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Friday, April 5, 2013
DILLARD Today: A Monthly E-Newsletter From Dillard University - April 2013
TeachHub: Top 5 Items Every Teacher Should Have in Their Professional Portfolio
A professional teaching portfolio is essential for all educators. As you began your journey into education, you have gathered important artifacts along the way. These invaluable items you have collected are a great way to showcase your achievements and classroom experiences in a professional, organized manner.Creating your professional portfolio is an ongoing process; as you gain more experience you will continually update the items to show your best qualities and achievements.
Here are the top five must-have items to have in your teacher portfolio.
5 Must-Have Teacher Portfolio Items
Teaching Philosophy
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Your philosophy of education statement is your interpretation of what YOU think teaching and learning means. Included in your statement should be a brief description of how you teach and why you teach that way.
Example Excerpt:
Learning is also a means of assessment, assessment drives instruction. Assessment resembles good instruction when it occurs during typical learning activities. In order to facilitate learning I will involve students in the process of assessment by showing them rubrics of their work, giving them a self-check and self-evaluation exercise, and then have them learn self-appraisal. This will help the students develop the ability to judge their own accomplishments and to set goals for themselves.
Resume
Your resume is the most important piece of your professional portfolio. This is the first glimpse prospective employers get of you, so you better make it stand out. All of the items you list on this document will serve as a catalyst for the rest of your portfolio. Focus on making it look professional and include certification, education, teaching experience, professional goals and related qualifications. Once you have written your resume then can expand and showcase the items you listed in your portfolio.
Degree/Certificates/Awards
Although your resume may list your degree, awards and certificates, now is the chance for you to physically show off your accomplishments. In this section of your teaching portfolio, include a copy of your degree, teaching license, awards of honor and specialized training certificates.
Planning Materials
Prospective employers will want to see proof that you know how to prepare lesson plans and teach them. For this section of the portfolio, include a thematic unit along with curriculum standards for each activity. It's a good idea to include photographs of the students participating in the activities, so the potential employer will be able have a visual of how you taught the lesson.
Additional Materials to Add:
- • Lesson plans
- • Field trips
- • Exam sheets
- • Syllabi
- • Interactive Bulletin Boards
You have put a lot of hard work and dedication into being a teacher, and now it's time to get credit for it. This section is essential to have in your portfolio because it gives potential employers the opportunity to learn about what kind of teacher you are. Include letters from past employers, college professors and supervisors.
In addition to the items listed above, your professional teacher portfolio should include examples of parent-teacher communication, students work and professional development.
Portfolios are the best way teachers can document their professional growth. As you gain experience and knowledge as a teacher, you should review your portfolio to add and take away materials. This valuable tool just may be the best way to get a teaching job or advance your career.
What do you have in your teacher portfolio? Share with us in the comments section!
TeachHub: How Administrators Can Empower Teachers
Bolin (1989) states that “teacher empowerment is defined as investing teachers with the right to participate in the determination of school goals and policies and to exercise professional judgment about what and how to teach” (p. 82). To follow the above definition administrators must be active in providing experiences for all teachers to grow as leaders. In today’s economy and with limited funds available to provide teachers with professional development, administrators must be creative and open to numerous options for individual and school growth. This growth is enhanced by empowered teachers, who are committed to the overall success of the school’s mission, have increased productivity in and out of the classroom, and an increase in the teachers dispositionResearch shows that when administrators use tactics to increase teacher empowerment, teacher morale also increases. Terry (2000) states “in schools where teachers are empowered to be leaders, the focus of control changes from the principal to the teachers” (p.2). In the “Journey to Teacher Empowerment (1999) the authors share that when teachers’ confidence increases and when they feel competent in their abilities, classroom instruction will improve. Goyne (1994) states that” administration should encourage other teachers to seize opportunities to share their strengths with other members of the staff” (p.2). By providing opportunities, teachers are accepting leadership roles. Furthermore, participating teachers learn new skills to increase student learning. As teachers improve together as a staff, individual and school moral can increase. This is reinforced in the theory of collective efficacy.
Empowerment also increases productivity when teachers have more time to collaborate. Teachers need to be placed in situations where they can learn from other teachers. Therefore, administrators should provide structure for collective practice. Whitaker (2003) said “teachers should be placed in situations where they can learn from other teachers” (p.32). One option to increase productivity is to provide experiences during the school hours that allow teachers to discuss student performance, curriculum, and instruction with their colleagues, as well as, provide encouragement and support. Professional Learning Communities (PLC) are a popular choice that provide collaboration during school hours. A creative approach includes providing duty free lunch for teachers. Teachers use this time to eat together so they can share experiences and discuss student and school issues. This practice is supported by research in reflective practice.
Another option includes the administrative team use of school funds to rotate substitutes during the school day for teachers to collaborate. This low cost approach provides classroom teachers time to work closely with their colleagues. Leithwood and Riehl (2003) make this statement about building a collaborative process. “To enhance performance in their schools, leaders provide opportunities for staff to participate in decision-making about issues that affect them” (p.6). By building collaborative processes administrators enhance the performance of their school and it’s teachers. This could be considered a form of action research. It is important to note that principals are challenged when teachers are unaware of their role in shared decision making. Therefore, it is the principals’ responsibility to ensure teachers are informed about effective decision making processes. An effective principal will lead the school through the following discussed on page 63 of Balls, Eury, and King (2011) book “Rethink, Rebuild, Rebound”:
- decisions are made by the individuals most influenced by the decisions
- appropriate information is available to those making the decisions
- decision makers are adequately prepared to make data-driven decisions
- decisions makers hold conversations about the data and decisions
- decisions makers create action plans to implement decisions based on data and
- decision makers are expected to be accountable for the consequence of their decision.
see their work be successful. As the administration relinquishes control to the teacher and shows trust, teachers become more creative and willing to take risks. The classroom teacher will try new approaches to instruction, provide more assistance to their students, and be more flexible. By granting more freedom and independence teachers are more likely to have buy-in to the school’s mission. This idea is backed up by Terry (2000) when he states “principals should allow their teachers the freedom to be creative and take risks” (p. 2).To enhance these experiences, administrators need to recognize teachers and their accomplishments. With the opportunity to grow as a professional and be recognized for their efforts, teachers will become more empowered and willing to explore future experiences leading to continued growth.
