Teaching

Portfolios
“Teacher Professional Development”

Group Members (5) :

 Intan Mellyana (F1022191008)
 Hestiyana Sundayanti (F1022191009)
 Damasus Kristo Pranata (F1022191010)
 Riki (F1022191011)
Table of
Contents  The nature of a teaching portfolio
 Purpose and benefits of creating a portfolio
 Types of portfolio
 Procedures used in compiling a teaching portfolio
 Implementing teaching portfolios
 Summary

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 The nature of a
teaching portfolio
Let’s start with the first set of slides 1
 The nature of a
teaching portfolio
A teaching portfolio is a collection of
documents and other items that provides
information about different aspects of a
teacher’s work. It serves to
describe and document the teacher’s
performance, to facilitate professional
development, and to provide a basis for
reflection and review.

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Purpose and benefits
of creating a portfolio
2
Purposes and
benefits of
creating a  A portfolio provides a demonstration of how a
portfolio
teacher approaches his or her work and presents
evidence of the teacher’s thinking, creativity,
resourcefulness, and effectiveness.
 A portfolio serves as a source of review and
reflection.
 A portfolio can promote collaboration with other
teachers.

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Types of Portfolio

3
Types of
Portfolio
Type 1 Type 2

A working A showcase
portfolio portfolio

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 Procedures used in
compiling a teaching
portfolio
4
Procedures
used in
compiling a  Contents of a portfolio
teaching  Organizing the contents of a
portfolio portfolio

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 • Contents of a portfolio
(Procedure used in compiling a teaching portfolio)

1. Evidence of our understanding of subject matter and current

developments in language teaching
2. Evidence of our skills and competency as a language teacher
3. Our approach to classroom management and organization
4. Documents showing our commitment to professional
development
5. Information concerning our relationships with colleagues

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 1. Evidence of our understanding of subject matter and
current developments in language teaching
Contents of a
portfolio
 A copy of our qualifications.
 A list of courses we have taken related to the areas we teach.
 A critique of our school curriculum or languages program and its
strengths and weakness.
 A critique or review (published or unpublished) of one or more books
related to the subjects we teach.
 A short essay describing your understanding of areas we teach (e.g.,
grammar, writing) and the principles we try to implement in our
teaching.• Written comments from a supervisor or colleagues on our
expertise and knowledge in particular areas.

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 2. Evidence of our skills and competency as a language
teacher
Contents of a
 A report by a colleague who visited our class
portfolio  Student evaluations
 Lesson plans
 Self-evaluations of lessons we have taught
 Examples of students’ work
 A video (and/or audio) of one or more of our lessons
 A report by a supervisor, usually an evaluation
 Samples of assessment procedures we use with our students
 Examples of teaching materials we have prepared
 Photographs of we teaching our class
 Photographs of our classroom with students engaged in a learning activity
 Notes or cards of appreciation from past students
 Student achievements in outside examinations (such as the TOEFL test)
 Student placement success rate in university courses that require English
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 3. Our approach to classroom management and
organization
Contents of a
portfolio  A description of our philosophy of classroom management
 A report by a colleague on how effectively we managed lessons our colleague
observed
 Written comments on our management and organizational skills by a
supervisor
 An account of critical incidents related to student behavior and how we
responded to them
 An account of procedures used for teaching large classes and for using group
work
 A video of one of our classes in session
 A diagram of our ideal language classroom
 A student account of our classroom management techniques and effectiveness.

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 4. Documents showing our commitment to professional
development
Contents of a
portfolio  A professional development plan for ourselves
 A report on other teachers’ classes that we have observed
 A report on any teacher group we belong to and our activities in relation to
it
 A report on how we think we have developed since we began teaching
 An account of any classroom research we have conducted
 A list of courses and workshops we have taken in recent years
 A list of professional organizations we belong to (e.g., TESOL, IATEFL)
 A report on a conference or workshop we attended
 An annotated list of the books we have read in our area recently
 An account of some journal articles we have read
 A sample of any papers related to language teaching we have written
recently for publication or otherwise

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 5. Information concerning our relationships with colleagues

Contents of a
portfolio
 An account of ways in which we have assisted or mentored colleagues
 Letters from colleagues attesting to successful collaborations
 A report about the sense of collegiality we perceive in your school and
where we fit in
 A report on ways we have contributed to our colleagues’ professional
development

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 • Organizing the contents of a
portfolio
(Procedure used in compiling a teaching portfolio)

1. Introductions
2. Artifacts
3. Explainations
4. Reflections
5. Conclusion

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 Implementing
teaching portfolios

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Implementing
teaching
portfolios
 Compiling a teaching portfolio
 Deciding on the audience for a portfolio

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 Implementing
teaching portfolios
A number of questions need to be addressed if the
institution has opted for the use of portfolios :
1. Do teachers understand the nature and purpose of
keeping a portfolio?
2. Participating teachers need to be given clear
guidelines on what to include and within what time
frame.
3. Will assessment depend simply on assembling the
agreed upon number of items, or will individual
items also be assessed?

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Summary

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 Summary
Compiling a teaching portfolio provides a
teacher with an opportunity to document his or
her strengths, skills, and accomplishments as a
teacher. Assembling a portfolio is best viewed as
an ongoing, long-term endeavor, with new
features being added as needed and when they
become available. Setting realistic goals and
narrowing the contents of the portfolio are
important, especially at the outset. The process of
assembling the items to include in a portfolio can
trigger self-appraisal, facilitate review, and help
set goals for further development.

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Thank You &
Good Luck
Any questions?

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