ERIC citations for portfolios in teacher evaluation and teachers' professional development: ***************************************************************** EJ507554 SP524271 Teaching Portfolios and Portfolio Conversations for Teacher Educators and Teachers. Wolf, Kenneth; And Others Action in Teacher Education, v17 n1 p30-39 Spr 1995 Theme issue title: "Connecting Theory and Practice in Teacher Education." ISSN: 0162-6620 Available From: UMI Document Type: NON-CLASSROOM MATERIAL (055); JOURNAL ARTICLE (080) Target Audience: Teachers; Practitioners Discusses the use of teaching portfolios and portfolio-based conversations with colleagues to enhance teacher effectiveness, presenting a portfolio conversation guide that highlights the importance of conducting the sessions properly, organizing an appropriate group, and focusing on specific portfolio contents. Implications for teacher education are noted. (SM) Descriptors: College Faculty; Elementary School Teachers; Elementary Secondary Education; Evaluation Methods; *Faculty Development; Feedback; *Group Discussion; Higher Education; Peer Groups; *Portfolio Assessment; *Portfolios (Background Materials); Preservice Teacher Education; Secondary School Teachers; Teacher Educators; Teacher Evaluation; *Teacher Improvement EJ505785 SP524205 Assessing Effective Teaching. Tuckman, Bruce W. Peabody Journal of Education, v70 n2 p127-38 Win 1995 Theme issue title: "Teacher Effectiveness: A Look at What Works." ISSN: 0161-956X Available From: UMI Document Type: POSITION PAPER (120); NON-CLASSROOM MATERIAL (055); JOURNAL ARTICLE (080) Teacher effectiveness can be evaluated by traditional performance- based evaluation, though that method has some limitations. Alternative approaches to teacher evaluation include student evaluation of teacher performance and portfolio assessment. The Tuckman Teacher Feedback Form is presented as a more effective self- improvement system than a forced accountability system. (SM) Descriptors: Elementary Secondary Education; Evaluation Methods; *Feedback; Higher Education; *Portfolio Assessment; Self Evaluation (Individuals); *Student Evaluation of Teacher Performance; *Teacher Effectiveness; *Teacher Evaluation Identifiers: *Performance Based Evaluation; Tuckman Teacher Feedback Form ED381516 SP035891 The Case for Teacher Portfolios. Brogan, Bernard R. 13 Feb 1995 14p.; Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (47th, Washington, DC, February 12-15, 1995). EDRS Price - MF01/PC01 Plus Postage. Document Type: CONFERENCE PAPER (150); POSITION PAPER (120) This paper describes how teacher portfolios could be used to provide teachers with the opportunity to grow professionally in concert with other teachers and in ways that promote school, district, and professional student performance standards. An opening section discusses the lack of progress in developing effective teacher evaluation and improvement procedures in recent years. A discussion of portfolio use argues that it can encourage collegiality and collaboration; experimentation; incorporation of available knowledge bases; involvement in goal setting, implementation, evaluation, and decision-making; time to work on staff development and assimilate new learning; leadership and sustained administrative support; incentives and rewards; designs built on principles of adult learning; and integration of individual goals with school and district goals. A list of what to include in a portfolio suggests statement of goals and philosophy of teaching; summary of professional responsibilities and involvements; criteria for assessing teaching performance; and criteria for assessing service to school and the profession. It is concluded that portfolios allow for teachers to be in the middle of current efforts to improve the quality of teaching and learning in the schools. Contains 32 references. (JB) Descriptors: *Educational Change; Elementary School Teachers; Elementary Secondary Education; Evaluation Methods; *Portfolio Assessment; Portfolios (Background Materials); Secondary School Teachers; *Teacher Evaluation; *Teacher Improvement; *Teacher Role ED380869 EA026576 The Professional Development Portfolio: A Framework for Guiding Educational Leader Careers. Daresh, John C.; Playko, Marsha A. Feb 1995 28p.; Paper presented at the Annual Meeting of the American Association of School Administrators (New Orleans, LA, February 10- 13, 1995). EDRS Price - MF01/PC02 Plus Postage. Document Type: POSITION PAPER (120); CONFERENCE PAPER (150) This paper describes the uses of portfolios for the preparation and continuing professional development of educators, with a focus on the use of portfolios as an important part of administrator development. It looks at the use of portfolios as a way to promote more effective and intensive continued learning among educational leaders. A brief overview of portfolios as they have been applied to a wide variety of school settings is provided. A framework is presented that explains three broad areas of application of portfolios for school leaders, along with a review of documents to be included in portfolios. Some of the specialized applications of portfolios to the world of educational administrators--career planning, administrator evaluation, and professional development--are highlighted. (LMI) Descriptors: *Administrator Evaluation; Career Development; Career Planning; Credentials; Elementary Secondary Education; Evaluation Methods; Faculty Evaluation; Personnel Evaluation; *Portfolio Assessment; *Portfolios (Background Materials); *Professional Development EJ505295 HE533819 