10/29/2010 18:29:20

Reading Response Week 9
Hyunjeong Kim / 0954006

Constantino P. and M. De Lorenzo (2002) Developing a professional Teaching Portfolio. A Guide for Success. New Jersey. Pearson Education Inc.

The chapter seven of Constantino et al. (2009) provides a lot of examples of teacher’s portfolio entries. Each portfolio includes different entries and shows various aspects of teaching. It is important for a portfolio developer to represent their teaching experiences in the portfolio. Among the presented examples, there are essential elements that I can include in my portfolio. The first is a well-organized table of contents. It allows easy access to the materials and the reviewer can see them at a glance. Another ting to be included is teacher’s philosophy of education and a list of teacher’s professional goals. They can show my future interest and commitment to grow. Professional development plan was also an effective material to show my commitment to professional growth. For this Practicum course, we have GEP class which is already designed, but I can include evidences of a course planning later when I make a teaching portfolio for my own class. After the lesson plans, materials and students’ work, a research is a good evidence to present. I also like the material that shows how a teacher monitor and assess the students’ progress. In this example, the teacher noted under each student’s name their space to be improved. It can be a useful tool to monitor not to leave a student behind. Finally, reflections should be included. It presents teacher’s thought, feelings, and insights about the class.

Bullock A. and P. Hawk (2001) Developing a Teaching Portfolio. A Guide for Preservice and Practicing Teachers. New Jersey. Pearson Education. Inc.

In job interviews for a teaching position, Bullock and Hawk (2001) suggest to prepare a product portfolio or a showcase portfolio. When a teacher knows the grade level, the school and their educational philosophy, it is better to make a product portfolio and include evidences that present the teacher’s specific knowledge and ability related to the certain situation. However, when they don’t know the background, a showcase portfolio is a better choice including their best works.

10/31/2010 04:12:56

Hanna Lee

Developing a teaching portfolio
Chapter 5 Getting a job
Portfolios are vivid visual representations of a teacher. The portfolio can provide evidence of a teacher’s knowledge, skills, and disposition about education. Portfolios allow teachers to show who they are and what they believe through concrete evidence.

There are two types of portfolios that are appropriate to use when searching for a job. The first is a product portfolio. The product portfolio obtains evidence that demonstrates a person’s specific knowledge, skills, and abilities related to specific job responsibilities. Evidence would be chosen with the job qualifications in mind. Categories would be determined by job responsibilities. The second is a show case portfolio. In the showcase portfolio, developers choose the work best showing their abilities, knowledge, and dispositions. This type of portfolio can be organized by standards or domains. Under each standard or domain, a developer would place ‘best’ work.

There are somethings that should be included in all portfolios used for job searches. They are cover sheet, table of contents, resume, statement of philosophy, official documents, personal goal, personal data, autobiography, letters of recommendation, evaluation, photographs and visual documentation, reflections, inspirational items and etc.

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 teacher’s belief’s and actions. This credence can get a teacher the job he or she desires.

Developing a professional teaching portfolio
Chapter 7 Examples of portfolio entries
There is no right or wrong way to present your work. Every portfolio is a product that reflects the uniqueness of the individual creating it.

It is essential to include a table of contents at the beginning of your portfolio. It presents the organizational framework of your documents.

Portfolio interlocutions may also be narratives, without graphics, explaining the focus of the portfolio and the teacher’s philosophy of educations.

Professional goals may also be effectively communicated in a narrative form or chart. Many teachers often use both a narrative introduction and an accompanying chart.

Including a unit outline and one sample of your best lesson provides the portfolio reviewers with a sense of the entire unit of instruction as well as a more detailed description of your individual lesson.

Many working portfolios include authentic evidence of planning. By providing an example of your weekly plan with the example of a more detailed daily lesson plan, you are demonstrating your skills in long-and short term instructional planning.

Writing explanations and reflections within the text of the lesson design allows the reviewer to understand the teacher’s thoughts and feelings for each element of the lesson.

Describing methods you use for experiential learning-such as this simulation activity-demonstrates your creativity in instruction.

Transcripts, descriptions of courses or workshops attended, test scores, honors, or awards will validate your academic accomplishments.

