The Value of Teacher Portfolios for Evaluation and Professional Growth

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.