Sentences with phrase «teaching portfolios for»

Not exact matches

The Intelligent Investor teaches you about the fundamentals of stock trading, goes into stock history, explains how the market behaves (or doesn't), gives you a formula for several different trading scenarios, demonstrates how to find an undervalued company, and explains how to manage your portfolio.

Step - by - step instructions for developing a teaching portfolio, from the Sheridan Center for Teaching and Learning at Brown Unteaching portfolio, from the Sheridan Center for Teaching and Learning at Brown UnTeaching and Learning at Brown University

Because you have been creating and modifying this statement for each of your course portfolios, you will have developed a rich statement that has evolved over the years to reflect your own unique teaching experiences and strengths.

For informal teaching responsibilities, your course portfolio notebook should contain lists of key information concerning the students with whom you interacted.

Careful development of course and teaching portfolios can be invaluable for educating your colleagues about your teaching.

In addition, these portfolios can be tools for improving your effectiveness in the classroom or teaching laboratory.

Fashion Styling and Image Making is Lucinda Chambers» online course for aspiring stylists, teaching you how to develop concepts and research; organise shoots; work between editorial and commercial clients; and develop a dynamic portfolio that will help getting that elusive foot in the door.

Files Included with this Lesson • Teacher Notes and Resources • Quick Getting Started Tutorial for Students • 3 Lessons for Projects with grading rubric including: o Create a Web Site o Create a Blog o Create an Online Portfolio • List of project ideas for each assignment Students love authentic work and sharing their knowledge with the world is a great way to teach creativity, pride in quality and the importance of copyright.

At the completion of the program, the beginning teacher has assembled a collection of work that is suitable for a teaching portfolio.

EW: In addition to completing three portfolio entries that demonstrate their actual teaching practices, candidates for national certification must complete an entry documenting their work with students» families, the community, their colleagues, and the teaching profession as a whole.

One fun activity for high school students is a portfolio project that teaches entrepreneurial skills.

Among the factors considered in the portfolio assessment are teachers» abilities to plan and implement instruction, to evaluate student learning and analyze their own teaching, to know their students, and to adapt instruction for individual students.

These resources are supported by Videos I have made using my own work to illustrate the tips and guides - They can be found http://bit.ly/1HEaYOo Portfolios and interviews can be stressful for students - and lengthy for teachers to prepare students for - considering the time constraints of A-Level teaching - so I made this resource to help both teachers and students: — RRB - The resources are also available to view @ http://linkd.in/1TtnJU9 Please check out my other resources for Photography and Fine Art on TES and on be.net / grw

«Over the years, whether we were developing portfolios or trying to teach for understanding systematically or getting involved with making learning visible, whenever we have called for help, they've always come....

Reading portfolios rejuvenates me, helps me realize and understand things that I had not realized about different students and their experiences in my class, and helps me to identify my own areas for growth as I continually work to refine and improve my teaching practice.

Teach students to collect and organize samples of their work in portfolios for reflection and goal setting.

Removing the need for paper - based evidence and portfolios, and offering technology such as smartphone apps will help to put the power back into teachers» hands and reduce the overall burden, allowing them to focus on the main priority: teaching their students.

We offer a diverse portfolio of online courses, on - campus institutes, and blended programs that prepare educators to cultivate critical thinking and learning skills, practice new teaching approaches, and confront centuries - old structures in order to better design and deliver the kind of education and professional development required for today's educators and tomorrow's citizens.

For teachers possessing a transitional or initial certificate, the plan shall require the teacher to be evaluated based on portfolio review, which may include but is not limited to: a video of teaching performance, a sample lesson plan, a sample of student work, student assessment instruments and the teacher's reflection on his or her classroom performance.

For primary teachers, the team has developed guidelines for four «entries» that a teacher might place into their professional portfolio: Developing students» writing; Building conceptual understanding in mathematics; Inquiry skills; and Engaging colleagues in a project to improve teaching and learning in your schoFor primary teachers, the team has developed guidelines for four «entries» that a teacher might place into their professional portfolio: Developing students» writing; Building conceptual understanding in mathematics; Inquiry skills; and Engaging colleagues in a project to improve teaching and learning in your schofor four «entries» that a teacher might place into their professional portfolio: Developing students» writing; Building conceptual understanding in mathematics; Inquiry skills; and Engaging colleagues in a project to improve teaching and learning in your school.

For secondary science teachers, the team has also developed guidelines for four «entries» that a science teacher might place into their professional portfolio: Building conceptual understanding in science; Conducting a whole class discussion in science; Engaging students in science investigations; and Engaging your professional community in a project to improve teaching and learning in scienFor secondary science teachers, the team has also developed guidelines for four «entries» that a science teacher might place into their professional portfolio: Building conceptual understanding in science; Conducting a whole class discussion in science; Engaging students in science investigations; and Engaging your professional community in a project to improve teaching and learning in scienfor four «entries» that a science teacher might place into their professional portfolio: Building conceptual understanding in science; Conducting a whole class discussion in science; Engaging students in science investigations; and Engaging your professional community in a project to improve teaching and learning in science.

