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Student Teaching Portfolio Teach: more detail

The portfolio as a tool for stimulating reflection by student teachers [An article from: Teaching and Teacher Education] by D.D. Mansvelder-Longayroux, D. Beijaard, et all 2007-01-01
Learning to Teach with "Guide to Field Experiences and Portfolio Development", Interactive Student CD-ROM, and PowerWeb/OLC Card by Richard I Arends, Richard Arends, 2003-05-15
Learning to Teach, with Free "Manual for Planning, Observation, and Portfolio" and Free Interactive Student CD-ROM by Richard I Arends, 2001-05-18

lists with details

PHY 353 Student Teaching Seminar
The heart of the student teaching portfolio will be based primarily upon NSTAScience teaching Standards and Teacher Education s conceptual framework,
http://www.phy.ilstu.edu/programs/ptefiles/353.html

Extractions: Realizing the Democratic Ideal: Teacher Education at Illinois State University PHYSICS 353 STUDENT TEACHING SEMINAR DEPARTMENT OF PHYSICS Spring Semester 2005 Drop Down to Course Outline (Final version: last updated 3/09/2005.) STUDENT TEACHING SEMINAR 1 s.h. Spring A seminar through which students exchange information, share reflections, and document observations and activities prior to and during student teaching. Note: This is a five-week course taken during the same semester as, but prior to, student teaching. WARNING: Associated with this course is one or more NSTA-mandated summative performance assessments linked with Professional Studies' Exit from Student Teaching gateway. Failure to adequately demonstrate the required competencies in a timely fashion will result in the teacher candidate being ineligible for the state teaching certificate. In addition, one or more PBA System requirements are linked with this course. For instance, the CECP's FINAL DISPOSITIONS ESSAY is due and will be assessed in Livetext using by the instructor using a CECP-provided online rubric. The MULTICULTURAL ASSESSMENT (e.g. lesson plan) must be submitted and assessed by the instructor using a CECP-provided online rubric.
Searle Center For Teaching Excellence
Marketing Your teaching Building a Distinctive portfolio teaching freshmanstudents is often quite different from teaching seniors.
http://teach.northwestern.edu/prog_students_GSWS.html
Teaching Portfolio
A teaching portfolio is required of all McGill academic staff in why particularteaching methods are used, why student learning is evaluated in a
http://www.mcgill.ca/tls/policy/teachingportfolio/

Extractions: var GJSBrowserName = 'Unknown'; var mcgilllogo_Off = new Image(119,29); mcgilllogo_Off.src = "http://upload.mcgill.ca/global/new_options/mcg_0.gif"; var mcgilllogo_On = new Image(119,29); mcgilllogo_On.src = "http://upload.mcgill.ca/global/new_options/mcg_1.gif"; var sectionlink_Off = new Image(136,53); sectionlink_Off.src = "http://upload.mcgill.ca/global/sections/sectionlink0_en_0.gif"; var sectionlink_On = new Image(136,53); sectionlink_On.src = "http://upload.mcgill.ca/global/sections/sectionlink0_en_1.gif"; Sign in Monday, September 26, 2005 A teaching portfolio is required of all McGill academic staff in applications for reappointment, tenure and promotion to full professor. Teaching Portfolio Guidelines are below on this page or located in Appendix A (see page 21) in the Handbook of Regulations and Policies for Academic and Librarian Staff
Philosophy Of Teaching Statements
In general, the teaching portfolio is most often used for summative believes teaching can facilitate the student learning processes as described by the
http://www.oic.id.ucsb.edu/TA/portfolio.html

Extractions: TEACHING PORTFOLIOS Portfolios have two main uses, both of which involve evaluation. Summative Evaluation : Portfolios can be used to demonstrate the quality of a person's work for hiring and promotion purposes or for purposes of passing a course of study. Formative Evaluation : Portfolios can be used as a means of assembling and examining one's work for the purposes of professional improvement. The same portfolio should not be used for both purposes. The summative evaluation judges the outcome of one's work, while formative evaluation seeks to identify areas to be improved and to suggest possible ways to make those improvements. There is risk-taking involved in the latter as it takes a much more vulnerable perspective on one's work. In general, the Teaching Portfolio is most often used for summative evaluation, that is, for hiring and promotion. As such, it can be described as "a factual description of a professor's [instructor's, or TA's] teaching strengths and accomplishments. It includes documents and materials that collectively suggest the scope and quality of a faculty member's teaching performance. It is to teaching what lists of publications, grants, and honors are to research and scholarship." "The portfolio is not an exhaustive compilation of all the documents and materials that bear on teaching performance. Instead, it presents selected information on teaching activities and solid evidence of their effectiveness. Just as statements in a curriculum vitae should be supported by convincing evidence (such as published articles or invitations to present a paper at an academic conference), so claims in the teaching portfolio should be supported by firm empirical evidence."
Student Teaching: School Of Education: Adelphi University
A supervised clinical experience, consisting of either student teaching or a faculty recommendations, and a satisfactory student teaching portfolio.
http://education.adelphi.edu/studentteaching/