The Course Portfolio as a Tool for Continuous Improvement of Teaching and Learning. Cerbin, William Journal on Excellence in College Teaching, v5 n1 p95-105 1994 Journal availability: OAST, Miami Univ., Oxford, OH 45056. ISSN: 1052-4800 Document Type: NON-CLASSROOM MATERIAL (055); JOURNAL ARTICLE (080) This article explains how to use learning-centered course portfolios to improve teaching and learning in the college classroom. It discusses how such portfolios can be used to document and assess the substance and complexity of teaching; connect assessment of teaching with assessment of learning; and foster better teaching and learning. (MDM) Descriptors: Classroom Techniques; *College Instruction; Courses; Higher Education; *Portfolio Assessment; Self Evaluation (Individuals); *Student Evaluation; *Teacher Improvement ED385608 TM024538 Teacher Portfolio Assessment. ERIC/AE Digest. Doolittle, Peter Apr 1994 4p. Available From: Clearinghouse on Assessment and Evaluation, The Catholic University of America, Department of Education, O'Boyle Hall, Washington, DC 20064 (free). EDRS Price - MF01/PC01 Plus Postage. Document Type: NON-CLASSROOM MATERIAL (055); ERIC PRODUCT (071); ERIC DIGESTS (SELECTED) (073) One method for assessing teacher performance is the teacher portfolio. This is a collection of work produced by a teacher to highlight and demonstrate his or her knowledge and skills in teaching. A portfolio also provides a means for reflection and an opportunity to critique one's own work and evaluate one's own effectiveness as a teacher. Rather than being a folder laden with teaching artifacts and evaluations, a teacher portfolio should be a document created by a teacher that indicates the teacher's duties, expertise, and growth in teaching. Each assertion in the portfolio is documented in an appendix or a reference to outside material. Portfolios are used as a means of authentic assessment in evaluating the teacher for licensure or employment decisions, and they are also a way to provide feedback to teachers so that they can improve their teaching. Portfolios that are used to make personnel decisions come under a higher level of scrutiny than if the purpose is professional growth alone. Making the portfolio evaluation as objective as possible requires careful planning. Steps for implementing a portfolio program are outlined. Four sources are listed as recommended reading. (Contains 1 figure.) (SLD) Descriptors: Decision Making; *Educational Assessment; Educational Planning; Elementary Secondary Education; *Evaluation Methods; Feedback; Knowledge Base for Teaching; *Portfolio Assessment; Portfolios (Background Materials); *Professional Development; Teacher Certification; Teacher Effectiveness; *Teacher Evaluation Identifiers: Authentic Assessment; ERIC Digests; *Performance Based Evaluation; Reflective Practice Text: If you are a teacher, are you a good teacher? Would you like to be a better teacher? If you are an administrator, are the teachers for whom you are responsible doing a good job? Assessing the productivity, efficiency and effectiveness of teachers is a formidable task. While the National Teacher's Exam may provide a minimum criterion for the certification of teachers, it is not meant to be used as a measure of teacher effectiveness. One method for assessing teacher performance is the teacher portfolio. WHAT IS A TEACHER PORTFOLIO? A teacher portfolio is a collection of work produced by a teacher. Just as an artist uses a portfolio of collected works to illustrate his or her talents, a teacher portfolio is designed to demonstrate the teacher's talents. Thus, teacher portfolios are constructed by teachers to highlight and demonstrate their knowledge and skills in teaching. A portfolio also provides a means for reflection; it offers the opportunity for critiquing one's work and evaluating the effectiveness of lessons or interpersonal interactions with students or peers. What is actually included or related in a teacher portfolio depends on how the portfolio will be used. A portfolio may include some or all of the following: * Teacher background. * Class description: time, grade and content. * Written examinations: National Teacher's Exam, State licensure tests. * A personal statement of teaching philosophy and goals. * Documentation of effort to improve one's teaching: seminars, programs, etc. * Implemented lesson plans, handouts and notes. * Graded student work such as tests, quizzes and class projects. * Video/audio tape of classroom lessons. * Colleague observation records. * Written reflections on teaching. * Photographs of bulletin boards, chalkboards or projects. A common misconception is that a teacher portfolio is a folder laden with teaching artifacts and evaluations. Ideally, a teacher portfolio is a document created by the teacher that reveals, relates and describes the teacher's duties, expertise and growth in teaching. Each assertion in the portfolio is then documented in an appendix or a reference to outside material, such as videotapes or lengthy interviews. The size of a portfolio varies, but it is typically two to ten pages, plus appendices. HOW IS A TEACHER PORTFOLIO USED? A teacher portfolio is an education tool, which is primarily used in two ways. First, portfolios are used as a means of authentic assessment in evaluating the effectiveness of a teacher for licensure and/or employment decisions. Second, teacher portfolios are used to provide feedback to teachers so that they may improve their teaching and level of professionalism. As a form of authentic assessment, teacher portfolios