Teaching practice-

Teaching portfolio.

Jos Mario Snchez

2014

Teaching Practice-I Teaching portfolio

Teaching portfolio

Jose Mario Sanchez

Teaching practice paper, bachelor degree in English IX Professor: Elmer Jorge Guardado, Mat March, 3rd, 2014

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Introduction: In this short paper going to be develop some of the most important this that a teaching portfolio should have, why is necessary create a teaching portfolio should have, and what are the obligations and responsibilities that the teachers have at time to be in touch with your students, all this and more going to be develop trough a

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questions series that going to be answer in the most clearly way as possible, the importance of create a teaching portfolio is not just have the document, is use this document as a tool to improve your teaching style and make your own selfevaluation and reflection about how he/she has been working as a teacher strengths and weakness in what they have to improve, and they can be lend trough the mirror or map metaphors, which have different strategies, but almost the same goal to reach.

In order to make this paper more formal we going to be answering the following questions: 1. What is a teaching portfolio? 2. What is self evaluation and reflection? 3. Why do I need a teaching portfolio? 4. How should you structure a teaching portfolio? 5. What are the teaching responsibilities? 6. What is statement of teaching philosophy? 7. How define teaching methodology, strategies and goals?

What is a teaching portfolio? The teaching portfolio is a document that has the teachers highlights that they have been doing during your process as teachers. A teaching portfolio is a coherent set of material that represents your teaching practice as related to student learning. Teaching practice in its broadest sense extends beyond the obvious activities that go into teaching a course to include all activities that enrich student learning. (Labhrainn, 2002), as you can see the teaching portfolio is the in what the teacher are based to make a reflection on

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what are you strengths and weakness and how they can improve in order to teach in an effective way, there are two kind of teaching portfolios: the working portfolio and the showing portfolio, those two before mentioned are the most common when somebody think in create a teaching portfolio, also TP helps to define the teachers philosophy. The teaching portfolio is a description of a professors major strengths and teaching achievements. It describes documents and materials which collectively suggest the scope and quality of a professors teaching performance, because teaching efforts and accomplishments are difficult to capture solely by means of numerical summaries, the concept of a portfolio becomes useful in this arena. A teaching portfolio goes beyond a list to include elaborations and reflections. In this sense it is similar to an artists portfolio, because it showcases your best work and conveys a sense of yourself and your vision. (Excellence, 2002), another of the purposes of teaching portfolio is show how the teacher had reach yours goals, before established in a course starting and at the end of this make a reflection of how was it.

What is self-evaluation and reflection? Self-evaluation is one of the most overlooked forms of explicit evaluation. Ideally and logically, this should precede all other forms of the evaluation of teaching effectiveness. (Schwartz, pp. 1-3), according to Schwartz is one of the most important ways to qualify the role that he/she have been playing, but not just the teacher, even the students are an important part, because the self evaluation also helps teacher to assist to improve your educational experiences they provide their students, identify the professional education that you need to reach to teach well, prepare for your performance review with your supervisor, assess your readiness to apply for promotion and tenure, moreover the self-evaluation is before the reflection, because when the teacher have done your self-evaluation is easier for them make a reflection in what they are strengths, and what they need to improve.

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Things to Consider During the Process of Reflection and Self-Evaluation

1. Number of different methods used in modifications during the lesson 2. Modify method of providing instruction 3. Modify student tasks or assignments 4. Modify grouping arrangement 5. Modify students instructional materials 6. Modify learning objectives 7. Modify method of progress monitoring 8. Modify method of providing enhancement 9. Teach students to use learning or cognitive strategies (self-evaluation) Those nine steps or items that teachers must put in practice during your selfevaluation and reflection is very important to make the process in a complete way, and reach what they are looking for, because sometimes is not enough say I am a good teacher they has to show it, and how?, Presenting a teaching portfolio and in this teaching portfolio must be included the self-evaluation and reflection.

Why do I need a teaching portfolio? A teaching portfolio represent you as a teacher, because there is where you have compiled all your highlights and achievements, when you have a teaching portfolio very well structure and organized is easier for you to get what you want in this case could be, a job, a higher place in your institution or even to share it with your colleges, if you a look for a job and you have a portfolio well structure will be easier for the institution know is you satisfy the necessities that the institution

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required, and indeed why we really need a Teaching portfolio?, it is required to balance evidence of your teaching and research for a well-cv, prepare for job talk, teaching philosophy is required for most faculty positions, and reflect and improve teaching. (Ma-TESOL), the teacher portfolio also helps to teacher to define your philosophy.

How should you structure a teaching portfolio?

The structure of your teaching portfolio might differ significantly depending upon the purpose for which you intend to use it. In some circumstances the structure of your portfolio might be dictated by institutional policy. (NTEU National Office, 2005), the teacher portfolio can be designed depending of what the teacher wants, because depending of what they need is how the portfolio should be structured, the two most clear examples of portfolio are: the working portfolio and the showing portfolio those two before mentioned have different purpose but almost the same structure, one is to make your own reflection and the other to show it to a an audience which will be evaluating you of how you have been improving trough the time, even some of others teacher can take some of your techniques to improve your teaching.

