LaTAAP E-folio: A Reflection of Professional Development July 2006 Mary Ann Harmon Shelia Chavis.

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Presentation transcript:

LaTAAP E-folio: A Reflection of Professional Development July 2006 Mary Ann Harmon Shelia Chavis

Session Objectives  To illustrate similarities between the New Teacher LaTAAP and National Board Portfolios  To emphasize the importance of reflective practice in effective teaching and professional growth

Portfolio Standards Observation Reflections Student Work Teacher Work Common Elements LaTAAP and NBC

Many new teachers find that critically analyzing their own work is a challenge. Putting their analysis into writing is an even bigger challenge! Focusing on Reflections

Where does reflection fit? In a classroom:  Response journals  Electronic discussions  Self-assessments  Peer coaching

Where does reflection fit? In the new teacher portfolio:  Documenting selection of artifacts  Analyzing student work  Describing assessment plan  Reflecting to support instructional decisions

How helpful are HINTS?  Utilize discussions, discussion boards, and informal meetings.  Share!  Make copies of everything.  Keep files at school and at home.

Defining Reflections

Descriptive Writing Clear and concise account of what has happened in the new teacher’s classroom

What happened during the lesson? (Refer to Handouts, page 2.)

Analytical Writing Provides the reasons, motives, and interpretation for what has been described

Why do you think it happened? (Refer to Handouts, page 3.)

Reflective Writing Self-examination following a teaching or learning experience; a planned opportunity to look backwards in time

What do I do next? (Refer to Handouts, page 4.)

Reflections  Descriptive  Who? What? When? Where?  Analytical  Why? How?  Reflective  Where do I go from here?  What is my next teaching strategy?

Why ALL THREE? Descriptive, Analytical, and Reflective writing are part of the natural progression of  Lesson planning  Curriculum decisions  Portfolio development

Why ALL THREE? In order to reflect, teachers must have a clear understanding of both Description and Analysis.

Why focus on reflections? By teaching reflection, we are scaffolding the personal and professional growth of new teachers.

Reflection involves ASSESSMENT  Why did it work?  Why didn’t it work?  What can I change?  How did it impact students?  How does it impact instruction?

Why does reflection matter? Teachers who do not reflect repeat the same performance over and over for the length of their careers whether or not students are learning.

Are my students learning? (Refer to Handouts, page 5.)

Why does reflection matter? Without reflection, teaching becomes prescriptive. Prescriptive teaching results in limited personal and professional growth.

Why does reflection matter? Reflection provides the vehicle for evaluating what will best meet student needs.

How can I make adjustments to meet the needs of my students? (Refer to Handouts, pages 6 and 7.)

Why does reflection matter? Reflection is what makes effective teachers grow!

Without incorporating reflection, a portfolio is only a scrapbook of activities.

Resources Levin, B., & Camp, J. (2002). Reflection as the Foundation for E-Portfolios. Society for Information Technology and Teacher Education International Conference 2002(1), [Online]. Available: Millikin University. (2003). Creating your teacher education portfolio. [Online]. Available: 02%20Portfolio%20Handbook.htm 02%20Portfolio%20Handbook.htm National Board for Professional Teaching Standards

Resources Sattery, N. L. (2003). Definitions of writing. Adapted from Getting Started, National Board for Professional Teaching Standards Portfolio Directions. [Online]. Available: ortModules/CandidateSupportModules.asp. ortModules/CandidateSupportModules.asp University of Central Florida College of Education. (July 2004). Reflective writing. [Online]. Available: