Like all holidays, Teacher Appreciation Day/Week officially comes once a year. But thanks to Diane Hodges’ book, Season It with Fun! A Year of Recognition, Fun, and Celebrations to Enliven Your School, we have 10 simple ways you can engage your teachers and show them appreciation right away!
Begin with a Bang! 10 Ways to Engage Teachers and Show Them Appreciation
Start a Graffiti Wall
Spray-painting pictures and messages is a blast, but there are very few spaces set aside for people to do this without breaking the law or ruining property!
As a solution, more and more schools have started setting aside a designated wall (or walls) on which it is OK to express positive emotions with chalk and spray paint. This is the perfect place for principals to give shout-outs to their staff and teachers.
Send Summer Emails
It’s easy to lose track of each other over the summer. If you haven’t done this yet, send your teachers and staff emails just to say “hi,” or to share news and pictures of projects that have been taking place at the school since they’ve been gone. This is also a great way to pass along information about new staff members.
Do you have any travel plans? Are you attending any conferences before school begins? If so, purchase postcards from the host city. Send them to colleagues to let them know what you’re up to and wish them a happy summer full of renewal and rejuvenation.
Collect cartoons or pictures that relate to the summer or start of school. Next, remove any captions that go with the pictures and send one in each back-to-school letter to staff members. Their task is to create a humorous caption for their image and share it at your first staff meeting of the year.
On the first day of school, have wake-up calls made to each of your staff members by using a website called Wakerupper. Say something positive and uplifting, such as “Happy first day of school! We are all looking forward to seeing you today and know that we are going to have a fabulous new year!”
A Star Event
The night before staff members arrive for the first day of school, leave a note in each staff member’s room with a personalized compliment on paper titled “Wishing You a Stellar Year.”
Above and Beyond
Send a welcome-back letter to staff members and include a balloon and strip of paper in it. Ask each staff member to write a personal goal on the paper and insert it into the balloon. Then, on the first day back, collect and fill the balloons with helium. Use them to decorate the meeting room. As a part of the day’s agenda, discuss the theme and plan events for the year. At the end of the day, have each staff member randomly select a balloon, pop it, and read the goal written inside. Post all of the goals in a common meeting place as a reminder of the group’s plans to go above and beyond this year.
Thought for the Week
Type inspiring quotes on small strips of colored paper and place them in a ribbon-decorated jar. At the beginning of the year, give each staff member a jar for his or her desk.
Recognizing New Staff
Before the school year begins, send an email to all returning staff members. In it, include a picture and bio of each new staff member. This will allow team members to identify things they have in common with the new staff and will help them engage in conversation when they meet.
Provide Dinner Between School and Back-to-School Night
You know from personal experience how exhausting it can be to teach all day and then host Back-to-School night. Give your teachers a break this year by having an early dinner catered for them.
Photo credit: Ben Fredericson (xjrlokix) / Foter / Creative Commons Attribution-NonCommercial 2.0 Generic (CC BY-NC 2.0)
We can usually spot a passionate teacher, someone who is on fire for the profession, a mile away. But it’s often harder to spot a teacher who is burning out. So that you’re not broadsided by a teacher’s sudden (or what appears to be sudden) resignation, we’d like to share five common burn-out symptoms from Barbara Brock and Marilyn Grady’s book, Rekindling the Flame. In our next blog, we’ll follow-up by sharing a few ways principals can better engage teachers and help them rekindle their fire for teaching.
Teachers who are burning out often experience chronic exhaustion, which leaves them unable to complete tasks or face other people. Sleep patterns are disturbed; these teachers may either experience difficulty sleeping or sleep excessively.
There are other physical symptoms we can be on the lookout for: Recurring physical ailments such as migraine headaches, anxiety and social withdrawal.
Burnout often inhibits teachers from making what would ordinarily be considered simple decisions. These folks may also delay or vacillate in their decision making.
