Portfolio Requirements & Examples



 

Analysis of Competencies: Exemplars

  • As you begin writing this section, first think about your artifacts.  Choose 8-12 artifacts that cover numerous performance indicators across the three competency areas (see the portfolio guidelines page).  Sit down with your artifacts and write down all performance indicators that each artifact covers.
  • Once you know what artifacts will cover what performance indicators, you can begin outlining your three analysis papers. It’s certainly ok to discuss personal experiences, as long as they are directly related to your progress in the program and related to the performance indicators.  However, using artifacts and citing them as a reference will provide the reader with evidence that you have met the performance indicators. This is the best the way to prove your competency.
  • This paper should be persuasive, in that, you want to prove that you met the training competencies set by this program.
  • Do NOT cite research in your analysis paper.  This should only discuss your work, your experiences, and the performance indicators.
  • Be sure to stay on track and do not discuss personal/ narrative stories.  This type of writing is very different than what students are used to writing.  It can actually seem very plain. 

**Just continue to think: “Artifacts and Performance Indicators!!”  “How does this artifact demonstrate my competency across these performance indicators?”

Below, you will find several examples from previous students.  The artifact itself is highlighted and the way in which the student describes how they have demonstrated that competency is underlined.  Be certain to not only state that you demonstrate a competency, but describe how you have demonstrated that competency.

Note: Do not copy these examples!!  This will be considered plagiarism.

Example 1

Here’s an example where the student used readings from the course (but not as an artifact) and incorporated how this reading developed in to a case study (used as an artifact).  She uses this case study artifact as way of explaining/ demonstrating that she is knowledgeable in the area of child development and diverse needs of learners.

I also came to realize why some of my students did not seem to want to learn.  After reading Gloria Ladson-Billings’ book, The Dreamkeepers, I understood that maybe some of my African-American students did not want to lose their identity by “acting white”.  Therefore, I began using more culturally relevant materials in my classroom, which helped to an extent, but I also had to change the way I taught. Culturally relevant teachers encourage students to work together.  This author helped me to realize that I was already utilizing some culturally relevant techniques because I already had this type of relationship with my students, naturally.  However, by completing a case study for this course, I have furthered expanded my knowledge in this area.

One of my class projects was a case study that described a teacher, Kelly Brown, and her class, (Artifact 4).  She had a diverse class with a multitude of behavioral concerns.  This case study was a practice, and in turn, a demonstration of how I am able to recognize the diverse needs and developmental stages of the students in order to help the teacher create a more successful learning environment.

Example 2

Here is an example where the student mentions how a course has helped her and then uses artifacts from that course to demonstrate growth in communication skills, ability to communicate/ collaborate effectively with school personnel and children to promote mental wellness, etc.

I indicated that the Communication and Collaboration course helped me to develop better relationships with my colleagues as well.  This is because I was able to work with them on developing interventions for behavioral issues.  I completed an assessment of the high school’s common area routines and practices, (Artifact 12), and offered to lead a committee on implementing a school wide positive behavior support plan.  Unfortunately, the administrators were not interested in this intervention, even though there is a high rate of fighting and suspensions at the school due to gang rivalries.  I believe that this may have been an intervention that would have had positive results, because children, even teenagers, crave structure and routine.  In fact, I believe that chaos happens when there is no structure, such as in the common areas of schools.  I developed several social skills lessons for the high school level in relation to responsible behavior in the classroom, hallways, and cafeteria, (Artifact 13).  By developing these lessons, I have demonstrated my knowledge and understanding of normal patterns of development as well as positive communication styles with children.  Perhaps, someday, the administration will decide to put into place a school wide behavior plan.

Example 3

Here is an example of how one artifact can be used to demonstrate competency in numerous areas such as diversity, communication/ collaboration, positive relations with students, etc.  From this, this student explains how because of this artifact, she has done things differently in her classroom.   This is a case where discussing personal stories will work.  This student is able to use personal experiences from her classroom in a way that directly demonstrates competency in those areas due to the process of her autobiographical paper artifact.  If personal stories are discussed, they must be used in a way that describes the performance indicators.  Be careful, however, and only use personal experiences limitedly.  You want to try to use artifacts that cover numerous performance indicators as much as possible to demonstrate competency.

Culture and diversity affect how I behave, what my beliefs are, and how I perform.  Artifact 5, “Autobiographical Paper,” prepared for Diversity Issues for School Personnel, demonstrates my understanding of factors influencing school culture and climate.  This paper was very beneficial and essential in understanding my own beliefs and attitudes. Having a better understanding of my own cultural beliefs assists me in understanding how my students are influenced by group affiliations and racial/ethnic, gender, and social class identification. A self reflection paper allowed me to become aware of my own multicultural knowledge and skills, therefore assisting me in developing strategies for creating positive relations among my students and promoting a healthy, safe school environment. For example, I work at increasing my students’ knowledge of diverse attitudes, traditions, and values through implementation of multi-cultural activities. I help my students develop a positive self image and foster a respect for all cultures, languages, abilities, ages, and genders.

Example 4

I see an average of seventy students each day therefore I must have a solid understanding of human development, cognition, culture and diversity.  Because each student presents with their own unique needs that can be affected by their protective factors and developmental assets.  I must understand the patterns of resiliency because a student’s ability to overcome adversity from a physical injury, or a social and emotional injury may depend on the supportive nursing care I provide.  My communication and treatment of the student may determine whether or not they will be resilient in response to the adverse event. 

I understand school practices that promote resiliency, optimism, positive coping and social and emotional competence.  Through my reaction paper (Artifact 7), I show how some children in a family have resilient behavior while others do not. I display understanding of the patterns of development that effect resiliency and I show mental health issues that affect the family and common childhood stressors and ways of coping. 

Example 5

The course, Exploring Mental Health Issues in the Schools, provided me with several case study opportunities.  The case studies were helpful because I was able to recognize the issues and how those issues affected the students at school; then, I was able to develop interventions to aid the students in finding success at school, (see Artifact 1).  The case studies aided me in recognizing mental health issues and using interventions for my own students.

Example 6

In Exploring Mental Health Issues in the Schools, we discussed crisis intervention teams, and I wrote a short paper on the topic, (Artifact 14).  This is an important topic to address due to the increase in violence in the schools.  This is also a reason to put into place a school-wide positive behavior support system. Through this artifact, I demonstrate my understanding of how to develop a plan for the prevention of school violence and other crises based on the principles of building a positive school culture. In addition, I illustrate how educators can work with school psychologists and counselors, the police department, mental health agencies, and other community resources, to develop a good crisis intervention plan.  Perhaps a crisis prevention plan would never need to be used if the school climate was to change for the better and students felt a sense of belonging and of community.

Example 7

Parents are vital to the success of their children, especially children who have disabilities, and their input is greatly needed for the IEP process as well.  Communication and Collaboration with Children and Families was highly valuable in regards to the relationships among the educator, the student, and the student’s family.  The checklist, (Artifact 9), for developing a trusting relationship with students hangs on my bulletin board near my desk, so that I am reminded, on a daily basis, how important these relationships are.  Parents need to feel that they are valued in the parent/teacher relationship.  I make sure to write and speak to parents in layman’s terms, rather than in professional lingo because the parents are able to understand and participate in our meetings.