Portfolio K12

Educational Leadership & Policy Analysis Banner
shadow

CONTACTING US

Main Office

Educational Leadership & Policy Analysis
School of Education
UW-Madison
253 Education Building
1000 Bascom Mall
MadisonWI  53706-1326

Tel: 608/262-3106
Fax: 608/265-3135

Email: elpa@education.wisc.edu
or by contact form
Facebook Logo
 
The main part of intellectual education is not the acquisition of facts but learning how to make facts live. —Oliver Wendell Holmes

K-12 Leadership Portfolio Requirement

For information on the requirement, contact Shari Smith.

Intent to Submit Portfolio or Capstone

2014 Portfolio Submission & Portfolio Review Deadlines

INTENT FORM DUE MARCH 27

Submit Portfolio April 14, 2014 by 12 AM
Portfolio Reviewed by ELPA Portfolio Committee April 15-18
Students Notified of Results April 21
Revisions (if required) Due April 25 by 12 AM
Students Notified of Results (of revised portfolios) May 1

INTEND FORM DUE JUNE 27

Portfolio Submission & Portfolio Review Deadlines
Submit Portfolio August 8, 2014 by 12 AM
Portfolio Reviewed by ELPA Portfolio Committee August 11-14
Students Notified of Results August 15
Revisions (if required) Due August 19 by 12 AM
Students Notified of Results (of revised portfolios) August 22

INTENT FORM DUE OCTOBER 27

Portfolio Submission & Portfolio Review Deadlines
Submit Portfolio November 17, 2014 by 12 AM
Portfolio Reviewed by ELPA Portfolio Committee November 18-21
Students Notified of Results November 24
Revisions (if required) Due December 1 by 12 AM
Students Notified of Results (of revised portfolios) December 5

ELPA Portfolio

In accordance with PI 34, the Department has a portfolio requirement for all certification students. Students seeking initial certification as Principal, Director of Instruction, Director of Special Education and Pupil Services, or Superintendent must participate in practicum classes and labs to successfully complete and submit their own individual electronic portfolio to a faculty committee for review.  The electronic format for the ELPA portfolio was developed collaboratively by ELPA faculty and the School of Education’s EPCS (Education Placement and Portfolio Services) office.  The format is designed as a learning tool to assist students in conceptualizing and demonstrating educational leadership. 

Each portfolio is comprised of six components: five domains of leadership and a professional vision statement. Students create exhibits for the components that demonstrate their leadership proficiency in each of the dimensions that coincide with the Department’s mission and vision for instructional leadership.  As required by PI 34, the portfolio is designed to reflect and integrate the seven Wisconsin Administrative Standards and the approximately two hundred knowledge, dispositions, and performance indicators associated with those standards.  

Portfolio Entries (Artifacts)
The focus of your portfolio entry is to reflect on how the programs, policies or procedures studied in the coursework address the questions raised in the five domains of the portfolio:  focus on learning, monitoring teaching and learning, building nested learning communities, acquiring and allocating resources, and ensuring a safe and effective learning environment.  The portfolio reflection should connect the artifacts explicitly to the core questions of each of the five portfolio dimensions.   

Portfolio artifacts could include, but are not limited to, the required performances in the following ELPA courses:

Philosophy of Educational Leadership
Philosophy of Educational Leadership, Curriculum Vitae or Resume, references, licenses, and leadership contributions

Focus on Learning
In your position as a school leader, how would you assess and improve equity in student learning, including students who traditionally struggle and students with disabilities?

702:  Introduction to Educational Leadership (Artifact Analysis)
735:  Leadership for Equity and Diversity (Integrative Project - Equity Audit)

Monitoring Teaching and Learning
In what ways would you use formative and summative assessment to identify teachers’ individual and collective needs and build teacher capacity for teaching and learning?

703:  Evaluating and Supporting Quality Classroom Teaching (Analysis of Teaching Practice)
726:  Data-Based Decision Making (Data Analysis Project)

Building Nested Learning Communities
In what ways would you work to build and support nested learning communities to provide a mechanism for continuous improvement of teaching and learning?

844:  Technology and School Leadership (Technology Project)
847:  Instructional Leadership and Teacher Capacity (Critical Components of Effective Professional Development or Instructional Rounds Analysis)
770:  School and Community Engagement (School-Community Engagement Plan)

Acquiring and Aligning Resources
How would you acquire and align human physical and financial resources and opportunities to meet the organization’s goals, needs and priorities?

830:  School Finance and Resource Allocation (Resource Reallocation Project)
840:  Public School Law (Education Policy Project)

Maintaining a Safe and Effective Learning Environment
In what ways would you manage the organization to ensure a safe and effective learning environment for every child?

845:  School-Level Leadership (Distributed Leadership Project)
700:  Field Experience in Educational Leadership (Field Experience Journal Analysis)

Reflections

In addition, students are required to write a reflection for each portfolio entry.  In 1000 words or less they must answer the four questions below.  This is part of the reason why artifact selection and thoughtful integration are so important.   