Additionally, they may also have difficulty processing information or experience an inability to focus on a single task because they are distracted by all of the competing issues. Some people appear preoccupied, dazed, or overwhelmed. Others are easily angered and resentful of their workload.
Brock and Grady also point out that burnt out teachers often withdraw from colleagues and students or report that they feel too exhausted to engage in hobbies or to socialize with friends after work hours.
With burnout, teachers are less likely to be sympathetic or to become involved in their students’ problems. Instead, they behave in a callous, cynical, or indifferent manner, and they display a lower tolerance for classroom disruption.
When the teacher does communicate, it is usually to indulge in cynicism and caustic humor to release frustration. The teacher lashes out at colleagues and students and is contemptuous toward the administration or school district. Humor takes the form of malicious jokes with references to students, parents, colleagues, and administrators.
Initially teachers deny the existence of burnout. Later, the teacher may project blame onto someone or something else rather than identifying the source and attempting to address the issue. Paranoia becomes a problem when teachers doubt their own competence and become defensive, competitive, and territorial—safeguarding their jobs. Trust becomes distrust.
Like we said in our first paragraph, we never like discussing problems without offering solutions, so stay tuned for our next post where we’ll offer a few teacher-engagement strategies.
It’s an academic sin to begin any piece of writing with a dictionary definition, but since there are so many varying opinions about what parent engagement means, I thought it might be helpful to share the definition I’ll be working from. The National Association for the Education of Young Children (NAEYC) defines parent engagement as an “ongoing, reciprocal, strengths-based, collaborative partnership that promotes a shared responsibility for observation, decision making, and action.” I like this definition—but how do schools actually nurture this kind of partnership? How do we truly engage parents in a reciprocal relationship?
To help answer these questions, I’ve pulled a few tips from Motivational Interviewing in Schools, a book by Keith Herman, Wendy Reinke, Andy Frey, and Stephanie Shepard.
Start of the Year
To start, we must show parents that their child’s personal and academic success is inextricably linked to their involvement. Parents are more likely to engage when they understand how instrumental their role is in their child’s success. Newsletters and letters from the principal are certainly two ways you can convey this message to parents, but if you truly want to build a shared vision, you will have better luck with surveys or “get-to-know-you” visits.
Arranging home visits is time-consuming and requires an extraordinary amount of work, but you will be rewarded for your efforts. During these visits, treat the parents as the experts. They know their child better than you do, so remind them that you are there to learn from them. You may want to discuss some of the following:
- Systemic issues that might interfere with home-school communication
- Ways to overcome these barriers
- Classroom visits and volunteer opportunities
- Resources available to parents
Frequent Positive Communication
Many of us do a fine job of communicating with parents on a frequent basis. The problem, though, is that we are communicating—and frequently so—about the wrong “stuff.” I like this little analogy Herman, Reinke, Frey, and Shepard use:
Think of your interactions with each parent as a piggy bank. For every positive interaction you have with a parent, you make a deposit into the relationship bank. Every negative interaction or feedback requires a withdrawal.
To echo the authors’ point, we must do a better job of communicating positive news to families. If parents are only contacted when things go wrong, they will associate the staff, the teachers, even the building, with negativity. Here are a few ideas for better communication:
- Post a “topic of the day” through Facebook, daily e-mails, or on hardcopy handouts, and encourage parents to talk about these topics with their children
- Send home “Table Talk” notes that encourage conversations at home about topics the child is learning about in school
- Offer a variety of activities and opportunities from which parents can participate beyond volunteering!
- Consider encouraging parent-to-parent connections, establishing parent leadership committees, family fun nights, or setting aside space in the building for a parent resource center
Establish Positive Local Norms and Expectations about Supportive Services
Parents’ receptiveness to support services (the school counselor, psychologist, or behavior support team) often rides on how we market them. Pay close attention to the language you use to describe support services and avoid problem-focused words like “treatment” or “intervention.” Instead, focus on better outcomes that promote “health,” “wellness,” and “support.”
