THE USE OF TEACHER PORTFOLIOS IN TEACHER EVALUAnON

THE USE OF TEACHER PORTFOLIOS IN TEACHER EVALUAnON

BY INAKJ:ARLE:Y(B.MUS.£D.) AD ....nosIIiproport _ ...

_or

GraduateShIdiesiaplrtial falftIbHat of tbereqlli~eatsfortIM::cIecreeof

MuterofU. .tioII

Faculty of Ech.catioa

May1m

51.JobD'S NewfouadlaBd

TIlE USE OF TEACHER PORTFOLIOS IN TEACHER EVALUATION TABLEOF CONTENTS

ABSTRACT .

ACKNOWLEDGEMENTS ..

CHAPTER I ....

INTRODUcnON .

RaliooaJe foc the Intcmsbip GoaIsandObjectMs foctheIntcmship ..

In.cmsbipDesignandSetting ....

CHAPTERU ..

REVIEW OF TIlE LITERATURE . .

CHAP'IERill ..

RESEARCH COMPONENT ..

Statement of Purpose ..

Definition of Key Teons . Significance ofStudy.

Researcb Questions ..

13 13

n

22 22 23 26 26

CHAPTERlV . THE lNTERNSIflP ..

Proamble . .

MetbodoIogyandDataAnalysis Resean:h FiDdings .

CHAPTER V .

CONCLUSIONandRECOMMENDATIONS

Conclusion _ __.. _ .

RecolllDlendations .

REFERENCES ..

APPENDICES .

AppendixA:.Interview Schedule _ .

AppendixB: Consent Forms ...

28 28 28 29 31

4\

4\

41 44

46

51 52 53

ABSTRACT

Thisinternshiprcpcnsfindingson!beuse of portfoliosin !be formative evaluation of teachers.Threeteacbcrsusedportfolios as a means ofunderstmdingtheirownteachingaDdas a basis of communicabOOwith the schoolprincipal.Theteachersfoundthe use ofportfolios empowering and oflimitedvalue. The principal viewedtheportfolios as a valuable tool incommuniQiiogwith theteachersabout evaluatiOlL

ACKNOWLEDGEMENTS

Itis withmuch appreciationandgratitudethatI acknowledgethosewho supported, encouraged and helped me during my stUdies in!beMaster of Education Leadershipprogram.Thesupportafmy family,mends.colleagues and faculty members was an iuunense help during my entireprogram.

I am grateful to havehadthe leadershipandadvice ofDr.AliceCollinsas my internship facultysupervisor. llbankherfor her lime aod support and her helpful comments, direction and advice given meduringthecompletion of this internship repon.IalsothankDr.Pauicia Canning forhersupport.and I acknowledge the expertise and assi!>1ance of the Education Faulty during my entire program.

Iwishtothaoktheteachers£0£ theirparticipation_TheirdedicatiOn.

experienceaDdskillswereessential to the success ofthisstudy.

TothePrincipal,I extend muchthanksfor continuedsupportand guidance, forlistening and sharingideasandproofreadiogandoffering constructive feedbackwilenrequested.Ialso ext<odlbaPks10ochereducator.; and friends for sbaring their knowledge and educational expertise.

To f::lose, Iwishto thank my busbaDd,. Charles Kearley, for his ongoing support, his patience and understanding, words of advice and encouragement throughout my program.Thankyou!

iii

CHAPTER 1

INTRODUCTION

Rationale for the Internship

TheMaster of Education program at Memorial University of NewfoundlandrequiresthecreatiOIlaod.submissiooofeitherathesis.project, paper folio or internship repon aspartialfulfilmeotof thedegreeprogram.

This candidate cbose to pursue the internship asthe completion requirement fortheMaster of Education Leadership degree.