may play a major role in the overall evaluation of a teacher. Numerous universities, such as the University of Colorado at Boulder, Marquette University and Murray State University, now use portfolios to make personnel decisions. Many other States and institutions use teacher portfolios to augment more traditional assessment measures, such as standardized tests and observation checklists. However, the use of teacher portfolios for high-stakes decisions, such as certification and advancement, is not universally endorsed. The reasons for caution often cited include the subjectivity involved in evaluating portfolios, the variability in content and construction of portfolios, and the lack of consensus in what a teacher should know and be able to do. The majority of the programs that use teacher portfolios are preservice teacher education programs. These programs use portfolios to increase reflection and provide an ongoing record of a teacher's growth. The portfolio provides a vehicle for assessing the relationship between teacher choices or actions and their outcomes. In addition, teachers are encouraged to share their portfolios, during construction, with both beginning and experienced teachers. This continuous dialogue is designed to provide a rich context in which to experience the multifaceted nature of teaching. HOW IS A TEACHER PORTFOLIO EVALUATED? Portfolios that are used to make personnel decisions tend to come under a higher level of scrutiny than if the intended use is professional growth. This scrutiny is due to the importance of the consequences involved in using portfolios for personnel decisions, and has resulted in several concerns. Most often cited areas of concern are the flexibility and subjectivity of the portfolio. The construction of a portfolio is such that each portfolio is unique and tailored to the individual. As a tool for professional development, this is a positive feature; as a tool for arriving at personnel decisions, where comparability between teachers (often from different subject areas) is desired, the lack of standardization is a problem. The lack of, or need for, standardization can be rectified by requiring certain items in the portfolio of a teacher seeking a position or to advance. Other items may be included at the teacher's discretion. Mandated items typically include: * Statement of teaching responsibilities. * Statement of teaching philosophies and methodologies. * Description of efforts to improve one's teaching. * Representative course syllabi. * Summary of institutional instructor evaluations by students. The second concern of portfolio assessment, the subjectivity in the evaluation of the portfolio, is somewhat problematic. Teacher evaluation, in any form, is subjective. The question then becomes how to make the evaluation of portfolios as reliable and valid as possible, given their subjective nature. Often, the solution is to use a Likert-type evaluation form, of predetermined qualities, based on the mandated items. Questions are then grouped into categories, such as Instructional Design, Course Management and Content Expertise, and weighted. Ratings may then be combined to generate categorical and/or overall ratings. STEPS FOR IMPLEMENTING A PORTFOLIO PROGRAM 1. Start slowly. Instituting portfolio assessment, either for advancement or growth, takes time. Allow one to two years for development, implementation and regulation of a portfolio program. 2. Gain acceptance. It is extremely important that both administrators and teachers accept the use of portfolios. If administrators do not relate the importance and usefulness of portfolios to their teachers, the project will fail. Likewise, if teachers do not value the portfolio approach, then they will not put forth the effort needed to ensure success. 3. Instill ownership. Teachers must be involved, from the beginning, in developing the portfolio program. They must feel ownership over the program's direction and use. 4. Communicate implementation. The teachers need to know, explicitly, how the portfolios will be used. If they will be used for advancement, then the expected structure and intended scoring methods need to be explained in detail. 5. Use models. Models of portfolios used by other institutions are readily available (see Seldin and Associates, 1993). These models may easily be adapted and provide examples for teachers developing their portfolio. 6. Be selective. Portfolios should not contain everything a teacher does. A portfolio contains carefully selected items that reflect and substantiate a teacher's expertise and achievements. 7. Be realistic. Portfolios are only one form of authentic assessment. As such, they should be used as a part of the assessment process, in conjunction with other measures. RECOMMENDED READING Robinson, J. (1993). Faculty orientations toward teaching and the use of teaching portfolios for evaluating and improving university- level instruction. Paper presented at the annual meeting of the American Educational Research Association. Seldin, P., and Associates (1993). "Successful use of teaching portfolios." Bolton, MA: Anker Publishing Company. Vavrus, L.G., and Collins, A. (1991). Portfolio documentation and assessment center exercises: A marriage made for teacher assessment. "Teacher Education Quarterly," 3(2), 12-29. Winograd, P., and Jones, D.L. (1993). The use of portfolios in performance assessment. "Portfolio News," 4(4), 1-13. ----- This publication was prepared with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under contract RR93002002. The opinions expressed in this report