PERLs:

CODE 1-01

Portfolio – its types, entries and outline

development.
WHAT IS A PORTFOLIO?
When individuals hear the word portfolio, many different images come to
mind. Artists think of compiling their best work (e.g., paintings, pottery,
portraits, and sculptures) for review, whereas a portfolio for teachers often
contains gathered samples of lesson plans, units of study, and professional
documents that reflect the knowledge, skills, and beliefs of the teacher. In
today’s digital world, portfolios are often times presented in a variety of
formats, including through websites, on CDs or DVDs, or through various
software. Whereas the artist’s portfolio describes each piece of art in writing,
giving details about artistic design, teachers’ portfolios describe their success
and that of their masterpieces, their students. Teachers who develop portfolios
reflect on each piece of work, highlighting the strengths and weaknesses, as
well as the changes they would make in their teaching related to student
success. The teacher’s portfolio is used for self-evaluation or external review.
Both of these images are correct representations of portfolios, because they
both have several specific components: 1. They have a specific purpose. The
artist’s portfolio shows his or her artistic abilities, whereas the teacher’s
portfolio shows his or her knowledge, skills, and abilities related to teaching. 2.
They are developed for a specific audience. The artist’s audience is a potential
employer, and the teacher’s is himself or herself or external reviewers. 3. They
contain work samples, commonly called evidence. Evidence is the “stuff” or
“things” that are put into the portfolio. The artist’s evidence would be the
paintings, pottery, portraits, and sculptures. The teacher’s evidence would
include student work, lesson plans, units of study, and other professional
documents. 4. They have reflections. Both the artist and the teacher would
have written thoughts on the evidence contained in the portfolio. These
examples show that two products can look different but can still be considered
portfolios. A portfolio is not merely a manila file filled with assignments or
work, nor is it a scrapbook of memorabilia. Campbell, Cignetti, Melenyzer,
Nettles, and Wyman (1997) stated that a portfolio is an organized, goal-driven
collection of evidence. For educators, portfolios have become more
commonplace over the past 5 years.

What should be included in my portfolio?

First, save everything you create and decide later what you want to include in
your portfolio. Some items may be more relevant to the work you’ll do in one
position than another, so it helps to have a variety of samples. You can present
your materials in your own creative style, and these are some of the top items
to include:

-Statement of Originality: A paragraph stating that this is your work and

that it is confidential. It should also indicate if any parts of the portfolio should
not be copied.

-Work Philosophy: A brief description of your beliefs about yourself and the
industry you hope to enter.

-Resume: An overview of your skills and work experience. You may also
choose to include documentation of your certifications, diplomas, degrees,
awards, professional memberships, or community service experiences.

-Work samples: When selecting items for your portfolio, consider what work
will best demonstrate your skills, competencies, and achievements, especially
in relation to the type of work you’d be doing for this potential employer.

-Works in Progress: List career-related projects or activities you are currently

working on that would add to your list of skills and qualifications for that career
field.

-Academic Plan of Study: You can include a copy of your transcript which
includes the classes you have taken and grades you have earned in those
classes, as well as a listing of those classes you plan to take.

-References: A list of three to five people who can verify your professional
qualifications. Professional references may include faculty members, internship
supervisors, employment supervisors and supervisors of other activities such as
community service projects.

TYPES OF PORTFOLIOS
There are four main types or functions of e-Portfolios in schools
and higher education:

• Showcase or presentation
• Process or learning
• Assessment
• Hybrid

What Is Gibbs' Reflective Cycle?

Professor Graham Gibbs published his Reflective Cycle in his 1988
book "Learning by Doing." It's particularly useful for helping
people learn from situations that they experience regularly.

Stage 1: Description
During my recent group project at work, we were tasked with developing a new
marketing strategy for a product launch. I took on the role of project manager
and was responsible for coordinating team efforts, setting deadlines, and
ensuring everyone's contribution aligned with our objectives.

Stage 2: Feelings
Initially, I felt excited about the project as it presented an opportunity to apply
my project management skills. However, as the project progressed, I began to
feel overwhelmed by the challenges of managing diverse personalities and
ensuring everyone stayed on track. There were moments of frustration when
some team members didn't meet deadlines, impacting our overall progress.
Stage 3: Evaluation
In retrospect, the project had both successes and challenges. On the positive
side, our team generated creative ideas, and I successfully navigated conflicting
opinions to reach consensus. However, the missed deadlines affected our
timeline, and I realized that I could have been more proactive in addressing
issues as they arose.

Stage 4: Analysis
Upon deeper reflection, I identified communication gaps within the team. Clear
expectations and guidelines were not established from the beginning, leading
to confusion. I also recognized that my initial excitement might have clouded
my judgment, causing me to overlook potential issues.

Stage 5: Conclusion
In conclusion, while the project had its share of difficulties, it was a valuable
learning experience. I understand the importance of effective communication,
setting clear expectations, and addressing challenges promptly. I also
acknowledge the need to balance enthusiasm with a realistic assessment of
potential obstacles.

Stage 6: Action Plan

Moving forward, I plan to improve my project management skills by attending
relevant workshops and seeking mentorship. I will also prioritize open
communication within the team, ensuring everyone understands their roles
and expectations. Additionally, I'll develop a contingency plan to address
potential setbacks and monitor progress more closely to prevent missed
deadlines.