The Value of Teacher Portfolios for Evaluation and Professional Growth

Author:

Attinello Jacqueline R.,Lare Douglas,Waters Faith

Abstract

The demands placed on principals in the era of No Child Left Behind are rapidly increasing. In light of these challenges, balancing diverse roles and additional responsibilities can be arduous for even the finest school leaders. The use of portfolio-based teacher appraisals has emerged as an intriguing option to make the time required for teacher evaluation more productive and the process more meaningful, comprehensive, and accurate. This study examines the value of a district-wide, portfoliobased teacher evaluation system. Results indicate that teachers and administrators perceive that teacher portfolios were more accurate and comprehensive than the traditional snapshot observation and, despite some disadvantages, suggest that portfolios show promise as a tool for teacher evaluation and professional growth.

Publisher

SAGE Publications

Subject

Education

Reference34 articles.

Cited by 8 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Teacher Research for Continuing Professional Development: 3R Approach;Continuing Professional Development of English Language Teachers;2022

2. A case study on teacher portfolio with early childhood teachers;Reflective Practice;2021-01-26

3. Action Research and Teacher Portfolio as Two Strong Teacher-Led Professional Development Designs;Overcoming Current Challenges in the P-12 Teaching Profession;2020

4. Effects of Teacher Portfolio Construction on English Language Teachers' Perceived Teaching Competencies;Facilitating In-Service Teacher Training for Professional Development;2017

5. Teacher evaluation and school improvement: An analysis of the evidence;Educational Assessment, Evaluation and Accountability;2014-01-16

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