Students
Reflective and Formative Portfolio of the College of Education UPR-RP
The College of Education of the University of Puerto Rico, Rio Piedras Campus is the leading P-12 teaching preparation program in the country. Its commitment is to prepare highly trained educators, who are committed to academic excellence as established by our Professional Programs Conceptual Framework. The basic criteria to determine the quality of our students can be found in the Principles/Competencies Guide to Evaluate the Performance of the Pre-service Teacher. It is expected for our alumni evidence their content knowledge and teaching expertise. In our continuous search for strategies to improve our teaching preparation program, the college of education has identified the need to provide and formative assessment mechanism.
Research suggests that students must take an active role in self-learning and self-evaluation through reflective processes. One of the strongest formative assessment tools is the electronic portfolio.
What is an electronic portfolio?
The portfolio is a collection of works that highlight your achievements and transformation through your tenure in our teacher preparation program. The porta-e is a reflective process where through multimodal evidence candidates connect to the principles and competencies as well as reflect about the teaching process.
The General Objectives are:
1. Encourage a systematic and reflective practice to strengthen their pedagogical judgment in educators’ learning and preparation.
2. Document the performance of the future teacher stemming from the Principles/Competency Guide to Evaluate The Performance of the Teacher Candidate.
3. Develop competencies in the use of information technology for teaching and learning.
The Reflective and Formative Portfolio has been integrated into our programs in an effort to promote reflection in research and learning amongst all our candidates. The portfolio is built during the Professional Reflexive Seminars I, II y III. These seminars are offered in three steps: (1) during the second semester of sophomore year; (2), coordinated with the first part of the methodology course; & (3), during senior year with the practicum. Teacher candidates should be able to reflect and critically think about their learning using the Conceptual Framework as a guide. They should also develop strategies to use the electronic portfolio as a tool to present educational experiences that evidence their learning. The Porta-e Office coordinated the implementation in coordination with professors, departments, and students. This office also offers orientation and support for students and professors regarding the Porta-e.
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Vision
The EMH School of education is a diverse and dynamic learning community. Students and faculty are leaders committed to social humanistic and reflexive practices stemming from firm beliefs and values of justice, democracy and peace. Our community is content and pedagogy experts whose work is pivotal in many scenarios.
Mision
The mission of EMH School of education is to contribute to Puerto Rico, highly trained and qualified teachers and education experts who will continue to contribute and transform Puerto Rican education in the multicultural world of the 21st century. Thus, professional development for administrators, counselors, teachers and other education professions is promoted within our programs. These professionals serve as capable, sensitive and creative human recourses that are experts in various disciplines have pedagogical abilities and integrate technology as cognitive tools for learning. They are also well verse in technology information and possess the competencies, attitudes necessary to create safe, healthy and appropriate environments for their students.
Introduction
UPR-RP College of Education Formative and Reflective Portfolio
The College of Education of the University of Puerto Rico, Rio Piedras Campus is the leading P-12 teaching preparation program in the country. Its commitment is to prepare highly trained educators, who are committed to academic excellence as established by our Professional Programs Conceptual Framework. The basic criteria to determine the quality of our students can be found in the Principles/Competencies Guide to Evaluate the Performance of the Pre-service Teacher. It is expected for our alumni evidence their content knowledge and teaching expertise. In our continuous search for strategies to improve our teaching preparation program, the college of education has identified the need to provide and formative assessment mechanism.
Research suggests that students must take an active role in self-learning and self-evaluation through reflective processes. One of the strongest formative assessment tools is the electronic portfolio.