TED Conference 2012 Grand Rapids MI Designing e

TED Conference 2012 Grand Rapids, MI Designing e. P ortfolios to Promote & A ssess Adaptive Exp ertise Evelyn Reed , Serra De Ar ment, Angela Wetzel Virginia Com monwealth University

Session Overview • Adaptive Expertise & Program Outcomes for SET candidates AE • AE Elements & CEC Standards: How to promote AE? AE + CEC • e. Portfolio: Tool to promote, document, & assess AE e. Portfolio

Adaptive Expertise: Gold Standard (Hammerness, Darling-Hammond, & Bransford, 2005) • Adaptive Dispositions – Holding theories lightly, the world is complex and messy – Seeking out feedback, willing to ask questions – Being driven to learn, curious, motivated by problem-solving • Metacognitive Skills – Assessment of level of expertise, monitoring comprehension, understanding self as problem solver – Monitoring results and performance • Cognitive Skills – Inventing new procedures, balancing efficiency and innovation – Causal reasoning, selecting appropriate approach based on data and hypotheses

Adaptive experts balance the dimensions of innovation and efficiency. (Bransford, Derry, Berliner, & Hammerness, 2005)

Adaptive Expertise for SET • Meet needs of diverse learners • Apply pedagogical knowledge in varied situations • Adapt environments, instruction and support which requires problem-solving, experimentation, critical assessment, and reflection • Manage challenges of beginning practice – Collaboration, teaching in multiple content areas, understanding legal and procedural knowledge, time management, flexibility

AE & Program Outcomes • Target level on clinical continuum – building on reflection, making changes to improve, adjust, expand & connect • Standard 1. Positive & Safe Environment c. Time management: Reflects on strategies used for managing time effectively, makes adjustments to routines and adopts new plans that maximize time on task for student learning. Curriculum Mapping Example

Alignment Activity: AE Tenets & CEC Standards

e. Portfolios • • Visible framework (standards), but flexible Throughout program Regular feedback Supportive & challenging environment Illuminate growth & document learning Accessible for community engagement Program effectiveness – Candidate learning – Faculty effectiveness

e. Portfolios in Action • VCU Special Education – General template • Candidate Example 1 • Candidate Example 2

e. Portfolios & Reflection • Teach reflection using explicit expectations (e. g. , rubric) (Dalal et al. , 2012; Pitts & Ruggirello, 2012; Wetzel & Strudler, 2006) • Associate reflection with an assignment (Jenson, 2011) • Focus reflection prompts on candidate’s experience but tie in standards and theory (Wetzel & Strudler, 2006 ; Yao et al. , 2009) • Require candidates to justify and explain decisions (Bransford, 2004; Crawford, 2005; Hatano & Inagaki, 1986; Inagaki & Miyake, 2007)

Scaffolding Reflection for AE • Reflection on positive teaching experiences prompted greater innovation & motivation (Janssen et al, 2008) • Guiding & reflecting supervision style prompted more discussion of novice problems - unquestioned familiarity, dual purpose, context (Soslau, 2012)

Core Content for Reflection Reflect on what you did in this experience/assignment: 1. What other options and/or perspectives did you consider? 2. Why did you make the decisions as you did? 3. Accounting for what you know from additional experience, student outcomes, and faculty/community feedback, what would you do the same and/or differently next time? And why? 4. Articulate your growth and gaps in knowledge, skills, and dispositions related to the standards evidenced in this experience/assignment. What else could you do (e. g. , resources, experiences) to address gaps and further growth?

Your experiences • Using e. Portfolios • Prompting reflection about adaptive dispositions, decision making, and problem solving • Continuing the dialog http: //wp. vcu. edu/soesedp