The Florida State University Department of Physical
Education requires preservice teachers to document their competency with
respect to Florida's Twelve Pre-professional Accomplished Practices: Assessment,
Communication, Continuous Improvement, Critical Thinking, Diversity, Ethics,
Human Development, Knowledge of Subject Matter, Learning Environments,
Planning, Role of the Teacher, and Technology. Currently, faculty
are re-working all syllabi to key course objectives and assignments to
the Twelve Pre-Professional Accomplished Practices.
Currently the preservice teachers develop three
types of teaching portfolios:
Working portfolio: This ongoing, systematic
collection of selected work samples is compiled from courses and evidence
(exhibits of school/community activities). The working portfolio
is the framework for self-assessment and goal setting. It provides
a basis for formative evaluation throughout the teacher education program
at planned intervals.
Presentation portfolio: Samples of work
are included that best reflect one's achieved competence, individuality,
and creativity as a professional physical educator.
Each artifact the preservice teacher develops is accompanied
by a brief explanation that identifies why they chose to include that particular
artifact in their teaching portfolio. The artifacts include a variety
of information such as lesson plans, anecdotal records, sample assessments,
self-reflections, evaluations done by others, personal teaching philosophies,
videoclips of sample vignettes of their teaching and a myriad of others
which demonstrates their competency in the twelve pre-professional practices.
The artifacts serve as evidence of what the preservice teacher knows, how
the knowledge has increased over time, how they have grown both in their
personal and professional lives and what their overall accomplishments
are and how they have applied the skills they've acquired (Wiedmer, 1998).
Employment portfolio: This portfolio provides
a rich overview of the personality and abilities of the preservice physical
education teacher. It focuses on selected artifacts to enhance job
placement, and it may be customized to a particular school. The employment
portfolio offers a basis for summative evaluation.
Checkpoints and feedback procedures that will provide
a formative review of the preservice teaching portfolio have been developed.
The working and presentation portfolios are used to help preservice teachers
decide how to adjust or improve their performance. Various feedback
and evaluation constructs are used, including peer reflection, instructor
conferences, and grading by the instructor as part of course requirements.
The rating forms used to assess the working and presentation
preservice portfolio include three items:
A few examples of students who have developed
a working portfolio are listed below:
Organization assesses the portfolio on whether the preservice
teacher follows directions, the completeness of each of the items, are
the artifacts clearly layed out and the overall creativity of the portfolio.
Form and Quality assess the portfolio on writing mechanics,
expressiveness, visual appeal, spelling punctuation and grammar.
Evidence of Understanding is assessed by how well the
preservice teacher has demonstrated their knowledge of each of the practices
and how they have applied each item back to the Pre-professional Accomplished
For questions or comments
regarding this page contact Shannon