Teaching Portfolio 101: Implementing the Teaching Portfolio in Introductory Courses.

Teaching Portfolio 101: Implementing the Teaching Portfolio in Introductory Courses. Teaching portfolios have become the norm in teacher educationprograms over the last decade. In this article, the authors emphasizethe need for the initial creation of teaching portfolios duringintroductory and foundation level education coursework courseworkNounwork done by a student and assessed as part of an educational courseNoun 1. coursework - work assigned to and done by a student during a course of study; usually it is evaluated as part of the student's , based on theconstructivist con��struc��tiv��ism?n.A movement in modern art originating in Moscow in 1920 and characterized by the use of industrial materials such as glass, sheet metal, and plastic to create nonrepresentational, often geometric objects. perspective of learning. Early initiation to theportfolio process instills a reflective Refers to light hitting an opaque surface such as a printed page or mirror and bouncing back. See reflective media and reflective LCD. practitioner orientation andlearning goal in teacher candidates. Recommendations are made regardingthe content of these early portfolios and the use of a reflectionprocess that connects each submission with an intended goal. The authorsdiscuss the necessity of field experiences in relation to portfoliodevelopment and offer suggestions for reviewing and evaluatingintroductory portfolios. For a little over a decade teacher preparation programs have beenwrestling wrestling,sport in which two unarmed opponents grapple with one another. The object is to secure a fall, i.e., cause the opponent to lose balance and fall to the floor, and ultimately to pin the supine opponent's shoulders to the floor, through the use of body with implementing the portfolio process for preservice teacherevaluation (Bartell, Kaye Kaye? , Danny 1913-1987.American entertainer known for his comedic roles in such motion pictures as Wonder Man (1944) and The Secret Life of Walter Mitty (1946). & Morin Mo´rinn. 1. (Chem.) A yellow crystalline substance (C15H10O7) of acid properties extracted fromfustic rodby> (Chlorophora tinctoriasyn. , 1998; Copenhaver, et. al., 1997;Dollase, 1993;Wolf, 1991). Portfolios are now established products ofthe student teaching semester se��mes��ter?n.One of two divisions of 15 to 18 weeks each of an academic year.[German, from Latin (cursus) s and are frequently used in the semestersimmediately preceding student teaching. Recently, portfolio advocateshave called for implementing the process earlier in the program to easethe time constraints In law, time constraints are placed on certain actions and filings in the interest of speedy justice, and additionally to prevent the evasion of the ends of justice by waiting until a matter is moot. associated with creating the portfolio in anotherwise busy internship internship/in��tern��ship/ (in��tern-ship) the position or term of service of an intern in a hospital. internship,n the course work or practicum conducted in a professional dental clinic. or methods semester (Wenzlaff & Cummings,1996), and to develop in future teachers the reflective practitionerdispositions associated with the portfolio process (Anderson Anderson, river, CanadaAnderson,river, c.465 mi (750 km) long, rising in several lakes in N central Northwest Territories, Canada. It meanders north and west before receiving the Carnwath River and flowing north to Liverpool Bay, an arm of the Arctic &DeMeulle, 1998; Wenzlaff, 1998). Many institutions are now experimenting with the use of portfoliosin introductory courses. As preservice teachers begin their professionaleducation study, they have very little experience or educationalbackground to draw upon in creating these initial portfolios (Krause Krausenamed after W.J.F. Krause, a German anatomist.K's bulb, K's corpuscle, K's endbulbsee bulboid corpuscle.Krause glandsmucous glands in the conjunctiva. ,1996). They, in essence, lack educational theory and practice, appearingto have little to demonstrate in a portfolio. Students in thesefoundation level courses are typically concerned and frustrated frus��trate?tr.v. frus��trat��ed, frus��trat��ing, frus��trates1. a. To prevent from accomplishing a purpose or fulfilling a desire; thwart: whenthey are requested to prepare a portfolio because this type of projectis not familiar to them. This article is intended to provide facultyteaching such courses with the rationale rationale (rash´nal´),n the fundamental reasons used as the basis for a decision or action. for portfolio use at this earlystage, and provide insight into the necessary elements for producingeffective introductory portfolios. Why Porfolios When teacher education programs begin the voyage VOYAGE, marine law. The passage of a ship upon the seas, from one port to another, or to several ports. 