Handbook for the Comprehensive Reflective Portfolio - Maryville ...
Handbook for the Comprehensive Reflective Portfolio - Maryville ...
Handbook for the Comprehensive Reflective Portfolio - Maryville ...
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<strong>Handbook</strong> <strong>for</strong> <strong>the</strong><br />
<strong>Comprehensive</strong><br />
<strong>Reflective</strong> <strong>Portfolio</strong><br />
Doctor of Education in Higher Education Leadership<br />
www.maryville.edu/edgrad<br />
Created 9/13
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Rationale<br />
The <strong>Comprehensive</strong> <strong>Reflective</strong> <strong>Portfolio</strong> is designed as a culminating reflection to<br />
connect program coursework, <strong>the</strong> capstone research project, <strong>the</strong> internship experience,<br />
<strong>the</strong> professional leadership growth plan, and o<strong>the</strong>r relevant leadership experiences. As<br />
depicted by its name, <strong>the</strong> <strong>Reflective</strong> <strong>Portfolio</strong> documents learning, providing a<br />
progressive record of growth in becoming a more reflective practitioner. Differing from a<br />
traditional artifact-based portfolio, <strong>the</strong> <strong>Reflective</strong> <strong>Portfolio</strong> may but does not need to<br />
include documents highlighting work completed throughout <strong>the</strong> program. The goal of<br />
<strong>the</strong> <strong>Reflective</strong> <strong>Portfolio</strong> as indicated by <strong>the</strong> name is reflection: reflection of thoughts,<br />
feelings, and experiences throughout this educational journey. You are encouraged to<br />
enjoy <strong>the</strong> process of creating <strong>the</strong> portfolio product. In <strong>the</strong> spirit of self-evaluation, <strong>the</strong><br />
<strong>Reflective</strong> <strong>Portfolio</strong> promotes individuals to critically think about what has been gained<br />
throughout this seven-semester leadership development program, communicating to <strong>the</strong><br />
Higher Education Leadership Program faculty and to <strong>the</strong> university, in general, <strong>the</strong><br />
growth you have experienced during this professional academic endeavor. This<br />
reflective practice enables you to think, question, analyze, and assess. Since a deep<br />
level of refection is needed to complete this type of writing, reflective writing is<br />
compared and contrasted with o<strong>the</strong>r types of writing.<br />
Descriptive, Analytic, and <strong>Reflective</strong> Writing Comparison<br />
Please keep <strong>the</strong>se differences in mind when writing <strong>the</strong> reflective pieces <strong>for</strong> your<br />
<strong>Comprehensive</strong> <strong>Reflective</strong> <strong>Portfolio</strong>:<br />
• Descriptive: A retelling of what happened in a course, internship, or o<strong>the</strong>r<br />
experience. This kind of writing is meant to re-tell WHAT has occurred.<br />
• Analytic: Analysis deals with reasons, motives, and interpretation and is<br />
supported by concrete evidence. Analytic writing includes <strong>the</strong> thought processes<br />
you used to arrive at <strong>the</strong> conclusions made about a course, internship, or o<strong>the</strong>r<br />
experience. This kind of writing is meant to offer insights about WHY you think<br />
something has occurred.<br />
• <strong>Reflective</strong>: <strong>Reflective</strong> writing includes <strong>the</strong> thought process that occurs after an<br />
event or experience. This is <strong>the</strong> kind of thinking that allows deep contemplation<br />
about what occurred or did not occur during a particular experience to make<br />
in<strong>for</strong>med decisions about how you would approach similar situations in <strong>the</strong> future.<br />
Although reflective thought and writing may occur in many places, <strong>the</strong><br />
<strong>Comprehensive</strong> <strong>Reflective</strong> <strong>Portfolio</strong> is where you must show how you have used<br />
what you learned from your educational experiences to in<strong>for</strong>m and improve your<br />
practice in <strong>the</strong> future. This kind of writing is meant to offer your thoughts on your<br />
learning and HOW you will use your learning to in<strong>for</strong>m your future practice.<br />
• Analytic and <strong>Reflective</strong> Overlap: Analytic and reflective writing do overlap,<br />
although <strong>the</strong>y are not identical. Analysis involves <strong>the</strong> interpretation and<br />
examination of elements or events supported by evidence. Reflection, a<br />
particular kind of analysis, suggests self-analysis and retrospective consideration<br />
of your learning and <strong>the</strong> implications of that learning <strong>for</strong> your practice.
