I am a student in the Bachelor of Arts in Integrated Studies program at Seattle Pacific University (SPU). Throughout my education at SPU, this page will serve as both a reflection of my learning experiences, and as a way to document and present my development as a future educator. I will be using this online blog format to collect information of my certification process that will grow over time, starting in my sophomore year and ending in my senior year. By the time I have completed my senior internship, I will have at least one posting connecting to each of SPU’s Principles of HOPE/Program Standards. These principles/standards are a set of categories provided by SPU’s School of Education that serve as a vision of effective teaching. This bPortfolio is a useful way to demonstrate that I have met each of these principles/standards, and can successfully apply them to my future career as an educator. This is a chance for me to reflect, to grow, and to learn as a student of SPU.
Internship Blog Portfolio Entry Writing
A complete blog portfolio across internship shows knowledge and skills candidates are acquiring as emerging professionals. Professional knowledge and skills are identified in the program standards, which are aligned with certification requirements authored by the State of Washington (WAC 181-78A-270). The purpose for maintaining a portfolio during internship is to facilitate and document growth over time and promote on-going correspondence between candidates and field supervisors.
Program standards for reflection and analysis during internship may be selected by the candidate in consultation with the field supervisor. One entry is between 250 and 400 words, though they may be longer. Candidates submit four internship entries to field supervisors for evaluation through the Request for Entry Evaluation form. Entries are assessed according to the rubric located at the end of this document.
Example evidence from internship includes lesson plans, notes, student work samples, or other internship related artifacts. Evidence posted to portfolios may not show student faces or reveal student names. Evidence may be presented as images in the form of screenshots, digital images, or file attachments. Screenshots and digital images are the preferred format for presenting evidence. See screencast instructions for taking and uploading evidence as screenshots.
Elements of a Successful bPortfolio Posting
Portfolio entries aligned with evaluative rubric criteria address the following prompts:
- Citation of the program standard (either criteria, element, or example) along with an interpretation of what the standard means.
- Presentation of evidence with description. The description includes context and related research or theory associated with the creation of the evidence.
- Justification of how the evidence demonstrates competence, or emerging competence, on the program standard.
- Summary of what was learned as a result of creating the evidence or having the experience.
- Comment on the implications for student learning.
- Propose specific changes or next steps to increase effectiveness in the area under examination.