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3/31/2011 16:32:35

Week 5

Costantino & Lorenzo(2002) Developing a Professional Teaching Portfolio

Chapter 3&4

This book gives me information about what I can collect for my better portfolio. This book comments something that I haven’t thought about, accumulating the evidence of my teaching such as letters, a list of books that I’ve read, honors, notes, standards and so forth. Thanks to practicum, I have a chance to arrange what I’ve done so far by gathering all the materials, and documents. This process also gives me a chance to think about which direction I’ve pursued and let me think what the next step is for my future teaching career.
Next, the information of e-portfolio is useful to me. In my office, there are 10 boxes containing materials and documents. In my room, there are 5 big boxes that I put old resources into. On the shelves, so many books and educational magazines are piled. It’s very hard to keep all the things in the small room and to put those things into my portfolio. I think it’s impossible to show all the proof about what I’ve tried to be a better teacher by using one paper-type portfolio. I’m the old generation that prefers printed things. However, it’s very tempting to make use of e-portfolio. Lastly, the distinctive benefit of e-portfolio is able to show video clips comparing to paper-type portfolio. However, the weakness of e-portfolio is how to manage personal data in the security matter.
In result, probably, e-portfolio will substitute with paper portfolio in the near future. It’s better to prepare the forthcoming change by getting familiar to deal with the new technology like e-portfolio.

Question: Which is a better way, e-portfolio or paper-type portfolio?

Bullock & Hawk(2010) Developing a Teaching Portfolio Chapter 4

There are two different types of portfolio introduced: the goal-driven product portfolio and the standards portfolio. The standards portfolio looks stricter than the goal-driven product portfolio because of INTASC. However, it presents teachers clear standards, such as knowledge of content, maintaining a learning climate, assessing learning results, evaluating teaching and learning, collaborating with others, and professional development. After looking over the standards portfolio’s requirements, I found one thing that I’ve never tried before, parent communication. I haven’t found a solution about how to communicate with parents well yet, but at least I can begin with collecting parents sample letter and logs. In conclusion, generally portfolio is a good tool to show which part teachers are good at and work on more. In addition, even though the evidence can’t tell perfectly how teachers perform, the data and evidence are necessary for both personal teaching improvement and the demonstration of my work.

4/2/2011 13:43:07

Chapter 4
Bullock & Hawk

Pre-service teachers create portfolios to demonstrate their skills, knowledge and abilities about teaching areas that they are interested in. As already covered in chapter 2, there are three types of portfolios: a process portfolio, a showcase portfolio, and a product portfolio. A process portfolio is used by pre-service teachers to show a progress in the program since reflections from each class can be included. A showcase portfolio shows a teacher’s best work so he/she can choose his/her best work to be included in the portfolio. A third portfolio type, a product portfolio, should include evidence which would reflect program outcomes. According to the goals and standards of personal/program, pre-service teachers can develop a product or process portfolio to show the knowledge, skills and abilities of themselves. To develop a portfolio, you need to have a clear goal in your mind and the plan to show your ability in the presentable ways. Personally I haven’t thought about preparing a portfolio until I started taking this practicum course so these concepts are not familiar with me yet, however it seems reasonable and practical to prepare for the future. One thing to consider when developing a portfolio is to familiarize with assessment methods: interview, presentations, written evaluation and checklist and rubrics.

Chapter 3 & 4
Constantino & De Lorenzo & Tirrell-Corbin

Chapter 3 explains about how to make electronic portfolios: “an overview of e-portfolios, the advantages of developing an e-portfolio, a description of the skills necessary, information about the variety of hardware and software needed, information on the options and issues for publishing and Web resources to help you create an e-portfolio (p. 30).” Unlike the paper portfolio, the e-portfolio can provide multimedia information such as audio, video and graphics. It is accessible and portable than just using the paper portfolio. Also it shows the teacher’s ability of having technology skills and sense of creativity. To develop an e-portfolio, you only need basic computer literacy. Chapter 4 is very technical and the process of developing an e-portfolio is as follows.
1) Determine the purpose
2) Consider a set of performance standards
3) Identify readily available technology resources
One-time-use camera
Digital camera
Digital video camera
CD-RW, DVD-R burners
Technology mentors
Online resources
4) Learn how to use computer hardware and peripheral equipment
5) Select, install and learn how to use software
Adobe Dreamweaver
Microsoft PowerPoint
Microsoft Word
Photoshop Elements
Adobe Acrobat
6) Collect, select and create documentation
Audio clips
Digitized videos
Nondigitized materials (Scanned)
Digitized images
Word-processing documents (Figure 4.1 on p. 51)
This chapter can be a great guidance to follow when beginning to make my own e-portfolio. I am somewhat familiar with certain technology resources while some other resources are not. When I checked last semester students’ portfolio, they all looked very neat and professional and now I am rather worried about not meeting the expectation of professors however I still need to try harder to at least finish creating one.