Extractions: A supervised clinical experience, consisting of either student teaching or a practicum for teachers who are currently in the field, is provided for students completing their certification programs. Each experience is a full-time, daytime responsibility and includes a weekly seminar at Adelphi University. Specific course prerequisites for student teaching or the practicum vary in each program.
G. Scott Acton, Ph.D.--Teaching Portfolio
My teaching portfolio consists of seven elements Experience as sole supervisorof undergraduate and graduate student research projects;
http://www.personalityresearch.org/acton/teaching.html

Extractions: My teaching portfolio consists of seven elements: An elaborate instructional materials website called Great Ideas in Personality Samples of my students' papers , peer commentaries, and web projects , which are displayed in this website; Participation in semester-long workshops on writing and teaching effectiveness; Syllabi and teaching evaluations for university courses in which I was sole instructor; Experience as a teaching assistant for four university courses, including teaching discussion sections, supervising groups, grading papers, and tutoring individuals. Experience as sole supervisor of undergraduate and graduate student research projects; Collaboration with an undergraduate student on research presented at an international conference. I have an excellent record of teaching both one-on-one and in the classroom. By helping students formulate their ideas coherently and communicate them to each other and to the public, I have successfully cultivated in students the skills in writing and critical thinking that I have developed in my own work. Moreover, I have sought to provide information to students on an as-needed basis, not only through lectures and discussions, but also through an elaborate instructional materials website called Great Ideas in Personality. Begun in 1997, this website allows my students to learn what they need, when they need it. Because Great Ideas in Personality became one of the most frequently visited personality resources on the web, it afforded an opportunity for students to work toward an intrinsically meaningful goal. I reasoned that students would make extra efforts if they knew that their work would be visible to a large number of people who found their topic interesting, and my expectations were fulfilled. My students produced excellent work in the form of web projects and personality papers with peer commentaries, which are publicly viewable and have even been used as resources by instructors in other personality courses.
ReadWriteThink: Lesson Plan
PrinterFriendly Version Poetry portfolios Using Poetry to teach Reading Evaluate the illustrations in the student s poetry portfolio to ensure reading
http://www.readwritethink.org/lessons/lesson_view.asp?id=152
Portfolio
portfolio Elements teaching Dispositions/ Professional Beginnings /Preparation fr Essay on student teaching Application; teaching Philosophy Statement
http://www.udel.edu/fllt/flep/fle_portfolio.html

Extractions: Teaching Portfolio The Teaching Portfolio demonstrates PERFORMANCE in three categories: FL Proficiency Teaching Dispositions and Reflective Practice Pedagogical Performance PERFORMANCE WHERE MET: Portfolio performance elements are embedded in FLE coursework and clinical experiences HOW ASSESSED: Course instructor/clinical supervisor will assess performance on each required element embedded in his/her course HOW RECORDED: Instructor/supervisor will then ceritify that criteria for that element have been met by recording a check for that element on the online Foreign Language Education Performance Assessment Record HOW TRACKED BY STUDENT: Student can access his/her personal FLEPA record online to keep track of progress You will compile your teaching portfolio as you complete the coursework and clinical experiences of the FLE Program. Each required portfolio element is attached to a course or a clinical placement. The course instructor or clinical supervisor will assess your performance and certify that you have met the established criteria for that element by recording your completion of it in your personal online FLE Performance Assessment Record. You may access and print out your FLEPA record at any time to keep track of your progress. As each element is approved, you should add it to your portfolio binder. Construct your portfolio in a large, loose-leaf binder, with dividers creating three sections to receive the required materials in the following three categories:
UCD - UCD Centre For Teaching And Learning - UCD Teaching Committees, Awards And
A diverse collection of material in a teaching portfolio will make for a rich basis What student teaching Evaluations have you done and how have you
http://www.ucd.ie/teaching/award/des.htm

