of transportation professionals capable of designing, planning, managing, operating, and maintaining the transportation infrastructure nationwide. Three specific tasks were undertaken and…

  3. Staff Development and Professional Education: A Cooperative Model.

    ERIC Educational Resources Information Center

    Browell, Sue

    2000-01-01

    Describes a cooperative approach to faculty development between competing further and higher education institutions and the relationship between the institutions and a professional organization. Outlines the benefits of cooperation for staff, students, and professional organizations. (SK)

  4. Lieutenants Professional Development in an Institutional/Occupational (I/O) and Officer Professional Development (OPD) Context

    DTIC Science & Technology

    1990-01-01

    AD-A241 094 AIR WAR COLLEGE RESEARCH .EPORT LIEUTENANTS PROFESSIONAL DEVELOPMENT IN AN iNSTITUTIONAL/OCCUPATIONAL (I/O) AND OFFICER PROFESSIONAL ...AIR FORCE BASE, ALABAMA figLIITED AIR WAR COLLEGE’ AIR UNIVERSITY LIEUTENANTS PROFESSIONAL DEVELOPMENT IN AN INSTITUTIONAL/OCCUPATIONAL (I/0) AND...OFFICER PROFESSIONAL DEVELOPMENT (OPD) CONTEXT by Bruce L. Uliman Liuutenant Colonel, USAF A DCFENSE ANALYTICAL STUDY SUBMITTED TO THE FACULTY 1 Ni

  5. Developing R&D Portfolio Business Validity Simulation Model and System

    PubMed Central

    2015-01-01

    The R&D has been recognized as critical method to take competitiveness by not only companies but also nations with its value creation such as patent value and new product. Therefore, R&D has been a decision maker's burden in that it is hard to decide how much money to invest, how long time one should spend, and what technology to develop which means it accompanies resources such as budget, time, and manpower. Although there are diverse researches about R&D evaluation, business factors are not concerned enough because almost all previous studies are technology oriented evaluation with one R&D technology based. In that, we early proposed R&D business aspect evaluation model which consists of nine business model components. In this research, we develop a simulation model and system evaluating a company or industry's R&D portfolio with business model point of view and clarify default and control parameters to facilitate evaluator's business validity work in each evaluation module by integrate to one screen. PMID:25893209

  6. Developing R&D portfolio business validity simulation model and system.

    PubMed

    Yeo, Hyun Jin; Im, Kwang Hyuk

    2015-01-01

    The R&D has been recognized as critical method to take competitiveness by not only companies but also nations with its value creation such as patent value and new product. Therefore, R&D has been a decision maker's burden in that it is hard to decide how much money to invest, how long time one should spend, and what technology to develop which means it accompanies resources such as budget, time, and manpower. Although there are diverse researches about R&D evaluation, business factors are not concerned enough because almost all previous studies are technology oriented evaluation with one R&D technology based. In that, we early proposed R&D business aspect evaluation model which consists of nine business model components. In this research, we develop a simulation model and system evaluating a company or industry's R&D portfolio with business model point of view and clarify default and control parameters to facilitate evaluator's business validity work in each evaluation module by integrate to one screen.

  7. Continuing Professional Development in Context: Teachers' Continuing Professional Development Culture in Germany and Sweden

    ERIC Educational Resources Information Center

    Wermke, Wieland

    2011-01-01

    This article investigates the continuing professional development (CPD) culture of teachers, and asks how it is influenced by properties of the school system. It reports the results of a questionnaire study with 418 secondary teachers from Sweden and Germany. The results show highly significant differences between Swedish and German teachers'…

  8. What is the veterinary professional identity? Preliminary findings from web-based continuing professional development in veterinary professionalism.

    PubMed

    Armitage-Chan, E; Maddison, J; May, S A

    2016-03-26

    Professionalism and professional skills are increasingly being incorporated into veterinary curricula; however, lack of clarity in defining veterinary professionalism presents a potential challenge for directing course outcomes that are of benefit to the veterinary professional. An online continuing education course in veterinary professionalism was designed to address a deficit in postgraduate support in this area; as part of this course, delegates of varying practice backgrounds participated in online discussions reflecting on the implications of professional skills for their clinical practice. The discussions surrounding the role of the veterinary professional and reflecting on strengths and weaknesses in professional skills were analysed using narrative methodology, which provided an understanding of the defining skills and attributes of the veterinary professional, from the perspectives of those involved (i.e. how vets understood their own career identity). The veterinary surgeon was understood to be an interprofessional team member, who makes clinical decisions in the face of competing stakeholder needs and works in a complex environment comprising multiple and diverse challenges (stress, high emotions, financial issues, work-life balance). It was identified that strategies for accepting fallibility, and those necessary for establishing reasonable expectations of professional behaviour and clinical ability, are poorly developed.

  9. Case-based Long-term Professional Development of Science Teachers

    NASA Astrophysics Data System (ADS)

    Dori, Yehudit J.; Herscovitz, Orit

    2005-10-01

    Reform efforts are often unsuccessful because they failed to understand that teachers play a key role in making educational reforms successful. This paper describes a long-term teacher professional development (PD) program aimed at educating and training teachers to teach interdisciplinary topics using case-based method in science. The research objective was to identify, follow and document the processes that science teachers went through as they assimilated the interdisciplinary, case-based science teaching approach. The research accompanied the PD program throughout its 3-year period. About 50 teachers, who took part in the PD program, were exposed to an interdisciplinary case-based teaching method. The research instruments included teacher portfolios, which contained projects and reflection questionnaires, classroom observations, teacher interviews, and student feedback questionnaires. The portfolios contained the projects that the teachers had carried out during the PD program, which included case studies and accompanying student activities. We found that the teachers gradually moved from exposure to new teaching methods and subject matter, through active learning and preparing case-based team projects, to interdisciplinary, active classroom teaching using the case studies they developed.

  10. Professional Development and the Impact on Teacher Growth and Development

    ERIC Educational Resources Information Center

    Segura, Sherry K.

    2016-01-01

    This study involved examining the beliefs of teachers at one urban elementary school regarding how professional development has helped them meet the needs of culturally and linguistically diverse students. This study included a series of in-depth interviews with three teacher leaders. The goal was to obtain consent from them to participate in this…

  11. Efficacy of Professional Development Schools in Developing Countries: Panama

    ERIC Educational Resources Information Center

    Brown, Gordon; Shaklee, Beverly

    2014-01-01

    This article attempts to describe the creation and implementation of the first Professional Development School (PDS) model of teacher education in Panama. The authors set the context within brief histories of international education and PDSs and provide operational definitions of the critical terminology. To be sure, the scope and scale of the…

  12. Professional Development Schools: Schools for Developing a Profession.

    ERIC Educational Resources Information Center

    Darling-Hammond, Linda, Ed.