Example of how a teaching portfolio can be structure: Example 1: Table of Contents 1. Teaching Responsibilities 2. Statement of Teaching Philosophy 3. Teaching Methodology, Strategies, Objectives

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4. Description of Course Materials (Syllabi, Handouts, Assignments) 5. Efforts to Improve Teaching a) Conferences/Workshops Attended b) Curricular Revisions c) Innovations in Teaching 6. Student Ratings on Diagnostic Questions 7. Products of Teaching (Evidence of Student Learning) 8. Teaching Goals: Short- and Long-Term 9. Appendices Example 2: 1. Background. 2. Teaching approach. 3. Evidence of improvements in teaching and learning. 4. Leadership in teaching and learning. 5. Other relevant supporting statements. (NTEU National Office, 2005, pp. p 67) What are the teaching responsibilities? The responsibilities of a teacher are a lot of them that if they follow those responsibilities or take it in count they will be good teachers, but I would like be focused in the main part which is the improvement or your teaching style, because they are committed to do your best, due to they are playing with the future and as a quotation says: teaching is profession that create others professions , thats why the teachers have to assumes your responsibilities and follow them according the

students necessities; below are some of the responsibilities that teachers have:

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be conscious of their special duty of care to the students of the NSW public education system in all educational activities in and out of school;

demonstrate the highest standards of professional behaviour, exercise professional judgement and act in a courteous and sensitive manner when interacting with students, parents or caregivers, staff and the public;

collaborate in the development of school plans, policies and programs;

devise and document teaching and learning programs and develop and implement appropriate evaluation mechanisms;

treat students equitably, including those with disabilities or other special needs;

meet the individual learning needs of students and assist each student to maximise his or her learning outcomes;

effectively manage and implement programs for child protection and student welfare; (NTEU National Office, 2005, p. 7)

The items before mentioned are just a part of whole responsibilities that the teachers have to assume to achieve all your goals established in a course, the students have to know the established in the course.

Statement of teaching philosophy:

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A statement of teaching philosophy allows teachers to articulate what you believe, your role and objectives are as a teacher and what learning objectives you set for your students. The statement should highlight how and why you adopt certain approaches to teaching to achieve those objectives. (NTEU National Office, 2005, p. 8), indeed the teaching statement philosophy is a summary of the teaching portfolio, and at the same time when we want to expand our statement of teaching we do that in our teaching portfolio in the same way it provide us two context teaching practice and the evaluation of the teaching performance, because of the teaching philosophy that you have you will be working on with your pupils to reach the objectives, it is one of the most important part of the teaching portfolio. In the other hand to create the teaching philosophy, the teachers have to be base on principles; actually the most of the teachers are based on the 7 principles established by Chickering and Ehrmann, which allows to the teachers know how they has to work in order to have good results during a determinate course, those principles also infer in the way of how teachers how to teach, due to that we are living in 21 century those principles are focused on teach using technology or with instructional technology(IT), and at the same time can use one of the two tools that it can offer e learning or blended learning, it is very interesting because the teachers have to learn to use technology , because a teacher cannot assign a task to students when even they cannot do that, they have to assign tasks that they can explain, when the students come complaining that they cannot do that. How define teaching methodology, strategies and goals?

Methodology is the systematic, theoretical analysis of the methods applied to a field of study, or the theoretical analysis of the body of methods and principles associated with a branch of knowledge. (Methods?, 2013), also the methodology can be use as a guideline to solv preblems, problems inside of the classroom or even outside, the metodology is defined by the methods that the teacher use in the teaching process, of course that this methodology has methods, that have strategies, and with those strategies is a main purpose, which is reache the goals established at

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the beggining of the course, but inb this case teachers has to be good chooser of at time to choose the kind of methods that they going to use during a determinated course, at the same time they have to knows the students neccesities to can fill what the students really need.

Conclusion As conclusion, we realize how important a teaching portfolio is to can get a better teaching style, and create a teaching philosophy, which is very important, because it is base on principles, principles that are allow to the teachers be better, let them improve themselves, and share knowledge with other colleges, also we learned how structure teaching portfolio, and what it really could include, and finally I going to mention the important teaching responsibilities, that is a guideline to the teachers to better in your profession, I invite to start compiling your own teaching portfolio.

References:
Excellence, E. C. (2002). Guidelines for teaching portfolios. Recuperado el 1 de march de 2014, de Guidelines for teaching portfolios:

https://www.cmu.edu/teaching/resources/DocumentingYourTeaching/TeachingPortfolios/Tea chingPortfolios.pdf Labhrainn, I. M. (2002). preparing a teaching portfolio. Recuperado el 1 de March de 2014, de preparing a teaching portfolio:

http://www.nuigalway.ie/celt/documents/teachingportfolio.pdf

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Ma-TESOL, N. G. (s.f.). slide share. Recuperado el 2 de March de 2014, de slide share-why we need a teaching portfolio: http://www.slideshare.net/nancyabney/what-is-ateaching-portfolio-amp-why-do-you-need-one Methods?, M. a. (2013). Methodology as a Body of Methods? Recuperado el 2 de March de 2014, de Methodology as a Body of Methods?:

http://academia.stackexchange.com/questions/13034/methodology-as-a-body-of-methods NTEU National Office, P. &. (2005). preparing and presenting a teaching portfolio. NTEU National Office, Policy & Research Unit. Schwartz, M. (s.f.). the learning and teaching office. Recuperado el 1 de March de 2014, de the learning and teaching office:

http://www.ryerson.ca/content/dam/lt/resources/handouts/SelfEvaluation.pdf self-evaluation, r. a. (s.f.). reflection and self-evaluation. Recuperado el 2 de March de 2014, de reflection and self-evaluation:

https://www.google.com.gt/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0CEoQFjAD &url=http%3A%2F%2Fwww.shsu.edu%2F~edu_ofe%2Ftws%2Fdocuments%2FReflectiona ndSelfEvaluationInfo.doc&ei=BbQSU73_DI3qkQeKjYCAAg&usg=AFQjCNGJNJI9OGjNLiFirl xHYnDbiUHKKA&bvm=bv.62286

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