ibed by Xu (2003). The portfolio that each teacher will be required rather than encouraged to keep will contain the following basic items:
a copy of the teacherÆs current certification and other documentation related to professional degrees and status
copies of the most recent professional assessment or evaluation conducted by the school administrator
any letters of commendation, awards, or other professional certificates that may have been gained through the completion of in-service or other educational/development programs
a copy of the teacherÆs resume or curriculum vitae.
These basic documents are seen by Hurst, Wilson, and Cramer (1998) as representations of teaching credentials and competencies. Certificates, awards, evaluations, and degrees describe the teacher and his or her status within the profession. Official documents of this type provide necessary information that helps the reader of the portfolio get a quick overview of how the teacher has prepared for practice and the degree to which the teacher has been found compe
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