In order for the reviewer to have a more in-depth perspective of you as a reflective practitioner and problem solver, it is important to include your thoughts, feelings, and learning that provide insight about your growth as a professional teacher. Keep in mind that reflections can be integrated throughout the entire portfolio in context with the artifact or can be used as an introduction of conclusion to a portfolio section.

Nam Jeeye
10/31/2010 07:09:37

Getting a Job

The portfolio can provide the teachers’ knowledge, skills, and disposition about education. The teachers who look for jobs, the portfolio is one of the good evidence to describe their ability. A product portfolio and a showcase portfolio are used normally. Most of the candidates do not know about what grade they are going to teach, so they usually prepare the showcase portfolio which includes their best works.

Examples of Portfolio Entries.

In this chapter I can get various ideas about entries of the portfolio with many examples. The portfolio developers utilized various visual explanations such as graphic organizers or pictures to highlight their thought and provide comprehensible information to reviewers easily. The sample portfolios include many kinds of authentic evidences such as phone log with parents, teacher’s daily and weekly planning written by hands, assignment sheets, rubrics, reflective journals and anecdotal note cards Some of entries indicates how the teacher tries to link learners’ parents to educate the children.
Moreover, the book provides instances of e-portfolio. Most of them have similar characteristics: easy accessibility, intuitive designs and dynamic contents. In terms of easy accessibility, the contents have hyperlinked with the own page to display the details easily. When the review sees the e-portfolio, it is very clear to use and find what they want to see. In addition, some samples show dynamic features of e-portfolio such as using virtual 360 tour of the classroom which enables to show how the portfolio developer arranges and uses the place efficiently, personal audio message.

Nam Jeeye
10/31/2010 08:36:31

There are three activities: Writing a resume, Job interview, Writing thankyou letter.

Making a job wanted ad seemed interesting to me. However, little sisters were a little bit struggling on imagining about the job which they have never thought about such as a concert promoter for charity or freelance writer for fashion. I think that the class leaders prepared the jobs due to the time limitation, which was beneficial to shorten time. If we had more time, we would give a chance to learners to come up with their own job which could be related them. Then, they applied two different jobs after they looked around the job wanted ads. In this part, they seemed a little bit confused how they applied the jobs due to complicated explanation. If the class leaders model the way of putting stickers, it could be helpful. Then, they came back to their seat to write their own resume. They have gotten only one resume sheet despite they applied two different jobs, which made them confused. One of class leaders said students can write one resume, but later the other class leader asked them to write the resume for two jobs in one paper. If they gave students a resume form including different sections for two companies, it could be easier.
In the second activity, the students had chances to be an employee and an employer. The students who had gotten stickers became job seekers, so they went to the company and had an interview. Then, they took a turn. During this activity, my little sisters seemed very excited and happy due to interacting with others based on the concrete context. The interviewers were given the interview question paper and the interviewees had their own resumes, so they could communicate without obstacles. However, we did not know when we had to finish the interview and move to other company, so there was a small confusion about the turn taking. If the class leaders informed us and made sure that we knew the interview rules, there were no confused interviewers and interviewees.
The last activity was writing thank you letter to the interviewer. It was very coherent and smooth flow of the activities. In this activity, they could learn not only how to write thank you note but also the cultural aspect. It was very polite and impressive gesture of the interviewee to write thank you letter to the interviewer. The class leader showed the form of the thank you letter, and gave specific explanation, which was very informative. When they conducted the lesson, they separated the resume into two sections for giving more specific information and time to write. This work showed the two different types of little sisters. One of them finished the work very easily and earlier than others due to the reading assignment paper. Whenever they were struggling on the work, I asked them to use their reading assignment to generate their own work, because it has specific vocabulary or helpful information. So, the girl who used the paper, finished early, the other one who tried to finish the thank you letter without the paper was struggling on making formal sentences, because it was very hard for her to choose the proper language for the official letter. If the group leader explained about typical or often used sentences or phrases for the official letter, it might be beneficial to students, since they did not know what kinds of phrases or words use in the formal letter.
All of the activities were very cohesive and related each other smoothly. The students could get many chances to walk around and do things by themselves dynamically. If they got more clear details how to do the activities, it could have been better. In addition, writing formal letters are not familiar with students, so if the teachers could not only afford the structure of the resume but also show specific terms or phrases to use directly, that must be useful to write the formal letter without any doubt.