In addition to being mindful about the language we use to market our services, Herman, Reinke, Frey, and Shepard also encourage us to “involve parents as liaisons to communicate positive expectations and beliefs about the services.” This is, by the way, one of the oldest and truest marketing strategies in the book: When customers participate and benefit from a product or service, they are more likely to talk about it and spread the word.
If parents are enthusiastic about your services, ask them to talk about it with other parents, write up short testimonials, or share their experience at a PTA conference.
If you’re looking for more parent engagement tips, check out one of my recent posts, “5 Ways Schools Can Improve Parent Engagement.”
What makes an effective principal? This question used to have a fairly standard answer: someone who serves as a mentor and inspiration to educational staff and students…someone who keeps the supply cabinets stocked and the busses running on schedule, and so on. While the above still holds true, there are also complex social dynamics that principals must also master. To help you navigate your way and avoid common first-year blunders, we’ve pulled a few pieces of advice from Marilyn L. Grady’s book, 20 Biggest Mistakes Principals Make and How to Avoid Them.
Avoiding First-Year Blunders: 5 Tips for Principals
It may be necessary to lock yourself in the office every now and again, but even then, make it part of your daily schedule to greet teachers, students and support staff.
There are innumerable ways to interact with students and teachers: try greeting students in the mornings as they step off the bus; attend sporting events and sit with a different group of students each time; visit classrooms; sit in on a ceramics class and spin some clay…whatever it takes to interact with students.
Teachers and students may grumble about your policies and take issue with some of your decisions, but ultimately they crave your support and attention. As Grady points out, “Although one may assume that teachers, as adult professionals should be able to experience their own self-actualization on the job, in fact teachers look to the principal for direction and support.”
Be Mindful That You are Not Playing Favorites
It’s a fact: You’re going to connect with some of your teachers and staff more than others. But as a principal, you must keep yourself in check and never play favorites.
Do you visit some classrooms more than others, or share inside jokes with a select group of teachers? Be careful about this.
While we wouldn’t go so far as to say that you should not befriend your colleagues, we do agree with Grady’s assertion that “Principals who build their friendship networks at school with students, faculty, and teachers often tie themselves to personal relationships that thwart their ability to make sound professional decisions.
Make Yourself Visible
Principals are social creatures who have learned to tolerate social scrutiny. Make yourself visible: build relationships with the local media, attend as many after-school events as you can, and arrange community meetings and discussions. These opportunities must occur regularly so that the principal has current and accurate information about community issues and concerns.
One last note on visibility: Be well-rounded in your attendance. People notice if the principal attends basketball games, but does not attend school plays or band concerts.
Pay Attention to the Written Word
We all have unique talents, but if writing is not your specialty, for goodness sakes recruit someone to provide constructive feedback and proofread your work before you ship it off to parents, students, or the media. You could be the most brilliant person in the world, but if you are using incorrect spelling, syntax or grammar, you’re intellectual credibility is going to be placed under considerable scrutiny.
In addition to this, keep the following in mind:
- Communicate regularly
- Consider the audience and be careful not to condescend
- Stay positive—never write when you are tired or on edge
- Be direct
- Be readable—the human eye is drawn to bold headings and bulleted information
- Always make a copy and save it when documentation is needed for a continuing problem
- Keep it brief
- Don’t hide behind a letter. Nothing replaces face-to-face conversation
Accept that You Will Be Compared to Predecessors
Knowing ahead of time that everything you do will be measured against your predecessor will save you a lot of grief and restless nights. Comparisons are going happen. You are going to hear things like, “Principal X didn’t seem to have a problem with this,” or “Principal X would never have done this.” Ditch your gut reaction to react defensively and use these moments to ask questions and engage in an open discussion.
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It won’t be long before the school doors open and the hallways are buzzing with chatter and the bustle of life again. Before that happens, though, we’d like to talk a little bit about goal setting.
