1. The Power of Portfolio Hosted by BC Ministry of Education Harold Krische Langley School District

2. Presentation Purpose • To stimulate and encourage ‘outside-the-box’ thinking about Portfolio implementation • To share student perspectives on the value of the Portfolio experience • To share perspectives on developing positive Portfolio culture in schools • To foster an understanding of the need for student skill development

3. Facing a myriad of challenges • Develop individual potential and ensure students acquire the knowledge, skills and attitudes needed to contribute to a healthy, democratic and pluralistic society and a prosperous and sustainable economy • Meet the learning, social and emotional needs of a diverse range of learners • Find a balance among competing demands -professional growth, new curriculum, accountability contracts, additional program focus areas…..

4. Portfolio as a ‘tool’ for all partners in education • Alignment vehicle for Educators • Provides a better understanding of student growth and abilities especially in social, emotional and social responsibility development areas • Promotes direct student involvement in the process of assessment of and for learning

5. The Portfolio as a ‘tool’ for all partners in education • Alignment vehicle for Educators • Supports “big picture” elements of positive and supportive school culture • Allows for focus on skills such as critical thinking, technology and employability skills across the curriculum • Helps students define or recognize some of their responsibilities in the learning process

6. Portfolio as a ‘tool’ for all partners in education • Alignment vehicle for Parents/Guardians • Opportunities to encourage educational dialogue and understanding between parent and child • Opportunities for parents to support and contribute to their child’s liaison with the community and their understandingof growth beyond high school

7. The Portfolio as a ‘tool’ for all partners in education • Alignment vehicle for students • Encourages students to have a meaningful understanding of their own learning • Helps develop skills to support all curricular areas

8. Student Portfolio Perspectives • What are you hearing these students talk about that we should be valuing as educators and/or parents? • What components of student growth and development are apparent from their comments?

9. Portfolio & positive school culture • Enhancing studentculture • Develop a structure of peer support • Promote leadership opportunities that may include presentations in Planning 10 • Formalize opportunities for ‘practice’ presentations

10. Portfolio & positive school culture • Enhancing studentculture • Demonstrate the value of self assessment, reflection and peer assessment • Support school social responsibility goals

11. Portfolio & positive school culture • Enhancing parentculture • Promote parent education about Portfolio • Promote the need for parent involvement in the process • Structure vehicles that support parent involvement

12. Portfolio & positive school culture • Enhancing the educationalculture • Share student Portfolios with all teachers at the earliest opportunity • Involve all educators in the Portfolioprocess so they can support students

13. Portfolio & positive school culture • Identify those Portfolio experiences at H.D. Stafford which impacted school culture. Which do you foresee as possibilities within your school or district? (Note challenges that may be apparent) • Identify other ways in which you feel the Portfolio may be able to provide positive direction or change to your school culture.

14. Portfolio: student skill requirements? • Beginning with the end in mind: what are the Portfolio presentation criteria? • Demonstrates thoughtful selection of Portfolio evidence. • Demonstrates effort, initiative, and commitment. • Demonstrates meaningful reflection on Portfolio evidence.

15. Portfolio: student skill requirements? • Beginning with the end in mind: what are the Portfolio presentation criteria? • Demonstrates meaningful reflection on the Portfolio process and learning. • Demonstrates meaningful reflection on the GraduationPortfolio experience and how it might affect future life choices.

16. Portfolio: skill development needs • Ability to identify evidence that is appropriate and of exemplary quality • Ability to provide meaningful reflection upon evidence, portfolio process, learning and future life choices • Ability to formulate a strong and meaningful Portfolio presentation

17. Portfolio: reflection skills • Reflection time and the transition to a written reflection statement arguably are the most powerful components of the entire portfolio process. • Strong reflective capabilities help establish the meaning of learning, enhance knowledge of oneself and promote strong levels of motivation.

18. Reflective skills analysis activity • Work with a partner to analyze one of the sample reflective statements, using the guideline sheets.

19. Conclusion The future is not some place we’re going to, but one we are creating. The paths are not found but made, and the activity of making them changes both the maker and the destination. John Schaar