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Student Teaching Portfolio Teach: more detail

The portfolio as a tool for stimulating reflection by student teachers [An article from: Teaching and Teacher Education] by D.D. Mansvelder-Longayroux, D. Beijaard, et all 2007-01-01

Learning to Teach with "Guide to Field Experiences and Portfolio Development", Interactive Student CD-ROM, and PowerWeb/OLC Card by Richard I Arends, Richard Arends, 2003-05-15

Learning to Teach, with Free "Manual for Planning, Observation, and Portfolio" and Free Interactive Student CD-ROM by Richard I Arends, 2001-05-18

lists with details

Teaching Tips
student portfolios Planning. an alternative schedule or some special nonteachingdays which allow us to community people participate in portfolio presentations
http://www.dsea.org/teachingtips/tips/portstrg.html

Extractions: HOME ABOUT DSEA TEACHING TIPS TRAINING AND PROFESSIONAL DEVELOPMENT ... Writing Essays And Compositions Strategic Program Planning Strategic program planning may be your next logical step, especially if you are planning an effort that extends beyond a single classroom. This kind of planning involves inventorying your liabilities and assets. Every new undertaking has obstacles or challenges. List issues or problems which you feel might come up, or which need to be addressed. A sample list of thorny issues follows. Look over the list and try to identify 3 to 5 of the most important challenges or issues which must be addressed. After you review the three groups shown next (a to c) underline the three to five most pressing challenges you will face. Put then in order of difficulty. Starting with the least difficult challenge, get input from others or brainstorm alternatives for each problem. This does not mean you have to solve the issue, only that you need to be able to pose the problem and begin investigating your creative options or work-arounds. The program needs to have a leader or coordinator who is given some time off from classroom duties to get our portfolio project off the ground?.
School Of Education -- Purdue University Calumet
As you complete student teaching, the Licensing Advisor will explain teacher distributeapplications at one of the student Teacher Workshops Showcase portfolio.
http://education.calumet.purdue.edu/transteach/

Extractions: Program Overview Overview of the Program Application Requirements Request for Evaluation Form Steps for Completing Requirements ... Recommended Reading Please note that these documents are a work in progress! Items contained within this section are subject to change. Transition to Teach programs are designed for career changers who already hold bachelor's degrees in a content major related to a secondary teaching field, such as English or mathematics. Their purpose is to allow career changers to successfully enter the teaching profession in a timely fashion. These programs are most appropriate for those who already have a foundation of experiences in a P-12 or similar educational setting. They focus on the last four semesters of a professional education program, primarily on teaching methodology and student teaching. Each program consists of 18 credit hours of professional coursework. Purdue University Calumet will begin accepting applications for the T3 program in Summer 2002. However, due to the extensive admission process, the first cohort of T3 will not begin in coursework until Spring 2003. To be a part of the T3 program, candidates must commit to a continuous 16 months of coursework before eventual licensure. Therefore, the first cohort will be completing the program at the end of Spring 2004.
TEACHING.html
of courses taught, the techniques used to teach these courses Examples of studentimprovement are suggestions of possible inclusions in your teaching portfolio.
http://www.irn.pdx.edu/~hakanson/teach.htm

Extractions: A teaching portfolio is a 6 to 8 page document that summarizes your work as a teacher. It includes documents and materials which show the scope and quality of a professor's teaching performance. It is to teaching what lists of publications, grants, and honors are to research and scholarship. A typical table of contents for a portfolio prepared for evaluation purposes (promotion and tenure) might include the following:
MCOATT Application Information
teach the unit, and save materials including lesson items you can use to produce yourportfolio. Any time appropriate during your student teaching experience.
http://www.coatt.org/preapp1.html

