TEACHING PORTFOLIO

Students: Zoriana Betzaida Cordoba                               TEACHER DEVELOPMENT

Camilo Andres Diaz Bermudez

Objectives for the Strategy:

- Collect documents and other items that provide information about different aspects of a teacher's job.

- Describe and document teacher performance.

- Facilitate professional development and to provide a basis for reflection and review.

INTRODUCTION FOR THE STRATEGY:

We designed this strategy, in order to facilitate the teacher process, continuously it must be clarified that the portfolio as it happens with the investigation report. It is an individual creation and therefore the teacher is free to present the materials according to your desire and knowledge.  There will always be an opportunity to improve it, to include or delete comments, add or remove documents, decide on the use of the methods and techniques.

The teacher has several sources of information to develop the portfolio, depending on what you are looking for, below are some Contents of A Portfolio:

Of teaching products:

·   Student notes

·   Work presented by the students

·   Individual student publications or prepared in Group or team with the teacher.

·   Laboratory reports, internships or study tours.

·   Thesis or degree works.

·  Testimonials from alumns, colleagues or employers about the usefulness of the courses, practices or laboratories in charge of the teacher or about its influence on the students' career.

Documents prepared by the teacher:

·  List of teaching responsibilities.

·  Pedagogical principles that guide their teaching work.

·  Description of the strategies used.

·  Analysis of teaching results.

·  Global and detailed analytical programs.

·  Writings, materials and teaching aids.

·  Bibliography lists.

·  Analysis of the reviews and innovations made.

·  Forms of evaluation.

·  Purposes of improvement.

· Documents and materials prepared for activities outside class: conferences, scientific articles, project proposals specifics, reports, etc.

Documents prepared by others:

·         Student evaluations.

·         Evaluation reports or comments from colleagues, bosses or others

·         people on any topic of the teacher's activity.

·         Distinctions received.

·         Invitations to participate in activities related to teaching conferences,

congresses, courses, publications.

·       Documents of curricular evaluation or specific projects that are related to teaching activities.

Below is a schematic that helps organize the ideas and materials that make up the Portfolio Outline.

Cover Page: On this page goes the name of the institution, department or section, as the case maybe, as well as the author´s name and the preparation date. It is recommended to include also the names of those who have collaborated especially in the elaboration.

Second Page:  This page is normally used to present a detailed table of portfolio content.

Pages 3 to 15: On theses, pages must appear the “heart of the portfolio”, It is presented the description, analysis, and assessment of teaching, the content of which is explained more ahead. The 12-page number indicated is completely approximate; It can be minor or major. The important thing is that on those pages the pedagogical reality of the teacher is truly reflected. Without However, it should not be forgotten that a very long document is not read with pleasure.

Page 15 and following: This section is made up of annexes, the length of which is determined by the author. It is recommended that they be neat and generally presented in a way that is easy for the reader to find the references indicated in the heart of the portfolio.

Central Content: The preparation of the most important document in the portfolio requires all the creativity and effort of the teacher. The description, the analysis, and assessment of teaching require the teacher knowledge, organization, honesty and desire growth.

Advantages of the strategy:

·      Teaching Portfolios provides a demonstration of how a teacher approaches his or her work and presents evidence of the teacher’s thinking, creativity, resourcefulness, and effectiveness.

·     The portfolio can thus be submitted to a supervisor or manager as evidence of the standard of the teacher’s Performance.

·      Portfolio serves as a source of review and reflection.

·  The process of compiling the portfolio prompts the teacher to engage in a comprehensive self-assessment of different aspects of his or her work.

·    The teacher can make decisions about priorities and goals and areas for future development or improvement.

·    A portfolio can promote collaboration with other teachers.

·  The peer reviews and discusses the portfolio and uses it to give feedback about the teacher’s work.

· Teaching collaboration in which two teachers create a joint portfolio to accompany a class they both teach.

·    Compiling a teaching portfolio can be a very useful activity because it provides the opportunity to undertake a holistic assessment of one’s teaching.

·  Compiling a teaching portfolio, a teacher can assess his or her own progress and establish goals for professional development.

Disadvantages of the strategy:

·  Assembling a portfolio takes  a considerable amount of time and is best viewed as an ongoing long-term endeavor, with new features being added as needed and when they become available.

· Deciding on the contents of the portfolio can also be problematic. If the portfolio is going to be part of a teacher’s appraisal, then the purpose and contents of the portfolio should be discussed with the appraiser.

· Through elegant formulation and targeted analysis more to satisfy what managers want to hear, than what that a teacher really does, a forged table could be presented of reality. This fear must be taken very seriously. Thus, first of all, who guides the process should discuss widely this problem with teachers. It will be necessary to be clear about how useless it is to try to deceive yourself and deceive others.

·  Another fear is that the information provided by the teacher can be used to repress it or cause some kind of hurt. In institutions with authoritative and meaningless management styles of teachers' freedom to express their ideas, the portfolio can become a dangerous instrument for those who express honestly their beliefs and pedagogical strategies especially if these don´t coincide with those of the management. In these institutions, the portfolio is denatured and cannot obtain the improvement and training purposes. It would only serve those that they fully agree with the ideas of the decision-makers; others would have to lie, not lie, or withdraw from the institution.