Goal setting not only has the potential to enhance the learning experiences of students, it can also positively influence our school culture, and unite our staff in a shared sense of purpose. To help principals establish a goal-setting sequence and put it into play, we’d like to share a step-by-step process from Abby Bergman, Judy Powers, and Michael Pullen’s book, The Survival Kit for the Elementary School Principal
Step By Step: A Goal-Setting Strategy for Principals
Step 1: As you form your committee, solicit the help of as many stakeholders as possible. You will always see more “buy-in” when you involve teachers, staff, and parents in decisions that impact the school.
Step 2: The best place to start is by reviewing the district goals with the committee.
Step 3: Next, review the needs of the students. Sometimes, a needs-assessment survey precedes the goal-setting process. In other instances, you may refer to a state or district benchmark that sets a specific target for student performance.
Step 4: Once student needs and data patterns have been identified, gather your committee together and begin to brainstorm initiatives (these can be very broad at this point). List everything. Nothing is unreasonable at this point!
Step 5: Now that you have your big list, it’s time to pare it down and look at it with a critical eye. Consider feasibility, resources required, and whether or not the idea actually addresses a need. Now may be a good time to refer to previously established district goals for comparison.
Step 6: Have each member of the committee think about how to achieve these potential goals. What are some specific activities that would support fulfillment of the goals? What resources would be needed? How will we know that we have achieved our goals?
Step 7: Set another meeting to refine these goals (Don’t be surprised if you find that some of these ideas no longer seem appropriate or feasible).
As you craft your goal statement, keep in mind the SMART Goals plan (which stands for Specific, Measurable, Attainable, Relevant, and Time-Based) and ask yourself the following questions:
- Is the goal well defined?
- Is the goal clear to anyone who has basic knowledge of the goal?
- Can the goal be measured and by what means?
- What evidence will indicate achievement of the goal?
- Is the goal realistic in terms of its reach and time frame?
- Does the goal represent a true stretch in achievement?
- Does the goal address the need(s) identified?
- Will it “make a difference?”
- Does the goal have a clear time frame including a target date?
- Are the assessment devices available prior to the target date?
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You’ve already spent years, maybe even decades, in the classroom as a teacher, you know how to lead and organize, and you certainly have the “in-the-trenches” perspective that every administrator worth his or her salt must have. Now what? What should you do to make the prospect of becoming a principal a reality? To help answer these questions, we’d like to share a few tips from Peter Hall’s book, The First-Year Principal.
So You Want to Be an Administrator? 5 Tips for Aspiring Principals
Skip the resume—for now
Your first inclination may be to dust off your resume and start looking for open positions, but as Hall wryly notes, the “application” process begins long before resumes, long before you had the crazy idea that “13-hour days with no lunch sounded appealing,” and long before you even had the slightest inkling that you wanted to become a principal.
Hall suggests that you start with “those people with whom you have worked, the contacts you have made, the folks from whom you have earned support and respect.” Do you need to “schmooze” these people? Not at all, but keep in mind that “relationships with credible professionals” are a form of currency—and that currency is priceless.
Stay in the moment
Regardless of their career aspirations, aspiring principals should always “stay in the moment.” For Hall, this means that you must continue to “focus on students in your care and your current school organization as a whole.” In addition to this, it means aligning your “work practice and decision-making with the established school goals.”
For Hall, there is “no reason to focus on anything but excelling in your current position.” This means going where no teacher has gone before: Set and exceed new standards of excellence and watch as your name becomes associated with positive results.
Involve yourself in projects beyond your current position
So you’re continuing to perfect your craft and excel at what you do? Good. Now it’s time for you to do a little more. Start by participating in district activities, committees, panels, focus groups, and other school or district groups and organizations. Just don’t take on so much that you begin to shirk your current job responsibilities or your students; doing so will only undermine the benefits you are hoping to gain from joining these organizations.
