Professional Development Portfolio

Guide for Educators

Jamaica
1. Introduction to your Portfolio Guidelines Booklet
The Jamaica Teaching Council (JTC) was established by the Ministry of Education
(MoE) in 2008 in response to the report from the Task Force on Educational reform
outlining the vital role of teachers in increasing the achievement levels of children. The
JTC was designed to develop an effective and efficient teaching service responsive to the
changing needs of society. One of the mandates of the JTC is to ‘Regulate the teaching
profession’ by registering and licensing all teachers as well as monitoring and evaluating
performance and fostering accountability. As part of the process to improve the teaching
profession, JTC will train teachers to develop their personnel portfolios. The Portfolio
Guidelines Booklet is designed to assist the teaching professional, to produce his or her
own professional development portfolio.

2. Statement of JTC’s Mission and Mandate

Its mission states: To cause the teaching profession to continuously strive for excellence
in raising aspiration and achievements that lead to beneficial educational outcomes for
all learners.

The mandate of the JTC is to:

a) regulate the teaching profession;
b) build and maintain competencies;
c) raise the public status of teachers and the profession
d) inform policy direction for the teaching profession.

It is against this background that the JTC has prepared professional standards that will
guide the new and professional teachers and guidance counsellors in assessing their own
performance and against which they will be objectively assessed and eventually licensed.
The teaching standards will be assessed through annual teacher appraisal, the teacher
portfolio which is to be presented for licensing and research into teacher effectiveness to
promote learning. It is therefore essential that each individual in the profession create a
professional development portfolio. The teacher will find that a personal portfolio to be
an asset in charting career paths.

3. Definitions
A Teaching Portfolio is a documented history of a teacher’s learning process against a
set of teaching standards. The portfolio is much more than an elaborate scrapbook or a
collection of written documents: It is an individualized portrait of the teacher as a
professional, reflecting on his or her philosophy and practice. This portrait is fully
realized through the teacher’s deliberate selection of artifacts and thoughtful reflections
on those artifacts, which provide insight into the teacher’s growth. (Painter, 2001, p. 31)

Peter Seldin, who has written extensively in the USA on this area, describes the teaching
portfolio as:
 A collection of materials that document teaching performance … It is flexible enough to
be used for tenure and promotion decisions or to provide the stimulus and structure for
self-reflection about teaching areas in need of improvement (Seldin 2000, p. 37)
.
A Professional Portfolio is a dynamic record of a teacher’s qualifications and
professional growth over time. An approach to teaching enhancement whereby one can
gauge successes, opportunities for improvements, and means for their fulfillment. It is
also a means of presenting information for job search or career enhancement, such as
promotion, tenure, job application. In short, creating a portfolio involves reflection,
collection, selection, and connection. Thus a Teaching Portfolio is one type of
Professional Portfolio within the educational sector.

4. How will a teacher use his or her portfolio?

The portfolio is a standard tool that will be utilized in a teacher’s annual assessment and
the renewal of a professional license. It also speaks to the competency of a teacher and
his or her commitment to the teaching profession.

It is also used as:

a. As an appraisal instrument for making decisions – evaluative/summative to:
- communicate your teaching potential to employer.
- decide promotion.
- recommend further training and development.

b. As a tool for development – formative, reflective to:

- document your teaching experience/ academic service over time.
- provide evidence of your personal teaching style and innovations as an educator.
- serve as a tool for reflection and self development

5. Portfolio Design – Getting Started

Before a teacher collates his or her portfolio, he or she should gather the materials to be
included and establish a filing system, that is, keep accurate records of performance.
This will be helpful as the teacher may be collecting more materials than he or she can or
may wish to include in a portfolio.

The documents should be space and a half, one inch margin all around and use one of the
following recommended fonts: Times New Romans, Arial or Courier.

The standard look of the portfolio:

Size of binder (2 or 3 inches)
Standard color of binder (black- school leaders; yellow –primary level; brown –
secondary level teachers)
Size of paper within portfolio (letter size)
Font type - Times New Romans, Arial or Courier and size 12
Spacing (already stated)
 Layout (suggestion listed)
Subject dividers
Plastic wallets

Once the teacher gathers the supporting documents, and creates a filing system, it is
important to personalize the portfolio, in the same way one personalizes the resume and
cover letter included in the portfolio. Contents of portfolios will vary according to the
subject area taught, but the teacher should ensure that the contents are organized around
the given set of teaching standards contained in the JTC’s Professional Standards for
Educators Jamaica and the format as given in Section B.

