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Teacher portfolios

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Teacher portfolios

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Presentation at the Korea TESOL Busan Chapter meeting of June 8 2013. See handout at http://www.slideshare.net/RobertDickey/portfolio-handoutjune2013dickey

Presentation at the Korea TESOL Busan Chapter meeting of June 8 2013. See handout at http://www.slideshare.net/RobertDickey/portfolio-handoutjune2013dickey

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Teacher portfolios

  1. 1. Teacher Portfolios What are they? How should they be assembled? Rob Dickey Keimyung University KOTESOL’s Professional Development SIG 2013-06-07 1
  2. 2. Portfolio Types? • Professional • Teacher (Teaching) –Working –Display (Showcase) • Learner (Learning) • Significance of “ing” ??? 2013-06-07 2
  3. 3. How Long? • Dress Analogy –Short enough to be interesting … –Long enough to hide what needs to be hidden –WAIT!!! Reverse that! –Everyone has different perceptions 2013-06-07 3
  4. 4. What is a Teaching Portfolio? • What would you like your teaching portfolio to do for you? 2013-06-07 4
  5. 5. Conceptualizations? • Mirror (process of reflection) • Map (goal-setting) • NOT – a “resume” –A resume can be a piece of the portfolio • What is the purpose of your portfolio? (helps define targets and other aspects) 2013-06-07 5
  6. 6. Purpose • Document the Scope and Quality of your Experience and Training • Showcase your Skills and Abilities • Showcase Your Achievements 2013-06-07 6
  7. 7. Targeting What strengths, skills and abilities do I have to offer to this specific school? Which of the above relate to the identifiable needs of this school? What have I done to demonstrate these skills? What do I want my Portfolio to say about me as a Teacher/Learner? What do I want my Portfolio to say about my plans for Future Professional Growth? 2013-06-07 7
  8. 8. Contents? • Teaching Philosophy • Standards (TESOL, ACTFL, other) • Teaching Credentials & Responsibilities (what you've done) • Goals (3~5 years) • Activities (Beyond Classroom, but relevant) • Performance Evaluations & Awards • Product Samples (Yours & Students’) 2013-06-07 8
  9. 9. Standards • Professional Bodies • Course of Studies (MATESOL, etc) • Employer-set –Teaching, Research (Scholarship), Service, Collegiality • Self-selected • Mix from the above? 2013-06-07 9
  10. 10. Evidence (Artifacts) • Compiled over months & years • Selected to meet targets • May meet more than one target • Annotated at time of collection • Reflective comments –At time of collection, and/or –At time of inclusion 2013-06-07 10
  11. 11. Portfolio Media • Bound Hardcopy • Electronic –USB/CDROM/DVD –Internet-based • Brochure (summary) 2013-06-07 11
  12. 12. Portfolio Arrangements • Lots of “Sections” • Table of Contents • Tied to Standards or a required format • Product-oriented? • Introductions and Reflections everywhere! 2013-06-07 12
  13. 13. Hardcopy Portfolios • Looseleaf (ring) binder • non-glare plastic page covers to hold materials • 10-20 pages??? • Consider larger than A4 and/or reduction of page size in artifacts 2013-06-07 13
  14. 14. Portfolio Arrangements 2013-06-07 14
  15. 15. Portfolio Arrangements 2013-06-07 15
  16. 16. Portfolio Arrangements 2013-06-07 16
  17. 17. Portfolio Arrangements 2013-06-07 17
  18. 18. Portfolio Arrangements 2013-06-07 18
  19. 19. Portfolio Arrangements 2013-06-07 19
  20. 20. Portfolio Arrangements 2013-06-07 20
  21. 21. Portfolio Arrangements 2013-06-07 21
  22. 22. Portfolio Table of Contents 2013-06-07 22 1. Professional Qualifications & Goals 2. Philosophy, Vision, & Mission 3. Performance Documentation 4. Performance Evaluation 5. Professional Growth & Development – Readings, Reflections, Writings (3Rs) – Future Plans and Targets 6. Professional Accolades
  23. 23. Portfolio Table of Contents 2013-06-07 23 AREAS OF TEACHING COMPETENCE: 1. Knowledge of Subject Matter 2. Lesson Design & Implementation 3. Use of Technology & Resources 4. Classroom Assessment 5. Classroom Management & Discipline 6. Communication Skills 7. Parent & Community Involvement 8. Multicultural Awareness & Attention to Diversity 9. Professional Qualities
  24. 24. Portfolio Table of Contents 2013-06-07 24
  25. 25. Portfoliomaker.ca 2013-06-07 25
  26. 26. 2013-06-07 26
  27. 27. 2013-06-07 27
  28. 28. 2013-06-07 28
  29. 29. 2013-06-07 29
  30. 30. 2013-06-07 30
  31. 31. Types of Artifacts (1) • Professional Product –Scholarly/Academic Presentations –Publications (journals, books) –Classroom Materials –Lesson Plans (include “after-action” – did class follow plan? Why/Why not?) –Audio/Video/Charting of classroom performance 2013-06-07 31
  32. 32. Types of Artifacts (2) • Educational Product –School Assignments • Engagements: –Committee Assignments –Textbook & Curriculum Reviews (official or independent) –Courses Taught (summaries) –Supervision & Mentoring roles 2013-06-07 32
