Your Portfolio
This introduction to portfolios, also found in your text, provides an overview of what a portfolio
is and how to create one.Field Experiences and Portfolio Development Forms Click
here to go to the Online Learning Center. To see the forms, click a chapter and then choose
forms.
Available online are electronic versions of the forms found in the Guide to Field Experiences and
Portfolio Development that is packaged with new copies of the text. You can download these
forms to create finish products to submit your instructor and/or add as artifacts to your portfolio.
These are accessible using the password you created using the registration code that came with your
new copy of the text.
FolioLive is an online tool that
allows you to create an electronic portfolio in three easy steps:
Use a template to create a homepage.
Choose to create a custom framework (portfolio organization) or use a FolioLive framework to
structure your portfolio.
Add artifacts to build your portfolio by uploading existing files (Word to PowerPoint to video),
linking to artifacts posted elsewhere on the Web, or creating an artifact through a FolioLive
form.
If your instructor did not order FolioLive for your course, you can order it online at this site.
FolioLive contains a Framework to create a portfolio based on Arends, Learning to
Teach.
Arends, Learning to Teach FolioLive Framework (link to text
below)
A Framework, based on activities presented in Learning to Teach, is available on FolioLive.
What is a Portfolio?
Many pre-service and beginning and teachers today are preparing what are known as “professional
portfolios.” A professional portfolio is a collection of ideas and exhibits that provide an
authentic means for teachers to represent their views on teaching, their work as teachers, and their
students’ work.
Portfolios are not just something you do one time. Instead, they are useful for keeping a record of
professional growth over a lifetime of learning tot each. Many teacher education programs require
teacher candidates to build a portfolio early in their program so it can evolve and mature as the
candidate grows and changes and so it can be used by teacher candidates to demonstrate their
effectiveness Some states require portfolios as part of the evaluation process for beginning
teachers. A portfolio is particularly useful for displaying work when interviewing for a teaching
position.What Goes into a Portfolio?
In many cases, your instructor or program may present you with a list of requirements or suggested
exhibits for your portfolio. Items most teacher candidates put into their portfolios include
reflective essays showing how they think about teaching and learning, artifacts such as sample units
of work or lesson plans, and samples of their students’ work, particularly work that shows how the
teacher has impacted student learning. Some teachers also include photos and videos showing
classroom teaching and student interaction. Basically, the exhibits in your portfolio should
represent you as a teacher - your beliefs, what you have learned and how you can teach.How Should I Format my Portfolio?
There is no one particular format to follow in a portfolio. However, the portfolio, like all work,
should be neat, organized, and creative. Most important, the portfolio should represent you. You
can create a paper portfolio or an electronic portfolio - a portfolio that is presented as a Web
site, on a CD-ROM, or through another form of electronic delivery.What Portfolio Development Resources does Learning to Teach Provide?Learning to Teach is accompanied by a Guide to Field Experiences and Portfolio
Development. This manual includes several exercises or activities for each chapter that you
can complete as exhibits for your portfolio. At the end of each chapter of Learning to Teach, you
will find a feature called Portfolio and Field Experience Activities. This feature lists
portfolio activities in the Guide related to the chapter. Additionally, forms for some the
guide’s activities are available on the Online Learning Center. A suggested portfolio table of
contents (or framework) has been developed for Learning to Teach and can be accessed through
the Online Learning Center (under Portfolio Resources) or through FolioLive. How Do I Organize my Portfolio Around Standards?
Standards - both state and national - are playing an increasing role in the preparation of teachers.
It may be useful to organize your portfolio around a set of standards to demonstrate that you have
met each of the standards. A suggested INTASC portfolio table of contents (or framework) has been
developed for Learning to Teach and can be accessed through the Online Learning
Center(under Portfolio Resources) or through FolioLive.What is FolioLive and How Can I Use it to Create an Electronic
Portfolio?FolioLive is an electronic portfolio tool that allows you to create an electronic portfolio
in three simple steps:
Use a template to create a homepage.
Choose to create a custom framework (portfolio organization) or use a FolioLive framework
to structure your portfolio.
Add artifacts to build your portfolio by uploading existing files (Word to PowerPoint to video),
linking to artifacts posted elsewhere on the Web, or creating an artifact through a FolioLive
form.
The two Learning to Teach portfolio frameworks mentioned above have both been added to
FolioLive for easy portfolio development. Use the electronic forms for the Learning to Teach
portfolio activities to create your exhibits, and then upload them into the frameworks. You may
also tailor your portfolio using your own framework or the one adopted by your teacher education
program.
Go to www.foliolive.com to learn more about
FolioLive and for ordering information.
Arends, Learning to Teach FolioLive FrameworkChapter 1: The Scientific Basis for the Art of Teaching
Reflections from the Classroom: The Scientific Basis for the Art of Teaching
Assessing My Efforts for Learning to Teach (Activity 1.1)
Observing the Three Aspects of Teaching (Activity 1.4)
My Teaching Platform (Activity 1.5)
Chapter 2: Student Learning in Diverse Classrooms
Reflections from the Classroom: Student Learning in Diverse Classrooms
Assessing My Skills for Promoting Student Learning in Diverse Classrooms (Activity 2.1)
Observing and Interviewing Teachers of Special-Needs and Culturally Diverse Students (Activity
2.2)
Interviewing a Student from a Different Culture (Activity 2.4)
My Understanding of Policies Related to Student Learning, Diversity, and Inclusion (Activity
2.6)
Chapter 3: Teacher Planning
Reflections from the Classroom: Teacher Planning
Observing Lesson Activities and Segments (Activity 3.4)
Demonstrating My Planning Skills (Activity 3.5)
Chapter 4: Classrooms as Learning Communities
Reflections from the Classroom: Classrooms as Learning Communities
Surveying Students about Classroom Life (Activity 4.2)
My Ideas about Positive Classroom Learning Communities (Activity 4.4)
Chapter 5: Classroom Management
Reflections from the Classroom: Classroom Management
