Potential of the Portfolio Development in Rural Schools

Abstract

Opportunities for professional development may be scarce in remote, rural schools, yet continuing education and technical assistance are essential components for retaining qualified personnel and maintaining the quality of education in rural areas. This article describes two teacher education programs at Montana State University-Billings and portfolio projects that have been initiated for each program. Reflective portfolios are developed by students in the traditional undergraduate teacher education program, and logs of clinical observation cycles are kept by mentors for the Emergency Certification Program. The potential of these projects for ongiong rural professional development is explored.