do not necessarily reflect the positions or policies of OERI or the U.S. Department of Education. Permission is granted to copy and distribute this ERIC/AE Digest. EJ500464 SP523980 Developing Teacher Portfolios: Issues in Action. Fisher, Merrie Beth Contemporary Education, v66 n1 p20-22 Fall 1994 ISSN: 0010-7476 Available From: UMI Document Type: POSITION PAPER (120); JOURNAL ARTICLE (080) Teacher portfolios offer educators opportunities to display quality work examples that can be used for evaluative purposes. The article discusses how to develop, implement, and evaluate teacher portfolios. It notes the value of peer evaluation and the need for planning, peer collaboration, and reflection to succeed with portfolios. (SM) Descriptors: Elementary School Teachers; Elementary Secondary Education; Evaluation Methods; Peer Evaluation; *Portfolio Assessment; *Portfolios (Background Materials); Secondary School Teachers; *Teacher Evaluation Identifiers: *Teacher Portfolios EJ487328 SP523392 The Professional Portfolio: Why You Should Start One Now. Bozzone, Meg A. Instructor, v103 n9 p48-50,52 May-Jun 1994 ISSN: 1049-5851 Available From: UMI Document Type: NON-CLASSROOM MATERIAL (055); JOURNAL ARTICLE (080) Target Audience: Teachers; Practitioners Explains why portfolios are as important for teachers as they are for students, describing the anatomy of a thorough teacher portfolio. Four teachers share the contents of their portfolios and reasons portfolios are important to them. A reproducible sheet for students, "My Thoughts about This Year," is included. (SM) Descriptors: Elementary Education; *Elementary School Teachers; Evaluation Methods; *Portfolios (Background Materials); Professional Development; Profiles; *Self Evaluation (Individuals); *Student Evaluation of Teacher Performance; *Teacher Evaluation ED374133 TM021945 Teacher Portfolio: Reflection in Action. Part 1 and Part 2. An Alternative to Traditional Teacher Evaluation; and Creating Teacher Portfolios. The Dallin School Project. Pelletier, Carol Marra Apr 1994 33p.; Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994). EDRS Price - MF01/PC02 Plus Postage. Document Type: EVALUATIVE REPORT (142); CONFERENCE PAPER (150) Part 1 of this paper inquires into how teachers can use portfolios in professional development; part 2 takes one component, a review of the contents of a portfolio, and puts it into action with practicing teachers and student teachers. Part 1 focuses on a teacher evaluation model that includes working with a peer, while part 2 focuses on the portfolio as a professional growth experience to be shared with a student teacher, emphasizing portfolios as a valuable tool for teacher evaluation and an opportunity for teachers to reflect on their own practices. The proposed model calls for the teacher to develop a portfolio in conjunction with review by a partner. Although contents of the portfolio would be up to the teacher, it should contain something indicative of the teacher's educational philosophy, an aspect that includes journal or reflective entries, and an indication of professional development by documenting reading, courses, or presentations. The workshops described in part 2 took teachers to the Boston (Massachusetts) area through development of a portfolio. Teachers responded favorably and presented completed portfolios. One diagram represents the model. Attachments include some framing documents for the portfolio. (Contains three references.) (SLD) Descriptors: Educational Philosophy; Educational Practices; *Elementary School Teachers; Elementary Secondary Education; *Evaluation Methods; Models; *Portfolios (Background Materials); *Professional Development; *Secondary School Teachers; Student Teachers; *Teacher Evaluation; Workshops Identifiers: Performance Based Evaluation; *Reflective Analysis ED369604 RC019574 Portfolio Assessment in Teacher Evaluation: A Comparison of the Perspectives of General and Special Education Administrators and Teachers. Bull, Kay S.; And Others Mar 1994 14p.; In: Montgomery, Diane, Ed. Rural Partnerships: Working Together. Proceedings of the Annual National Conference of the American Council on Rural Special Education (ACRES) (14th, Austin, Texas, March 23-26, 1994); see RC 019 557. EDRS Price - MF01/PC01 Plus Postage. Document Type: CONFERENCE PAPER (150); RESEARCH REPORT (143) Portfolio assessment, a technique traditionally used with elementary and secondary students, involves the presentation of a collection of individual work documenting the learner's efforts, progress, and achievement. Recently, it has been suggested that portfolio assessment be broadened in its application to include teacher hiring and evaluation. The types of documents suitable for teacher portfolios include teaching documents, instructional materials, samples of student work, academic products related to teaching, and personal documents. Elementary and secondary administrators and teachers in both general and special education were surveyed on the use of portfolios in teacher hiring and evaluation. At least 75 percent of respondents were from rural or small schools in Oklahoma, Utah, and New Mexico. Portfolio assessment was perceived as being a positive addition to the teacher hiring process. In addition, both teachers and administrators supported the use of portfolios in teacher evaluation. Teachers favored the uniqueness, empowerment, and self-evaluative control involved in portfolio assessment. Respondents showed moderate levels of knowledge concerning the portfolio process. Greater knowledge is needed, though, about portfolio