10/31/2010 08:41:06

Sorry that was my mistake.
I posted up the reflective journal on Week 9 again.

Yobien Yoon
10/31/2010 12:50:34

0754016 Yobien Yoon

Developing a Professional Teaching Portfolio (ch.7) & Developing a Teaching Portfolio (ch.5)

Both chapters introduce how to write and compose a portfolio with appropriate and professional ways in order to show with professional experiences and accomplishments. The chapter 7 in the book <Developing a Professional Teaching Portfolio> shows a number of examples of well-made portfolio documents of each section. In addition, this book supplies several appendixes to use for any readers who need to make a portfolio.
The chapter 5 in the book <Developing a Teaching Portfolio> explains about the use of portfolio when interviewing for a job. In order to achieve the goal, the evidence in the portfolio should lead the teacher to show his or her knowledge, skills, and abilities. Thus, teachers who create portfolio for his purpose are viewed as organized and productive. Also, the portfolio gives credence to a teacher’s beliefs and actions with choice of either product type of portfolio or showcase of it. For making a product portfolio well, it might be good to be accompanied with good evidences to show her or his qualifications for the position and well-organized categories which should show the relationship between each category and the specific job. Unlike a product portfolio, a showcase portfolio could focus on best works. Besides, there might be a few things that were mandatory in the portfolio such as table of contents, lesson plans, resume and etc.
While I read two chapters, they shed light me on making and developing an appropriate and well-organized form of portfolio with a variety of contents and methods. I already have checked several other people’s portfolios that seem to be great for me however; they showed their results without any explanation. With this situation, giving procedures step by step like two chapters seemed to be one of the best advices for making my portfolio. It is probably the right time to think about making my portfolio thoroughly and carefully, so that I should check mine with these 2 chapters’ explanations and examples.

Kim Mihyang
10/31/2010 14:14:50

Bullock and Hawk(2005), Chapter 5
There are two options of portfolios when a prospective teacher is seeking for a job: product and showcase. A product portfolio can contain evidence that demonstrates a person’s specific knowledge, skills, and abilities related to specific job responsibilities. Categories can be determined by job responsibilities and there would be a reflection in each category where the teacher would talk about how each category relates to the specific job and how the evidence shows his or her qualifications for the position. On the other hand, a showcase portfolio would contain the work best showing their abilities, knowledge, and dispositions. This type of portfolio can be organized by standards or domains. The reflections for each standard or domain would show a candidate’s knowledge, abilities, and disposition. Things to include are three ring binder, attractive cover sheet, table of contents, lesson plans, beliefs statement, resume, no misspelled words, neat work, and manageable evidence.

Constantino et al.(2009), Chapter 7
This chapter shows many possible entries for portfolio and found different teaching styles from the contents of the documents. Most of examples such as ‘seating arrangements’ or ‘rubrics for a writing lesson’ were showing the teachers’ dedication and teaching style more closely.

10/31/2010 16:39:41

Developing A Teaching Portfolio
Chapter 5. Getting a job Jung-ok

This chapter explains how organized and productive portfolios are useful to get a job.
There must be some gaps with my own situations but it’s still worth experiencing a
portfolio in many ways.

The mandatory things in the portfolio from the points of principals and personnel directors were good to remind me of the essential parts of portfolios. They are three-ring binder, colorful cover sheet, a table of contents, sample lesson plans and units, teaching philosophy, resume, right spellings, neat, attractive, and manageable one.

More specific contents were also recommended – samples of student work,
official documents, personal goals, letters of recommendation, evaluations, photographs
and visual documentation, goals for the students, student and parent sentiments or
feedback, samples of college work, learning activities, reflections, inspirational items, and
so on. They are all I need to reflect and select to fill my portfolio.

Developing a Professional Teaching Portfolio
Chapter 7. Examples of Portfolio Entries

The examples of portfolio documents including professional experiences and
accomplishments and ideas for the many types of evidence and etc. are surely helpful for
me to read. It’s like peeping into very personal or important documents of others. I like
the comment that there is no right or wrong way to present own work, every portfolio is
a product that reflects the uniqueness of the individual creating it. It seems that portfolio
is a huge and creative work for showing oneself.