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The following prompts are designed to promote reflection:<br />
‣ What does it all mean?<br />
‣ What have you learned about yourself and how does your learning influence your<br />
practice?<br />
‣ How have you and your practice changed throughout <strong>the</strong> course of <strong>the</strong> program?<br />
‣ What are you most proud of and why?<br />
‣ Where do you go from here and why? What experiences have led you to want to<br />
take <strong>the</strong>se next steps?<br />
‣ What would you do differently?<br />
‣ How do you syn<strong>the</strong>size <strong>the</strong> coursework and o<strong>the</strong>r program components?<br />
‣ How have you applied <strong>the</strong>ory to your practice?<br />
‣ In what personal, professional, or leadership growth areas are you still interested<br />
in developing?<br />
Program Themes<br />
Candidates should include <strong>the</strong> Three Program Themes in <strong>the</strong> <strong>Reflective</strong> <strong>Portfolio</strong>:<br />
Theme 1. The Nature and Ethics of Leadership in a Democratic Society<br />
Higher Education Leaders:<br />
• Understand <strong>the</strong> history, philosophy, and sociology of higher education in a<br />
democracy and take reasoned positions on issues and international models of<br />
re<strong>for</strong>m and innovation in higher education;<br />
• Have a clear understanding of <strong>the</strong> nature of leadership, of <strong>the</strong>mselves as<br />
leaders, of <strong>the</strong> moral and ethical imperatives of leadership, and a clear grasp<br />
of <strong>the</strong> environment in which higher education leaders function;<br />
• Possess knowledge of human differences domestically and globally, relate<br />
and lead across differences, and recognize and confront injustice at <strong>the</strong><br />
institutional and societal level.<br />
Theme 2. Leaders as Agents of Positive and Sustainable Change through<br />
Democratic Management<br />
Higher Education Leaders:<br />
• Have <strong>the</strong> skills to initiate, build, and maintain positive human interactions,<br />
develop human potential, build systemic learning communities, build<br />
collaborative relationships, operate in rich and diverse cultural settings, and<br />
view o<strong>the</strong>rs as worthy and valuable individuals;<br />
• Possess <strong>the</strong> knowledge and understanding necessary to generate and<br />
manage human and fiscal resources effectively; apply appropriate legal and<br />
accountability oversight; evaluate programs, faculty, and staff; and<br />
comprehend <strong>the</strong> environmental <strong>for</strong>ces, political directions, and institutional<br />
governance processes necessary to successfully lead higher education within<br />
its current and changing environment;
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• Demonstrate an ethic of care <strong>for</strong> colleagues and students by building effective<br />
visions and working relationships across multiple functional areas within<br />
higher education institutions;<br />
• Promote student learning through articulating and assessing learningcentered<br />
practices and linking curricular and co-curricular learning.<br />
Theme 3. Leaders as <strong>Reflective</strong> Learners Who Appreciate <strong>the</strong> Value of Formal<br />
Inquiry in Understanding <strong>the</strong> Context of Schools in a Democratic Society<br />
Higher Education Leaders:<br />
• Understand, and continuously reflect upon <strong>the</strong> critical nature of valid data in<br />
<strong>the</strong> decision-making process; apply sound inquiry methodologies and<br />
effective technologies; analyze complex data sets, draw strategic conclusions<br />
and develop strategic plans, build collaborative work teams, <strong>for</strong>mulate<br />
effective implementation plans and evaluate results;<br />
• Have a firm grasp of student developmental <strong>the</strong>ory with an emphasis on<br />
student resilience, persistence, and retention and acquire and practice <strong>the</strong><br />
skills, concepts, and techniques to structure effective instructional<br />
environments and interventions that maximize student learning and success;<br />
• Demonstrate <strong>the</strong> ability to per<strong>for</strong>m effective program assessment and<br />
strategic problem solving.<br />
Format<br />
