As a former principal of an elementary school, my answer to this question is yes and no. College and university professors require teacher training students to create three-inch and four-inch binder folders. These enthusiastic young teacher candidates take them to their interviews only to be frequently disappointed when the interview team does not ask to see them.
We live in a fast-paced society. In my experience, typical teacher interviews are 20 minutes or less and include 6-10 questions. There is simply no time to look through a great portfolio of teachers.
Maintaining a large portfolio is an important step in the teacher education process. They can be useful for documenting sample lesson plans, recording ideas that worked for future planning, and recording ideas gained from cooperative teachers during field experience and student teaching.
I suggest creating a five to ten page document in Microsoft Word. Import images that highlight important qualifications and experiences. Create a cover. Take this document to Kinko’s and have it copied onto good quality paper and bound into a mini booklet. Bring three to five copies to your interview.
When asked to introduce yourself, tell a little about yourself and then say, “I’ve prepared mini-portfolios for each of you if you’d like to see them.” The interview team will take a close look at your document while you answer the questions. They will be left with the impression of your well-designed portfolios. After the interviews are over and they are deciding who to give the job to, they will have your mini-portfolio in front of them and only the resumes of the other candidates.
Your mini-portfolio should include the following, in this order:
Page 1: A cover that says:
Mini-portfolio for Jane Smith
(Image) of yourself: a professional headshot
Career Goal: Obtain employment as an elementary teacher in grades K-3
At the bottom of the page, put a quote that is your personal philosophy, such as:
“Be the change you seek.” gandhi
Page 2: A BULLETED list summarizing your qualifications.
Focus on the following, because it’s what principals look for when hiring a teacher.
The directors are looking for someone who is energetic. They want enthusiastic people with a lot of energy to bring to the table and someone who cares about the kids.
The principal is looking for effective classroom managers. They want teachers who have the ability to manage a classroom full of challenging children with minimal, if any, assistance from the office. Principals want to walk into their classroom and see at least 90% of their students participating in the lesson or activity.
Principals are looking for teachers who are knowledgeable. They are looking for teachers with the ability to teach lessons consistent with current theories of best practice teaching strategies that will raise standardized test scores. The ability to teach reading to any child regardless of age level and to individualize lesson plans for each student’s unique needs is a must.
Principals are looking for teachers who are family liaisons: They are looking for teachers who have the ability to work with and earn the trust of parents from diverse backgrounds. Principals don’t want phone calls from parents unless they are told what a good job they are doing. They want parents to go out into the community and spread the word about what a great teacher you are.
Principals are looking for creative teachers. With very little money available for school supplies, principals are looking for teachers who can maximize the use of the materials they are given and find creative ways to obtain free materials if needed. Examples include: willingness/knowledge to write grants, use websites like Donors Choose and work with parent-teacher organizations to raise funds, make your own classroom materials or find them for free online.
Page 3: A one-page resume, highlighting your qualifications, work experience, etc.
Pages 4, 5 and 6: Three letters of recommendation from your co-teacher, a previous employer, preferably someone you have worked for at least six months, preferably in a capacity related to children, and a university professor. If you don’t have recommendations from the above three people, you can get one from a field experience supervisor, a volunteer coordinator, a pastor or other clergyman, or a family friend who is a well-respected member of the community.
Page 7 and 8: Lesson objectives and images from two quality hands-on lessons you conducted while teaching students (if images of students are included, make sure to have communications or blur their faces)
Page 9 and 10: A typical daily schedule day with lesson activities (essentially what your lesson plans will look like when you teach). The kind of lesson plans that are made in college where you are required to write a one-page lesson plan for each activity is not practical. Lesson plan requirements vary by district; however, the most effective teachers, in my experience, create a template for the week of their daily schedule and pencil in the activities for each subject.
This mini-portfolio is sure to make a good impression on the interview team.