This document outlines how Seattle Pacific University uses blogging portfolios (bPortfolios) to promote reflective practice among pre-service teachers. It discusses how bPortfolios are set up, how students are supported in using them, how reflection and integration of standards are fostered, and how formative and summative assessments of bPortfolios are conducted. Faculty provide guidance and feedback to help students deepen their understanding of teaching and learning. Overall, the document presents bPortfolios as an effective online tool for critical reflection that can enhance professional learning and development.

1. Amy Vaughn
Andrew Lumpe
Rick Eigenbrood
Seattle Pacific University

2. A total of 14 standards are organized into the
four Principles of H, O, P, and E:
 H – Honor student diversity, development,
and their right to learn.
 O – Offer an organized and challenging
curriculum.
 P – Practice effective teaching: inquiry,
planning, instruction, and assessment.
 E – Exemplify service to the teaching
profession.

3.  A “positive impact on student learning"
means that a teacher through instruction
and assessment has been able to document
students' increased knowledge and/or
demonstration of a skill or skills related to
the state goals and/or essential academic
learning requirements (EALRs).
 Reflective practice

4.  Metacognition – “thinking about thinking”
(Costa, 2001)
 Critical reflection - a form of metacognition
 Professional reflection can promote effective
teaching and learning (Sockman & Sharma, 2008).

5. Web 2.0 tools such as blogs
Electronic portfolios
are proposed as effective
(ePortfolio) can serve the dual
online vehicles for fostering
role of personal reflection and
critical reflection and
program evaluation (Barrett,
feedback (Godwin-Jones,
2011; Yang, 2009)
2008; Bartlett-Bragg, 2003)

7.  bPortfolios = Blogging portfolios
 Well suited for enhancing professional
learning of teachers:
Increases
Causes Crystallizes
audience and
reflection thinking
feedback
Creates
Increases
personal Enhances skills
creativity
momentum
(Wheeler, 2011; Lumpe & Wicks, 2010;
Tan, 2006)

8.  Experience with Commercial System
 Considerations
◦ Cost
◦ Interactivity
◦ Promotion of reflective thinking

9. Reflection • Metacognition
Chronologically organized • View development over time
Popular tool • Easy to use, Double loop learning
Tagging • User-generated taxonomy aids reflection
Data mashup • Text, videos, images integrated into one tool
Communication • Commenting, peer assessment, RSS feeds
Integrated Standards • Facilitates integration across courses

10. 1. Set up bPortfolios Faculty
3. Build into requirements
2. Write reflective posts
4. Tag posts with keywords
5. Categorize by standards

11. 6. Include artifacts
7. Write meta-reflections Faculty
& Peers
8. Provide formative feedback Faculty
9. Provide summative evaluation
10. Share professional portfolio

12.  Set up through introductory courses
 Support through Internship Orientation and
supplemental support sessions
 Digital citizenship
◦ Public site
◦ No school or student identifying information
permitted

17. Courses
Key
Words

19. Category
Cloud -
Principles
of HOPE

21. Title
Image
Outside link
Text

23. Link to
artifact

26.  Allow the blog to be interactive

27. Link to
artifact
Link to artifact

28. FORMATIVE ASSESSMENT
5 Exemplary 4 Proficient 3 Competent 2 Progressing 1 Improvement Desired 0 Not Attempted
Candidate Evidence from Evidence from Evidence from Evidence from Evidence from No evidence,
artifact(s) candidate artifact(s) candidate artifact(s) candidate artifact(s) candidate artifact(s) candidate artifact(s) reference, or
is/are shown with is/are shown with is/are shown with is/are shown without is/are referenced or description of
enough enough some interpretation/ any interpretation/ described, but not candidate
interpretation/ interpretation/ evaluation, but not evaluation. shown. artifact(s)
evaluation to evaluation to develop enough to develop a appear(s).
develop a a coherent analysis or coherent analysis or
comprehensive synthesis. synthesis.
analysis or synthesis.
Integration Meaningfully Meaningfully evaluates Analyzes connections Identifies connections Duplicates Principles of No evidence to
of evaluates and and synthesizes between Principles of between Principles of HOPE with minimal or show integration
Principles synthesizes Principles Principles of HOPE with HOPE and coursework HOPE and coursework no connections of Principles of
of HOPE of HOPE with formal formal coursework assignments or assignments or between coursework HOPE.
coursework assignments and reflections showing reflections to show assignments or
assignments and reflections to deepen an understanding of an emergent reflections.
reflections along understanding of teaching and learning. understanding of
with integrating teaching and learning. teaching and learning.
other experiences to
deepen
understanding of
teaching and
learning.

29. SUMMATIVE ASSESSMENT
5 Exemplary 4 Proficient 3 Competent 0 - Not Passing
Evidence from student Evidence from student Evidence from student Evidence from student
artifact(s) is/are shown with artifact(s) is/are shown with artifact(s) is/are shown with artifact(s) is/are
Student enough enough some mis/aresing or is/are
artifact(s) interpretation/evaluation to interpretation/evaluation to interpretation/evaluation, shown without any
develop a comprehensive develop a coherent but analysis/synthesis interpretation/evaluation.
analysis or synthesis. analysis or synthesis. is/are limited.
Evidence from candidate Evidence from candidate Evidence from candidate Evidence from candidate
artifact(s) is/are shown with artifact(s) is/are shown with artifact(s) is/are shown with artifact(s) is/are
Candidate enough enough some mis/aresing or is/are
artifact(s) interpretation/evaluation to interpretation/evaluation to interpretation/evaluation, shown without any
develop a comprehensive develop a coherent but analysis/synthesis interpretation/evaluation.
analysis or synthesis. analysis or synthesis. is/are limited.
Meaningfully evaluates and Meaningfully evaluates and Analyzes connections Duplicates Principles of
synthesizes Principles of synthesizes Principles of between Principles of HOPE with minimal or no
HOPE with internship HOPE with internship HOPE and internship connection to internship
experiences in an out of experiences to deepen experiences through experiences. Conclusions
the classroom to deepen understanding of teaching examples showing an are not supported by
understanding of teaching and learning. Conclusions understanding of teaching information discussed.
Metareflecti
and learning. Conclusions are logically tied to a range and learning. Conclusions
on of
and related outcomes of information, including are logically tied to
Principles of
(consequences and initial and resultant information (because
HOPE
implications) are logical understanding; related information is chosen to fit
and reflect student’s outcomes (consequences the desired conclusion);
informed evaluation and and implications) are some related outcomes
ability to place evidence identified clearly. (consequences and
and perspectives implications) are identified
discussed in priority order. clearly.

30.  See these posts to learn about how SPU
implements bPortfolios using WordPress.com
◦ 4 Steps to Set up Your bPortfolio
◦ 10 Questions about bPortfolios
◦ Assessing bPortfolios
Sloan-C Award Presentation:
http://sloanconsortium.org/effective_practices
/bportfolios-blogging-reflective-practice

31. Amy Vaughn
Clinical Instructor
vaugha@spu.edu
Andrew Lumpe
Associate Dean
lumpea@spu.edu
Rick Eigenbrood
Dean and Professor
eigend@spu.edu