All those involvedineducation recognize the importance ofthe evaluation of teacbersandthe professional responsibility requiredto completeit effectively. A successfulevaluationprocesssbouId promote competencywithinthe teaching profession and should assistin the professional development of teachers. Educators bave come to realize thatthereisneedfor revision and modjficatioo of the current evaluation

proceduresfoctbeydo001alwaysacllieYeIbesegoals.Itbasbeensuggested that"as newunderstandingsof organizatioasaltertraditional concepts of bow besttomotivateemployees,teacherevaluation practices groundedina traditioa ofhierarchical controlDeedto be examined"(Bryantand Currin, 1995,p.250). AdministratotSandteacbenDeed10rethinkthelimitsof current teaeber evaluation processes.Allparticipantsin a fonnative evaluatioo need to recognize thegoalofformative evaluationisCo belp teachers developindividual skills, discovernewlecbniquesandenhance their present ways of teaching.

"The emphasis on alternative assessments parallels theparadigmshifts in oW" conceptions of teaching and learning" (Fisher, 1994, p. 20), therefore there is a need to explorewhatoptions are available tochangepresent practiceinteacher evaluation.It ishopedthatthisstudywillprovide a basis for consideration of an alternate means of evaluationthatWIll enhanceand improve the quality of teachers performance and professional growth.

Goals and Objectives for the Internship

Thepurposeoftbisinternshipwas toexplorealtenwemeans of formativeevaluation.Givmthe geoenIlyocgarive opinions whichteachers have ofevaluation,thisintemslUp ought todeterminehow three teachers and a principal would respond to the use of portfoliosinformative evaluation.

Thisinternshipemployed a collaborativeactionresearch methodology which foDowed Gticlanan', (1990) foo< phases. Thefirstphasewasgoal identification. Thisphaseidentified andcollected informationthat determinedthegoals and objectives worthy ofinstructionalimprovement.

Thesecond phasewasthetrealmeUtorplaDning phase.Thisphaseresulted inan action planthatidentifiedthe activitiestobe performed,timelines, resourcesanddatacollected. The third phase was the evaluation phase. Data were collected. assessedandinterpretedin

liBbt

of the previously stated goals andobjecti~.The fourth phase restated andmodifiedoriginal goals. The restatingandmodifying ofthe original goals. objectives and activities were based on the outcomes of the research results.

Anintegnolpartofthisactioo resear<:hwasthedevdopment of_he<

portfoliosfo<thecollcctiooandorganimiooofdatawithrespecttothe investigation and outcomes ofexistingevaluation processes. Teachers need an on-going process of evaluation that utilizes various aYalues of feedback andcomm.lmieation between the administrator andthe teacher."Ateacher portfoliopermitsimmediate feedbackaDdallows forthe process of evaluation to be continuous" (perkins and Gclfer. 1993.p.235). Furthmnore, MportfoLios canbelpstrengthen afacultymember's overallorganization.

d _ progressandinIlovati""wotk,andprovideioformatioothathelps improve perfonnance and the quality aCthe overall program" (perkins and Gelfer, 1993,p.235).

Teachers and administrators need to have thecourageto develop evaluationmethodswhich are satisfaetory toaUinvolved. Administrators need to accept the fact that most teachers are highlytrained and committed to quality education.Tcachers must alsorealizeevenwithin their level of expertise there is room for improvement. Teacher evaluation can become a

positive cx:pericnce when theprocessiscontinuousratherthan occasionaland whenthe results are directed towardstheprofessional developmentand growth of teachers. According toareviewcommitteeoftbe Newfoundland andLabradorTeachers'Association (1995),Ibereare two importaotcooccpIS inevaluation:(1)sc:hoolboardsand teacbers must work collaboratively, and (2)aU personnel involved have a respoDSlbility towards constant improvement of the teaching profession. Glickman(1990) reaffirms this approach strongly;"Ibelieve teacherswill~collectively purposeful astheygain control over decisions for instructional improvement"

(p.93). The knowledgebase and competencies of teachers need updating and reviewincontent areas and teaching skills. Therefore. professional growth must be an ongoing process for teachers.Thepresent negative reactions exhibitedbyteachers toward evaluation mustbereplacedby affirmative views ifthe goal of fonnative evaluation is to be achieved.

The goal of this studywasto provide an opportunity, throughtheuse of portfolios, to inquire into teacher and principal satisfaction on the use of portfolios as an alternate method offonnative evaluation.

