CT-7500: Advanced Capstone in Curriculum and Teaching

Casey, D.C., & Egan, D. (2010). The use of professional portfolios and profiles for career enhancement. British Journal of Community Nursing, 15(11), 547-552.
The aim of this article is to demonstrate that rather than just a retrospective account of continuing professional development activities, a portfolio can be used as a vehicle for engaging in self-assessment and personal development planning. Possible structures and types of evidence are explored. Although it focuses on nursing, the information and applications are appropriate for any professional field.

Jones, M.E., & Shelton, M. (2011). Developing your portfolio – enhancing your learning and showing your stuff: A guide for the early childhood student or professional (2nd ed.). Routledge.
When you read Chapter 2: How Portfolios Reflect Constructivism (pp. 18-27), you will encounter some theorists and researchers you met in the previous course. For example, the work Gardner did on multiple intelligences and Goleman did on emotional intelligence are discussed. The authors believe portfolios are both a product of constructivist learning and use for constructivist practice. The benefits and challenges of portfolios are discussed in this chapter.
In Chapter 4: Planning and Organizing for a Successful Portfolio (pp. 40-65), you will read about different kinds of professional portfolios and review examples of artifacts that are best included.

Mosley, C. (2004). The value of professional teaching portfolios to prospective employers: School administrators’ views. Professional Educator, 27(1/2), 58-72.
The purpose of this study was to assess administrators' views regarding the development of a job search portfolio for pre-service teachers. The study discussed professional portfolios that pre-service teachers complete as a requirement for initial certification and how the professional portfolio can be modified/adapted for use as a job search portfolio. Recommendations gathered from the study are provided. The results gathered in this article can be helpful as you develop a professional portfolio for this class and future job opportunities.

Tucker, P.D., Stronge, J.H., & Gareis, C.R. (2013). Handbook on teacher portfolios for evaluation and professional development. Routledge.
Chapter 2: Developing a Portfolio (pp. 15-37) examines four “teaching domains” that the authors believe comprise teacher competency: instructional skills, assessment skills, learning environment skills, and professional skills. Within each domain, they map out performance standards that can be used to organize professional portfolios. They also explore the types of artifacts that are appropriate for professional portfolios and provide examples. In Chapter 6: The Role of Portfolios for the Teaching Professional (pp. 91-98), the authors discuss the potential uses of professional portfolios and possible pitfalls. They finish the chapter by suggesting best practices.