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Teaching Professional Portfolio

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Sinju Engineer

on 15 June 2010

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Transcript of Teaching Professional Portfolio

Teaching Professional Portfolio:
Reflections and Evidence of Teaching and Learning

By Sinju P. Engineer

Mentors: Dr. Christopher Kurz
Dr. Harry Lang General Issues:
Evidence-based society for decision-making
Portfolios have become universal demonstration of one's work
NYS Memo
Proposed Regents Education Reform Agenda for Teacher Preparation
National Board Teacher Certification
Teaching job market - competitive Literature Review of Portfolio

The National Board for Professional Teaching Standards (NBPTS) urged for increased teacher performance-based assessment that demonstrates teacher effectiveness, accountability and competencies, and reflective analysis of teaching.

Professional teaching portfolio has tri-pronged underlying purposes: reflective compendiums of self-selected artifacts, representations of teaching credentials and competencies, and holistic view of teaching and learning (Hurst, Wilsom, & Cramer, 1998).

(With) portfolios, pre-service teacher(s) would be able to demonstrate (and) become "active discoverers and producers of their own knowledge base" (Barton & Collins, 1993, p. 201).

Project Overview

Two sections of portfolio:

1. The teaching and learning section of my narratives

2. Evidence of teaching and learning experiences

Evidence of Teaching and Learning

Research questions:

1) Does the CRA instructional sequence improve deaf and hard of hearing students' comprehension of science effectively?

2) Does the CRA instructional sequence increase deaf and hard of hearing students' interest in science? Lesson Plan Unit Sample

Action Research

Literature Review
C-R-A Instructional Approach is designed to help teachers utilize effective multiple strategies, which are believed to promote deaf students' visual learning ability and improve their reading comprehension.

Research based on mathematical instruction shows that CRA is an intervention for other content areas such as science instruction and it can enhance the science performance of students with learning disabilities (Witzel, B.S., Riccomini, P. J., & Schneider, E. 2008).

Visual teaching techniques help students maximize their learning time (Luckner, J., Brown, S., & Carter, K., 2001).

In Closing

My academic learning experiences have grown and so have my teaching experiences

Curriculum Unit includes unit plan project, and evidence or examples of student work.

Action Research includes reflections of teaching and learning and evidence of teaching and learning.

Implication: Need to study the comparison of students' experiences with CRA instructional sequence with students' experiences without CRA instructional sequence.
Section 1
Narrative essays
Student Work Results

CRA sequence enabled me to make my teaching effective.

CRA Instructional sequence provided mutliple opportunities for students to acquire science knowledge and skills through multiple forms of learning.

Top class with 7th grade level: Based on CRA instructional sequence, students' posttest scores were better than their pretest scores.

Middle class with below grade level: students' pretest scores were low and this helped me to modify my lessons. I provided them with hands-on activities, poster project, and Venn diagram worksheet instead of posttest.

Low class with very below grade level: students' visual learning was supported by hands-on / role-play activities. They were given the opportunity to develop their poster project since they were able to utilize their visual spatial skills in identifying and labeling correct organs in a body position on their construction paper. Lesson Plan Unit Sample Concrete: real objects Representational: pictures, drawings,
charts, diagrams, etc. Abstract: Written words or
visual signs Section 2 Resume & Cover Letter Philosophy of Education Reflections Report on Action Research: CRA in the classroom
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