1

The professional portfolio: A tool for reflective practice

By Susan Schwartz Research funded by OPC

Abstract

This research study investigated school administrators' use of professional portfolios to examine its impact on their personal and professional growth and on teachers and students in their schools. Phase 1 consisted of an online survey completed by 81 school administrators across Ontario who have a professional portfolio. Phase 2 included a 90-minute one-on-one interview with 12 administrators who shared their professional portfolios and provided copies for analysis. Findings revealed that the administrators who participated in this study were enthusiastic about and valued the portfolio process. Throughout the process of constructing, organizing, and sharing their professional portfolios with others, many of the administrators in this study reported a positive impact on their professional growth and reflective abilities as well as on their effectiveness as leaders. Many of them became advocates for the professional portfolio reflective process and moved forward in creating professional learning communities. The findings offer suggestions to educators of pre-service and university educators as well as to district staff developers of leadership and in-service programs in providing effective professional development about portfolios and reflective practice.

Background

In Ontario, a growing number of school districts are mandating the use of professional portfolios for administrators.

As records of achievement, professional portfolios encourage self-assessment of personal competencies in different

performance areas. They support critical thinking and lead to action-oriented goal setting. The professional portfolio has

often been called a "living" resume, useful in the interview process. It has been cited as a valuable tool for administrators

which can benefit them in many ways (Brown & Irby, 2001; Dietz, 1994, 2001; Meadows, Dyal & Wright, 1998).

I have had a variety of experiences with portfolios that have introduced me to the power and value of this tool within

our profession. It was with enthusiasm that I decided to investigate its use with school administrators. The current realities

in schools today make it critical that school administrators are knowledgeable, skilled, and ready to meet the many aspects of

administration and leadership. Along with contributing to the literature base, I anticipated that this research would be helpful

in conveying how professional portfolios could assist administrators in their role. Figure 1 presents the conceptual

framework or visual representation of the thinking inherent in this research study.

2

Figure 1: Conceptual Framework for Administrators’ Use of Professional Portfolios as a Tool for Reflective Practice

REFLECTIVE PRACTICE

PRIOR

EXPERIENCES with

Portfolios and

Reflective Practice

INHIBITORS

OUTCOMES

- Reflective and Effective

Leadership

- Development of Professional

Learning Communities

ENABLERS

In this framework, I see prior experiences with portfolios and reflective practice playing an important role in

building school administrators’ base of professional knowledge and experience with portfolios and reflection, and affecting

their current use and advocacy of the portfolio process. A variety of conditions influence use and advocacy. Enablers

facilitate, support, and/or enhance the process, while inhibitors or obstacles hinder the process. In this conceptual

framework, potential outcomes include an increase in the reflective skills of school administrators which will lead to more

effective leadership skills. When administrators act as role models and advocates of the portfolio process, another potential

outcome is a positive influence on the teachers and students in their schools, which will lead to an increase in student

achievement. With the effective use of the professional portfolio as a tool for reflective practice, all partners strive towards

developing professional learning communities.

In this research study, the conceptual framework (Figure 1) reflects the research questions. The prime research

question that guided this study was: How does the use of professional portfolios as a tool for reflective practice by school

administrators (principals and vice-principals) impact them and their role? More specifically, the following questions were

explored: 1. How have school administrators' prior experiences with portfolios and reflective practice influenced them in

their current use and advocacy of portfolios and reflective practice? 2. How do school administrators currently use

professional portfolios? 3. What enablers support the use of the professional portfolio and reflective practice for school

administrators? 4. What inhibitors or obstacles hinder this use? 5. What outcomes are there when school administrators use a

professional portfolio and reflective practice?

Methodology

In order to collect data, a “mixed method” two-part design (Creswell, 2002, p. 566) involving quantitative and

qualitative analysis was used, as highlighted in Figure 2. The arrows illustrate the sequence of events. The + sign indicates

that both quantitative and qualitative phases are occurring concurrently during the same time period (Creswell, 2002).

3

Figure 2: Data Collection Strategy and Type of Design, Priority, and Sequence

QUANTITATIVE - Phase 1 Online survey data collection (Online survey served as a net to locate sample for Phase 2) November 18 to December 7, 2003 Preliminary Analysis of 30 responses to the online survey QUALITATIVE - Phase 2 Data collection re: interviews, Survey data collection continues. portfolio analysis, field notes. December 7 to March 7, 2003 + December 7 to March 7, 2003 Description of Description of findings re: 81 responses findings re: 12 interviews, to online survey portfolio analysis, field notes Quantitative Analysis Cross-case qualitative analysis Triangulation Interpretation, Implications, and Discussion March to August 2003

In Phase 1 of this study, an online survey was created and made available to administrators across Ontario for a

period of three months, advertised via email messages to principals and vice-principals across Ontario by the Ontario

Principals' Council and the Catholic Principals' Council of Ontario. The software Statistical Package for Social Science

(SPSS) was used to describe the responses. Tables were used to illustrate frequency and percentages for each question.

Relationships between responses were examined using SPSS cross-tab procedure.

At the end of the survey, interested administrators were invited to email me to participate in Phase 2. Twelve

administrators were interviewed. They shared their experiences with portfolios, "walked me through" their professional

portfolios, and then gave me copies of their professional portfolios for analysis. Portfolio analysis consisted of an

examination of the contents of each professional portfolio for evidence of leadership and reflective practice. This information

was outlined into chart format to highlight similarities and unique features.

In analyzing the transcripts, I began with Donna (pseudonym), the strongest advocate and most proficient user of

portfolios, and used her case to compare to the others. One table was completed for each of the participants, followed by

4

other tables showing a summary of the cross-case data for all the participants. The qualitative software NUD*IST was also

used to provide “careful inductive coding (both descriptive and interpretive)”, as well as sorting and classifying “based on the

configuration of themes” (Miles & Huberman, 1994, p. 175). This constant comparison and analysis of data or

“triangulation” (Patton, 1990, p. 468) were used to enhance reliability (consistency of response) as well as validity

(accuracy) of the findings (Patton, 1990).

The University of Toronto Ethical Review process was completed for both phases of this research

study before the online survey was launched. For the online survey, participation and completion of the

survey questions were indications of informed consent. There was no potential risk to participants since

responses were completely anonymous. When participants accessed the website, and when the responses

from the online survey were seen by this researcher, there were no names, email addresses, or identifying

codes. Additionally, each administrator who began the online survey was free to withdraw from the study

at any time by making the decision to not complete or not post their online responses. They could begin

and not continue without penalty.

For administrators who participated in Phase 2 of the study, an outline of the areas to be discussed was sent to each

participant in a Letter of Consent, which also outlined the purpose of the study, the conditions of involvement and

implications to interviewees. It also confirmed participation and details, such as date, time, and location of the interview. On

the day of the interview, it was signed by participants and by this researcher. The interviews were audio-taped, transcribed,

and sent to each participant as a check for accuracy, clarity of content, and validity. In any written reports, pseudonyms were

used; schools and administrators were not identified in any way; and this researcher and thesis supervisor, Dr. Lorna Earl,

were the only ones to have access to the raw data.

Since case study methodology and cross-case analysis were used as the research methodology for

Phase 2, it must be remembered that the findings are not “accounts of the whole” but are only a part of the

whole (Merriam, 1995, p. 42). The findings in this research study, therefore, should not be generalized to

all administrators who use professional portfolios, and are not to be transferred to other settings and

situations. Instead, the findings are intended to provide greater understandings about the concept and use of

professional portfolios as a tool for reflective practice by school administrators, and to share ideas for

practical application in schools and districts.

Sample Selection

In this research study, data consisted of Phase 1, the responses of 81 administrators who

participated in an online survey which was active over a three month period of time, and Phase 2, 90-

minute interviews with 12 administrators, analysis of their professional portfolios, and my field notes and

reflections.

5

The 81 administrators in Phase 1 worked in 31 districts across Ontario (18 Public and 13

Catholic). There were 57 public school administrators and 24 Catholic school administrators. There were

45 vice-principals and 34 principals. 86 % were elementary administrators and almost 14 % were

secondary. A large number of administrators in this study, almost 84 %, were fairly new to the role with

five or less years as principals or vice-principals. The largest group of almost 57 % were novices with two

to five years in the role, and almost 28 % had one year in the role. Only 16 % were very experienced with

six or more years in the role.

In looking at the age range of the participants in the online survey, almost 40 % were 50 years and

older, almost 40 % were between 41 to 49 years old, and 21% were 40 years old and under. This data

showed that this sample was weighted towards administrators who were over 40 years of age, with almost

40% nearing retirement age. Compared to the previous data where over 80% of the administrators in the

study were seen to have less than five years in the role, we might deduce that the administrators in this

study who were older may also have been novices in the role of principal or vice-principal.

The data about number of years of experience as educators revealed that 33 % had less than 16

years of experience in education, 54% had 17 to 29 years experience, and 12 % had 30 years or over of

experience.

In the Phase 2 sample, 12 administrators, five principals (three female and two male) and seven

vice-principals (five female and two male), were interviewed, and their professional portfolios analyzed.

Ten were from eight different public school boards in Ontario, while two were from one Catholic board in

Ontario. There were ten elementary and two secondary (both male) vice-principals. Five of them were new

to the role with two to five years, while three had six or more years as administrators. Only three (two

principals and one vice-principal) had nine or more years in the role. Three of them (two vice-principals

and one principal) were under 40 years of age, six (four vice-principals and two principals) were 41 to 49

years old, and three (two principals and one vice-principal) were 50 years or older. Nine of them had a

Master's Degree, while three were in process of obtaining their degree. Only one had almost completed his

Supervisory Officer Qualifications and he, as well as one other, planned, in the future, to pursue a

Doctorate program.

The administrators who participated in Phase 2 of this research study represented an enthusiastic

and biased group who reported positive experiences and some expertise with using professional portfolios.

Eight of them were seen to be strong advocates of the portfolio process, demonstrated through their

presentations to other educators about professional portfolios and/or student portfolios.

Findings

6

The findings are organized according to the research questions investigating these administrators'

1) prior experiences with portfolios and reflective practice; 2) current use of a professional portfolio; 3)

enablers; 4) inhibitors; and 5) outcomes of use (see Conceptual Framework, p. 2 and research questions, p.

3).

1) Prior experiences with portfolios and reflective practice

In this study, findings showed that the research participants had a variety of prior experiences with portfolios and

reflective practice, including: a) using portfolios with students when a teacher; b) using a professional portfolio during a

course; c) using a professional portfolio for performance appraisal; and d) using a professional portfolio for career

advancement and/or the interview process.

a) Using portfolios with students when a teacher

The quantitative data revealed that almost 77 % of the administrators who completed the online

survey used portfolios with students when they were teachers, and of these administrators, almost 76 %

found it to be useful to extremely useful in making them more knowledgeable about using portfolios for

reflection.