4/2/2011 19:34:18

Constantino and DeLorenzo with Tirrel-Corbin (2009)
Chapter 3 of Developing a Professional Teaching Portfolio deals with electronic portfolios. As I read the chapter, I could realize how having an e-portfolio as well as a paper portfolio could show my competence as a teacher to incorporate technology into my own classroom. Furthermore, my readers can experience a multimedia presentation by not just reading texts but by actually watching a lesson. The chapter provided me with lots of practical information and guidelines that could help me in creating an electronic portfolio. According to Constantino and DeLorenzo with Tirrel-Corbin (2009), the e-portfolio is a multimedia approach that allows the teacher to present teaching, learning, reflections in a variety of formats such as audio, video, graphics, and text. Two processes are required in developing an e-portfolio: multimedia project development and portfolio development. These two processes are combined in creating a professional teaching portfolio. Chapter 4 of the book gives information on how to get started on an actual teaching portfolio. In this first phase, a developer must make three main decisions. The first one is the purpose of your portfolio. The chapter gave me some time to think about what was the purpose of me wiring my teaching portfolio. I thought about the purpose and the type of portfolio I was going to create. The second one is considering a set of performances standards. Standards will give collection of my documentation a credible theoretical foundation and therefore my documentations should show my competency as a teacher related to the standards that I choose to follow. The third one is collecting, selecting, and creating documents. These will act as evidence to support my portfolio purpose. This chapter emphasizes that each items chosen to be included in my teaching portfolio should be supported by an explanation of the artifact, a rationale for inclusion, and a reflection on my growth and learning. And for e-portfolios, three additional components should be included: identifying readily available technology resources, learning how to use computer hardware and peripheral equipment, and selecting, installing, and learning how to use software. One important thing that I learned from reading these two chapters was that no matter in what format my work is presented, the substance and credibility of the documentations are more important.
Bullock and Hawk (2005)
Chapter 4 of the book Developing a Teaching Portfolio gave me an insight to how to develop a preservice teacher’s portfolio. The three types of portfolios (process, product, and showcase) introduced in Chapter 2 of this book can all be created by preservice teachers. Bullock and Hawk (2005) introduces two more organizational designs for a process or product portfolio model, the goal-driven product portfolio and the standards portfolio. The purpose of the goal-driven product portfolio is to show how preservice teachers meet the goals they have developed. The developer of such product portfolio decides the types of goals and the audience. The format of this type of portfolio is decided on how many goals the developer decides upon and the number of sections of the portfolio is in accordance with the number of the goals. Developers also choose the types of evidence that they think is consistent with the goals. Each goal will be followed with the evidence that back up the goal. And they will include their reflection of how their goals are met through the evidence they have gathered. The selection of appropriate evidence and clear reflections that support those evidences are the keys in creating a successful goal-driven product portfolio. Lastly, assessment will be included. The second type is the standards portfolio. A set of standards are used as the organizational guide in creating this type of portfolio. Bullock and Hawk (2005) introduces the Interstate New Teacher Assessment and Support Consortium (INTASC standards) as a good standard for the standards portfolio because they outline good teaching principles for any teacher at any stage in his or her career and that they assess the knowledge, skills, and abilities of beginning teachers. The standards are like the followings: 1) content pedagogy, 2) student development, 3) diverse learners, 4) multiple instruction strategies, 5) motivation and management, 6) communication and technology, 7) planning, 8) assessment, 9) reflective practice, meaning professional growth, and 10) school-community involvement. The assessments of the portfolio could be both written and oral. Interviews, presentations, written evaluations, checklists and rubrics are presented in this chapter as ways of assessments. A holistic rubric is introduced to be a simple but effective way of evaluating this type of portfolio.