The homepage for geometry course websites on Edline was very impressive.
That site gives all students and their parents the access to websites for their courses
allowing them to see their grades and whatever content the teacher posts(p82).
When I first got into MA course I was very impressed by Steven’s website to show all the
courses, make all the students communicate, share information, and contact with the
professor. I have lived as non-technical person so I never thought of making that kind of
site but the geometry teacher’s site stimulated me a lot to do something. I might be
taking a course or having a private tutor to make that kind of space soon.

In this chapter, there are many examples as good samples- introduction,
philosophy of education, planning, assessment, many perspectives of evaluations, even relationships with parents, and so on. All of them give me wider view on education and make me reflect on my teaching. I read some good expressions to describe the teachers’ position as - evolving, lifelong learner, resources to the students along their larger educational journey, and so on. They are all heart-beating expressions to teachers. Most of all, REFLECTION seems to be the word we should keep in mind and practice everyday in our teachers’ lives. Teachers are always in the way teaching with learning and we need lifelong endeavor and art and skill to carry out our work as one of the portfolio pointed out.

Park Hyunyoung
10/31/2010 20:42:36

Chapter 5 of Hawk and Bullock (2005) talks about the purpose of portfolio and what it should contain. The portfolio is used for interviewing for a teaching job. It effectively provides evidence of teacher’s abilities such as teaching knowledge, skills, and disposition about education (Danielson, 1996). There are two options to use when getting a teaching job. First type is product portfolio. If the candidates know who, what and where they are going to teach, a product portfolio is better. It contains their specific knowledge, skills, and abilities to meet the school’s expectations.
In contrast, if they don’t know about the job position in advance, a showcase portfolio would be used. The candidates choose the best works so that their knowledge, abilities, and disposition would be shown. There are also some tips to bear in mind. Three ring binder makes it easy to view. In addition, attractive coversheet, a table of contents would help the portfolio look fancy. They need to include lesson plans. Beliefs statement and resume in a portfolio. The spells should be checked, and best evidence will be selected to include in a portfolio. The spells should be checked and the best evidence will be selected to include in a portfolio. The sample portfolios gave me an idea how to make my portfolio.
The other reading material of Constantino et al. (2009) has lots of examples of portfolio entries. Portfolio entries include the table of contents, introduction, and philosophy of education, professional experiences and accomplishments, examples of activities and projects, letters, etc.

Draper Kirke
10/31/2010 23:41:49

Draper Kirke
Practicum II

Reading Response:
Constantino & DeLorenzo (2002) – Chapter 7

This chapter teaches its readers more about portfolios by providing models of various types of portfolios. It shows that there is no set format for portfolios, and that the contents and layout of the portfolio are dictated by the purpose, audience and the uniqueness of the creator. These three components are important because a portfolio must represent each individual, as a teacher, highlighting relevant skills, experiences, and/or findings to the audience. Despite the creative leeway that is allowed in making a portfolio, there are a few essential components to a well organized portfolio, including a table of contents, teacher’s philosophy, plan for professional development, career objectives or goals and, of course, evidence of some sort. The creativity of the teacher can be used in figuring out the most effective way of presenting all of the components. It need not be a formidably impenetrable wall of text, and could include graphs or other graphic representations that get the point across. Ideally, any teacher who teaches, should reflect upon what they have taught, and how they have taught it. Therefore, reflections should be included in a portfolio, though the manner in which they are integrated into the body of the portfolio is, again, at the discretion of the teacher.

Bullock & Hawk (2001) – Chapter 5 – Getting a job

This chapter guides the reader through the process of preparing a pre-service with the purpose securing gainful employment as a teacher. The authors suggest product and showcase portfolios as the most effective types for job searching. Product portfolios show each teacher’s skills, knowledge and abilities and should be culled to include only the things that directly relate to the position for which one is interviewing. In addition to the components aforementioned in Constantino and DeLorenzo, a pre-service portfolio should ideally include a cover sheet, resume and letters of recommendation. Everything within the portfolio should reflect and bolster the position of the teacher purporting that they would be the right person for the job.

3/6/2011 03:22:43



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