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Some final thoughts about leader’s portfolios

We are aware that we have not given a lot of background on portfolios in this booklet but can provide
more if needed. Please find included the directions given to local principals who are required to
construct and submit a portfolio. This may be of some assistance.

The development of a Learning Portfolio as a way of charting a professional journey is becoming a
standard professional development tool for many 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 princi-
pal’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. Leaders’ 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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