SECTION A

Cover sheet/Title page

The cover sheet should have the following information; your name, the school’s name,
address of the school, principal’s name and date of creation.
The teacher should note that some educators use graphics, fancy fonts, or an appropriate
quote to make the binder look professional and individual.
Table of Contents
The table of contents should list what is in the portfolio. A properly constructed table of
contents demonstrates your attention to detail and your organizational skills.
Letter of Introduction/Cover letter
The cover letter should be customized to the reader and present you, and the product, in
an interesting, attention-grabbing way. Essentially it is a brief biographical sketch . See
Appendix 1
Resume
The teacher’s resume should show all the relevant skills and accomplishments in a
concise and exciting document. The teacher needs to organize information so that it
quickly answers the reader's question, "How can this candidate be of value to this
school?” See Appendix II

Proof of Qualification
Copies of teaching certificates
Degrees and other professional qualifications.
 SECTION B
6. Portfolio Content
This general section has been aligned to the Professional Standards for Educators –
Jamaica and is a requirement for all teachers and guidance counselors wherever you are
in the system.

The professional development portfolio should contain the following:

a. Teaching Statement/Philosophy
This should be the teacher’s personal reflections which describe what he or
she does when teaching; analyze his or her teaching and be empirical, in that
it illustrates experiences/observations on which decisions about teaching are
based. See sample in Appendix III

The following may be helpful to the teacher in preparing a teaching

statement/philosophy. The teaching statement should include:
Reasons for choosing the teaching profession
Statement of belief
Achievements/accomplishments
Special aptitude towards learning styles/skills

b. Teaching Experience and Responsibilities

In this section a summary of evidence which indicates that the teacher knows the
subjects/themes that he or she teaches. It should include work that helps to
evaluate the effectiveness of teaching and growth as an educator.

This section addresses the following Guiding Principle (GP) and teaching
standards:
GP #1 – Teachers know the subject(s) that they teach.
1. Know the content of the subject been taught, how the content is constructed
from simple to complex and how it can be organized to bring about learning
for children at various stages.
2. Understand the curriculum that embodies the subject(s) and see its
relationship to the attainment of educational and national goals
3. Know how to integrate teaching subjects to reinforce knowledge, being able to
identify related concepts in other subjects and use such concepts to strengthen
the teaching subject
4. Have clearly stated goals for each class and how to measure student
achievements
5. Access and keep abreast of knowledge and developments in the subject area,
using technology and other sources of information

Include samples and/or evidence of:

 Summary of the different positions the teacher has held and teaching activities
in which he or she has been involved in a primary role. Any contribution
made should include references/pictures/awards
Sample of students work reflecting content/concepts aligned to a set of lesson
plans
A complete set of lesson plans reflecting all the disciplines taught or
curriculum offerings during the term across grades
List of references used to ascertain credibility, adequacy and relevance of
content
Copies of appraisal exercises for a one year period
Checklists to indicate the across subject areas being strengthened in subject
delivery
Samples of action plans (developed by you) and assessment plans catering to
specific needs of the students
Evidence of your awareness of the national goals for education as set out by
the Ministry of Education
Scores on standardized or other tests, before and after instruction
Students’ lab books or other workbooks(where applicable)
Students’ papers, essays, or creative works
Graded work from the best and poorest students, with teacher’s feedback to
students
Documented behaviour modification techniques utilized/practiced by you in
the classroom
Strategies used by the teacher to develop emotional intelligence
Instructor’s written feedback on student work

c. Teaching Methods and Strategies

GP #2 Teachers know how to teach the subject/s/themes for which they are
responsible and
GP #3 Teachers are committed to the children in their care – managing the
learning process through recognizing diversity among learners and fostering
inclusiveness.

