The Portfolio Project
School of Education
University of Wisconsin-Madison

The Portfolio Project at UW-Madison is founded on the School of Education mission, the 15 UW-Madison Teacher Education Standards, and the assessment plans developed by each certification program.

• The mission statement and UW-Madison teaching standards were developed collaboratively by faculty.
• The assessment plans define the knowledge and performance assessed within each standard and determines where each of the indicators will be covered and assessed in the program.
• The portfolio places strong emphasis on our teacher graduates becoming reflective practitioners and “classroom researchers,” continually analyzing methods and seeking better ways of teaching and learning.

The portfolio project was first implemented in 1999 in the School of Education’s Professional Development School program to support its emphasis on reflection and professional development.

• Today the portfolio project includes twenty-two educator certification programs on the Madison campus.
• Students complete an electronic portfolio to guide their professional development, show evidence for addressing the 15 UW-Madison standards, gain technical skills, and search for a professional position.
• Over 1800 students have completed or are currently working on portfolios.
• Over 400 faculty and teaching assistants have used the portfolio system for teaching and assessment.
• Alumni have ongoing access to their portfolios for professional development and job search.

The portfolio project has four basic components:

• The On-line Portfolio System is a secure environment in which students publish and distribute their portfolios
• Guided Portfolio Authoring Sessions develop student e-portfolio authoring skills incrementally over the course of their certification program
• The e-Binder, like a 3-ring binder for paper portfolios, is a set of web pages that assist students in organizing and presenting their portfolio work
• School-Wide Support includes staff and a specially trained core of student portfolio liaisons that focus on special needs of individuals and groups of students.

Integration of these four components with program goals, instructor class activities, and students' professional development is central to the portfolio project.
For example:

• The On-Line Portfolio System provides special tools for peer and instructor dialogue, submitting class assignments, feedback and assessment, and using the portfolios in class for presentation and discussion.
• Portfolio Authoring Sessions are based on staff consultations with instructors and supervisors and are designed around class syllabi, activities and assignments.
• Each program has its own Portfolio e-Binder.
• School-Wide Support includes one or more student liaisons for student cohorts in each teaching subject area such as science or elementary education. Staff and student liaisons organize group sessions for completing portfolio class assignments, working on the standards page, or organizing the portfolio for the job search.

At the completion of their program:

• Students submit their portfolio for evaluation. As graduation time approaches, School-Wide Support from EPCS staff and student liaisons provide special support opportunities for students completing the undergraduate phase of their portfolios. Special tools in the On-Line System allow program coordinators to indicate the level at which students meet each of the 15 UW-Madison Teaching Standards and provide feedback to students on their efforts. This information is available at a program level for each certification area.
• Most students do a presentation on their growth as an educator using portfolios. Graduation portfolio exhibitions are held in K-12 schools and at the university. Cooperating teachers, principals, faculty, staff, and fellow students come to these presentations to learn about and discuss each student’s perspective on his or her growth as a teacher.
• Many use their portfolio as a key component of their job search. An extensive set of tools are available in the On-Line System to support students' use of their portfolio in the job search. These tools preserve the confidentiality and security of the portfolios while extending access to school administrators.

After graduation, alumni have ongoing access to their portfolio for use in professional development and job search.

• On-Line System tools that will allow graduates to develop and submit their in-service PDP plans to Professional Development Teams to renew their license.
• The e-Binder has been modified to support alumni use of their e-portfolio for on-going professional development.