4/2/2011 20:32:27

Costantino & Lorenzo(2002) Developing a Professional Teaching Portfolio

Chapter 3 & 4
These chapters remind me of students’ portfolios that my Canadian friends used to make when I was in Canada as an exchange student I remember it was a very fresh experience to see they were collecting all the evidences that they had done during a particular program from the college. Christine, my friend showed me all the works she had done and asked my opinion how to well organize them in a fine folder. I wish I could have read this book and had some idea about making portfolios at that time. I just remember it looked quiet inconvenient to carry since it looked quiet thick and heavy. The thing is that it seemed that it’s quiet natural things to do for them even it was a total new idea to me to have a portfolios. These chapters kindly illustrate the advantages of electronic portfolios in easy accessibility, portability, storage and flexibility. As I explored some of the websites that have sample portfolios introduced in this chapter, it gave me a clear idea of its goal and motivation for me to make my own unique style of teaching portfolio to increase my competitive edge among ordinary private language teachers.

There are three main decisions to be made as to get started to make a portfolio. First, you have to decide the purpose of your portfolio, which requires for you who search for a teaching position to answer for a few critical questions such as what evidence should be included to illustrate my ability to teach and to validate student learning. Secondly, a set of performance standards need to be considered. Lastly, in order to support the portfolio, artifacts that show teachers’ ability and potentials need to be documented. From the sample on-line students’ portfolios introduced in this book, there can be different categories included. One the ones from University of Florida School of Music has various sections such as accomplished practices, goals and accomplishments, coursework and autobiography etc. Also the chapter gives many ideas as a document to put in the portfolio. I believe to decide what to include in an effective and persuasive way is the key when designing the organization of the portfolio.

Bullock & Hawk
Chapter 4
The pre-service teachers’ portfolio
First of all, I was very astonished to see various types of portfolios with distinctive purpose and detailed description of assessment tool such as rubrics and check-lists. It made me think that American educations are more likely to ask for evidence that prove how quality teacher he/she can be whilst, in Korea, people tend to judge individuals’ capability by their titles. This opportunity to understand how and why to make teacher’s portfolio taught me not only to collect artifacts and make a nice presentable portfolio but also to understand the importance of keeping track of teaching experiences in terms of job career management.

This chapter gives information of goal-driven product portfolios and standards portfolios. The goal-driven one is to show that how pre-service teachers meet the goal they developed. A standard portfolio is to assess the knowledge, skills, and abilities of beginning teachers. Ten different standards were introduced according to INTASC (Interstate New Teacher Assessment and Support Consortium). This type of portfolio will be presented in the form of evidence categorized by a particular standard.

4/3/2011 01:27:50

Ch3. Electronic Portfolios

With the advance of technology, both teachers-in-service and ones in training are advised to develop and produce electronic portfolios in addition to paper ones. E-portfolio is a carefully selected collection that reflects a teacher’s best work and performances in an electronic form using hypermedia links in order to present content in diverse formats. E-portfolio is usually published on the internet, on CD or on DVD. Therefore, it is necessary for an E-portfolio aspirant to obtain required technology skills based on certain standards. Even though the process of developing an e-portfolio might be somewhat challenging, the advantages outweigh such inconvenience. Above all, if a paper portfolio is one-dimensional work, an e-portfolio is multi-dimensional since it provides a variety of formats compared to a paper one which has to impress viewers in the written form only. In addition, easy accessibility, portability, modifiability and diffusiveness constitute other advantages of e-portfolio. Another benefit of e-portfolio is that such technical fluency can also reach students since they are exposed to increased technology application in the classroom in a natural way. There are several commercial portfolio systems available to develop e-portfolios even though they might be costly compared to other methods. Besides, there are minimum requirements of hardware and software in order to create and develop e-portfolios.
E-portfolios may not be a must. Some teachers still feel more confident and comfortable with paper portfolios. It is necessary, however, to deal with and conform to the technology-friendly trend to a certain degree. There is no such thing as being too late since there are numerous tools and programs out there for e-portfolio aspirants. What is more, developing an e-portfolio does not require expert-level technology skills. Then, why not go for it?

