You’re invited to attend a discussion featuring
Dr. José Felipe Martinez
Associate Professor of Social Research Methodology at the Graduate School of Education and Information Studies
Using Teacher Portfolios to Monitor and Improve Classroom Practice: Recent Findings and New Directions
Moderator: Dr. Morgan Polikoff
Wednesday, October 29, 2014
Von KleinSmid Center (VKC) 150
*The seminar will start promptly at 12:30pm.
Please find Dr. Martinez’s abstract and bio below.
On behalf of Rossier’s Office of the Associate Dean for Research and Faculty Affairs,
we hope many of you will come out and support our featured speaker.
Bring your lunch and we’ll provide refreshments.
Please RSVP to Omar VIlla at email@example.com.
RSVPs receive priority seating.
Teacher portfolios have a long history as tools for teacher professional development and certification, and are known to provide potent anchors for teacher reflection and improvement efforts. Recently, interest in portfolios is increasing again in the context of efforts to strengthen teacher evaluation systems around the country. In this talk I examine the promise and limitations of teacher portfolios for high stakes teacher evaluation systems, with emphasis on key conceptual, psychometric, and practical considerations. I finally discuss empirical evidence from our recent studies, and the design and initial stages of a large NSF-funded R&D project to build a next-generation electronic portfolio prototype through modern tablet technology.
Dr. José Felipe Martínez’s research interests involve the application of measurement and quantitative methods to issues in education policy, specifically teacher/school effectiveness, program evaluation, and educational assessment. His recent work has focused on developing and validating portfolio instruments for measuring instruction and assessment practices in mathematics and science classrooms. This work is currently being extended to electronic tablet portfolios for middle school science with support from the National Science Foundation under a 3-year $1.6 million grant. Other recent work focused on the methodological and policy implications of using multiple measures of teacher practice and effectiveness in teacher induction programs and district-level teacher evaluation system.