Abstract:
This case study investigated the development and implementation of a portfolio for the assessment of professional practice in a professional development programme (PDP) that prepares experienced teachers to undertake a new and paradigmatically different resource teacher (RTLB) role in special education in New Zealand. The findings from four years of action research provide a detailed analysis of the relationship between the design and teaching of a portfolio practice, and the learning and professional practice of the RTLB. The portfolio, while meeting the requirements for summative assessment of practice, fulfilled important formative assessment functions for RTLB. Three interrelated themes were identified in the analysis of data: engagement, support and enhanced professionalism. The formative benefits of the portfolio process were dependent on the level of engagement of the RTLB. Several threats to engagement were identified including understanding of the requirements, confidence about practice, time management and the perceived risks associated with the high stakes function of the portfolio. However, some of these threats were mitigated by support from teaching programme and supervision provided by the faculty, relationships with fellow classmates, critical friendships, peer coaching mentoring and supervision relationships in workplaces. As a result of engagement in the portfolio process, professionalism was enhanced. The requirement to demonstrate practice consistent with the learning outcomes of the professional development programme resulted in RTLB undertaking new practice, improving existing practice and taking a more planned and systematic approach to their casework. The influence on practice demonstrated by this portfolio is one of the most important findings of the study. The study includes recommendations for the use of portfolios in assessment by identifying the significant features of the portfolio and teaching programme. Further research is recommended into the nature of effective supervision, the role of portfolios in formative programme evaluation, the sustainability of practices after the completion of the portfolio and the predictive validity of portfolio grading as demonstrated by future practice.