Extractions: for Preservice Teachers 2003 Application Procedure for the Preservice Michigan Certificate for Outstanding Achievement in Teaching with Technology (MCOATT) Contact Information Overview MCOATT Calendar 2003 Due Dates Application Form Portfolio Guidelines COATT Standards and Assessment Rubric For information, see the faculty contact at your college or university The 2003 Preservice Michigan Certificate for Outstanding Achievement in Teaching with Technology (MCOATT) is awarded to preservice teachers who have shown exemplary performance in teaching a unit that seamlessly integrates technology during their student teaching. Achievement is demonstrated through a digital portfolio that showcases that accomplishment. The MCOATT is awarded to preservice teachers by the Consortium for Outstanding Achievement in Teaching with Technology (COATT).
Technology Teaching Certificate...UO Architecture
your results and teaching portfolio This certificate may in Departmental courses,gain studentteaching experience, and areas of technical teaching, and will
http://architecture.uoregon.edu/special_programs/tech-teaching02.htm

Extractions: For more than three decades, the Department of Architecture at the University of Oregon in Eugene has been in the forefront of teaching the integration of architectural design with building technology. This integration has been facilitated by our policy of having all faculty teach both design studios and subject courses. While most of our graduates are recognized as having a strong ability to combine design and technical issues in the process of building, perhaps the best measure of our success is the large number of our alumni who are currently teaching both design and technical subjects at universities world-wide . To make our approach to the integration of design and technology more widely available in a systematic way, we have initiated a program in Teaching Technical Subjects in Architecture, leading to a certificate in this area. The program should be of interest to those already teaching at the university or community college level, to architecture students anticipating a teaching career, or to practitioners who wish to gain perspective and academic experience that will benefit them if they wish to move into teaching.
NYU > GSAS > Office Of Academic And Student Life> Educational Development Progra
been rethinking their approach to student assessment. A teaching portfolio is a collectionof materials that and to summarize your teaching philosophy becomes
http://www.nyu.edu/gsas/OASL/4thGSEDP.html

Extractions: Graduate School Educational Development Program Educational Development Opportunities for Graduate Students who Teach Beyond Orientation Additional University Resources for TAs Graduate School Educational Development Program The Graduate School Educational Development Program (GSEDP), administered by the Graduate School of Arts and Science and in partnership with the College of Arts and Science and the School of Education, is committed to working with individual departments and programs while expanding resources and development opportunities for graduate students who teach throughout the Graduate School. It recognizes the importance of the experience for graduate students who teach to both to the graduate student's education and professional training and to the quality of undergraduate education. GSEDP strives to prepare graduate students who teach for their classroom/laboratory responsibilities and professional lives through workshops, programs, resources, and build a supportive community within the university. Educational Development Opportunities for Graduate Students who Teach Beyond Orientation GSAS, in partnership with the College of Arts and Science and the Steinhardt School of Education, administers the NYU Graduate Student Educational Development Program (GSEDP). GSEDP offers programs and resources for new and experienced graduate student teachers as well as related sessions for faculty mentors and departmental administrators. The goals are the expansion of thinking about excellent teaching and learning, the improvement of performance and enhancement of skills in the classroom and laboratory, and preparation for future careers in the academy and other demanding professions.
Detailed Teaching Portfolio
Detailed teaching portfolio. student Evaluations Fall 2001 teaching Assistant to ProfessorMark Vaughan Economics 402 Income and Employment Theory This is an
http://wueconb.wustl.edu/~sinclair/teachdet.html

Extractions: Description: Business fluctuations: inflation, recession; monetary and fiscal policy; economic development. Fifteen students were enrolled in this intensive 5-week long lecture and discussion course. See the course website: www.artsci.wustl.edu/~tmsincla/CourseSite.html for more information. My Responsibilities: I selected the textbook, prepared and presented all lectures, designed homework, exams, and answer keys, graded all assignments and tests, and held regular office hours. Comments:
Teaching Portfolio For R. Jill Craven
teaching portfolio. the variety of skills this course develops (student Evaluationsfor teaching assistants shared the lectures in this main course with the
http://www.millersv.edu/~jcraven/portfolio/portfolio.html

