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"...consciously think about their artifacts, and align them with the outcomes that we want for our students.
I think it tells them directly what we're looking for, what we want them to get out of our program, and how our requirements
also relate to standards on the national level."
"The portfolio also offers [students] something they can show prospective employers and give examples of their teaching skills.
If they are talking about their philosophy of management, they may have an example in their portfolio that demonstrates that 'yeah,
this is my philosophy of management and I've actually done this in the classroom and this is an artifact that represents me doing it.'"
Students are encourage to continue building their portfolios even after they leave Westminster, archiving their academic and practical
experiences for future reflection on how they've grown professionally.
Jenkins says that her experience of compiling her own faculty portfolio was very similar to what she hopes students gain through portfolio
develpment. "I found that I was able to look at my artifacts and think back on what I am doing and why I am doing certain things.
I am also able to think about what artifact really demonstrates growth for me."
Jenkins's portfolio reflects her years of teaching, including her work with Westminster students. "I enjoy the relationships that
I'm able to develop with students because of the intensity of [Westminster's] program, because of the small classes, because of the
freedom I'm allotted as a professor to make decisions about my classes. Throughout the campus and especially in the school of education,
there's a very supportive, collaborative kind of atmosphere and environment."
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