Problems, Pitfalls, and Benefits of Portfolios

Abstract

Portfolios, one more thing to do for overworked student teachers, may not be considered important by students who are already stressed by their heavy load of teaching and their focus on obtaining a teaching job. Are they worth the time and effort required? Training a large group of student teachers in their final semester of student teaching to develop portfolios was an eye-opening experience. Students in a cohort program, Block A, at California State University, Fresno are required to develop portfolios in their first semester of initial student teaching. Portfolios for student teaching assessment have been used in the Block A Program for the past seven years. They are an excellent means for student teachers to document and reflect on their learning and growth as teachers. The portfolio is organized into five sections that represent the competencies they are required to achieve to complete their creden tial: plannning and organizing, classroom teaching, Bernice A. Stone is a classroom management, interpersonal relations, and professor in the professional development. Students are directed to Curriculum, Teaching collect materials for their portfolio as they progress and Educational through student teaching. Items collected document Technology Department and demonstrate their experiences, their achieve of the School of ments, andtheirprogressthroughtheirstudentteach Education at California ing semesters. They include lesson plans, units, State University, Fresno. projects, student work, evaluations by master teach 105

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