Extractions: Personal Background As Owen Meany proclaims, "IF YOU'RE LUCKY ENOUGH TO FIND A WAY OF LIFE YOU LOVE, YOU HAVE TO FIND THE COURAGE TO LIVE IT" (Irving 502). After five years of corporate employment, I found the courage to walk away from my developing career to start anew in graduate school. While my accomplishments at IBM had been many, my heart was not in my work. My desire to make a positive impact on the quality of peoples' lives necessitated a change; my loves of literature, film, and writing made becoming a humanities professor an obvious move. Although my move to literary studies was logical to me, such a move was counter to the logic of most graduate programs. My undergraduate degree had been a B.S. in Mathematical Sciences (with Computer Science concentration). Ironically, many of the same schools that touted the advantages of an interdisciplinary education restricted any change of discipline in their admissions policies. After overcoming these institutional barriers, I found my way into comparative literature and teaching. Despite the change of lifestyle and drastic change in income, the move has been immensely rewarding. And with the advent of more technology on campus, my technical background now has become a tremendous asset to my teaching. Currently, I have eight years (twenty-four sections) of teaching experience at the University of North Carolina, including courses taught in world literature, English literature, film, composition, business writing, Writing Across the Curriculum, and French. Two graduate courses in pedagogy, numerous teaching workshops, and a genuine affection for my endeavors have enabled me to make a substantial positive impact on my students.
Carl Burch: Teaching Portfolio
teaching portfolio. student evaluations. But they're not embarrassing, and I wantto be completely open about what students have thought of my teaching.
http://www.users.csbsju.edu/~cburch/cs/

Extractions: (Great theoretical ideas), CMU Spring 1999 CSCI 160 lab manual , Fall 2001 PGSS CS survey assignments , Summer 2001 These are the assignments that I've developed for my PGSS survey course. They represent a collection of novel and fun introductory programming assignments. 15-251 Assignment 9 , Spring 1999 (PDF, 7 pages) As a TA at Carnegie Mellon, the professor suggested a programming assignment where students could learn about Polya enumeration. This is what I came up with.
STT 399.72 Student Teaching In Physics
remediation and be required to student teach again until The professional teachingportfolio does not constitute part of the grade for student teaching; it is
http://www.phy.ilstu.edu/faculty/wenning/ptefiles/399.html

Extractions: Realizing the Democratic Ideal: Teacher Education at Illinois State University STT 399.72 STUDENT TEACHING IN PHYSICS DEPARTMENT OF PHYSICS Spring Semester, 2003 (under development; last updated 1/12/03) Catalog Description: STUDENT TEACHING 8 s.h. Spring Directing the learning of pupils; participating in school and community activities; assuming full responsibility for a group of learners under the supervision of an expert teacher. Assignments are made on the basis of the student's area of specialization. The student's transcript indicates the area in which student teaching was completed. WARNING: Associated with this course is one or more NSTA-mandated summative performance assessments linked with Professional Studies' Exit from Student Teaching gateway. Failure to adequately demonstrate the required competencies in a timely fashion will result in the teacher candidate being ineligible for the state teaching certificate. (Effective 2003-2004 school year.) Name: Carl J. Wenning, Coordinator
Teaching Portfolio: Nathan William Scott
Nathan William Scott. teaching portfolio. teaching Evaluations. The comments beloware taken from SPOT (student Perceptions Of teaching) surveys in
http://www.mech.uwa.edu.au/NWS/NWS_Teaching.html

Extractions: Nathan William Scott All of the teaching experience described below has been in classes at UWA. I was a tutor in this course in 1989, 1990 and 1991, for up to 6 hours per week. Initially this course consisted of two parts: traditional engineering drawing using a drafting machine, and programming graphic operations in Pascal. In 1991 the course changed to emphasise freehand drawing as well as engineering sketching. The drawing classes had up to 100 students; the programming classes about 30. I distinguished myself to A/Prof. James Trevelyan, course coordinator, by my interest and ability in the subjects taught, and by developing some new ways to help students explore their freehand drawing abilities. Two tutorial hours a week during second semester. Four tutorial hours a week throughout the year. Four tutorial hours a week throughout the year; some lectures given. Up to ten hours a week as a tutor in a new computer-mediated tutorial environment; some lectures given. This tutorial environment is described in detail in the section on Innovation and is the subject of my PhD thesis. Class sizes in this environment are about 40, although many more were present at some times. Altogether this course had 270 students. One hour per week as a tutor in the computer tutorial room, with class sizes of about 50. Some lectures given. Also gave regular presentations in Prof. Stone's lectures.
Harvard GSAS Student Survival Guide
and keep them as part of a teaching portfolio or even If you think that teachingis taking too much of your department, the Director of student Services or
http://hcs.harvard.edu/~gsc/guide/academics/teaching.html