Internship Design and Setting

Thisinternshipemployedtile casestudy,an"approach[whichl is particularly appropriate for individual researchers becauseit gives an opportunity for one aspect of a problem tobestudiedinsomedepthwithin a limitedtime scale" (BeU. 1993,p.8).Duringa case study, evidence is systematically collected, variable relarionships arestudied and tiledesignof thestudyis planned.Throughtile methods of observalioo andinterviewsall appropriale informanooanddataare coUected. Furthermore, BeU (1993) identifiesthat"the great strength ofthecase study method isthat itallows the researcher to concentrate on a specificinstaDceor situation and to identify. or attempt to identify,thevarious interactiveprocessesatwork: ..(p. 8).During the course of the case study the researcher'sgoalis to identify organizational features and demonstrate howtheyinfluenceandaffecttheimp.lementatioo of systems on the fimctions of that organization.

This case studywasbased on the methodological principles of ethnography and action research. "Educational ethnographyhasbeenused

todescnbesettingsandCODtexts,togeneratetheory,andtoevaluate educatiooaJprograms"(LeCClIDpl<andPreissle,1993,p.8). ItisODe approach10 thestudy of problems andpro<:e5SCSin cducalioo.As staled by L.comp<.andPreissl. (1993), ". distinguishin8 characteristic of qualitative and ethnographic research design is that it facilitates a fluid and developmentalprocess of invcstigatioo"(p. 30). EtImognpbic research.also knownas casestudyor field research.isqualitative multi-method research.

Etlmograpbyis predicateduponthe researcher's active panicipatioo and immersion intheresearch process, and aims for intersubjective understandingsbetweentheresearcherand theparticipantsinvolvedinthe study.Woods (1986) believeslhatctImognpbyisconccmedwith uncoveringwhat people believe, howthey behave and interact together.

According to Wiersma (1991), "ethnographic researcb relies beavily on observation. description and qualitativejudgmentsin interpretations of whalever phenomena arc being studied"(p. 17).

Using Glickman's (1990) understandingthat "action research in

educatioo is astudycoodlx:u:dbycoUeasuesina scllooIsettingoftheresults oftheiractivities to improve instruction"(p.393),this internshipalso employed the principles ofaenoa research methodology.Basedon the assumpIioo!hatIhoscinvestigating theresearchsbouldalsobeinvolvod in the research and the connection of research toaction,Ibis internship satisfies both principles. "Thus, action researchers studyproblemsthatgrow out ofthe community,workwithinagroupto determine actionstobetaken.and evaluate the effect of these actionswithinthe community setting" (Calhoun, 1994, p.l6).

Corey (1953) believedthateducators would make decisionsand implement effective practicesifaction research were conducted as part of their decision-making process. Their results would then be used as aguidefor modification or selection of variouspractices.

We are convinced that the disposition to study, as objectively as possible. the consequences of our own teaching is more likely to change and improve our practicesthanisreadingaboutwhat someone elsehasdiscovered regardingthe consequeocesofrus leaching (Car<}', 1953, p. 20).

Calhoun (1994).",cd"the value ofactio<>researdlfocCoreywas determined bytheexttlltto whicbfiodings!<adtoimprovaneotinthe practicesofthe people eogagcdinthe resean:b"(p.17).

Thiscasestudyinvolved four phases over aperiodofthreemonths.

Documcmatioowasmulti-dimensiooaJ..[collectedfieldDOtesduring planningmeetingsandclassroom observations.Tbrougbthe use ofsemi- structured interviewswiththe teachers and theprincipal. Iattempted to investigate the viewsandreflections oftheseindividualsregardingtheuse of teacher portfoliosinteacher evaluatioo.Ialso cooducted focusgroup sessions and attended classroom observations conducted by the principal whowasgatheringdataon the effect ofteae:her portfoliosinteacher evaluation.Thescopeofthesesessionswasto identify the materials teacbers badsubmittedintheir portfolios aswell as to examine their written reflections.

Thisformof participant observation and document analysis enabled me to shareinthe experiences oftheteacher participants and to understandtheir

actiOllS aod _ reftectioas.[wasaccepted by!beteacl>ersandmcluded ingroupdiscussions aadtodividualinterviewsrec:ognizingproblemsand finding possible solutions.AslIDetboographic rcsearcbcrIwas able to examine educatiooalpbeoomenamorecompletelyas aresultofbeingdirectly involvedinthe resean::b.Inthe contextofeducation.ethnographicresearch canbedefined "as the process of providing scientific descriptions of educational systems, processes and phenomenawithin their specific contexts"

(W;ersma, 1991, p. 17).

