CPD(ContinuousProfessionalDevelopment) MEETING #10 Operacijo delno financira Evropska unija iz Evropskega socialnega sklada ter Ministrstvo za izobraževanje, znanost in šport. Operacija se izvaja v okviru Operativnega programa razvoja človeških virov v obdobju 2007-2013, razvojne prioritete: Razvoj človeških virov in vseživljenjsko učenje; prednostne usmeritve: Izboljšanje kakovosti in učinkovitosti sistemov izobraževanja in usposabljanja. DEVELOPING a TEACHING PORTFOLIO Zavod RS za šolstvo, August 26, 2014 Petra Založnik, [email protected]Projekt OBOGATENO UČENJE TUJIH JEZIKOV 2013-15 Enriched Foreign Language Learning PROJECT 2013-15 Foreign/EFLL Teachers‘ Monthy CPD Meeting
12
Embed
CPD (ContinuousProfessionalDevelopment) MEETING #10 Operacijo delno financira Evropska unija iz Evropskega socialnega sklada ter Ministrstvo za izobraževanje,
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Operacijo delno financira Evropska unija iz Evropskega socialnega sklada ter Ministrstvo za izobraževanje, znanost in šport. Operacija se izvaja v okviru Operativnega programa razvoja človeških virov v obdobju 2007-2013, razvojne prioritete: Razvoj človeških virov in vseživljenjsko učenje; prednostne usmeritve: Izboljšanje kakovosti in učinkovitosti sistemov
izobraževanja in usposabljanja.
DEVELOPING a TEACHING PORTFOLIO
Zavod RS za šolstvo, August 26, 2014Petra Založnik, [email protected]
Projekt OBOGATENO UČENJE TUJIH JEZIKOV 2013-15Enriched Foreign Language Learning PROJECT 2013-15
Foreign/EFLL Teachers‘ Monthy CPD Meeting
What is a PORTFOLIO?
TECAHERS PORTFOLIO is described as
a place to summarize your
teaching accomplishments
and provide examples of
classroom material
a mechanism and space for
reflecting upon your teaching
a space to do both
What is a PORTFOLIO?
includes information specific to a particular course
is a collection of documents that you might submit as you go through the promotion and tenure process
describes and documents multiple aspects of your teaching ability. There are two basic types of portfolio
3 different TYPES of PORTFOLIO
Course portfolio
Professional portfolio
Teaching portfolio
− STRUCTURED: A structured portfolio should be organized, complete, and creative in its presentation.
− REPRESENTATIVE: In addition to attending to structure, a portfolio should also be comprehensive. The documentation should represent the scope of one's work. It should be representative across courses and time.
− SELECTIVE: The natural tendency for anyone preparing a portfolio is wanting to document everything. However, if a portfolio is being used either for summative or formative purposes, careful attention should be given to conciseness and selectivity in order to appropriately document one's work
• An effective portfolio should be well documented and organized
• The American Association for Higher Education (AAHE) suggests that a teaching portfolio should be:
CHARACTERISTICS of effective portfolio
What are some KEY FUNCTIONS of a teaching portfolio
• It is a way to collect evidence of your teaching ability.• It provides the reader with a context for your teaching.• It provides summary data on your teaching in a simple,
readable format.• It is focused on quality, not quantity.• It is organized and its various sections relate to each other.• It is an ever-changing, living document.• It allows for self-reflection.• It provides an opportunity to be unique and showcase your
personal style of teaching.• The process of creating one is generally much more
important and meaningful than the end product.
WHAT goes into a PORTFOLIO
• Each portfolio is UNIQUE, but usually contains most of the following information:− personal details, including name, department, contact details− a list of contents, so it is easy for the reader to find items− an introduction containing your teaching and administrative duties− a summary of your teaching philosophy, including reference to University learning
and teaching plans− a critical reflection of your teaching activities and their impact on students and
your school. This could include a description of the approach you adopted for a particular activity, including the context and rationale for the approach. You could comment on any difficulties or unexpected results from the activity, discuss any student and peer evaluations, and add a reflective summary of the positive aspects resulting from the activity and any changes you would make if you repeated the activity
− a summary of professional development activity− a summary of any future developments you would like to undertake and a
timeframe for their implementation− a plan of action for improvements in your teaching − conference presentations, publications, awards and grants related to learning
and teaching− appendices with documentary evidence in support of your details listed above
WHAT goes into a PORTFOLIO
• Example No. 1a) Statement of teaching philosophy,
b) Description of teaching experience (responsibilities),
readings, homework assignments.− Participation in programs for improvement of teaching skills.− Description of curricular revisions, including new course projects, materials, and class
assignments.− Instructional innovations and assessment of their effectiveness.− A personal statement regarding long term teaching goals.− Description of steps taken to evaluate and improve one’s teaching.
b) Material from others:− Statements from colleagues who have observed the professor in the classroom.− Statements from colleagues who have reviewed the professor’s teaching materials.− Student course or evaluation data.− Honors or awards.− Documentation of teaching development activity through the campus center for teaching and
learning.− Statements by alumni on the quality of instruction.
c) Products of Teaching/Student learning:− Student scores on pre- and post-course examinations.− Examples of graded student essays, along with professor’s comments.− A record of student who succeed in advanced study in the field.− Student publications or conference presentations.− Successive drafts of student papers along with professor’s comments.− Any letters, emails or other evidence of professor helping a student with his career.
d) Other possible items:− Evidence of help given to colleagues.− A videotape of the professor teaching.− Invitations to present a paper on teaching one’s discipline.− Participation in off-campus teaching.
− Invitations to guest lecture in other classes.
Contents Prepared for Personnel Decisions
a) Teaching Responsibilities
b) Teaching Philosophy
c) Teaching Methodologies
d) Student Evaluations
e) Classroom Observations
f) Review of Teaching Materials
g) Representative Course Syllabi
h) New Instructional Initiatives
i) Evidence of Student Learning
j) Assessment of Teaching Contribution Statement by Department Chair