Some of the teaching standards covered in this section are as follows:

1. Develop in the learners critical thinking and ways to identify and solve their
own problems
2. Know and be able to apply cognitive theories of learning and incorporate such
understanding in the practice of teaching
3. Engages in reflective teaching and action research to evaluate the impact of
his or her instructional choices, actions and interactions on the achievements
of the learners
4. Use effective verbal and non-verbal communication techniques as well as a
variety of instructional media and technology to ensure that learners receive
the intended message
5. Foster competence, self-confidence and a desire for knowledge through a
collaborative, supportive and an interactive teaching and learning environment
6. Interpret national goals into class organization and management to inculcate
values and attitudes for social, cultural and economic development

It should include samples and/or evidence of:

Strategies used in the development of critical thinking in students
A case study prepared by the teacher highlighting problem-solving strategies
taught and used in his or her classroom
Activities undertaken to promote civics education
Brief summaries outlining important aspects of at least two theories of
learning incorporated in teacher’s practice of teaching
Proof of the teacher’s efforts to help students to achieve excellence as it
relates to their individual competence and capabilities
Performance incentive lists
Targets for the classroom and action plan
Copied pages of relevant attendance register
Log of extra-curricular activities in which the teacher has been involved
Lesson plans featuring successful instructional approaches
Evidence of the use of Problem-based learning

7. Evidence of Teaching Innovations

GP #4 Teachers sharpen their professional skills
This section should include evidence of how you sharpen your professional skills.

The teaching standards are:

1. Rigorously assess ones’ performance in the teaching and learning process,
collaborate with peers to critically examine ones’ teaching and learning
performance and, create a personal plan for improvement
2. Seek out and pursue opportunities for improving mastery of content and
methodology and build competences in the use of technology in education
3. Maintain higher order functioning through strengthening abilities to reason,
reflect, make fair judgment, evaluate, analyze and interpret
4. Learn from experiences in the profession and, in a professional manner,
question traditional/official approaches that may be ineffective for the learner

Samples and/or evidence of:

Research done by the teacher and implementation of intervention based on
findings as in an action research
Creative approaches used to effectively enhance learning
Copies of lesson observation instruments/checklists completed by
supervisors/other observers
Self assessment instruments
Evidence of professional development course taken/seminars attended and
participation in professional meetings on teaching
Letters from supervisors/peers identifying contribution to education
Classroom goals and student/teacher interaction
 Evidence of effective curriculum implementation
Design of interdisciplinary or collaborative courses or teaching projects
Use of new methods of teaching, assessing learning, grading
Preparation of a textbook, lab manual, courseware, etc.
Description of instructional improvement projects developed or carried out
Summary of different teaching activities in which you have been involved
with a primary role and/or contribution
Evidence of accurate teaching record keeping

8. Interactions with Parents and Community

GP #5 Teachers interact with parents and communities
Include evidence of interacting with parents and community to stimulate their
interest in their children’s progress.

The teaching standards are:

1. Communicate with parents/caregiver to stimulate their interest in their

children’ progress and reinforce learning always giving priority interest to the
learner
2. Engage community members to build trust, to foster open communication and
to work collaboratively with parents to benefit students’ achievement levels
3. Engage parents and community in promoting values and attitudes that are
consistent with national educational goals
4. Put professional responsibility in the forefront in face of challenges involving
the community

Samples and/or evidence of:

PTA meeting agendas and/or minutes
Evidence of parenting or other workshops/meetings held – list of topics and
presenters and register
Parents’ acknowledgement and verification of receipt of documents
Strategies to motivate parents to participate
Class conferences log with parents highlighting cases and issues regarding
students performance
Class displays/open days
Photographs as evidence of teachers participation in at least on community
project yearly
Evidence of community projects including guest speaker, field trips and
community improvement projects
Evidence on class assignment on community relations and interactions
Establishment of a class welfare fund/drive – distribution of used
texts/uniforms etc.
Samples of certificates/awards presented to outstanding parents

9. Professionalism
GP #6 Conduct of Teachers to uplift the profession
 Include evidence of you conducting yourself in a manner that will uplift the
profession.

The teaching standards are:

1. Act with the knowledge that teaching is a public activity and teachers are
constantly being scrutinized and assessed by members of the public
2. Commit to the success of learners as individuals and of the institution as a
whole
3. Teachers have a moral responsibility to themselves and those whom they
serve
4. Teachers are members of professional bodies that enable sharing of
experiences and opportunities for advancement in professional competences

Evidence/Samples of:
Copies of appraisals and recommendations.
Involvement in other activities such as curriculum development/revision,
reviews of forthcoming textbooks.
Membership in professional bodies, clubs within the school community,
community and associations
Teaching awards and recognition
Publications in educational journals and/or other publications
Papers/presentations delivered on teaching
Service on teaching committees
Assistance to colleagues on teaching matters
Evidence of peer review

7. Conclusion
There are many different ways for a teacher to organize and shape his or her
professional development portfolio. A teacher who follows the recommended format
in this guide portfolio would have highlighted knowledge, skills and capabilities,
making him or her stand out from other teachers.

