Page 16 - Mini-Module 3

Appraisal and Reflection

While you are collecting your evidence and putting it together into
your portfolio, please consider that a Beginning Principal’s portfolio
is not just a ‘brag book’.

Instead it should be seen as a vehicle or structure you use to reflect
on what you are doing as a school leader. In this sense, reflection
simply means to think deeply about what you are doing, why you
are doing it and how you are doing it. It is about being realistic in
appraising your performance as a beginning principal.

As such, the portfolio is a place in which you can comment on what
you have done, what you have learned about being a school leader,
and what you might do to make it better (if appropriate).

Reflection takes you beyond the instrumental task to the values,
beliefs and purposes which underpin your actions.

For example, you may have headed a working group to examine
and change the way time is allocated in your school, or worked on a
SSB wide initiative to improve the teaching of Liberal Studies. Per-
haps you helped your sister school to run a workshop on behaviour
management. Such collaborative activities can be part of your
portfolio. Some portfolios also include formal or informal feedback
from others on what you are doing. For example, a principal
recently asked her NET teacher to comment on her implementation
of a new ‘Bring English Alive’ initiative; another collected feedback
from students on his first six months in the school. Different
approaches will suit different leaders, but, again, only include such
feedback if it has a definite purpose.

The following outline provides a general guide to the categories and
items suggested for inclusion in a teaching portfolio. It is important
to bear in mind that your portfolio must reflect your personality
more than your ability to follow a how-to portfolio “recipe”.

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