Developing a Teaching Portfolio : A Guide for Preservice and Practicing Teachers,9780135135419

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Developing a Teaching Portfolio : A Guide for Preservice and Practicing Teachers

by Bullock, Ann Adams; Hawk, Parmalee P.

Edition:

3rd

ISBN13:

9780135135419

ISBN10:

0135135419

Format:

Paperback

Pub. Date:

6/8/2009

Publisher(s):

Pearson

Other versions by this Author

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Summary

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.

Foundations for Portfolio Development	p. 1
The Teacher Assessment Movement	p. 2
Introduction	p. 2
Accountability	p. 3
Evolution of Teacher Assessment	p. 4
National Board for Professional Teaching Standards	p. 6
INTASC Standards	p. 7
Closing Thoughts	p. 8
Websites	p. 9
References	p. 9
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
Websites	p. 30
References	p. 30
Reflection	p. 31
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
References	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
Organization	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
Evidence	p. 63
Assessment	p. 67
What Assessment Methods Could Be Used?	p. 67
Closing Thoughts	p. 70
Chapter Activities	p. 70
Websites	p. 71
References	p. 71
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
References	p. 81
Portfolios for Continuing Licensure	p. 82
Portfolios for Novice Teachers	p. 82
Standards	p. 83
Coordinated Sets of Evidence	p. 84
Organization of Evidence	p. 85
Reflection	p. 88
Cycle of Reflections for a Continuing Licensure Portfolio	p. 88
Connections to Make Between Evidences and Reflection	p. 89
Assessment	p. 92
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
Reflections	p. 100
Logistics	p. 100
Assessment of These Portfolios	p. 100
Conferences	p. 101
Rubrics	p. 101
Process for Using Scoring Evaluation Criteria	p. 101
Samples of Alternative Evaluation Portfolios	p. 104
Closing Thoughts	p. 110
Websites	p. 111
References	p. 111
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
Scoring	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
Reflections	p. 122
Sample Directions for Commentary High School
Mathematics Entry	p. 123
Specific Directions	p. 124
Closing Thoughts	p. 124
Chapter Activities	p. 125
Website	p. 125
References	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
Index	p. 152
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