    This book describes a recent trend in the school restructuring movement--the professional-development school. These schools are committed to the acquisition and sharing of knowledge among all members of the educational community and depend on research-practitioner collaboration. In nine chapters, contributors explain the function, structure, and…

  13. Developing a Discourse of the Postmodern Community Development Professional

    ERIC Educational Resources Information Center

    McArdle, Karen; Mansfield, Sue

    2013-01-01

    This article seeks to promote the generation of a discourse of the postmodern community work professional. A shared discourse will lead, we propose to shared capital. We argue that there is a tension between the modern and postmodern for those of us engaged in the profession of community learning and development (CL&D). We need to value…

  14. Capability and Development Risk Management in System-of-Systems Architectures: A Portfolio Approach to Decision-Making

    DTIC Science & Technology

    2012-04-30

    Management in System-of-Systems Architectures: A Portfolio Approach to Decision-Making Navindran Davendralingam, Muharrem Mane , and Daniel...capability targets. Prior research work has explored the use of a Computational Exploratory Model (CEM; Mane & DeLaurentis, 2011) and a Markov network...model ( Mane , DeLaurentis, & Frazho, 2011) to evaluate complex development networks of system-of-systems (SoS) architectures. The present paper

  15. Risk assessment methodology applied to counter IED research & development portfolio prioritization

    SciTech Connect

    Shevitz, Daniel W; O' Brien, David A; Zerkle, David K; Key, Brian P; Chavez, Gregory M

    2009-01-01

    In an effort to protect the United States from the ever increasing threat of domestic terrorism, the Department of Homeland Security, Science and Technology Directorate (DHS S&T), has significantly increased research activities to counter the terrorist use of explosives. More over, DHS S&T has established a robust Counter-Improvised Explosive Device (C-IED) Program to Deter, Predict, Detect, Defeat, and Mitigate this imminent threat to the Homeland. The DHS S&T portfolio is complicated and changing. In order to provide the ''best answer'' for the available resources, DHS S&T would like some ''risk based'' process for making funding decisions. There is a definite need for a methodology to compare very different types of technologies on a common basis. A methodology was developed that allows users to evaluate a new ''quad chart'' and rank it, compared to all other quad charts across S&T divisions. It couples a logic model with an evidential reasoning model using an Excel spreadsheet containing weights of the subjective merits of different technologies. The methodology produces an Excel spreadsheet containing the aggregate rankings of the different technologies. It uses Extensible Logic Modeling (ELM) for logic models combined with LANL software called INFTree for evidential reasoning.

  16. The taxonomy of professionalism: reframing the academic pursuit of professional development.

    PubMed

    Brown, Daniel; Ferrill, Mary J

    2009-07-10

    Student professionalism continues to be an elusive goal within colleges and schools of pharmacy. Several reports have described the nature of professionalism and enumerated the characteristic traits of a professional, but educational strategies for inculcating pharmacy students with attitudes of professionalism have not been reliably effective. Some authors have suggested the need for a standard definition. If the goal can be more clearly conceptualized by both faculty members and students, and the moral construct of the fiduciary relationship between pharmacist and patient better understood, the development of professional values and behaviors should be easier to achieve. This paper describes a new approach to defining professionalism that is patterned after Bloom's Taxonomy of Educational Objectives. It includes the general concept of patient care advocacy as an underlying paradigm for a new pharmacy practice model, and defines 5 behavioral elements within each of the 3 domains of professionalism: competence, connection, and character.

  17. The Taxonomy of Professionalism: Reframing the Academic Pursuit of Professional Development

    PubMed Central

    Ferrill, Mary J.

    2009-01-01

    Student professionalism continues to be an elusive goal within colleges and schools of pharmacy. Several reports have described the nature of professionalism and enumerated the characteristic traits of a professional, but educational strategies for inculcating pharmacy students with attitudes of professionalism have not been reliably effective. Some authors have suggested the need for a standard definition. If the goal can be more clearly conceptualized by both faculty members and students, and the moral construct of the fiduciary relationship between pharmacist and patient better understood, the development of professional values and behaviors should be easier to achieve. This paper describes a new approach to defining professionalism that is patterned after Bloom's Taxonomy of Educational Objectives. It includes the general concept of patient care advocacy as an underlying paradigm for a new pharmacy practice model, and defines 5 behavioral elements within each of the 3 domains of professionalism: competence, connection, and character. PMID:19657501

  18. Multiple Perspective: When Child Development Professionals Raise Twins

    ERIC Educational Resources Information Center

    Stark, Deborah Roderick; Harden, Brenda Jones; Chazan-Cohen, Rachel; Cohen, Daniel J.; Rice, Kathleen Fitzgerald

    2006-01-01

    Do child development professionals have expectations about what it will be like to parent twins based on their professional experiences? Does their professional knowledge influence their approach to caregiving? And do their personal experiences as parents of twins change their research interests or how they work with children and families? To…

  19. Professional Development. New Opportunities for Partnering, CAUSE94. Track VII.

    ERIC Educational Resources Information Center

    CAUSE, Boulder, CO.

    Eight papers are presented from the 1994 CAUSE conference track on professional development for information professionals in higher education institutions. The papers include: (1) "New Opportunities in Training for Information Systems Professionals," which discusses staff training at Miami-Dade Community College (Florida) (Desiree…

  20. Continuous Professional Development along the Continuum of Lifelong Learning.

    ERIC Educational Resources Information Center

    Ryan, Jane

    2003-01-01

    Of 300 surveyed, responses from 94 nurses, 38 occupational therapists, and 50 physical therapists indicated that professional knowledge was a prime motivation for continuing professional development, followed by updating qualifications, increasing the status of the profession, and demonstrating professional competence. No differences were observed…

  1. Interdisciplinary Professional Development Needs of Cooperative Extension Field Educators

    ERIC Educational Resources Information Center

    Sondgerath, Travis

    2016-01-01

    The study discussed in this article sought to identify cross-program professional development needs of county-based Extension professionals (field educators). The study instrument was completed by 105 county-based Extension professionals. Interdisciplinary topics, such as program evaluation and volunteer management, were identified as subjects of…

  2. Teachers' Professional Development Experiences: Implications for Teaching Practice

    ERIC Educational Resources Information Center

    Vail, Teresa M.

    2011-01-01

    The purpose of this study was to inquire into the ways in which participation in physical science professional development impacts science teachers' professional learning and ultimately their practice over time. This study strove to provide a greater understanding of teachers' processes as they engage in professional learning and make changes in…

  3. Professional Integration: A Guide for Students from the Developing World.

    ERIC Educational Resources Information Center

    Hood, Mary Ann G., Ed.; Schieffer, Kevin J., Ed.

