A professional portfolio is one of the best ways for a professional to showcase their knowledge, skills and experience in their field. Educators will learn the value of a portfolio for job acquisition and career development as they work through the content and format of their own personal and professional portfolio.
Developing a Professional Portfolio
What is a Professional Portfolio?
Organized collections of work compiled for a specific purpose related to the demonstration of one’s learning, skills, and accomplishments.
They contain purposefully organized documentation that clearly demonstrates specific knowledge, skills, dispositions and accomplishments achieved over time.
The Process Involves 4 Steps

Select personal or professional goal.
Collect actual items and documents that could demonstrate what you are doing to reach your goal.
Decide which items best illustrate your achievement of or progress toward the goal.
Determine how to present the selected items.

Purpose/Benefit of the Professional Portfolio
First, the portfolio process helps students to reframe how they see themselves as learners.
It encourages them to think about their learning, and the learning environment, in critical and meaningful ways – to become mindful, intentional, self-directed learners. For many learners, the portfolio process reignites their intellectual curiosity, the same quality we admire and seek to foster in children.
Second, the portfolio process provokes adult learners to look at education differently – as integrative and ongoing – reaching far beyond the confines of the classroom and continuing throughout life.
We have heard so often from students over the years that they have felt that their college classes were irrelevant and had no connection to “real life.” Many have experienced higher education as a series of hoops one jumps through to get the “piece of paper.” On the contrary, students who have experienced the portfolio process report a high degree of connectedness between what they do in the college classroom and what they experience beyond the classroom door. The real-world nature of portfolio work bridges the theory-to-practice gap in ways that result in meaningful learning and change. Course content ceases to be the stuff one crams for a test and soon forgets. It comes to be owned by the learner, and therefore it becomes part of the fabric of one’s professional life and development.
Difference Between Personal & Professional Portfolio
http://www.unhm.unh.edu/pdf/Career-Portfolio.pdf>
Retrieved on 17-May-2011
Contents of a Professional Portfolio
Design and Develop a Format and Building Your Portfolio
Step 1: Title Page

Course Name
Assignment Name
Student Name/Community

Step 2: Table of Contents

Outlines the order of your Portfolio

Introduction
Personal Philosophy
Current Resume
References & Reference Letter
Collection of Work
Professional Development
Closing Remarks

Step 3: Introduction of Self- characteristics, qualities, personal traits, values, beliefs

Introduce your self. – name, community and a little bit about yourself.
Include characteristics, qualities, personal traits, values and beliefs you have that will support your position as an EA or ECE.

Personal Qualities Skills Checklist
Review this list of personal qualities and skills and check those that you believe you exhibit

adaptable
good natured

artistic
honest

calm
industrious

confident
patient

considerate
pleasant

dependable
practical

discreet
punctual

energetic
reasonable

fair-minded
reliable

flexible
responsible

helpful
self-confident

attentive
stable

loyal
accurate

meticulous
ambitious

open-minded
clear-thinking

organized
competitive

persevering
cooperative

realistic
curious

resourceful
eager

thorough
enthusiastic

versatile
intelligent

active
logical

alert
methodical

assertive
outgoing

broad-minded
precise

competent
purposeful

conscientious
productive

creative
steady

determined
tenacious

efficient
trustworthy

enterprising
understanding

Transferable Skills Checklist
Review this list of transferable skills and check all the skills that you think you have.

adapt to situation
advise people
analyze data

arrange function
assemble product
audit records

budget money
build
buy products/service

calculate numbers
check for accuracy
collect money

communicate
compare data
construct buildings

coordinate activities
cope with deadline
create

delegate
design
detail

do precision work
draft
drive

edit
establish
estimate

evaluate
examine
expedite

explain
file records
find information

fix/repair
follow direction
follow through

gather information
gather materials
generate

handle equipment
help people
illustrate

implement
improve
inspect products

install
instruct
invent

investigate
learn quickly
listen

locate information
log information
make decisions

make policy
manage a business
meet the public

move material
obtain
operate equipment

order goods/supplies
organize data
own/operate business

paint
plan
prepare material

print
process material
produce

promote
record data
reduce costs

replace
report information
research

restore
retrieve information
review

schedule
sell
review

service equipment
set goals
set-up equipment

set-up system
solve problems
supervise

support
survey
tend equipment

test
track
train

transfer
translate
troubleshoot

type
update information
upgrade

verify
work quickly
write procedures

write proposals
write reports

Characteristics of a Good Educator
Review this list of characteristics of a good educator and check those that you believe you exhibit

