Teacher Professional Development:

A Portfolio Approach

Heather Pinder, Head of Practicum: Primary

Dr Margaret Turnbull, Postgraduate Studies & Research

Auckland College of Education

New Zealand

Paper Presented at the British Educational Research Association Conference, Heriot-Watt University, Edinburgh, 11-13 September 2003.


Teacher Professional Development: A Portfolio Approach

In New Zealand the advent of professional degrees for teaching created a desire for teachers in the field to upgrade their diplomas of teaching to degree status in order to maintain currency with new graduates. With regard to this phenomenon, the staff in the Centre for Practicum at Auckland College of Education developed a practicum module in their Bachelor of Education (Teaching) programme specifically for teachers who wished to upgrade their qualifications. The module is entitled Refining Professional Performance and requires teachers to select and develop a specific area of their work for professional growth. This professional growth is documented through a Portfolio of Current Practice. The guiding processes within the portfolio include the concepts of professional development and change, action research and reflective practice, and an examination of socio-political contexts at personal, institutional and national levels. These processes are undergirded by principles of adult learning.

Section One

In this section of the paper, eight principles underpinning the adult pedagogical approach in the module are made explicit. Also, in relation to the development of the Portfolio of Current Practice, a brief perspective of the literature on professional development and change with links to the prevailing socio-political contexts is presented. In addition, the intersection of action research, reflective practice and assessment, as political tools for teachers, is briefly explored.

Principles underpinning the adult pedagogical approach

Basic to the eight principles of the adult pedagogical approach in this module, is the contention that the relationship between the principles and the pedagogical approach is demonstrated through professional practice. Furthermore, it is assumed that professional practice constitutes an ethics of practice that is based on a moral standpoint and includes the continuing need for critical reflection on practice (Turnbull, 2000). The eight principles are:

1. An effective learning environment is established.

It is vital to the effectiveness of the teaching-learning process that a ‘rich environment for active learning’ is establishment (Dunlap & Grabinger, 1994). Such an environment makes provision for not only a social constructive approach to the cognitive aspect of learning, but also provides support and challenge to the physical, emotional, spiritual and sociocultural dimensions of the learning-teaching process (Arthur, Beecher, Dockett, Farmer, & Death, 1996; Butler, 1996; Creighton, 1999). Moreover, the climate should be conducive to reflective practice (Le Clercq, 1999; Yost, Sentner, & Forlenza-Bailey, 2000).

2. Provision is made for self-direction in learning.

This principle, emphasising that only individuals can experience learning (Jarvis, Holford, & Griffin, 1998), is aligned with the notion of intrinsic motivation and the uniqueness of each learner (Butler, 1996). As well, it provides opportunity for a deep approach to learning (Heron, 1991), allows the individual to construct knowledge within their socio-cultural and historical framework, and avoids a transmission approach (Biggs, 1999).

3. Opportunity for self-assessment is inherent in the assessment strategies.

The ability to self-assess helps develop professional judgement and implies that the learner fully understands the criteria for assessing the task (Biggs, 1999; Gipps, 1994). As the learner becomes more skilled in self-assessment, the power position of the assessor as ‘other’ is diminished and a more collegial approach can be established (Boud, 1993; Fleet & Clyde, 1993; Tennant, 1991). Moreover, self-assessment promotes the tendency for a deep learning approach (Gibbs, 1990; Heron, 1991).

4. The experience that each adult brings to the teaching-learning context is acknowledged.

Implicit in this principle is the acknowledgement of each learner as an individual, which, in turn, contributes to the notion of mutual respect (Biggs, 1999; Boud, 1993; David, 1996; Fleet & Clyde, 1993; Groundwater-Smith, 1999; Hunter, 1990). However, it is conceded that for some individuals, the nature of their experience might be less than ‘purposeful’ (Groundwater-Smith, 1999). In such instances, it is important to acknowledge the experience that the learner brings, and to find a way of facilitating reconstruction of the learning.

5. The prior learning of each person provides the starting point for the construction of new knowledge.

This principle, although related to principle four, is based on the social constructivist theory of learning. In this theory the learner’s zone of proximal development is ascertained through working with a more knowledgeable peer in order to create new knowledge or ‘scaffold’ the specific learning to new understanding (Bruner, cited in Smith, 1998; Vygotsky, cited in van der Veer & Valsiner, 1991).