    This book is designed to help foreign students from developing countries make the transition from academic training in the United States to a professional career in the home country. The process of professional integration includes both cultural reentry and professional dimensions of reentry. Attention is directed to specific skills and knowledge…

  4. Growing on the Job: Professional Development for the School Librarian.

    ERIC Educational Resources Information Center

    Boardman, Edna M.

    This guide presents a series of articles which give pointers, hints, and examples of day-to-day development activities school librarians can use to hone their professionalism. The first of five sections describes ways in which librarians can provide professional service and lists some markers of professionalism. The second section presents one…

  5. A Discriminant Analysis of Gender and Counselor Professional Identity Development

    ERIC Educational Resources Information Center

    Healey, Amanda C.; Hays, Danica G.

    2012-01-01

    This quantitative study examined professional identity development and orientation for 489 counseling practitioners, educators, and trainees as predicted by participant-identified sex and engagement in professional activities. Differences between male and female participants regarding aspects of professional identity were evaluated. Discriminant…

  6. Experiential Learning for Teacher Professional Development at Historic Sites

    ERIC Educational Resources Information Center

    Blair, Denice J.

    2016-01-01

    Historic sites provide a variety of professional development (PD) programs for classroom teachers. Little is known, however, about the pedagogical approaches used by historic site professionals in educating their teacher audiences. Using data from PD websites and questionnaires completed by historic site professionals, two studies examine the…

  7. Development of Professional Identity through Socialization in Graduate School

    ERIC Educational Resources Information Center

    Liddell, Debora L.; Wilson, Maureen E.; Pasquesi, Kira; Hirschy, Amy S.; Boyle, Kathleen M.

    2014-01-01

    Professional identity is one outcome of successful socialization. The purpose of this study was to understand how socialization in graduate programs contributes to the development of professional identity for new professionals in student affairs. Via survey, we found significant relationships between program qualities, standards, activities, and…

  8. Portfolio Management

    NASA Technical Reports Server (NTRS)

    Duncan, Sharon L.

    2011-01-01

    Enterprise Business Information Services Division (EBIS) supports the Laboratory and its functions through the implementation and support of business information systems on behalf of its business community. EBIS Five Strategic Focus Areas: (1) Improve project estimating, planning and delivery capability (2) Improve maintainability and sustainability of EBIS Application Portfolio (3) Leap forward in IT Leadership (4) Comprehensive Talent Management (5) Continuous IT Security Program. Portfolio Management is a strategy in which software applications are managed as assets

  9. An Electronic Portfolio to Support Learning

    ERIC Educational Resources Information Center

    Wade, Anne; Abrami, Philip C.; Sclater, Jennifer

    2005-01-01

    In this paper, we provide a description of a CSLP research project that looked at portfolio use within a middle school, the web-based e-portfolio software we have developed within the context of the Quebec educational system, our plans for further development of the tool, and our research plans related to the use of portfolios to support learning.…

  10. An examination of the relationship among authentic instruction, professional community, and professional development

    NASA Astrophysics Data System (ADS)

    Dieck, Patricia Ann

    Calls for science education reform have resulted in the implementation of programs designed to improve student learning. However, even the most innovative programs can fail to engage students in experiences of high intellectual quality. Authentic instruction can provide students with the type of instruction that is necessary to achieve improved student understanding. This study explores the relationship between authentic instruction, professional community, and professional development. The goal of the study is to determine if professional community, professional development, or their combined efforts have an impact on authentic instruction. Specific standards were used to determine levels of authentic instruction. Teachers in Louisiana completed mailed surveys, and site visits were conducted at two selected schools. Results of the surveys were organized by scale. Factor scores for each variable were used in regressions equations with professional community and professional development as the independent variables and authentic instruction factor scores as the dependent variables. Path analyses were also conducted to test two models. Qualitative data were used to support the quantitative data and provide further insight into how the three variables are related. The findings of this study indicate that there was no strong relationship among all three variables. Moderate correlations were present between professional development and authentic instruction, and between professional development and professional community. Implications of the findings are discussed, and recommendations for future research are provided.

  11. A Goal-Setting Process for Evaluating Teacher Professional Growth and Development and Professional Leadership.

    ERIC Educational Resources Information Center

    Erffmeyer, Elizabeth S.; Martray, Carl R.

    As part of the Kentucky Career Ladder Project, a goal setting process and instrumentation were developed, implemented, and evaluated. Focus was on evaluating 337 Step-Three public school teachers in Kentucky in the two domains of professional growth/development (PGD) and professional leadership/initiative (PLI), using this standardized…

  12. Personal Professional Trajectories of Novice and Experienced Teacher Educators in a Professional Development Community

    ERIC Educational Resources Information Center

    Brody, David L.; Hadar, Linor L.

    2015-01-01

    Experience in the workforce influences teacher educators' responses to professional development efforts for adapting new practices. This study examines trajectories of novices and experienced teacher educators in a three-year longitudinal professional development community focused on infusing thinking into college teaching. A four-stage trajectory…

  13. Criteria for Continuing Professional Development of Technology Teachers' Professional Knowledge: A Theoretical Perspective

    ERIC Educational Resources Information Center

    Engelbrecht, Werner; Ankiewicz, Piet

    2016-01-01

    Continuing professional teacher development (CPTD) is generally accepted as an indispensable tool for the professional development of technology teachers. The current theoretical framework for CPTD comprises a variety of models. However, criteria underpinning these models are not explicit. If, in turn, the criteria were explicit, it could serve as…

  14. Policy, Professionalism, Professionality and the Development of HR Practitioners in the UK

    ERIC Educational Resources Information Center

    Bailey, Moira

    2011-01-01

    Purpose: The aim of this paper is to explore the role of relevant policies in the professional development of HR practitioners in the UK. Design/methodology/approach: A review of literature was carried out on the subject of the role of relevant policies in the professional development of HR practitioners in the UK. In doing so, the issues of…

  15. Professional Development for Teachers of English Language Learners: Discursive Norms, Learning Processes, and Professional Communities

    ERIC Educational Resources Information Center

    Molle, Daniella

    2010-01-01

    The lack of empirical scholarship on professional development initiatives for teachers of English language learners (ELLs) in US schools has been repeatedly documented in educational research. The present dissertation project examines a professional development course specifically designed for K-12 teachers of ELLs. The course aims to foster the…

  16. Professionalization, Partnership, and Power: Building Professional Development Schools. SUNY Series, Frontiers in Education.

    ERIC Educational Resources Information Center

    Petrie, Hugh G., Ed.

    This volume presents a variety of different implementations of the professional development school concept of teacher education in the following 17 author-contributed chapters: "School-University Partnerships and Partner Schools" (John Goodlad); "Design Principles and Criteria for Professional Development Schools" (Frank…

  17. Professional development in optics and photonics education

    NASA Astrophysics Data System (ADS)

    Donnelly, Judith F.; Hanes, Fenna; Massa, Nicholas J.; Washburn, Barbara R.

