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ERIC Number: ED420079
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 12
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Administrative Portfolios: Current Uses and Development by Prospective and Practicing Administrators.
Guaglianone, Curtis L.; Yerkes, Diane M.
This paper discusses the use of portfolios by administrators who may use them to self evaluate, monitor professional growth and development, document specific competencies, or prepare for a job interview. While the primary outcome of the portfolio is to assist the administrator in developing a better knowledge of his/her professional self, the paper notes that the artifacts collected and the reflections written can be used in a variety of ways. The paper states that the collection of artifacts is the first step of creating a portfolio, and the second step is to reflect on the materials and make personal adjustments about professional strengths, weaknesses, accomplishments, failures, aspirations, and goals. A portfolio, according to the paper, if constructed in an education administration graduate program, may consist of documents, papers, articles, certificates, letters, projects, work samples, test scores, and/or other materials which have been specifically selected for a particular purpose or need. The paper (1) focuses on several current uses of Administrative Portfolios for the emerging administrator and the administrative practitioner, noting that there are three types of portfolio: the Professional Development Portfolio, the Career Advancement Portfolio, and the Evaluation Portfolio; (2) reports the findings of a survey of California administrators on the suggested content of such portfolios; and (3) describes the use of the Administrative Portfolio for the induction, development, and assessment of administrative credential candidates at California State University, Fresno. (Contains nine references.) (NKA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A