2. Every voyage must have a terminus a quo and a terminus ad quem. toward portfolioevaluation with preservice teachers they often proclaim pro��claim?tr.v. pro��claimed, pro��claim��ing, pro��claims1. To announce officially and publicly; declare. See Synonyms at announce.2. its value withina constructivist framework. Constructivism constructivism,Russian art movement founded c.1913 by Vladimir Tatlin, related to the movement known as suprematism. After 1916 the brothers Naum Gabo and Antoine Pevsner gave new impetus to Tatlin's art of purely abstract (although politically intended) generally focuses on theimportance of prior knowledge and experience in the development of newknowledge and skills. Students enter a teacher education program withmany pre-existing Adj. 1. pre-existing - existing previously or before something; "variations on pre-existent musical themes"pre-existent, preexistent, preexistingantecedent - preceding in time or order theories about teaching based upon years of being astudent (Brookhart Brookhart is the name of the following people: Maurice Brookhart, Professor of Chemistry at the University of North Carolina Smith Wildman Brookhart, a former U.S. Senator for Iowa & Freeman Freeman can mean: An individual not tied to land under the Medieval feudal system, unlike a villein or serf A person who has been awarded Freedom of the City or "Freedom of the Company" in a Livery Company The Freeman , 1992). Teacher educators working in aconstructivist paradigm allow students to examine, reflect upon, andalter these initial beliefs as they learn about their chosen careersthrough coursework and field experiences. Developmental portfolioevaluation systems are compatible with this perspective because theyallow the learner to demonstrate and document personal growth over time. Proponents of the process claim that portfolios focus preserviceteachers on the kinds of experiences and responsibilities they will faceas practicing professionals (Barton BARTON, old English law. The demesne land of a manor; a farm distinct from the mansion. and Collins, 1993) and instill in��stillv.To pour in drop by drop.instil��lation n. anattitude of life-long learning that emphasizes reflective practice andcontinual development within the profession (Anderson & DeMeulle,1998). Portfolio Functions Portfolios in teacher education take on three primary functions:learning, assessment, and employment (Simmons, 1996; Wolf& Dietz,1998). The learning portfolio contains a more personalized per��son��al��ize?tr.v. per��son��al��ized, per��son��al��iz��ing, per��son��al��iz��es1. To take (a general remark or characterization) in a personal manner.2. To attribute human or personal qualities to; personify. collection ofartifacts artifactssee specimen artifacts. selected by the student. This type of portfolio is open-endedand is meant to demonstrate professional development over time accordingto according toprep.1. As stated or indicated by; on the authority of: according to historians.2. In keeping with: according to instructions.3. the personal goals of the student. Its major goal is to stimulatereflective practice and provide evidence of this reflection. The assessment portfolio is more structured and standardized standardizedpertaining to data that have been submitted to standardization procedures.standardized morbidity ratesee morbidity rate.standardized mortality ratesee mortality rate. according to the goals and objectives of a particular teacher educationprogram, accrediting body, or certification agency. This type ofportfolio specifies many of the artifacts necessary for submission andpossesses a higher degree of reliability and validity than portfoliosthat more closely reflect other functions. However, the relativelydictated dic��tate?v. dic��tat��ed, dic��tat��ing, dic��tatesv.tr.1. To say or read aloud to be recorded or written by another: dictate a letter.2. a. nature of this type of portfolio places less emphasis onpersonal reflection. The last type of portfolio is the employment portfolio. Employmentportfolios represent a center ground between the open ended learningportfolio and the standardized assessment portfolio. These portfoliostypically include the pre-service teachers "best" work and aremeant to present the strengths of the teacher candidate. Employmentportfolios usually contain the materials commonly requested by schooldistricts like a resume and teaching philosophy, as well as,individually selected submissions that set the candidate apart fromother potential employees. Employment portfolios therefore share astandardized and reflective quality. The function of the preservice teaching portfolio is highlyinfluenced