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Portfolio Development: A Journey of Self-Reflection
Unformatted Document Text:  • Curriculum development • Recent professional development • Future goals While a portfolio as a portfolio must be selective, it must also be comprehensive, as well. It must reflect achievement or work as wide as one’s responsibilities. It should address an effective cross-section of one’s teaching, and not merely a selective glimpse of a specialized subsection of one’s work. And finally, the focus should be on demonstrating potential for the future and the emphasis should address patterns of skills and behavior and not just on the exceptional episodes. So now we have the basics. We know, more or less, what is involved, the types of documentation we need, what a portfolio is and what we need to put into it. Right? Well almost. This is where my story begins. Chapter One: The Road To The Portfolio. I am starting my third year as new faculty member at a small, private, all female liberal arts college in the Southeast. I just received my Ph.D. in Comparative Politics from Syracuse University in May of 2003. I had had a great deal of teaching while ABD. It took me awhile to get my dissertation finished, as a single mother of two boys, working full and part time jobs to pay for my education and the rent; I worked as an adjunct in up-state New York. I taught at various SUNY universities as well as private liberal arts college around the up-state. Usually, if not always, two classes at one college in the morning and then a 100 mile trip to another college for two late afternoon classes. It was important that I teach at least two classes at each, as that would make me ‘full-time’ in the SUNY system and thus eligible for benefits. I was not 7

Authors: Jones, Sharon.
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background image
Curriculum development
Recent professional development
Future goals
While a portfolio as a portfolio must be selective, it must also be comprehensive, as well. It
must reflect achievement or work as wide as one’s responsibilities. It should address an
effective cross-section of one’s teaching, and not merely a selective glimpse of a specialized
subsection of one’s work. And finally, the focus should be on demonstrating potential for the
future and the emphasis should address patterns of skills and behavior and not just on the
exceptional episodes.
So now we have the basics. We know, more or less, what is involved, the types of
documentation we need, what a portfolio is and what we need to put into it. Right? Well
almost. This is where my story begins.
Chapter One: The Road To The Portfolio.
I am starting my third year as new faculty member at a small, private, all female liberal
arts college in the Southeast. I just received my Ph.D. in Comparative Politics from Syracuse
University in May of 2003. I had had a great deal of teaching while ABD. It took me awhile to
get my dissertation finished, as a single mother of two boys, working full and part time jobs to
pay for my education and the rent; I worked as an adjunct in up-state New York. I taught at
various SUNY universities as well as private liberal arts college around the up-state. Usually, if
not always, two classes at one college in the morning and then a 100 mile trip to another
college for two late afternoon classes. It was important that I teach at least two classes at each,
as that would make me ‘full-time’ in the SUNY system and thus eligible for benefits. I was not
7


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