Real Stories from Teachers Who Are Using the Focused Portfolios™ Process
The Focused Portfolios™ process has been in use since October 1998 in a variety of settings. From the teachers in Peoria, IL and Montreal, Quebec, who initially piloted the book to all those teachers in the US and Canada, who have since begun to implement this system of documenting children's work via portfolios, we have heard many favorable comments. Here is a sampling of the feedback we've received from teachers about their successes, challenges, responses from families and the impact on their own teaching:
Teachers' Knowledge About Children:
The Effect on Teaching and Curriculum:
Changes in the Quality of Teacher/Family Interaction
Teachers Feel More Prepared to Conference with Families
"We now all have the same language. We use the same words. We always knew what we were talking about but using the developmental milestones, we can connect with each other and the parents so much better."
"Once I had done the reflection piece, looked over the milestones, [thought about] what we'd be doing next with the milestones that the child was working on, I could have an informed discussion about that child - more so than I've had in the past."
"I noticed that teachers came into conferences with more confidence, even though they knew conference issues would be difficult. [In the past], I would often feel I had to take over or that teachers didn't have the language to carry out the conference, or that they were intimidated. Now I sit back and observe without having to take over." Program Director