The qualitative data revealed that 50 % used portfolios with students in a rich and systematic way, including self-

selection of work, reflection, self-assessment, goal-setting, and/or sharing with parents. Five others used aspects of the

portfolio process with their students, while one did not use portfolios with students at all. Donna, who had seven years

experience as an elementary principal, used portfolios when she was a secondary school teacher to assess her students’

artwork. She worked with her students to delineate criteria for success similar to today’s rubrics, to set fair parameters, and

to involve them in their own learning. She said

The kids were building portfolios naturally in visual arts, so I started to think to myself

that could apply in many different areas. That whole concept of knowing what you want

to achieve, setting goals, assessing the level of achievement…seemed like a simple

concept to me, so I just transferred what I was doing in visual arts to the regular

curriculum. I taught Visual Arts for 8 years in high school.….[we did] a lot of self-

assessment, a lot of conferencing with students going, ‘How do you feel you did in this

area?’ It took a lot of guidance, and then they would do peer evaluations. I think the

reflection came out of having to be part of that activity, looking at their work, and being

questioned about how they felt they did. That whole self-assessment aspect is very

closely linked to reflection. (Donna)

Within the qualitative sample of 12 administrators, Donna was the strongest advocate of teacher

use of student portfolios and professional portfolios. All the teachers in her school of 700 students had

7

implemented student portfolios. Teachers were at all levels of use, with some using portfolios in one

curriculum area, while others were using portfolios across the curriculum. Each year, students shared their

portfolios with their parents in student-led conferencing in a celebration during Education Week in May.

Teachers and students were also experimenting with electronic portfolios and web pages, and were engaged

in many reflective activities and writing. Additionally, all the teachers in Donna's school had professional

portfolios, and used them to document action research projects as well as in the performance appraisal

process. Her vice-principal had a professional portfolio, her secretary had a professional portfolio, and

Donna also ran a mentorship group in her district for 40 administrators where she promoted the use of

professional portfolios. She herself had seven professional portfolios for every year as a principal. Her first

professional portfolio was created for a performance appraisal process with her superintendent, a new

initiative in her district.

A high proportion of the administrators in both the quantitative and qualitative samples used portfolios with

students when they were teachers, and in the qualitative sample, we see that, as administrators, they used the professional

portfolio for their own growth and development. Many of them were seen to be advocates in the use of student and

professional portfolios. Having first-hand knowledge and experience with the power of portfolios with students, they

reported being able to support and encourage teachers on their staff to use portfolio assessment with students.

b) Using a professional portfolio during a course

Over half of the participants in the quantitative sample used a professional portfolio during their Principal’s

Qualification Program (PQP). Almost 72 % of these administrators indicated that the professional portfolio process was

“useful to extremely useful”. They indicated that the professional development components present in the teaching of the

professional portfolio in their PQP included demonstration/modeling at 74 %, practice at 51 %, presentation of theory at

almost 44 %, feedback at 44 %, coaching at 21 % and ongoing support at 23 %. The overall figures indicate an average to

high quality programming, since many of the administrators in the study indicated that key professional development

components were present in varying amounts in their programs.

These administrators took their PQP at six different institutions across Ontario, and 63 % of them attended York

University in Ontario. This university is known to have implemented, since 1995, the professional portfolio as a

requirement of course completion. Three in the qualitative sample used a professional portfolio during their PQP and

attended this same university. They confirmed the importance, usefulness, and quality of programming of their PQP, and

all 3 were extremely positive about this experience. Kerry said, “It [the professional portfolio] forces you to reflect on your

skills and abilities and some different experiences that you’ve had. It really to me is a document that helps me gather all my

experience and put it into a tangible, something that you can share, instead of just trying to rely on your mental filing

cabinet”.

An interesting finding showed Andrea, as a vice-principal, teaching an Additional Qualifications Junior Basic

course in which she required her candidates to create a professional portfolio as part of the course requirements. Using her

8

prior experiences with the professional portfolio process during her PQP as her model, her expectations for her candidates

regarding the professional portfolio were similar to those in her PQP.

I also do an instructional leader course…and I always bring my portfolio in, and I expect

them and they do hand me a portfolio at the end, and I tell them it’s a culmination of their

experience in the classroom…[the portfolio] is set up as a collaborative, and it talks about

reflective writing or a reflective practitioner, because like the students, I fundamentally

believe that if you are not reflecting on your learning, then you are a little bit incomplete.

(Andrea)

This data illustrates the impact that the use of a professional portfolio during a course can have on current use.

Having experienced a rich learning process in her PQP, with a focus on reflection, Andrea transferred her knowledge,

skills, and positive attitude to her work with her adult students. These findings, from both the quantitative and qualitative

data, speak to the value of the use of the professional portfolio during the Principal's Qualification Program and its impact

on current use and advocacy.

c) Using a professional portfolio for performance appraisal

Almost 27 % of the participants in the quantitative sample used a professional portfolio for

performance appraisal while in the administrator role, as compared to 75 % in the qualitative sample.

Donna and Patrick initiated this process themselves with their superintendents, while the other seven met

expectations from their district. Karen was the only one in the qualitative sample who had used a

professional portfolio for performance appraisal when she was a teacher, but it was not required in her role

when she was principal.

d) Using a professional portfolio for career advancement and/or the interview process

In the quantitative sample, 25 % used a professional portfolio for career advancement before entering the

administrator role, and almost 33 % used it for career advancement while an administrator. 54% created and used a

professional portfolio as a result of attending a leadership program or professional development session in their school or

district. These administrators indicated that the professional development components present in the school or district

leadership sessions included demonstration/modeling at almost 74 %, presentation of theory at almost 62 %, practice at 45

%, feedback at 45 %, and coaching at 38 %. This last set of data points to the fact that the quality of the professional

development in these sessions varied, but was fairly high, since for many of these administrators, key components of

effective professional development were present.

In the qualitative data, seven out of the 12 administrators (or 58 %) used a professional portfolio

for career advancement, and five did not. Eight administrators in the sample of 12 attended district or

school professional development sessions on professional portfolios. With the exception of Janice, who

9

believed that she did not receive adequate training or support in developing her professional portfolio for

the leadership process, those in the qualitative sample who attended district professional development

believed that the process for developing their professional portfolio was clear, with presentation of theory

being most prevalent. Some demonstration/modeling was evident in that some of the research participants

saw models of portfolios.

They did provide us with opportunities to look at other portfolios even though they

weren't in any way evaluated, but because we work in the system, we know that this

person is now a principal at such and such a school, so obviously his portfolio was good

enough to get him there. (Christy)

Coaching and feedback were also evident in the qualitative sample, in that mentoring situations

were encouraged and/or self-initiated by the participants. Christy said, "The one thing that they have done

for us this year is they've asked principals and vice-principals to volunteer to be mentors…I actually have

an official mentor….Last year we were encouraged to get a mentor" (Christy).

In the quantitative sample, 65 % believed that the aspect of reflection was "important to extremely important" in

the professional portfolio process during the professional development sessions in their district. Of these administrators

who attended district professional development, 65 % thought it was "useful to extremely useful".

The qualitative sample of administrators who attended district leadership professional development sessions did

not think that reflection was addressed in great detail in their sessions. For example, Christy's expectations for her

leadership process included a memorandum that stated that "each artifact must be accompanied by a reflective passage of

100 words". This was the only communication that she received about the reflective aspect. It might be that those

administrators who experienced the professional portfolio as a career portfolio and stepping stone to advancement may

have spent minimal time practising the act of reflection. However, Christy, like others in the qualitative sample, did believe

that the professional portfolio leadership process had encouraged her to gain much knowledge about system goals, and she

did learn more about who she was as a leader as part of this process when she engaged in self-assessment and goal-setting.

2. Current use of a professional portfolio

Current use of the professional portfolio process by the administrators in this study was seen to

support the literature about professional portfolios and reflective practice. The following themes emerged:

a) professional portfolio use is a fluid process which changes with different purposes and audiences; b)

reflective practice within the professional portfolio process requires a deliberate pause; c) a positive attitude

is necessary for effective use of the professional portfolio process; and d) professional portfolio use

involves a problem-solving, self-reflective, and action-oriented process.

10

a) Professional portfolio use is a fluid process which changes with different purposes and

audiences.

In the literature, we learn that professional portfolio use is a fluid process which changes with

different purposes and audiences (Brown & Irby, 2001; Rolheiser, Bower, & Stevahn, 2000). That is,

academic or growth portfolios used during a course to demonstrate, assess, and evaluate learning over time

are based on the learning outcomes in a program. Professional growth portfolios involve collecting

artifacts and reflecting on them as progress and performance are tracked and future actions planned. Career

or showcase portfolios are used for the leadership and interview process (Schwartz, 2001). Evaluation

portfolios are used when educators meet with their superiors, as in performance appraisal. These different

types of professional portfolios can be changed from one to another, and illustrate a fluid ongoing process.

A number of the administrators in the qualitative sample reinforced the idea of a fluid process of

professional portfolio use. For example, Ken said,

What's interesting is that that portfolio changed from the Junior Basic course, then

changed into the professional portfolio for the principal's course. Of course, it then

changed into the portfolio for the actual application process to become a vice-principal,

and now you can see the same kinds of things in terms of areas of growth that show up in

the professional growth portfolio that I’m keeping now … and this is the one that sits

under my desk. (Ken)

Professional portfolios have far greater value when they are seen as fluid entities that can be

changed and used for a variety of purposes throughout an educator's career.

b) Reflective practice within the professional portfolio process requires a deliberate pause.

An important aspect of the professional portfolio process is taking a deliberate pause (Dewey,

1919, 1933). When administrators stop to reflect, they make connections, wonder about and consider a

variety of options, self-assess, plan, and problem-solve. This decisive "slowing down of life to find time for

reflection….a precursor to considering appropriate responses” (York-Barr, Sommers, Ghere & Montie,

2001, p. 6) supports the idea that reflective practice requires a contemplative period, where an individual

sets aside a specific time for reflection and clarity of thinking, and this can lead to more informed and

effective action.

Three administrators in the qualitative sample, Karen, Stan, and Patrick, highlighted this deliberate

pause within the professional portfolio process and the need to take time to reflect.