by the stage of teacher preparation of the student. As thepreservice teacher nears graduation Graduation is the action of receiving or conferring an academic degree or the associated ceremony. The date of event is often called degree day. The event itself is also called commencement, convocation or invocation. the portfolio necessarily takes onan employment function. It is the goal of the student at this level tosecure a teaching position. The student who is embarking upon studentteaching must demonstrate the skills and abilities to take on this newchallenge. This type of portfolio is therefore, more aligned with theassessment function since the student must document attainment of thebasic qualifications for beginning student teaching. When the preserviceteacher is first introduced to the portfolio development process in ateacher education program, we argue that the primary focus should be todevelop skills of reflective practice. This can not happen aseffectively when other functions are in the forefront of the mind of thestudent, as occurs near the climax ClimaxFollowing a protracted period of selling or buying, a point wherein market trends are retarded or discontinued.Notes:At a selling climax, the market is characterized by a trend reversal whereby the market begins to buy stocks and prices rise. of the preparation program. For thisreason, the initial portfolio created by a preservice teacher should bedeveloped during the foundations level course work, where it can take ona learning function. Introductory Portfolio Development: Function and Content It is widely believed that students need time to develop thereflective dispositions associated with the portfolio process (Yost,Sentner, and Forlenza-Bailey, 2000; Wenzlaff, 1998). Those withexperience in teacher portfolio development realize that the processmust be taught. Students need to be given the rationale for theportfolio. They need to understand how to organize it, and mostimportantly Adv. 1. most importantly - above and beyond all other consideration; "above all, you must be independent"above all, most especially they need to practice the reflection process. Students in introductory education courses are being exposed tophilosophies and theories of learning, human development, teaching,exceptionality, multi-cultural education, and school structure. Theyhave a number of semesters before they will be expected to take fullresponsibility of a classroom. These early courses allow the pre-serviceteacher time to learn the portfolio process, and design and organize abasic portfolio. The submissions created for the foundation levelportfolio can be reflected upon and revised throughout the introductorycoursework and revisited in methods and student teaching semesters. Theportfolio process in later courses therefore takes on more of a learningfunction. Rather than create new submissions in an already timerestricted internship, students can review earlier submissions andupdate or supplement them according to their current understanding, avery constructivist process. The introductory portfolio needs to establish a breadth ofknowledge and skill as a foundation for later revision. The portfolioshould include information on the student's level of contentknowledge. Although students have not usually completed all of theirliberal arts liberal arts,term originally used to designate the arts or studies suited to freemen. It was applied in the Middle Ages to seven branches of learning, the trivium of grammar, logic, and rhetoric, and the quadrivium of arithmetic, geometry, astronomy, and music. course work at the onset of their education curriculum,they have at least completed their K- 12 compulsory education An editor has expressed concern that this article or section is .Please help improve the article by adding information and sources on neglected viewpoints, or by summarizing and and areenrolled in college level liberal arts study. Students are thereforewell on their way to establishing the appropriate level of contentknowledge in the subject areas they will be teaching. Evidence ofcontent knowledge in the introductory portfolio might include: * Transcripts from high school and college * Standardized test A standardized test is a test administered and scored in a standard manner. The tests are designed in such a way that the "questions, conditions for administering, scoring procedures, and interpretations are consistent" [1] scores such as the SAT or ACT * Papers, lab reports or projects competed in earlier contentrelated coursework * A resume referencing content related job experiences * A letter from a professor in the content area The introductory portfolio need also demonstrate the student'scurrent understanding of educational foundations. This type of knowledgecan be