Thesample population forthisstudyconsistedofIbreeteachersand the principal of an urban primary/elementary school. The school's student populationnlDDbetcdfourhundred andlWu(402),withtwenty two(22) teachingstaffand five (5) support staff. Theschoolislocatedina residential areawithapopulation of approximatelytwenty-sixthousand(26,000).The socioeconomic starus of the familiesinthisschool is considered low to middleincome. Theschool is involvedinthe community as a supportgroup for serviceandyouth organizations. The school alsohasan active school

10

council. pareut-tcacber associationaDdparentaDd community vohmteers.

Themajority of staff members areactively involved in decision-making processes with regard tocurriculum.teclmology, discipline,socialand other educational issues. Thestaffis also cognizant oftbe present education reform movement and is preparing for site-based management.

Thescbool is under the jurisdiction of alargeurban schoolboardandis presently involvedina restructuring phasewithother school districtsin the surrounding geographical area.

Thethree teachen, representing the primary, elementaryand itinerant areas of the staff, volunteered to be involvedindlis coUaborative action research study. They had been approached. previouslybythe principal becausetheywere tobeevaluated during the school year 1996-97.

Prior tothiscollaborative action research, the teachers. priocipalandI discussed the option available to document this study and each teacher voluntarily selected the portfolio oprion. The participants involved in collaborative research work together to solve a particular problem or

II

concern that is relevant to everyone. "'Ibis form of research tends tobe carried out inteams . . . . .which addressesitsmcmber's coocemsand then uses a re<:ursiveprocessofaetiooresearchin carryingoutitsproject"(Oja andSmulyaJl,1989,p.24). Furtbermore,

OJ.

^andSmulyan(1989)note that "teachers engagedinaction research emphasizethat personal and professionalgrowth result from participatiooin the process of coUaborative action researcb" (p. 207). Elhoograpbyandactiooresean:bbaw:been applied to this case study during this inlemsbip.

12

CHAPTER II REVIEW OF TIlE LlIERATURE

A review of theliteratureinteacher evaluation left me to concludethat thereisa need for two separategoals:i)toaddress accountability,andillto encourage professional developmentbeyondthe achievement of teaching proficiency.The development ofa collaborative process which will attain both goals would givc teachers and admiDisttatorstheopponunityto growtogether professiooally." I f _and admiDisttatorsworktogether tocraftandtailor an instrument and a peer-inclusive evaluation system.the opportunity for self-

_00

^andprofessiooal

wowtb

will bc<:omeateatity"(SeaIfoss,1996.p.40).

The literature review will focus on summativeand fonnarive evaluation,and teacher portfolios as they relate tothe coUaborative process of teacher evaluation.

13

Summative Evaluation

Summativeevaluatioo. is a judgmentalfimctiODwitheither contract or status position as aprimaryobjective. Theprocessof summative evaluation resultsindecisionmakingrelatingto employment or tenure of a teacher. This aspect of evaluation should be used onlywbcnaeccssaryand sbou1dcootain dataanddocumentsthatare accurateandvalid. "TraditionaUy, teacher evaluationbasbeenprimarily summativeinnature, that is, a judgmental evaluationtypicallyinlcoded10assist;md

iIISIilY

criticaladministrativedeci,ioos affectingteachers, such as renewal of cootracts. tenure. promotionand dismissal" (Parsons, 1985,p.I). Popham (1995) definestheprimaIy function of summative evaluatioo as"thedeterminatioo of a teKbc:r's e<mpetcnce •Dot the augmentation of that competence"(p. 322). Summative evaluation canbe a means ofassessingandimproving current evaluatioo processes with regard to tcacher selection, assignment. reassignment. promotionandtenW"e. It is important therefore that educators and administrators discriminate what constitutes sununarive evaluation as compared to formative evaluation.

