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ERIC Number: ED355537
Record Type: Non-Journal
Publication Date: 1993
Pages: 37
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
New Directions in Portfolio Assessment: Assessing the Assessors.
Graham, Barbara
The plan to implement a professional portfolio policy in the Seven Oaks School Division, Winnipeg, Canada, will be perceived and lived by teachers in various ways. Their experiences will be colored by their understandings of the theories behind the use of portfolios as an alternative form of evaluation, their interpretations of the change, and their reactions as they live through the conditions of implementation. In replacing a policy loosely modeled on principles of clinical supervision whereby administrators evaluate teachers every 3 years, with a policy of documentation of individual performance and improvement, the Board of Trustees recognizes that individual teacher development and improvement are the responsibility of the teacher. How teachers understand the new policy, its ramifications for changing contexts of teaching, and its theoretical foundations are being investigated by a portfolio research team chosen from interested teachers and administrators. Seven major themes emerged from discussions at an in-service where the new policy was explained to school representatives: process of implementation; professional growth; contribution to the profession; trust; collegiality; product; and ownership. Not only can portfolios demonstrate growth and development in technical aspects of writing and teaching, but they can also contribute to the development of self-evaluation and critical reflection. By changing the focus of evaluation from documentation and recording of performance to a process in which performance documents become a means to improve practice, the new policy places power in the hands of teachers. (Twenty-two references and an appendix describing the teacher evaluation program are attached.) (RS)
Publication Type: Reports - Descriptive; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A