1. Language Teacher’s Portfolios Heyoung Kim Chung-Ang University

2. Practicum II, SMU-TESOL What is Teacher Portfolios? What is portfolios in education? A collection of artifacts accompanied by a reflective narrative that not only helps the learner to understand and extend learning, but invites the reader of the portfolios to gain insight about learning and the learner. purpose, audience, evidence and reflection

3. Practicum II, SMU-TESOL What is Teacher Portfolios? Teaching portfolio is… A collection of information about a teacher’s practice. Purposeful collection of any aspect of a teacher’s work that tells the story of a teacher’s efforts, skills, abilities, and achievements, and contribution to his/her colleagues, institution, academic discipline or community.

4. Practicum II, SMU-TESOL What is Teacher Portfolios? Types of teaching portfolios (Bullock & Hawk 2001) Portfolios for pre-service teachers Portfolios for getting a job Portfolios for continuing licensure Portfolios for alternative assessment Portfolios for master teachers (Campbell, Cignetti, Melenyzer, Nettles, and Wyman, 2001)

5. Practicum II, SMU-TESOL Why compile or create a portfolio? (Bailey, Curtis, and Nunan 2001) examine our teaching process take responsibility for our own teaching see gaps in our teaching determine strategies that support our teaching celebrate risk-taking and inquiry set goals for future experiences see changes and development over time

6. Practicum II, SMU-TESOL Why compile or create a portfolio? (Heyoung Kim, 2003) It gives an opportunity to examine and reflect his/her own teaching It makes possible to continue teachers’ effort to integrate L2 teaching theory and practice It can be used as an assessment tool for teaching quality It can be used as a showcase to satisfy expectation and concerns from outside, students, parents, and school principal. It mediates communication among teachers and between teachers and parents (or students) It helps teachers be aware of their teaching The portfolio development process itself is an excellent teacher training to enhance teaching expertise

7. Practicum II, SMU-TESOL What should be included? Goals: lesson goals, instructional goals, teaching philosophy, etc. Responsibilities: lesson plans, activity materials, Photos, pictures, lesson plot, class policy, evaluation policy, teaching demo (video), student works, self-evaluation materials, peer evaluation results etc. Research: case studies, action research project, teacher projects, reflective teaching journal etc. Personal: resume (CV), certificates, or degree verification, awards, grants, self-development plan, career certification, recommendation letters, appreciation letters Communication: Exchange letters, survey questionnaire, outside school activities

8. Practicum II, SMU-TESOL How do teachers prepare portfolios? Teacher Portfolio: Reflection in Action (Pelletirer & Carol Marra 1994) Colleague Sharing Discuss portfolio design Share philosophies Setting goals for year Portfolio Design Independent work for teacher Collecting lesson, taking photos Videos, Choosing lesson for observation Colleague Observation Lesson will be featured in portfolios Agreement on observation procedures Final Sharing (with colleagues) Portfolio to date Reflections Final adjustments Sharing with Principal In lieu of observation Highlights of portfolio shared Evaluation paper work signed Sharing with All Participating teachers Stimulate ideas Acknowledge the professional growth of the group

9. Practicum II, SMU-TESOL What makes a teaching portfolio a different kind of evaluation? (Bailey, Curtis, and Nunan 2001) give teaching a context accommodate diversity encourages teachers to capitalize on strengths allow teachers to self-identify areas for improvement empower teachers by making them reflective encourage professional dialogues integrate all aspects of teaching