The Power of Portfolio

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The Power of Portfolio
Hosted by BC Ministry of Education
Harold Krische Langley School District
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Presentation Purpose

• To stimulate and encourage outside-the-box
  thinking about Portfolio implementation
• To share student perspectives on the value of the
  Portfolio experience
• To share perspectives on developing positive
  Portfolio culture in schools
• To foster an understanding of the need for
  student skill development

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Facing a myriad of challenges

• Develop individual potential and ensure students
  acquire the knowledge, skills and attitudes
  needed to contribute to a healthy, democratic and
  pluralistic society and a prosperous and
  sustainable economy
• Meet the learning, social and emotional needs of
  a diverse range of learners
• Find a balance among competing demands
  -professional growth, new curriculum,
  accountability contracts, additional program
  focus areas..

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Portfolio as a tool for all partners in
education

• Alignment vehicle for Educators
• Provides a better understanding of student growth
  and abilities especially in social, emotional and
  social responsibility development areas
• Promotes direct student involvement in the
  process of assessment of and for learning

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The Portfolio as a tool for all partners in
education

• Alignment vehicle for Educators
• Supports big picture elements of positive and
  supportive school culture
• Allows for focus on skills such as critical
  thinking, technology and employability skills
  across the curriculum
• Helps students define or recognize some of their
  responsibilities in the learning process

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Portfolio as a tool for all partners in
education

• Alignment vehicle for Parents/Guardians
• Opportunities to encourage educational dialogue
  and understanding between parent and child
• Opportunities for parents to support and
  contribute to their childs liaison with the
  community and their understanding of growth
  beyond high school

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The Portfolio as a tool for all partners in
education

• Alignment vehicle for students
• Encourages students to have a meaningful
  understanding of their own learning
• Helps develop skills to support all curricular
  areas

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Student Portfolio Perspectives

• What are you hearing these students talk about
  that we should be valuing as educators and/or
  parents?
• What components of student growth and development
  are apparent from their comments?

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Portfolio positive school culture

• Enhancing student culture
• Develop a structure of peer support
• Promote leadership opportunities that may include
  presentations in Planning 10
• Formalize opportunities for practice
  presentations

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Portfolio positive school culture

• Enhancing student culture
• Demonstrate the value of self assessment,
  reflection and peer assessment
• Support school social responsibility goals

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Portfolio positive school culture

• Enhancing parent culture
• Promote parent education about Portfolio
• Promote the need for parent involvement in the
  process
• Structure vehicles that support parent involvement

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Portfolio positive school culture

• Enhancing the educational culture
• Share student Portfolios with all teachers at the
  earliest opportunity
• Involve all educators in the Portfolio process so
  they can support students

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Portfolio positive school culture

• Identify those Portfolio experiences at H.D.
  Stafford which impacted school culture. Which do
  you foresee as possibilities within your school
  or district? (Note challenges that may be
  apparent)
• Identify other ways in which you feel the
  Portfolio may be able to provide positive
  direction or change to your school culture.

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Portfolio student skill requirements?

• Beginning with the end in mind what are the
  Portfolio presentation criteria?
• Demonstrates thoughtful selection of Portfolio
  evidence.
• Demonstrates effort, initiative, and commitment.
• Demonstrates meaningful reflection on Portfolio
  evidence.

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Portfolio student skill requirements?

• Beginning with the end in mind what are the
  Portfolio presentation criteria?
• Demonstrates meaningful reflection on the
  Portfolio process and learning.
• Demonstrates meaningful reflection on the
  Graduation Portfolio experience and how it might
  affect future life choices.

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Portfolio skill development needs

• Ability to identify evidence that is appropriate
  and of exemplary quality
• Ability to provide meaningful reflection upon
  evidence, portfolio process, learning and future
  life choices
• Ability to formulate a strong and meaningful
  Portfolio presentation

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Portfolio reflection skills

• Reflection time and the transition to a written
  reflection statement arguably are the most
  powerful components of the entire portfolio
  process.
• Strong reflective capabilities help establish the
  meaning of learning, enhance knowledge of oneself
  and promote strong levels of motivation.

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Reflective skills analysis activity

• Work with a partner to analyze one of the sample
  reflective statements, using the guideline sheets.

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Conclusion

• The future is not some place were going to, but
  one we are creating.
• The paths are not found but made, and the
  activity of making them changes both the maker
  and the destination.
• John Schaar