1. Implementing Teacher
Portfolios for Professional
Development
Presentation by Caroline Campbell
TESOL France Colloquium 2013

2. MALTA
FACTS ABOUT MALTA
• 417,000
• 81,911
• 316
• 365
• 42

3. MALTA
FACTS ABOUT MALTA
• 417,000 - population
• 81,911 – foreign students
who visited Malta to study
English in 2012
• 316 sq km – surface area
• 365 churches
• 42 licensed EFL school

4. The situation in Malta
 42 licensed EFL Schools regulated by
the EFL Monitoring Board.
 The EFL Monitoring Board is a public
authority that falls under the Ministry of
Education and Employment.
 In the last decade the EFL Monitoring
Board has implemented various policies
to guarantee quality English language
teaching.

5. Academic School Visits (ASV)
 The EFL Monitoring Board appoints
«Academic School Visitors» to carry out
announced «Academic School Visits».
 Among other things, during the ASV, the
visitor:
- observes lessons.
- has meetings with the DOS, the
teachers,
and the learners.
- reads a sample of learner feedback
reports.
- reads a sample of teacher portfolios.

6. Structure of Teacher Portfolios as
required by the EFL Monitoring
Board
 An updated CV.
 A summary of teacher development
interviews/appraisals.
 A feedback on classroom observations
carried out for development/appraisal
purposes.
 A selection of course/lesson plans.
 Any other relevant material.
https://eflmalta.gov.mt/en/Documents/Policies/EFL%20Monitoring%20Board%20Malta%20Academic%20School%20Visits.pdf

7. Do you keep a
teacher portfolio?

8. Implementing the Policy within
Schools
The initial reaction.

9. Implementing the Policy within
my School
 Informative/Preparatory meeting.
 Change of heart.
 Templates/Support.
 Regular follow-up meetings.

10. Informative/preparatory
meeting
 Going through the policy guidelines with
the teachers.
 Providing more detailed explanations.
 Breaking down the guidelines into simple
steps.
 Helping teachers understand the true
purpose of a teacher portfolio.

11. Understanding the twofold
purpose of Teacher Portfolios
(TP)
• TP as a means
• to demonstrate credentials to
employers, potential employers and/or
colleagues. (Not just to abide by the EFL
Monitoring Board Policy).
• TP as a tool
• To encourage teachers reflect more critically on
their teaching;
• To help teachers keep records of created
materials and teaching methods used;
• To give teachers an opportunity to discuss

12. Preparing a Teacher Portfolio
Evidence of training and
teaching
 An updated CV.
 References.
 Certificates of
courses/seminars/
workshops
attended/given.
 Learner feedback
sheets.
 Lesson observation
reports.
 Created materials-
 Course/Lesson plans.
Reflections on the
evidence
o Cover letter.
o Teaching philosophy
statement.
o Reflection on new ideas
obtained from courses/
seminars/workshops.
o Self-Evaluation reports:
pre- and post- lesson
observation.
o Action plan.

13. Guidelines for an updated CV
Besides the usual lists that are included in a
CV, teachers were reminded to include the
following:
 Highlights of any professional development
since finishing formal education
e.g. Participation in
workshops/conferences,
online courses, etc.
 A list of the variety of courses taught over
the years (emphasizing professional
experience).
List adapted from Brown, J.D. & Wolfe-Quintero, K. The Language Teacher: Teacher Portfolios for
Evaluation. Greate Idea or a Waste of Time. Document URL: http://www.jalt-

14. An updated CV
 Any service given within language
programmes
e.g. Materials and/or test writing,
syllabus/curriculum development,
conference
presentations/workshops
given/poster presentations,
offices held in professional
organizations, etc.List adapted from Brown, J.D. & Wolfe-Quintero, K. The Language Teacher: Teacher Portfolios for
Evaluation. Greate Idea or a Waste of Time. Document URL: http://www.jalt-

15. An updated CV
 Other aspects
e.g. Highlights of foreign travel or
experience living in other
cultures,
any published articles or material,
grants and honours received,
foreign languages spoken, etc.
List adapted from Brown, J.D. & Wolfe-Quintero, K. The Language Teacher: Teacher Portfolios for
Evaluation. Greate Idea or a Waste of Time. Document URL: http://www.jalt-

16. More evidence.
 Expanding on parts mentioned in the CV
e.g. Copies of published articles,
sample of created tests/classroom
materials,
course syllabi developed,
handouts given out during
presentations, etc.
 Adding reflections.
 Evaluation forms completed by students, peers
and mentors.
 Students’ work/classroom activity pictures/thank
you notes.

