Вебинар «Портфолио современного учителя: создаём педагогический сайт»

Summary

The webinar explains how teachers can use a website or other online resource to present their work, organize teaching materials, and communicate with students, parents, and colleagues. A teacher’s portfolio does not need to be a conventional standalone website; it could also be a blog, social-media group, page on an educational portal, or collection of resources.

Why create a pedagogical website?

A teacher’s site or online resource can serve as:

• A professional calling card and portfolio that helps colleagues and potential collaborators learn about the teacher’s work.
• An organized archive of lesson materials, projects, and teaching resources, searchable by class, topic, or category.
• A project hub for school or student projects, clubs, competitions, and Olympiads.
• A communication space for students, parents, colleagues, school administrators, and community partners.
• A record of professional inquiry and development where teachers can share challenges and discoveries and connect with people working on similar topics.
• A way to promote the teaching profession by making teachers’ work and students’ projects visible.
• A practical resource for reporting or certification when teachers are asked to present their work online.

Decide who the site is for

The speaker advises against trying to make one site serve everyone. A resource for students, for example, will need different content and design from one intended for colleagues or parents. Define the intended audience and consider what its members need; this decision affects the site’s content, appearance, communication features, and platform.

A teacher can also create several focused sites and connect them into a larger portal.

Suggested development process

1. Set goals and identify the audience.

   • Decide who will use the site and what they should be able to do there.
   • Clarify which professional tasks the site is meant to support.

2. Define the site’s purpose and functions.

   • Decide whether it will mainly be a business card, teaching resource, project site, or place for regular interaction.
   • If users can comment or contact the teacher, plan time to respond.

3. Plan the concept and structure.

   • Establish the site’s mission and outline its content.
   • Choose between a one-page layout, a multi-page site, or a more connected portal structure.
   • Keep navigation clear and avoid unnecessary complexity.

4. Choose a platform and plan its address.

   • Consider the features you want and your technical experience.
   • A custom domain and hosting may be useful for a concise, memorable address. Simpler hosted platforms may not require separate hosting.
   • The webinar demonstrates Google Sites, Wix, and Tilda.

5. Design the site and prepare its content.

   • Aim for readable text, clear navigation, and a design suited to the intended users.
   • Use relevant images, video, links, documents, and interactive materials where helpful.
   • Check the design on phones and tablets as well as computers.

6. Publish a small version and test it.

   • Start with a limited, usable section rather than trying to build a large site immediately.
   • Share it with the intended audience and use their feedback to improve the design, links, images, and text.

7. Make the site discoverable and maintain it.

   • If the site should appear in search results, check its publication and search-engine settings.
   • Indexing and promotion can require additional work, and search algorithms change.
   • Update the site as needed to keep its content useful.

Platforms and examples discussed

• Google Sites: Presented as an accessible starting point. The demonstration covers using a template, adding pages and content, embedding Google Drive documents and YouTube videos, sharing editing access, previewing the site on different devices, and publishing it with a unique address. Google Sites can also support class portfolios and student projects.
• Wix: Shown as a more feature-rich option for a teaching blog. The speaker demonstrates organizing posts by subject and class, adding tags, scheduling posts, inserting videos and interactive materials, and embedding content using code.
• Tilda: Recommended for concise, modern one-page sites.
• Social networks and educational portals: Presented as valid alternatives when the goal is to share information and interact with an audience rather than build a standalone website.

Examples include student-facing lesson materials, teacher blogs, social-media resources, and a compact business-card-style site. The speaker notes that a one-page format can work well when visitors tend to scroll rather than navigate complex menus.

Additional considerations

• Personal data and photographs: Before publishing identifiable student information or images, check consent forms and applicable rules. School policies and the wording of permissions matter.
• Digital balance: A website can help organize and share materials, but it should support—not replace—real communication and in-person learning.
• Cost: The speaker gives an approximate personal cost for a paid Wix plan with advertising removed and a custom domain, while noting that prices and options vary.

Speakers and sources featured

• Tatyana Menshchikova — Webinar moderator and leading methodologist at YaKlass.
• Natalia Valerievna Yanikova — Physics teacher at School No. 1540 in Moscow and the webinar’s main speaker.
• Teacher-site examples: Lora Kravchenko, Sofia Sergeevna, Yulia Ovsyakova, and a colleague named Andrey whose surname is unclear in the subtitles.
• Online services and reference sources: Google Sites, Wix, Tilda, Instagram, the educational blog and portal “Innovator” (formerly “Educational Galaxy of the Internet”), and the All-Russian “Teacher of the Year” competition’s collection of teacher websites.