6.  Critical reflection is an essential element of practice.

Critical reflection affords the opportunity to confront existing practices that are based in a socio-historical, political and cultural construct. Through such confrontation of practice, opportunity for re-construction and emancipatory action occurs (Biggs, 1999; Groundwater-Smith, 1999; Smith, 1998; Smyth, 1989; Vadeboncoeur, 1997; Yost et al., 2000).

7.  Recognition is given to the socio-emotional context of teaching and learning.

This principle relates to the notion of teaching as an ‘emotional practice’ as illustrated in the work of Boud (1993), Hargreaves (1998), and Tennant (1991). Hargreaves (1998) advocated for the development of ‘pedagogical tact’, explaining that a disposition of empathetic understanding and care leads to heightened awareness of the moral purposes of education.

8.  Collaborative practice is inherent in effective teamwork.

Although learning is a personal activity that occurs within social and cultural frameworks (Haigh, 1998), the notion of collaborative practice (Arthur et al., 1996; Fleet & Clyde, 1993), interdependence, and the synergy of effective teamwork (Covey, 1990; Margerison & McCann, 1991) are strong educational aims (Alcorn, 2000; Codd, 2000).

Professional development, change and the socio-political context

Pertinent to the pedagogical principles, the teachers were introduced to aspects of literature that emphasise a link between professional development and change. The element of change is a key feature with regard to the purpose of professional development (Butler, 1996; Conners, 1991; Fullan & Stiegelbauer, 1991; Le Clercq, 1999; Linzey, 1998). Effective professional development brings about change in teachers' beliefs and attitudes, content knowledge, and instructional practices, leading to improved student learning (Conners, 1991). To support the notion of change opportunity needs to be made for educators to engage in reflexive practice and professional discourse with others (Butler, 1996; Le Clercq, 1999) in order to accommodate to the “ever-changing parameters of the learning context” (Butler, 1996, p. 265). Although it is acknowledged in the literature that change involves loss, anxiety and struggle (Fullan & Stiegelbauer, 1991), often, in practice, there are insufficient strategies put in place to help teachers cope with such feelings (Hargreaves, 1998).

However, in order to effect understanding of the socio-political nature of the workplace environment, Linzey (1998) offered a model to enable teachers to compare and contrast their personal professional values and philosophy with that of the prevailing discourse in their professional context. Also, as a means of helping teachers in New Zealand to reflect on the possible reasons for the current unprecedented change in the workplace, Linzey (1998) presented an overview of the political change that has occurred at national level. Within the last eight years, New Zealand has moved from a welfare liberal society with egalitarianism as a prime goal to that of a neo-liberal society with a focus on an enterprise economy.

Action research

For the purpose of providing a framework for the selection and development of a specific area for professional growth, the teachers were coached to take a critically reflective stance and engage in an action research process. It could be argued that this position, also, is in alignment with the stated pedagogical principles in terms of self-direction, prior learning and experience, critical reflection and collaborative practice.

Tickle (1994) pointed out that critical reflection on practice is similar to action research. Both have the common theme of reflection on professional practice with a view to change or action for improvement. From the same perspective Zeichner (1999) described the use of action research in the practicum as a “vehicle for focusing the reflections of student teachers both about their practice and the contexts in which they worked” (p. 4). However, unlike reflection, action research is a well-defined process according to proponents such as Altrichter, Posch, & Somekh (1993), Kember & Kelly (1994), Kemmis & McTaggart (1988) and Parker (1997). As well, action research affords opportunities to make an “essential contribution to the further development of educational theory” (Altrichter et al., 1993, p. 207).

