Common use of Portfolio Clause in Contracts

Portfolio. developed during Mode A year 1 through training and mentoring, and required for subsequent years of evaluation. The purpose of the Portfolio is to: • Demonstrate an on-going commitment to professional growth and development • Provide an opportunity to give voice to a teaching and/or service philosophy • Showcase the progress, best work and achievements of the faculty member • Document campus, community, professional, and other multidimensional contributions • Afford the committee a context in which to view their scheduled observations • Present a creative reflection of the faculty member’s professional life • Act as the primary presentation aid and catalyst for the Pre-Observation Meeting The evaluation committee reviews the portfolio during the Pre-Observation Meeting, and returns it to the evaluee at the end of the meeting, unless the evaluee chooses to leave it with the committee for further review. Portfolio Preparation: Portfolios may be developed in any appropriate medium, for instance, electronic formats or three-ring binders or other methods appropriate to the evaluee’s assignment. Beyond the required items, the portfolio contents will vary between individuals and will reflect the personal style and choices of the faculty member. The portfolio may include optional activities beyond contractual duties. The portfolio is an aid to facilitate the evaluee’s 20-30 Article 6 (continued) minute presentation in the Pre-Observation Meeting. The items included should help to showcase the faculty member’s progress and achievements since the last evaluation. Mode A year 1 – Required in the portfolio: • Goals for professional growth (See bullets for professional accomplishments below) • Teaching and/or service philosophy • Syllabi for courses taught in the current semester • Samples of assignments/assessment activities for each learning environment that will be evaluated Mode A years 2, 3, 4 and Mode B – Required in the portfolio: • Professional accomplishments A brief statement about what you have contributed or gained by your campus/district service in any of the following areas: o In-class teaching/counseling/support service. o Curriculum review/development (e.g., development of courses, programs and/or instructional processes) o Educational research activity o Community work (e.g., speeches to community groups, formal assessment of community needs) o Articulation with feeder schools and four-year institutions o Recruitment of new student populations o On-campus committee work o Management responsibilities (e.g., service area coordinator, division/department chair, supervisor of aides) o Significant community and professional service (e.g., school board member, journal editor, officer of professional society) o Participation in job placement, on-campus activities and professional service o Other • Goals for professional growth (See bullets for professional accomplishments above) • Teaching and/or service philosophy • Syllabi for courses taught in the current semester • Samples of assignments/assessment activities for each learning environment that will be evaluated • A brief narrative summarizing your student learning outcomes and assessment strategies. Your portfolio should reflect your unique contributions. Article 6 (continued)

Portfolio. developed during Mode A year 1 through training and mentoring, and required for subsequent years of evaluation. The purpose of the Portfolio is to: •  Demonstrate an on-going commitment to professional growth and development •  Provide an opportunity to give voice to a teaching and/or service philosophy •  Showcase the progress, best work and achievements of the faculty member •  Document campus, community, professional, and other multidimensional contributions •  Afford the committee a context in which to view their scheduled observations •  Present a creative reflection of the faculty member’s professional life •  Act as the primary presentation aid and catalyst for the Pre-Observation Meeting The evaluation committee reviews the portfolio during the Pre-Observation Meeting, and returns it to the evaluee at the end of the meeting, unless the evaluee chooses to leave it with the committee for further review. Portfolio Preparation: Portfolios may be developed in any appropriate medium, for instance, electronic formats or three-ring binders or other methods appropriate to the evaluee’s assignment. Beyond the required items, the portfolio contents will vary between individuals and will reflect the personal style and choices of the faculty member. The portfolio may include optional activities beyond contractual duties. The portfolio is an aid to facilitate the evaluee’s 20-30 Article 6 (continued) minute presentation in the Pre-Observation Meeting. The items included should help to showcase the faculty member’s progress and achievements since the last evaluation. Mode A year 1 – Required in the portfolio: •  Goals for professional growth (See bullets for professional accomplishments below) •  Teaching and/or service philosophy •  Syllabi for courses taught in the current semester •  Samples of assignments/assessment activities for each learning environment that will be evaluated Mode A years 2, 3, 4 and Mode B – Required in the portfolio: •  Professional accomplishments A brief statement about what you have contributed or gained by your campus/district service in any of the following areas: o In-class teaching/counseling/support service. o Curriculum review/development (e.g., development of courses, programs and/or instructional processes) o Educational research activity o Community work (e.g., speeches to community groups, formal assessment of community needs) o Articulation with feeder schools and four-year institutions o Recruitment of new student populations o On-campus committee work o Management responsibilities (e.g., service area coordinator, division/department chair, supervisor of aides) o Significant community and professional service (e.g., school board member, journal editor, officer of professional society) o Participation in job placement, on-campus activities and professional service o Other •  Goals for professional growth (See bullets for professional accomplishments above) •  Teaching and/or service philosophy •  Syllabi for courses taught in the current semester •  Samples of assignments/assessment activities for each learning environment that will be evaluated •  A brief narrative summarizing your student learning outcomes and assessment strategies. Your portfolio should reflect your unique contributions. Article 6 (continued)

