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This must-have guide to developing a teaching portfolio walks preservice and practicing teachers alike through different types of portfolios, clearly explaining their uses and purposes, and how each of these portfolio types is developed. Both novice and masters teachers will benefit from the practical, hands-on, and straightforward nature of this guide at each new step of their teaching career. With a focus on using portfolios to show oners"s work throughout a professional teaching career, this compact, easy-to-read volume provides both prospective and current teachers the foundation as well as the specifics to be successful in their portfolio building endeavors. A two-part organization explores portfolio building for students and novice teachers who have yet to engage in this activity and then offers a menu of topics from which more experienced educators can choose to inform their creation of targeted, results-oriented portfolios for a variety of situations. The newly revised third edition of this text includes case studies that follow real teachers through their careers as well as a wealth of new digital and hardcopy portfolio examples.
Table of Contents
|Foundations for Portfolio Development||p. 1|
|The Teacher Assessment Movement||p. 2|
|Evolution of Teacher Assessment||p. 4|
|National Board for Professional Teaching Standards||p. 6|
|INTASC Standards||p. 7|
|Closing Thoughts||p. 8|
|Portfolio Development||p. 10|
|What Is a Portfolio?||p. 10|
|What Is a Process Portfolio?||p. 11|
|What Is a Product Portfolio?||p. 15|
|What Is a Showcase Portfolio?||p. 20|
|What Are the Differences in the Three Portfolios?||p. 22|
|The Digital Portfolio: Where Does That Fit In?||p. 22|
|Different Types of Portfolios for Elementary Teachers||p. 23|
|What Is a Teaching Portfolio?||p. 25|
|Legal Issues in Portfolio Development||p. 26|
|General Considerations for Developing a Portfolio||p. 28|
|Closing Thoughts||p. 29|
|Chapter Activities||p. 29|
|What Is Reflection?||p. 31|
|Why Should Teachers Reflect?||p. 34|
|What Things Should Be Considered?||p. 35|
|How Do You Get Started? Do These Reflection Activities!||p. 36|
|What Are Some Things to Do to Get Started?||p. 38|
|What If This Seems Difficult?||p. 41|
|Where and When Can You Reflect?||p. 41|
|Closing Thoughts||p. 42|
|Chapter Activities||p. 42|
|Applications of Portfolio Development||p. 43|
|The Preservice Teacher's Portfolio||p. 45|
|What Do These Goals and Standards Portfolios Look Like?||p. 48|
|Type 1: The Goal-Driven Product Portfolio||p. 48|
|Questions to Ask Yourself If You Are Interested in This Type of Portfolio||p. 50|
|Type 2: The Standards Portfolio||p. 54|
|INTASC Standards||p. 55|
|Developing an INTASC Portfolio||p. 61|
|Questions to Ask Yourself If You Are Interested in This Type of Portfolio||p. 61|
|What Assessment Methods Could Be Used?||p. 67|
|Closing Thoughts||p. 70|
|Chapter Activities||p. 70|
|Getting a Job||p. 72|
|The Options||p. 73|
|Things to Include||p. 74|
|The Job Interview||p. 80|
|Closing Thoughts||p. 80|
|Chapter Activities||p. 80|
|Portfolios for Continuing Licensure||p. 82|
|Portfolios for Novice Teachers||p. 82|
|Coordinated Sets of Evidence||p. 84|
|Organization of Evidence||p. 85|
|Cycle of Reflections for a Continuing Licensure Portfolio||p. 88|
|Connections to Make Between Evidences and Reflection||p. 89|
|State Performance-Based Assessment Systems||p. 93|
|Introductory Information for the Performance-Based Product||p. 95|
|Portfolios for Alternative Forms of Evaluation or Licensure Renewal||p. 95|
|Options for Organization||p. 98|
|Option for Organization: Teaching Skills and Abilities||p. 98|
|Framework 1: District Evaluation Instrument Criteria by Categories||p. 98|
|Framework 2: A Two-Domain Model||p. 98|
|Framework 3: A Different Kind of Educator||p. 99|
|Professional Goals: Another Option for Organization||p. 99|
|Assessment of These Portfolios||p. 100|
|Process for Using Scoring Evaluation Criteria||p. 101|
|Samples of Alternative Evaluation Portfolios||p. 104|
|Closing Thoughts||p. 110|
|Portfolios for Master Teachers||p. 112|
|The Foundation Beliefs of the NBPTS||p. 113|
|The Standards||p. 114|
|Who Can Apply?||p. 115|
|Time Line||p. 115|
|What Is Required?||p. 115|
|What Are Other Things to Know About Evidence?||p. 116|
|National Board Assessment Center Exercises||p. 117|
|Good Information About the Written Assessment||p. 117|
|Assessment and Evaluation||p. 119|
|Scoring Specifics||p. 119|
|Specific Evaluation Criteria||p. 120|
|Getting Started: The Take One! Experience||p. 120|
|Other Relevant Information||p. 121|
|Tips and Good Information from Nationally Certified Teachers||p. 121|
|Sample Directions for Commentary High School|
|Mathematics Entry||p. 123|
|Specific Directions||p. 124|
|Closing Thoughts||p. 124|
|Chapter Activities||p. 125|
|Reflection Analyses for Chapter 3||p. 126|
|Sample Portfolio Guide for Beginning Teachers to Obtain Licensure: Connecticut||p. 127|
|Analysis of Student Work: Assessment||p. 132|
|Council for Exceptional Children Standards||p. 138|
|Canadian Curriculum Standards: Foundation Statements for Science Literacy||p. 140|
|National Council of Teachers of Mathematics K-12 Standards||p. 141|
|International Society for Technology in Education's National Educational Technology Standards (NETS) and Performance Indicators for Teachers||p. 146|
|Digital Portfolio Introduction Webpage Based on the INTASC Standards||p. 148|
|Sample Portfolio Checklists||p. 150|
|Table of Contents provided by Ingram. All Rights Reserved.|