Extractions: Teaching fellows TFs , the Harvard equivalent of teaching assistants, or TAs) are valued members of the Harvard College staff and play an important role in the College educational process. TFs assist in courses under the supervision of those holding formal teaching appointments. Almost all graduate students serve as TFs while at Harvard. Teaching is an essential part of the career preferred by many graduate students, namely, university-level instruction. In addition, teaching at GSAS is an integral part of many students' financial aid package. Your duties as TF may include teaching sections, conducting tutorials, recommending grades, supervising independent study projects and monitoring students' progress toward their degrees. Teaching responsibilities vary from department to department and from course to course. In general, though, you are likely to be responsible for 10-20 students as part of a larger course, hold weekly discussions or laboratory sections, be available to answer questions, grade exams and papers, help assign course grades, and attend TF meetings. As a TF you will receive an Officer's ID card, the same status that faculty hold. With this, you will get some additional library privileges, entrance to the Faculty Club, and the ability to buy blue books not to mention the power to stop anyone riding a bicycle through Harvard Yard!
Preparing The Perfect Portfolio
Sample student work Projects work great here of taking on the whole world onto youshoulders the first few years of teaching!). How do I organize my portfolio?
http://www.iloveteaching.com/steacher/portfolio/

Extractions: Preparing the Perfect Portfolio Here are common questions that education students ask when thinking about putting together a portfolio. Why Should I have a portfolio? Number one reason: Many administrators are now expecting them in interviews. You don't want to sit in an interview and have a blank face when you are asked for it. Reason # 2. A well done portfolio presents you and your teaching ability in a way the interview setting normally would not allow. Saying that you believe in alternative assessment is great, but showing some examples makes the point stronger! What does a portfolio have in it? I have a list of common things that are often put into portfolios for education majors, however, use you imagination. Anything goes, as long as it makes you look good! Table of Contents- This allows the reader to find specific information quickly. Copy of resume Make sure it is free of all spelling/ gramatical errors and on nice resume paper. Sample lesson plans - Ones you used during student teaching that you are particularly proud of. A unit you designed on your own would show ingenuity and might land you a job where there is no curriculum designed for it! (For example a good friend of mine got a job because she had prior experience with designing curriculum for a class and will now be teaching a class on Study Skills that is new to that school!) Copy of your transcripts - It does not necessarily have to be official ones if you had those sent to the school before hand.
Dan Ludwigsen's Teaching Portfolio
More about this ongoing work can be found in my Research portfolio. teaching Philosophy. universityeducation is to encourage and stimulate the student to expand
http://www.gmi.edu/~dludwigs/teachport.html

Extractions: This online teaching portfolio contains: I am a teacher because: updated 11 March 2002 My original plan, as I started at Beloit College , was to jump into a 3-2 Engineering program, but as I went through the physics program, I realized that was the place for me. I enjoyed the content, the curiosity about the fundamental operations of the universe. "Something deeply hidden had to be behind things." A. Einstein The physics department also gave me the opportunity to share this curiosity with other students through one-on-one tutoring. What they say is true - you really learn a subject when you engage in teaching it! I also developed a brief philosophy of physics pedagogy: To learn physics, you have to do physics.
Creating A Portfolio
an overview of effective practice in relation to student learning, teaching and assessment Ifyou are preparing a portfolio for the first time, you may
http://lsn.curtin.edu.au/teach_port/creat.html
St. Norbert College Teacher Education
same time as your student teaching application form. You should deal with the followingtopics in your essay A brief description of why you want to teach.
http://www.snc.edu/educ/form.htm

