Paraeducator Portfolios: Celebrating Success

Paraeducator PortfoliosCelebrating Success

Paraeducator PortfoliosCelebrating Success

Carol A. LongWinona State University

Winona, Minnesota

29th National Conference for Paraprofessionals

Harrisburg, PennsylvaniaMay 14, 2011

Suzanne KoprowskiWaukasha County Technical College

Pewaukee, Wisconsin

Presentation ObjectivesPresentation Objectives

Present portfolio development process

Suggest alignment structures Give ideas for artifacts to

document qualifications Provide process for reflection

Present portfolio development process

Suggest alignment structures Give ideas for artifacts to

document qualifications Provide process for reflection

Portfolio AssessmentPortfolio Assessment

A performance assessment of observable evidence or products

completed by an individual over time.

A performance assessment of observable evidence or products

completed by an individual over time.

CharacteristicsCharacteristics

Ownership-work belongs to paraeducator; each is unique

Developmental-ongoing and updated

Choice-paraeducator’s opinion counts

Sharing and celebrating-appreciate each other’s work

Ownership-work belongs to paraeducator; each is unique

Developmental-ongoing and updated

Choice-paraeducator’s opinion counts

Sharing and celebrating-appreciate each other’s work

PurposePurpose

Display development of knowledge & skills

Display range of knowledge & skills

Reflect on professional development

Display development of knowledge & skills

Display range of knowledge & skills

Reflect on professional development

Encourage dialogue & collaboration

Evidence for retention

Evidence for advancement/career ladder

Professional activity Personal satisfaction

Encourage dialogue & collaboration

Evidence for retention

Evidence for advancement/career ladder

Professional activity Personal satisfaction

“Eighty percent of success is just showing up.” Woody Allen

“Eighty percent of success is just showing up.” Woody Allen

Teaching Vision StatementCarol A. Long

To provide classes which encourage the professional development of students through:

•modeling caring, civil, and respectful interactions,•accommodating differing learning styles,•encouraging students to take responsibility for their own learning,•facilitating the acquisition of knowledge and skills through active learning,•providing information that is current, complete and best practice, and•honoring diversity and appreciating creativity.

How to Begin?How to Begin?

Brainstorm: What are my strengths?

Brainstorm: What are my strengths?

Gather Evidence of Knowledge & Skills Gather Evidence of Knowledge & Skills Professional licenses or diplomas

Conference brochures

Artifacts, work samples

Philosophy statement

Higher education program brochures

Letters, references, recommendations

Pictures of learning centers, materials

Evaluations or feedback

Certificates of training

Personal notes of appreciation

Pictures of classroom displays

Reflections

“Motivation is what gets you started. Habit is what keeps

you going.” Jim Ryan

“Motivation is what gets you started. Habit is what keeps

you going.” Jim Ryan

How to Organize?How to Organize?

Physical Properties Three-ring binders Document protector sheets Heavy stock paper Divider tabs

Physical Properties Three-ring binders Document protector sheets Heavy stock paper Divider tabs

How to Format?What Content?How to Format?What Content?

Varies according to the purpose of the portfolio for example, interview, evaluation, licensure, or higher education requirements

Varies according to the purpose of the portfolio for example, interview, evaluation, licensure, or higher education requirements

Alignment StructureAlignment Structure

State standards or competencies No Child Left Behind Preparation program standards or

outcomes Professional organization standards District/personal goals Evaluation criteria Student IEP goals

State standards or competencies No Child Left Behind Preparation program standards or

outcomes Professional organization standards District/personal goals Evaluation criteria Student IEP goals

Portfolio ComponentsPortfolio Components

1. Introduction Personal

Statement Resume Letters of

reference/ recommendation

Acquired skills list

Vision Statement

1. Introduction Personal

Statement Resume Letters of

reference/ recommendation

Acquired skills list

Vision Statement

2. Official Records Diploma Transcript License

2. Official Records Diploma Transcript License

Components ContinuedComponents Continued

3. Professional Development Formal training Professional

affiliations

3. Professional Development Formal training Professional

affiliations

4. Personal Philosophy Statements Characteristics of

an effective paraeducator

Philosophies – education, reading, classroom management

4. Personal Philosophy Statements Characteristics of

an effective paraeducator

Philosophies – education, reading, classroom management

Components ContinuedComponents Continued

5. Work Samples/Artifacts Photographs Videos Coursework

artifacts Actual documents

or forms Technology

5. Work Samples/Artifacts Photographs Videos Coursework

artifacts Actual documents

or forms Technology

6. Work service7. Honors, awards,

or recognitions8. Professional

evaluations9. Personals10. Goal statements11. Other

6. Work service7. Honors, awards,

or recognitions8. Professional

evaluations9. Personals10. Goal statements11. Other

NCLBNCLB

Assisting with teaching reading. Assisting with teaching writing. Assisting with teaching

mathematics.

Assisting with teaching reading. Assisting with teaching writing. Assisting with teaching

mathematics.

NCLB “Highly Qualified” Artifacts

NCLB “Highly Qualified” Artifacts

Reading/Writing/Mathematics Samples

Lesson plan reflectionExamples of corrective feedback related

to student writingGraphic organizer used to reinforce math

concept

Reading/Writing/Mathematics Samples

Lesson plan reflectionExamples of corrective feedback related

to student writingGraphic organizer used to reinforce math

concept

Reflection Reflection

requires looking at information, considering events, studying what happened, & drawing conclusions to make changes in practice.

requires looking at information, considering events, studying what happened, & drawing conclusions to make changes in practice.

What now?What now?

What are three goals you’d like to accomplish?

What are three goals you’d like to accomplish?

Three Tasks/GoalsThree Tasks/Goals

To start on the portfolio

1.2.3.

To start on the portfolio

1.2.3.

To improve your skills & document in the portfolio

1.2.3.

To improve your skills & document in the portfolio

1.2.3.

“Nothing done for children is ever wasted.” Garrison Keillor

“Nothing done for children is ever wasted.” Garrison Keillor