Be respectful to everyone you meet
You’re an educator, so you already know that the job doesn’t end when the bell rings. This is especially applicable to teachers who live in small, rural towns, but even those of us who live in the city will run into students, parents, and colleagues at the mall, the grocery store, or in restaurants. We may not even see these people, but you better believe they see us and they take note of what we say, do, and how we behave when we’re out in the community. Eyes are always on us. Keep this in mind not only when you are in the classroom, but outside of it as well.
Find an experienced mentor
There are plenty of books offering advice for aspiring and first-year principals, but few are as wise as someone who has been doing what you hope to do for the last five, ten, fifteen, or twenty years. Seek out a mentor and learn from him or her. Hopefully, this relationship will not only reaffirm your passion for the position, but also help you become better prepared for the road ahead.
By the time they step into the position, most principals have already spent years—even decades—in the classroom as teachers. This experience certainly comes in handy, but rarely is it enough to keep first-year principals from being broadsided by new challenges. While experience is often the best teacher, we’d like to help new principals avoid common first-year blunders by sharing 10 tips from real principals. These tips have been adapted from Tena Green’s book, Your First Year as Principal: Everything You Need to Know That They Don't Teach You in School.
Word to the Wise: 10 Tips for First-Year Principals
- Principals are forced to make decisions on a daily basis. Some of these decisions are run-of-the-mill, but others are high-stakes and have far-reaching consequences. When it comes to decisions, Veteran principal James Gasparino suggests that first year principals do two things: First, resist the urge to react impulsively. Second, learn to “differentiate what needs to be settled right away and what…require[s] reflection and input from others. First-year principals may want to do everything right away, and by themselves. It is difficult, if not impossible, to get buy-in from others if they did not have a voice in the decision-making process.”
- First-year principals often fall into the trap of trying to do everything for everyone. According to veteran principal John Fielding, it is imperative that new administrators realize (and realize quickly) that they cannot—either physically, mentally, or emotionally—“be everything to everybody.” Keep in mind that “If you are too tired to move, you are no good to anybody else. You do not really have to know and do everything yourself. That said, you do need to know these things that require your attention and those you can let others handle.”
- Echoing Fielding’s advice is principal Jory Westberry, who urges first-year principals to “Avoid thinking you should have all the answers” or that you “have to make all decisions quickly.”
- Despite the fact that most principals have spent years in the classroom as teachers, many of them forget—or at least appear to forget—what it’s like to teach. Principal Barry Pichard reminds us that we must never forget what life is like in the classroom and remember that teaching is “one of the toughest jobs around.”
- A first-year principal may have only the best intentions when s/he replaces that tattered and creaky sofa in the lounge or when s/he boxes up a wall of dusty trophies to make room for a student exhibit…but faculty and staff may see these seemingly innocent changes as a direct assault on the school culture. Principal Roy Miller suggests that first-year principals proceed with caution and “learn both the culture and the ‘hidden culture’ of the building” before making any changes.
- What’s one of the biggest mistakes a first-year principal can make? According to principal Michael Miller, it is “coming on too strong and feel[ing] you have to show [faculty and staff] who is boss. If you have to ever remind them who the boss is, you have a problem.”
- Since we’re talking about faculty and staff, we thought Oliver Phipps’s tip would go nicely here: “Make staffing a priority. More specifically, though, make sure your staff is complete with people who share your vision.”
- When discussing the burdensome responsibilities of principals, Tammy Brown suggests handling them “one at a time. I try to do the paperwork and office tasks early in the morning or after dismissal so that I can be in classrooms, halls, and in the cafeteria interacting with teachers and students as much as possible. Something often comes up that must be dealt with immediately, but most often, things can be prioritized.”
- John Redd reminds first-year principals that it “is better to take your time before reacting to a situation. It will give you a different perspective if you take the time to get all the facts before making a hasty decision.”