demonstrated in the portfolio in a variety of ways including: * A personal statement or teaching philosophy * Case studies * Observations * Journal reflections or logs * Term papers or projects completed in educational coursework * A resume referencing education related experiences One final important element needs to be documented in theintroductory portfolio. This component deals with the social andemotional development of the student. Too often, education facultyobserve students at the methods or student teaching level who lack theaffective affective/af��fec��tive/ (ah-fek��tiv) pertaining to affect. af��fec��tiveadj.1. Concerned with or arousing feelings or emotions; emotional.2. qualities necessary to be a successful teacher. These studentsare perhaps disorganized dis��or��gan��ize?tr.v. dis��or��gan��ized, dis��or��gan��iz��ing, dis��or��gan��iz��esTo destroy the organization, systematic arrangement, or unity of. , dress inappropriately, lack inter- inter-word element [L.], between. inter-pref.1. Between; among: interdental.2. In the midst of; within: interoceptor. andintra-personal skills, or generally present themselves asunprofessional. Developmental portfolios can alleviate AlleviateTo make something easier to be endured.Mentioned in: Kinesiology, Applied some of thesesituations through both the submission process and the presentationprocess. Students can submit evidence of professionalism professionalismthe upholding by individuals of the principles, laws, ethics and conventions of their profession. including: * A letter of introduction to field supervisors * Reports from field supervisors referencing the studentsattendance habits, dress, and demeanor The outward physical behavior and appearance of a person.Demeanor is not merely what someone says but the manner in which it is said. Factors that contribute to an individual's demeanor include tone of voice, facial expressions, gestures, and carriage. with students and faculty * Photographs of tutoring placements presenting the student in aprofessional manner * Self-reports of personal and professional strengths andweaknesses following a professional growth plan model * Evidence of compliance with legal and ethical codes Noun 1. ethical code - a system of principles governing morality and acceptable conductethicsystem of rules, system - a complex of methods or rules governing behavior; "they have to operate under a system they oppose"; "that language has a complex system of conduct * Letters of recommendation * Thank you letters to field supervisors These sample submissions represent only a few of the possibleentries in an introductory portfolio. Of course there are many othersubmissions that might evidence content knowledge, educationalfoundations, and social-emotional development. These suggestions aremeant to provide a guide for the professor and student embarking uponportfolio development at the foundations level. The contents and functions of the teaching portfolio are impactedby a number of additional factors including the reflection proceduresbuilt into the portfolio process, the quantity and quality of fieldexperiences across the program, and the methods used for portfolioreview. In order to obtain the full benefit of the portfolio process, itis important to examine each of these contributing factors. Reflection Process The process of reflection is what makes the portfolio a tool forlife-long learning and professional development instead of merely acollection of work. The portfolio author needs to be able to make adirect connection, whether verbally, in writing or both; between eachsubmission and an intended goal or objective. The student needs to beable to explain why a specific submission was placed within theportfolio. If the portfolio is intended to demonstrate improvement, theauthor needs to be able to identify how a particular submission providesevidences of growth over earlier submissions. If the goal is todemonstrate a standard of quality, the author should be able to discusshow the particular submission represents that standard. Two promising practices that promote reflection are dialogue andwriting experiences (Yost, Sentner, and Forlenza-Bailey, 2000). Theseprocesses are easily adapted to the portfolio reflection. Dialogue takesplace in the portfolio presentation wherein where��in?adv.In what way; how: Wherein have we sinned?conj.1. In which location; where: the country wherein those people live.2. the student-author engagesin conversation about the portfolio with another individual or smallgroup of reviewers. This conversation may be student- or reviewer-led.Student-led presentations allow students to discuss in free form theirthoughts about their portfolio submissions. While in reviewer-ledpresentations, the student responds to questions about the