Portfolio Overview

Introduction and Purpose

A teaching portfolio receives the same type of scrutiny and treatment as the units and lessons that are taught, namely a perpetual cycle of reviewing, refining, and revising. These “three R’s” do not take place merely for the sake of change alone but are the outcome of self-reflection and a desire for professional growth and development. My portfolio contains the ideas and objectives that inform my instructional and management practices, evidence of these teaching practices, how I evaluate my effectiveness as a teacher, and my record of professional development.  Central to my portfolio are reflections and evidence of educational practices.  In his  book,  How We Think (1), John Dewey describes “five distinct steps in reflection” as follows (p. 72) : 

Upon examination, each instance reveals, more or less clearly, five logically distinct steps :
(i) a felt difficulty ; (ii) its location and definition ; (iii) suggestion of possible solution;
(iv) development by reasoning of the bearings of the suggestion ; (v) further observation
and experiment leading to its acceptance or rejection; that is, the conclusion of belief or disbelief.

I view self-improvement as the product of a “Cycle of Reflection” depicted in the diagram to the right.  The contents of my  portfolio are organized as pages accessible via the menu tabs which are located at the top of each page on this site.

Portfolio Components

Some main pages have subpages as indicated by the indented bullet points below.

1. Dewey, J. (1910).  How We Think.  Boston, MA:  D.C. Heath and Company

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