On Saturday, February 26, the Houston A+ Challenge hosted a seminar in the Next Step Series entitled “Portfolios from A to Z.” Over 130 educators from around Houston gathered to explore the theory and practice of creating portfolios. The morning’s agenda was divided into listening to an overview of the ongoing work of Houston’s Portfolio Group, engaging in a text-based discussion of "Documenting Whole-School Change in Essential Schools" by Kathleen Cushman, exploring different purposes, authors, and audiences of portfolios in a Gallery Walk, and having time to reflect on and write about the Next Steps necessary to use portfolios to make a difference in our practice. A detailed facilitator agenda is available by clicking here.
A sampling of participant reflections is in the extended entry.
REFLECTIONS
“When I realized I would not be learning about student portfolios, I didn’t think this session would have much to offer to me. I was wrong!
I got several ideas for documenting my own progress and my department’s progress. This helps support our efforts toward progress.
I also got the idea to have students do research on school problems. We may get more buy-in from students in areas of attendance, efforts in the classroom, etc.
A very worthwhile session.
Thanks!”
What was meaningful?
“Everything--the material presented, the structure and pacing of activities, the resources/reading materials--all of it was so meaningful and helpful. It was great that we had a small team from the school--we’ve already been planning for the implementation of a student portfolio system and this workshop was a BIG help in our thought process of this project. Now we are also excited about planning the implementation of teacher portfolios.”
“It was meaningful to me to realize you do not have to conform to everything everyone else is doing. Your portfolio is used to better yourself as a teacher and in turn produce better students.”
“I especially like having a group leader at my table. I was able to say focused and was able to ask questions to clarify points.”
“[This was a] meaningful session for helping me focus on what I need to include in my class portfolio for this year. Last year’s was a “scrapbook” of my classroom over the year.
This year I would like to make it more meaningful--to show student growth, best practices, collaboration and reflection. To include input from other teachers, and parent reflections as well.”
“Text-based discussion and Gallery Walk--really helped to bring theory and practice together.”
“I found the comments from each representative at my table to be meaningful This seminar is the first time I have ever heard of CFG. I find it to be an interesting concept.”
What are your next steps?
“My next step is to discuss portfolios with the SLC’s [small learning communities]and the departments. We have introduced student portfolios by SLC’s but it is also important for the departments and SLC’s to prepare a portfolio. It has been recommended that the library and a team of students prepare the school portfolio.”
“My next step is to begin my own personal portfolio.”
“My next step is to begin a portfolio for myself and then my students.”
[Many reflections expressed a desire to begin working on teaching portfolios.]
What information do you need?
“I would like to see evidence that the higher ups will accept portfolios as legitimate measures of success.”
“. . .more start-up/buy-in information would be helpful.”
“I would like to learn more on formatting the portfolio.”
“I really wanted more information on how to set up a teacher portfolio. The ones that were shown today were more “whole-school” portfolios. It was interesting to see these, but if the whole campus isn’t involved in this process, the portfolio won’t work.”
“I was hoping to get some insights on how current material was collected and stored by other teachers. . . . I would like to see some techniques of the work in progress.”
“I’d like more information on the impact these portfolios have had on the schools that have been involved with them.”
“Training on teacher portfolios or workshop for compiling ours would be WONDERFUL!”
“Having another session where we can bring our portfolios and have them looked at from other eyes so that we can obtain reflection from others.”
“I am not sure what information I need! I had no idea that my first workshop would motivate me to become a ‘teacher-researcher,’ just as I had no idea that I would learn today to put all this together as a portfolio.”
While I was not at the presentation, I was able to read the comments and glean that the session was a very valuable one for many people. Through the words and expressions, I could sense the teachers' "expanding knowledge" of portfolios but also their reform practices. I also thought the inquiries about teacher portfolios were important ones. Imagine the power if teachers were interrogating their personal practices and schools, through their reform practices, were doing the same. There is an untapped power here, one that create a significant groundswell and serve as an alternate plotline to administrative fiats.
Posted by: Cheryl Craig at February 28, 2005 07:35 AM