Confessing, Professing and Assessing … Exploring the Reflective Portfolio in Teacher Professional Learning

A persistent problem highlighted in the literature onteacher continuing professional development (CPD) is the lack of real evidence of how CPD actually impacts on classroom practice and student learning. Traditionally teacher CPD has taken the form of structured ‘spray and pray’ workshops delivered on an ad hoc basis at locations away from the classroom. The Teaching Portfolio represents a valid alternative to the workshop due in part to its capacity to capture authentic learning in real life settings. Designed to develop the process of reflection in general and critical reflection in particular, it encourages the deliberate and conscious interrogation of what are often subconsciously held and unchallenged teacher beliefs about their practice. However, despite its increasing popularity and varied applications in teacher preparation and accreditation, the reliability of the assessment of portfolios has rarely been addressed. Portfolios may be viewed as products for use in formal structured processes of accreditation or career progression. Alternatively, the portfolio can serve as a process in a continuous journey towards enhanced professional practice. However, the purpose for which the portfolio is intended, and if and how it is assessed, can unduly influence the candour of the teacher’s reflection. There is a risk that when used for high stakes purposes, such as staff promotions, that the portfolio process becomes more of an exercise in strategic impression management than authentic professional growth. This paper explores the dilemmas associated with the summative assessment of portfolios arguing that formative feedback is more in keeping with CPD aims. However, it is acknowledged that some form ongoing feedback is required in recognition of teacher engagement and effort. In this regard, the support of a mentor who would work with groups of collaborating teachers as they compile their portfolios is recommended.