Extractions: A diverse collection of material in a Teaching Portfolio will make for a rich basis for reflection and improvement, and for choice in putting together a Teaching Profile. Portfolios can be constructed in different ways and one suggested design was presented by Hutchings (1998) for the American Association of Higher Education. Professor Nona Lyons has refined this design to be used for either a course or teaching Portfolio as the following: Design of Teaching, Enactment of Teaching, Results of Teaching. Because self-monitoring and reflection are the hallmarks of professional practice, you may like to see the following questions as the organising principle for the collection of your portfolio material, and as the basis for reflection on your continuing performance in light of good practice in teaching and learning , and good practice in assessment . These questions are not prescriptive and are only a guide for inclusion of information in a portfolio.
UCD - Centre For Teaching And Learning - Teaching Portfolio / Profile
Some Suggested Evidence to Gather for inclusion in a teaching portfolio/Profile Steps taken to evaluate and improve teaching/assessment/student learning
http://www.ucd.ie/teaching/port/add.htm

Extractions: No two Teaching Portfolio evidence will be the same. It is up to you to choose what to present to a Promotions Committee bearing in mind what is currently required (see UCD personnel web-page ). You should play from your strengths as a teacher, properly documenting them from your Portfolio (often called a Teaching Profile when related to Promotions). Profiles used in promotions/awards most have a range of evidence that supports the reflection and evaluation of the teaching and student learning. The evidence can be a mixture of material from Self, Students, Others and Product of students work (see Table 3). The Portfolio for Promotion/Awards is a select amount of material, for one period in time that has a strong emphasis on the evidence to prove that you are a good teacher/educator. It is viewed by promotions/assessment boards that make a judgement on this evidence. It needs to be readable, both in size and clarity by the assessors.
Electronic Teaching Portfolio -- Teaching Experiences
student teaching Practicum Experience. Practicum experience in English and student teaching experience in English and speech, LinnMar High School,
http://www.education.uiowa.edu/edplace/eportfolio/port/portfolio3/prac.html

Extractions: English Conversation Instructor Practicum experience in English and drama, Northwest Junior High School, Coralville, Iowa. Assisted with two sections of 8 th grade English and one section of drama. Student teaching experience in English and speech , Linn-Mar High School, Marion, Iowa. Worked with five classes of 9 th grade English. Duties included: Home Education Teaching
The Center For Teaching And Learning Services
A teaching portfolio is similar to an artist s portfolio it is a Actual teachingwork samples (video; notes from observation; solicited student
http://www1.umn.edu/ohr/teachlearn/tasuper/documen.html
TAG - Home > Resources > Teachingportfolios
Evidence of teaching effectiveness and student learning are most often gathered There are several teaching portfolio resources available to you online.
http://www.tag.ubc.ca/resources/teachingportfolios/

Extractions: home resources teachingportfolios Scholarship at the University of British Columbia embraces teaching, research and service. Evidence of performance in these categories is sought when documenting achievement, especially for purposes of tenure and promotion. The five aspects of teaching that are publicly accountable are: vision, design, interaction, outcomes and analysis (Carnegie Foundation). Evidence of teaching effectiveness and student learning are most often gathered through the use of student, peer and self assessment, using a set of agreed-upon teaching criteria. We encourage you to systematically gather selected information and materials in support of teaching activities as you experience them. Self-analysis and reflection are the keys here, and the outcomes of that analysis are twofold: you make a strong case to others about your teaching competency, and you help yourself to understand and improve your approaches to teaching and learning.
Developmental Teaching Portfolios
A Developmental teaching portfolio is your own reflective record of your teaching . Evaluations of teaching (summaries of student, and when applicable,
http://depts.washington.edu/cidrweb/TeachingPortfolioPage5.html

