9781930556324

Handbook on Teacher Portfolios for Evaluation and Professional Development

by
  • ISBN13:

    9781930556324

  • ISBN10:

    1930556322

  • Edition: CD
  • Format: Paperback
  • Copyright: 2001-02-01
  • Publisher: Eye on Education

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

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Supplemental Materials

What is included with this book?

Summary

This book and Compact Disk show school leaders how to develop teacher portfolios and put them into action. They will provide confidence and credibility as you engage in: - "high stakes" summative evaluations - initial hiring, tenure, and other key personnel decisions - fostering a school culture which encourages high levels of performance This book and CD provide a reliable and easy way for teachers to: - collect and analyze data about their effectiveness - monitor and improve their own performance - improve student learning Adopting the templates in this book and CD will enable you to define: - standards which describe actual duties and activities of teachers - behaviors which indicate the quality of teaching - "artifacts" which provide evidence of teaching and learning - scoring rubrics which assist in objective evaluation The Compact Disk, for Macintosh & Windows, contains easy-to-use templates of performance assessment rubrics, feedback forms, and other documents to help you organize & implement Teacher Portfolios in your school.

Table of Contents

About the Companion Compact Disk iii
Acknowledgments viii
About the Authors xiii
Preface xv
Handbook on Teacher Portfolios: An Introduction
1(14)
Why Teacher Portfolios?
2(1)
What is a Teacher Portfolio?
3(2)
What a Portfolio Is Not
3(1)
Key Components of a Portfolio
4(1)
Purposes for a Teacher Portfolio
4(1)
What is the Portfolio's Value for Teacher Evaluation?
5(2)
What's Wrong with Traditional Teacher Evaluation
5(1)
What's Right with Portfolios in Teacher Evaluation
6(1)
What is the Portfolio's Value for Professional Development?
7(2)
Portfolios and Teacher Self-Reflection
7(1)
Portfolios and Collaboration
8(1)
Summary
9(1)
A Case Study: National Board for Professional Teaching Standards
9(2)
A Case Study: Connecticut's Beginning Educator Support and Training Program (BEST)
11(1)
Case Study: The Douglas County Outstanding Teacher Program
12(1)
References
13(2)
Developing a Teacher Portfolio
15(24)
What is the Role of Performance Standards in Developing Portfolios?
15(6)
What Should a Teacher Portfolio ``Look Like''?
21(2)
Portfolio Notebook
21(1)
Digital Portfolio
22(1)
Portfolios for Other Purposes: Action Research Portfolios and Employment Portfolios?
23(2)
What Is the Role of Artifacts in Portfolios?
25(2)
What are Artifacts?
25(1)
Types of Artifacts Available to Teachers
25(2)
How Can Captions Add Value to Portfolios?
27(2)
How Can Portfolios be Organized Effectively?
29(6)
Using Performance Standards to Organize Portfolios
30(2)
Using Required Entries to Organize Portfolios
32(3)
Summary
35(1)
References
35(4)
Putting Portfolios into Action
39(16)
What Practical Tips Will Help Teachers to Assemble and Sustain Portfolios?
39(5)
Assembling a Teacher Portfolio
40(1)
Sustaining a Teacher Portfolio
40(1)
Know What You're Going For
41(1)
Capture the Practice
41(1)
Work on Your Portfolio Over Time
42(1)
Emphasize Quality Over Quantity
42(1)
Be Selective
43(1)
Collaborate with Other Professionals
43(1)
Selecting Artifacts
44(1)
How Can a School or District Begin to Implement Portfolios?
45(7)
Key Questions to Answer Before Implementing Portfolios
46(1)
Steps to Take in Implementing Portfolios
46(1)
Enlist Volunteers
47(1)
Start Small
47(1)
Minimize Risk
48(1)
Offer Incentives and Provide Support
48(1)
Study Examples of Best Practice
48(1)
Allow Time for Change
49(1)
Provide Training
49(1)
Conduct Field Tests and Refine the Portfolio Process
50(1)
Communicate and Collaborate
50(1)
Evaluate the Use of Portfolios After Implementation
51(1)
Summary
52(1)
References
53(2)
Teacher Portfolios and Teacher Evaluation
55(18)
What Are Alternatives to Observation- Only Teacher Evaluation Systems?
56(1)
Do Teacher Portfolios Contribute to a Valid Assessment of Teacher Performance?
57(6)
Validity of Portfolios: A Case Study
58(2)
Validity of Portfolios: Additional Evidence
60(1)
Enhanced Validity and the Use of Multiple Data Sources
60(2)
Balancing Process and Product in Teacher Evaluation
62(1)
Do Portfolios Have a Value-Added Effect on Teacher Evaluation?
63(2)
Differentiating Performance in Teacher Evaluation
63(1)
Differentiating Teacher Effectiveness: The National Board Study
63(1)
Differentiating Summative Results: A School District Study
64(1)
What Are Additional Benefits in Using Protfolios in Teacher Evaluation?
65(2)
What Are Guidelines for Developing and Using Portfolios in Teacher Evaluation?
67(3)
Summary
70(1)
References
71(2)
Teacher Portfolios and Professional Development
73(18)
Why Use Portfolios For Professional Development?
74(1)
Case in Point: The National School Reform Faculty
74(1)
What is the Relationship Between Reflection and Professional Development?
75(1)
How Does Reflection Contribute to Professional Development?
76(5)
Self-Reflection
77(2)
Teaching Peers
79(1)
Supervisors
80(1)
What Is the Format of a Portfolio for Professional Development?
81(2)
How Can Reflections Add Value to Portfolios?
83(3)
Reflective Journals
84(1)
Reflective Prompts
84(2)
How Do Educators Perceive the Use of Portfolios for Professional Development?
86(1)
Summary
87(1)
References
88(3)
The Role of Portfolios for the Teaching Profession
91(8)
What Have We Learned?
91(3)
Potential for Use
92(1)
Pitfalls of Use
92(2)
Where Do We Go From Here?
94(2)
Multiple Purposes
95(1)
Best Practice for Implementation
95(1)
Advancement of the Profession
95(1)
Need for Research
96(1)
Summary
96(2)
References
98(1)
Appendices: How the Appendices Can Be Used 99(2)
Appendix A: Performance Standards
101(1)
Description of Performance Standards
101(1)
Domains of Performance
101(1)
Performance Standards
102(1)
Performance Indicators
102(1)
Yourtown Public Schools Teacher Performance Standards
103(1)
Domain I: Instructional Skills
103(1)
Organizing for Instruction
103(1)
Delivery of Instruction
104(2)
Domain A: Assessment Skills
106(1)
Domain E: Learning Environment
107(1)
Domain P: Professionalism
108(3)
Appendix B: Performance Assessment Rubric
111(1)
Description of Performance Assessment Rubric
111(6)
Appendix C: General Guidelines for Organizing a Teacher Portfolio
117(10)
Appendix D: Performance Standards Cross-Referenced with Sample Artifacts
127(6)
Appendix E: Sample Artifacts Cross-Referenced with Performance Standards
133(1)
Domain I---Instructional Skills
134(3)
Domain A---Assessment Skills
137(1)
Domain E---Learning Environment
138(1)
Domain P---Professionalism
139(2)
Appendix F: Portfolio Feedback Form
141(8)
Appendix G: Client Surveys
149(8)
Appendix H: Public Dissemination Plan
157(4)
Appendix I: Sample Newsletters Introducing the Concept of Portfolios
161(8)
Appendix J: Materials for Evaluating the Use of Teacher Portfolios
169

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