paraeducator portfolios: celebrating success
DESCRIPTION
Presentation from the 2011 National Resource Center for Paraprofessionals Conference bySuzanne Koprowski & Carol Long.TRANSCRIPT
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Paraeducator PortfoliosCelebrating Success
Paraeducator PortfoliosCelebrating Success
Carol A. LongWinona State University
Winona, Minnesota
29th National Conference for Paraprofessionals
Harrisburg, PennsylvaniaMay 14, 2011
Suzanne KoprowskiWaukasha County Technical College
Pewaukee, Wisconsin
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Presentation ObjectivesPresentation Objectives
Present portfolio development process
Suggest alignment structures Give ideas for artifacts to
document qualifications Provide process for reflection
Present portfolio development process
Suggest alignment structures Give ideas for artifacts to
document qualifications Provide process for reflection
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Portfolio AssessmentPortfolio Assessment
A performance assessment of observable evidence or products
completed by an individual over time.
A performance assessment of observable evidence or products
completed by an individual over time.
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CharacteristicsCharacteristics
Ownership-work belongs to paraeducator; each is unique
Developmental-ongoing and updated
Choice-paraeducator’s opinion counts
Sharing and celebrating-appreciate each other’s work
Ownership-work belongs to paraeducator; each is unique
Developmental-ongoing and updated
Choice-paraeducator’s opinion counts
Sharing and celebrating-appreciate each other’s work
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PurposePurpose
Display development of knowledge & skills
Display range of knowledge & skills
Reflect on professional development
Display development of knowledge & skills
Display range of knowledge & skills
Reflect on professional development
Encourage dialogue & collaboration
Evidence for retention
Evidence for advancement/career ladder
Professional activity Personal satisfaction
Encourage dialogue & collaboration
Evidence for retention
Evidence for advancement/career ladder
Professional activity Personal satisfaction
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“Eighty percent of success is just showing up.” Woody Allen
“Eighty percent of success is just showing up.” Woody Allen
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Teaching Vision StatementCarol A. Long
To provide classes which encourage the professional development of students through:
•modeling caring, civil, and respectful interactions,•accommodating differing learning styles,•encouraging students to take responsibility for their own learning,•facilitating the acquisition of knowledge and skills through active learning,•providing information that is current, complete and best practice, and•honoring diversity and appreciating creativity.
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How to Begin?How to Begin?
Brainstorm: What are my strengths?
Brainstorm: What are my strengths?
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Gather Evidence of Knowledge & Skills Gather Evidence of Knowledge & Skills Professional licenses or diplomas
Conference brochures
Artifacts, work samples
Philosophy statement
Higher education program brochures
Letters, references, recommendations
Pictures of learning centers, materials
Evaluations or feedback
Certificates of training
Personal notes of appreciation
Pictures of classroom displays
Reflections
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“Motivation is what gets you started. Habit is what keeps
you going.” Jim Ryan
“Motivation is what gets you started. Habit is what keeps
you going.” Jim Ryan
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How to Organize?How to Organize?
Physical Properties Three-ring binders Document protector sheets Heavy stock paper Divider tabs
Physical Properties Three-ring binders Document protector sheets Heavy stock paper Divider tabs
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How to Format?What Content?How to Format?What Content?
Varies according to the purpose of the portfolio for example, interview, evaluation, licensure, or higher education requirements
Varies according to the purpose of the portfolio for example, interview, evaluation, licensure, or higher education requirements
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Alignment StructureAlignment Structure
State standards or competencies No Child Left Behind Preparation program standards or
outcomes Professional organization standards District/personal goals Evaluation criteria Student IEP goals
State standards or competencies No Child Left Behind Preparation program standards or
outcomes Professional organization standards District/personal goals Evaluation criteria Student IEP goals
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Portfolio ComponentsPortfolio Components
1. Introduction Personal
Statement Resume Letters of
reference/ recommendation
Acquired skills list
Vision Statement
1. Introduction Personal
Statement Resume Letters of
reference/ recommendation
Acquired skills list
Vision Statement
2. Official Records Diploma Transcript License
2. Official Records Diploma Transcript License
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Components ContinuedComponents Continued
3. Professional Development Formal training Professional
affiliations
3. Professional Development Formal training Professional
affiliations
4. Personal Philosophy Statements Characteristics of
an effective paraeducator
Philosophies – education, reading, classroom management
4. Personal Philosophy Statements Characteristics of
an effective paraeducator
Philosophies – education, reading, classroom management
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Components ContinuedComponents Continued
5. Work Samples/Artifacts Photographs Videos Coursework
artifacts Actual documents
or forms Technology
5. Work Samples/Artifacts Photographs Videos Coursework
artifacts Actual documents
or forms Technology
6. Work service7. Honors, awards,
or recognitions8. Professional
evaluations9. Personals10. Goal statements11. Other
6. Work service7. Honors, awards,
or recognitions8. Professional
evaluations9. Personals10. Goal statements11. Other
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NCLBNCLB
Assisting with teaching reading. Assisting with teaching writing. Assisting with teaching
mathematics.
Assisting with teaching reading. Assisting with teaching writing. Assisting with teaching
mathematics.
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NCLB “Highly Qualified” Artifacts
NCLB “Highly Qualified” Artifacts
Reading/Writing/Mathematics Samples
Lesson plan reflectionExamples of corrective feedback related
to student writingGraphic organizer used to reinforce math
concept
Reading/Writing/Mathematics Samples
Lesson plan reflectionExamples of corrective feedback related
to student writingGraphic organizer used to reinforce math
concept
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Reflection Reflection
requires looking at information, considering events, studying what happened, & drawing conclusions to make changes in practice.
requires looking at information, considering events, studying what happened, & drawing conclusions to make changes in practice.
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What now?What now?
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What are three goals you’d like to accomplish?
What are three goals you’d like to accomplish?
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Three Tasks/GoalsThree Tasks/Goals
To start on the portfolio
1.2.3.
To start on the portfolio
1.2.3.
To improve your skills & document in the portfolio
1.2.3.
To improve your skills & document in the portfolio
1.2.3.
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“Nothing done for children is ever wasted.” Garrison Keillor
“Nothing done for children is ever wasted.” Garrison Keillor