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Fonnative Evaluation

Bythe early 1970'sformativeevaluatioo.daIabeeameobviousinsome _ projecls."TheprocedaRsrequimIdabccIlcctioote<Imiquesfamiliar toedmograpbcrseY<lllboogblhepractical ...and often relatively shontime span . werenot entirely congruentwithclassical ethnographic fieldwork:"

(LeCompteandPreissle, 1993,p.22).

More recently,formative evaIualioohasbecome ao imponaDt element of the evaluation process. AccordingtoDarling·Hammond (1990), one aCthe major cooccptsthatcbaracterizethe educationalreform. movement into the 1990'swillbe dUected.oward _ professiooalism. Warren Little (1993) reaffirmstbal"toprofessionalioeteaehiPg .•. _ williDcreasingIyserve as mentors to new teachers. take on new responsibilities over time, and exert more leadership through site-based decision makiDg" ( p. 2). The formative phase is often referred to as the developmental phase of evaluation.Millman and Darting-Hammond (1990) seeit as "a set of procedures designed to assist teachersinimprovingtheir own tcaching"(p.216). Fonnarive evaluation

permitsteacbc:rstobec:omeinvolved.intheevaluatioDsystem as itaffects teadlcrs professioaallyandpersonally."When allstaff,regardless oftcacmng ability,worktoward improvementthrough aforma1process, the pbilosopby of pcrformaoc::eevaluationas an ongoingsystem.for professiooal improvemcotis reinforced"' (Valentine, 1992,p.6). Emphasisplacedon formative evaluation is expected not only to improvetheprofessionallevel oftheperformance of teacbcrsbutalsotoreduceanxieties,fMtntioo.aodocgativism often associated withthe whole evaluationprocess. "Formative teacher evaluation is intended to provide assistanceanduseful information toteaebersinorder to helpthem modiIYorin>pro>otheiroveralliosttuctiooalteChnique" (Hickman, 1988, p. 7).

Fonnative evaluation is expected to improvethecontent, process and outcomes of teaching for teachers."As schools are asked to definetheirown improvement

increasingJy intertwined" (Darling-Hammond, 1990, p.11).One of the major concepts of effective fonnative evaluationis professiooal development.

To improve a teacher's performance,theschool system mustenlist the teacher's cooperation, motivate bim(her), and guide him(her) through steps needed for improvement to occur. For the individual,

16

improvement relies onthedevelopmentoftwo important cooditioos:(1) theknowledgethata course ofaetioniseorrect.

and (2)a sense of empowerment or efficac;:y, thatis,a perception ... pursuingagiva> <ouncoftenis boIhwcrtbwhilelUldpossible.

Most _ evalualiooprocesses

ideotilY

elfe<tiv<: teaching witboutaddressing!bequestionofbowtoebangetea<:bing behaviour.Theinitiatorsof suebprocessesassumethaioncethey havedis<:overcdwhatoughttobe done.teacberswillnaturally knowwhat todolUld willdoit (Hollington, 1990, p. 58).

Aneffective fonnativeevaluation proc:essDotonlyassesses ateac:ber's perfonnaooebutcao aidin improvinglUldeobaDcingprofessiooalgrowth through professional developmeo.t activities.

Teacher Ponfolios

Rec:eu.dythere basbeentherecognitioo oftbeneedforevaluators to engageinadditionalassessment methodswhenattempting to derive or assess ateaeher's knowledge of principles. situations. teaehingand learning skillsandeompeteneies. "There is awidespreadagreement that traditiooal methodsofevaluating teachers. such as generic ratingscales and pencil-paper teslS, fail 10 consider the centrality of content· specific

17

UDderstandingorthe complexities of classroom lifewhereleaching occurs"(Fisher, 1994,p.20). Theteae:berportfoliobasemerged as a means ofaddressingthissbortcomiug."CrcariDga professiooal portfolio canbcoefita teacherinmany ofthesame ways thatteatbershave observed portfoliosbcuditingstudents" (Danielsoo, 1996, p. 38).

AccordingtoFisher, "portfoliosprovideopportunities to display teaching principlesinthe context of the classroom. ..also,a process to develop reflectioninteaching'" (1994.p. 20).

o...lopingandimplementing _ portfolioswill requirelime, organization and coUaborationwithallinvolved. The following questions posed byPerlcins and Gelfer (1993) "maybe helpfulwhen developing teacher portfolios:

I.Whatdoes a teacher portfolio look like?

