DEVELOPING PORTFOLIOS in the Concurrent Practicum Program

1
DEVELOPING PORTFOLIOSin the Concurrent
Practicum Program
2
What is a Portfolio?
COLLECTION of Artifacts Materials
THAT Demonstrates Presents Describes Highlights Il
lustrates Summarizes Represents
YOUR Accomplishments Contributions Experiences Bel
iefs Values Goals Skills Activities Growth
3
A PORTFOLIO IS . . .
Instruction
Planning
Beliefs
Communication
A purposeful collection that demonstrates a
teachers growth, skills, knowledge and
accomplishments over time.
School Involvement
Management
Interpersonal Skills
4
VALUE OF A PORTFOLIO
"Teachers who commit to portfolios commit to
evaluating what they do as learners, and thus are
aware of the need for change as it arises. The
portfolio is a commitment to see what's working
and what needs to change to benefit the students.
The use of a portfolio and an ongoing dialogue
gives a realistic picture of a teacher's goals
and accomplishments, whereas a formal observation
is a one-time view of an isolated lesson. I
wouldn't assess my students that way - it seems
so unnatural. The only drawback is that
portfolios require a greater time commitment from
the teacher (and probably administrators)."
Barbara Pinto 1st Grade Teacher
5
VALUE OF A PORTFOLIO
"The process of developing the portfolio put me
in touch with the process of what I was doing in
the classroom. I became more conscious of my
goals, standards, expectations, and committing it
to paper keeps me even more committed to
accomplishing what I've mapped out for myself/my
class." Crystal Constantinou 3rd Grade Teacher
" The most valuable thing I learned from
portfolios is reflection. Not until I sat down to
organize it did I really reread and make
connections and see the actual growth of my
class." Suzanne Herman 4th Grade Teacher
6
VALUE OF A PORTFOLIO
"In trying to communicate my philosophy by
putting it down on paper, I feel that I have
learned a lot about myself as a teacher. In
addition, by encouraging other teachers to
experiment, I became more relaxed with trying new
things in my own classroom - realizing that
everything we do cannot be a great success! The
portfolio has also caused me to become a
reflective teacher. The great benefit of using
portfolios in this way is that it is a year long
process of learning and communication with the
administration." Barbara Rosenblum 2nd Grade
Teacher
7
PORTFOLIO FORMATS

• an accordion file
• a box
• a binder
• an album
• a scrapbook
• a video
• a multimedia presentation
• a web page or blog

8
CONCURRENT PORTFOLIO PROCESS
ED2 WORKING PORTFOLIO Searching Collecting Selecting REFLECTIVE PORTFOLIO Reflecting
ED3 AMALGAMATED PORTFOLIO Reflecting Editing Including PRESENTATION PORTFOLIO Organizing Sharing Evaluating
9
ED2 PORTFOLIOS

1. Define a purpose
2. Establish an organizational framework

10
PURPOSE OF A PORTFOLIO

• Create a record over time
• Develop a deeper understanding of yourself as a
  teacher and learner
• Demonstrate your beliefs about learning and
  teaching
• Demonstrate your skills as a learner and a
  teacher
• Provide a basis for developing a plan for
  continued improvement
• Prepare you for interviews with prospective
  employers
• Ease your transition into a new role
• Promote collaboration with colleagues
• Improve student learning

11
PORTFOLIO ORGANIZATION
Using the Standards of Practice categories

• Introduction

• Commitment to Student Learning
• Professional Knowledge
• Professional Practice
• Leadership in Learning Communities
• Professional Learning

• Documentation

12
ED2 PORTFOLIO PROCESS

1. WORKING PORTFOLIOCollecting, sorting and
   selecting artifacts
2. REFLECTIVE PORTFOLIO Creating reflections

13
ED2 COLLECTING ARTIFACTS
Teaching Philosophy
Lesson Plans
Units
Awards
ARTIFACTS
Reports
Letters
Assessment Tools
Photos
Learning Tasks
14
ED2 Developing Reflections
AN EVENT IS NOT AN EXPERIENCE UNTIL YOU REFLECT
UPON IT. Michael Fullan
 Your collection of stuff takes on an added
dimension when you add your reflections.
15
ARTIFACT CAPTIONS
WHAT - What experience does the artifact
document? SO WHAT - What did you learn from the
experience? NOW WHAT - What are the implications
for your practice?
16
MORE REFLECTIONS

• Could include
• A statement of your beliefs about teaching
• An overview of where you want to improve
• An outline or plan of how you plan to improve
• A summary of your practicum experience

17
ED 2 SELF EVALUATION

• What do the artifacts say about you as a teacher?
• Which artifact best represents your growth?
• What are your ongoing challenges as a teacher?

18
ED3 PORTFOLIOS

1. Amalgamating artifacts and reflections
2. Designing a presentation portfolio

19
AMALGAMATED PORTFOLIO

• Review ED2 artifacts
• Establish goals for ED3
• Select artifacts that best represent growth and
  achievement of the standards
• Add additional sections

20
PRESENTATION PORTFOLIO

• Assemble the presentation portfolio
• Share the portfolio
• Self evaluate your portfolio
• Invite feedback

21
PORTFOLIOS INTERVIEWS
One month before finishing my student teaching, I
had my first job interview. I brought my
portfolio to highlight my educational and student
teaching experiences. My portfolio became the
focus of the interview. The interviewers examined
my entire portfolio while asking questions.
Having my portfolio made me feel very comfortable
throughout the interview and helped me easily
answer questions. I was offered the position
quickly. Being able to easily reflect on and
discuss the contents of my portfolio had a major
impact on my being offered the job.  Adam
Severson
22
THE FUTURE OF YOUR PORTFOLIO

• Share selected artifacts in a job interview
• Share with administrator in your school
• Document your ongoing growth
• Support personal supervision process
  -Pre-observation dialogue -Observation
  -Post observation dialogue

23
Your portfolio is never finished it is a work
in progress and it will change as you develop as
a teacher