11

Reflection is taking the time at the end of an event, an occurrence, an experience, and

thinking about what impact it's had on you personally and professionally…. what you

might do differently the next time you encounter something like that….it improves the

quality of learning. (Karen)

Stan attributed the professional portfolio process as making a difference to the way he dealt with

issues as a principal and as a parent.

It's reinforced to me that whole idea of slow down….Just sort of step back from it and

give it a little bit of time to play out….document what was going on, but also think about

how I had handled it, and what might I have done differently….That’s a huge difference

for me, and just how I approach things….and I believe it’s a better thing for me... it does

impact on all parts of your life or my life, not just here at school….[it’s making me] a

better person at dealing with things…. and how I deal with things. (Stan)

He believed that the process of reflecting and recording his reflections encouraged him to slow

down and “think it through”. It made him a better problem-solver and decision-maker, and more effective

when dealing with issues, as well as when planning for future actions.

c) A positive attitude is necessary for effective use of the professional portfolio process.

Dewey (1933, as cited in Archambault, 1964) believed that individuals who practise specific

attitudes, such as “open-mindedness…whole-heartedness…and responsibility” (p. 224), become more

reflective thinkers. Educators who are open-minded examine what they see, hear, and read about, seek out

multiple perspectives on educational issues, and take ownership for their own learning. They are

enthusiastic and receptive to the points of view of others (Dewey, 1933; Zeichner & Liston, 1987).

In the literature, "fostering and maintaining positive attitudes toward students, staff, and parents is

critical to effectiveness as an instructional leader" (McEwan, 1998, p. 120). Effective leaders model

positive attitudes and work to raise morale, confidence, and enthusiasm in the school and community.

Excellent relational skills for administrators are important, such as the ability to communicate effectively,

listen, ask questions, paraphrase, agree and disagree, describe actions, feelings, and perceptions, and give

feedback. These interpersonal skills go hand in hand with positive attitudes, since "attitude and

relationships are the key" (Ibid., p. 120). Noonan (2003) contends that "the single most important

ingredient of leading people is optimism. Regardless of their inner doubts or concerns, leaders must

maintain optimism that recovery is possible and that the outlook for the future is positive" (p. 142).

When referring to a professional portfolio, a positive attitude and optimism are critical to its use.

The administrators in the qualitative sample exuded this positive attitude, optimism, and enthusiasm. For

12

example, Ken's positive attitude was evident in a summative evaluation written for him by his principal,

and found in his professional portfolio.

Ken's enthusiasm and love of learning are sources of inspiration to his colleagues and his

students. Always upbeat, always available to help, Ken has helped our school maintain a

positive learning climate during the difficult times we have faced in recent years. He has

refused to give in to the negativity and pessimism which threaten the existence of schools

as we have known them. (Principal evaluation about Ken)

d) Professional portfolio use involves problem-solving, self-assessment, and an action-oriented

process.

The notion of the “reflective practitioner” (Schon, 1983, p. 1), depicts professionals using a

process wherein they “frame and reframe problems” and create and evaluate solutions to these problems

using reflective powers (LaBoskey, 1994, p.6). They engage in "thinking processes, such as inquiry, meta-

cognition, analysis, integration, and synthesis" (York-Barr et al., 2001, p. 6), as well as "technical,

practical, and critical" thinking (Van Manen, 1977), and "retelling, relating, reflecting" (Schwartz & Bone,

1995, p. 1). The inquiry associated with problem-solving and reflection brings meaning and significance to

daily activities (Krol, 1997). An outcome is the construction of new knowledge and experience, which in

turn leads to action (Yost, Sentner, & Forlenza-Bailey, 2000). Karen talks about reflection and problem-

solving.

I do a lot of reflection in terms of things that are happening in the school, issues,

concerns, problem-solving. I mean problem-solving to me is all about reflection….at the

end of your problem-solving, looking back and saying, 'Did I make the right decisions?

What would have happened if I had made this decision as opposed to that decision?'

(Karen)

School administrators need to know their strengths and weaknesses and how they must improve to

better serve their clients, school and community. This self-assessment can involve examining beliefs, goals,

and practices. Examining beliefs consists of looking carefully at personal attitudes, values, visions, biases,

and paradigms; examining goals consists of looking carefully at desired aims, outcomes, or intentions; and

examining practice consists of looking at dispositions, behaviours, and skills in specific areas of

performance. Administrators examine their strengths, weaknesses, learning experiences, and actions as

educators and leaders. Self-assessment/evaluation and goal-setting (Dietz, 1994, 2001; Wolf & Dietz,

1998; Martin-Kniep, 1999; Davies & Willis, 2001) are essential in the professional portfolio process.

Administrators reflect on their espoused theories (what they believe) and their theories-in-use (what they

actually do in practice) (Argyris & Schon, 1974), critically considering their philosophies and actions. They

reflect on theories of effective schools and leadership in light of their own actions.

13

In the quantitative data, almost 58 % saw self-assessing their achievements as an outcome of

involvement in the professional portfolio process. In the qualitative data, this finding is higher in that all of

the participants talked about self-assessment as being important to their own process. Sandra said,

It makes me more aware….it’s knowing what my skills are and reminding me… you

know, once you’ve got a portfolio and reflected on it, you carry that knowledge with you

even if you don’t have to – like when I reflect back…For example, operations is not an

area of strength for me…It reaffirms that those are areas that you don’t have firm….So

I’ve already reinforced in myself what I know and what I don’t know. (Sandra)

As reflective practitioners, a focus on self-assessment within the professional portfolio process,

helps school administrators gain "new insights and understandings", which often lead to "change in

practice" and "actions that improve student learning" (York-Barr et al., 2001, p. 7). In the professional

portfolio process, as professionals review their artifacts (which represent experiences they have had and

actions they have taken), they are involved in "reflection on reflection-in-action" (Schon, 1987, p. 1). They

engage in "retrospective reflection" (Coombs, 2001, p. 17; Loughran, 1996, p. 20) and attempt to make

sense of prior and new learning, use problem-solving strategies, grapple with solutions, and construct

knowledge and meaning. This practice helps them with "reflection-in-action" (Schon, 1983, p. ix), or

"contemporaneous reflection" (Coombs, 2001, p. 17; Loughran, 1996, p. 20, 175) where they think better

during the situation. They solve problems as they arise, and make thoughtful decisions intuitively.

Patrick was very positive about the professional portfolio process and implied that it helped him

when problem-solving “in the moment” or "reflection-in-action" (Schon, 1987, p. ix).

The great gift of being a self-reflective individual, whether it’s through portfolios or in

other ways, the great gift I think is the calmness and serenity it brings to crisis. Because

my line is ‘It’s always okay, I’ve been here before. I’ve seen this before. Now let’s try

and think of how to deal with it.' And conflict is such a tremendous part of our jobs [as

principals], and I see people that can’t do it. It kills them. They can’t deal with serious

conflict. They cannot deal with crisis…Thinking on my feet is better….because you can

step back from it. That’s the kind of objectivity that self-reflection gives you I think. You

can take yourself out of yourself. You can see yourself in a situation from a distance.

(Patrick)

Patrick's words reinforce those of Loughran (1996) in his research with pre-service teachers.

Loughran (1996) postulated that candidates who practised reflection improved their teaching practice while

they were "in action". They became better at making decisions and problem-solving or thinking on their

feet. Patrick saw his practice with reflection as positive experiences that provided him with a sense of

objectivity, calmness, and cool-headedness in times of crisis.

14

Self-assessment and "self-knowledge" (Brown, 2002, p. 228; Palmer, 1998, p. 1) encourage goal-

setting or "reflection-for-action" (Killion & Todnem, 1991, p. 15), which is also called "anticipatory

reflection" (Loughran, 1996, p. 20). School administrators set goals and create action plans for their own

professional growth and development, and for the growth and development of the teachers and students in

their schools (York-Barr et al., 2001, p. 7).

Almost 64 % of the administrators who completed the online survey saw setting goals for

professional development as an outcome of their involvement in the professional portfolio process. This

finding was again much higher in the qualitative sample as all of the participants talked about setting goals

as an important component of their own process. Donna said,

It’s fun to look over after a year of hard work. And for next year, it helps me because a

lot of these things in my portfolio, I will repeat next year, and do it maybe in a new

school, so it gives me a starting point, and acts as a resource for me to try these ideas in a

new way. Also, it’s proof that some of the things that you try work, and some of the

things you try don’t work, and you don’t do them again. You don’t repeat them, so you

save yourself a lot of time. It’s a way of setting goals. (Donna)

Reflection as related to goal-setting implies action. Most writers see action or doing combined

with reflection leading to a change in actions or behaviours (Gore & Zeichner, 1991; Noffke & Brennan,

1988; Grant & Zeichner,1984). This is different than Dewey's routine or impulsive action. Reflective action

can be seen as continual and thorough consideration of practice, taking into account knowledge and beliefs,

and spouting attitudes of open-mindedness, responsibility, and wholeheartedness (Noffke & Brennan,

1988; Dewey, 1910, 1933). Similarly, Schon (1983) referred to reflection that is closely combined with

action. His "reflection-in-action" and "reflection on reflection-in-action" (p. ix) imply concentrated thinking

and change of action on the job, and this can be seen to lead to "reflection-for-action" (Killion & Todnem,

1991, p. 15) or goal-setting. Reflection therefore involves rational and moral processes in making reasoned

judgements about preferable ways to act.

3. Enablers of the professional portfolio process

A variety of conditions were indicated by the administrators in this study as supporting

professional portfolio use. For those administrators who participated in the online survey, 42 % indicated

that professional reading about portfolios was supporting their use of professional portfolios. 21 %

indicated that attending workshops about portfolios was supporting their use. Sandra believed that

portfolios can be sparked through professional development sessions. She said,

Portfolios don’t have to be a workshop on their own. They can be a component of - so

that you know it might be the one thing that somebody walks away with and so, I’d like

to find out more, and to be honest that’s what happened to me. At some point, with

15

student portfolios, it was a piece of a workshop that caught my attention because of my

own natural reflective process, my own experience with the narrative approach, and the

importance of knowing who I am. (Sandra)

21 % of the administrators who completed the online survey indicated that a district focus on

portfolios was supporting their use of professional portfolios, almost 9 % indicated that a school focus on

portfolios was supporting their use, and almost 3 % indicated that a Ministry focus was supporting their use.

These findings are fairly low. Donna was seen to have a very strong school focus. She openly shared her

strong philosophy about authentic assessment with her staff, and provided clear and focused expectations as

a principal. This pressure and support (Fullan, 1993), along with her collaborative approach, enabled her to

be an effective change agent in implementing portfolio innovation in her school and in her district.