2. Howisitorganized?

3.Whatareits contents?

4. What selection process should determinetheportfolio's contents?

S.How will the teacher portfoliosbeevaluated? •(p.23S).

Danielson (1996) states. "in deciding what to includeina ponfolio,

18

teaeben mustrelIe<:t00theirbestworkanddetcrmiDcwhatrepresentS

!hatwork"(p.38). Fisher (1994)DOleS,"lIead1erportfolio offen the cducato<opporlUllities to displayqualitywork examples which canhe usedfor evaluativepurposes"(p.20).She also su88e5lS !hat "another use . . ..isa vehicle for the selec:t:iooaod development of professional entries sothat teacher reflection,dialogue,andgrowth canocc:ur""

(Fisher, 1994, p. 20).

The inlroductioo of teacher portfolios in theperflHlDllllCe appraisalprocessof teacbenwillpenoitimmediate feedbackand promote a process of evaluationthat is continuous. "Portfolios can be opportunities for teachers to demonstratethe complexities oftbeir profession, a means to devc:lopandDW"hIreexceUeoceineducation. and a selfempoweringvoice for teachersduringassessmentand evaluatioo"

(Fisher, 1994, p. 20).

Indeciding what to includeinteacher portfolios,teachers must re6ect on their work. thequalityof thatwork,and determine what best

19

representstbat work. PcrlcinsaDd Gelfer (1993) suggest tbat leachers choosematerialthatdocumentsefficacyinareas such asthefollowing:

• Knowledgeof cootentandcurricu1...

• Providing appropriate learning experiences for students

• Appropriateplanning

• Management oftheenviroomcnt andstudents'behaviours

• Human relationshipandcommunicationskills

• RecordingaDd evaluating stodeolS" hebavi"""

• Use of available resources

• Fulfilment of professional responsibilities (p.236).

Furthermore, these authors reinforcethat."portfoliosprovidea lucid picture -forboth principalandteacher· of bowstaffmembers are developing and improving" (p. 237). Portfolios are a means toenhance the principles of teaching and also develop retlectioninteaching.

Inrecent years, cducaton bavebeen cooperatingindeveloping more effective teacher evaluation procedures.Thisrecognition oftbe difficulties associated with current practiceshaspromoted reviews among various school systems and their personnel. There are two important concepts that must be recognized wben developing or revising procedures; i) teachers and adminiso-ators must work collaborarively

20

ensuringthaiallDeedsaremet.aod

n).

adminislnlorsa o d _ have • r,spOIlsibilitytoward<OIlSllIntprofessiOllll1devclopmentof lhc:leaching professiOll.

PetkiDsmel Gdf..(1993) ...that."eachsclloolprogram shouldorganizeitsowncriteriaforevaluatingteacher performance"

(p.235).

Administrators and teachers need toRthink thelimits of traditional teacher evaluation practices.Thetask: for evaluationisnot to mimic an Olympic ice skating competition .... the goalisto help teachers develop individualtalents. discovernew ones. and enhance their own distinctive ways of ioteractiDgwithstudeats(Bryantaod Currin.

1995. p. 252).

Generally, current literature suggests a movetowardformative evaluation for the purpose of enhancing teacherprofessiooalgrowth.

Onemethod offormative evaluatiooidentifiedintheliteratureis the development and impIementatioo ofteacber portfotios. Theliterature inthis areasuggestSthatteacher ponfolioswincobaDce teacher evaluation and promote professional growth.

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CHAPTER ill RESEARCH COMPONENT

Statement of Purpose

Thepurposeof thisstudywas10analyzetherespoose oflbreeteacben and aprincipaltotheuse of ponfolios in formati. .evaluation, theprimary purposeof whichisthe professional growth oftbe teacher.

Teacben arc generally growth oriented and ba. . the need and desire to beas competent as their potential allows. Therefore, an effective model of evaluation is oecessary when stressing the link between teacher evaluation and professionalgrowth."Theargument isthatteachers are far more likely to improveifthey areprovidedwithinformed feedbackaDdopportunities to communicate effectively about theirwork-thaniftbeyare made to gothrough an 'uneven. desultoryritual'or a 'standard checklist' approach ..