Extractions: REMINDER:Before submitting this Application for Student Teaching, we must have your Student Teaching Application Checklist on file! The Application for Student Teaching form must be completed online. (If you plan to student teach overseas, please remember to send the non-refundable $200 processing and placement fee to the Education Office, Boyle 225). First Name Last Name Local Address Permanent Address City Zip or Postal Code State Campus Telephone Home Telephone E-mail Which certification program are you in?
Teaching Portfolios
her, and she will send out the portfolio to schools not include materials that reflectnegatively on your teaching. Pick out your best student evaluations (duh
http://www.as.wvu.edu/~dallen/port.htm

Extractions: WVU Faculty in 1897 In the past few years, an increasing number of schools have begun to ask for sample teaching materials from candidates. This usually happens after the first "cut" is made, when Hiring Committees are looking over a "short list" (usually 50+ candidates) to see who they want to interview at the MLA, but it can occur at any stage in the hiring process. In fact, sometimes local colleges will ask for a teaching portfolio when you apply for a one year visiting position. As such, even if you are some years away from the job market, you may want to start compiling materials now. The English Department has established a teaching portfolio process to help you with this, and, if a school requests such materials, the Department will send out your portfolio for you, thus establishing the credibility of the file (so schools will know that you didn't just make up all those glowing comments from students included in the typed comments from evaluations). Whenever you're in the mood, go see Barbara Patterson and tell her you'd like to open a Teaching Portfolio. She will be happy to start a file for you, and she will duplicate any materials from your "Permanent Record" that you'd like to include in the Teaching Portfolio. Anything else you'd like to include can also be given to her, and she will send out the portfolio to schools that request one.
What Goes Into A Teaching Portfolio?
Comments of those who know about teaching contributions to Records of student/alumniaccomplishments/progress after the items to include in a portfolio, visit
http://www.acs.ohio-state.edu/education/ftad/portfolio/into.html

Extractions: What Goes into a Teaching Portfolio? How do I prepare my portfolio? There is no formula for preparing a portfolio. Since a portfolio is an individualized product, no two portfolios will look alike. The Office of Faculty and TA Development (FTAD) has sample portfolios that have been produced by graduate students at Ohio State as well as sample portfolios by faculty from other institutions. These can be viewed at leisure. Samples can also be viewed by linking to Sample teaching portfolios. Consultants are available to work with graduate students and faculty on an individual basis on how to prepare a portfolio. For more information, call 292-3644 or e-mail a request to work with a teaching consultant at ftad@osu.edu What are some possible items to include in a portfolio? Here is a list of possible items to include in your portfolio. Some of the items are appropriate for personal improvement (formative), some for personnel decisions (summative), and some may just be of interest to you. For formative purposes (self-improvement), you should choose items that help you to:
William M. King--Teaching Portfolio
proposal of which is included in this portfolio, for the have come to better appreciatethat teaching is about meet the needs of newer student generations who
http://spot.colorado.edu/~kingwm/Teaching.html
Workshop: Teaching Portfolios
provide a copy of the form and typed student responses Samples of Online Teachingportfolios Across the Disciplines. http//ernie.bgsu.edu/~bbarry/portfolio.html.
http://english.ttu.edu/rickly/teachingport.html

Extractions: How do you set yourself apart from the horde of MA's and PhD's on the job market? Or, if you've simply gotten into a rut in your teaching/thinking, how do you re-envision yourself for the classroom? One way is to create a teaching portfolio. The process of creation will help you to rethink who you are as a teacher/thinker, and the inclusion of a good teaching portfolio in your dossier will help institutions to make an informed decision on your teaching skills. Come learn how to set one up, what to include, and how teaching portfolios can be used in merit evaluations and job hunting. The Teaching Portfolio: A Workshop Follow the links below to find out more about what went on during the workshop. A "Teaching Portfolio" is loosely defined as a set of things that are assembled to somehow represent your teaching accomplishments, philosophies, goals... Below are some thoughts on Teaching Portfolios from leaders in the field of higher education, a reflection of how Teaching Portfolios can be used throughout one's career, and some ideas about what to include in a Teaching Portfolio. "At the heart of the portfolio as we envision it are samples of teaching performance; not just what teachers say about their practice but artifacts and examples of what they actually do." (Edgerton, Hutchings and Quinlan, 1992)

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