This handbook provides essential information on developing and using portfolios throughout the entire professional teaching career. Using actual examples, it shows learners how to correlate portfolio content at the beginning, experienced, and master teaching stages of their careers. It is constructed so that once readers understand the rationale and options for portfolio development, they can select the chapters that best suit their current situation. With step-by-step processes, non-technical language, and helpful tips, this book is a “must” for anyone who is preparing a portfolio. Chapter topics include the teacher assessment movement, portfolio development, reflections, the preservice teacher's portfolio, getting a job, portfolios for continuing licensure, portfolios for alternative evaluation, portfolios for master teachers, and electronic portfolios. For future and practicing teachers at all stages of their careers.
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During the past two decades numerous national reports have provoked a wave of reform initiatives that have engulfed the education community. In turn, these initiatives spawn accountability efforts that have focused increased assessment actions upon students and teachers alike. One form of assessment that is enjoying increased popularity, particularly for assessing teacher competence, is the portfolio. Developing a Teaching Portfolio: A Guide for Preservice and Practicing Teachers speaks to this form of assessment and concentrates on how teachers can use the portfolio process to demonstrate their competence as professionals.
Developing a Teaching Portfolio can be used in teacher preparation programs, as staff development for practicing teachers to teach the portfolio development process, or for individuals interested in the portfolio process. The book focuses on using portfolios throughout one's professional career. Chapters 1 through 3 are required reading no matter what a teacher's career stage. Chapter 1 provides a brief overview of the accountability and the teacher assessment movements. Chapter 2 defines what a portfolio is and what types of portfolios teachers can develop. Because reflections are the very heart of the portfolio process, Chapter 3 is devoted to the "what, why, when, and how" of writing a reflection. This opening section also addresses legal issues involved with portfolios and with their assessment and scoring.
Chapters 4 through 8 are dedicated to what portfolios should include and how teaches go about developing a portfolio at different stages of their careers. Chapters 4, 5, and 6 center on development of portfolios during the years that teachers are novices. The focus of Chapter 4 is preservice teachers, and Chapter 5 spotlights using the portfolio to obtain employment. Chapter 6 concentrates on preparing a portfolio for continuing licensure. Chapters 7 and 8 are for use by experienced teachers. Chapter 7 suggests using the portfolio as an alternative evaluation process, and Chapter 8 hones in on the master teacher who goes forward for national board certification.
Chapter 9 provides instruction on the use of electronic portfolios at any stage of one's career. This chapter critiques the pros and cons of developing an electronic portfolio and makes suggestions concerning the hardware and software one would use. Our colleagues Drs. David Powers, Scott Thomson, and Kermit Buckner contributed their expertise to this chapter.
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Book Description Prentice Hall, 2000. Paperback. Book Condition: New. Bookseller Inventory # P110130830402