Dr Sadiah Baharom

Fakulti Sains dan Technologi

Universiti Pendidikan Sultan Idris
Portfolios
Is a goal-driven, organized collection of
materials that demonstrates a person’s
expansion of knowledge and skills over time
Contents, organization, and presentation of
materials vary, depending on intended
audience and purpose
Is evident of individual’s growth and
development
Professional Portfolios
Working portfolios
Presentation/showcase
Portfolios
Teaching Portfolios
Working Portfolios
Large compilations of materials that demonstrate a
person’s effort
Eg. Teacher’s working portfolio: lesson plans, units,
photographs, software programs and multimedia
presentations
Portfolio contents display a broad range of materials of
varying level of quality
Serves as a storage container for a wide variety of
artifacts that demonstrate an individual’s professional
strengths and weaknesses, successes and failures
Presentation Portfolios
Items represents a subset of materials in a
working portfolio
Items selected after personal reflection
Criteria of selection correspond to the
purpose and focus of the portfolio
Eg. Growth of a teacher’s career – knowledge
and skills demonstrated at various career
stages
Teaching portfolio
A special type of presentation portfolio that
demonstrates the professional competence of
anyone who engages in the act of teaching
Includes materials associated with teaching:
curricular units, syllabi, communication with
student (eg. e-mail, notes etc), writing
samples, photographs, videos, letters of
recommendation, record of academic
achievement and teaching evaluation
The Teaching Portfolio
allows teaching and learning to be considered in their
appropriate context--a context that changes by field and
discipline and/or class size and level
no two individuals teaching alike, no two portfolios will
look alike
each one mirrors the unique attributes and styles of the
person who created it. Just as teaching approaches vary,
student learning styles vary as well
highlight and explain specific strategies and approaches
to prioritizing, enhancing, and assessing the student
learning that results from teaching.
The term "portfolio" is not used loosely. An effective
teaching portfolio is neither a "file cabinet" nor a
"highlights film," but rather a thematic collection of
materials selected to publicly define your teaching
and to demonstrate the effectiveness of your
approaches and the quality of your outcomes.
his or her "book": as a collection of your best work
presented systematically and thoughtfully for your
own self-improvement and for others to learn about
your solutions to the problem of effective teaching
What should be included in
a teaching portfolio? -
"best practice.”
the portfolio must demonstrate a set of
specific competencies which reflect those
professional values
 "core competencies,"
"core competencies,"
a statement of philosophy of teaching and
learning
 description of methods used to assess student
learning
statement of teaching competency
 course syllabi
analysis of samples of student work related to
course objectives
analysis of student evaluations
statement of teaching goals
professional values vital to
effective teaching
having an understanding of how students learn
 having a concern for students' intellectual
development
using research on teaching in one's discipline
 wanting to work with and learn from colleagues
 reflecting continually on one's own professional
practice
 being aware of the importance of "student culture"
in the classroom
teaching portfolio - a dual
opportunity
 allows you to articulate the beliefs and values
you hold about teaching, and
 to demonstrate your mastery of the
competencies that make up your "best
practice."
Electronic Portfolios
Electronic Portfolios are a creative
means of organizing, summarizing,
and sharing artifacts, information, and
ideas about teaching and/or learning,
along with personal and professional
growth.
 Several Definitions
An electronic portfolio uses digital
technologies, allowing the portfolio
developer to collect and organize
portfolio artifacts in many media
types (audio, video, graphics, text)
 An electronic portfolio is a reflective
tool that demonstrates growth over
time.” (Helen Barrett , 2004; 2005).
An e-portfolio “is a repository of
information about a particular learner
provided by the learner and by other
people and organisations, including
products in a range of media that the
learner has created or helped to create
alongside formal documents from
authoritative sources, such as transcripts
of assessed achievement, which the
learner has chosen to retain.” (Wilson,
2005)
Cambridge (2003) defines an e-portfolio as:
“what is produced when persons collect, select,
reflectively interpret, and/or present their own
evidence to support their assertions about what
they have learned, know and can or should do;
a selection of ‘products’ of learning, reflections or
interpretations on those products, and
representations of relationships between and
among the products and interpretations.
 A standards-based portfolio uses a database
or hypertext links to clearly show the
relationship between standards or goals,
artifacts, and reflections.
The learner’s reflections are the rationale that
specific artifacts are evidence of achieving the
stated standards or goals.
Underlying pedagogy of e-
portfolio
Most significantly linked with e-learning
Designed using the constructivist educational
principles:
Emphasis placed on learner not teacher
Learner interacts with content and events and
thereby gains understanding of ideas or events
Learner constructs his/her own conceptualisation
and solutions to problems
Learner autonomy not only accepted but actively
encouraged
Underlying pedagogy of e-
portfolio
Process of discussion, reading other learners’
messages and receiving feedback on one’s own
messages, provides the environment and
scaffolding necessary for higher order thinking
Traditional vs e-portfolio
E-portfolio – easy to rearrange, edit & combine materials
Students can determine order of storage
Search on and access materials in a non-linear fashion
Make modifications on regular basis
E-portfolio is a connected document
Hyperlinking to connect documents together
Link portfolio elements to external sources or reference
Associate between different subject areas, learning experience or
observations, contents and other
Traditional vs e-portfolio
E-portfolio is portable
Digital files that can be transported and
transferred with ease
Can be accessed and used in a variety of
locations
Can be replicated and shared with others
Items for e-portfolio:
Artifacts & Supporting
documents
Artifacts
Artifacts – resources that demonstrate a
teacher’s professional knowledge and
competence in relation to the theme, set of
standards, or question that serves the
framework of the portfolio.
Eg. Lesson plans demonstrating a teacher’s
knowledge of content or student work
answering a teacher’s portfolio question
Items for e-portfolio:
Artifacts & Supporting
documents
Supporting Documents
Materials critical to understanding the teacher
 Personal information such as hobbies and interests –
provides information of teacher’s personality and
character
 Permission forms signed by parents – demonstrates
a teacher’s attention to legal matters and students’
right


