 |
EDU
7520 |
|||
|
|
Objectives 1. To recognize the what a professional portfolio is and its purposes. 2. To be aware of the component parts that constitute an effective portfolio. 3. To understand how to develop, compile, and present a portfolio in a professional manner.
4.
To utilize the professional portfolio effectively as an interview
instrument. What is a professional portfolio? A professional portfolio is more than a hodge-podge of information and lists of professional activities. It is a careful record detailing one’s specific accomplishments attained over an extended period of time. A well-organized professional portfolio includes the following: a résumé; the scope and quality of professional learning, training, and experience; and, artifacts demonstrating professional knowledge, dispositions and performances attained.
A
professional portfolio communicates and provides evidence of the
attainment of the knowledge, dispositions, and performances associated
with effective school leadership. As a venue for demonstrating one’s
reflective thinking strategies, professional development over time in
diverse educational settings and situations, as well as one’s personal
attitudes, assumptions, beliefs, and values concerning successful school
leadership, the portfolio details one’s accomplishments. In turn, this
visual representation allows other people to experience the aspiring
principal as a professional; to see a record of professional
development; to generate insight into how the aspiring principal will
perform/excel as a school leader; to understand what the aspiring
principal has achieved; and, to generate of sense of the aspiring
principal’s efforts at developing and incorporating new knowledge,
dispositions, and performances. In sum, the professional portfolio
enables others to gain a deeper and clearer picture concerning where an
aspiring school leader has been, where one is now, and where one intends
to lead schools in the present and future. What purposes does the professional portfolio serve?
A
professional portfolio is a depository containing all of one’s ideas and
ideals concerning school leadership as well as self-reflection
concerning its contents, that is, distinguishing what one knows and
understands as well as one’s insights into effective school leadership.
While a well-developed professional portfolio boosts self-esteem because
it visually represents accomplishments and goals achieved, more
important is what the professional portfolio actually does. Many times
applicants for school leadership vacancies sound and look very much
alike. A professional portfolio demonstrates individual achievement as
well as personal creativity, setting applicants apart from one another.
It provides prospective school district personnel proof of one’s
professional knowledge, dispositions, and performances achieved as well
as insight into potential areas where one applicant excels beyond other
applicants. How should the professional portfolio be organized? There are many ways to organize the professional portfolio so that it meets the standards identified in the Publication Manual of the American Psychological Association (5th ed.) yet also attests to the individuality of the aspiring principal. Generally speaking, the contents are arranged in the following order: 1. Cover 2. Table of Contents 3. Abstract 4. Statement of School Leadership 5. Personal Information: Résumé; Professional Certificates, Transcripts 6. References
7.
Appendix (can be divided by course, ISLLC standard, etc.) Materials used to create the professional portfolio: 1. D-ring binder with clear plastic cover (use a top-of-the-line binder with locking rings and a front cover lays flat when opened). 2. Non-glare plastic sheet divider pages with extended tabs (as high a quality as you can afford). 3. White bond paper.
4.
Special pocketed page protectors for disks. Activities for developing the professional portfolio: Developing, compiling, and presenting a professional portfolio involves, first, envisioning the completed portfolio, then organizing its contents during the course of one’s professional program, and lastly, creatively packaging the portfolio to distinguish it from others. Completing each of the following activities will enable aspiring principals to meet these objectives: 1. Study the basic dynamics of portfolio preparation. 2. Begin envisioning and organizing the portfolio at the beginning of the School Leadership Program. 3. At the beginning of each course, discuss with the professor projects that potentially could be included as artifacts in the professional portfolio. 4. At the completion of each course, prepare the project(s) completed for inclusion in the portfolio, build the Appendix, and revise the Statement of School Leadership in light of each course. 5. The Statement of School Leadership and all artifacts contained in the Appendix should reference the Interstate School Leadership Licensure Standards as well as the Commonwealth of Pennsylvania Standards for principal’s certification. 6. Search for and utilize online portfolio preparation-related resources. 7. Ask questions of academic advisors, professors, and practicing principals about the most appropriate ways to prepare the portfolio as well as those related activities and support materials that will serve to enhance the presentation of one’s professional portfolio as well as one’s career plans. 8. Think creatively about how to distinguish the professional portfolio so that it represents the aspiring principal’s sense of professionalism and unique personality.
9.
Always keep the original professional portfolio. Distribute copies to
those who will be conducting interviews. The benefits of developing and using a professional portfolio for an interview: The professional portfolio includes the best examples of the knowledge, dispositions, and performances associated with successful school leadership practice attained by an aspiring principal. A well-developed professional portfolio demonstrates how an aspiring principal intends to approach one’s professional practice. The process of developing the professional portfolio prepares aspiring principals for interviews by allowing them to think more critically about their professional training, experiences, and accomplishments. When preparing for an interview, the professional portfolio enables an aspiring principal the opportunity to highlight specific experiences that led to the development of important knowledge, skills, and performances. In addition, preparing the portfolio allows an aspiring principal to judge one’s qualifications against those of the specific leadership position for which one has applied and is being interviewed.
Presenting the professional portfolio to the interviewer prior to the
interview itself offers many benefits. The contents of the professional
portfolio provide a visual demonstration of the aspiring principal’s
unique conceptualization of school leadership practice. In addition,
the aspiring principal’s creativity in design and organization of the
contents of the professional portfolio provide insight into how the
aspiring candidate differs from other candidates. Then, once in the
interview, mastery of the content of the portfolio offers the
interviewee the occasion to relax and seize upon opportune moments to
highlight the contents of the portfolio when responding to the
interviewer’s questions, probes, and areas of particular interest. In
sum, the professional portfolio provides all of the information an
aspiring school leader wishes to share with an interviewer, especially
should an aspiring principal become nervous during the interview. Internet resources: By using any Internet search engine, and typing in phrases like “professional portfolio,” “interview portfolio,” and “career portfolio,” multiple sites will appear for review. Below are a two websites with ideas for creating a professional portfolio. http://www.teachnet.com/how-to/employment/portfolios http://depts.washington.edu/geogjobs/Careers/pfolbasics.html
|
|||
