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EdD Educational Leadership & Management ePortfolio Requirements

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Purpose

The ePortfolio is a critical component of your Educational Leadership and Management Ed.D. Program. It serves both self-assessment and program assessment purposes. It constitutes an essential opportunity to demonstrate your mastery of each of the specialization’s program outcomes. It is an organized, yet selectivecollection of artifacts, documents, self-reflections, and scholarly work that provides a comprehensive record of your experiences and ongoing progress toward your academic and professional leadership and management goals.

The ePortfolio is a learning portfolio. It is a "representative, purposeful and selective collection of one’s work drawn primarily from classroom work . . . . It documents . . . evidence of learning, growth, and change—in essence a learning history is captured" (Arter, 1995).

The final ePortfolio represents the full scope and depth of the program’s conceptual framework, the golden spiral. This natural pattern of growth moves the learner through the novice-to-expert continuum in a logical and balanced progression. Embedded within the spiral are the program’s core concepts: writing (MEAL plan), critical thinking (Paul & Elder’s Intellectual Standards), scholarly voice, action research (ARPP), critique models (Socratic Dialog; 2+2, chort2), and theoretical frameworks (leadership & management, action science, systems, and change theories). These embedded concepts, in the novice-to-expert progression, will be evident in the final ePortfolio.

Sequence

  1. EDD8100 – 8114. In every course you will have the opportunity to save artifacts and begin the artifacts descriptions and narrative.
  2. EDD8100, 8106, 8114. There will be three distinct cycles for the self-reflections in the program- entrance to the program, mid-point in the program, and in the capstone course.
  3. EDD8114. Final ePortfolio Submission

ePortfolio Summative Assessment

There is a summative ePortfolio assessment in the capstone course, EDD8114, as a demonstration of the achievement of the program outcomes. You must receive a satisfactory grade (85 or better) to pass the ePortfolio and move onto your dissertation courses.

If you fail to meet the satisfactory grade, you will need to work with your instructor on remediation approaches before the end of the capstones course. You instructor will determine if a). The portfolio can be easily fixed during the last week of the course and resubmitted by the end of the course. b). You meet the eligibility requirements for an Incomplete and can bring your work up to satisfactory standards within the given timeline or c).Will need work out a remediation plan with your instructor and re-take the course to bring your work up to satisfactory standards.

ePortfolio Required Content

The ePortfolio should be well-organized in the electronic format provided by Capella. Each item listed below must be completed for the final ePortfolio review, unless otherwise specified.

Section 1: Personal and Professional Experience

  1. An audio/visual introduction
    1. Audio/visual representation of how your interests, experiences, and plans fit together into a coherent framework. This piece should be creative and discuss elements about you as an individual and your identity as a developing scholar-practitioner.
  2. Professional Experience and Goals
    1. Self-reflective description of previous and current teaching/administrative/ leadership/management activities (including professional activities prior to entry into the Ed.D. program). For each activity, note the specific types of competence developed (e.g., curriculum development, classroom teaching experience, administrative experience in a school setting, training in multicultural contexts, technological expertise, etc.).
    2. Description of planned future professional activities. For each activity, note the specific types of competence you anticipate being developed (e.g., curriculum development, classroom teaching experience, administrative experience in a school setting, training in multicultural contexts, technological expertise, etc.).
    3. List of significant professional products. (e.g., professional publications and presentations, curriculum materials, software, multimedia projects, examples of innovative or exemplary teaching/counseling, leadership assessment results, etc.).
    4. Written description detailing your academic goals. (specialization and supporting areas of study), research goals (problems, topics, theories, concepts, approaches, interests), and professional goals.
  3. Current Vita/Resume
  4. Capella transcript
  5. Explanation of any incomplete grades or grades of C or lower

Section 2: Documentation of Program Outcomes

  1. Artifacts & Descriptions
    1. Artifacts. Present a minimum of 2 artifacts for each of the 6 Program Outcomes.
      1. Acceptable artifacts include: course papers, courseroom projects, or courseroom discussions. Documents relating to professional activities include professional publications or significant projects.
      2. You must have a minimum of 2 artifacts for each of the 6 Program Outcomes that are taken directly from your coursework (12 total artifacts). You can supplement the overall number of artifacts with any number of professional artifacts that you wish; but there must be at least TWO that are coursework-based.
      3. Program Outcome 6 must include your Proposed Research Plan from 8114.
      4. The chosen artifacts should demonstrate mastery of the program outcome as well as demonstrate your breadth and depth of understanding as it relates to your academic and professional goals. In the Narrative portion of the ePortfolio you will justify the selection of artifacts as evidence of meeting the Program Outcomes.
      5. Grades/Instructor comments are encouraged but not required.
    2. Artifact Descriptions. (See template) Provide the name and descriptions of the Program Outcome and artifacts, the course in which it was completed (or location for non-courseroom artifacts), the date it was completed, the purpose of the activity, and an explanation of how the artifacts serve as evidence of having met the specific Program Outcome.
  2. Self-Assessments (See template).
    1. 3 Self-Assessments. Include each of the three Self-Assessments from 8100; 8016; 8114. These assessments are NOT eligible artifacts for purposes of meeting the outcome requirements.
  3. Narrative Paper (See template).
  4. The narrative is a scholarly-level analytical reflection of the artifacts that you have chosen as mastery of each program outcome. There are three main parts to the Narrative Paper.
    1. Part I: Journey from Novice-to-Expert. (2-5 pages) Discuss your personal learning journey from "novice-to-expert." This reflective narrative comes from the three self-assessments done throughout the program. The purpose of the narrative is to portray your learning history and should include- but not limited to-
      1. Insights about your own learning and the areas that need improvement.
      2. Specific examples that illustrate points made in the narrative, along with a discussion of what it represents. (eg. Point to course competencies and program elements such as writing, critical thinking, technology, action research, etc. via coursework)
      3. Goals for improvement.
    2. Part II: Program Outcomes (15-25 pages)
      1. Program Outcomes 1 – 6 (REPEAT for each of the 6 outcomes)
        1. Analyze how the chosen artifacts serve as evidence for meeting the Program Outcomes. (Note: You must justify your artifact selection. Think of yourself presenting evidence in a court case. Any evidence presented (e.g. an artifact) must be explained and connected to the outcome.)
        2. Analyze how the completion of the program outcome has incorporated the literature in each of the following 4 areas: action science, change theory, systems theory, and leadership & management.
    3. Part II: Academic and Professional Growth Reflections (3-5 pages)
      1. Analyze how the Program Outcomes have prepared me as a leader-manager.
      2. Analyze how the Program Outcomes have prepared me as an action-science scholar-practitioner.

Note: These are the minimum requirements for your ePortfolio. Feel free to include other personal or professional information or artifacts. (E.g. Teaching philosophy, leadership philosophy, reference letters, professional credentials, awards, etc.) Remember, you want to personalize your portfolio so the elements tell your story and show your unique style while also demonstrating your knowledge and skills.

Reference

Arter, J (1995). Portfolios for assessment and instruction. ERIC Digest. ERIC Clearing House.