    2002-05-01

    In recent years, several New England projects have promoted professional development and curriculum design in optics and photonics. Funded in part by the Advanced Technological Education (ATE) program of the National Science Foundation (NSF), these projects have prepared middle and high school teachers, college faculty and career counselors from more than 100 New England institutions to introduce fiber optics, telecommunications and photonics technology education. Four of these projects will be discussed here: (1) The New England Board of Higher Education's (NEBHE) Fiber Optics Technology Education Project, (FOTEP) was designed to teach fiber optics theory and to provide laboratory experiences at the secondary and postsecondary levels. (2) Springfield Technical Community College's Northeast Center for Telecommunications Technologies (NCTT) is developing curricula and instructional materials in lightwave, networking and wireless telecommunications technologies. (3) The Harvard-Smithsonian Center for Astrophysics project ComTech developed a 12-week, hands-on curriculum and teaching strategies for middle and high school science and technology teachers in telecommunications and focused on optical communication (fiber optics). (4) NEBHE's project PHOTON is preparing middle, secondary and postsecondary instructors to introduce theory and laboratory experiences in photonics, including geometric and wave optics as well as principles of lasers and photonics applications.

  18. Continuing professional development and ICT: target practice.

    PubMed

    Eaton, K A; Reynolds, P A

    2008-07-26

    Ever-increasing needs and demands by dentists and all other members of the dental team for education and training at all levels - undergraduate, postgraduate and continuing - are straining the resources of existing providers of such education. At the same time, there are ever-increasing opportunities to develop online delivery and the use of a range of information and communication technology (ICT) systems and services further, in all aspects of dental education. This paper reviews recent developments that have led to an increased demand for dental postgraduate programmes and continuing professional development (CPD) courses in the United Kingdom and then discusses how ICT has and will impact on teaching practice. Examples include the use of teaching and learning resources in a virtual learning environment (VLE) and the increasing use of blended learning. The paper then explores the need for both teachers and students to adapt to the new environment to ensure they can benefit to the maximum and that teaching and learning practices are changed accordingly.

  19. A Mixed-Methods Analysis in Assessing Students’ Professional Development by Applying an Assessment for Learning Approach

    PubMed Central

    Vaidya, Varun A.

    2016-01-01

    Objective. To describe an approach for assessing the Accreditation Council for Pharmacy Education’s (ACPE) doctor of pharmacy (PharmD) Standard 4.4, which focuses on students’ professional development. Methods. This investigation used mixed methods with triangulation of qualitative and quantitative data to assess professional development. Qualitative data came from an electronic developmental portfolio of professionalism and ethics, completed by PharmD students during their didactic studies. Quantitative confirmation came from the Defining Issues Test (DIT)—an assessment of pharmacists’ professional development. Results. Qualitatively, students’ development reflections described growth through this course series. Quantitatively, the 2015 PharmD class’s DIT N2-scores illustrated positive development overall; the lower 50% had a large initial improvement compared to the upper 50%. Subsequently, the 2016 PharmD class confirmed these average initial improvements of students and also showed further substantial development among students thereafter. Conclusion. Applying an assessment for learning approach, triangulation of qualitative and quantitative assessments confirmed that PharmD students developed professionally during this course series. PMID:27402980

  20. A Mixed-Methods Analysis in Assessing Students' Professional Development by Applying an Assessment for Learning Approach.

    PubMed

    Peeters, Michael J; Vaidya, Varun A

    2016-06-25

    Objective. To describe an approach for assessing the Accreditation Council for Pharmacy Education's (ACPE) doctor of pharmacy (PharmD) Standard 4.4, which focuses on students' professional development. Methods. This investigation used mixed methods with triangulation of qualitative and quantitative data to assess professional development. Qualitative data came from an electronic developmental portfolio of professionalism and ethics, completed by PharmD students during their didactic studies. Quantitative confirmation came from the Defining Issues Test (DIT)-an assessment of pharmacists' professional development. Results. Qualitatively, students' development reflections described growth through this course series. Quantitatively, the 2015 PharmD class's DIT N2-scores illustrated positive development overall; the lower 50% had a large initial improvement compared to the upper 50%. Subsequently, the 2016 PharmD class confirmed these average initial improvements of students and also showed further substantial development among students thereafter. Conclusion. Applying an assessment for learning approach, triangulation of qualitative and quantitative assessments confirmed that PharmD students developed professionally during this course series.

  1. Educator Study Groups: A Professional Development Tool to Enhance Inclusion

    ERIC Educational Resources Information Center

    Herner-Patnode, Leah

    2009-01-01

    Professional development can take many forms. The most effective development includes individual educators in the formation and planning process. Educator study groups are one form of professional development that allows major stakeholders in the education process the autonomy to develop individual and group goals. This often translates into an…

  2. Incorporating Geospatial Technology into Teacher Professional Development

    NASA Astrophysics Data System (ADS)

    Sproles, E. A.; Songer, L.

    2009-12-01

    The need for students to think spatially and use geospatial technologies is becoming more critical as these tools and concepts are increasingly incorporated into a broad range of occupations and academic disciplines. Geospatial Teaching Across the Curriculum (Geo-STAC) is a collaborative program that provides high school teachers with mentored professional development workshops in geospatial thought and technology. The seminars, led by community college faculty, give high school teachers the ability to incorporate geospatial technology into coursework across the curriculum — in Science, Technology, Engineering, and Math (STEM) and non-STEM disciplines. Students participating in the hands-on lessons gain experience in web-based and desktop Geographic Information Systems (GIS). The goals of the workshop are for teachers to: (1) understand the importance of geospatial thinking; (2) learn how to employ geospatial thinking in each discipline; (3) learn about geospatial technologies; (4) develop a Web-based GIS lesson; and, (5) implement a Web-based GIS lesson. Additionally, Geo-STAC works with high school students so that they: (1) understand the importance of geospatial technologies and careers in future job markets; (2) learn how to use Web-based GIS to solve problems; and, (3) visit the community college GIS lab and experience using desktop GIS. Geo-STAC actively disseminates this collaborative model to colleges to community colleges and high schools across the country.

  3. Teaching matters-academic professional development in the early 21st century.

    PubMed

    Fahnert, Beatrix

    2015-10-01

    Academic work at different career stages has changed and a broadened portfolio of expertise enables academics to adapt, maintain and advance their career. Development related to research activity is naturally driven by methodology and technology. Institutions and peers largely support development in the contexts of dissemination, measuring impact and obtaining funding. A European Commission High Level Group recommended pedagogic training for everyone teaching in Higher Education by 2020 with mandatory continuing professional development and with academic staff recruitment and promotion being linked to teaching performance. Early career teaching experience is already an expectation, and advantage is gained by developing recognized teaching expertise. More senior academics gain an advantage through recognition of higher levels of expertise, also covering elements of leadership and innovation in teaching. This review aims to raise awareness particularly of teaching-related skills within the dimensions of academic professional development in Higher Education, outlining some general directions for development and recognition in context of current challenges to support planning and identifying training needs and opportunities at different career stages.

