Identifying the Best Foreign Language Teachers: Teacher Standards and Professional Portfolios

Abstract

This study explored the differing perspectives of principals and foreign language department chairs on one state's teaching standards and the use of professional teaching portfolios as part of the hiring process. A 17-item questionnaire completed by 61 participants revealed that both groups strongly agreed with state teacher standards as accurate descriptors of good teaching. Both groups reported confidence that teaching portfolios are helpful tools for evaluating teacher candidates. Principals most wanted evidence of creativity and innovation, whereas chairs most wanted evidence of second language (L2) proficiency in a candidate's portfolio. Principals were significantly more interested in seeing evidence of communication with parents than were chairs. Both reported spending relatively little time reviewing candidates' portfolios, although chairs devoted significantly more time. The results were the same, regardless of whether the educators were from urban, suburban, or rural districts. The findings suggest that foreign language educators should continue efforts to provide guidance on foreign-language-appropriate versions of state teaching standards and on creation of foreign language teaching professional portfolios.

The Use of Personal Development Plans (PDPs) in the Workplace: A Literature Review

“…However, more studies systematically investigating the effects of PDPs and the supporting process conditions are necessary. Bradshaw and Hawk 1996;Brown and Irby 1998;Bullock et al 2007;Cayne 1995;Daniel and Stallion 1995;Dixon et al 2005;Evans et al 2002;Fenwick 2003;Firssova 2006;Hrisos et al 2008;Johnston and Thomas 2005;Lyons 1998;Marcoux et al 2003;Mathers et al 1999;Pearson and Heywood 2004;Pitts et al 1999;Smith and Tillema 1998Snadden and Thomas 1998;Snadden et al 1996;Sullivan 2004;Swallow et al 2006;Tigelaar et Beck et al 2005;Bullock et al 2007;Cayne 1995;Evans et al 2002;Fenwick 2003;Grandgenette 1999;Guaglianone and Yerkes 1998;Jun et al 2007;Marcoux et al 2003;Pitts et al 1999;Riggs et al 1997;Seng and Seng 1996;Stewart 2004;Swallow et al 2006;Webb et al 2006;Wildy and Wallace 1998 Stimulating (self-) reflection (reflective learning) (18) Bradshaw and Hawk 1996;Cayne 1995;Dornan et al 2002...…”

“…Only three references described effect sizes concerning the effects of PDP assessment Tillema 2001;Hrisos et al 2008), two references reported effect sizes when comparing different types of portfolios Smith and Tillema 2003) and finally three references discussed effect sizes concerning different perceptions of the tool between different groups (Little and Hayes 2003;Smith and Tillema 2001;Sullivan 2004). Therefore, we have chosen to execute a narrative review 4 and not a statistical meta-analysis.…”

“…The Use of Personal Development Plans (PDPs) Dornan et al 2002;Evans et al 2002;Firssova 2006;Joyce 2005;Kjaer et al 2006;Lammintakanen et al 2002;Little and Hayes 2003;Marcoux et al 2003;Mathers et al 1999;Pearson and Heywood 2004;Smith and Tillema 1998Sullivan 2004;Tillema 2001Tillema , 1998 21 Experiment Ekbatani and Pierson 1997 1 Table 3 Number of references according to the research method…”

Advanced Proficiency for Foreign Language Teacher Candidates: What Can We Do to Help Them Achieve This Goal?

“…In order to meet Standard 3a, teacher candidates must provide sufficient target language input to the learners (e.g., using the target language to the maximum extent possible at all levels of instruction, including in spontaneous interaction) and create a supportive classroom (e.g., meaningful interaction and negotiation of meaning through personalized, open-ended responses which allow for risk-taking in the language). If a portfolio project is completed as part of a methods course or as graduation capstone requirement, it needs to document their teaching skills and language proficiency (Sullivan, 2004).…”

“…Another common assessment tool for teacher candidates is the portfolio (Sullivan, 2004). Foreign language teacher candidates can complete a methodskudent teaching portfolio structured around the seven or optionally eight key assessments that the ACTFLAVCATE collaboration has deemed essential for the effective preparation of foreign language teacher candidates.…”