Possible Artifacts in a
Teaching Portfolio
Category Types of Artifacts
Educational Philosophy statement
Instructional Lesson Plans Worksheets Rubrics
Materials Curriculum units Manipulatives Web sites
Assessments Activity centre Power point
Tests materials presentations

Students work Essays Journals Exams

Creative writing Artworks portfolios
Maps Book reports
Classroom Discipline policy Job charts Seating chart
management Class rules Classroom floor
plans plan
Reflections
Supporting
Documentation
Category Types of supporting documents
Professional Resumes Letters of reference
information Certificates Teaching evaluations
transcripts Writing such as
magazine publications,
editorials, papers,
scholarly articles

Personal Information Creative writing Information about

Family photograph hobbies quotations to
Travel photos live by
A list of books read in
the last year
Teaching/Educational
Philosophy Statement
What is a statement of
teaching philosophy?
it is a short (1-2 pages), concise and cogent
expression of your beliefs, attitudes, and
values regarding teaching and learning.
should include commentary on your goals for
your students and how you see yourself
helping advance those goals.
keep in mind that what you say here must be
supported by materials you choose for
inclusion later on.
What is a philosophy of
teaching statement?
A philosophy of teaching statement is a
narrative that includes your conception
of teaching and learning
a description of how you teach
justification for why you teach that way
What is a philosophy of
teaching statement?
The statement can
demonstrate that you have been reflective and
purposeful about your teaching
communicate your goals as an instructor and
your corresponding actions in the classroom
provide an opportunity to point to and tie
together the other sections of your portfolio
Writing an educational
Philosophy statement –
some questions.
Why do you teach the way you teach?
What is your teaching style
What strategies do you use when teaching?
How do you use instructional tools in the learning
process?
How do you view students as learners?
What part do parents and community play in the
learning process?
What kind of environment do you hope to create in
your classroom? How does this relate to your basic
beliefs about students and learning?
Writing an educational
Philosophy statement –
some tips.
Consider your audience and what manner of presentation
will make your ideas easier for them to read.
Use bold, italics, or underlining to draw attention on
critical issues
Consider using a theme or another organizational
structure (visual diagram, photograph etc) to organize
ideas.
Use short, vivid, concrete examples
Practice the principle of parsimony
Always have someone else read through your
educational philosophy statement to check for clarity of
expression and correct spelling and grammar before
sharing with others.
Statement of teaching
competency
serves as a bridge between your teaching
philosophy statement and the syllabi and
other course-related teaching materials you
provide in the appendices
solidify your argument that you have attained
each of the seven "core competencies,"
making direct reference to the items in the
appendices which illustrate that attainment
provide a context for anyone examining the
materials you are using as evidence
Statement of teaching
competency -Reflections
One of the hallmarks of an effective teacher is
the ability to reflect upon his/her classroom
experiences--both positive and negative-- and
to grow from those experiences.
you can be open about approaches you have
tried without complete success; you can admit
that you, like all teachers, have run up against
problems you couldn't solve the first time
around.
Teaching goals
Here you can discuss the specific areas and
ways in which you would like to improve your
teaching.
Keep your "goals" statement limited to two or
three goals, each of which you can address in
a single paragraph.
Each goal should be accompanied by a plan,
i.e., specific ways of achieving the particular
goal.
WRITING A PROFESSIONAL
DEVELOPMENT PLAN (PDP)
STATEMENT
LIST GOALS:
In the coming year (or five years), as
a professional science educator, I
plan to....
In my experience teaching science, I
have found that .....are some
challenges that I face.
WRITING A PROFESSIONAL
DEVELOPMENT PLAN (PDP)
STATEMENT

