Teacher Portfolio: Reflection in Action. Part 1 and Part 2. An Alternative to Traditional Teacher Evaluation; and Creating Teacher Portfolios. The Dallin School Project

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)