(McLaugblin,1986,p.164).Therefore, a system of commUDicaboo for

22

teachers and administrators mustbeappareotintheprocess of teacher evaluation. Thiswillpennitaccessibilitybyallinvolvedinthe c:oUaborative teachingandevaluation strategiesdeterminedbytheprocessof formative evaluation.

Definition oCKey Tenns Fonnative Evaluation:

Formative evaluationis a set ofproceduresdesipedtoassistteachersin improving theirownteaching..Itassumes (a)professionalteacbersc:onstaDtly strive forc:ootinuedindividualexceUence;(b) given sufficient information.

professional teachers can and wiU evaluate themselvesand modifytheir performance; and (c) the evaluation procedw-es provide feedback designed to assistteachersinmakingjudgmentsabouthowtheycanbest improve their leaching(Millman andDarling-Hammond, 1990, p. 216-217).

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Summative Evaluation:

Summabveevaluationisusedforthedismissalofteacbers, tohelp assign teachers tole-..elsof a careerladder(merit pay) program,and to grant or deny teQlae to beginning teachers. SummativeevaluatiOll hasasits primary function,thedetermination ofa teacher's competence - not the augmentation ofthatcompel""'"(Popham,1993, p. 322).

EducationalEthnographY'

Educational ethnography research is defined astheprocess ofproviding scientific descriptions of educational systems, processes,and phenomena withintheirspecific contexts. Ethnographicresearcllrelies heavily011

observation. description, and qualitative judgments or interpretations of whateverphenomena are being studied.Ittakes placeinthe natural setting and focuses on processes in an attempt toobtaina holistic picture (Weirsma.

199I,p.17).

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AcliooRcsearoh:

Action research is a disciplined inquiry(research)inthecontext of focused efforts to improvethe quality oran organization and its perfonnance (action) (CaibolUl, 1993, p.62). Actio...chersstudyproblemsIhatgrowout of the community, workwithinagroupto detcnniDe actions tobetalcen.aod evaluatetileeffect oftheseactions withintileCOIIlIllUIIity(CaIhouo.

1994, p. 16).

CoUaborative Action Research:

Collaborative action research suggeststhat each group representedinthe pr<X:ess sharesin the planning, implementation, and analysisof theresearch (Ojaand Smulyan, 1989,p.I).

Portfolio:

The portfolio is a cumulative record of progressthat fosters reflective thinkingand can be used for advisement. assessment and eventual placement

25

( M -etaI.,1996, p.24S). Aportfolioisa folder ofpenooal data00ao individual . _.i:ocludes a record ofachievement.samples ofwork.

obsclvatioosmadebyasupervisor, a ooUeague,ll<ooeself,penooal evaluatioos aod aoyochern:levaot data(PerIciosaodGdfer, 1993, p. 23S).

Significance of the Study

The research to date indiCales an increased emphasis on (aonative evaluation as a means of enhancing professiooal growth. Teacher portfolios are an emerging means of furtherdevelopingformative evaluation. This study is a qualitative case study fortheuse of teacher portfolios as a means of understandingtherelatioosbip between formative evaluatiooand professiooal growth.

Research Questions

The ultimategoalof this study was to investigate the effect that teacher portfolios would have on teacher evaluation, particularly in the fonnative

26

evaluatioaprocess. Fisher complies!bat"withplanniag, impl...tation.and evaluation of portfolioentries.the viewofteachingshifts from that of a technicaldisseminator of knowledge to that of an educational professional"

( 1994.p.20). The enDowing three questions were used as aguideinthis reseat<hexploringthe issuessurroundingtheuse o f _ portfolios:

1. How did the teachersinthisinternship viewtheuse ofteacber ponfoLios intheevaluationprocess?

2. What issues emerged from the usc of portfolios as Dotedbythe teacbers involved?

3. How did theprincipalview theuse ofteacherportfolios?

27

CHAPTERN

THE INTERNSlllP Preamble

Theintemsbipc:ompooentoftIUsstudywascooduttedduringthe universityfaUsemester 1996, a period of twelve weeks.Theresearch was conductedwith threeteachersandaprincipalof an tuban primary/elementary school.Thesethree teachers were selected for evaluationbytheprincipal and agreed to participatein thisstudy. Tbe role oftheteacberswasto develop individual portfolios and the role aCmeprincipalwas to utilizethese portfoliosin theevaluation process.

