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ERIC Number: ED412235
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 17
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The New Teacher Portfolio: A Bridge to Professional Development.
Riggs, Iris M.; Sandlin, Ruth A.; Scott, Linda, D.; Childress, Linda; Mitchell, Douglas, E.
The Inland Empire Beginning Teacher Support and Assessment Program (IE-BTSA) is in its third year of funded development and implementation of assessment strategies designed to guide support of beginning teachers. The IE-BTSA program is grounded in a cognitive and developmental model of how beginning teachers move along the continuum from novice toward expert teacher. The five roles of the teacher (organizer, instructor, learner, mentor, and colleague) are assessed in three assessments developed for the IE-BTSA program. This paper focuses only on the portfolio assessment that is part of the IE-BTSA approach. This program's portfolio purpose is to promote the new teacher's reflection and growth within the five teacher roles. It is a formative assessment, rather than an summative evaluation. The portfolio process becomes a means for new teachers, in collaboration with their mentors, to analyze their strengths and set priorities for professional focus. Teachers begin their portfolios with their induction seminar, and continue them through professional growth conferences and the development of a professional growth plan. Captions for portfolios submitted by 150 new teachers (2,002 captions) served by mentors in the IE-BTSA process were examined. Review of these portfolio entries indicates that novice teachers are able to reflect on their portfolios and identify related role indicators. Dialogue with mentor teachers often resulted in identification of strengths and areas in need of further development. Written records of professional growth goals could be traced back to origins within the portfolio. (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A