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Teaching Portfolio Development Plan

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Advance your portfolio through phases of collection, selection, reflection, and projection to highlight your teaching journey and future goals. Gather artifacts, shape resume, write beliefs, and share with a group for feedback and reinforcement of your teaching vision.

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Teaching Portfolio Development Plan

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  1. Portfolio Time Frame Advancing our work to completion

  2. Phase 1: Collection (year I) on your own • find the PTT and get new or missing artifacts • update and shape the resume (PD in October) • finding a new binder and dividers if needed—a means to organize and present • establishing a particular theme about yourself that is teaching related • seek permission to use particular documentation if needed (pictures, letters, and reports) • forming a portfolio group to support and proof your work (a recommendation made during the PD sessions)

  3. Phase 2: Selection Work Shop(October) • deciding on what artifacts stay and what must go • reorganizing the sections • sharing and proofing the portfolio components • provide critical feedback in your groups • do the artifacts capture the intention of each section? • deciding on a chronological record • deciding on a presentation style-designing a layout • looking for consistency throughout the portfolio • begin writing (or for some rewriting) the Statement of Beliefs

  4. Phase 3: Reflection (November) • writing the critical analysis of the successive assortment of items in each section • deciding if the artifacts prove what I say • honoring the accomplishments of the past • deciding on new directions, future directions • have I struck a balance between life accomplishments, interests, professional goals, experiences, and an interesting variety capturing something of the personal? • does the portfolio articulate your vision for teaching?

  5. Phase 4: Projection (January [and beyond]) • share resume, Statement of Beliefs to be complete • sharing the portfolio with others who know you well. Ask: Does this show what I am? • allow others to see your collection. Ask: Do you see what I am? • does the portfolio show others what you want them to see? • leaning how to use the portfolio by articulating its purpose to your teaching career • can you isolate what you can offer a school

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