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Appraisal and Reflection

While you are collecting your evidence and putting it together into your portfolio, please consider that
a leader’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 ESF wide initiative to improve the teaching of Chinese Language.
Perhaps you helped a 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. Different approaches will suit different leaders, but, again, only include
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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