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• W41838564 abstract "An overview of teaching portfolios is presented so that principals and other school administrators can make informed choices about their use. In its most basic form, a teaching portfolio is a collection of information about a teacher's practice. It becomes a structured documentary history when it is supported by reflective writing, deliberation, and serious conversation. The contents of teaching portfolios can be as varied as the people who construct them. To ensure that they can be evaluated fairly, there should be clear content standards, and a focus on a few key areas of teaching, rather than the entire curriculum. Requirements for a teaching portfolio should be spelled out clearly so that teachers know the portfolio's objectives. Some examples of teaching portfolios are presented. Their design and use emphasizes the necessity of the following steps in portfolio implementation: (1) define the expectations for teacher performance; (2) clarify the purposes for the portfolio; (3) identify the products for the portfolio; (4) develop the guidelines for portfolio construction; and (5) establish the procedures for portfolio evaluation. (Contains 14 figures and 12 references.) (SLD) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Er<is document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Portfolios in Teacher Evaluation Kenneth Wolf Gary Lichtenstein Cynthia Stevenson This paper is prepared for the Annual Meeting of the American Educational Research Association in Chicago, IL BEST COPY AVAILABLE. 2 To appear in: Evaluating Teaching: A Guide to Current Thinking and Best Practices, J.Stronge (Ed.). Corwin Press. Portfolios in Teacher Evaluation Kenneth Wolf, Gary Lichtenstein, & Cynthia Stevenson Teaching portfolios are an increasingly popular tool for both evaluation and professional development. Portfolios are presently in place in a variety of settings, including in university education programs to foster the professional growth of preservice teachers (Borko, Timmons, & Michaelec, in review), in school districts to reward outstanding practice (Wolf, Lichtenstein, Bartlett, & Hartman, in press), at the state level for license renewal (Lichtenstein, Wolf, Pease, Ruck le, & Campbell, in review), and at the national level to certify accomplished practitioners (The National Board for Professional Teaching Standards, 1989). Why have educators turned to teaching portfolios? Proponents contend that portfolios present an authentic view of learning and teaching over time, offering a more complete and valid picture of what teachers know and can do (Shulman, 1988; Wolf, 1991; 1996). Moreover, they believe that portfolios promote professional development by providing teachers with a structure and process for documenting and reflecting on their practice. While portfolios have many attractive features, however, they have significant liabilities as well. They can be time-consuming to construct, cumbersome to store, and difficult to score. Nevertheless, the potential of portfolios for addressing assessment needs as well as advancing professional learning suggests that administrators should consider a role for teacher portfolios in their school-based evaluation and staff development programs. In this chapter we provide principals and other school administrators with an overview of teaching portfolios so that they can make informed choices about their use. We begin by defining a teaching portfolio and discussing issues related to their design. Next, we present examples from actual teaching portfolios. We conclude by offering recommendations for putting portfolios into practice. 1 3 What is a teaching portfolio? In its most basic form, a teaching portfolio is a collection of information about a teacher's practice. While portfolios can come in many different shapes and sizes, in practice they often take the form of a scrapbook filled with photographs of classroom life, along with affectionate notes from students and parents. While this kind of portfolio may be eye-catching and heartwarming, it does not effectively advance either evaluation or professional development goals. The problem with portfolios such as these is that they are not connected to professional content standards that describe what teachers should know and be able to do, nor are they explicitly linked to a teacher's individual teaching philosophy or the school improvement plan. Additionally, these types of portfolios often lack examples of student or teacher work that illustrate the ways in which the teacher has acted on the professional content standards and their philosophies and goals. Moreover, there is no explicit reflection on the teaching and learning portrayed in the portfolio, nor explanation of the context in which these events occurred. Furthermore, these portfolios are typically constructed without input by colleagues. What might be a more productive vision for portfolios? Drawing on the work of Lee Shulman (1992), we offer the following (see Figure 1): A teaching portfolio is the structured documentary history of a carefully selected set of coached or mentored accomplishments, substantiated by samples of student work, and fully realized only through reflective writing, deliberation, and serious conversation." @default.
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• W41838564 date "2012-04-30" @default.
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• W41838564 title "Portfolios in Teacher Evaluation" @default.
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• W41838564 doi "https://doi.org/10.4135/9781412990202.d57" @default.
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