Developing and Presenting a Professional Portfolio in Early Childhood Education, 3rd edition
Published by Pearson (August 13, 2012) © 2013
- Nancy W. Wiltz
- Janese S. Daniels
- Heather A. Skelley
- Hannah S. Cawley Towson University
- Ocie Watson-Thompson
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· Prepare students to successfully complete a professional teaching portfolio from start to finish. This is the ideal supplemental textbook for courses in Introduction to Early Childhood Education, Student Practicum, Student Teaching, and/or Curriculum n Early Childhood Education.
· Contrary to other portfolio supplements that promote portfolio types, this text is structured to emphasize the stages of portfolio development byoutlining the detailed steps and providing examples of specific pages, checklists, and self-evaluation rubrics. Included are written examples of reflective narratives and how they relate to the student's educational philosophy, and instructions of how to use INTASC, NAEYC, or other standards as a framework for organizing artifacts.
· This text uniquely shows its readers how to present the portfolio as a benchmark for completion of a teacher education program, how to present it, and how to successfully respond to interview questions when securing employment. In a sense, it truly shows pre-service Early Childhood teachers how to prepare sections of a professional portfolio, evaluate it, and present it to a future employer.
· To enhance the learning ideal and portfolio development process, additional resources and aids, such as a portfolio-building activity and helpful Web sites are included in each chapter.
In the third edition, this supplemental text features the most recent professional standards for early childhood, authentic examples of work to include in the portfolio, real-world examples, preparations for job interviewing, and updated web sites and other helpful resources for the early childhood major and pre-service teacher preparing their professional portfolio.
· New! Includes the most recent standards appropriate for early childhood education. Chapter Two features the 2009 NAEYC EC Standards for Professional Preparation Programs and the 2011 InTASC Standards. Additionally, these standards can be found embedded throughout the entire text, where appropriate.
· New! Updated Professional Standards will educate and familiarize students with the importance of how standards affect their accountability on the job. A newCorrelation Chart that matches the NAEYC Standards to the recently updated InTASC performance indicators, essential knowledge indicators, and critical disposition indicators has been added to Chapter 2.
· New! Activities are now featured at the end of chapters 1-9, offering practical application for the students to help them build their portfolio.
· New! Examples of Title page using the InTASC or NAEYC Standards are included in Chapter 4, and will help students understand how to set-up and organize their portfolio.
· New! Samples of exemplary philosophy of education statements, written by college students, provide readers with a variety of authentic examples and work done by persons their age and at their stage of portfolio development, serving as a successful model and guide as they begin to formulate their own education philosophy, successfully integrating it into their professional portfolio. See Chapter 5.
· New! Lists of potential artifacts from early childhood courses and derived from the professional Standards give students ideas for realistic and practical ideas while discovering their own collection of artifacts from their classes and field experiences in early childhood. See Examples in Chapter 6 and Chapter 8.
· New! Authentic student work samples that further illustrate key points, such as well-written reflective narratives by college students, can be found in this edition and used as a guide for the pre-service teacher. See examples in Chapter 7.
· New! Portfolio Assessment Tools and Rating Sheets are useful to professors and students alike. Professors might use these as an aid in grading portfolios. Students can use these to their advantage when preparing their collective artifacts and writing reflective narratives. See Examples in Chapter 7 and in Chapter 9.
· New! Practical and real-world examples and experiences further prepare pre-service teachers to face employment interviews and professional development. This edition includes genuine sample Job Interview Questions from a school system, Head Start, Kindergarten, and grades first through third; and ideas on how the professional portfolio can help a new teacher on the job, as well as in earning further certification (NBPTS).See examples in Chapter 10.