Some administrators in the qualitative sample reported that the enjoyment of writing was a support to them in the

professional portfolio process. Donna, Christy, and Stan included many pieces of reflective writing in their portfolios.

Karen believed that the reflective writing that she was required to do during her Principal’s Qualification Program gave her

time to reflect on what she had learned and ”consolidated so much”. She claimed that she always gleaned a lot of

information and ideas from her reflections to help her.

Sandra reported that giving individuals clear expectations and a framework or “format to help

them set it [portfolio] up initially” was a good strategy, “because some look at it and don’t even know

where to begin, and they don’t understand” (Sandra).

Christy's role as liaison for the teacher education program in her school saw her encouraging her

teacher candidates to submit regular reflections, and she reported that this helped her see the value of

written reflections.

Patrick attributed his role as a Catholic educator and leader to his strong core values, his personal

mission statement, and his continual practice of engaging in reflection. Donna also contended that a strong

aspect of her ability and motivation to reflect in relation to the portfolio process was due to her role as a

Catholic educator.

Reflection is embedded in the ‘principal as spiritual leader’. It’s so natural in this section

of the portfolio. And you’ll see that in the principals and vice-principals that worked

within the mentorship. It’s a big part. I think we find it easy maybe for that reason. It’s a

thought because we’re asked to do that [reflect] quite a bit, as part of our role as Catholic

leaders. We’re directed, and we have a strategic plan that’s based on the seven values of

the gospel message. (Donna)

16

Another important enabler of the portfolio process was seen to be collaboration, including

sharing, formal (presentations) and informal (dialogue), as well as support and mentoring. Collaboration is

a recurring theme in the literature on professional portfolios, reflective practice, and effective leadership.

Janice says, "You can't have a reflective portfolio unless you collaborate".

Sharing with specific audiences provided an indication as to how professional portfolios were used. In the survey

data, a high number, 72 % of the administrators in the study indicated that they had shared their professional portfolio, part

of it or the entire portfolio, with colleagues. A very small number in the survey data, 10 %, indicated that they had shared

with workshop participants. In the qualitative data, we see a much larger percentage, 75 %, doing formal presentations on

portfolios. 40 % in the quantitative sample indicated that they had shared with superintendents, and 71 % indicated that

they had shared with vice-principals and/or principals. It is not known whether these sharing situations involved informal

dialogue, performance appraisal, or an interview situation.

Collaboration in the form of mentoring someone else was indicated by 38 % of the administrators who

participated in the online survey as supporting their use of the professional portfolio process, while being mentored was

indicated by 31 %. Again, the qualitative sample was higher, as all these administrators articulated the benefits of

collaboration and being informally or formally mentored. Many of them discussed their mentors, critical friends, or

administrator/mentorship group as a support in beginning to and continuing to use the professional portfolio in a rich way.

Some, like Donna, Christy, and Stan had formal mentors. Stan continuously praised the efforts of his former principals in

helping him to become a better and more reflective administrator. These mentors taught him to slow down in his

interactions with others, to be more self-reflective, and to think of the bigger picture.

She can take something and she can get you to…open it up and see how important that is,

so….that had a big impact on how I looked at things differently....I'd been working with

her for a long period of time, and my way of approaching things had really sort of slowed

down and stepped back….Working with her, you can't stay that way….In order to gain

her confidence, I had to open up a little bit and look at things from a different perspective

and it was one of the best experiences I had. (Stan)

Some, like Christy, Donna, Stan, and Linda, participated in support groups.

We had an unofficial support group, people we knew that were going through the

process. Not regular meetings, just sort of if you’re working on something, you’d email

someone and you’d say, what do you think of this? …We looked at each other’s

portfolios to try to come up with things that were missing….so it was more informal.

(Christy)

This qualitative data revealed extremely positive views about collaboration, sharing, and mentoring in regards to

the professional portfolio process.

17

4. Inhibitors

A variety of obstacles or challenges were revealed in both the quantitative and qualitative samples as inhibiting

the professional portfolio process for the administrators in this study. In the quantitative data, 65 % indicated that they saw

workload issues as an obstacle regarding their current use of the portfolio process, and almost 61 % indicated that they saw

no time as an obstacle or challenge. This is comparable to the qualitative data where eight of the 12 (or 75 %) reported lack

of time as a challenge. Linda said, "Most people would say my plate is full. I’m tired. I have too much management stuff to

be bothered with that [professional portfolios]”. Patrick explained that “portfolios are time consuming to develop. They

are. They take untold hours. You have to have time to not only collate. You have to have time for self-reflection, and you

know I found that some teachers resist that. They say, ‘Where am I going to find the time to do that?’(Patrick)”.

Stan, Christy, Janice, and Andrea, as part-time teaching administrators, balanced their time between the two

roles. All three of these administrators mentioned this responsibility and time management as challenges to the role and

the process of professional portfolio use.

Although Donna felt that there were no obstacles to her own use of the professional portfolio process, she did say

that being an advocate for the portfolio process was becoming “harder and harder. I have 40 staff, not all teachers….They

come to me a lot, asking, "Should I include this?’ That’s the whole process I go through with them. It’s getting harder in a

big school to find the time”. Stan, however, provided strategies to counteract the negative aspects of the issue of having no

time.

Time does not need to be an issue when working with the portfolio. It doesn't have to be

done daily, weekly or even monthly. I find that if I simply write a brief note - sometimes

only one or two words - on a topic or an event I have attended or an issue I have been

dealing with is, that that is all that is needed and then it is 'filed' until I have time. Then

when I take the time to pull the ideas together I find that some of it really isn't necessary -

it really wasn't the issue it appeared to be at the time - while others have continued and I

have more info/ammo to work with in gathering my thoughts. Other times I find I need

to take the time to sit back and do some mental reflecting and then write it down in order

to clarify where I am. But I choose to work with the ideas when I am ready and when I

have the time. (Stan)

In the quantitative data, almost 30 % of the administrators in the online survey indicated that they saw no

expectations for portfolios as an obstacle inhibiting their current use of the portfolio process, and 22% saw no purpose as

an obstacle. In the qualitative data, Karen elaborated on these issues when she talked about the lack of audience for her

portfolio.

The biggest disadvantage is that there isn’t really anybody who cares about it. So that’s

one of the reasons I volunteered to do your study is that I’ve put a lot of hours into this

thing, and you know what, for whatever reason, I’m willing to share it… Nobody has

18

ever seen this one…My mother and you. Really, I don’t share it with anybody because

they don’t want to know. It’s just like a brag book. (Karen)

Related to the lack of clear expectations or criteria, Patrick saw “subjectivity in portfolio evaluation” as an

obstacle to implementation. He said, “I think the big issue here is the ‘gloss vs. depth’ problem. Sometimes people tend to

get dazzled by the colourful presentation when I think they should be looking more for the selective quality of a

presentation”. He also mentioned “lack of standardization in portfolio design”. He saw “the biggest problem with

portfolios is that they may not be truly representational of the person. They may be giving you all of the positive stuff, all

of the great successes. What about the things which weren’t so successful? They can give you a somewhat distorted view

of people”.

In the quantitative data, 20 % of the administrators in the study indicated that they saw no models as an obstacle

inhibiting their current use of the portfolio process, and 14 % saw no support as an obstacle to portfolio use. In the

qualitative data, Janice reported that she felt unsupported in creating her professional portfolio for the leadership process.

Not having enough training on figuring out what this stuff means…. I’m defining and

getting some guidance on what does this look like in a leader in action, and I think it

would be very valuable, and when I got it done….I thought I should take this out and

share it. And then I thought, but I don’t know if I’m right…I needed to be validated

before I...think I want to share with others. (Janice)

Another obstacle to professional portfolio use that was mentioned was the district professional development being

offered at too late a time to be effective in allowing one to create a professional portfolio. That is,

That workshop should be happening in October or November in order for it to be really

valuable, and we’re also encouraging people outside the board….We have a huge number

of people who apply outside the board. They are expected to do the same thing, and for

some of them, the first they’ve heard of it [the portfolio] is at that meeting, and it’s due

two weeks later. It’s really too late. (Christy)

Both Janice and Christy saw the lack of skill possessed by the interviewing team regarding the use

of the professional portfolio during the interview as a challenge to the process.

I think that unless the interviewers know how to do a portfolio interview, then the

portfolio is not used to the extent, and having been involved in interviewing teachers who

bring in their portfolios, I think I’m becoming better at conducting a portfolio interview,

but that’s a totally different thing that I’m still working on and studying. It’s a whole

new set of skills that I [and interviewing teams] need to have. (Janice)

19

Our board has never used teacher portfolios. I’ve done teacher interviewing last year and

if prospective teachers came to interviews and they had a portfolio, they weren’t really

given an opportunity in the interview to even present it. They’d come with their lovely

portfolios, but for the most part, we use behavioural interviewing, and they weren’t really

given any opportunity. Some interview teams would say, ‘Oh, I see you have a portfolio.

Is there something you’d like to share’, but it was really…I felt badly being on those

interview teams in that sense because I know how much work those people have put into

that and they are not given an opportunity to share. (Christy)

Christy and Patrick cautioned that portfolios can be cumbersome and costly. “There’s a lot of

photocopying, there’s a lot of presentation material that goes into them, so that can create some problems

too” (Patrick).

Five of the participants in the qualitative sample mentioned teacher resistance as an obstacle to

portfolio use and advocacy. Kerry and Ken met with teacher resistance when they encouraged teachers to

create a professional portfolio for the teacher performance appraisal process.

And even when I raise the idea of portfolios to my teachers….they just think it’s

preposterous and ridiculous…I sort of went through the five Standards and just a very

brief overview of what Teacher Performance Appraisal would look like, and trying to

give them an exemplar of the annual learning plan…but there was actually some very

overt resistance to putting together a portfolio, some serious challenge on the staff that

that would be just one more thing that they would have to do. Instead of seeing it as a

growth tool, they felt that it was something that was somehow laid on them. (Kerry)

I found tremendous resistance from older teachers to the whole idea of portfolios. Part of

that I think is….it's like anything else, it's one more new thing. 'Please leave me along.

I've got enough to deal with. I'm still trying to figure out the provincial report

card.'…You have to have time not only to collate, you have to have time for self-

reflection, and you know that I found that some people resist that. They say, 'Where am I

going to find time to do that?'….Some teachers resent doing those portfolios very much.

They really don’t see the personal benefit to it. They see it just as some extra work.

