This week’s reading was very helpful and practical because the chapters were filled with various examples of different kinds of portfolios. While I was reading through the chapters, I could get some idea on what to include as evidence and how to organize and display them in my own portfolio.
Bullock and Hawk (2005) introduce the job portfolio, whether a product or a showcase portfolio, that teachers use to pursue their career. The chapter gives a very detailed and specific guidance in creating a job portfolio. Various examples of real portfolios are given to show how important it is to consider what to include and how to display them creatively. Constantino and DeLorenzo with Tirrel-Corbin (2009) also provide a great amount of examples of different types of portfolios and give the readers a chance to realize how a portfolio can be organized differently.
Bullock and Hawk (2005_ Chapter 5.
The prime purpose of making a teaching portfolio is to get a desirable teaching job. It suggests product and showcase portfolios to use when searching for a job. Perhaps it has a same assumption that it has to represent person’s knowledge, skills and abilities related to specific job responsibilities; however, it can be slightly different in that whether the prospective teachers know their target school or students. In this regard, since children learning development is the focus of my teaching, I better stress on my knowledge and pedagogies for young learners by means of product portfolio instead of showing all the ‘best’ works. Also, most important thing to remember is to try to look at all the documentations I put from potential viewer’s point of view; if it gives enough credence to a teacher’s belief and actions. It should be made to work as a competitive edge from other candidates.
Constanino et al. (2009) Chapter 7.
This chapter presents a number of example portfolio entries and they gave me an insight about
-Need of selective evidence and documents (not everything) that can prove my professional teaching ability
-Ways of organizational framework which will easily guide viewers to the sections they like to look on
-Concise but key points-contained information about me as a promising teacher
There are many interesting features of examples that I would like to follow but I should be carefully selective both on the form and the content for my teaching portfolio. Moreover, reflections for each main category sound beneficial in making connections how the evidence works as a proof to be a high quality teacher.
Week8: May 2, 2011
Constantino et al. (2009), Chapter 7
Bullock an d Hawk(2005), Chapter 5
I find useful information in those chapters. First, the author’s tip about portfolio introduction is specific such as “narrative introduction has better not exceed one page”. The author’s advice makes me think about the quantity issue of portfolio. The amount of the portfolio that the previous students made is very various from around 40 pages to more than 100 pages. According to the author, “less is better.” However, I wonder how many pages are appropriate for a concise portfolio that contains essential things. The next information is about design. I agree that small icons such as a footprint possibly catch viewers’ attention and guide what each page means is. I’d like to make a portfolio professional because my portfolio can be an example of my computer skills. However, my skills are not that good. Thus, designing is another my concern. Lastly, before I summit the portfolio, I should proofread my portfolio not to misspell any words. The portfolio is a tough job that I have to consider many things logically and visually, but I believe that the portfolio will represent what I’ve done so far in TESOL course.
Bullock and Hawk (2005), Chapter 5
This chapter explains briefly about what portfolios are for the teacher. Portfolios represent teachers’ beliefs and show who they are through the collection of evidence. As already mentioned in earlier chapters, different types of portfolios can be used according to the purpose. This chapter also shows sample portfolio of elementary school teacher and although it is very brief, I can take some of her ideas and adapt when I create my own.
Costantino et al. (2009), Chapter 7
This chapter provides a lot of authentic examples of portfolio entries. I learned a lot from their use of different layouts and variety of organization skills throughout the examples. Each portfolio is very unique and reflected the creator’s identity very well.
Bullock and Hawk(2005), Chapter 5
In these days, the portfolio has been the norm in terms job searching, especially teaching-related ones. Job interviews are still crucial, but not comprehensive enough to cover the full range of a teacher’s capabilities due to time constraint. On the other hand, the portfolio permits potential candidates enough time and space to market themselves in an effective and efficient way.
When creating a portfolio, a developer usually has two types of portfolios in mind, product and showcase portfolio. As long as a prospective teacher knows a great deal about the job he or she is going to get, then a product portfolio seems a good choice. However, most of the time, would-be-teachers do not know for sure where they are going work, and thus, a showcase portfolio is a better and safer choice. In this portfolio, the developer chooses his or her best work that presents his or her ability, expertise and dispositions about education.
Even though the teacher candidate can decide what to be included or not in a portfolio at his discretion, there are certain things that should be mandatory in a portfolio such as an attractive cover sheet, table of contents, teaching philosophy (or beliefs), resume, lesson plans, spell check etc.
Constantino et al. (2009), Chapter 7
This reading actually presents diverse kinds of portfolio documents so that teacher candidates just like me can be exposed to authentic examples. One thing I realized from looking at different portfolios was that every portfolio was unique and distinguishable in terms of format and layout, which reflects each author’s individual style.
Bullock and Hawk (2005) Chapter 5
This chapter is useful for the prospective teacher who's applying for the job. Product and show case portfolios are suitable for this purpose. A show case portfolio could be better when they don't know the level or grade they will be teaching. When job searching it is most important tto consider the potential audience. It is stated in this chapter that principals and teachers on interview teams at the school level were more interested in reviewing the portfolio than were the administrators at central offices. The portfolios should be reader friendly, and don't have to be thick.
Constanino et al. (2009) Chapter 7
This chapter gave me many useful tips in designing my own portfolio and selecting entries. It displays many different samples of different teachers' portfolios and short tips and explanations are written below each of them. The samples include items that show the organization of the portfolio and instructional evidence that represents many aspects of the teacher's own teaching.
Write something about yourself. No need to be fancy, just an overview.