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Page 1: Purposes for Portfolioselectronicportfolios.org/class/fromhandoutsbw.pdf · 22 Portfolio Purposes (p.9) Learning Portfolio Promotes teacher reflection and ownership over the learning

21

Purposes for PortfoliosHartnell-Young & Morriss (1999) Digital Professional Portfolios for Change. Skylight

Formative(developmental)

Purposes

Summative(assessment)

Purposes

MarketingPurposes

1. ProfessionalDevelopmentPlanning

4. UniversityAdmission

8. Job Application

2. RecordingContinuingProfessionalDevelopment

5. Meeting CourseRequirements

9. "Cold Calling"

3. Celebration ofAchievements

6. PerformanceReview &Promotion

10. OrganizationalCapability

7. ProfessionalCertification &Registration

Page 2: Purposes for Portfolioselectronicportfolios.org/class/fromhandoutsbw.pdf · 22 Portfolio Purposes (p.9) Learning Portfolio Promotes teacher reflection and ownership over the learning

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Portfolio Purposes (p.9)

LearningPortfolio

Promotes teacherreflection and

ownership over thelearning process.

AssessmentPortfolio

Presentseducational

organizations withinformation about a

teacher'seffectiveness.

EmploymentPortfolio

Providesprospective

employers withinformation about ateacher's suitability

for a position.

Wolf, Kenneth (1999) Leading the Professional Portfolio Process for Change. Skylight Training & Publishing, Inc.

Page 3: Purposes for Portfolioselectronicportfolios.org/class/fromhandoutsbw.pdf · 22 Portfolio Purposes (p.9) Learning Portfolio Promotes teacher reflection and ownership over the learning

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Portfolio Authors and Audiences(p.10)

LearningPortfolios

AssessmentPortfolios

EmploymentPortfolios

Author Teacher Teacher/EducationalOrganization

Teacher/ProspectiveEmployer

Audience Teacher/Colleagues,Parents, &Students

EducationalOrganization/Public

ProspectiveEmployers

Wolf, Kenneth (1999) Leading the Professional Portfolio Process for Change. Skylight Training & Publishing, Inc.

Page 4: Purposes for Portfolioselectronicportfolios.org/class/fromhandoutsbw.pdf · 22 Portfolio Purposes (p.9) Learning Portfolio Promotes teacher reflection and ownership over the learning

24

Portfolio Structures & Contents(p.11)

Learning

Portfolios

Assessment

Portfolios

Employment

Portfolios

Structure Open-ended,teacher determined

Highly structured,standardized

Semi-structured

Content Wide variety ofteacher-selected

work related to self-selected goals

Clearly specifiedset of teacher

work as well asstandardizedassessments andinformation from

others.

Documents suchas resumes and

recommendationsalong withselected teacherwork

Wolf, Kenneth (1999) Leading the Professional Portfolio Process for Change. Skylight Training & Publishing, Inc.

Page 5: Purposes for Portfolioselectronicportfolios.org/class/fromhandoutsbw.pdf · 22 Portfolio Purposes (p.9) Learning Portfolio Promotes teacher reflection and ownership over the learning

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Portfolio Process (p.11)

LearningPortfolios

AssessmentPortfolios

EmploymentPortfolios

Process Teachers chooseown goals and buildportfolios that reflectthese goals.Teachers self-assess withassistance of peersand mentors

Teachers followguidelines forbuilding aportfolioaccording toinstructions fromorganizationsconducting theassessments.

Teacherscustomize theirportfolios tomatch the jobrequirements,and prospectiveemployersassess teacher'squalificationsbased on schoolor district needsand criteria

Wolf, Kenneth (1999) Leading the Professional Portfolio Process for Change. Skylight Training & Publishing, Inc.

Page 6: Purposes for Portfolioselectronicportfolios.org/class/fromhandoutsbw.pdf · 22 Portfolio Purposes (p.9) Learning Portfolio Promotes teacher reflection and ownership over the learning

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Portfolio Trade-Offs (p.12)

LearningPortfolios

AssessmentPortfolios

EmploymentPortfolios

Strengths Teacher chosen andflexible; a non-threatening forum foranalyzing ownpractice

Valid and reliableassessment andcomprehensiveview of ateacher'sperformance andpotential

Advertises ateacher's talentsand providesinformation toemployers abouta teacher'sperspectives andpractices

Limitations Can be idiosyncraticand unconnected toprofessionalstandards or schoolgoals

Reduces teacherownership andcan be time-consuming toevaluate

Provides a viewof teacherstrengths ratherthan weaknessesand canemphasizepresentation oversubstance

Wolf, Kenneth (1999) Leading the Professional Portfolio Process for Change. Skylight Training & Publishing, Inc.