portfolioposed by the reviewer re��view��er?n.One who reviews, especially one who writes critical reviews, as for a newspaper or magazine.reviewerNouna person who writes reviews of books, films, etc.Noun 1. . In either instance, the student may reflect uponthe following types of information verbally: * Why was a particular submission created or selected? * What does a particular submission demonstrate? * What difficulties did I have in creating a submission? * What did I learn from a particular submission? * How will my teaching be impacted as a result of a particularsubmission? An advantage of this reflection process is that the conversationsthat take place during a portfolio presentation negotiate meaning withinthe constructivist learning paradigm. Both the presenter and reviewerbecome more aware of their understandings through the presentation. Analternate advantage is that it closely simulates the employmentinterview and teacher conference processes allowing the student topractice these skills. Reflection through writing experiences takes place using theportfolio caption. This process involves the author providing a briefwritten summary for each portfolio submission explaining the value ofthe entry. Many different versions of the portfolio caption are beingutilized in various teacher preparation programs. The most effectivecaption formats for encouraging reflection require the student toprogress beyond a mere description of the submission to a level ofexploration wherein the submission is related to a broader social,political and historical context (Hatton & Smith, 1995). One advantage of the written caption method is that it records thestudent's reflection for future review, in essence it demonstratesthe student's thinking at a particular point in time. An additionaladvantage of this method for the teacher educator is that the portfolioauthor need not be present during the assessment process. Therefore,allowing the reviewer the ability to evaluate the student's levelof reflection when personal time constraints allow. Field Experiences A key component necessary for developing the authentic, reflectiveportfolio is field experiences. Without some field-based frame ofreference, introductory portfolios easily become scrapbooks of coursepapers and projects. Even a reflection journal or log has little valuevoid of field experiences, since introductory level students arereflecting on past experience or prophesizing about future actions.These field experiences need not be cumbersome cum��ber��some?adj.1. Difficult to handle because of weight or bulk. See Synonyms at heavy.2. Troublesome or onerous.cum or intrusive in��tru��sive?adj.1. Intruding or tending to intrude.2. Geology Of or relating to igneous rock that is forced while molten into cracks or between other layers of rock.3. Linguistics Epenthetic. . Studentsmight perform classroom observations, job shadowing, or at most smallgroup tutoring. These activities allow students to make connectionsbetween course work and the practice of teaching. Rather than writing aterm paper describing historical features of American education,students can relate historical phenomena to today's classroom asthey see it. These personal connections lead to greater professionaldevelopment and research demonstrates the powerful relationship betweenquality field experience and the integration and application of thepedagogy covered in teacher education coursework (Wideen, Mayer-Smith& Moon, 1998). Field experiences are the bridge between educational theory andpractice. Teacher education programs that provide early, frequent, andhigh quality experiences offer themselves many more avenues forauthentic application in portfolio development. All field experiences,whether at the student teaching, method, or introductory level need tohave structured connections with the preparation program throughsupervision, seminars, and class discussions. Portfolio submissions areoften a product of these connections between theory and practice. Reviewing the Introductory Portfolio Evaluating the introductory portfolio can be quite a challenge forthe professor. At first glance, the portfolio review is overwhelming. Wewould like to offer some suggestions based on five years ofexperimenting with portfolio evaluation at the introductory level. Aprimary suggestion is that you, as the course professor, don't haveto do it alone. In fact, it may be better if you don't. Rather thanpersonally examining each entry, invite outside reviewers. Talk withteachers and administrators in local schools, recent alumni, currentstudent teachers, parents, faculty in the liberal arts and sciences, andfellow education faculty members. When given appropriate guidance, thesepeople can be an asset in reviewing the work of introductory levelstudents. Not