They see it as if they have to do something for you that is arbitrary, that they think you

should be able to do. They think why should I do more work for you to make your

reporting easier? (Ken)

Another obstacle mentioned by Linda was the pressure of the Teachers’ Federation as a protector of teacher’s

time and an inhibitor to curriculum innovation, especially during work action periods. This pressure limited Linda in her

advocacy for portfolio use for teachers and with students, but did not stop her in her work with teachers who were "future

20

leaders" who voluntarily attended meetings at the district level, and with vice-principals and principals who were not part

of the Teachers' Federation.

Yes, we’re dealing with teachers who want to be administrators, but you could take it

down to the next row with teacher leaders within your school, and how they make a

difference and so on, but then we get into the whole Federation thing. At the present

time, a) they can’t take courses, and b) you can’t ask them, although there’d be many that

would be interested in going that way, but it’s just too political right now to take it down

to the next level. So it [the portfolio process] is coming up through the students, it’s

coming in through the new teachers. There are teachers who would like to do it but it’s

not happening. (Linda)

Andrea highlighted the challenges of amalgamation as inhibiting the portfolio process.

I don’t feel that I’ve advocated as strongly as I would need to, because many of the

teachers find that portfolios are very much a part of their assessment tool. If anything,

based on amalgamation, that has fallen by the wayside, and that’s something that again

we’d have to revisit, but it’s not a priority at this point in time. (Andrea)

Another obstacle mentioned by five of the participants in the qualitative sample was balancing family with the

many responsibilities of creating a professional portfolio for the administrative leadership process. For example,

In my personal life, it was not the best time to be doing this [creating a professional

portfolio for the leadership process] because the amount of work involved in the actual

process was way beyond anything I had ever anticipated….My family was ready to kill

me before the process was done. I couldn’t believe the time commitment. (Christy)

In the survey data, only 6 % indicated that they saw no value as an obstacle to portfolio use. This finding points to

the fact that, with all the challenges highlighted in the survey and mentioned by the qualitative sample, very few

participants in this study saw no value to the professional portfolio process.

5. Outcomes of use

Many findings emerged from the quantitative and qualitative data about outcomes of the professional portfolio as

a tool for reflective practice, and these fall under two main headings: a) benefits for self, including becoming a more

effective administrator; and b) collective benefits for others such as for teachers and students in schools and other

administrators.

a) Benefits for self: Becoming a more effective administrator

21

The administrators in both the quantitative and qualitative samples were positive about the benefits to their own

professional growth as administrators, with only one who completed the online survey seeing no outcomes at all. 80 % of

the administrators who participated in the survey saw documenting their professional growth as an important outcome of

their involvement in the professional portfolio process. In the qualitative data, Kerry explained, “It really to me is a

document that helps me to gather all my experience and put it in a tangible something that you can share, instead of just

trying to rely on your mental filing cabinet” (Kerry).

71% of the administrators who completed the online survey saw becoming more self-reflective as

an outcome of their involvement in the professional portfolio process, while 30% saw becoming a more

effective administrator as an outcome. In the qualitative sample, Linda said, “I think it makes me a better

leader. It makes me a better person. I think it makes the world better for kids, which is the most important

thing” (Linda). Ken claimed the professional portfolio process, because of the reflection associated with it,

"makes you a better teacher, a better administrator, a better science student, a better art student".

Donna talked about her growth in communication and articulation skills, as well as in confidence in her own

abilities as principal.

I have been able to articulate to my staff better in my growth as a principal what it is

we’re trying to do in the school, and I think that makes a big difference for staff because

they’re being asked to do so much, and if they feel that their principal is focused, I think

that stress is relieved somewhat and they become more focused….It helps me feel more

confident about throwing away the things I’m asked to do that I don’t think are important

for kids in my school.(Donna)

Kerry believed the process helped her to become more confident after self-assessing her capabilities and reflecting

on her strengths and areas of improvement.

I’ve been more confident in my abilities once I was able to gather the evidence that I had

a breadth of experience that would, I believe, give me a good base to be an

administrator….I think it helps you want to take a look at things you have to offer your

school, as well as maybe other areas that you need to be able to go back and do some

more professional development, because all of us have strengths and weaknesses. (Kerry)

Karen and Patrick talked about their personal growth in organizational skills.

That’s just a really big storage container. I always know where to find things when I need

them….It does help me to organize. I think I’ll probably be a better administrator when I

organize the school portfolio. That might get me a little bit more organized in terms of

data collection….(Karen)

22

I guess because it’s helped me organize, and reflect better on where I've been and where

I’m going, because it does force you to organize first, and secondly, you know it kind of

works the old reflection muscle, because part and parcel of the portfolio presentation is to

do the reflection piece on the artifact, and I think that helps you to be reflective. (Patrick)

Christy attributed the portfolio process as helping her to become more aware of system goals and priorities.

Another thing that has been a real benefit is that it’s [the professional portfolio leadership

process] made me look at the system goals. I didn’t know the system goals before. If

someone had quizzed me on the system goals, I would have been in trouble, but now I

know the system goals, and I mean that’s been a really positive thing. It makes you grow

personally and professionally to look at yourself and analyze it and look at what you’ve

done….The professional portfolio process has made me more aware of the system goals,

and how what I’m doing fits in with the system goals. (Christy)

Sandra also saw the use of the professional portfolio and the reflective practice that is associated with it as useful

in her everyday interactions with others.

So that then when you’re interacting with students, you’re being reflective with them in

how you ask them to reflect back. ‘So tell me why did you do that?’ And you help walk

them through the process, and you realize the importance of them being able to talk about

why they did what they did, and in how you talk to a teacher about a behaviour difficulty

and say ‘No, I didn’t suspend them and this is why’, and you walk through the reflective

practice. (Sandra)

Sean saw the professional portfolio process as an opportunity to synthesize his learning "more quickly, more

effectively". He explained

I would come back to the synthesis concept, the ability to synthesize what you have

accomplished, and therefore put it into practice more quickly, more effectively the next

time around…for the administrators to be able to look back on what they’ve

accomplished, be able to show that to others, and get more ideas to synthesize. I think

that you have actually become a better administrator or should. (Sean)

Karen cited personal satisfaction as an outcome of professional portfolio use.

Number one for me it’s personal satisfaction…..that doesn’t sound like it has an intrinsic

value but it does to me, because nobody is telling me to do this….I have done this on my

own because I wanted to….the annual reflection I will continue to do, as long as I am

23

living because, or certainly as long as I am working, because it gives me an opportunity

to record some of the things that happen, and as I said, I read them every summer. I sit

down and read those reflective pieces. I look at them from a - now that I’ve had another

year under my belt, could I have done something differently? Can I learn from it? I

mean, experience is the greatest teacher, that’s for sure…it journals all of the experiences

that I’ve had. (Karen)

b) Collective Benefits for Others

In the quantitative data, 31 % saw mentoring others as an outcome of their involvement in the professional

portfolio process. As mentioned in the previous section, many of the administrators in the qualitative sample saw

mentoring others as a key responsibility of their role.

In the quantitative sample, almost 18 % saw involvement and more confidence in teacher supervision as an

outcome of their involvement in the professional portfolio process. In the qualitative sample, only Donna used the

professional portfolio with the teachers in her school for supervision purposes. The others informally encouraged teachers

to create professional portfolios. Donna, Kerry, Ken, and Christy encouraged teachers to use the professional portfolio to

meet the expectations of the new Teacher Performance Appraisal process. Linda encouraged the process informally, calling

herself a "cheerleader".

Christy and Janice saw more effective hiring practices regarding the identification and selection of exemplary

leaders as an outcome of the mandated professional portfolio leadership process.

It [the professional portfolio leadership process] certainly weeds out people who might go

into it on a lark…Like in the past, if you could get a good appraisal from your Principal,

and if you could answer the five questions, then you probably could get to the interview.

The amount of work has made it so that you have to be pretty good to get into this, or

you’re not going to do it. (Christy)

In the process for leadership, and when you become a principal or a vice-principal

….that’s an extremely important and very responsible position…this [sharing your

professional portfolio during the interview process] gives you your history in the board,

the evidence that you can lead…so it’s an extremely key and valuable piece in knowing

the person that’s coming into the role. (Janice)

Karen saw hiring practices changing as an outcome of the focus on professional portfolios during pre-service

teacher education when she discussed her observations of her recent interviewing sessions. She said, “I have been hiring or

interviewing to hire this week and something I’ve noticed is that every applicant is coming in with a portfolio….So that

obviously is a reflection of the teacher training that they are getting…and they are quite proud to share it” (Karen).

24

Donna saw an important outcome of the professional portfolio process as the development of resource documents,

which she can refer back to in subsequent situations, or others can use as a reference.

One way that the use of the professional portfolio can help administrators is you can be

developing resources that could be published down the road, such as the Administrators'

Handbook - certainly things that can help others in the profession….We wanted to be

able to document our practice because a lot of these portfolios have become resource

documents for me. I can look back and take ideas from them and implement them in the

next school that I go to. They have become huge resource documents for me.…It’s fun to

look over after a year of hard work. And for next year, it helps me because a lot of these

things in my portfolio, I will repeat next year, and do it maybe in a new school, so it gives

me a starting point, and acts as a resource for me to try these ideas maybe in a different

way. (Donna)

Patrick saw an important outcome for the professional portfolio process in that teachers and administrators can

leave a legacy.

There are marvelously talented teachers there….They were such gifted educators, and the

great regret that I had was that I didn’t videotape the teaching, but nobody thought to do

that. So this legacy, this great legacy that they could have left the young teachers, and it’s

gone. They retired…You know sometimes they left a couple of folders or whatever.

(Patrick)

Finally, a number of the participants in the qualitative sample believed that an important outcome of portfolio use

is to celebrate. Donna said, “So it’s really exciting when you go through your portfolio at the end of the year, and you go

‘Wow!’ Look at what we’ve accomplished!’ I’m pretty enthusiastic about the whole thing.” (Donna) Patrick also

emphasized the celebratory nature of the professional portfolio process.

I would say that the main benefit is to celebrate who you are and what you are, and where

you are in terms of professional development…. what comes next kind of thing….

Portfolios are here to stay, and I think it’s part of really promoting the entire profession”

(Patrick).

The impact of using a professional portfolio for administrators that emerged from this research

study included outcomes that saw benefits to self and others. Administrators who used a professional

portfolio reported that they were more self-reflective, better able to document their own professional

growth, self-assess and set goals for their own professional development. Some reported that they were

more effective administrators, better able to make decisions, problem-solve and reflect or think during an

action situation. They described being more confident and articulate during interviews and career

25

advancement. They also reported being more confident when working with teachers on teacher supervision

or in performance appraisal situations, as well as when encouraging teachers to use portfolios with students.

