Portfolio

As part of a results-oriented approach to teacher preparation, the MAT Program requires each student to complete an electronic portfolio and submit it for review prior to graduation and recommendation for licensure. The purpose of the portfolio is to:

  • Meet the Graduate School requirement for a Master's thesis and examination
  • Assist you in securing:
    • licensure in those states that require portfolios
    • a link to National Board Certification
    • appropriate and desirable teaching positions
  • Demonstrate competency outcomes in both the program and in its graduates
  • Provide the MAT Program with information on its ongoing development in the preparation of teachers

The portfolio will demonstrate development and will therefore be produced over the course of the year, not as a final project.

MAT Electronic Portfolio

You will develop all of the content needed for the Master's Portfolio during your program. Listed below are the required documents of the electronic portfolio, followed by the related Duke Knowledge, Skills and Dispositions (KSDs) the document fulfills. KSDs are mapped to North Carolina Professional Teaching Standards. In the text below, the term "intern" refers to you – the graduate student.

Portfolio Document Related Course Duke Knowledge Skills & Dispositions
1. Philosophy statement explaining the student's views on adolescent development and implications for teaching Completed in MAT 702 Fulfills #4
2. Statement explaining the student's philosophy on teaching within his or her discipline. Completed in MAT 703 Fulfills #2-4
3. “Summer” Unit Plan with 10-15 days of explicit lesson plans, designed for a course the student is likely to teach in the fall semester Completed in MAT 703 Fulfills #3, 4
4. Reflections on videotaped lesson(s). Completed in MAT 741S Fulfills #5
5. A cumulative reflection based on weekly written reflections during the fall semester. Completed in MAT 743 Fulfills #5
6. “Fall” Unit Plan with 10-15 days of explicit lesson plans. This unit plan is one the intern actually teaches during the fall internship. It may be a revision of the Summer Unit Plan (#3 above) or an entirely new unit plan; however, the version submitted as a part of the electronic portfolio must reflect feedback from the mentor and changes the intern made during the delivery of the unit. This unit plan also includes differentiation strategies. Informed by coursework during MAT 743. Taught as part of MAT 741S. Fulfills #3, 4
7. Assessment strategies used by intern in the high school classroom (including tests, papers, samples of feedback from intern to student). Completed in MAT 741S and MAT 742S Fulfills #4
8. Samples of high school students' work. This student work should be connected to the Fall Unit Plan (#6 above) and/or the assessment strategies described in #7 above. Completed in MAT 741S and MAT 742S Fulfills #2, 4
9. Analysis and Reflection on Impact of Student Learning. During the fall internship, the intern identifies three students who are struggling, assesses the specific barriers to the students’ success, designs and implements interventions for each student, and describes the effectiveness of the interventions. Completed in MAT 741S Fulfills #1, 4, 5
10. Intern’s summative evaluation from the fall semester, completed by the mentor and the university supervisors. Completed in MAT 741S Fulfills #1-5
11. Analysis of at least three courses completed at Duke in the academic field, including a summary of the work completed, the personal and academic benefits of the course, and the ways in which the course contributes to the student's teaching in the field. Completed in MAT 744 Fulfills #3
12. Final philosophy statement, which connects the student's initial analysis (first two items above) with their growth and development over the course of the year. Completed in MAT 744 Fulfills #2-4
13. Intern’s summative evaluation from the spring semester, completed by the mentor and the university supervisors. Completed in MAT 742S Fulfills #1-5
14. Resume. Completed in EDUC 514 Fulfills #1

Optional items for the electronic portfolio might include:

  • Undergraduate and Graduate transcripts
  • A Digital Story (created as a part of EDUC 514)
  • Video lectures created as part of a “flipped classroom” approach
  • Research papers or published articles.
n/a n/a

The portfolio will be reviewed (prior to the end of the spring semester) by your Master’s Committee, consisting of the Director of the MAT Program, the spring semester mentor teacher, and, the MAT Faculty Committee advisor from the major field. These three individuals will participate in an exit interview (MAT Orals) with the MAT student prior to graduation. 

The completed portfolio must be submitted electronically to the MAT Office no later than 5:00 p.m., April 17, 2017. Portfolios that are not submitted–with all required artifacts–by that time will not be reviewed during spring semester.

The MAT administration and staff and the Center for Instructional Technology are available to help you assemble portfolio items into a web page. You are required to begin creating your electronic portfolios as a part of EDUC 514: Technology, Society and Schools, a required course taken in the fall semester. You should be sure to collect student work throughout the fall and spring semesters.

After completion of the MAT Program, the portfolio is the property of the graduate.

NOTE: The North Carolina Department of Public Instruction requires that students complete a portfolio demonstrating advanced technological competencies. This requirement can be met through the successful completion of EDUC 514 and the submission of an acceptable electronic portfolio.