Doctoral
Portfolios
To view or download
Professor Hughes' complete document on Digital Portfolios,
click HERE.
Click HERE for
Complete listing of Doctoral Portfolio Resources
New Leadership
Standards
The demand for schools
leaders and school leadership preparation program has led to
state and national initiatives to define quality educational
leadership programs. In ‘Creating a Framework for the
Preparation of School Leaders (2002) New York State Project
Leadership for New York State Schools, Center for School
Leadership notes “a screening of candidates that provide a
standard for admission and subsequent development of an
individualized leadership development plan for each
candidate”. The Center for Educational Leadership and
Accountability Ed.D. program curriculum reflects ISLLC,
NPBEA and INTASC Standards based curriculum, through
individualized ongoing performance assessment that presents
academic knowledge, leadership skills, professional
experience and the element of reflection. Meeting the demand
to prepare educators for leadership in education has led to
the establishment of the Center for Educational Leadership
and Accountability, located on the Oakdale Campus, Long
Island. This unique program has attracted today’s
professional and tomorrows leaders from Massachusetts, New
Jersey and New York City to the Oakdale Campus.
The Cohort Program at
Oakdale
The three year program
is a cohort based structured curriculum culminating in the
production an individual electronic doctoral portfolio.
Students develop academic expertise, leadership and critical
thinking skills. The program is based on individualized
developmental approach for professional development.
Students advance through the program in cohorts that create
the opportunity for professional and collegial
relationships. The program integrates professional education
with the cohort experience, examining the entire course
curriculum together in a final product. The concept of the
portfolio is an on-going analysis of individual
components/coursework. At the culmination of the program,
the students provide two completed products to the faculty –
the doctoral portfolio and their dissertation.
The benefits of this
program include the interpersonal professional relationship
through the cohort that enhances individual and group
learning skills. In addition there is a strong technology
component, faculty mentor expertise, and individual
leadership skill development. The introduction of the
portfolio process as an ongoing project prepares the student
for their dissertation. The final portfolio project presents
theoretical expertise based on curriculum and research that
is represented as a practical individual learning
credential.
The Final Portfolio
The final product
portfolio is an authentic assessment to measure competency
as an alternative to the comprehensive exam. The portfolio
process encourages individual mastery of individual
curriculum, self reflection, research skills and analytical
skills to present a final comprehensive documentation of
learner outcome – academic expertise and individual
professional growth. It is these competencies that are
required for dissertation and the final credential, the
doctoral degree.
References
Joint Meeting of
Elementary, Middle, Secondary and Continuing Education and
Higher and Professional Education. (2002).
Creating a framework for the preparation of
school leaders. (On-line).
Available Internet:
www.emsc.ny sed.gov/deputy/Documents/schoolleaders.htm
Model standards for beginning teacher
licensing and development: a resource for
state dialogue, interstate new teacher
assessment and support consortium
(1992). (On-line). Available Internet:
www.ccsso.org/intascst.html
North Carolina
Department of Public Instruction. INTASC standards.(On-line).
Available Internet:
www.dpi.state.nc.us/pbl/pblintasc.htm
National Council for
Accreditation of Teacher Education. (2002).
NCATE standards.
(On-line). Available Internet:
www.ncate.org/standard/m_stds.htm
National Policy Board
for Educational Administration. (2001).
Recognizing and encouraging exemplary
leadership in America’s schools: a proposal to establish a
system of advanced certification for administrators.
(On-line). Available Internet:
www.npbea.org/projects/able_project.htm
National Policy Board
for Educational Administration (2002).Standards
for advanced programs in educational leadership for
principals, superintendents, curriculum directors and
supervisors. (On-line). Available
Internet:
www.npbea.org
Oakes, T.J. (1999).
A guide to organizations involved
with licensing and certification of teachers and
accreditation of teacher education programs.
ERIC Document ED437367. Washington, D.C.
University of the State
of New York State Education Department,
Center for school leadership/project
leadership for NYS schools.
(On-line). Available Internet:
http://usny.nysed.gov/schooladmin
To view or download Professor Hughes'
complete document on Digital Portfolios, click
HERE.
Doctoral
Portfolio Resources:
PORTFOLIO STAGES
PORTFOLIO
ASSESSMENT MATRIX
PORTFOLIO FORMS
PORTFOLIO
EVALUATION
PORTFOLIO
DEFENSE
PORTFOLIO
STANDARDS
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