Characteristics

Behaviors, attitudes, abilities, skills

Articulate

Communicates so children and families understand

Available

Interacts responsively with children and families

Caring

Demonstrates compassion and empathy

Committed

Devoted to caring for children

Creative

Uses a variety of teaching strategies

Fair

Responds to each child equitable

Flexible

Demonstrates ability to adapt to situations

Fun

Has a sense of humor

Individualizes

Adapts program to individual child’s needs and interests

Knowledgeable

Knows current teaching strategies and materials and matches them to children’s interests, needs and developmental levels

Motivating

Promotes active involvement; makes learning fun

Open

Sees things from other’s perspectives

Organized

Arranges environment, materials, time and curriculum plans

Patient and pleasant

Even tempered, uses effective voice tone and gestures

Professional

Conscientious about carrying out responsibilities; uses strategies to keep personal pressures from interfering

Reflective

Reflects upon performance and accepts constructive feedback

Identify Who are the Team Members in Child Care and Education
This is a Story about Four People …

A Fun Little Story About Four People

Retrieved on 17-May-2011
What Is A Team?
A team consists of a collection of people who interact with each other, usually face to face, over time in order to reach goals.
A Child Care/Classroom Team Consists Of

children
staff
parents
administrators
support services

(The list varies depending on the needs of children, program, and members involved)
Characteristics and Skills of Team Members
Building Cohesiveness
– Cohesiveness is what takes place that causes members to feel apart of a team and make them want to remain on that team.
– Highly cohesive team members spend more time interacting, and there are more expressions of positive feelings for one another as well as report more satisfaction with the team and its work.
– Cohesive teams have greater control over the behavior of other members.
– Highly cohesive teams have the potential to be productive.
The goal of the team is to boost cohesiveness in a way that also helps get the job done. There are eight factors that can enhance cohesion in a professional team.

Shared or Compatible Goals: People draw closer when they share a similar aim or when their goals can be mutually satisfied.
Progress Toward These Goals: While a team is making progress, members feel highly cohesive: when progress stops, cohesiveness decreases.
Shared Norms and Values: Although successful teams will tolerate and even thrive on some differences in member’s attitudes and behavior, wide variation in the team’s definition of what actions or beliefs are proper will reduce cohesiveness.
ack of Perceived Threat Between Members: Cohesive team members see no threat to their status, dignity, and material or emotional well-being. Often competition arises with teams, and as a result members feel threatened.
Interdependence of Members: Teams become cohesive when their needs can be satisfied only with the help of other members.
Threats from Outside the Team: When members perceive a threat to the team’s existence or image (teams have self-concepts, just as individuals do), they grow closer together.
Mutual Perceived Attractiveness and Friendship: Teams often become close simply because members like each other.
Shared Team Experiences: When members have been through some unusual or trying experiences, they draw together.

Nature of Conflict
Conflict
-Conflict is an expressed struggle between at least two interdependent parties who perceive incompatible goals, scarce resources, and interference from other party in achieving their goals.
-Conflict can only exist if both parties are aware of the disagreement.
-Conflict is natural. So are the associated feelings.
-Hurt, Anger, Frustration, etc. can make conflict intense
-Every relationship of any depth has conflict
-No matter how close, how understanding, how compatible you are with each other your ideas, actions, and needs won’t always match.
Example of Conflict
Conflict: Neighbors Music Keeps You Awake All Night
Incompatible Goals: Neighbor wants to enjoy to loud music at night and you want get a good night sleep.
Scarce Resources: Your neighbor or you will loose out.
Interference From Other Party In Achieving Their Goals: Does the neighbor achieve their goal of enjoying loud music at night and you loose sleep? Or will you achieve your goal of a good night sleep and the neighbor does not get to achieve their goal of listening to loud music at night?
Impossible to Avoid Conflict
Since it is impossible to avoid conflicts, the challenge is to develop effective communication and constructive conflict resolution skills.

