EDUC 4464

1
EDUC 4464 Class 24
March 7 8, 2006

• Portfolios are useful when interviewing for a
  job. The evidence allows the teacher to show his
  or her knowledge, skills, and abilities.
  Teachers who create portfolios for this purpose
  are viewed as organized and productive. Those
  who interview potential teachers view the
  portfolio as a way to see who best meets the
  qualifications for the job and who will be
  successful in a particular school or district.
  Finally, the portfolio gives credence to a
  teachers beliefs and actions. This credence can
  get a teacher the job he or she desires.
• Bullock Hawk (2005). Developing a Teaching
  Portfolio
• A Guide for Preservice and Practicing Teachers,
  2nd ed.,
• Pearson Education Upper Saddle River, New Jersey
  (p. 92)

2
Bell Work

• Go to my Webpage, Resources, Click on
  Portfolio Assignment.
• Check off all the pieces you would currently
  have ready to place into your portfolios.
  (Save as a file)
• List any questions that you have about the
  assignment on the side board.

5 minutes
3
Student Portfolios

• Uses of Single, Grade level, and Student
  Portfolios
• Growth Portfolios demonstrate how students have
  grown in their learning process and should
  contain meaningful artefacts and reflections
  about what they have done and learned.
• Showcase/Best Work Portfolios contain reflections
  and demonstrations of only the students best
  work.
• Combination of Growth and Showcase/Best Work
  contains some of each of the types.
• Other and Product Subject / Theme based
  primarily used in a Single purpose portfolio

4
Student Portfolios

• Teacher Steps in Creating Portfolios
• Decide on the type, and use (growth, showcase or
  combination) that your students will create.
• Decide on which subject(s) the portfolio will
  depict.
• Determine the timeline for the portfolio
  (consider the type).
• Establish storage for the portfolio.
• Create an organizational model for the portfolio.
  Types of organizations could include
  chronological, themes, topics, or categories, or
  according to specific criteria. Students could
  be involved in deciding the above. A table of
  contents should always be one of the pieces of
  the organizational model.
• Determine the elements of the portfolio.
• Determine who will choose the materials to be
  placed in the portfolio. Students, teachers,
  students and teachers.

• The Importance of Teacher / Student Conferences

5
Use During Parent/Teacher Interviews

• Evidence
• Comparisons
• Strengths, weaknesses
• Understanding next steps
• Portfolios have been used in the manner for about
  ten years now.

6
Student Led Conferences The New Rage in
Education

• STUDENT/PARENT/TEACHER PORTFOLIO CONFERENCES
• Definition of Student led Conference
• These conferences take place when parents, their
  child, and the childs teacher meet to discuss
  the students learning. The meeting involves all
  participants equally with the teacher chairing
  the meeting.
• Step 1 Communicating to Parents About the
  Conference
• Sample letter Page 182 in Creating the Dynamic
  Classroom
• Step 2 Student/Teacher/Parent Review the
  Portfolio
• Before each conference the student and teacher
  meet to discuss the portfolio and specifically
  review students reflections and goal setting.
• Step 3 Establishing an Agenda and Conducting the
  Conference
• The students and teacher need to discuss how to
  the conference will operate.

7
Student Led Conferences

• Step 4 Developing a Three Way Action Plan for
  Student Growth
• At the end of the conference all stakeholders
  should have developed a collaborative action plan
  that delineates each members responsibilities.
• ACTION PLAN
• ACTION PLAN
• ____________S GOALS FOR NEXT TERM

Actions to be taken by Description
Student
Parent
Teacher
8
Student Portfolios A Next Step in some schools

• STUDENT/PARENT/TEACHER PORTFOLIO OPEN HOUSES
• Definition of Student led Open House
• These open houses take place when parents and
  their child meet during an open house to discuss
  the students learning. Students are prepared to
  share their learning and parents are asked to
  interact and respond to their child.
• Step 1 Communicating to Parents About the Open
  House
• Inform parents through a letter or the newsletter
• Step 2 Student/Teacher Review the Portfolio
• Before the open house the student and teacher
  meet to discuss the portfolio and specifically
  review students reflections and goal setting.
  (handout 9) They need to practice showing
  their parents. The students and teacher need to
  discuss how to the sharing will occur.
• Step 3 Open House Student/Parent Review the
  Portfolio
• Teacher welcomes parents and circulates the
  teachers role is as a facilitator

9
Video Portfolio AssessmentProgram 2 Utilizing
Portfolios The Video Journal of Education V3(4)
- (29 min)

• This video talks about using Portfolios with
  children in a classroom
• Why should you always date the selections?
• Why is conferencing important? Why is scoring not
  always beneficial?
• What should evaluation of portfolios focus on?
• Why is the language of evaluation important?
• What kind of things could you put in a teacher
  portfolio?
• When conferencing with a student, what type of
  questions should parents or a teacher ask?

Note to students Depending on time, the video
may not be viewed. Remember it is always better
to over plan then under plan!
10
Application

• It is March and at the end of the month the
  second term reports will be going home. The
  childs mother, Mrs. Wannahelp is coming in to
  meet with you after school to touch base on her
  sons progress in writing.
• As a group review the samples in the portfolio
  and look for strengths, weaknesses, and next
  steps. How has her son improved? What does he
  need to continue to work on? Pick one person to
  be the teacher. Get ready to role play!
• By the way, the teacher has to go to a staff
  meeting in 5 minutes so he or she has to end the
  meeting in time to make the staff meeting. The
  principal at Notareal Public School can become
  cranky with teachers who are late.