17. Teaching Philosophy
Statement
 What theories/approaches do you base your
teaching on?
 How do your beliefs guide you when choosing
materials to use with your students, for your
classroom management, when deciding what
approach to use, etc.?
 Do you use technology or any other tools in the
classroom?
 What other elements do you like bringing into
your classroom?

18. Teaching Philosophy
Statement
 What kind of interaction (teacher –
student, student – student) goes on in
your classroom?
 How do you know your teaching strategies
are working well?
 How do you gather feedback from your
students?
 What are your goals?

19. Lesson Observation
Formal observation
Training
Professional Development
Monitoring
Assessment
Data collection
Unannounced observation
 Informal observation
Peer observation

20. Lesson Observation
The observer should encourage the
following:
• Self-development
• Self-evaluation
• Self-monitoring
• Self-assessment
Records added to the teacher portfolio.

21. Self-Evaluation: pre-
observation
 Reflection on progress in
implementing the action plan (based
on the most recent self-evaluation
records/feedback received).
 Identification of strengths and
weaknesses in teaching.
 Reflection on how the identified
strengths and weaknesses effect
learners.

22. Template

23. Course/Lesson Plans
Course plan: brief summary
 Practise planning the course for the
week.
 Linking lessons to provide a flow.
Detailed lesson plans:
 Main lesson aim/s.
 Class profile.
 Lesson stages/timings/stage aims.

24. Template

25. Templat
e

26. Self-evaluation: post-
observation
 Reflection on different aspects of the
lesson.
e.g. aims achieved,
relevance of lesson,
effectiveness,
materials used,
interaction, etc.

27. Template

28. Observation Feedback Report
 A narrative of what went on during the
observed lesson including comments
and suggestions.
 Comments on different aspects:
e.g. Class management,
Teaching of skills/language,
Interaction,
Lesson planning, etc.

29. Survey questions
 Do you like the fact that the EFL
Monitoring board introduced teacher
portfolios?
 Does keeping a Teacher Portfolio help
you reflect on your own teaching?
 Has it changed the way you look at
your own CPD or teaching?

30. Do you like the fact that the EFL
Monitoring Board has introduced
teacher portfolios?
Yes, it makes my career more
professional and valuable.
Yes, it helps teachers be more aware of
the importance of their work and
increases a sense of responsibility.
Other stakeholders, such as the
government show that higher standards
and quality of work matter.
Yes, the introduction of portfolios
is a good idea because it helps
me keep up-to-date with the
latest teaching methods
Yes, the EFL Monitoring Board
and the DOS can monitor the
CPD of EFL teachers better.

31. Does keeping a teacher portfolio
help you reflect on your own
teaching?
It helps me log my
progess and improve
my lessons.
Yes, it keeps me on my
toes. It also helps me to be
more creative and
motivated.
Yes, it helps me look back and
examine my progress and
reflect on how I can improve.

32. Has it changed the way you look
at your own CPD or teaching?
Over the last few years I have
developed and improved a lot. I
make sure I attend workshops
and seminars, of which I keep
record in my TP. All this training
has encouraged me to keep my
finger on the pulse of my
profession. I believe the school
and my students also benefit
from it.
I’ve just
started
teaching, I
can’t really say
at this point in
time but I’m
sure I will
benefit from
it.

33. Results/Benefits
 Teachers no longer see keeping a Teacher Portfolio
as merely more paperwork.
 Teachers have come to appreciate the Teacher
Portfolio as a tool that helps them reflect on their
teaching.
 Teachers work harder to bring about change and
improvement and to show evidence of it.
 Teachers have also become more aware that
professional development is an ongoing process.
 Teachers also feel that the Teacher Portfolio helps
them project a more professional image.

34. The way forward
Teacher e-portfolio
• can include more than just text:
video, audio, graphic,
• easier to share and teachers can choose
what to share,
• teachers can choose to have a wider
audience,
• teachers gain technological skills and
keep up with the digital age,
• paperless.

35. References
 https://eflmalta.gov.mt/en/Pages/EFL.
aspx
 https://eflmalta.gov.mt/en/Documents/
Policies/EFL%20Monitoring%20Board
%20Malta%20Academic%20School%
20Visits.pdf

36. THANK YOU
 Contact me at:
carecampbell@gmail.com
 Visit my blog at:
www.carecampbell.blogspot.com