only do they give a unique insight to students, but thisis a terrific way to link those people who have a stake in theprofessional development of the student. The feedback provided byoutside reviewers is helpful to the student and it assists in theassessment, evaluation, and development of the teacher educationprogram. Once the reviewers have been identified, it is necessary toestablish a format for the review. We have experimented with open houseformats in which hundreds of people are invited to attend a one eveningsession where all students in a particular class have their portfolioson display. We even go so far as placing an announcement in the localnewspapers inviting portfolio reviewers to attend the open house. Thepublic relations public relations,activities and policies used to create public interest in a person, idea, product, institution, or business establishment. By its nature, public relations is devoted to serving particular interests by presenting them to the public in the most coverage associated with this format has been anunexpected benefit. Another successful strategy has been to assign eachstudent to multiple reviewers and require them to complete a portfolioreview meeting with each reviewer by a set deadline. Once the format has been established, the reviewer and portfoliopresenter must be clear on the evaluation process. They need to knowwhat and how to assess the portfolio. One, seemingly seem��ing?adj.Apparent; ostensible.n.Outward appearance; semblance.seeming��ly adv. low level factor inthe portfolio examination, deals with organization. Portfolio reviewersshould examine the layout of the portfolio, as well as the condition ofthe submissions, asking themselves: * Is the portfolio easy to follow? * Does the order of submissions make sense? * Can portfolio authors find the submissions they are referencingduring a presentation? * Are the contents clean, neat, type written, colorful, engaging,etc.? Reviewers should also pay attention to the communication skills ofthe portfolio author as they present their work, noting: * Does the author model the appropriate use of language? * Is the author engaging in manner and tone? * Does the author appear self-confident and proud of the work? * Does the author appear to understand the submissions or has thiswork been submitted without reflection? Although these factors might not seem crucially linked to thepedagogical ped��a��gog��ic? also ped��a��gog��i��caladj.1. Of, relating to, or characteristic of pedagogy.2. Characterized by pedantic formality: a haughty, pedagogic manner. information covered within an introductory course, they arethe first examination of what we commonly think of as professionalism.Many of these factors aren't fully examined until thestudent-teaching semester where, many would argue, it is too late. Another factor to examine is the connection between each submissionand the intended instructional objective. Does the submissiondemonstrate what it is supposed to demonstrate? Does it make sense? Thestudent reflection is a key component in this type of review. Whetherwritten or verbal, does the student make a logical and accurateconnection between the submission and the required goal? Rubrics are auseful tool in establishing this connection. These rubrics may becreated with the assistance of students and can be made available toreviewers. It is not always necessary for the portfolio reviewer to examineevery submission in the introductory portfolio. Many of the submitteditems may have already been evaluated as part of course work. Randomspot-checking allows the reviewer to determine if the student has madethe appropriate submissions and the reflections detail the studentsability to discuss and elaborate upon the relevance of each submission.Since the introductory portfolio is designed to be revisited throughoutthe education program, it is in the student's best interest tocomplete the work. The portfolio review at this level, therefore, doesnot have to take on a policing function. Conclusion In this article, we have emphasized the need for portfolio creationduring introductory education coursework based on the constructivistperspective of learning. We argue that teacher education programs thatinitiate the portfolio process in introductory or foundational educationcourses are more likely to instill a reflective practitioner orientationand learning goal in their graduates. Early exposure allows students thetime to create and revisit re��vis��it?tr.v. re��vis��it��ed, re��vis��it��ing, re��vis��itsTo visit again.n.A second or repeated visit.re the portfolio submissions witnessing andowning their professional development. The introductory portfolio musttherefore, document the breadth of knowledge and skills that the studentwill be expected to