DEVELOPING PORTFOLIOS in the Concurrent Practicum Program.

DEVELOPING PORTFOLIOS

in the Concurrent Practicum Program

What is a Portfolio?

COLLECTION

of

Artifacts

Materials

THAT

Demonstrates

Presents

Describes

Highlights

Illustrates

Summarizes

Represents

YOUR

Accomplishments

Contributions

Experiences

Beliefs & Values

Goals

Skills

Activities

Growth

A PORTFOLIO IS . . .

A purposeful collection that demonstrates a teacher’s growth, skills, knowledge and accomplishments over

time.

"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

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

VALUE OF A PORTFOLIO

" 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

"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

VALUE OF A PORTFOLIO

• an accordion file

• a box

• a binder

•an album

• a scrapbook

• a video

• a multimedia presentation

• a web page or blog

PORTFOLIO FORMATS

CONCURRENT PORTFOLIO PROCESS

ED2 WORKING PORTFOLIOSearching

Collecting Selecting

REFLECTIVE PORTFOLIOReflecting

ED3 AMALGAMATED PORTFOLIOReflecting

Editing Including

PRESENTATION PORTFOLIO

Organizing Sharing

Evaluating

ED2 PORTFOLIOS1.Define a purpose

2.Establish an organizational framework

•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

PURPOSE OF A PORTFOLIO

Commitment to Student Learning

Professional Knowledge

Professional Practice

Leadership in Learning Communities

Professional Learning

Introduction

Documentation

PORTFOLIO ORGANIZATIONUsing the Standards of Practice

categories

ED2 PORTFOLIO PROCESS

1.WORKING PORTFOLIOCollecting, sorting and selecting artifacts

2.REFLECTIVE PORTFOLIO Creating reflections

ED2: COLLECTING ARTIFACTS

 Your collection of “stuff” takes on an added dimension when you add your reflections.

AN EVENT IS NOT AN EXPERIENCE UNTIL YOU REFLECT UPON IT.

Michael Fullan

ED2: Developing Reflections

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?

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

MORE REFLECTIONS

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?

ED3 PORTFOLIOS

1.Amalgamating artifacts and reflections

2.Designing a presentation portfolio

AMALGAMATED PORTFOLIO

•Review ED2 artifacts

•Establish goals for ED3

•Select artifacts that best represent growth and achievement of the standards

•Add additional sections

PRESENTATION PORTFOLIO

• Assemble the presentation portfolio

• Share the portfolio

• Self evaluate your portfolio

•Invite feedback

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

PORTFOLIOS & INTERVIEWS

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

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