Teacher Portfolios, Vehicles of Faculty Assessment, Reflection, and Growth

Use of portfolios as a tool for English-as-a-Second-Language (ESL) teacher development and evaluation, using principles and practices borrowed from portfolio use to assess learner progress, is advocated. The origins of portfolios in art and other professions and their adaptation for teaching are outlined. The structure of such a portfolio is then discussed, with three forms of materials to be incorporated: materials from the teacher (statement of teaching responsibilities, course description and instructional materials, reflective statement, self-evaluation); materials from others about the teacher (colleague and supervisor statements, student course evaluations, evidence of research); and the products of good teaching (student test scores, student work samples, statements of subsequent student academic and career outcomes). An experiment with portfolio use for teacher assessment in one department is described, including types of portfolio materials selected and what they revealed about instructional innovation. Finally, basic questions about portfolio design and use are addressed. Contains five references. (MSE)