The Power of Portfolio

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The Power of Portfolio Powered By Docstoc
					  The Power of Portfolio

Hosted by BC Ministry of Education

Harold Krische   Langley School District




                                           1
        Presentation Purpose
• To stimulate and encourage „outside-the-box‟
  thinking about Portfolio implementation
• To share student perspectives on the value of
  the Portfolio experience
• To share perspectives on developing positive
  Portfolio culture in schools
• To foster an understanding of the need for
  student skill development

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  Facing a myriad of challenges
 Develop individual potential and ensure
  students acquire the knowledge, skills and
  attitudes needed to contribute to a healthy,
  democratic and pluralistic society and a
  prosperous and sustainable economy
 Meet the learning, social and emotional
  needs of a diverse range of learners
 Find a balance among competing demands -
  professional growth, new curriculum,
  accountability contracts, additional program
  focus areas…..
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Portfolio as a „tool‟ for all partners
           in education
• Alignment vehicle for Educators
  Provides a better understanding of student
   growth and abilities especially in social,
   emotional and social responsibility
   development areas
  Promotes direct student involvement in the
   process of assessment of and for learning


                                                4
  The Portfolio as a „tool‟ for all
     partners in education
• Alignment vehicle for Educators
  Supports “big picture” elements of positive
   and supportive school culture
  Allows for focus on skills such as critical
   thinking, technology and employability
   skills across the curriculum
  Helps students define or recognize some
   of their responsibilities in the learning
   process
                                                 5
     Portfolio as a „tool‟ for all
      partners in education
• Alignment vehicle for Parents/Guardians
  Opportunities to encourage educational
   dialogue and understanding between
   parent and child
  Opportunities for parents to support and
   contribute to their child‟s liaison with the
   community and their understanding of
   growth beyond high school
                                                  6
  The Portfolio as a „tool‟ for all
     partners in education
• Alignment vehicle for students

  Encourages students to have a meaningful
   understanding of their own learning
  Helps develop skills to support all curricular
   areas



                                                7
  Student Portfolio Perspectives
• What are you hearing these students talk
  about that we should be valuing as educators
  and/or parents?

• What components of student growth and
  development are apparent from their
  comments?


                                                 8
Portfolio & positive school culture

• Enhancing student culture

  Develop a structure of peer support
  Promote leadership opportunities that may
   include presentations in Planning 10
  Formalize opportunities for „practice‟
   presentations


                                               9
Portfolio & positive school culture

• Enhancing student culture
  Demonstrate the value of self assessment,
   reflection and peer assessment
  Support school social responsibility goals




                                                10
Portfolio & positive school culture

• Enhancing parent culture

  Promote parent education about Portfolio
  Promote the need for parent involvement in
   the process
  Structure vehicles that support parent
   involvement


                                              11
Portfolio & positive school culture

• Enhancing the educational culture
  Share student Portfolios with all teachers
   at the earliest opportunity

  Involve all educators in the Portfolio
   process so they can support students



                                                12
Portfolio & positive school culture
• Identify those Portfolio experiences at H.D.
  Stafford which impacted school culture.
  Which do you foresee as possibilities within
  your school or district? (Note challenges that
  may be apparent)

• Identify other ways in which you feel the
  Portfolio may be able to provide positive
  direction or change to your school culture.

                                                   13
Portfolio: student skill requirements?

• Beginning with the end in mind: what are
  the Portfolio presentation criteria?

  Demonstrates thoughtful selection of
   Portfolio evidence.
  Demonstrates effort, initiative, and
   commitment.
  Demonstrates meaningful reflection on
   Portfolio evidence.

                                             14
Portfolio: student skill requirements?

• Beginning with the end in mind: what are
  the Portfolio presentation criteria?

  Demonstrates meaningful reflection on the
   Portfolio process and learning.
  Demonstrates meaningful reflection on the
   Graduation Portfolio experience and how it
   might affect future life choices.


                                             15
Portfolio: skill development needs

 Ability to identify evidence that is
  appropriate and of exemplary quality
 Ability to provide meaningful reflection
  upon evidence, portfolio process, learning
  and future life choices
 Ability to formulate a strong and
  meaningful Portfolio presentation


                                               16
     Portfolio: reflection skills

 Reflection time and the transition to a
  written reflection statement arguably are
  the most powerful components of the entire
  portfolio process.

 Strong reflective capabilities help establish
  the meaning of learning, enhance
  knowledge of oneself and promote strong
  levels of motivation.

                                              17
Reflective skills analysis activity


  Work with a partner to analyze one of the
   sample reflective statements, using the
   guideline sheets.




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             Conclusion
The future is not some place we’re going
 to, but one we are creating.
The paths are not found but made, and
 the activity of making them changes
 both the maker and the destination.

                         John Schaar

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