The design of <strong>the</strong> items submitted to <strong>the</strong> <strong>Comprehensive</strong> <strong>Reflective</strong> <strong>Portfolio</strong> is yours to<br />
make since this should best suit your individual learning and style. Possibilities <strong>for</strong> <strong>the</strong><br />
<strong>for</strong>mat of <strong>the</strong> reflections include: a written narrative, a video response, or an illustration.<br />
All <strong>the</strong> elements of <strong>the</strong> <strong>Portfolio</strong> should be submitted in <strong>the</strong> designated Dropbox <strong>for</strong> <strong>the</strong><br />
EDL 744 “Capstone and Final Experiences” course.<br />
Contents<br />
Regardless of individual <strong>for</strong>mat, portfolios must contain, but are not limited to, <strong>the</strong><br />
following elements:<br />
Part I<br />
A summative reflection on each program <strong>the</strong>me integrating coursework, your individual<br />
pre- and post-assessment data, <strong>the</strong> internship experience, and <strong>the</strong> capstone research<br />
project. These reflections about each <strong>the</strong>me will serve as <strong>the</strong> initial pages of <strong>the</strong><br />
portfolio with <strong>the</strong> six (6) items below used to build this comprehensive reflection.<br />
Part II<br />
1. Professional Leadership Growth Plan (PLGP)<br />
a. A copy of your PLGP submitted in <strong>the</strong> Fall of <strong>the</strong> first year.<br />
b. Since <strong>the</strong> PLGP is a living document, amendments to <strong>the</strong> plan should be<br />
included.
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c. A reflective component about <strong>the</strong> PLGP documenting what was completed<br />
from this plan and creating goals <strong>for</strong> continued leadership growth following<br />
graduation.<br />
2. Internship Experience<br />
a. A proposal identifying <strong>the</strong> site(s), area(s), and mentor(s) <strong>for</strong> <strong>the</strong> internship<br />
experience(s).<br />
b. Three (3) reflections on <strong>the</strong> internship experience connecting to <strong>the</strong><br />
program <strong>the</strong>mes and coursework.<br />
c. Evaluation(s) from mentor(s).<br />
d. A summative reflection on <strong>the</strong> internship thinking about how this<br />
experience has enhanced your professional and/or career development.<br />
3. Capstone Research Project<br />
a. The Abstract from <strong>the</strong> Capstone Research Project.<br />
b. Brainstorms <strong>for</strong> fur<strong>the</strong>r research on this project and implications <strong>for</strong><br />
practice as a leader in higher education as detailed in Chapter V of your<br />
Capstone Research Project.<br />
c. Two (2) reflections describing what you have learned about research and<br />
how research can be used in your professional practice. (Reflections<br />
about <strong>the</strong> research experience are typically completed each Spring<br />
semester.)<br />
4. Course Reflections: You will have completed reflections during <strong>the</strong> program<br />
documenting learning in each individual course; <strong>the</strong>se should be included.<br />
5. An updated resume/Curriculum Vitae (CV) marketing your internship experience,<br />
capstone research project, and o<strong>the</strong>r leadership skills developed throughout <strong>the</strong><br />
program.<br />
6. A one-page descriptor of how <strong>the</strong> cohort experience has affected your learning in<br />
<strong>the</strong> program.<br />
Timeline<br />
The <strong>Comprehensive</strong> <strong>Reflective</strong> <strong>Portfolio</strong> initially needs to be submitted to your advisor at<br />
least three (3) weeks prior to <strong>the</strong> scheduled Professional Conversation. Your<br />
advisor will provide timely feedback on <strong>the</strong> document and <strong>the</strong>n <strong>the</strong> revised version of<br />
<strong>the</strong> <strong>Portfolio</strong> is due to your advisor one (1) week be<strong>for</strong>e <strong>the</strong> scheduled Professional<br />
Conversation. The Professional Conversations will occur during <strong>the</strong> 7 th semester of<br />
<strong>the</strong> program with faculty members within <strong>the</strong> School of Education. You should be<br />
prepared to discuss <strong>the</strong> portfolio and to address questions posed in relation to this<br />
document during <strong>the</strong> Professional Conversation.