  33. 33. Types of Artifacts (3) • Professionalism –Professional Development Plan –Collegiality • Letters from colleagues • Self-Narratives of your own collegial acts & the environment in your workplace and professional community –Peer Observations & Shadowing 2013-06-07 33
  34. 34. Types of Artifacts (4) • Reflections on: –Professional & Educational Products, Engagements, Professionalism –Meetings & Seminars (Memberships?) –Readings –Diaries and Teaching Performance (own and others’) –Resume/Evaluations 2013-06-07 34
  35. 35. Reflection on Teaching Teaching and Related Responsibilities (as a Graduate TA) As indicated, I have been the teaching assistant for the following courses: – SPAN101: Introduction to Spanish – SPAN322: Intermediate Spanish Literature For these courses, I was responsible for two weekly sections, the grading of all exams and papers, the implementation of review sections and slide reviews, and the general administrative duties needed for the smooth running of these courses. Departmental evaluations conducted at the end of each course documents student feedback on my teaching and how my sections were run. For SPAN322 I also conducted a personal mid-semester survey in order to evaluate my sections and to improve their quality. Summaries and highlights from these evaluations are attached. Please refer to Appendix A: Syllabi and handouts from courses; Appendix B: Mid Term Student Evaluations and Year End Student Evaluations; Appendix C: Critical Review evaluations and Appendix D:Teaching References. 2013-06-07 35
  36. 36. Teaching Philosophy • “I believe …” • Takes hours & hours • Multiple Revisions • Deserves input from others • Believable • Consider using a Teaching Goals Inventory or similar to start 2013-06-07 36
  37. 37. Teaching Philosophy Part 1. Your teaching aims • Why do you want to teach? to teach English? in Korea? • What are your goals when you walk into a classroom? (list a few, not too many) • What are your goals for English learning in general? – which are high priority goals in the class you most commonly teach? (consider a Teaching Goals Inventory instrument such as at http://www.koreatesol.org/content/teaching-goals-inventory – do these change if you are teaching a different type of course? • Which courses do you most enjoy teaching? Explain your choice. Now write a single paragraph explaining the above. Part 2. What makes for great teaching? • Describe one of your past teachers, why was he a great teacher? • Create a list of characteristics you think are good for the type of courses you • wish to teach. Synthesize all the above, make sure STUDENTS are the focus. 2013-06-07 37
  38. 38. Teaching Philosophy 2013-06-07 38
  39. 39. Teaching Philosophy 2013-06-07 39
  40. 40. As a teacher of both English language and subject-matter content at university in the Korean setting, I BELIEVE: 1. Students learn from challenging yet personally-rewarding activity that connects with each learner's experiences (schema-building) and goals; 2. Students are informed both through Presentation (P-P-P) and Elicitation (matter previously learned by themselves or their peers), develop skills through Restricted Practice, and acquire language and master higher-level language/subject-matter fluency through Authentic Production; 3. Personal connections between faculty and students build trust, leading to increased learner risk-taking, humor can play a part; 4. Great teachers - memorable and influential in the student's future life - are those who co-create new successes with learners. 5. Korean university students in the social sciences need to develop critical and creative thinking skills which can be practiced effectively while working in English with issues in the social sciences. 6. Teachers must balance language, content, and thinking skills with consideration for cognitive-load (“Flow”) in mixed-level classrooms. (150 words)2013-06-07 40
  41. 41. Reviews • Ask Peers for comments • Consider balance of artifacts: –Your own documents –Student work –Materials about you from others –Versus targets and Standards • Copy-edit! 2013-06-07 41
  42. 42. For Interviews • Let employer know about your Portfolio from the very beginning • Mention Portfolio in your cover letter • Take Portfolio to interviews • Respond to questions with Portfolio examples when appropriate • Leave electronic version / Brochure after interview 2013-06-07 42
  43. 43. For More Information / Ideas • The KOTESOL Professional Development SIG has an online discussion group (study group) to collaborate and share ideas on developing teaching portfolios. • Visit the SIG page and Subscribe! (must be logged in to subscribe) http://www.koreatesol.org/professional-development 2013-06-07 43
  44. 44. Hope this was useful... Rob Dickey rjdickey@content-english.org 2013-06-07 44

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