High performing schools have administrators who articulate a vision, help teachers grow professionally, and play a leading role in determining the school’s climate. Teschke (1996) puts forth some points for principals to follow. “Principal’s should assist teachers in maximizing their strengths, principals should develop collegiality and be proactive in the pursuit of the schools vision” (p.10). Therefore, the principal as part of school improvement team should be committed to allowing teachers and staff to gain new experiences on a daily basis. These experiences will allow all members of the school to develop a better understanding of their role in the school’s mission and vision. With a commitment to this process, schools with teachers who are empowered to become leaders, the focus of control changes from the principal to the teachers who directly impact the success of the students. Concepts that may be used to train staff to become more empowered are outlined on page 96 “Rethink, Rebuild, Rebound”:
- Purpose is to stimulate dialogue among stakeholders of the teaching profession
- What constitutes the knowledge, skills, and competencies that teachers need to assume leadership roles in their schools, districts, and the profession
- Model standards are often used in the development of curriculum, professional development, and standards for such entities as school districts, states, professional organizations and institutions of higher education
- These standards are designed to encourage professional discussion of what constitutes the full range of competencies that teacher leader possess
- This form of leadership can be distinguished from, but work in tandem with, formal administrative leadership roles to support good teaching and promote student learning
- Role of principal to inspire others towards collaboration and interdependence as they work toward a purpose to which they are deeply committed. The transformational leader delegates and surrenders power over people and events in order to achieve power over accomplishments and goal achievement.
Reference
Balls, J. D., Eury, A. D., & King, J. C. (2011). Rethink, Rebuild, Rebound: A framework for shared responsibility and accountability in education. (2nd ed.). Boston, MA: Pearson Learning Solutions.Bolin, F. S. (1989). Empowering Leadership. Teachers College Record, 19(1), 81-96.
Goyne, J., Padgett, D., Rowicki, M.A., & Triplitt, T. (1999). The Journey to Teacher Empowerment, 1-13.
Leithwood, K.A. & Riehl, C. (2003). What We Know About Successful School Leadership. Philadelphia, PA: Laboratory for Student Success, Temple University, 1-12
Terry, M. P., (2000). “Empowering Teachers As Leaders”. University of Memphis, 1-8.
Teschke, S. (1996). Becoming a Leader of Leaders. Thrust for Educational Leadership, Bol. 26 Issue 2.
Whistaker, T. (2003) “What Great Principals Do Differently. 15 Things That Matter Most.” Eye on Education, 1-117.
Allen D Eury: Dean of School of Education at Gardner-Webb University Mark A. Snyder: Graduate Student at Gardner-Webb University Jeff Melton: Graduate Student at Gardner-Webb University Webb University
Dillard Launches Inaugural International Arts & Music Festival April 6, 2013
For
More Information, Contact:
Mona
Duffel Jones
504.816.4024
office
504.812.2535
mobile
March 14,
2013
MEDIA ALERT
Dillard Launches Inaugural
International
Arts & Music Festival April 6, 2013
WHAT: International Arts & Music Festival hosted by Dillard
University
The
International Arts & Music Festival will feature entertainment, art and
cuisine representing every region of the world to provide the community with a
global understanding of arts, music and culture. To aid this effort the event
will be infused with local community organizations that provide global
knowledge and celebrate global cultures.
Proceeds
from the event will help provide scholarships for Dillard University students
studying abroad, and international students entering under provisional
admissions programs in the Department of International Students and Study
Abroad Program.
WHEN: Saturday,
April 6, 2013
11am - 8pm
11am - 8pm
WHERE: Front Lawn at
Dillard University
2601 Gentilly Boulevard, New
Orleans
Dillard University's mission is to
produce graduates who excel, become world leaders, are broadly educated,
culturally aware, and concerned with improving the human condition. Through a
highly personalized and learning-centered approach, Dillard's students are able
to meet the competitive demands of a diverse, global and technologically
advanced society.
#
# #
Dillard University Bleu Pride Career Expo Schedule
Division of Student
Success
Bleu Pride Spring Career
Expo
Tuesday, April 9, 2013
Career Fair
3:00 PM – 6:00 PM – PSB
Atrium
Companies and Agencies
Featured:
Clear Channel
Complete Medical
Solutions
Hands On New Orleans
(Community Service Opportunities)
Hilton Garden Inn
Job 1 Business and
Career Solutions
Office of Juvenile
Justice
Shell Oil
Sodexo
Working America
Workshop: Community
Service Skills: Preparing For Real World Experiences
4:30 PM – 5:30 PM – PSB
131
Presenters: Chris
Cameron, Executive Director, Hands On New Orleans and Scott Seeborg, Working
America (Washington, DC)
Alumni Panel – Life
After Dillard
6:00 PM – 7:00 PM
PSB 131 – Women Dialogue
Session
PSB 135 – Male Dialogue
Session
Networking Reception
7:00 PM
PSB Atrium
Carretta A.
Cooke
Interim
Director, Center for Career and Professional Development
Dillard
University
238 Student
Union
2601 Gentilly
Blvd.
New Orleans,
LA 70122
504-816-4222
(office)
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