In similar vein, Parker (1997) viewed action research as a “systematic and public reflection on practice which recognises and celebrates the uniqueness of the situation it investigates” (p. 37). He argued that the reflective teacher who participates in action research, that is, the systemised process of reviewing, diagnosing, planning, implementing and monitoring her or his practice, consequently engages in reflective teaching. Moreover, when the motives for action research are concerned with improvement of practice rather than accumulation of knowledge, reflective teaching “can become properly critical” (p. 39). Parker reasoned that critical reflection is a “principal causal factor in bringing about change and, crucially, the emancipation of teachers, the agents of reflection, and their pupils.” (p. 39). Thus, it would seem that although reflective practice is possible without undertaking action research, the notion of action research is dependent on reflection as one of its processes.

Reflective practice

Within this portfolio development we have advocated for dialogic interaction with a critical friend to promote the development of reflective practice (Golby & Appleby, 1995; Smith & Hatton, 1995). Also, specific frameworks for reflection were recommended for use within the action research spiral. The first of these is dialogic reflection (Smith & Hatton, 1995) and the second is Smyth’s (1989) model, which comprises four sequential stages of action for teachers’ professional empowerment.

Assessment

Intersecting with the notion of action research and reflective practice the question arose of how best to assess the teachers’ work. This was a problematic issue. Within the context of teacher education, Halliday (1998) deprecated the idea of reflection being related in any way to assessment. His concerns were twofold. The first was that if reflection were to be assessed it would be relegated to a technicist mode. The second was that assessment would be an impediment to authenticity with regard to the student teacher’s reflection. In relation to the latter aspect, he implied that it could be considered foolish to reveal one’s true reflection in some areas of professional practice if assessment of that practice were to be at stake. Similarly, Zeichner (1999) and his colleagues debated whether or not to grade an action research assignment that had been set for practicum. In deciding not to grade, they considered that, “giving a grade for action research also undermines the more democratic power relationships that are implied by the practice.” (p. 12).

Consistent with other practicum modules in the Bachelor of Education (Teaching), it was decided not to grade the module Refining Professional Performance. Resonant with principle three of the pedagogical approach, the assessment process is accomplished through self and peer assessment with confirmation by the teaching team. The focus is on evidence of a completed portfolio of current practice and by a seminar presentation to colleagues.

Section Two

Encompassing the principles of adult learning and the processes introduced in the first section, a portfolio was selected as an appropriate vehicle to scaffold teachers’ professional development and to allow teachers to be self-directing in the documentation of their learning. It was believed the portfolio would provide a framework that would involve teachers in a process of systematic enquiry, analysis, synthesis and documentation (Groundwater-Smith, Cusworth, & Dobbins, 1998; Retallick & Groundwater-Smith, 1999; Wildy & Wallace, 1997; Wolf & Dietz, 1998).

From the above literature the following factors were identified as important to the successful use of a portfolio approach:

·  Clear outlines of the purpose and nature of the portfolio

·  A clear structure and format to the portfolio

·  Assistance in selecting, preparing and completing portfolio entries

·  Opportunity for in-depth collaboration and dialogue with colleagues and supervisors

·  Assessment beyond a trivial checklist of behaviours

An endeavour was made to incorporate these factors in the portfolio approach. In this section of the paper the teachers’ engagement in their portfolio documentation and the central processes that underpinned this approach are presented.

Professional development, change and the socio-political context

The portfolio began with teachers documenting background information about their current roles/responsibilities, philosophies and career aspirations. This was followed by introductory workshops that examined professional development and the impact of change within the socio-political context.

Portfolio entries required at this early stage included an examination of suggested readings in order to identify characteristics of effective professional development and to compare these with personal experiences. The teachers were guided to document a brief critical analysis of their own professional development giving consideration to factors within their socio-political context. It was evident from the portfolio entries that for many teachers the responsibility for professional development had shifted from a locus of self, to that of external bureaucratic control.

Anne illustrated this dilemma when she reported her professional development as:

…being driven by Government initiatives. The last two years has seen me focus on the implementation of the new Health and Physical Education curriculum. Also sessions on performance management and appraisal have all been because of the Government push to ensure quality teachers through measurement. Even this degree I am doing is something I have almost been forced to do to keep up professionally. It means I am more marketable. I am not sure it indicates better cognitive ability or better teaching, though it does get recognised through greater pay…I cannot think of any recent professional development I have undertaken because of weakness or need in my teaching. There are certainly things I could do but extrinsic factors rather than intrinsic factors influence what I do.