By Giselle O. Martin-Kniep
What do expert portfolios include? who're their audiences? Why may still lecturers and directors use them? How are they dependent? In "Capturing the knowledge of Practice," Giselle Martin-Kniep solutions those and different questions, drawing on her paintings with greater than 3,000 lecturers and directors from four hundred institution districts. via excerpts from genuine portfolios, Martin-Kniep illustrates the right way to decide upon a number of artifacts that would lead portfolio builders to guage and enhance their paintings. She additionally discusses utilizing portfolios for key reasons: studying, curriculum improvement and review, examine, and employees improvement. Readers will locate many sensible innovations for construction and utilizing portfolios and research what stipulations are wanted for achievement. "I am totally convinced," says Martin-Kniep, "that each specialist who makes use of portfolios in a significant manner turns into a greater instructor or administrator."
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Additional resources for Capturing the Wisdom of Practice: Professional Portfolios for Educators
An excerpt from her 6th grade calendar follows: Outcome #1. Students will use a variety of communication skills to effectively share knowledge, understanding, and insight about their selfexpectations and performance levels. Indicator #1. Accurately describe their strengths and weaknesses on the performance-based projects. Indicator #2. Describe the knowledge, resources, or skills needed to improve their work (classwork, homework, note-taking, and projects). Indicator #3. Use listening, reading, speaking, and writing skills to develop and share their understanding of their own performance levels and to set reasonable goals and strategies to raise their current level of performance.
In this role, teachers design learning experiences that enable students to attain needed knowledge, skills, and dispositions. In many ways, this role is an exercise in translation, for it entails much more than the acquisition or transformation of information. Students arrive in teachers’ classrooms with a wide array of prior understandings of their world. Teachers need to help students accommodate and assimilate new information in ways that make sense to each of their students. Developing curriculum and assessment also entails a careful selection process.
The assessments include measures that guide student reflection on both products and processes that may take the form of specific questions, checklists, or rubrics. Reflections and prompts show the teacher’s understanding of the need to accommodate the various developmental levels and learning styles. The teacher has included student work with clear explanations about how the assessments work with different students. The teacher has described the degree to which the target students capture the diversity of the classroom, allowing the reader to draw conclusions about the value of the assessment for wide ranges in student ability and knowledge.