November 18, 2008: This month Provisions explored the world of iWebfolios and their impact on the college campus. Presenters included Carol Rasowsky from the Department of Teacher Education, Kelly Meyer Coordinator of Retention and Assessment, and Dr. Judy Teng Senior Instructional Designer. 

          Dr. Teng provided a overview of ePortfolio and why it is so important for faculty and students. Dr. Teng also explained the development of the program, including the stages she took in order to create ePortfolio. Kelly Meyer spoke of the “Failure to Succeed” and how ePortfolios are used in the Exploratory Program on campus. Meyers presented many examples of student portfolios and focused on the idea of enabling students to learn more about themselves in order to create direction. Along with this Meyers proposed future possibilities for ePortfolio, including faculty advantages. Finally Carol Rasowsky concluded the program by discussing and presenting student portfolios using the Teacher Education templet. 

          Many questions and concerns that were discussed during this session were the student and faculty access to ePortfolio, Student accounts and whether or not this program is free, the length of time these portfolios are available to the college, and the overall advantages of ePortfolio as opposed to Blackboard. Overall this session provided interesting as well as beneficial information on iWebfolios and the impact they have on students. 

          Below you will find the materials in which each presenter shared during the session, as well as links to other helpful and informative resources.

Instructor:  Carol Rasowsky, Ph.D.    


Assignment:  Electronic Portfolio. Early Childhood Education Program, Department of Teacher Education


Helpful Websites:  

i-Webfolio – The electronic portfolio platform used at Saint Rose

LaGuardia Community College –Year-long e-Portfolio Seminar

Helen Barrett – Includes multiple links to other sources about e-portfolio

Articles: Copies of two articles related to e-portfolio in teacher education, to be distributed


The following are excerpts from the syllabus for the capstone course taken during the final, student teaching semester:  Early Childhood Student Teaching Seminar and Portfolio F08

Portfolio Course Description: 

This course facilitates assessment based on candidates’ portfolios of materials accumulated throughout their courses of study in the program.  Candidates present materials such as exemplary lessons, units, teacher-made materials, and children’s works (used with their permission).  Competency is documented in such areas as Child Development and Learning, Family and Community Relationships, Assessment, Content Knowledge, Curriculum, Instructional Practices, and Professionalism.  Candidates’ portfolios are evaluated by College faculty and supervisors and are also presented to the College community. 

 Students will:

§       Engage in a process of self-reflection and decision-making about their work as professionals

§       Select appropriate artifacts to represent their competencies in each of the NAEYC initial licensure standards for professional preparation

§       Write a rationale/overview for each portfolio section, describing how artifacts are representative of their competency in each of the standards

§       Prepare a brief teaching philosophy statement

§       Present their portfolios to faculty and other professional evaluators at the portfolio review event

 Electronic Portfolios – your i-webfolio Account

Every early childhood education major at The College of Saint Rose is required to create an electronic portfolio (e-portfolio) during the student teaching semester.  The e-portfolio is a collection of artifacts designed to demonstrate your mastery of professional licensure standards and provide evidence of your preparedness to teach in early childhood and/or early childhood special education settings, Birth through Grade 2. 


Student teachers are required to purchase an i-Webfolio account card.  This account will be used to upload documents, personal reflections, and other artifacts as a final graduation portfolio during your student teaching semester.  This course will meet every other week in the Lally 032 computer laptop lab, in order to provide some class time to work on portfolios.  However, MOST of the work on your electronic portfolio must be done on your own time – please plan for this accordingly.  There are numerous sources of support and technical assistance available to you regarding the use of i-Webfolio.  Specific details and Blackboard links will be provided in class.



The Portfolio is a collection of your finest work and requires much time and attention during this busy semester.  Collecting artifacts and assembling the final portfolio are time-consuming tasks that require careful attention.   You should begin immediately to consider items that might be appropriate for your portfolio.  It is not possible to leave the writing and assembling of the Portfolio to the very end of the semester and receive a grade of Satisfactory for the course. 


You are about to embark on your career as a professional educator.  Your work in this course should demonstrate a high level of fluency in written expression and accuracy in the use of all writing conventions.  As you progress through this semester, written drafts of your work should be clear, well organized, and free of mechanical errors.  Proofread, and then have someone else proofread, before you hand in any drafts or upload final work into i-Webfolio! 


Required Portfolio Components – The ECE portfolio should include a maximum of 12 artifacts.  Artifacts should be selected that will demonstrate your mastery of more than one of the principles (NAEYC and other standards).  Many of the artifacts in your portfolio will be items that are completed during student teaching.  The following items are required artifacts for the ECE portfolio.  Each of these assignments is a comprehensive piece that can be used to address multiple professional standards within the portfolio.

·  School-Community Profile

·  Unit Plan & Teacher Work Sample

·  Child Profile

·  Assessment Report(s)

·  Family Project (UG) / Evidence of your work with families

·  Professional Involvement –Evidence of participation and application of ideas

·  Other recommended items will be discussed in class

Speaking Notes: Carol Rasowsky 

1) The Context – Judy – Introduction of the selection and pilot phase


Briefly tell the story of how you arrived at this particular strategy/assignment/exercise in class. What led you to this juncture? What specific issue or problem were you attempting to address? What research helped you the most?



2) The Pedagogical strategy/assignment/exercise – Handout

Distribute a handout for participants that includes a copy of the assignment/exercise/strategy you use in your class.  In addition, include a list of resources that you’ve found helpful as you’ve developed or refined this particular strategy.



3) The problem

Where are you now?

o               Second semester of implementation for student teachers

o               Now introduce and demonstrate e-portfolio in ECE Foundations course and in Intro to portfolio workshops


What have you noticed in terms of your students or classroom as a result?  

o               Student use of innovative ways of demonstrating their teaching competencies through multi-media artifacts. 

o               Survey results = final ratings were similar to paper portfolio ratings; students express need for more time, and earlier introduction to the process.


What problem or issue are you still having?   What new problems (if any) have surface?

o               Need for technology assistance for faculty and for students (GA in IT)

o               Concerns re efficiency of reviews and inter-rater reliability among reviewers





Dr. Kelly Meyer


Failing to Succeed, or:

Teaching with iWefolio

 in the EXY Program


Context/Background: The (Revamped) EXY Program:

2007- recognition that EXY students constituted an “at-risk” group.

Establishment of a campus-wide EXY Committee, meeting to address the problem/revamp the EXY Program (Spring 2007).


                                    Foster affinity group

                                    Undecided= good (but also: help them find a major).

                                    Single Advisor for all EXY students.

                                    EXY and learning communities.

                                    EXY 100 revamped for above.



ePortfolio: Three Kinds/Approaches:

            The “learning portfolio”: portfolio as self-discovery.

            The “assessment portfolio”: portfolio basis for evaluation.

            The “professional portfolio”: portfolio as enhanced “resume”.  



The EXY Template:


            Edit Functions



Two Classroom Activities:

            “Welcome Page”

            “Letter from the Future” (personalizing/envisioning long-term goals)



Examples of Student ePortfolios:

            Ashley Young

            Cheryl Ruggerio

            Shannon Stack

            Jessica Paulson




            Faculty Portfolios?

            Program Assessment (e.g. Liberal Education)



Dr. Judy Teng “How Do We Get Started?”


Related Resources:

Inside Higher Ed: A ‘Practical Guide’ to the American Portfolio


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