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Related Experiment Video

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The Participant-Reported Implementation Update and Score PRIUS: A Novel Method for Capturing Implementation-Related Data Over Time

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Published on: February 19, 2021

Portfolio practices in the principal evaluation process: A qualitative case study.

Ahmed Mohammed Alkaabi¹, Asma Khaleel Abdallah²

¹Foundations of Education Department, United Arab Emirates University, Al-Ain, United Arab Emirates.

|November 11, 2024

Summary

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.

Keywords:

Evaluation Portfolio Principal School leaders Supervisors

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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.