Creating Your Teaching Portfolio: Presenting Your Professional Best
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Creating Your Teaching Portfolio: Presenting Your Professional Best

Creating Your Teaching Portfolio: Presenting Your Professional Best


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About the Book

This portfolio handbook includes authentic, student-generated artifacts as well as insights from administrators, teachers, and parents. Issues of classroom management, diversity, communication, planning, standards-based education, and reflection are all addressed in the context of how to approach these important aspects within a teaching portfolio and during interviews. The materials are designed for continued use as the students become in-service educators.

Table of Contents:
Part One: Understanding Portfolios Chapter 1. Teaching Portfolios: What Are They and Why Do You Need Them? The Professional Portfolio as a Concept Purposeful & Selective Diverse & Ongoing Reflective & Collaborative Portfolio Benefits Demonstrate Mastery of INTASC Standards Demonstrate Mastery of Teacher Work Sample (TWS) Standards Demonstrate Mastery of Subject-Specific Standards Examples of Portfolio use Preservice Use Inservice Use: Maintaining a Career Portfolio National Board for Professional Teaching Standards (NBPTS) References Suggested Resources Chapter 2. Compiling your Portfolio Recognizing and Expressing Your Philosophy Basic Educational Philosophies Idealism Perennialism and Essentialism Progressivism, Experimentalism, and Pragmatism Existentialism Social Reconstructions Compiling Your Portfolio Providing Rationales for Artifacts Organizing a Teaching Portfolio Displaying Credentials Confidentiality Issues Considerations References Suggested Resources Chapter 3. Selecting your Portfolio Style Portfolio Qualities Aesthetics Efferent Qualities Portfolio Types Traditional Portfolios Electronic Portfolios--Digital and Web Based Considerations References Suggested Resources Part Two: Putting It All Together Chapter 4. Using Standards to Construct Your Portfolio The Standards Interstate New Teacher Assessment and Support Consortium (INTASC) Teacher Work Sample (TWS) Organizing Your Portfolio in Relation to Standards Organizing Your Portfolio According to Teacher Work Sample Considerations References Suggested Resources Chapter 5. Displaying Classroom Management in Your Portfolio Communication and Management Styles Communicating with Students Communicating with Colleagues and Administrators Communicating through High-Quality Correspondence Connecting with Parents Seating Charts and Floor Plans Case STudies Considerations References Suggested Resources Chapter 6. Presenting Lesson Plans and Curricular Modifications The Importance of Planning Curricular Modifications for Diverse Learners Curricular Modification Artifacts Differentiated Instruction Considerations Reference Suggested Resources Chapter 7. Reflecting on your Pre-Professional Experiences Goals of Reflection Models of Reflection Examples of Reflections Artifact Rationales Considerations References Suggested Resources Chapter 8. Preparing for Interviews Using your Portfolio in Interviews Choosing Your Interview Portfolio Comprehensive versus Abbreviated Portfolios Traditional versus Electronic Portfolios Digital Portfolios Providing Brochures Choosing Artifacts Based on School District Information Discussing Your Portfolio Considerations Suggested Resources Conclusion Glossary Table of Artifacts Reproducibles Parental Permission for Student Work Samples Parental Permission for Student Photos Modifications for Students with Special Needs Modifications for Students Who Speak English as a Second Language State Education and Certification Offices Suggested Table of Contenets Based on INTASC Index

About the Author :
Patricia Rieman began her teaching career in 1982 in Tulsa, Oklahoma with a Bachelors degree from the University of Tulsa. After teaching special education in the Tulsa Public School system for 10.5 years, Rieman moved to Illinois to complete her Masters degree in the area of Social and Emotional Disorders at Northern Illinois University. It was during this period that Rieman first began collaborating with Dr. Pamela Farris, and thus became involved in many projects for the Higher Education Division of McGraw-Hill. After completing her Masters, Rieman continued teaching high incidence junior high school special education students in Loves Park, Illinois and then worked with students with behavior disorders for four years in Sandwich, Illinois. In 1999, Rieman began her doctoral coursework in the Department of Literacy Education at Northern Illinois University. She has served as a clinical supervisor of students completing their first professional experiences in the Department of Teaching & Learning, and has taught a number of courses for the Department of Literacy Education. Rieman is currently an adjunct professor in the Department of Literacy Education and teaches undergraduate and graduate courses in reading methods, language arts, and childrens literature. Her dissertation topic is an examination of influences on classroom reading instruction. Rieman has created many student study guides, online resources, and instructors manuals for McGraw-Hill, and helped to create FolioLive. In addition to her work with McGraw-Hill, Rieman has also worked with Dr. Jerry Johns and Roberta Berglund on a content area reading strategies text for Kendall/Hunt Publishing. Jeanne Okrasinski taught for 8 years as a 5-11 grade teacher of math, social sciences, and language arts. She also served as the teacher representative to the PTO and as a volleyball and soccer coach. While completing her Masters degree from Northern Illinois University in Curriculum & Instruction with a multicultural emphasis, Okrasinski taught English Rhetoric & Composition, tutored ESL students, and also supervised undergraduate students in their final student teaching experiences. From 2001-2002, Okrasinski was the Northern Illinois University Coordinator for Alternative Certification. Additionally, Okrasinski was an assistant in the preparation for the College of Educations NCATE review. Okrasinski is currently an adjunct professor in the Department of Teaching & Learning, teaching undergraduate and graduate students in the areas of social sciences, middle school organization, and classroom management. She is completing her dissertation on the topic of curricular philosophy in middle school teaming. This is Okrasinskis first experience working with McGraw-Hill, and her first publication.


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Product Details
  • ISBN-13: 9780072876840
  • Publisher: McGraw-Hill Education - Europe
  • Publisher Imprint: McGraw-Hill Professional
  • Height: 252 mm
  • Returnable: N
  • Weight: 188 gr
  • ISBN-10: 0072876840
  • Publisher Date: 16 Apr 2006
  • Binding: Paperback
  • Language: English
  • Spine Width: 5 mm
  • Width: 203 mm


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