Ch4. Getting Started

After deciding to develop e-portfolios, teachers need to go through a highly complicated process. Especially, they are asked to make some important decisions in each phase. The three most important decisions to be made in the first phase are as follows: determining the purpose of portfolios, considering a set of performance standards, and collecting, selecting and creating documents.
Depending on where a teacher is in his or her teaching career, the purpose of e-portfolios may vary. Teachers-in-training should be aware that their portfolios will go through several changes as they move forward and become more experienced. Then, teachers also need to consider what their performance standards are going to be since those standards will grant a reliable theoretical establishment. Additionally, those standards also need to be identified by their specialty areas. Therefore, it seems safe to refer to national standards available. After that, collecting, selecting and creating documents follow. Any item can be included in the portfolio, but teachers need to be wise in choosing items that pass a highly selective screening process. Moreover, each item has to come with a rationale for selection, an explanation of each artifact, and a reflection on learning and progress. Sometimes, work that looks bad or failed should be included as evidence of lessons learned. Reflection can carry a special meaning since teachers can get some perspective and learn room for improvement in the future.
Deciding which artifacts to include is also an important task. It would help teachers to ask themselves several questions before they make a decision such as if the artifacts align with the purpose, if they conform to performance standards, if they are authentic and reliable, if they reflect learning and progress, and if they are meaningful to the portfolio etc.

Ch4. The Pre-service Teacher’s Portfolio

In large, there are three types of portfolios, process, product, and showcase portfolios. Teachers, especially, pre-service teachers need to consider several factors before creating own portfolios such as purposes, personal goals, or program standards etc. As for goals and standards portfolios, there are two kinds: the goal-driven product portfolio and the standards portfolio.
The goal driven portfolio is to show that teachers fulfilled personally chosen goals, and that distinguishes the goal-driven product portfolio from others since teachers are at liberty to determine what goals to meet. It usually has the same number of sections as that of goals. Reflections section should focus on how goals are fulfilled via evidence. Assessment can be conducted by faculty members or peer teachers. One of the strong points of this kind of portfolio is that it has clear and consistent goals throughout the pages. Moreover, it consists of a simple, easy format. Its shortcoming is that since teachers decide goals on their own, if those chosen goals are not acceptable or relevant, the overall value or weight of the por

4/3/2011 10:54:44

Bullock and Hawk Chap 4
This chapter is dealing with the preservice teacher’s portfolio. Even before the professional career starts, the preservice teachers create their own portfolios for different reasons. Some programs require the students to create portfolios to show the program requirements. Students of a teacher licensure program develop many valuable skills and experiences. A portfolio helps them internalize these knowledge and experiences. It also provides them with a specific picture as professional teachers, continuously growing and changing. Many preservice teachers’ portfolio contains the outcome of the coursework in the program. When developing portfolios, they use goals determined by the preservice teachers or a set of adopted standards or goals. The goal-driven product portfolio aims to show that preservice teachers met the goals they developed throughout their education. It differs from other type of product portfolios in that the preservice teacher determines what goals will be demonstrated in the portfolio. The standard portfolio in preservice teacher education is developed using a set of standards lie the INTASC standards as the organizational guide. When considering the methods of assessment, interviews, presentations, written evaluation, checklist and rubrics can be used.

Constantino, et al. Chap 3 and 4
Chapter 3 of this book deals with how to develop e-portfolios. Unlike the paper portfolios, the e-portfolio is a multimedia approach that allows the teacher to present teaching, learning and reflective entries in a variety of formats such as audio, video, graphis and text. E-portfolios have the advantages of accessibility, portability, creativity, proof of teacher technology skills, enhanced self-confidence and dissemination to a broader community. It also keeps accordance with current trends favoring the use of technology in the field of education.This chapter provides what software and hardwares are needed and plenty of useful website resources.One should be cautious about personal information and copyright when publishing e-portfolio.

Chapter 4 of this book reduces the burden of creating a portfolio by giving us the tip how to get started. This chapter is about the first phase of creating a portfolio. This phase includes determining the purpose, considering a set of performances standars and collecting, selecting and creating documents. One might include in his own portfolio rregarding one’s knowledge of subject matter and educational theory,knowledge of development and learning, classroom management and organization, human relationships and professionalism.


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    March 2011