  1. What are the artifacts?  What are their salient features?  Why are they relevant to the question?
  2. How is your reflection anchored in theories and research from across your coursework?  (Make sure to thoughtfully integrate relevant resources from outside the immediate topic of study)
  3. What are the strengths of the artifacts?  Which aspects of the artifacts would you change/improve/modify to use in your practice as an educational leader?
  4. How have these artifacts influenced your thinking as an educational leader?

 

These questions ask the student to reflect on the artifacts (the program, policy, or procedure meant to change practice), rather than the paper, power point, or picture you uploaded.  For example, we don’t want to know the strengths and improvements for your finance paper.  We want to know the strengths and modifications you would make on the framework, programs, or implementation plan discussed in your finance paper.  

Cite references to theory and research in APA format within the body of your reflection, including a list at the end of the document. The reference list will not be considered part of the 1000 word limit. Please anchor your reflections with references to three kinds of knowledge: theory, research, or experience.

In preparing an exhibit for display in the portfolio, each student must also create an “entry slip” that provides readers with an overview of each exhibit. In 100 words or less, an entry slip provides readers with a quick overview of the artifact, the context in which it came, as well as how the exhibit as a whole speaks to the compelling questions.

Portfolio Process:

Once enrolled in, or following the completion of, the Practicum 305-700, students are eligible to submit a completed portfolio to the ELPA Faculty Portfolio Review Committee.  The Faculty Portfolio Review Committee consists of two or three ELPA professors assigned by the Department Chair.  The Committee meets three times annually, as determined by the faculty. 

All certification students are required to successfully complete the portfolio to be eligible for licensure from the Wisconsin Department of Public Instruction.  Master’s Degree students not seeking certification must submit a portfolio as a requirement for completion of the degree.  

Successful completion of the portfolio for the Master’s Degree and certification is determined by the Faculty Portfolio Review Committee, using the rubric included below to evaluate student proficiency in the ELPA portfolio leadership dimensions and the Wisconsin Administrator Standards (PI 34).  Students whose portfolio work falls short of the criteria in the rubric may resubmit the portfolio the following semester.  Students must be enrolled in three (3) graduate level credits during the semester in which they submit their portfolio for faculty review. 

The Faculty Portfolio Review Committee also uses summary data from student portfolios to identify program strengths and weaknesses and make recommendations for the improvement of the leadership preparation program in ELPA. RUBRIC USED FOR EVALUATION.

ACCESS TO ELECTRONIC PORTFOLIO

Access to the electronic portfolio will become available to students upon enrollment in the Practicum/Field Experience 305-700 and upon notification of intent to submit the portfolio for evaluation. 

On-line process

On-line tutorials (computer to computer) are embedded in the portfolio program. Individual tutoring is also available at EPCS office in the basement of Educational Sciences Building.

Frequently Asked Questions about the ELPA Portfolio


What is an entry slip?

An entry slip provides readers with an overview of each exhibit. In 100 words or less, an entry slip provides readers with a quick overview of each artifact, the context in which it came, as well as how the exhibit as a whole speaks to the compelling questions.

What is an exhibit?

An exhibit contains two pieces: artifacts and a reflection. An artifact is a tangible piece of evidence that demonstrates a set of skills. Artifacts should represent the student’s thinking, learning from his/her coursework, as well as demonstrate his/her emerging leadership. The reflection is a well-written piece that speaks to one’s development as a leader in conjunction with the artifacts. The successful reflection will address how the artifacts address the core question for each domain.  

What are the core questions?

Within each leadership domain, there is a question that frames that domain. The questions were created to help guide you as you document and reflect on your experiences as a leader.

Which courses should I use for my exhibits?

Any of the Block courses can be used to help you create your exhibits.

Can I use the same course for more than one exhibit?

In creating your artifacts, be choosy. Select those that best demonstrate your skills and expertise. While you will find that coursework from one course can be used for more than one leadership dimension, you will need to create six different exhibits for your portfolio

What happens if portfolio does not meet the criteria of the rubric as determined by Faculty Portfolio Review Committee?

Students whose work falls short of the criteria will not be recommended for licensure or for the Master’s Degree. Students may reapply the following semester and resubmit the portfolio to the Committee if they are enrolled in at least three graduate credits. See the portfolio rubric.

If I am seeking more than one certification, do I need to complete a portfolio for each license?

No. If the candidate is applying for more than one license, simultaneously, he/she needs to represent each certification in at least one exhibit.

If I am seeking a Superintendent’s license, do I have to complete the portfolio requirement?

No. Most students seeking the superintendent license hold an initial license as a principal. Those seeking initial licensure as a superintendent must complete the same portfolio as those seeking other initial certifications.

SAMPLE PORTFOLIOS

Jillian Block

Lea Samartino

Adam Zingsheim

 

 

© 2014 Board of Regents of the University of Wisconsin System • Please contact the School of Education External Relations Office with questions, issues or comments about this site.