  4. Using Portfolio Assessment to Develop Transition Programs for Students with Mental Retardation

    ERIC Educational Resources Information Center

    Carothers, Douglas E.; Taylor, Ronald L.

    2005-01-01

    The changing perspectives of mental retardation require the use of assessment techniques that reveal strengths and weaknesses in the individual's present level of functioning and highlight the areas and intensity of needed supports. Portfolios provide such a method of assessment because they are sensitive to small improvements in functioning,…

  5. Part One: Graduate Student Perspectives on the Development of Electronic Portfolios

    ERIC Educational Resources Information Center

    MacDonald, Laurie; Liu, Peilin; Lowell, Kay; Tsai, Howard; Lohr, Linda

    2004-01-01

    The word "portfolio" might bring to mind the artist's case bulging with sketches, samples and finished or unfinished works in no particular order. On the other hand, it might suggest the familiar collection of report cards, crayon drawings and dioramas that accumulate in schoolchildren's homes over the years. In an adult education setting,…

  6. The MBA Career Portfolio: A Strategic Tool for Developing and Implementing a Successful Job Search.

    ERIC Educational Resources Information Center

    Hansen, Randall S.

    2001-01-01

    Key elements of master of business administration career portfolios include the following: personal mission statement; analysis of the job seeker's strengths and weaknesses and career field opportunities and threats; personal positioning statement that clarifies the job seeker's uniqueness; and strategic research on a company or employer.…

  7. Warts and All: Using Student Portfolio Outcomes to Facilitate a Faculty Development Workshop

    ERIC Educational Resources Information Center

    Andrade, Glenna

    2007-01-01

    In 2004, the Department of Writing Studies at Roger Williams University in Bristol, Rhode Island, the U.S., began an assessment of student outcomes for two first-year writing courses (Fall 04 to Fall 05) to evaluate performance on previously established criteria. A study of the students' Portfolio Assessment Sheets concluded that one pervasive…

  8. Developing a Pathway for an Institution Wide ePortfolio Program

    ERIC Educational Resources Information Center

    Posey, Laurie; Plack, Margaret M.; Snyder, Robert

    2015-01-01

    A grassroots committee of faculty and administrators from eight academic and student service units at the George Washington University used a five-phase process to identify the ePortfolio needs of its diverse community; select appropriate technologies to support the breadth of functions required; perform usability studies; pilot test the platform;…

  9. Portfolio Assessment as a Method of Enhancing Preschool Reading Development and Teacher Instruction

    ERIC Educational Resources Information Center

    Esliker, Regina

    2010-01-01

    Technological advances offer new ways and approaches to teaching and learning and have affected traditional methods of instruction and student assessment. Portfolio assessment is one way to document a student's progress over time and has been the subject of considerable research. This mixed method study explored the extent to which portfolio…

  10. The Impact of E-Portfolio Development on the Employability of Adults Aged 45 and over

    ERIC Educational Resources Information Center

    Stevens, Hilary

    2008-01-01

    Purpose: The purpose of this paper is to present the findings of an evaluative case study that used an electronic portfolio to enhance the employability of older adults. The evaluation sought to identify programme effects and highlight the factors that were instrumental in generating them. Design/methodology/approach: Qualitative inquiry methods…

  11. An analysis of zoo and aquarium provided teacher professional development

    NASA Astrophysics Data System (ADS)

    Kubarek-Sandor, Joy

    Informal science institutions are a significant provider of science teacher professional development. As pressure continues to critically analyze the work of teachers and their effectiveness in the classroom, it is important to understand how informal science institutions contribute to effective change in teacher science content knowledge and pedagogy. This research study analyzed zoo and aquarium provided teacher professional development to respond to the research questions: How do zoos and aquaria determine and assess their goals for teacher professional development? How do these goals align with effective teacher change for science content knowledge and pedagogy? Theoretical frameworks for high quality teacher professional development, effective evaluation of teacher professional development, and learning in informal science settings guided the research. The sample for the study was AZA accredited zoos and aquariums providing teacher professional development (N=107). Data collection consisted of an online questionnaire, follow-up interviews, and content analysis of teacher professional development artifacts. Analysis revealed that by and large zoos and aquariums are lacking in their provision of science teacher professional development. Most professional development focuses on content or resources, neglecting pedagogy. Assessments mismatch the goals and rely heavily on self-report and satisfaction measures. The results demonstrate a marked difference between those zoos and aquariums that are larger in capacity versus those that are medium to small in size. This may be an area of research for the future, as well as analyzing the education resources produced by zoos and aquariums as these were emphasized heavily as a way they serve teachers.

  12. Portfolios for Biology Teacher Assessment.

    ERIC Educational Resources Information Center

    Collins, Angelo

    1991-01-01

    The research of the Biology component of the Teacher Assessment Project (BioTAP) of Stanford (California) University is described. BioTAP uses portfolio development as an important aspect of teacher assessment. Advantages and drawbacks of teacher portfolios are discussed, including issues of validity and reliability. (SLD)

  13. Electronic Portfolios. [SITE 2002 Section].

    ERIC Educational Resources Information Center

    Barrett, Helen C., Ed.

    This document contains the following papers on electronic portfolios from the SITE (Society for Information Technology & Teacher Education) 2002 conference: (1) "What Is the Perceived Value of Creating Electronic Portfolios to Teacher Credential Candidates?" (Valerie Amber and Brenda Czech); (2) "Development and Use of…

  14. Assessment Portfolios as Opportunities for Teacher Learning

    ERIC Educational Resources Information Center

    Gearhart, Maryl; Osmundson, Ellen

    2009-01-01

    This article is an analysis of the role of assessment portfolios in teacher learning. Over 18 months, 23 science teachers developed, implemented, and evaluated assessments to track student learning, supported by portfolio tasks and resources, grade-level colleagues, and team facilitators. Evidence of teacher learning included (a) portfolios of a…

  15. Technology for Online Portfolio Assessment Programs

    ERIC Educational Resources Information Center

    Ferrara, Victoria M.

