RUNNING HEAD: PDQP Progress Report 1

PDQP Progress Report

Karen Bowler

National University
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Abstract

Although creating a Professional Development Quest Portfolio (PDQP) is a very labor-

intensive and time-consuming process, it has also been very rewarding and satisfying as I’ve

watched it come together. “Portfolio development facilitates self-assessment, and teacher

candidates often gain confidence by reflecting on their own learning” (Constantino & De

Lorenzo, 2009, p. 6). This paper will include a self-assessment and reflection on my progress in

completing my PDQP. Specific discussion will include goal achievement, frustrations, questions

and concerns, and the next steps I plan to take moving forward with my PDQP and my career as

a teacher.
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PDQP Progress Report

Creating a Professional Development Quest Portfolio (PDQP) is not for the weak! It is a

lengthy process which requires a great deal of work, reflection, and technical skill; but, despite

these drawbacks, the development of a PDQP results in great benefits. One such benefit,

according to Constantino and DeLorenzo (2009), is that they can be tools of empowerment for

teachers as the process of reflecting and documenting what they learned contributes to their self-

confidence as novice teachers. “Portfolios are one of the most authentic ways to represent the

knowledge, dispositions, and skills of a teacher” (Constantino & De Lorenzo, 2009, p. 7).

Goal Achievements

As I reviewed the requirements and weekly assignments at the beginning of this course, I

was extremely overwhelmed with the task of creating my PDQP. I guess the fact that I didn’t

know what to expect coupled with my limited technical ability seemed to put me at a

disadvantage. However, after our first collaborative session, the information that was given

along with the examples of completed PDQP’s from previous students put me a little more at

ease. I was still a little apprehensive, though, with the task of selecting appropriate, supporting

artifacts for each domain. My goal at that point was to reflect on my teaching, practices, and

resources to select artifacts that would best represent my competency in each domain. I think I

have done a good job at selecting appropriate artifacts that demonstrate both my competency and

my development. I also had the goal of creating a visually appealing, aesthetic PDQP that was

easily navigable and reflective of my personality. I also believe that I have done just that, and I

am very proud of what I have created thus far.

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Frustrations

While the process of creating my PDQP has been mostly positive, I have had some

frustrations. The first stems from technical issues – having never created a website before, the

learning curve was pretty steep, and it took me several hours just learning how to navigate the

weebly.com creation menus. Being a true perfectionist, my frustrations grew with not being able

to place items exactly where I wanted them, and the limitations in using a variety of fonts

throughout the portfolio was also disappointing.

Another frustration developed with the realization that I was poorly prepared for this

course. In hindsight, I would have benefited from purchasing the textbook early and

perusing/reading the material before the beginning of the course. Instead, I was slow in ordering

my book, had difficulty finding a copy, and received it after the course began putting me behind

in my reading and preparation for the course. I also realize that I should have been collecting

artifacts as evidence and organizing them by the standard/domain to which they pertain. Despite

my lack of preparation and that my PDQP is still developing, I think I’ve still managed to put

together a visually appealing portfolio that is reflective of me as a teacher and individual and

adequately shows evidence of my competencies within each domain.

Questions and Concerns

Most of my questions have been answered throughout the course; however, one question

that I do have is as I move forward with my teaching career and update my PDQP accordingly,

should I “add to” the artifacts already included, or would it be best to “replace” artifacts as I

further develop within each domain? Of course, the concern then arises of my PDQP becoming

too lengthy and cumbersome. Another question I have is about other uses for my PDQP. Living
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and teaching in a small, rural community with only one middle school and one high school, I do

not plan on changing my employment from the school where I currently teach, so the use of my

PDQP for interviewing purposes most likely will not be necessary. Granted, I know that

unforeseeable circumstances beyond my control may arise, but are not likely. Therefore, what

are some other uses for my PDQP? And, a final concern deals with privacy issues and the

internet. Because I have included pictures of my family (and grandsons), will others be able to

access and copy these photos? I plan to research this more thoroughly and then make the

determination of whether to “unpublish” my PDQP and then put it back up for a period of time

when I want others to be able to view it.

Next Steps

My next steps will include completing my PDQP, or at least fulfilling the requirements

for this course. Of course I plan to do periodic reflection, reevaluation, and update my PDQP

accordingly. After completion of this course, I will have met all of the requirements for my

Master’s Degree in Secondary Education. Once I receive my degree, I will submit the required

documentation to the Nevada Department of Education to convert my conditional license to a

standard teaching license, and will continue to work toward the goals I have established for my

five-year professional development plan. Earning my Master’s Degree has been quite a journey!

I have learned so much, and this knowledge will continue to assist me in my development and

growth as a teacher.
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References

Constantino, P.M., &De Lorenzo, M.N., (2009). Developing a Professional Teaching Portfolio:

A Guide for Success. (3rd Ed.). Upper Saddle River, NJ: Pearson.