DESCRIBE TEACHING COMMITMENTS:

I am dedicated to improving …..
I am dedicated to learning more about…….

DESCRIBE TEACHING PHILOSOPHY:

My beliefs about teaching science are……
WRITING A PROFESSIONAL
DEVELOPMENT PLAN (PDP)
STATEMENT

DESCRIBE TEACHING GOALS:

Goal 1: In the classroom, I will work to
enhance or improve student learning in….
Goal 2: In the classroom, I will work to
enhance or improve my skills in
assessment…
Goal 3: In the classroom, I will integrate…
WRITING A PROFESSIONAL
DEVELOPMENT PLAN (PDP)
STATEMENT

DESCRIBE OBJECTIVES FOR MEETING

GOALS:
I plan to continue my formal studies in ……
education in relation to.......
I plan to attend science education
conferences to……….
I plan to attend workshops in ………..
Reflections
Integral to your production of an e-portfolio is
the process of reflection.
Reflection is not an 'add-on' piece to your
learning process, portfolio, or teaching
practice.
It is integral to the complex process of
becoming a science teacher.
Successful reflection enables self-awareness,
personal and professional growth and
improved teaching practices.
Reflections
Ultimately, self-reflection and dialogue with
others will result in insights as to:
how and why you think the way you do about
science teaching, learning and assessment
what actions you took,
what choices you made
the meaning of your actions and choices
what learning and growth has occurred
how you can change your practices in the future
what you believe is the social value of science
education
what you believe is your role as a professional in
the field of science education
Development stages
Collection of materials
Selection of materials
Reflections
Projection/direction
presentation
Technology and e-
Portfolios
Electronic portfolios as an effective way to
more clearly present information not only
through text, but also through visuals, audio,
and video formats.
Documents can be stored on hard drives, Zip
disks, or CD-ROM in many digital formats such
as text documents, picture files, web pages,
digital video, and presentation files.
They can be stored on hard drives, Zip disks,
websites, or CD-ROM.
The process of developing electronic teaching
portfolios can document evidence of teacher
competencies and guide long-term
professional development.
The competencies may be locally defined, or
linked to national teaching standards.
 Conclusion: The Electronic
Teaching Portfolio
Two primary assumptions in this process
are:
 a portfolio is not a haphazard collection
of artifacts (i.e., a scrapbook) but rather a
reflective tool which demonstrates growth
over time; and
we need new tools to record and organize
evidence of successful teaching, for both
practicing professionals and student
teachers.
TSP 6033: ePortfolio
Assignment
Educational Philosophy
 National Education Philosphy
 Science Education Philosophy
 My Teaching Philosophy
Teaching Goals
Teaching statements
Resumes
Certificates/deans list/letters of appreciations
Physics Lesson plans
Physics projects: videos/power point presentations/
Creative writing
Reflections