· New Suggested web sites, at the
Chapter 1 An Introduction to Your Portfolio
Chapter 2 Using Teaching Standards to Organize Your Portfolio
Chapter 3 Electronic Portfolios
Chapter 4 Setting up Your Portfolio
Chapter 5 Developing Your Philosophy of Education Statement
Chapter 6 Identifying Artifacts
Chapter 7 Writing Your Reflective Narrative
Chapter 8 The Collection Phase
Chapter 9 The Final Phase: Preparing and Presenting Your Professional Portfolio
Chapter 10 Taking Your Portfolio to the Next Step
Appendix A Position Statement: NAEYC Standards for Early Childhood Professional Preparation Programs
Appendix B Teaching Standards: InTASC Model Core Teaching Standards: A Resource for State Dialogue
Nancy W. Wiltz earned a B.S. in Education at the University of Missouri-Columbia, and an M.A. and a Ph.D. in Curriculum and Instruction at the University of Maryland, College Park. In 1999, she joined the Early Childhood Education faculty at Towson University, where she taught Pre-Primary and Primary Curriculum courses until she left the main campus to administer a new Montgomery College-Towson University-Montgomery County Public Schools partnership in Early Childhood Education at the Universities at Shady Grove. At that location for the past three years, she taught seminar, supervised student teachers, and helped students develop their final showcase and interview portfolios. Now retired, she is a Professor Emeritus from Towson University. She keeps busy writing, gardening, playing with her grandchildren, and as a first grade volunteer for three former students in Montgomery County Public Schools.
Hannah Smith Cawley, M.S., joined the Department of Early Childhood Education faculty at Towson University as a full-time Lecturer in 2003. She teaches a variety of courses in Early Childhood Education, ranging from the introductory course to the Student Teaching Seminar. Mrs. Cawley hails from Maine, and completed her Bachelor’s degree and her Master’s degree from the University of Illinois, Champaign-Urbana. This range of experiences allows her to bring a fresh and critical eye to the portfolio development process. With Heather Skelley, she has developed several on-line courses including Human Growth and Development and Introduction to Early Childhood Education. She is also a university liaison to a cluster of Professional Development Schools in Baltimore County.
Janese Daniels, Ph.D., received her B.S. in Psychology from Morgan State University; her M.A. in Education, Instructional Systems Development from UMBC; and her Ph.D. in Education, Human Development from University of Maryland, College Park. Her teaching career began in 1992, as a teacher in Baltimore Public Schools. She joined the faculty in the Department of Early Childhood Education at Towson University in 2006, where she teaches undergraduate and graduate courses in early intervention, diversity, literacy, technology, and Pre-primary and Primary curriculum. Additionally, she has worked with Head Start and public school teachers around in the country, and in 2011, she piloted an e-portfolio section of ECED students. Mostly, she enjoys watching teacher candidates learn and grow into professionals.
Heather Skelley, M.S., received her Bachelor’s and Master’s degrees from Towson University, and is currently a full-time Lecturer in the Department of Early Childhood Education, where she teaches reading, literacy, and curriculum courses. She is a former Pre-Kindergarten, first, and second grade classroom teacher in the Baltimore County Public Schools. She spent two years as a Professional Developer with the Fund for Educational Excellence, and currently is a Professional Developer for Children’s Literacy Initiative, a non-profit organization that provides literacy staff development for teachers in urban school districts. Not only has she modified and written curriculum in reading for the State of Maryland, she and Hannah Crawley have co-authored several on-line courses. She is the busy mother of two active boys, and President of their school’s PTA in Harford County, Maryland.
Ocie Watson-Thompson, Ed.D., a native of Alabama, began her career as an elementary school teacher, but has taught for nearly 30 years in teacher education at Towson University. Her specialty is Curriculum and Instruction, with concentrations in special education, literacy, and diversity. As the “guru” of portfolio at Towson University, she taught a portfolio course for many years, although now portfolio development is incorporated into all courses. As a faculty member, her course load took a wide-range from teaching Introduction to Early Childhood Education all the way through to the final capstone course, a Student Teaching Seminar. This full-circle in teaching at the university allowed her to clearly articulate the progressive work that goes into portfolio development and presentation. Dr. Watson-Thompson is presently an Associate Professor at Towson University, where she is also the current Chair of the Department of Early Childhood Education.
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