listening carefully
empathy
relating to the other persons side
effective communication

Remember. ..conflict can actually keep good relationships strong and may help to clear the air.
Personal Conflict Styles

Nonassertive Behavior

inability or unwillingness to express thoughts or feelings of conflict

Direct Aggression

communicator expresses a criticism or demand face to face that threatens the person at whom it is directed

Passive Aggression

the communicator expresses hostility in an obscure way

Indirect Communication

conveys a message in a roundabout manner

Assertion

a message expresses the speaker’s needs, thoughts, and feelings clearly and directly without judging or dictating to others

Conflict Style
Approach to Others
Decision Making
Self-Sufficiency
Behavior in Problem Situations
Response of Others
Success Pattern

Non Assertive
I’m not OK; you’re OK
Let others choose
Low
Flees; gives in
Disrespect, guilt, anger, frustration
Succeeds by luck or charity of others

Directly Aggressive
I’m OK, you’re not OK
Choose for others. They know it.
High or Low
Outright attack
Hurt, defensiveness, humiliation
Feels compelled to beat out others

Passive Aggressive
I’m OK, you’re not OK. (But I’ll let you think you are.)
Chooses for others. They don’t know it.
Looks high, but usually low
Concealed Attack
Confusion, frustration, feelings of manipulation
Wins by manipulation

Indirect
I’m OK, your not OK or I’m not OK, your ‘re Ok.
Chooses for others. They don’t know it.
High or low
Strategic
Unknowing compliance or resistance
Unwitting compliance of others

Assertive
I’m Ok you’re OK
Chooses for self.
Usually high
Direct Confrontation
Mutual Respect
Attempts “win-win” solutions

Which Style is Best?
You may say “assertive communication” is superior because it allows you to express yourself honestly, and seems to have the greatest chance of success but it is an oversimplification to say that any one style is best.
Factors it Depends on:
The Situation
The Receiver
Your Goals
Assertion in Conflict Resolution (Also know as the clear message format..”I statements”)
A complete assertive message has five parts:
Behavioral Description – describing an event without interpreting it.
Interpretation – attaching meaning to the behavior.
Feeing – clarifying the impact. How do you feel about this …angry …frustrated …confused?
Consequence – explaining the result
Intention – communicating where you stand; or, request of others; or, description of how you plan to act in the future.
Methods of Conflict Resolution Strategies

Method of Conflict Resolution

Description

Win-Lose Problem Solving

one party gets what he/she wants
typical of an “either-or” situation
power is the distinguishing characteristic

Lose-Lose Problem Solving

neither side is satisfied

Compromise Problem Solving

gives both parties some of what they wanted, and both make sacrifices
success depends on the satisfaction of the parties

Win-Win Problem Solving

goal is to find a solution that satisfies everyone involved

Although a win-win approach sounds ideal, it is not always possible, or even appropriate.
Choosing the Most Appropriate Method of Conflict Resolution
Consider deferring to the other person

When you discover you are wrong
When the issue is more important to the other person that it is to you
To let others learn by making their own mistakes
When the long-term cost of winning may not be worth the short-term gains

Consider Compromise

When there is not enough time to seek a win-win outcome
When the issue is not important enough to negotiate at length
When the other person is not willing to seek a win-win outcome

Consider Competing

When the issue is important and the other person will take advantage of your noncompetitive approach

Consider Cooperating

When the issue is too important for a compromise
When a long-term relationship between you and the other person is important
When the other person is willing to cooperate

Win-Win Communication Skills and Steps
Win-Win process is difficult!!

people feel the need to compete
emotional reflexes prevent constructive solutions
require both party’s cooperation

Step 1 – Identify your Problem and Unmet Needs

realize that the problem is yours – you are the one dissatisfied!
what are your unmet needs?
clearly describe each without judgment or evaluation (to yourself)

Step 2 – Make a Date

recognize that immediately may not be the best time
find a mutually convenient time

Step 3 – Describe your Pr