The Portfolio Group

This first week back to school, I had my students evaluate their mid-term exams. Each student used a preprinted data assessment sheet which divided up the test to the art benchmark (or target area) tested. Each student then reflected on the areas that they were strong, areas that proved to be a challenge and how they would need to change or modify their study habits.

I was amazed on the reactions from some students, while most were concerned about their intial mid-term grade, they had little or no concern to delve deeper into the reason or areas that were a challenge for them. Their thought was the test was over - who cares.

After I forced many to do the reflections, they felt better about the results. Many found that they did better in many areas and did poorly in one area, but that area really affected their overall score.

This was very enlightening to me, in that I also find it difficult to go back and reflect. I am so many times just struggling to get things 'done', just like them.

In attendance were Gayle, Allison, Michael, Tim, Jennifer (Tim's niece) and me.

We had a great connections from inside the group and outside.

Jennifer, who attended high school in the north at one of the most written about high schools in professional learning communities, added an insiders view and a student voice as an added dimension to everything that has been written about the school. The part I found interesting was (1) the comment don't believe everything you read and (2) that the students that were 'regular' kids and did well in regular (all As) were never even in the top half of the class (because of all the additional weighted averages in the Advanced Placement classes) and these students were ignored by the administration. I think her perspective really has made me think - what would a student at my high school say about the school?

Allison shared her continuing saga with peers at her school, Gayle shared about decisions to take a fork in the road, Michael shared about the trials of grant writing and working on a common vision across venues, and I shared on working on the data for my students and why is it we concentrate only on cores when there are so many opportunities to impact achievement during the school day.

We then discussed the 'product' of the group that will be turned in to the funder. This is what we were discussing and it is ready for additional input. Each person in the group will produce 5 pages (8.5 X 11) that will be in rough draft for clarifying and probing questions at the 2/1/06 meeting. After that we will continue to develop and produce a product that represents our learning for the past two years around our proposal. The thought was that as a group we are working independantly, collectively and collaboratively. These various dimensions need to be reflected as well as - the group name "portfolio group" - so we should produce a portfolio from the group.

We also discussed the funding and professional development. Gayle is taking care of that.

Mark your claendars - Future meeting dates
2/1/06 - first draft of each member's 5 pages
3/8/06 - review of pages and continuing research
3/29/06 - tenative - finished 5 pages turned in for production into a portfolio
4/26/06 - Dinner meeting and share the finished group portfolio and our personal portfolios

Many times in education we find ourselves just meeting the status quo instead challenging oursleves and our practice. The portfolio group tries to push each other on a monthly basis.

Tim has also chosen to push himself in other areas also. Today, Tim participated in the Aramco Half Marathon and was still going strong at mile 6 when I saw him. GO TIM! and keep pushing.

Please post any questions in the comments section and someone from the group will respond.