processes such as establishing goal statements and reflections, early documentation to demonstrate professional growth over time, and appropriate products of teaching portfolios. Appendix includes suggestions for contents of teacher portfolios. (LP) Descriptors: *Administrator Attitudes; Elementary Secondary Education; Evaluation Methods; *Portfolios (Background Materials); *Rural Education; Special Education Teachers; *Teacher Attitudes; *Teacher Evaluation; *Teacher Selection ED368443 JC940256 Performance Review Aerobics Exercises Which Systemize the Process. Dockery, Michael; And Others Feb 1994 22p.; Paper presented the International Conference for Community College Chairs, Deans, and Other Instructional Leaders (3rd, Phoenix, AZ, February 23-26, 1994). EDRS Price - MF01/PC01 Plus Postage. Document Type: NON-CLASSROOM MATERIAL (055); POSITION PAPER (120); CONFERENCE PAPER (150) Target Audience: Practitioners Finding ways to accurately document and record faculty performance can be difficult and time-consuming for the department chair. However, if performance reviews are viewed as a system for improvement, they can provide constructive feedback to the faculty member and offer the opportunity for goal-setting and mutually- supported professional growth. The teaching portfolio offers an excellent model for integrating formative and summative evaluations. To assure the reliability of the portfolio as an evaluation, it should be prepared with collaboration from peers and the chair. With the portfolio, the chair and instructor must identify the goals of the evaluation, and carefully delineate the expectations for acceptable performance in the job description. Once these materials are prepared, a clear time table and the expected outcomes must be established. Finally, for chairs to effectively evaluate faculty, the following eight guidelines should be kept in mind and meshed with their particular institutional culture: (1) summative and formative evaluation must be viewed as parts of a whole; (2) evaluation should be based on a standard, college-wide form and follow uniform procedures; (3) goals must be viewed as evolving and allowed to change; (4) evaluations must be ongoing; (5) evaluation must depend on multiple sources; (6) information acquired from sources must be analyzed with an eye toward limitations and shortcomings; (7) a faculty member's career status should be factored into the evaluation; and (8) evaluators should be conversant with current literature on the basics of teaching and instructional improvement. Contains 25 references. (KP) Descriptors: *Administrator Responsibility; Administrator Role; Community Colleges; *Faculty Development; Formative Evaluation; Instructional Improvement; *Portfolios (Background Materials); Summative Evaluation; *Teacher Administrator Relationship; *Teacher Evaluation; Two Year Colleges EJ484831 CS747746 Using Portfolios to Evaluate Teachers: Learning from Ourselves. Hult, Christine Journal of Teaching Writing, v12 n1 p57-66 1993 Special Issue: Portfolios. ISSN: 0735-1259 Document Type: POSITION PAPER (120); NON-CLASSROOM MATERIAL (055); JOURNAL ARTICLE (080) Discusses research regarding the use of writing portfolios in writing classrooms. Explores how the results of such research might inform teachers and administrators interested in designing teacher evaluations using teacher portfolios. Presents seven principles for ensuring growth among teachers using portfolios for assessment. (HB) Descriptors: English Instruction; Higher Education; Portfolios (Background Materials); Teacher Effectiveness; *Teacher Evaluation; Teacher Improvement; *Writing Instruction Identifiers: *Composition Theory; *Portfolio Approach EJ484828 CS747743 Physician, Heal Thyself: Before You Assess Your Students, Assess Yourselves. Kennedy, Mary Lynch Journal of Teaching Writing, v12 n1 p13-23 1993 Special Issue: Portfolios. ISSN: 0735-1259 Document Type: POSITION PAPER (120); TEACHING GUIDE (052); PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080) Calls for consideration of the purposes for using student portfolios in writing classrooms. Argues that teachers refrain from using portfolios for assessing students and instead use them to assess teachers. Outlines how a portfolio approach centered on interpretive communities was used in the composition program and in academic departments at the State University of New York at Cortland. (HB) Descriptors: Cultural Differences; English Instruction; *Freshman Composition; Higher Education; *Portfolios (Background Materials); *Student Evaluation; *Teacher Evaluation Identifiers: *Composition Theory; Portfolio Approach; State University of New York Coll at Cortland EJ482519 SP523102 The Use of Portfolios in Assessing Teacher Competence: Measurement Issues. Gellman, Estelle S. Action in Teacher Education, v14 n4 p39-44 Win 199 1993 ISSN: 0162-6620 Available From: UMI Document Type: POSITION PAPER (120); JOURNAL ARTICLE (080) Portfolio assessment can be a valuable tool in assessing professional proficiency in teachers if appropriate attention is given to issues of reliability and validity. The Teaching Assessment Project at Stanford University has explored portfolios as an alternative to traditional methods of teacher evaluation. (IAH) Descriptors: Elementary Secondary Education; *Portfolios (Background Materials); *Teacher Competencies; *Teacher Competency Testing; *Teacher Evaluation; *Test Reliability; *Test Validity Identifiers: *Teacher Assessment Project (Stanford Univ) EJ478674 TM517742 Integrated Portfolios as Tools for Differentiated Teacher