    2010-01-01

    Portfolio assessment is a valid and reliable method to assess experiential learning. Developing a fully online portfolio assessment program is neither easy nor inexpensive. The institution seeking to take its portfolio assessment program online must make a commitment to its students by offering the technologies most suited to meet students' needs.…

  16. Using Electronic Portfolios for Second Language Assessment

    ERIC Educational Resources Information Center

    Cummins, Patricia W.; Davesne, Celine

    2009-01-01

    Portfolio assessment as developed in Europe presents a learner-empowering alternative to computer-based testing. The authors present the European Language Portfolio (ELP) and its American adaptations, LinguaFolio and the Global Language Portfolio, as tools to be used with the Common European Framework of Reference for languages and the American…

  17. Asset Allocation and Optimal Contract for Delegated Portfolio Management

    NASA Astrophysics Data System (ADS)

    Liu, Jingjun; Liang, Jianfeng

    This article studies the portfolio selection and the contracting problems between an individual investor and a professional portfolio manager in a discrete-time principal-agent framework. Portfolio selection and optimal contracts are obtained in closed form. The optimal contract was composed with the fixed fee, the cost, and the fraction of excess expected return. The optimal portfolio is similar to the classical two-fund separation theorem.

  18. Using Evaluation to Ensure Quality Professional Development in Rural Schools

    ERIC Educational Resources Information Center

    Mitchem, Katherine; Wells, Deborah; Wells, John

    2003-01-01

    Professional development practices implemented in rural school systems have often led nowhere. These practices seem to produce adult learning activities with few results other than participants' mounting frustration and another innovation left by the wayside. To encourage the development of productive professional development, many studies are…

  19. Classroom Effects of an Early Childhood Educator Professional Development Partnership

    ERIC Educational Resources Information Center

    Algozzine, Bob; Babb, Julie; Algozzine, Kate; Mraz, Maryann; Kissel, Brian; Spano, Sedra; Foxworth, Kimberly

    2011-01-01

    We evaluated an Early Childhood Educator Professional Development (ECEPD) project that provided high-quality, sustained, and intensive professional development designed to support developmentally appropriate instruction for preschool-age children based on the best available research on early childhood pedagogy, child development, and preschool…

  20. Continuing Professional Development for LEA Staff. FEU Bulletin No. 1.

    ERIC Educational Resources Information Center

    Further Education Unit, London (England).

    Objectives of the ongoing Continuing Professional Development for Local Education Authority (LEA) project in the United Kingdom are to enhance the skills of LEA staff by defining the future education curriculum, exploring definitions of quality, developing a program of continuing professional development (CPD) for curriculum managers at the LEA…

  1. A Teacher Professional Development Model for Teaching Socioscientific Issues

    ERIC Educational Resources Information Center

    Carson, Katherine; Dawson, Vaille

    2016-01-01

    This paper describes the development and implementation of a three-pillared model for teaching socioscientific issues: teacher professional development; curriculum resources; and classroom support. A professional development program and curriculum resource based on the socioscientific issue of climate change was trialled with 75 Western Australian…

  2. Teachers' Perceptions of the Effectiveness of Professional Development

    ERIC Educational Resources Information Center

    Sanders, Deborah

    2014-01-01

    Professional development is a recognized approach to improving the quality of instruction in schools. The goal of professional development is to increase teachers' knowledge and improve their practices, which lead to enhanced student learning. The problem with providing staff development is the high cost incurred by presenters' fees, and…

  3. Creating Professional Development School Partnerships. A Resource Guide.

    ERIC Educational Resources Information Center

    Teitel, Lee; Del Prete, Tom

    This three-part guide presents information and recommendations from the Massachusetts Professional Development School Network Steering Committee on how to develop a professional development school (PDS) partnership. Part 1 defines the PDS concept, presents a brief background account of its evolution, and discusses its potential for simultaneously…

  4. Critical Friends Group for EFL Teacher Professional Development

    ERIC Educational Resources Information Center

    Vo, Long Thanh; Nguyen, Hoa Thi Mai

    2010-01-01

    For the best student outcomes, teachers need to engage in continuous professional development. As a result, models of teacher professional development have been developed, among which is the Critical Friends Group (CFG) technique. However, whether it works well with EFL teachers in an Asian context like Vietnam, where EFL teachers in particular do…

  5. Mediating Artifact in Teacher Professional Development

    NASA Astrophysics Data System (ADS)

    Svendsen, Bodil

    2015-07-01

    This article focuses on teacher professional development (TPD) in natural science through the 5E model as mediating artifact. The study was conducted in an upper secondary school, grounded in a school-based intervention research project. My contribution to the field of research on TPD is founded on the hypothesis that teachers would be best facilitated to make their practice more inquiry based if they are provided with a mediating artifact. In this study the artifact is a model 5E, which is a conceptual way of thinking, to help teachers reflect on their practice. The aim is to encourage teachers to make changes themselves, by applying extended use of inquiry into their practice. This mediated artifact could thus be used across different national contexts. The main research question is; how can the 5E model as a mediating artifact enhance TPD? The article addresses the processes of the use of the 5E model and its influence on teachers' perception of the model. This is in order for teachers to conceptualize their goals related to inquiry and scientific thinking, and to solve the problems involved in achieving those goals in their own contexts. The study concludes that, after the intervention, the teachers' approaches and strategies demonstrate greater emphasis on learning.

  6. Portfolio learning/assessment in nursing and midwifery: an innovation in progress.

    PubMed

    Emden, Carolyn; Hutt, Diana; Bruce, Meredith

    This paper describes portfolio projects currently underway within three South Australian settings: an undergraduate general nursing curriculum, a postgraduate perioperative nursing course, and a major general hospital and health service. The projects share a common interest in achieving an organised, useful means for registered nurses and midwives to demonstrate their competence in accord with contemporary professional standards. Their beginnings in international research and experience is described, and the progress of each project tracked to date. Others wishing to develop similar innovations can follow this decision trail and the advice offered. Outcomes to date indicate portfolios hold promise for advancing professional nursing and midwifery practice. Research currently underway on the topic is highlighted.

  7. A Practice-Based Theory of Professional Education: Teach For America's Professional Development Model

    ERIC Educational Resources Information Center

    Gabriel, Rachael

    2011-01-01

    In 1999, Ball and Cohen proposed a practice-based theory of professional education, which would end inadequate professional development efforts with a more comprehensive approach. Their work has been referenced over the past decade, yet there have been limited attempts to actualize their ideals and research their implications. In this article, I…

  8. Professional Standards for Physical Education Teachers' Professional Development: Technologies for Performance?

    ERIC Educational Resources Information Center

    Macdonald, Doune; Mitchell, Jane; Mayer, Diane

    2006-01-01

    Background: The widespread and diverse models of professional standards for teaching raise questions with respect to the need to provide teachers with a pathway for continuing professional development balanced with the public nature of surveillance and accountability that may accompany standards. Ways of understanding technologies of power in…

  9. Forming the Professional Self: Bildung and the Ontological Perspective on Professional Education and Development

    ERIC Educational Resources Information Center

    Fellenz, Martin R.

