The creation of profesional portfolios more involved in directing their own proféssional development... ping to evaluate an/or grade the pottfalios and how this will be done, 10. Getting Started with Students ‘This area of the Organizer targets “tips and dips’ for gotting portiolios started with your sturlents.Intreducing he eoncspt of partlokes Dy having students bring inand talk about thoit avourite collections, for example, is ¢ power fal beginning for the portlolia process. A frst portiolio entry is often an “All About Me" entry that maximizes student success and involvement, “Starting Small” also reeom= mendes, especially For eachers whoare incor: porating portfolio assessment into. their programs for the first time, Working with cther colleagues who wank roexplore porto lio ascessment also provides the support and dialogue necessary for working through chal lenges and celebrating successes The creation of professional portfolios i also on the rise as educators become more involved in directing their own professional development and documenting their perfor mance. The ten areas of The Portfolio Organizer that outline the decision making required for students’ portiolios canals be applied to the dlevelopment of professional portfolios (see Rolhsiser, Bower & Stevahn, 2000, For elabo- ration), When teachers anil students engage in the portfolio process simultaneously, many exciting possbiltios emerge forco-lerning “For these who say portfolio assessment is challenging, time-consuming, and comples we agroe; but good teaching snd learningare all, these things’ (Rolheiser, etal, 2000, p. vii. Considering the key areas outlined above will hholp teachers to make decisions that will work for them and for their students, Ideally, as teachers become more cumfartable with the proces: asa whole, they will involve students Ina great deal ofthe decision making, and they will encourage the sharing of learning with as is also on the rise as educators become many audiences as possible, This process can boring all the stakeholders in education togcth- cr—-studlents, teachers, parents and adminis. trators. Ultimately, portfolio assessment ean hea vehicle through which teachers and stu dents may mone from being assessment adver saries tobe Whochess techn Soe eta assist forthe st sme o are retiring thee ase of porolion wih sade Is ee fe hye te ey Werthile Iaraing experiences tht ae Inherent Inthe proces Foro aeement verwetn the clean atic worl of cael contd acpment (aks ot you pen Don’t turn oxer sour books until I ray go") and the swampy real world’ (Elbow, 1991, p >i), Wis that very “in-between capturing process ard product that many teachers find ‘exctting and appealing. Ultimately, portfolios are an alternative form of assessment well worth exploring Kl References (198) al SM. Dil i Pf ac Pcucan pa, tenth NH Hansa Ek Garde (983) ransofmd Teh of mieil 2000) th porto horn demo: Alen Baro Bower & an Engisn ara mathe Fates teacher ith The Durtom Dis tet School Board and is co-author af “Tre Portfolio Orga hizer: Succeeding with. Poctfoios in Your Ceca, Carol Ratneiser is Associate Dean, ‘Ontario nstute rs Studies in cuca tion ofthe Univers. ty of Toronto and co-auitor of The Ponifolic Organizer Succeeding with Poriflias 10 Your Class [e) E3 Fal = ra = ro Ee] This book is distinguished by the presence and integration ofa conceptual framework anda superb array of practical examples. Michael Fullan ‘The Portfolio Organizer: Succeeding with Portfolios in Your Classroom by Carol Rotheiser Barbara Bower.and Laurie Stevahn, ISBN:087120.374X $24.95 ($20.95 ASCD members) To order, contact ASCD at 1.800.933.2723 or 703-578-9600 or Web site: hup//wwwased org see ea Section 3 aa