Evaluation: A Proposal. Regan, Helen B. Journal of Personnel Evaluation in Education, v7 n4 p275-90 Dec 1993 ISSN: 0920-525X Available From: UMI Document Type: EVALUATIVE REPORT (142); JOURNAL ARTICLE (080) Integrated portfolios can establish accountability for novice teachers and support professional development for novice and experienced teachers. Comprehensive portfolios for evaluating novices and critical incident portfolios for evaluating experienced teachers are described, and procedures for their review are discussed. Illustrations of their use are presented from the author's recent teaching experience. (SLD) Descriptors: *Accountability; Beginning Teachers; Critical Incidents Method; Elementary Secondary Education; *Evaluation Methods; *Integrated Activities; *Portfolios (Background Materials); Professional Development; *Teacher Evaluation; Teaching Experience Identifiers: *Experts; *Novices EJ473245 PS521085 Assessing Staff Performance in Early Childhood Programs: An Alternative Method. Perkins, Peggy G.; Gelfer, Jeffrey I. Early Child Development and Care, v93 p65-70 1993 ISSN: 0300-4430 Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080) Discusses the implementation, organization, use, and effectiveness of individual portfolios as a measure of staff performance. Individual portfolios of work and accomplishments, often used to evaluate students, can be just as effective in evaluating the staff of early childhood programs. (MDM) Descriptors: Early Childhood Education; Evaluation Methods; *Personnel Evaluation; *Portfolios (Background Materials); Teacher Effectiveness; *Teacher Evaluation Identifiers: *Portfolio Approach EJ466680 CS745821 Portfolio Assessment of Teachers. Perkins, Peggy G.; Gelfer, Jeffrey I. Clearing House, v66 n4 p235-37 Mar-Apr 1993 ISSN: 0009-8655 Available From: UMI Document Type: POSITION PAPER (120); NON-CLASSROOM MATERIAL (055); JOURNAL ARTICLE (080) Discusses using portfolios to evaluate and improve teacher performance. (SR) Descriptors: Elementary Secondary Education; *Evaluation Methods; * Portfolios (Background Materials); *Teacher Evaluation; Teacher Improvement ED364967 EA025506 Using Portfolios To Assess Teacher Performance. Wheeler, Patricia H. 1993 16p. Available From: EREAPA Associates, 2840 Waverley Way, Livermore, CA 94550-1740 ($6). EDRS Price - MF01/PC01 Plus Postage. Document Type: NON-CLASSROOM MATERIAL (055) This paper offers suggestions for using portfolios to assess teacher performance. Key policy decisions that should be addressed prior to preparation of the portfolios include purpose, domains, audience, administrative matters, technical issues, and legal issues. After these policy decisions have been made, guidelines for portfolio design--its compilation, contents, and the scoring process--are described. Portfolios reflect teachers' professional development over time, provide supporting documentation, offer a tool for self- evaluation and reflection, and can be tailored to assess broad or specific teaching assignments. However, they are costly and time- consuming, may not represent teachers' work, are vulnerable to cheating and plagiarism, and may give teachers who have access to superior resources an unfair advantage over others. A conclusion is to use portfolios in conjunction with other assessment methods and to start with caution, preferably using the portfolio as a professional development tool first. A table provides examples of items to be included in a duties-based teacher-evaluation system. (LMI) Descriptors: Elementary School Teachers; Elementary Secondary Education; *Evaluation Methods; *Faculty Development; Instructional Improvement; *Portfolios (Background Materials); Secondary School Teachers; Supervisory Methods; Teacher Competencies; *Teacher Evaluation; Teacher Supervision; Teaching Skills ED361752 CS508249 "Scholarship Reconsidered": A Challenge To Use Teaching Portfolios To Document the Scholarship of Teaching. Boileau, Don M. 29 Apr 1993 13p.; Paper presented at the Annual Meeting of the Eastern Communication Association (New Haven, CT, April 28, May 2, 1993). EDRS Price - MF01/PC01 Plus Postage. Document Type: CONFERENCE PAPER (150); NON-CLASSROOM MATERIAL (055) Linking teaching portfolios to the scholarship of teaching can help the teaching profession in general (and communication departments in particular) and can help expand the ways to document what teachers do to help students learn. E. Boyer's report "Scholarship Reconsidered: Priorities of the Professoriate" provides a structure and vocabulary for promoting these activities within the scholarship rubric. The report argues for four separate, yet overlapping functions of "scholarship": scholarship of discovery; scholarship of integration; scholarship of application; and scholarship of teaching. The challenge becomes how to go beyond the usual rankings of research publications to measure scholarship. The teaching portfolio movement has the similar impact of Boyer's work in expanding the horizons of those interested in the evaluation of teaching. Teaching portfolios document teaching efforts by taking advantage of: teachers' reflective thinking on their own teaching; sharing what teachers do with a mentor or colleague to create dialogues on teaching; and the creation of dialogue on campus about teaching as a way to end the privatization of teaching. Portfolios most often include three types of materials: examples of graded essays, a reflective statement describing the teacher's personal philosophy of teaching, and observation reports. Among items that might be in portfolios of