This research has brought to light that an administrator who uses and shares his/her professional portfolio,

who advocates for portfolio use for adults and students, is a learner and role-model, and can impact on

teachers, students, and other administrators in helping them to become more self-reflective and confident

communicators. Informal and formal mentoring of other educators in the use of professional portfolios and

student portfolios saw an increase in the reflective skills, confidence, and capacity of both adults and

children. Professional portfolio use by administrators thus can help to create a professional learning

community with multiple benefits for all.

A Metaphor

As I worked to piece together and analyze the various findings, a metaphor came to mind: a flying plane. This

metaphor enabled me to connect the various findings, adding meaning and clarity. I visualize the plane as the school and

community. The school administrator is the pilot of the plane, while the passengers represent the students, parents, and

community members. The flight crew is the teachers and school staff. The flight path becomes the learning journey. During

the study, I investigated the engine of the plane - the administrator's professional portfolio. It was the device, the innovation,

the tool that, when adequately fuelled, provided the power for the plane, its passengers, and crew to reach new heights, goals,

and destinations. Reflective practice is the fuel or force that powers the professional portfolio. Without it, the professional

portfolio remains a collection of artifacts and memories. The pilot or school administrator navigates, operates, or uses the

engine or professional portfolio powered by reflective practice as a tool to bring him/her and others to new heights and

destinations.

The crew, control tower, and maintenance staff represent the collaboration that is so necessary in the efficient flight

of the plane. As the principal, teachers, parents, support staff, colleagues, and students interact with each other, collaboration

provides the support that makes the travel more enjoyable and enriching. Dialogue, feedback, sharing, and mentoring are

central to this learning journey. Building capacity in others (Fullan, 2003) is important as everyone works together towards

common goals.

Coming in for a landing to refuel is an important aspect of the professional portfolio process as

administrators take a deliberate pause (Dewey, 1933), re-energize, and stop to reflect, make connections,

wonder, and consider a variety of options. This purposeful slowing down of life emphasizes the need for a

meditative period, where one sets aside time to reflect and clarify thinking, leading to effective action.

Adverse weather conditions, responding to turbulence, and other unexpected obstacles, such as no accountability,

expectations or support during the flight or journey represent the many inhibitors of portfolio use and advocacy, as

experienced by pilots, administrators, and teachers. The inhibitors impede the process and require a strong leader and

change agent. Ideally, administrators are role models and advocates for what they believe. Their knowledge,

understanding, and first-hand experience provide the skill, determination, and commitment needed to gain confidence and

26

self-knowledge. They become strong change agents, and encourage and inspire others to action. Donna exemplified this

when she said,

If I was in a school where it [portfolio assessment] wasn't happening, I would be the

change agent….I would really work hard at starting with philosophy and getting teachers

to buy into the fact that gone are the years when the kids should say the teacher gave me

an A or B or C. (Donna)

Arrival at a new destination represents the outcomes, benefits or rewards of portfolio use, which the administrators

in this study highlighted, powered by reflective practice. Upon landing, the journey continues with renewed direction and

vision. This learning journey and change process is ongoing, exciting, and has the ability to move the administrator and

professional learning community to new levels. Figure 3 is a visual representation of this metaphor.

27

Figure 3: Metaphor - Administrators’ Use of Professional Portfolios as a Tool for Reflective Practice

COLLABORATION

REFLECTION-ON-ACTION

Dialogue

Coaching/ Mentoring

Support/ Feedback

Sharing

Presenting

Advocating

POSITIVE EXPERIENCES

Using student portfolios as a teacher Using a professional portfolio during a course, a performance appraisal process, for career advancement Attending a

workshop

Reading professionally

Seeing samples of portfolios

Practising reflection

REFLECTION-FOR-ACTION

REFLECTION-IN-ACTION

ENABLERS

INHIBITORS: Workload issues/No time No expectations/purpose No support Construction/maintenance Relationships (teacher resistance, amalgamation, federations, family)

ENABLERS

Reflective Professional Practice Portfolio

THE LEARNING JOURNEY FOR REFLECTIVE & EFFECTIVE LEADERS

Reflective and Effective

Leadership

Development of Professional

Learning Communities

OUTCOMES

Figure 3 highlights the enablers and positive experiences that influence professional portfolio use and reflective

practice. It shows collaboration as important to the process. It highlights the inhibitors that impede implementation and

learning. As we imagine reflective practice as the fuel or force that powers the professional portfolio process, we visualize

the ongoing learning journey where reflective and effective leaders use the professional portfolio as a tool to move

himself/herself and the professional learning community towards new heights and destinations.

28

Conclusions

Many authors, such as Dufour and Eaker (1992, 1998) and Leithwood, Begley, and Cousins

(1994) contend that school administrators play a primary role in school effectiveness and change reform.

Others, such as Sergiovanni (2002) and Barth (2001), postulate that leaders of schools of the future should

be reflective practitioners. They suggest that engaging in reflective practice is the first step in helping

administrators to become more reflective and effective. In this research study, the professional portfolio as

a tool for reflective practice was seen to influence administrators in becoming reflective practitioners and

more effective leaders. This research has implications for a) educational organizations in creating policy

about professional development for administrators; b) pre-service, in-service, and graduate level course

developers/instructors in designing effective learning opportunities and professional development; c)

school district leadership programs; and d) administrators, teachers and students.

a) Implications for Educational Organizations

Teachers' Federations have an impact on teacher practice and attitude. For example, the

Elementary Teachers' Federation of Ontario, in publishing their document about professional portfolios "A

Teacher's Professional Portfolio: A Working Guide" (2002), provided guidelines and motivation for

teachers to use professional portfolios to track and document their achievements. In this document, they

highlighted ten reasons for advocating for professional portfolios.

….why portfolios are a good choice…. 1. A portfolio puts you in control of your own professional development to meet your needs and those of your students. 2. It demonstrates your commitment to life-long learning. 3. Your portfolio can lead to the enhancement of your professional learning to provide quality education for students. 4. A portfolio can encourage self-directed learning. 5. A portfolio will provide detailed documentation of meaningful learning based upon your unique professional needs, as well as supporting genuine professional accountability. 6. A portfolio will capture a variety of professional development experiences rather than a prescribed "one-size fits all" (Professional Learning Program). 7. It allows you to set your own professional goals, demonstrate your progress in achieving those goals, and affirm your professional learning. 8. Your portfolio will encourage you to document insights and meaningful applications within your professional life through reflection. 9. It provides tangible evidence of your own professional life. 10. Your professional portfolio provides a powerful resource for performance reviews, job interviews, career advancement and self-assessment. (p. 2)

This information validates the professional portfolio process by an important professional

organization. One recommendation would be to make the reflective aspect more explicit by providing clear

direction for teachers about reflective practice within the professional portfolio process. This guideline

could benefit from revision, and/or other guidelines could be developed to include strategies for reflection.

Also recommended is the continuation of the publishing of professional articles and the development of

effective professional development by Teachers' Federations. For example, the "Presenters on the Road"

29

program is a positive professional development initiative offered by the Elementary Teachers' Federation of

Ontario (2002) about portfolio use across Ontario. In this initiative, teachers are invited, via the magazine

for teachers entitled "Voice", to participate in professional development opportunities as workshop leaders

across Ontario "on the effective design and use of a professional portfolio"(Elementary Teachers'

Federation of Ontario, 2002, p. 7). Initiatives such as this one help to build capacity and foster leadership

strengths as well as "spread the word" about portfolio use across a wide area.

The Ontario Principals' Council's recent guideline (2002) entitled "The Handbook for School

Leaders: A Practical Guide for Principals" mentions professional portfolios for administrators.

Professional Portfolios and Action Research: Now that you are a principal, don't let your professional portfolio gather dust. Keep it up to date. Discuss it with your mentor. Your portfolio can become a tool for your action research and reflective practice as well. For further reading re: professional portfolios and action research, see: 1. "The principal portfolio" by G. Brown and B.J. Irby, and 2. "An action research primer for principals" by L. Hossack. (p. 355)

The inclusion of professional portfolios and reflective practice for administrator use in this

document is a step in the right direction encouraging administrators to use professional portfolios. As well,

the Ontario Principals' Council has recently announced to its membership opportunities to volunteer for

development teams to work on a variety of issues that impact administrators, and among these is a

development team to look at developing guidelines for leadership portfolios. It is also reassuring to know

that professional development about professional portfolio use for administrators is being considered as a

focus, and continues to be offered at conferences across Ontario.

The Ontario College of Teachers and the Ontario Ministry of Education could be more explicit in

encouraging the use of professional portfolios for educators. For example, a focus on professional

portfolios might be emphasized in the Professional Learning Program (PLP) with clear guidelines as to how

to obtain credit for this professional development initiative. A greater emphasis on developing a

professional portfolio as linked to the PLP recertification program could be made, or the PLP could be

changed to include a professional portfolio as part of the recertification process as educators demonstrate

evidence of their professional growth, goals, and learning.

A committee looking at a new process of Administrator Performance Appraisal is currently in

progress at the Ontario Ministry of Education. If a professional portfolio for administrators is included as

part of this process, it is recommended that explicit guidelines be developed encouraging reflection and

goal-setting, while at the same time, allowing room for creativity and flexibility among the districts and

individuals who will use it. Endorsement by the Ontario Ministry of Education and Ontario College of

Teachers could be the necessary pressure and support (Fullan, 1993, 1997) to speed implementation.

30

Additionally, based on the many positive outcomes of professional portfolio use by administrators

in this study, it is recommended that the Ontario College of Teachers and/or the Ontario Ministry of

Education publish a guideline or document, and/or provide effective professional development to help

districts and schools use a professional portfolio as a way to support the new Teacher Performance

Appraisal process. Kerry advocated for this process in her work with the teachers on her staff.

And I think that now with the Standards of Practice and the Teacher Performance

Appraisal….that would give me another framework to do a portfolio on. And probably

one that would even be more effective with the five domains and the sixteen

competencies. When I look at those, to me, it makes more sense to speak to those

categories….but our teachers are not well versed in it or comfortable with them, but they

make sense to me…. what I did for my teachers was for the five domains and the sixteen

competencies, I gave them examples of what you might put in a portfolio, like your

parent communication log or various things that would already fit in there, to show them

that they probably already are doing these things, but they just need to be able to

categorize them and start to have them live somewhere so that they can have proof and

speak to them. (Kerry)

Guidelines and professional development would help teachers track their learning and

accomplishments through the use of a professional portfolio based on the Ontario Standards of Practice for

the Teaching Profession (1997) and the associated 16 competencies. It would be important to explore and

share best practices regarding specific schools and districts that are meeting with success in this area. In

this way, best practices on how to use professional portfolios and the Ontario Standards of Practice and 16

competencies within the Teacher Performance Appraisal process could be distributed province-wide.