Extractions: A Developmental Teaching Portfolio is your own reflective record of your teaching. It provides a place for you to document and reflect on various aspects of your teaching, and it can also provide you with materials if you need to present an Evaluative Teaching Portfolio Contents of a Developmental Teaching Portfolio typically include A short reflective self-statement: Briefly present your philosophy of teaching and learning, and explain how you put this philosophy into practice (using evidence such as a syllabus, an assignment sequence, or other documents from your teaching). Show changes in content and method that you have made, explaining why you made the changes and how you assess the outcomes of making the change. Description of courses taught (past, present, future) and advisees (chair, committee member, graduate student graduation record for last several years). Description of representative course materials (course syllabi; examples of how you are implementing your philosophy; written standards set for students). Evaluations of teaching (summaries of student, and when applicable, peer evaluations and/or letters/statements from past or present students, or from outside reviewers; statements by graduate students regarding their major professor).
Journal Of Instructional Psychology: Teaching Portfolio 101: Implementing The Te
Portfolios are now established products of the student teaching semester and arefrequently used in the semesters immediately preceding student teaching.
http://www.findarticles.com/p/articles/mi_m0FCG/is_1_28/ai_73535505

Extractions: AAACN Viewpoint ABNF Journal, The AIDS Treatment News AMAA Journal ... View all titles in this topic Hot New Articles by Topic Automotive Sports Top Articles Ever by Topic Automotive Sports Teaching Portfolio 101: Implementing the Teaching Portfolio in Introductory Courses Journal of Instructional Psychology March, 2001 by Chandra J. Foote Paul J. Vermette Save a personal copy of this article and quickly find it again with Furl.net. It's free! Save it. Teaching portfolios have become the norm in teacher education programs over the last decade. In this article, the authors emphasize the need for the initial creation of teaching portfolios during introductory and foundation level education coursework, based on the constructivist perspective of learning. Early initiation to the portfolio process instills a reflective practitioner orientation and learning goal in teacher candidates. Recommendations are made regarding the content of these early portfolios and the use of a reflection process that connects each submission with an intended goal. The authors discuss the necessity of field experiences in relation to portfolio development and offer suggestions for reviewing and evaluating introductory portfolios.
Vanderbilt University Center For Teaching - Teaching Portfolios
See also the teaching portfolio preparation services available at the Center for Summarized student evaluations of teaching, including response rate and
http://www.vanderbilt.edu/cft/resources/gleanings/reflections/portfolio.htm
Professional Teaching Portfolios - Field Experiences - University Of Alberta
The development of a Professional teaching portfolio(PTP) begins in the The development of a portfolio will enable student Teachers to recognize and
http://www.uofaweb.ualberta.ca/fieldexperiences/nav04.cfm?nav04=25959&nav03=2588
The Professional Teaching Portfolio
A professional teaching portfolio is an organized collection of documents, teaching License student teaching Evaluations Letters of Recommendation
http://purdue.placementmanual.com/education/education-01.html
APS Observer Teaching Tips The Course Portfolio
I nominate a type of teaching portfolioa course portfolio-as a viable candidate to The gaps between intentions, teaching practices and student learning
http://www.psychologicalscience.org/observer/0401/tips.html
UNL | GSAPD | Teaching Portfolio
A teaching portfolio is a coherent set of materials including work samples Key Tasks of teaching the Field teaching Goals (goals for student learning)
http://www.unl.edu/gradstudies/gsapd/instructional/portfolio.shtml

Extractions: Welcome Academic Career Instructional ... Preparing Future Faculty UNL Quick Links Office of the Chancellor Campus Maps Campus Tour Fact Book UNL Calendar UNL Policies Gifts to Your University Parents Association Undergraduate Graduate College of Law Distance Education Summer Sessions Office of Academic Affairs Undergraduate Studies Academic Calendar Academic Handbook (pdf) Course Catalog Libraries Schedule of Classes Transcripts Office of Research Graduate Studies Agroforestry Center Barkley Center Bureau of Bus. Rsch. Buros Institute Cedar Point Cooperative Extension Drought Center Arboretum Great Plains Collection Hillestad Gallery Lentz Center Lied Center Quilt Study Center Ross Film Theater Sheldon Gallery U of N State Museum Daily Nebraskan E-News IANR Publications KRNU 90.3FM NewsNetNebraska Scarlet Blackboard (My UNL) Housing Nebraska Unions Student Affairs Student Government Campus Recreation Career Services Employment at UNL Health Center Human Resources Information Services NET NU Foundation NU System U of N Press UNL Web UNL People Worldwide The Teaching Portfolio A teaching portfolio is a coherent set of materials including work samples and reflective commentary on them compiled by an instructor to inquire into and represent his or her teaching practice as related to student learning and development (Pat Hutchings, 1996). It is a collection of documents that represents the best of one's teaching and provides one with occasion to reflect on his or her behavior with the same intensity professors devote to research. (J.P. Murray, 1994).

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