communication professors are: forensic speeches in communication analysis; videos done in forensic competitions; setting up or running a successful internship; and a media interview on a successful teaching innovation. (RS) Descriptors: *Faculty Evaluation; Higher Education; *Portfolios (Background Materials); *Scholarship; Speech Communication; Teacher Effectiveness; *Teacher Evaluation; Teacher Supervision; Teaching (Occupation) Identifiers: Teacher Portfolios EJ435060 SP520774 Thinking about Portfolios with Assessment Center Exercises: Examples from the Teacher Assessment Project. King, Bruce Teacher Education Quarterly, v18 n3 p31-48 Sum 1991 ISSN: 0737-5328 Available From: UMI Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141) Stanford University's Teacher Assessment Project (TAP) explored new modes of teacher assessment designed to reflect the richness and complexity of teaching. The article discusses TAP's creation, administration, and evaluation of assessment center exercises based on documents teachers submitted in portfolios that included their plans, activities, and reflections. (SM) Descriptors: *Assessment Centers (Personnel); Elementary Secondary Education; Knowledge Level; *Portfolios (Background Materials); Research and Development; Teacher Certification; *Teacher Evaluation Identifiers: *Performance Based Evaluation; Stanford University CA; *Teacher Assessment Project (Stanford) EJ435059 SP520773 Portfolio Documentation and Assessment Center Exercises: A Marriage Made for Teacher Assessment. Vavrus, Linda G.; Collins, Angelo Teacher Education Quarterly, v18 n3 p13-29 Sum 1991 ISSN: 0737-5328 Available From: UMI Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141) Describes the research of Stanford University's Teacher Assessment Project which studied alternative modes of performance-based assessments for potential use in licensing and certifying teachers. The article discusses how researchers combined assessment center exercises and portfolio development to create a new form of assessment center exercise--the portfolio-based exercise. (SM) Descriptors: *Assessment Centers (Personnel); Elementary Secondary Education; Knowledge Level; *Portfolios (Background Materials); Research and Development; Teacher Certification; *Teacher Evaluation Identifiers: *Performance Based Evaluation; Stanford University CA; *Teacher Assessment Project (Stanford) EJ432759 EA525909 The Schoolteacher's Portfolio: Issues in Design, Implementation, and Evaluation. Wolf, Kenneth Phi Delta Kappan, v73 n2 p129-36 Oct 1991 ISSN: 0031-7217 Available From: UMI Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141) The Teacher Assessment Project at Stanford University focused on both simulation exercises and portfolios. Although portfolios are messy to construct, difficult to score, and vulnerable to misrepresentation, they provide a connection to the contexts and personal realities of real teaching and help document teaching and learning over time. Practical issues are discussed. (24 references) (MLH) Descriptors: *Context Effect; *Documentation; Elementary Secondary Education; *Models; *Portfolios (Background Materials); *Teacher Evaluation Identifiers: *Teacher Assessment Project (Stanford University) ED343890 SP033697 Teaching Portfolios: Synthesis of Research and Annotated Bibliography. Wolf, Kenneth P. Nov 1991 36p. EDRS Price - MF01/PC02 Plus Postage. Document Type: REVIEW LITERATURE (070); BIBLIOGRAPHY (131) This literature review and annotated bibliography addresses teaching portfolios, utilized by teachers to improve and demonstrate their knowledge and skills in teaching. The document, organized into three sections, discusses several key issues related to teaching portfolios. The first section on issues in portfolio design and implementation includes: (1) what is a teaching portfolio (or teaching dossier, as it is referred to in some of the higher education literature)? (2) what purposes can it serve? (3) what dimensions of teaching are important to document in a portfolio? (4) what kinds of evidence should go into a teaching portfolio? (5) how should evidence be selected? and (6) how should a teaching portfolio be evaluated? Section 2 identifies projects and organizations in the field that are exploring alternative forms of teacher assessment, including the use of teaching portfolios. The final section presents an annotated bibliography categorized by projects in which portfolios have been employed. This section is divided into two parts, one on portfolios for K-12 educators and the other on portfolios for higher education faculty. Each part lists authors in alphabetical order. (LL) Descriptors: Annotated Bibliographies; *Content Analysis; Elementary Secondary Education; Evaluation Methods; Higher Education; Literature Reviews; *Portfolios (Background Materials); Professional Associations; *Research Projects; Teacher Certification; *Teacher Evaluation; *Teacher Selection ED344188 CS010898 The Role of Document Captions in Student Portfolios as a Link between Teacher and Student Assessment. Evans, Karen S.; Vavrus, Linda G. Dec 1990 20p.; Paper presented at the Annual Meeting of the National Reading Conference (40th, Miami, FL, November 27-December 1, 1990). EDRS Price - MF01/PC01 Plus Postage. Document Type: CONFERENCE PAPER (150); RESEARCH REPORT (143) A follow-up study to Stanford University's Teacher Assessment Project (TAP) investigated captioning as a means of making sense of portfolios and explored how the captioning process might provide a way to use student portfolios to link student assessment and teacher