Portfolio. developed during Mode A year 1 through training and mentoring, and required for subsequent years of evaluation. The purpose of the Portfolio is to: • Demonstrate an on-going commitment to professional growth and development • Provide an opportunity to give voice to a teaching and/or service philosophy • Showcase the progress, best work and achievements of the faculty member • Document campus, community, professional, and other multidimensional contributions • Afford the committee a context in which to view their scheduled observations • Present a creative reflection of the faculty member’s professional life • Act as the primary presentation aid and catalyst for the Pre-Observation Meeting The evaluation committee reviews the portfolio during the Pre-Observation Meeting, and returns it to the evaluee at the end of the meeting, unless the evaluee chooses to leave it with the committee for further review. Portfolio Preparation: Portfolios may be developed in any appropriate medium, for instance, electronic formats or three-ring binders or other methods appropriate to the evaluee’s assignment. Beyond the required items, the portfolio contents will vary between individuals and will reflect the personal style and choices of the faculty member. The portfolio may include optional activities beyond contractual duties. The portfolio is an aid to facilitate the evaluee’s 20-30 Article 6 (continued) minute presentation in the Pre-Observation Meeting. The items included should help to showcase the faculty member’s progress and achievements since the last evaluation. Mode A year 1 – Required in the portfolio: • Goals for professional growth (See bullets for professional accomplishments below) • Teaching and/or service philosophy • Syllabi for courses taught in the current semester • Samples of assignments/assessment activities for each learning environment that will be evaluated Mode A years 2, 3, 4 and Mode B – Required in the portfolio: • Professional accomplishments A brief statement about what you have contributed or gained by your campus/district service in any of the following areas: o In-class teaching/counseling/support service. o Curriculum review/development (e.g., development of courses, programs and/or instructional processes) o Educational research activity o Community work (e.g., speeches to community groups, formal assessment of community needs) o Articulation with feeder schools and four-year institutions o Recruitment of new student populations o On-campus committee work o Management responsibilities (e.g., service area coordinator, division/department chair, supervisor of aides) o Significant community and professional service (e.g., school board member, journal editor, officer of professional society) o Participation in job placement, on-campus activities and professional service o Other • Goals for professional growth (See bullets for professional accomplishments above) • Teaching and/or service philosophy • Syllabi for courses taught in the current semester • Samples of assignments/assessment activities for each learning environment that will be evaluated • A brief narrative summarizing your student learning outcomes and assessment strategies. Your portfolio should reflect your unique contributions. Article 6 (continued).

Portfolio. developed during Mode A year 1 through training and mentoring, and required for subsequent years of evaluation. The purpose of the Portfolio is to: • Demonstrate an on-going commitment to professional growth and development • Provide an opportunity to give voice to a teaching and/or service philosophy • Showcase the progress, best work and achievements of the faculty member • Document campus, community, professional, and other multidimensional contributions • Afford the committee a context in which to view their scheduled observations • Present a creative reflection of the faculty member’s professional life • Act as the primary presentation aid and catalyst for the Pre-Observation Meeting The evaluation committee reviews the portfolio during the Pre-Observation Meeting, and returns it to the evaluee at the end of the meeting, unless the evaluee chooses to leave it with the committee for further review. Portfolio Preparation: Portfolios may be developed in any appropriate medium, for instance, electronic formats or three-ring binders or other methods appropriate to the evaluee’s assignment. Beyond the required items, the portfolio contents will vary between individuals and will reflect the personal style and choices of the faculty member. The portfolio may include optional activities beyond contractual duties. The portfolio is an aid to facilitate the evaluee’s 20-30 Article 6 (continued) minute presentation in the Pre-Observation Meeting. The items included should help to showcase the faculty member’s progress and achievements since the last evaluation. Mode A year 1 – Required in the portfolio: • Goals for professional growth (See bullets for professional accomplishments below) • Teaching and/or service philosophy • Syllabi for courses taught in the current semester • Samples of assignments/assessment activities for each learning environment that will be evaluated Mode A years 2, 3, 4 and Mode B – Required in the portfolio: • Professional accomplishments A brief statement about what you have contributed or gained by your campus/district service in any of the following areas: o In-class teaching/counseling/support service. o Curriculum review/development (e.g., development of courses, programs and/or instructional processes) o Educational research activity o Community work (e.g., speeches to community groups, formal assessment of community needs) o Articulation with feeder schools and four-year institutions o Recruitment of new student populations o On-campus committee work o Management responsibilities (e.g., service area coordinator, division/department chair, supervisor of aides) o Significant community and professional service (e.g., school board member, journal editor, officer of professional society) o Participation in job placement, on-campus activities and professional service o Other • Goals for professional growth (See bullets for professional accomplishments above) • Teaching and/or service philosophy • Syllabi for courses taught in the current semester • Samples of assignments/assessment activities for each learning environment that will be evaluated • A brief narrative summarizing your student learning outcomes and assessment strategies. Your portfolio should reflect your unique contributions. Article 6 (continued)continued)‌