Portfolio assessment and teacher development.

Abstract

Teachers' professional development is being viewed as a key ingredient in improving U.S. schools (Stein, Smith & Silver, 1999). Analysis of program exit portfolios identified critical experiences, features and program structures that enhanced or diminished teachers' professional development. It revealed areas in which the program did not contribute to teachers' professional growth. A portfolio based upon authentic evidence and the use of teacher narrative can capture the complexity and realities of schools in conjunction with teacher development.

Introduction

In the current quest to improve instruction and schooling for all children, teachers are now viewed as significant leaders. As Stein, Smith, and Silver (1999) write, "More than any time in recent history, teachers' professional development is being viewed as a key ingredient in improving U.S. schools" (p.237). Unfortunately, we know that current professional development experiences for practicing teachers often miss the mark in creating lasting, meaningful learning experiences that support teachers' work with students. Practicing teachers' prefer professional development experiences that take into account their content knowledge, pedagogical skills and philosophical approaches in order to address student learning needs (Garet, Porter, Desimone, Birman, & Yoon, 2001).

Traditionally, most teacher professional development experiences take one of two forms: district-mandated staff development and elective participation in university/college courses, workshops, and summer institutes often provided by university teacher educators. Research findings suggest that staff development, in-service, and course work experiences have little long lasting impact on teachers' growth as practitioners. Current professional development models for practicing teachers are often criticized for being delivered out of the teaching context and disconnected from the realities of their school and classroom. In addition, research suggests that the professional development experiences are not connected, nor supportive of teachers' individual professional interests and needs. Stein, Smith & Silver (1999) argue that when teachers participate in these types of professional development experiences it can often "result in a disconnected and decontextualized set of experiences from which teachers may derive additive benefits, that is, the addition of new skills to their existing repertoires" (p. 240). The challenge is to find ways in which teachers can make connections to their daily practice and grow as informed, thoughtful professionals' working to make a difference in their students' lives, classrooms and schools. Stein, Smith, and Silver (1999) identify five components of a new paradigm for offering teacher professional development experiences for teachers:

1. Teacher assistance embedded in or directly related to the work of teaching,

2. Teacher assistance grounded in the content of teaching and learning,