assessment. Each of four teachers (three third grade and one fourth grade) from the TAP's literacy component sample, whose portfolios and assessment center performances were rated as impressive, submitted five student portfolios and were interviewed. Each portfolio included a teacher-written caption consisting of five elements: identification of the document; description of the instructional context; explanation of purpose; interpretation of student performance; and application of assessment information to instruction. Results indicated that: (1) all teachers appeared to rely on particular kinds of work samples to assess student progress in both reading and writing; (2) the majority of captions contained descriptive elements but omitted one or more interpretative elements; (3) all teachers felt the task of captioning portfolio documents was novel and time-consuming; and (4) the reflective interpretation that was lacking in two teachers' captions became evident during the interviews. Findings suggest that captions were essential to understand how work samples purporting to show student learning reflected the teacher's instructional intentions. (A thoroughly captioned portfolio document is included.) (RS) Descriptors: Educational Research; *Elementary School Teachers; Intermediate Grades; *Portfolios (Background Materials); Primary Education; Prompting; *Student Evaluation; *Teacher Attitudes; *Teacher Behavior; *Teacher Evaluation Identifiers: Stanford University CA ED321362 EA021977 Transforming the Assessment of Teachers: Notes on a Theory of Assessment for the 21st Century. Collins, Angelo Apr 1990 19p.; Paper based on presentation at the Annual Meeting of the National Catholic Education Association (Toronto, Ontario, Canada, April 1990). EDRS Price - MF01/PC01 Plus Postage. Document Type: CONFERENCE PAPER (150); EVALUATIVE REPORT (142) Target Audience: Practitioners The Teacher Assessment Program (TAP) presents alternative modes of teacher evaluation to inform the deliberations of the National Board for Professional Teaching Standards (NBPTS). Three experimental methods of assessment--simulation exercise, portfolios, and simulation-based portfolios--were implemented by various groups of teachers. Practical application and observation helped to identify problems and effectiveness. Findings indicate that the methods are useful for teacher assessment and for establishing teachers as a community of professionals. (LMI) Descriptors: Elementary Secondary Education; *Evaluation Methods; *Evaluation Problems; Evaluation Research; *Portfolios (Background Materials); Professional Development; Standards; Teacher Certification; Teacher Effectiveness; *Teacher Evaluation; Teacher Qualifications ED319814 TM015137 A Teacher's Portfolio--What Is Necessary and Sufficient? (A High School Biology Unit Plan as an Example.) Collins, Angelo Apr 1990 31p.; Based on a paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990). EDRS Price - MF01/PC02 Plus Postage. Document Type: RESEARCH REPORT (143); CONFERENCE PAPER (150); TEST, QUESTIONNAIRE (160) Unit plans presented by 18 high school biology teachers as part of portfolios designed to represent their work were compared. Portfolios are increasingly being considered in the assessment of master teachers, beginning teachers, and preservice teacher candidates. The research staff of the Stanford University Teacher Assessment Project designed a portfolio development process and guided/assisted the participants as they developed their portfolios. The 18 teachers were chosen to represent diversity in experience and work conditions among biology teachers. The unit plan, one element of the total portfolio, was rated by 16 raters from the research team and the teaching profession. Teachers who developed acceptable plans had a minimum of three types of evidence: (1) the instructional sequence; (2) justification for inclusion of the topic in the syllabus; and (3) a reasoned or descriptive reflection about the successes and failures of the unit. The difference between acceptable and unacceptable plans was in the ability to reflect on the plan and its execution. The review made it clear that teachers can organize evidence of their skills, knowledge, and dispositions around a unit plan, and that raters can make judgments based on these plans. Five tables present information about the subjects. An appendix contains the biology teacher's portfolio construction kit. (SLD) Descriptors: *Biology; *Educational Planning; Evaluation Methods; Evaluators; High Schools; *Lesson Plans; *Portfolios (Background Materials); Science Teachers; *Secondary School Teachers; *Teacher Evaluation; Units of Study EJ412517 TM515153 A Portfolio Approach to Using Student Performance Data to Measure Teacher Effectiveness. Brauchle, Paul E.; And Others Journal of Personnel Evaluation in Education, v3 n1 p17-30 Dec 1989 Available From: UMI Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143) Results of a 2-year study concerning the use of student academic performance and student attitudes toward learning as components of teacher evaluation systems are summarized. Participants included 200 Career Ladder teachers in Tennessee (CLTTs) evaluated in 1985-86 and 206 CLTTs evaluated in 1986-87. Implications for teacher evaluation are discussed. (SLD) Descriptors: *Academic Achievement; Career Ladders; Elementary Secondary Education; *Evaluation Methods; Longitudinal Studies; *Performance; *Portfolios (Background Materials); State Programs; Teacher Effectiveness; *Teacher Evaluation Identifiers: *Tennessee Career Ladder Program