It’s More Than a Container of Evidence!

 Make a name card.  Pick up handouts on your table.  Review syllabus.

1.Understand purpose of a digital hiring portfolio 2.Understand frameworks for designing a digital teaching portfolio using Chalk and Wire Assessment Management System. 3.Develop an e- portfolio using different media and hyperlinking. 4.Understand how to use a hiring/showcase e- portfolios with prospective employers and people serving as references 5.Develop skills for multi-media components such as a digital teaching story. 6.Understand different strategies for sharing portfolios.

 To understand the purpose of an e-hiring portfolio  Create a C&W portfolio.  Understand the components of a hiring e- portfolio. Woo Hoo! I’ve got the edge!

 8:00 Welcome, Goals, Introductions  8:15 Purpose  8:30 Example  8:45 Guide to Creating a C&W e- Hiring  Portfolio  9:15 Create a C&W Portfolio  9:45 Homework

Notes HIRING PORTFOLIOS Types How to Use Purpose How to Develop

It’s a result of self-assessing. An organized container of evidence with critical reflection that demonstrates knowledge, skills, and dispositions in relation to expectations of employer or other professional standards.

 Before the interview -To organize your thinking and evidence.  During the interview -To present evidence, examples, and illustrations from (printed portfolio). -This requires PRACTICE.  After the interview - To provide each interviewer with your digital portfolio CD in an envelope.

1. High level of verbal communication and interpersonal skills demonstrated during interviews 1. High level of written communication demonstrated in application material 1. Unique skills, knowledge and experience Source: Kniseley, Greg, Vesey, Melissa, and Zakin, Rebecca (2009). Winning a teaching position in a tight job market AAEE Job Search Handbook. American Association of Employment in Education. pp. 4-6.

A.Unique Skills, Knowledge, Experiences B.Knowledge/skills of teaching C.Critical reflection D.Dispositions E.Organization

A. Printed 3-ring binder A. Digital, computer-constructed Develop both formats.

With Video Interview

 What are three suggestions can you use while constructing your e-portfolio?  What did you like about Sam’s portfolio?  What can you do the same or differently?  What questions would you like to ask Sam?

 Professional in appearance  Message to interviewers – “Applicant uses technology.”  Able to use multi-media (brief video clips, PowerPoint presentation, scanned work samples)  Easy to reproduce and deliver – CDs and urls But a printed portfolio can be practical for interviews.

 Develop your digital media development skills.  Reduce size (resolution) of images.  Save as PDF.  View completed portfolio on Windows and MAC computers.  Edit video clips of teaching for digital teaching story.  Two – three minutes  Include images of planning and reflection commentary  Total amount of time: 5-7 minutes.

A.Web-based pay for service ( e.g., Chalk and Wire, Live Text) B.Web-based free service (e.g., Google Page Creator, Google Docs) C.DVD-R D.CD or USB flash drive

A.Web-based pay for service (e.g., Chalk and Wire, Live Text ) B.Web-based free service (e.g., Google Page Creator, Google Docs) C.Microsoft Office software D.Other digital portfolio development software (e.g., Dreamweaver)

Statement of Purpose Table of Contents I. Cover Letter II. Resume III. Philosophy Statement IV. Images of Teaching V. Unit Planning with Two Implemented Plans VI. Reflection on Implemented Lesson VII. Student Work – Assessment of Student Learning VIII. Plans for Professional Development IX. Results of an Evaluation of Teaching X. Parent – Guardian Communication XI. Digital Teaching Story X. Other: Certifications, BCI, Letters of Reference

 Explain the purpose of the hiring portfolio.  Relate to professional teaching standards job description and employer expectations.

Indicates a candidate’s disposition of critical reflection. You can explain...  Why the item was selected - Significance  What you learned or achieved  Your goals for future learning Relate thinking to professional teaching standards, theory/research about how children learn and effective teaching.

1. Monitor one’s progress of learning. 2. Relate standards, theory and research on effective teaching to the practice of teaching. 3. Problem solve-analyze situations thoroughly and generate effective strategies. 4. Set goals for future learning.

In this section you can view evidence of my ability to plan a unit using a “backwards design approach (McTighe & Wiggins, 2005). The unit planning framework centers on the idea that the design process should begin with identifying the desired results and then "work backwards" to develop instruction rather than the traditional approach of defining topics need to be covered. The framework includes three main stages: ◦ Stage 1: Identify desired outcomes and results. ◦ Stage 2: Determine what constitutes acceptable evidence of competency in the outcomes and results (assessment). ◦ Stage 3: Plan instructional strategies and learning experiences that bring students to these competency levels. Unit planning helps me focus on the big ideas, align with standards, and plan systematically for assessment of student learning. (Rhode Island Professional Teaching Standard 2) Source: McTighe, J. & Wiggins, G. (2005) Understanding by design. Alexandria, VA: Association for Supervision & Curriculum Development.

1. Explains the significance of the evidence, what was learned, and/or challenges and goals for future learning 2. Demonstrates evidence of self- assessment, critical thinking and reflection 3. Demonstrates effective professional communication

Next Class: February 23, 8-10 AM, HBS Complete Online Class 1 in Bb My Course Work. 2. Collect documents that serve as evidence for the portfolio and images of teaching 3. Draft reflective paragraphs for each page. 4. Create folders on computer for each page of your C&W e-hiring portfolio. 5. Be prepared to share one page of your C&W e- hiring portfolio.