With her strengths in computer technology, Christy developed a technology program and series of

tables that supported the Teacher Performance Appraisal process for the teachers on her staff. She regularly

provided in-service to teachers and administrators in and outside of her district. Programs and specific

software such as these are currently being further developed and professional development provided.

It is recommended that the Ontario College of Teachers continue their practice of publishing

pertinent articles about the use of professional portfolios (e.g. Berrill, 2002) in their magazine for educators

and on their website. This research study has shown that reading professionally has supported current use

of the professional portfolio process for 42 % of the administrators in this study. Providing ready access to

professional reading through magazines and journals for teachers and administrators is an important

recommendation for the continuation and initiation of professional portfolio use. The Ontario Principals'

Council magazine, "The OPC Register: The Magazine for Principals and Vice-Principals across Ontario",

is another publication that can and does provide Canadian focused reading material for school

31

administrators on the value of "professional portfolio use by administrators" (Ontario Principals' Council,

2002, p. 38).

b) Implications for pre-service, in-service, and graduate level course developers/instructors

The use of a professional portfolio during a course presents implications for practice. We have

seen in this research that the use of a professional portfolio during Principal's Qualification Programs

positively influenced the individuals in this study. Positive results also stemmed from the participants who

used a professional portfolio during an Additional Qualifications or graduate studies course. Developers

and instructors of adult and continuing education courses would benefit from hearing more about how and

why to implement a professional portfolio as part of course requirements. One recommendation is to look

to pre-service teacher education programs to see how the professional portfolio is being used. An

abundance of research and understandings about professional portfolio and reflective practice use is being

developed at the pre-service level. As a result, strategies used in pre-service could be an important starting

point and a resource for other courses (Berrill, 2002; Rolheiser & Schwartz, 2001; Lyons, 1998, 1999;

Green & Smyser, 1996).

The Ontario College of Teachers might also want to revisit their expectations for professional

portfolios for leadership courses, such as the Principal's Qualification Program and the Supervisory Officer

Qualification's Program. The College could consider making the use of a professional portfolio a more

explicit expectation for leadership and course completion. At the current time, in the Principal's

Qualification Program Guideline, Part 1 and Part 2 (2001), the Ontario College of Teachers mentions the

use of a professional portfolio during the PQP as part of "a balanced and varied approach to candidate

assessment" (p. 8). In this guideline for providers and instructors of Principal's Qualification Programs, it

lists assessment strategies, such as "create portfolios that include examples of work with concomitant

reflections that demonstrate the integration of formal and experiential learning relevant to the role of the

principal" (p. 9). The use of the portfolio is one of a list of strategies that can be used, and is invitational

whether or not it is implemented. Specific guidelines for use and for reflective practice within its use could

be provided and maximized. A further recommendation is to look to the known PQP providers in Ontario

to examine best practice and possible models for implementation. For example, York University has

implemented the professional portfolio, since 1997, as an integral part of their course requirements.

Looking to the graduate programs implementing professional portfolios, as well as looking beyond

Ontario, may also prove fruitful in implementing effective professional portfolio and reflective practice use.

For example, many leadership and/or educational administration programs across Canada and in the United

States are implementing effective use of professional portfolios, with some experimenting with electronic

portfolios.

32

Some practical strategies for pre-service, in-service, and graduate level course developers and

instructors include:

- Consider including a professional portfolio (or electronic portfolio) as part of course requirements.

- Provide theoretical and practical information about the professional portfolio and reflective practice.

- Provide guidelines in the form of clear expectations for purpose, audience, selection of artifacts, organization, reflection, sharing, assessment and evaluation.

- Allow for creativity and individuality of design and format.

- Ensure that candidates see the fluid nature of the professional portfolio and that these can change with purpose and audience.

- Encourage collaborative sharing, feedback, coaching, and ongoing support in all phases of the process.

- Spend time practising reflective activities, such as focused dialogue, action research, reflective writing, and journal writing.

c) Implications for school district leadership programs

When looking at the use of professional portfolios for school district leadership and career

advancement, the use of a professional portfolio is not simply a process of jumping hoops or completing a

set of tasks in order to complete the requirements and be successful in the interview and career

advancement process. Instead, it is a focus on encouraging future leaders to realize who they are as

educators, professionals, and leaders, to help them engage in reflective practice, and to move them forward

in setting goals and action plans. It is recommended that a more concerted focus by all school districts be

implemented on how professional portfolio use can benefit future leaders and administrators and on how

portfolios can be used throughout an educational career and in the administrator role. Seeing how to

become an advocate of portfolio use would also be useful as part of the district professional development

on professional portfolios for future leaders and administrators.

School districts have the opportunity to put supports in place to facilitate the professional portfolio

reflective process, such as the implementation of mentoring programs and support groups. It is

recommended that these groups be led by experienced administrators who are themselves self-reflective

and effective administrators, who are passionate about growth and change and the reflective process.

Donna and Linda are examples of principals who exemplify these characteristics and who, in this research,

were seen to organize and coordinate mentorship groups within their districts. Their respective mentorship

groups are invitational in nature and entice individuals who want to improve and grow in their leadership

and reflective skills. The focus on professional portfolios and self-knowledge is great within these groups,

33

as is the emphasis on being effective change agents and advocating for portfolio use with teachers, students

and other staff and administrators. The ultimate goal is the creation of professional learning communities.

Although a biased sample of administrators who are clearly portfolio enthusiasts in this research,

this study extends understandings about professional portfolio use. We saw that a focus on reflective

practice within the professional portfolio process has the potential to positively influence these

administrators in helping them to explore who they are, their beliefs and goals, and how they can become

successful decision-makers, problem-solvers, and effective in action. Becoming an advocate for the use of

portfolios can help them to focus and become change agents who set collaborative goals for self and school

improvement. They can become reflective practitioners and more effective leaders.

d) Implications for teachers, students, and administrators

In examining the prior experiences of the administrators in this study, a most interesting finding

was that a large majority of the administrators in this study used aspects of the portfolio process with their

students when they were teachers. Through concrete first-hand experience working with student portfolios,

these educators internalized the concepts of portfolio use, such as self-selection of artifacts, self-

assessment, goal-setting, and sharing with others. They realized the power of portfolios for growth and

development in their students. This was an important finding which makes us realize the need for a

continued emphasis for teachers on the use of portfolio assessment with students, and the need for

continued emphasis for districts and leaders on providing effective professional development to teachers in

using portfolio assessment with students. An important recommendation, therefore, is for schools to include

the initiation or continuing focus of portfolio assessment with students as a component of school action and

improvement plans. This research has illustrated that student portfolio assessment has an influence on the

educators in this study in their understanding of portfolio concepts. Understanding is gained through the

process of portfolio construction, the collaborative processes of sharing, support, feedback, and reflection,

as well as practice with self-assessment and goal-setting, all of which may be transferred more easily to self

if teachers, who become administrators, have had first-hand experience with these concepts with their

students.

Another important finding when looking at the prior experiences administrators had with

portfolios and reflective practice is their experience with professional portfolio use when they were

teachers. Many administrators in this study began to use a professional portfolio when they were teachers.

This data makes us see the importance of providing support and professional development in creating and

using a professional portfolio when in the teacher role.

Concentrated efforts are already taking place in pre-service teacher education where teacher

candidates are being introduced to effective assessment practices with students, as well as being

encouraged to develop a professional portfolio and engage in a variety of reflective activities. New teachers

34

entering the profession will have knowledge of portfolio assessment and professional portfolio use. These

new teachers, however, will require mentors and on-site support or job-embedded learning opportunities

during their first few years of teaching in order to gain confidence and competence as educators (Rolheiser

& Schwartz, 2001; Labonte, Leighty, Mills, & True, 1995; Murphy, 1995).

Practical strategies or good advice about professional portfolio use and advocacy for

administrators that have emerged from this research are included below. The strategies are organized into

a) tips for school administrators who are new to professional portfolios; b) tips for those who have a

professional portfolio and wish to use it more effectively.

a) Tips for school administrators new to professional portfolios - Start collecting artifacts, such as certificates of achievement, letters of commendation from students, parents, colleagues, administrators, lesson/unit/school plans, etc. Include your celebrations and your challenges. Keep everything. - Use whatever container you wish, e.g. a file folder, binder, box, shoebox, computer file, web site, etc. This can change as the purpose and audience for your professional portfolio changes. - Once you have a collection of artifacts, decide how you are going to organize them. For example, you may choose the Ontario Standards of Practice for the Teaching Profession, the leadership competencies in your district, your district’s mission statement or system goals, personal themes, etc. - Write a reflection about each artifact. If you don’t have time, record post-it notes on each artifact so that you will remember its significance. - Consider using a framework for reflection, such as "retelling, relating, reflecting" (Rolheiser, Bower, & Stevahn, 2000, p. 154; Schwartz & Bone, 1995, p. 1). This can help structure your thinking and writing.

Retell: Tell about your artifact. Describe it, what it is, what it looks like. Relate: Why did you select this artifact? Why is it meaningful to you? Reflect: What insights or new understandings do you now have? How did you grow or change? What did you learn?

- Work on the process regularly. Do some organizing and writing whenever you can, rather than leaving it all to the end of the year or just before you need it, such as for an interview or evaluation process. - Remember that it should be a reflection of you - who you are as a professional, leader, and human being. It should reflect your past, present, and your future plans. - Find out more about portfolios and reflective practice, by reading professionally, attending a workshop or conference, working with a mentor or support group, etc.

b) Tips for administrators who have a professional portfolio and wish to use it more effectively:

- Review the way you are using the professional portfolio and reflective practice. - Review your district and/or school's use of portfolios. - Use a professional portfolio in your own performance appraisal with your superior to showcase your strengths and accomplishments.

35

- Use your professional portfolio in an interview to show concrete evidence of your accomplishments in response to specific questions. - Use your professional portfolio(s) as a model for your staff, students, and parents, and for other administrators in your district. - Model and share your own professional portfolio in as many situations as you can. - Encourage teachers to create a professional portfolio organized around the Ontario Standards of Practice and 16 competencies. Have them share with you during the Teacher Performance Appraisal process. - Encourage action research projects where teachers implement student portfolios and Teacher Performance Appraisal professional portfolios at the same time. - Search out exemplary portfolio users who can act as an impetus in the change process. - Make available to your staff relevant readings and resources about portfolios. - Put in place effective professional development about portfolio assessment and professional portfolios. - Engage in and promote mentoring to encourage implementation. - Consider having each staff member bring to a staff meeting a sample from their past month to show evidence of new learning. Have them pair up, share, and then write a personal reflection as an entry for their professional portfolio (Rolheiser, Bower, & Stevahn, 2000). - Consider having each staff member record and share a brief description of a recent and well-received professional development experience. This can become an entry for their professional portfolio (Rolheiser, Bower, & Stevahn, 2000). - Establish a school focus and shared vision on performance-based assessment, including student portfolios, student-led conferencing, and/or electronic portfolios.