Appendices
 8. Appendix I

Sample Cover letter - to be found in the Portfolio Guide. Below is an example of a brief
resume

JOSEPHINE TURNER
55 Delores Close, Duhaney Park, Kingston 20, Jamaica, W.I.
(876) 655-1525 - jturner@gmail.com
INFANT SCHOOL PRINCIPAL

Offering 5 years of Achievement in Developing Productive Student-Focused Environments to

Maximize Learning Experiences

Dedicated, resourceful education professional with proven ability to: create and monitor policies and
practices that promote a safe and healthy learning environment; ensure a school culture and ethos that
encourages continuous improvements for teachers and students; develop an environment that encourages
open communication with colleagues, students, and the community; and mentor educators in the creation
and implementation of lesson plans, curriculum delivery and student assessment in conjunction with the
MOE’s policies and objectives.

Experience and knowledge in the areas of: Student-centered Instruction/ Program Development/ Parental
& Community Involvement/ Attendance and Grade Reports/ Individual Work Plans/ Curriculum
Development and Implementation / Extracurricular Involvement/ Training & Development, Budgeting
and Forecasting/ Team-Building/ Educational Administration/ Classroom Management/ Instructional
Programming

EDUCATION
University of the West Indies, Mona, Kingston, Jamaica
Advance Graduated Study in Educational Administration, 2005
Master of Education, Primary Education, May 1998, GPA - 4.0

PROFESSIONAL EXPERIENCE
Principal - PARADISE INFANT AND PRIMARY SCHOOL, Kingston, JA 2006 – Present

Plan, control, and direct the overall activities for the infant school with 450 students and 20 teachers.
Scope of position includes: staff recruitment, development, and evaluation; fiscal management; record
and administration organization and maintenance; student discipline; program initiative; team-building;
shared decision-making; school values promotion; advisory council coordination; and creation of a safe,
respectful, and fair environment.

Increased student attendance by 10% by restoring student-teacher relationship.

Reduced student discipline rate by 8% by implementing student discipline program.
Increased students’ reading at grade level by 20% by implementing “home reading” program.
Appendix II
Sample
Appendix III - Sample Philosophy of Education
Appendix-IV

Refer to Professional Portfolio Rating System

9. Bibliography

Assistant Principal Resume Sample http://resumes-for-teachers.com/samples/assistant-

principal-resume.aspx retrieved May 29, 2011
A Guide to the Teaching Portfolio www.cs.tufts.edu/~ablumer/portfolio.html
Creating A Teaching Portfolio http://teachingcenter.wustl.edu/creating-teaching-
portfolio retrieved April 30, 2011
CSU Career Services Center Master of Education in School Administrator, Supervision &
Curriculum Development Career Search Guide
http://www.csuohio.edu/offices/career/strategies/School%20Admin%20Job%20Search%20Han
dbook.pdf retrieved May 3, 2011

Developing Your Teaching Portfolio

http://www.adelaide.edu.au/clpd/teaching/portfolio/t_portfolio.pdf retrieved May 4,
2011
Introduction to Teaching Portfolios
http://www.courseweb.uottawa.ca/FACDEV101/ESG5300/3.Teaching%20Portfolio/Tea
ching_Portfolios.htm retrieved May 4, 2011
Portfolio ideas for Prospective Elementary Teachers
http://www.kellybear.com/TeacherArticles/TeacherTip77.html retrieved May 2, 2011
Preparing Your Teaching Portfolio
http://www.pieas.edu.pk/umarfaiz/workshop/teachingportfolio.pdf retrieved May 1,
2011
Recommended Portfolio Content www.celt.iastate.edu/faculty/portfolio_contents.html
retrieved May 1, 2011
Resources for Developing Your Teaching Portfolio and Statement of Teaching Philosophy
http://www.bc.edu/content/dam/files/libraries/pdf/dev_portfolios.pdf retrieved May 2,
2011
Sample Philosophy of Education Statement http://resumes-for-teachers.com/philosophy-
help/philosophy-sample.aspx retrieved April 30, 2011
Teacher Philosophy of Education Sample http://resumes-for-teachers.com/philosophy-
help/sample-P-of-E-statement.aspx retrieved April 30, 2011
Writing A Teaching Philosophy Statement http://teachingcenter.wustl.edu/writing-
teaching-philosophy-statement retrieved May 5, 2011