Portfolio practices in the principal evaluation process: A qualitative case study
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View abstract on PubMed
Summary
This summary is machine-generated.Principal portfolios are crucial for evaluating school leaders, but face challenges like inconsistent expectations and potential manipulation. Maximizing their utility requires leveraging them for reflective leadership and self-assessment.
Area Of Science
- Educational Leadership
- Professional Evaluation
- Teacher Professional Development
Background
- Principal portfolios serve as evidence repositories for achievements, skills, and capabilities.
- Portfolios document experiences and refine conceptual ideas, reflecting a school's ethos and professional alignment.
Purpose Of The Study
- To investigate principal portfolio practices and their role in formative and summative evaluations.
- To uncover principals' perceptions of mandatory portfolios and evaluative methodologies in the UAE context.
- To enrich the discourse on portfolios for leadership acumen and evaluative competency in principal preparation.
Main Methods
- Qualitative research approach analyzing concepts, opinions, and experiences.
- Data collected from principals and supervisors in the Al-Ain School District (Abu Dhabi Education Council).
- Methods included face-to-face interviews and analysis of portfolio documents from nine participants.
Main Results
- Five themes emerged: inconsistent expectations, portfolios used in summative evaluations, promotion of reflective practices, susceptibility to manipulation, and excessive time investment.
- Principals reported varied experiences regarding the utility and application of portfolios.
Conclusions
- The study highlights practical and theoretical implications for professional portfolio application.
- It clarifies the nature of evidence principals should include and informs the evidence collection process.
- Recommendations are made to maximize portfolio utility for reflective leadership and self-assessment.
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