Page 17 - Mini-Module 3

Some Final Thoughts

about Principal’s Portfolios

The M&Ms in the blue skies series are designed to be both brief and
practical. We are therefore aware that we have not given a lot of back-
ground on portfolios in this booklet.

As part of your NAP programme you are expected to build a NAP
Professional Portfolio. We have attached the EDB document with the
‘official’ expectations at the end of this booklet.

The development of a Learning Portfolio as a way of charting a
professional journey is becoming a standard professional development
tool for many beginning and experienced principals world-wide.

It is expected that a portfolio, as a collection of evidence, will be
structured in such a way as to form the basis for a series of
conversations with anyone who may wish to engage in a review of the
principal’s effectiveness.
Underpinning the idea of portfolios are assumptions that the complex,
contextual nature of teaching and leading educational communities
can be communicated to others through narrative supported by
evidence. Furthermore, there is an underlying premise that principals
sharing this kind of critical reflective activity with their peers are likely
to continually adapt their own practice to better fit the needs of their
schools. School communities need assurance that school leaders are
learning and growing in their job. Beginning Principals’ portfolios in
their simplest form are a collection of documents that provide
examples of the leadership skills of the learning principal. When
combined with reflective practice they provide an effective method of
developing and demonstrating progress. They are a powerful tool for
promoting self-analysis and professional growth aimed at improved
practice, which can positively affect student achievement in the
schools you lead.

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