·  Another fear is that the process of reflection leads to discovering the complexity and responsibility of the teacher. This can cause the teacher to lose confidence or discourage instructors with little experience. That fear, although valid, is considered easy to eliminate or at least alleviate. Both the department heads and the person in charge of the elaboration consultancy must help and support the instructors very hard so that they can overcome difficulties.

ICT competencies standard for teachers of the UNESCO: 

For us as a group, the competence that best fits the strategy is the phase 2 Reflection and instruction in the use of ICT, to promote meaningful teaching and learning processes.

Because after the teacher has reflected on the particular use that ICT gives in their educational practices to start a training process (tutorials, videos, MOOCs, webinars, workshops, among others) to design teaching strategies and practices from of the guidelines proposed in the ICT Competency Standards from the pedagogical dimension, considering the teaching and learning objectives of said strategies and / or practices (Training path: Learning with others, Learning from others, Learning together and Learning Autonomously) . The strategies proposed in this phase of the Training Route make sense from the training needs identified at the time. This phase will allow:

·  Be flexible and contextualized (time and space)

· Promote reflection and commitment to quality of their performance in environments of dialogue.

·  Know what their peers have done (interns - external).

Taking into account that the training route is conceived as a continuous, flexible and contextualized process, the training strategies consider different modalities or alternatives that are adjusted both to the needs and possibilities of the actors involved in the training process, and to the demands of their context of professional action and the alternatives that ICTs provide to link theory and practice: be flexible and contextualized and promote spaces for cooperation, collaboration and dissemination.

LEARNING COMMUNITY

Learning from others: training strategies where there is an "expert" and through their knowledge and experience proposes activities of a formative nature. They can be done in person or virtual.

• Generic courses

• Workshops

• Graduates

Considering responding to the needs of:

• Articulation between theory and practice.

• Be flexible and contextualized (time and space).

Learning with others: Strategies that enable brainstorming, skill development communicative and social. In addition, achieving goals in cooperation with others.

·         Forums

·         Hangouts

·         Webinar

·         Workshops

·         Seminars

In order to respond to the needs of:

· Promote reflection and commitment to quality of their performance in environments of dialogue.

·   Know what their peers have done (interns - external).

Learning together: This strategy is based on the principles of network learning. It has the potential to what:

• Teachers from different institutions and levels of training interested in sharing, dialogue and learn about education and ICT stay in contact and interaction.

• Provide a common framework to communicate and share information.

• Activate dialogue to explore new possibilities and common problems, and create new opportunities of mutual benefit.

• Allow the capture and dissemination of existing knowledge to improve practices, identify solutions to common problems and recognize good practices.

CONCLUSIONS

· The portfolio must contain some objectives, a deadline to achieve them, a methodology to do it and control it and ways to evaluate it. The improvement plan should not be complicated, on the contrary, it should be a simple tool that allow a dynamic process of self-improvement, according to priorities set by the teacher as a result of the analysis and assessment of his academic work.

· The teaching portfolio should also analyze teaching planning. This is understood as the set of activities that describe the future work of the teacher, in such a way that the teaching process-learning is safe, efficient and effective. This planning it is concreted in a defined teaching plan, which serves as guide for achieving the desires results.

·  The teaching plan, as we understand it in the teacher's portfolio includes: the program or programs analytical courses or laboratories and the breakdown of these programs in units, either by subject or by class; also, the bibliography and written materials, visual and audiovisual aids, exam formats and types of work to be done the students, and also the laboratory or field tour guides.

· The teacher describes and analyzes their planning process and the configuration of their materials and means and presents a copy of everything in the annexes. In this section the task is to answer the question: How do I decide and develop my teaching plan? It is always necessary to confront what is written in this point with what is presented in the points referring to teaching strategies and results, to avoid possible repetitions.

BIBLIOGRAPHIC REFERENCES:

Java Robinson, (11 february, 2019) Why Professional Development Matter. Nea Today. Cited 2020 march 17, Retrieved from: http://neatoday.org/new-educators/why-professional-development-matters/

Candace Alstad, (20 december, 2019) What is the importance of profesional development of a teacher. A+ teacher career Edge. Cited 2020 march 18, Retrieved from: https://resumes-for-teachers.com/blog/professional-development/what-is-the-importance-of-teacher-professional-development/

Richards, J., & Farrell, T. (2005). Teaching portfolios. In Professional Development for Language Teachers: Strategies for Teacher Learning (Cambridge Language Education, pp. 98-112). Retrieved from: https://www-cambridge-org.bibliotecavirtual.unad.edu.co/core/services/aop-cambridge-core/content/view/9BB5FD88D7F6102D39031F6C209AB406/9780511667237c7_p98-112_CBO.pdf/teaching_portfolios.pdf

UNESCO. (2016). Competencias y estándares TIC desde la dimensión pedagógica: Una perspectiva desde los niveles de apropiación de las TIC en la práctica educativa docente ISBN: 2016, Pontificia Universidad Javeriana – Cali. Recuperado http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Santiago/pdf/Competencias-estandares-TIC.pdf