- Here’s another solid piece of advice from principal John Fielding: “Pick your battles. I always use the measuring stick of ‘is this decision good for the kids?’ If it isn’t, it may not be worth fighting for. There will always be one more silly thing that somebody thinks is important, but does it really help kids in a significant way?”
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Research continues to underscore what common sense has always told us: Families have a major influence on our students’ personal and academic success. According to an annual report by the National Center for Family and Community Connections with Schools, students with engaged parents, regardless of their background or socioeconomic status are more likely to:
• Earn higher grades and test scores, and enroll in higher-level programs.
• Be promoted, pass their classes, and earn credits.
• Attend school regularly.
• Have better social skills, show improved behavior, and adapt well to school.
• Graduate and go on to postsecondary education.
So how do we better engage parents?
5 Ways Schools Can Improve Parent Engagement
Stop trying to involve; start trying to engage
Many of us have a habit of using “involvement” and “engagement” interchangeably, but I would argue that there is a clear distinction between engaging parents and involving them.
A school striving for family involvement talks; it makes a list of projects, needs, fundraisers and tells parents how they can help. But schools who engage rely on their ears; they view the school-parent relationship as a partnership, a reciprocal relationship where faculty not only leads, but also listens and allows itself to be led by parents.
Make the first encounter a positive one
Too often our first encounter with parents doesn’t happen until we either need something—volunteers, donations, and the like—or are calling them with foreboding news about their son or daughter’s behavioral or academic problems. This is a mistake.
What if the first encounter was one in which we gave back to them, or one in which we simply called them to report good news about their child? No fundraising, no signup sheets, no membership recruitment or bad news…just a simple phone call where you call to introduce yourself and brag about something their child did at school.
Open new lines of communication
According to a 2013 survey by We Are Teachers, 64 percent of teachers still use hard copy flyers and notes to convey messages to parents, but it turns out that one third of parents prefer electronic communication. You may not be able to eliminate your ink, paper, and postage costs right away since not all families have access to home computers or smartphones, but you can open new lines of communication for free by simply starting a school blog or Facebook and Twitter accounts.
Follow up with parents
Have you ever given a gift, but never received acknowledgement or thanks from the recipient? That stings a little, doesn’t it? Imagine how parents feel when they volunteer at our schools, but only get a generic shout-out in the following month’s newsletter—or worse yet, get no acknowledgement at all.
Always let parents know how much you appreciate them. You might consider sending them student-created thank you cards, hand-written notes from you, or even a short thank-you video that you post to your school’s social media pages.
Allow them to contribute more than their time
Partnerships, like relationships, thrive when both parties communicate openly. If you truly want parents to be a part of your team, allow them to contribute their ideas, not just their Saturday mornings or weekday evenings.
While there are a variety of factors that contribute to our students’ personal and academic success, we’ve always believed that relationships, specifically relationships between principals and parents, is one that is most commonly overlooked and underestimated. Below you’ll find five tips to help you cultivate better relationsips with parents and connect with confidence.
This is a tip from Carol Judd’s book, Principal Practices: Addressing Human Needs for Successful School Administration. As Judd points out, many of us unknowingly set up barriers between parents and ourselves. The good news is that eliminating barriers is often simpler than we might think.
We can begin by asking parents to address us by our first names and do the same with them. This makes us more approachable and allows us to work with parents on more equal terms.
Another way to eliminate barriers is to keep an open-door policy and encourage parents to drop in anytime. Recruit your secretaries and encourage them to eliminate barriers as well. When parents stop in to see you, have your secretary skip the “screening” process where s/he asks parents their names, purpose, and any other questions that may be off-putting. Instead, have your secretary simply stop in and ask if you have a minute to talk to the parents.
Ask more questions
We spend a lot of time with students, but parents have spent far longer with them—which means they know more about them than we ever will. When you meet with parents, use this as an opportunity to listen and learn. The following questions are great starters:
- What is the student like at home?