Final Statements

This study has revealed that the use of professional portfolios as a tool for reflective practice by

many of the administrators in this study increased their reflective powers and effectiveness as leaders. As

role models and advocates of the portfolio reflective process, administrators have the ability to move

teachers, students, and districts to new heights as professional learning communities. Attention needs to be

paid to prior learning experiences with portfolios and reflective practice, as well as to effective professional

development in this area. Collaborative supports such as dialogue, support groups, and mentoring need to

be arranged and encouraged, along with open advocacy by administrators and others involved with

portfolio use. Involving parents in the process is something that was not mentioned in this research but is an

important step in valuing portfolio assessment and in having it supported for students in the home.

Additionally, technological advances such as electronic portfolios, school portfolios on web sites,

videotapes are also extensions that could be fostered. The many obstacles and challenges of portfolio use

that surfaced in this research study need to be taken into account in order to deal effectively with and

overcome them in a positive and concrete way. From the findings of this study, we have seen the impact of

an effective leader as crucial to the implementation of positive outcomes for self, teachers, students, and a

36

professional learning community. School leaders are encouraged to pay heed to the enormous potential of

the actions they take with portfolios and reflective practice. Gaining self-knowledge and greater

understandings will only serve to benefit administrators, their role, and others. We saw in this research that

when administrators became role models and advocates of the portfolio process, it can lead to self-directed

learning, reflective thinking, goal-setting, and ongoing professional growth for self and others. While it is

important to remember not to generalize the findings to all administrators, there is substantial data in this

research study to say that the use of the professional portfolio as a tool for reflective practice has the

potential to produce positive outcomes for administrators and the professional learning community. We

should also keep in mind that the nature of use is not a simple issue. Much remains to be learned and

explored. I look forward to continued studies in this area.

**Acknowledgements to the administrators in this study. They exemplify lifelong learners and exemplary leaders dedicated

to the profession.

Susan Schwartz, a TDSB principal and co-author of "Creating the Dynamic Classroom" (Nelson Publishing, 2002) and

"Retelling, Relating, Reflecting: Beyond the 3 R's" (1995), is currently at OISE/University of Toronto. E-mail:

suschwartz@oise.utoronto.ca

References:

Archambault, R.D. (Ed.). (1964). John Dewey on education: Selected writings. New York: The Modern Library.

Argyris, C., & Schon, D.A. (1974). Theory in practice: Increasing professional effectiveness. San Francisco: Jossey-Bass.

Barth, R.S. (2001). Learning by heart. San Francisco: CA: Jossey-Bass.

Berrill, B. (2002, March). Portfolios promote professional growth. Professionally speaking: The magazine of the Ontario College of Teachers. Toronto, Ontario.

Brown, G., & Irby, B.J., (2001). The principal portfolio. Thousand Oaks, CA: Corwin Press.

Brown, J. (2002). Know thyself: The impact of portfolio development on adult learning. Adult Education Quarterly, 52(3), 228-245.

Coombs, C.P. (2001). Reflective practice: Developing habits of mind, Thesis (Ed.D. Thesis). Toronto, Ontario: University of Toronto.

Creswell, J.W. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, New Jersey: Pearson Education, Inc.

Davies, M.A. & Willis,E. (2001). Through the looking glass: Pre-service professional portfolios. The Teacher Educator, Munice, 37 (1), 27-32.

Dewey, J. (1910). How we think. Boston: D.C. Heath.

37

Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Chicago, IL: Henry Regnery Company.

Dietz, M.E. (1994). The portfolio: Sonnet, mirror, and map. Paper presented at the Linking Liberal Arts and Teacher Education: Encouraging reflection through Portfolios Conference, San Diego, CA. Also In Burke, K. (1996). Professional portfolios: A collection of articles. Hawker Brownlow Education, Australia: Skylight Training and Publishing Inc., p. 17-26.

Dietz, M. (2001). Designing the school leader’s portfolio. Arlington Heights, Ill: Skylight Professional Development.

Dufour, R. & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Alexandria, Virginia: Association for Supervision and Curriculum Development.

Dufour, R. & Eaker, R. (1992).Creating the new American school: A principal's guide to school improvement. Bloomington, Indiana: National Educational Services.

Elementary Teachers’ Federation of Ontario. (2002, Spring). Voice: The magazine of the Elementary Teachers' Federation of Ontario, Toronto, Ontario.

Elementary Teachers’ Federation of Ontario. (2002, March). A teacher’s professional portfolio: A working guide. http://www@etfo.on.ca

Fullan, M. (1997). What’s worth fighting for in the principalship? (2nd Ed.). Toronto, Ontario, Canada: Elementary Teachers’ Federation of Ontario; New York: Teachers College Press.

Fullan, M. (1993). Change forces: Probing the depth of educational reform. London: Falmer Press.

Glatthorn, A. A. (2000). The principal as curriculum leader: Shaping what is taught and tested. (2nd Ed.) Thousand Oaks, CA: Corwin Press.

Glesne, C. & Peshkin, A. (1992) Becoming qualitative researchers: An introduction. White Plains, NY: Longman.

Gore, J., & Zeichner, K. (1991). Action research & reflective teaching in preservice teacher education: A case study from the United States. Teaching and Teacher Education, 7(2), 119-136.

Grant, C., & Zeichner, K. (1984). On becoming a reflective teacher. In C. Grant (ed.), Preparing for reflective teaching, Boston: Allyn & Bacon.

Green, J.E. & Smyser, S.O. (1996). The teacher portfolio: A strategy for professional development and evaluation. Lancaster, PA: Technomic Publishing Company.

Killion, J.P., & Todnem, G.R. (1991). A process for personal theory building. Educational Leadership, 48(6), 14-17.

Krol, C. A. (1997). Reflective Practice (Coming to Terms). English Journal, 86(5),6-97.

LaBoskey, V.K. (1994). Development of reflective practice: A study of preservice teachers. New York, New York: Teachers College, Columbia University.

Labonte, K., Leighty, C., Mills, S., & True, M. (1995). Whole faculty study groups: Building the capacity for change through interagency collaboration. Journal of Staff Development, 16(3), 45-47.

38

Leithwood, K, Begley, P. & Cousins, B. (1994). Developing expert leadership for future schools. London: The Falmer Press.

Lipham, J. (1981). Effective principal, effective school. Reston, VA: National Association of Secondary School Principals.

Loughran, J.J. (1996). Developing reflective practice: Learning about teaching and learning through modeling. London: Falmer Press.

Lyons, N. (1998). Reflection in teaching: Can it be developmental? A portfolio perspective. Teacher Education Quarterly, 25 (1), 115-127.

Lyons, N. (1999). How portfolios can shape emerging practice. Alexandria, VA: Association for Supervision and Curriculum Development.

Martin-Kniep, G. (1999). Capturing the wisdom of practice: Professional portfolios for educators. Alexandria, VA: Association for Supervision and Curriculum Development.

McEwan, E.K. (1998). Seven steps to effective instructional leadership. Thousand Oaks, CA: Corwin Press.

Meadows, R.B., Dyal, A.B., & Wright, J.V. (1998). Preparing educational leaders through the use of portfolio assessment: An alternative comprehensive examination. Journal of Instructional Psychology, 25(2), 94-99.

Merriam, S. B. (1995). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.

Miles, M.B., & Huberman, A.M. (1994).Qualitative data analysis: A sourcebook of new methods. Beverly Hills, CA: Sage.

Murphy, S.M. (1995). Whole-faculty study groups: Doing the seemingly undoable. Journal of Staff Development, 16(3), 37-44.

Noffke, S. & Brennan, M. (1988). The dimensions of reflection: A conceptual and contextual analysis. Paper presented at the Annual Meeting of the AERA, New Orleans, April.

Noonan, S. J. (2003). The elements of leadership: What you should know. Lanham, MD: Scarecrow Press.

Ontario College of Teachers. (1997).Ontario Standards of Practice for the Teaching Profession, Toronto, ON.

Ontario College of Teachers. (2001). Principal’s qualification program, Approved by Standards of Practice and Education Committee. Toronto, Ontario.

Ontario Ministry of Education. (2002, Spring). Professional Learning Program.

Ontario Principals' Council. (2002). The handbook for School leaders: A practical guide for principals. Toronto, Ontario.

Ontario Principals' Council. (2003, Fall). Research Update - Professional Portfolios: A tool for reflective practice. OPC Register: The Magazine for Ontario's Principals and Vice-Principals, 5 (3), 35-37, 46.

Palmer, Parker. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass

39

Patton, M.Q. (1990). Qualitative evaluation and research methods. (2nd ed.). Newbusy Park: CA: Sage Publications.

Rolheiser, C., Bower, B., & Stevahn, L. (2000). The portfolio organizer: Succeeding with portfolios in your classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Rolheiser, C. & Schwartz, S. (2001). Pre-service portfolios: A base for professional growth. Canadian Journal of Education, 26 (3), 283-300.

Schon, D. (1983). The reflective practitioner: How professionals think in action. New York, Basic Books.

Schon, D. (1987) Educating the reflective practitioner: Towards a new design for teaching and learning in the professions. San Francisco, CA: Jossey-Bass.

Schwartz, S. & Bone, M. (1995). Retelling, relating, reflecting: Beyond the 3 R’s. Toronto, Ontario: Nelson Thomson.

Sergiovanni, T.J. (2001). The principalship: A Reflective practice perspective. Needlham Heights, MA: Allyn & Bacon.

Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6 (3), 205-228.

Wolf, K., & Dietz, M. (1998). Teaching portfolios: Purposes and possibilities. Teacher Education Quarterly, 25 (1), 9-22.

York-Barr, J., Sommers, W.A., Ghere, G.S., & Montie, J. (2001). Reflective practice to improve schools: An action guide for educators. Thousand Oaks, California: Corwin Press.

Yost, D.S., Sentner, S.M., & Forlenza-Bailey, A. (2000). An examination of the construct of critical reflection: Implications for teacher education programming in the 21st century. Journal of Teacher Education; 51(1), 39-49.

Zeichner, K. M., & Liston, D. P. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57, 23-48.