    2016-01-01

    Ontological perspectives in higher education and particularly in professional education and development have focused attention on the question of the learner's being and becoming rather than on the epistemological concern of what and how they know. This study considers the formation of the professional self in the light of the requirements for…

  10. Teacher Quality, Professionalism and Professional Development: Findings from a European Project

    ERIC Educational Resources Information Center

    Hilton, Gillian; Flores, Maria Assunção; Niklasson, Laila

    2013-01-01

    This paper presents and discusses findings from a European project concerning strengthening the teacher's voice in defining professional quality. In the project tools were developed and evaluated to help teachers reflect on their professional quality. Twelve countries participated and twelve tools were tested with help of student teachers,…

  11. Professional Training of Social Workers: Development of Professionally Significant Qualities in the Future Social Workers

    ERIC Educational Resources Information Center

    Minzhanov, Nurlan A.; Ertysbaeva, Gaukhar N.; Abdakimova, Madina K.; Ishanov, Pirmagambet Z.

    2016-01-01

    Today, the traditional approach to professional training is obsolete. This problem has determined the need to create new didactic forms related to the organization of training in the modern education system. The purpose of this study was to analyze possible development of professionally important qualities and abilities in the future social care…

  12. Turning into Teachers before Our Eyes: The Development of Professional Identity through Professional Dialogue

    ERIC Educational Resources Information Center

    Mantei, Jessica; Kervin, Lisa

    2011-01-01

    This paper examines the development of professional identity in early career teachers enrolled in an "add-on year" of an undergraduate teacher education degree. Through a series of readings focused on reflection and pedagogy, participants engaged in professional dialogue as they made connections between the themes in their professional…

  13. Teacher Professional Development Strategies in Australian Government and Professional Associations Documents

    ERIC Educational Resources Information Center

    Kostina, Ludmyla

    2015-01-01

    Teacher in Australia is determined as an active participant of professional community with high level of collaboration, professional development coherent activities and collaborative learning practice. Thus, teacher quality is one of critical factors affecting student outcomes. The article touches upon the issue of the potential to improve…

  14. Program Evaluation Competencies of Extension Professionals: Implications for Continuing Professional Development

    ERIC Educational Resources Information Center

    McClure, Megan M.; Fuhrman, Nicholas E.; Morgan, A. Christian

    2012-01-01

    As states face tough economic times, extension organizations are increasingly emphasizing the importance of evaluation data to show program value. However, little is known about the evaluation skills and abilities of extension professionals expected to collect such data. This knowledge would help inform professional development opportunities…

  15. EPortfolios, Professional Development and Employability: Some Student Perceptions

    ERIC Educational Resources Information Center

    Woodley, Carolyn; Sims, Rob

    2011-01-01

    Purpose: The purpose of this study is to explore business students' views about using ePortfolios at Victoria University (VU) in Melbourne. It also examines the extent to which students present ePortfolios to prospective employers in applying for jobs. Design/methodology/approach: This paper draws on the literature on ePortfolio use and the role…

  16. The Virtual Extension Annual Conference: Addressing Contemporary Professional Development Needs

    ERIC Educational Resources Information Center

    Franz, Nancy K.; Brekke, Robin; Coates, Deb; Kress, Cathann; Hlas, Julie

    2014-01-01

    Extension systems are experimenting with new models for conducting professional development to enhance staff competence and other returns on professional development investments. The ISUEO virtual annual conference provides a successful flipped classroom model of asynchronous and synchronous learning events for conducting an Extension annual…

  17. Working with Novice Teachers: Challenges for Professional Development.

    ERIC Educational Resources Information Center

    Barrett, Jeffrey; Jones, Graham; Mooney, Edward; Thornton, Carol; Cady, JoAnn; Guinee, Patricia; Olson, Jo

    2002-01-01

    Examines the classroom practice and beliefs of two novice elementary teachers during their first year of teaching and the first year of their involvement in a district-wide professional development project. Analyzes the challenges faced by the novice teachers and the professional developer who worked with them. Discusses the effects of teachers'…

  18. Professional Development and the Classroom Teacher: Turning Theory into Practice.

    ERIC Educational Resources Information Center

    Whitworth, Jerry E.

    This paper describes a professional development model, which emerged from two projects, that had professional development of teachers as an important component. The first project, Project Lighthouse, was designed to facilitate the inclusion of students with disabilities into general education classrooms. In this project, faculty and staff…

  19. The Japanese Model of Professional Development: Teaching as Craft.

    ERIC Educational Resources Information Center

    Shimahara, N. Ken

    1998-01-01

    Discusses Japanese teacher professional development strategies, which are driven by a peer-based model using peer collaboration, planning, and management, exploring how the Japanese perspective of teaching as craft contributes to elementary professional development. Critical issues inherent in the Japanese model are discussed, noting its basic…

  20. The Impact of Compensation Models on Professional Development and Collaboration

    ERIC Educational Resources Information Center

    Reckard, Kathryn Margaret

    2014-01-01

    The purpose of this study was to determine whether professional development and collaboration practices are affected by performance pay in schools. The study investigated the differences in perceptions of principals, veteran teachers, and beginning teachers. Six questions and statements were posed relating to both professional development and…

  1. Designing Online Conferences to Promote Professional Development in Africa

    ERIC Educational Resources Information Center

    Carr, Tony

    2016-01-01

    This article considers how online conferences can support professional development across Africa and reviews elements of the literatures of social learning, online professional development and online conferences. The e/merge online conference is then described in terms of design features and participation metrics. This sets context for discussion…

  2. Professional Development School and Teacher Preparedness: Perceptions of Student Teachers

    ERIC Educational Resources Information Center

    Watson, Sandy White

    2004-01-01

    The purpose of this study was to compare and contrast Professional Development School (PDS) and non-Professional Development School intern/student teachers' views at the end of their student teaching experiences in terms of their (a) perceptions of the knowledge and skills they perceived the Teacher Education Program (TEP) at the University of…

  3. Professional Development as a Critical Component of Continuing Teacher Quality

    ERIC Educational Resources Information Center

    Phillips, Paulina

    2008-01-01

    Professional Development is critical for improving and maintaining teacher quality and the effect flows on into the classroom. Factors influencing the success of Professional Development activities include potential for workplace change, the diverse effect and understanding of adult learning principles, subject specificity, effective mentoring and…

  4. Participatory Research in an Arts Integration Professional Development Program

    ERIC Educational Resources Information Center

    Cawthon, Stephanie W.; Dawson, Kathryn M.; Judd-Glossy, Laura; Ihorn, Shasta

    2012-01-01

    Drama for Schools (DFS) is an arts integration professional development program rooted in critical pedagogy and constructivism that emphasizes partnerships between school districts and a major research university. As a part of the research initiative embedded in this professional development program, DFS began an Arts integration Research Teacher…