develop throughout the teacher preparation program,allowing the student the opportunity to revisit, improve, construct andreconstruct re��con��struct?tr.v. re��con��struct��ed, re��con��struct��ing, re��con��structs1. To construct again; rebuild.2. in later courses. We call for the explicit use of a reflection process in theportfolio evaluation that connects each submission with an intendedgoal. We also argue that field experiences are a necessary component ofintroductory courses implementing portfolios, since they provide thesetting for making authentic connections between coursework and theprofessional of teaching. Finally, we offer suggestions for reviewingand evaluating introductory portfolios. In conclusion, we concede con��cede?v. con��ced��ed, con��ced��ing, con��cedesv.tr.1. To acknowledge, often reluctantly, as being true, just, or proper; admit. See Synonyms at acknowledge.2. that there are many functions portfoliosmay take including the facilitation FacilitationThe process of providing a market for a security. Normally, this refers to bids and offers made for large blocks of securities, such as those traded by institutions. of employment and assessment ofteaching qualification. However we believe the most noble of thesefunctions is that of advancing learning among teachers and theirstudents, and suggest that the best way to encourage this function is toestablish portfolios early in the teacher preparation program andrevisit them throughout. References Anderson, R. & DeMeulle, L. (1998). Portfolio use intwenty-four teacher education programs. Teacher Education Quarter(v,25(1), 23-31. Bartell, C; Kaye, C & Morin, J (1998). Guest editors'introduction: Teaching portfolios and teacher education. TeacherEducation Quarterly, 25(1), 5-8. Barton, J. & Collins, A. (1993). Portfolios in teachereducation. Journal of Teacher Education, 44(3), 200-210. Brookhart, S. & Freeman, D. (1992). Characteristics of enteringteacher candidates. Review of Educational Research, 62, 37-60. Copenhaver, R.; Waggoner, J.; Young, A. & James, T. (1997).Promoting preservice teachers' professional growth throughdevelopmental portfolios. The Teacher Educator, 33(2), 103-111. Dollase, R.H. (1996). The Vermont Vermont(vərmŏnt`)[Fr.,=green mountain], New England state of the NE United States. It is bordered by New Hampshire, across the Connecticut R. experiment in state-mandatedportfolio program approval. The Journal of Teacher Education, 4 7(2),85-93. Hatton, N., & Smith, D. (1995). Reflection in teachereducation: Towards definition and implementatrion. Teaching &Teacher Education, 11(1), 33-49. Krause, S. (1996). Portfolios in teacher education effects ofinstruction on preservice teachers' early comprehension comprehensionAct of or capacity for grasping with the intellect. The term is most often used in connection with tests of reading skills and language abilities, though other abilities (e.g., mathematical reasoning) may also be examined. of theportfolio process. The Journal of Teacher Education, 47(2), 130-139. Simmons, J. (1996). Control the purpose, not the contents: Coachingthe creation of teaching portfolios, Action in Teacher Education, 18(1),71-81. Wenzlaff, T. (1998). Dispositions and portfolio development: Isthere a connection? Education, 118(4), 564-573. Wenzlaff, T. & Cummings, K. (1996). The portfolio as a metaphorfor teacher reflection. Contemporary Education, 67(2),109-113. Wideen, M., Mayer-Smith, J., & Moon, B. (1998). A criticalanalysis of the research on learning to teach: Making the case for anecological ecologicalemanating from or pertaining to ecology.ecological biomesee biome.ecological climaxthe state of balance in an ecosystem when its inhabitants have established their permanent relationships with each perspective to inquiry. Review of Educational Research,68(2), 130-178. Wolf, K. (1996). Developing an effective teaching portfolio.Educational Leadership, 53(6), 34-38. Wolf, K. & Dietz, M. (1998). Teaching portfolios: Purposes andpossibilities. Teacher Education Quarterly, 25(1), 9-22. Yost, D.; Sentner, S. & Forlenza-Bailey, A. (2000). Anexplanation of the construct of critical reflection: Implications forteacher education programming in the 21 st century. Journal of TeacherEducation, 51(1), 39-49. Chandra J. Foote, Ph.D., Assistant Professor and Paul J. Vermette,Ed.D., Professor/ Teacher Educator, College of Education NiagaraUniversity. Correspondence concerning this article should be addressed to Dr.Chandra Doctor Sivasubramanian Chandrasegarampillai (ofen abbreviated to Dr. Chandra) is a fictional character from Arthur C. Clarke's Space Odyssey Series of novels. J. Foote, B'14 O'Shea Hall, Niagara University, NewYork New York, state, United StatesNew York,Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of 14109-2042.