Portfolios are now used for many purposes, including admission into teacher education programs, documenting student teaching, showing in - service development, interviewing, accreditation and, in the United States, certification by the National Board for Professional Teaching Standards (McLaughlin & Vogtteaching, showing in - service development, interviewing, accreditation and, in the United States, certification by the National Board for Professional Teaching Standards (McLaughlin & VogtTeaching Standards (McLaughlin & Vogt, 1996).

Students planned to use their portfolios for job searches and to reflect on their teaching development.

The Thoughtful Classroom Portfolio Series is ideal for administrators looking for cost - effective professional development tools; school, grade, and department teams and self - directed learning clubs interested in raising student achievement; and individual teachers seeking to expand their teaching repertoires, the Thoughtful Classroom Portfolio Series will help you get results quickly — without breaking your budget.

While the preservice teachers in this study planned to show their portfolios to other teachers, few believed they would advocate for electronic portfolios in their future teaching positions.

As in earlier studies (Bartlett, 2002, in press; Wilson, Wright, & Stallworth, 2003), these preservice teachers anticipated using their portfolios to reflect upon their teaching development, a worthwhile result that will undoubtedly make them better teachers, and to search for jobs.

Given the growing interest in standards - based education, teaching standards provide an ideal structure for electronic teaching portfolios, while allowing a great deal of flexibility.

In contrast, those teachers who were more dependent on curriculum and less child - centered used portfolios for organizing writing, but did not integrate them into their teaching.

When asked for an example, he pointed to the National Board for Professional Teaching standards exam, which rates portfolios of student work and videos of teachers in action.

Electronic portfolios caught her interest because they provide a way for students to show clear evidence of their teaching development in a form that is easy to share, update, and store.

Education faculty from various campuses in the University of California and California State University systems partnered with Stanford University's Center for Assessment, Learning, and Equity (SCALE) to develop and validate the Performance Assessment for California Teaching (PACT), a subject - specific portfolio.

One constant for me — no matter what grade level I am teaching — is having my students create portfolios for themselves.

Our portfolio includes many types of schools: schools designed for personalized learning, using the best of technology and school design to customize learning to students» needs; schools that are «diverse by design,» undoing segregation; schools that teach marketable math, coding, and STEM skills; and schools that blend other specialized programs — in the arts, sports, or technology — with rigorous general curriculum, to capture the imagination of students.

Prior to these roles, Devin taught social studies at ACORN Community High School, where she was selected as the model instructional classroom teacher for a network of 15 schools and led the rollout of the school's first portfolio based assessments.

We expect many types of schools in our portfolio: schools designed for personalized learning, using the best of technology and school design to customize for students; schools that are «diverse by design,» undoing segregation; schools that teach marketable math, coding, and STEM skills; and schools that blend other specialized programs — in the arts, sports, or technology — with rigorous general curriculum, to capture the imagination of students.

Digital teaching portfolios: Catalysts for fostering authentic professional development.

Portfolios provide an opportunity for teacher reflection to clarify and refine ideas about teaching over time (Borko, Michalec, Timmons & Siddle, 1997; Lyons, 1998).

Portfolio development has received some attention as a possible tool for beginning teacher reflection during their induction programs (Perez, Swain, & Hartsough, 1997) and has been mentioned as way to ensure competency in teaching (Reynolds, 1995).

If given the opportunity, this particular group of teachers would use videotaping teaching and portfolio development in the future for reflective purposes and improvement of their teaching practice.

The digital teaching portfolio handbook: A how - to guide for educators.

Student teaching portfolios: A tool for promoting reflective practice.

These portfolios encourage preservice teachers to develop robust tools for learning, communication, and reflection to capture the complexities of teaching (Wolf & Dietz, 1998) and to facilitate students» responsibility as active learners in the learning process (Courts & McInerney, 1993).

Which of the three technologies (videotaping teaching, online discussions, and portfolio development) is most effective for eliciting and encouraging meaningful reflection among the beginning teachers?

Teacher candidates preparing for edTPA must document their classroom work by submitting a portfolio that includes lesson plans for three to five connected days of instruction, student assignments, assessments, unedited video clips of their own teaching, and commentaries on student learning and how the candidate adjusted instruction to meet student needs.

If the portfolio submitted is approved, candidates may submit an application for licensure and be issued a standard professional teaching license.

And that's really at the heart of what's most important and so the artifacts that they created would be used, can be used in like a portfolio situation where teachers can demonstrate their proficiency on the teacher evaluation rubrics but they are practical items, for example, a lesson plan that a teacher taught and reflected on that was developed through the course in Colorín Colorado.

In our monthly Saturday sessions (September through April from 9:00 am - 12:00 pm) we provide facilitated time for teachers to engage with their peers as they study the standards, questions, teaching elements, and student work samples involved in Components 2,3 and 4 of the National Board portfolio.

Through performance - based assessments, candidates submit a portfolio of work, including lesson plans, video clips of actual teaching, and other materials, for evaluation.

Click below for vignettes of selected classroom projects (from both faculty and student perspectives) and the resulting student work; a student roundtable on teaching and learning at HTH; and exemplary digital portfolios.

The Instructional Designer (ID) will work with the Center for Excellence in Teaching and Learning... The ID will manage the design, development, implementation, and evaluation of a portfolio of online...