  5. Teacher Study Groups: Toward a Model of Differentiated Professional Development

    ERIC Educational Resources Information Center

    Fox-Mallory, Michelle Elizabeth

    2011-01-01

    While there is extensive research related to the study of high-quality professional development, the research shows that there is limited evidence to indicate that teachers are provided with this type of professional development on a consistent, ongoing basis. The research also suggests that there is a lack of adequate evidence to show that…

  6. Teachers and ICT: Exploring a Metacognitive Approach to Professional Development

    ERIC Educational Resources Information Center

    Phelps, Renata; Graham, Anne; Kerr, Berenice

    2004-01-01

    Professional development for teachers in information and communication technology (ICT) is currently a major priority for school systems in Australia and internationally. The metacognitive and reflective approach to professional development described in this paper is a response to the limitations of directive approaches to ICT learning within a…

  7. Applying Constructionist Principles to Online Teacher Professional Development

    ERIC Educational Resources Information Center

    Ostashewski, Nathaniel; Moisey, Susan; Reid, Doug

    2011-01-01

    This report explores the first iteration of a teacher professional development courselet grounded in constructionist theory and activities. This online teacher professional development (oTPD) courselet provided opportunities for teachers to engage in just-in-time, ongoing TPD within a social networking site for educators. The topic of the oTPD was…

  8. The Professional Development of High School Chemistry Coordinators

    ERIC Educational Resources Information Center

    Hofstein, Avi; Carmeli, Miriam; Shore, Relly

    2004-01-01

    The implementation of new content and pedagogical standards in science education necessitates intensive, long-term professional development of science teachers. In this paper, we describe the rationale and structure of a comprehensive and intensive professional development program of school-based leaders, namely school chemistry coordinators. The…

  9. Cost Framework for Teacher Preparation and Professional Development.

    ERIC Educational Resources Information Center

    Rice, Jennifer King

    In 2000, the Finance Project received a planning grant to launch a new initiative on financing professional development in education. This report contributes to the understanding of resources required to successfully implement, replicate, or scale up professional development initiatives. The first section examines what preservice and inservice…

  10. Influence of Remedial Professional Development Programs for Poorly Performing Physicians

    ERIC Educational Resources Information Center

    Goulet, Francois; Gagnon, Robert; Gingras, Marie-Eve

    2007-01-01

    Introduction: The College des medecins du Quebec (CMQ) offers an individualized remedial professional development program to help physicians overcome selected clinical shortcomings. To measure the influence of the remedial professional development program, physicians who completed the program between 1993 and 2004 and who were assessed by peer…

  11. The Arctic Climate Modeling Program: Professional Development for Rural Teachers

    ERIC Educational Resources Information Center

    Bertram, Kathryn Berry

    2010-01-01

    The Arctic Climate Modeling Program (ACMP) offered yearlong science, technology, engineering, and math (STEM) professional development to teachers in rural Alaska. Teacher training focused on introducing youth to workforce technologies used in Arctic research. Due to challenges in making professional development accessible to rural teachers, ACMP…

  12. Content Area Literacy: Relationship between Lesson Design and Professional Development

    ERIC Educational Resources Information Center

    Owens-Kristenson, Jodi

    2013-01-01

    Despite Minnesota's investment in professional development in content area literacy, secondary students are not showing expected literacy gains. A lack of literacy proficiency limits future options for students. The purpose of this study was to examine content-area literacy strategy inclusion and its relationship to professional development in the…

  13. Primary Teachers' Experience of a Physical Education Professional Development Programme

    ERIC Educational Resources Information Center

    Coulter, Maura; Woods, Catherine B.

    2012-01-01

    Professional development (PD) is essential for primary school teachers to meet the demands of the education system. Quality PD is aligned with classroom conditions, school contexts and teachers' daily experiences. The purpose of the study was to explore primary teachers' experiences of a 6-week physical education professional development programme…

  14. Problem Solving in Student Police Officers' Professional Development

    ERIC Educational Resources Information Center

    Zascerinska, Jelena; Zascerinskis, Mihails

    2011-01-01

    Introduction: The success of human safety requires the ability of police officers in problem solving within continuing professional development to be considered. Aim of the study: To analyze problem based teaching and learning in tertiary education within continuing professional development. Materials and methods: The search for problem based…

  15. Bolstering the Impact of Online Professional Development for Teachers

    ERIC Educational Resources Information Center

    Reeves, Todd D.; Pedulla, Joseph J.

    2013-01-01

    Online professional development (OPD) for teachers is an increasingly popular and viable alternative to face-to-face professional development. While OPD can be effective, little is known about OPD's design and implementation features that maximize its impact. Using data from a large-scale OPD initiative, this correlational study (N = 1231)…

  16. Living Educational Theory Research as Transformational Continuing Professional Development

    ERIC Educational Resources Information Center

    Whitehead, Jack; Huxtable, Marie

    2013-01-01

    Continuing professional development (CPD) living educational theory offers an approach to CPD that enables educators to enhance their own professional practice and enable them to offer as gifts the knowledge, expertise and talents they develop to extend the knowledge base of the profession. In this paper we briefly introduce living theory research…

  17. Professional Development in Texas for Gifted and Talented Teachers

    ERIC Educational Resources Information Center

    O'Neal, Judy

    2004-01-01

    The Region IV Education Service Center (ESC) in Texas has been delivering G/T professional development for almost two decades, and it has a great plan. Texas is one of 27 states that mandate full or partial gifted education. Accountability is provided through standards for professional development, which are outlined in the Texas State Plan for…

  18. Academic Professional Development Strategies to Facilitate Educational Changes in Universities

    ERIC Educational Resources Information Center

    Gonzalez Alonso, Gloria Amparo

    2009-01-01

    This qualitative within-case study explored how planned educational change in universities can be facilitated through academic professional development strategies. Thus this study attempted to shed some light on the dynamics of educational planned change in universities and their implications for academic professional development of faculty. The…

  19. The Antecedents of Teacher Satisfaction with Professional Development Programs

    ERIC Educational Resources Information Center

    Nir, Adam E.; Bogler, Ronit

    2008-01-01

    Literature has shown that on-the-job professional development programs are most beneficial when they are long-term, focused on students' learning, and linked to the curricula. We hypothesized that the higher the control teachers have over job professional development processes, and the greater the resemblance of these processes to the typical…

  20. Relational Restorative Justice Pedagogy in Educator Professional Development

    ERIC Educational Resources Information Center

    Vaandering, Dorothy

    2014-01-01

    What would a professional development experience rooted in the philosophy, principles, and practices of restorative justice look and feel like? This article describes how such a professional development project was designed to implement restorative justice principles and practices into schools in a proactive, relational and sustainable manner by…