- How does she learn best?
- Do the parents have specific hopes and dreams for her?
- Does the student have aspirations that you might not know about?
- What did the student like about her last teacher? What didn’t she like?
- What learning strategies did this teacher use that worked well for the student?
Call parents—all of them
A personal invitation to major school events is a great way to connect with parents. While you can’t feasibly call every parent on your own, you can round up the student council, ask for teacher volunteers, and host an evening in which the group attempts to call every family and personally invite them to major school events. If you’re thinking that this sounds like a lot of work, you’re right—but the payoff is well worth it.
Don’t be afraid to ask for help
Parents work hard for their families, but in spite of their busy schedules, many of them are still eager to volunteer at the school when they can. Assume that parents want to be involved. Reach out to them and you’ll be pleasantly surprised at the number of parents who follow through.
Connect with parents using the tools they use
Not all parents have home computers or access to smartphones, but many of them do and prefer electronic communication over monthly newsletters sent through snail mail. Start by taking advantage of all the free technology at your fingertips: Facebook and Twitter are both excellent tools to help keep parents in the loop.
A teaching portfolio is—or should be—a dynamic, evolving record that not only showcases your best work and achievements, but also gives evidence of your ability, your self-reflectiveness, and your passion for your profession. Traditionally, teaching portfolios have lived in clunky three-ring binders that teachers lug from interview to interview.
Before we go any further, let me say this: I’m a romantic. I like going to the book store. I like reading print—as in books that have been printed on paper—and have no plans to purchase a Kindle or e-reader. But when it comes to teaching portfolios, I’ll choose the digital copy or the blog over the three-ring binder every single time.
Should teachers ditch the three-ring binders entirely? Not necessarily…but I would argue that every teacher should have a digital portfolio and here’s why.
Principals don’t have enough time to adequately review print portfolios
If you brought your teaching portfolio to the interview, you probably noticed how quickly the principal skimmed through it while you were sitting there. That’s always a little awkward for both parties—but even more important, it’s just not practical. Principals have limited time to meet with each candidate, making it impossible for them to give each portfolio the attention it deserves.
Think about how much more practical it would be if you maintained a blog or had a PDF version of your teaching portfolio. Before your interview, all you would have to do is send the principal a link or attachment and s/he could browse your work at his or her leisure.
Print portfolios are impractical
Following the interview, you may offer to leave your three-ring binder with the principal so s/he can spend more time with it. All the principal has to do is mail it back to you when s/he is done—or you could offer to pick it up, right?
Again, this is impractical. Mailing the portfolio back to you costs money—and what if you don’t get the job? You’re going to have to drive yourself back to the school, knock on the principal’s office door and sheepishly ask for your three-ring binder back. Awkward.
Print portfolios can be lost
I’m speaking generally here, but most teachers only update their print portfolios when they’re looking for a new job. So when you’re not looking for another teaching position, where does your portfolio live? If you’re “organized,” you at least know that it’s in a box down in the basement where it’s gathering dust or being nibbled on by moths and rodents. But what would you do if your basement flooded? What would you do if you lost your portfolio altogether?
Unless the Internet implodes on itself, your e-portfolio is always going to be right where you left it.
You’re more likely to care about a digital portfolio
We may disagree on this, but I would argue that a blog—where you’ve posted videos, photos and short reflections about all of the cool things you’re doing in the classroom—is a teaching portfolio. Blogs are public: Your colleagues, students, parents, and anyone else with an Internet connection can see your work. Considering this, I’d be willing to bet that you will take more pride in what you post, especially if you know that your future boss may see it.
Digital portfolios distinguish you from the pack
Competition is fierce, but you can distinguish yourself from many other teachers by maintaining an online portfolio. Invite others to read, comment and critique your work—and connect with other teachers by commenting on their blogs, too! Not only will you meet other educators, you may even land a new job.
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