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|WHAT IS A TEACHER’S PORTFOLIO?|
A Teacher’s Portfolio is an anthology of achievements that the teacher has accomplished. It is designed to display teacher's talents and proficiencies. It demonstrates a teacher's knowledge and skills.
ADVANTAGES OF WORKING WITH PORTFOLIO
1. A brief biographical sketch. A short essay that tells the reader about yourself and what you have done.
A BRIEF BIOGRAPHICAL SKETCH
Irina Ishkhneli has been employed in education since 1994 when she began working in secondary school 1738 in Moscow. In 1985, upon graduation from Tbilisi State Institute of Foreign Languages, Faculty of English Language, she did some courses of simultaneous interpreting and worked as a secretary part time. In 1993, she left Tbilisi and moved to Moscow where she began to teach English full time at primary, secondary and upper-secondary schools. She lives and works in the south-east of Moscow, in Zhulebino. She is loyal to school 1738 that keeps old traditions but at the same time undergoes modernization in the framework of school reforms in Russia. She enjoys spending her free time with her family; additional interests include computer studies and gardening.
Tbilisi State Institute of Foreign Languages
School 1738 named after helicopter designer Mil M.L., Zhulebino, Moscow
2. A description of the kinds of classes you have taught recently (the grade level, class content and describe your teaching style).
2007/2008 – DESCRIPTION OF CLASSES TAUGHT RECENTLY
Recently I have taught: beginners (2 V form – 13 students), elementary level students (6 A – 13 students, 6 B – 13 students), pre-intermediate level (7 A – 14 students, 7 B – 13 students), intermediate (9 A – 14 students), upper-intermediate (11 B – 13 students). Total: 93 students. My teaching style focuses on students’ interests which determine thematic content of the course.
4. A short essay about your teaching philosophy, how you teach and why.
In my opinion, a communicative, task-based and learner-centered model of language and language learning reflects the spirit of my teaching philosophy. At our classes we try to:
5. Copies of recent lesson or unit plans you have used. Photos of the class engaged in these activities.
6. Creative handouts you have designed, student papers you have graded showing your comments, etc.
7. Photographs of your classroom or a videotape of you in action.
Dialogues about animals: What can frogs do? Where do they live? (Alina and Gagik, 2nd year pupils)
8. Descriptions of non-traditional teaching settings, such as using computer technologies and project work.
Project ‘Debating Club’
Level – Upper-Intermediate
Children Performance on Christmas – ‘Cinderella’ (with traditional English songs).
9. Samples of student’s work (with feedback) reflecting students’ growth in a wide range of areas.
A sample of feedback (self-assessment):
10. Writing articles to a professional journal on teaching English.
English No.3, 2008 – Preparing for Exams, pp.15-16
English No.4, 2008 – Curriculum Links of the Language Studies with Other Subjects, pp.16-20
English No. 6, 2008 – ‘Mind Your Manners: Etiquette for Schoolchildren Travelling Abroad’, pp.40-43
English No.8, 2008 – ‘Film Genres’, pp.19-22
English No. 10 - Curriculum Links of the Language Studies with Other Subjects, pp.26-30
Seminar on Project work - local level; lecturer, 2008
Teachers of the south-east of Moscow
Annual Marathon: ‘Teacher’s Portfolio’ - city level; lecturer, 2008
12. A personal statement describing teaching goals for the next five years.
2008/2009 – begin teaching English in the upper secondary school in the framework of profile education; involve students in a new project work;
2009/2010 – attestation for the qualification category; compiling an electronic portfolio;
2010/2011 – preparing for the Unified State Exam in the upper secondary school.
PEER OBSERVATION OF CLASSROOM INSTRUCTIONS
13. Peer observations and evaluations, letters of commendation.
The focus should be on whether or not the style used in the classroom is helping the students learn. It is recommended that colleague observations focus on six interrelated categories:
14. Descriptions of activities involving the supervision of graduate students.
2008 – supervising and giving instructions to Kholodulina Helen, a student of Moscow State Humanitarian Pedagogical University named after Sholokhov M.A., Faculty of English Language (during her pedagogical practice at school)
15. Graduate students choosing career related to language studies.
2004 – Kholodulina Helen, Moscow State Humanitarian Pedagogical University named after Sholokhov M.A., Faculty of English Language
2006 – Lyushina Natalia, Moscow State Pedagogical University, Faculty of Foreign Languages
16. Results of surveys.
2008, 9th A form (28 pupils).
According to survey, 10 students are going to do a course of English language studies in the framework of profile education.
17. A record of students who succeed in advanced study in the field (students and their parents may reflect back on the teacher’s influence).
Graduates, gold and silver award winners:
2000/2001 – Askerova Asli, Vaviliva Ekaterina (silver medals)
2001/2002 – Pashmentova Julia (silver medal)
2002/2003 – Kartvelishvili Lia, Lelyuk Irina (gold medals); Kuznetsova Ekaterina, Seisyan Alla (silver medals)
2005/2006 – Maximova Veronika, Lyushina Natalia (gold medals); Rys Alexandra, Zubova Viktoria (silver medals)
2006/2007 – Borisyonok Anna (gold medal); Bebenicheva Natalia(silver medal)
2007/2008 – Kovalyova Daria (gold medal)
Kartvelishvili Lia, graduate of Russian Plekhanov
Academy of Economics, International Business School,
gold medal winner in 2003
18. Recognitions or honors the teacher has received.
Mayer’s Prize winner
19. Student scores on class examinations, departmental exams, national certification exams.
20. Working at methods of teaching.
2004/2005 – Developing curriculum links with other subjects (Art)
2005/2006 – Using computer technologies and the Internet activities
2006/2007 – Dealing with aspects of culture
2007/2008 – Developing writing skills
21. Materials to be reviewed.
Preparing for exams
Developing Critical Thinking:
What are advantages and disadvantages of TV?
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