Asresearcher and vice-principalintheprimary/elementil)' school wheretheinternship was conducted,itwasmy

soaJ

^{that this}study provide thebeginning for an effective evaluation process bcoc:fitingallinvolved.

Upon returning to my administrative positionitis hopedthatthis method of formative evaluation andtheuse of teacher portfolioswillcontinue.

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Methodology and Data Analysis

This casestudy usedqualitative metbodology relying00participant and group interviews as theprimarysource ofdatacoUection. Additional data were coUected by reviewingandexamining the teacher portfolios completed duringtheinternship.The portfolios were examined for content, personalprofessional knowledgeand reflection011practice. I met withthe teachersand theprincipaltoexplain anddiscussthe_ s o ofIbisinternship andtheirinvolvementinthe study. I developed aninterviewscbeduledming thecase study that guidedallpanicipants through this coUaborative action research (Appendix A). I conductedODefocus-group interviewwithall panicipaotspresentingabaseportfolio toea<:h teacher andexplainingtherole oftheportfoliosinteacher evaluation.Thebaseportfolioconsistedof sample forms for self-cvaluation.pre-elassroomlesson Plan.preandpostcoofereocc.

portfolio communication and feedback, classroominstructionalobservation andthreearticles explaining teacher portfoliosandtheir contents. I also made weekly contact with each teacher, and at this time encouraged

29

the participants to discussandrecaUany experiences or questions with regard to their role ofdevelopingindividualportfolios. Duringthefinal weekofthe internship,I conducted individualinterviewswitheacb teacber and the principal DuringtheseinteMewsIfocusedthe discussioo011thethree resean:hquestions and it isthose findingsthat Ibavereportedinthis study.

Thedatafor this study weredrawn from the individualinterview notes as weU as review of written reflections in eachteacherportfolio.Data analysis revealed patternsandsimilarities betweentheprimaryand elementary teacher,howeverthese patternsdidDOtemerge fortheitinenmt teacher.The lackof collected studentsamples andparentcommunications left herwithan incomplete section in her portfolio.

Although,the generalizabilityofthefindings were limitedtothe sample JlOlIUIation. thestudyfindings and thedevelopedmodel of,eacber portfolios provide a conceptual guideline for practice. The conceptualization of formative evaluation and the developed model of teacher portfolios presented in this research can offer a possible framework for administrators

30

and schoolsWI5

'0

^{assessIbcirpresentevaluatioo}procedures.Thisresearcb attempted10idcntilY the linIc be<ween formative evaluatioo andprofessiooal growthbythe implementation ofteacber portfolios. However as the participantsobserved,initiatedand t<IIected00Ibisproposed modelthey recognizedthatfurtherresearchandanalysis ofteacber portfoliosin formative evaluationshouldbetmdertakenwithgreater numbers to allow some degree of geoeralizatioo.

Research Findings

QuestionI;How did the teachersinthis internshipviewthe use of teacher portfoliosinthe evaluation process?

One teacher who had been evaluated beforeby another evaluation process responded by comparingbothevaluation processes. Thisteacher feltthatthe use of portfolios in evaluation was bener than the more traditional checklist

31

approach because "you have evidence ofyour strengthsandweaknesses, samples of yourbestwork.and most importaodyopencoIDonmicatiooand feedbackbetw...!beadministratocaDd _ " (Interview.TeacherA, DcccmbcrIS, 1996). She feltthat thisopen communication created dialogue that could enhance the development ofprofessionat growth ofa teacher. The othertwoteachers, howeverhadDOtpreviously experienced any evaluation pnx::es.seither summative or formative. Thesetwo teachersbadbeen granted tenW"e withoutbeing fuUycognizant oftheirstrengthsandweaknessesas identifiedby them or an evaluator. One ofthemindicated that the use of portfolios "did identify your strengths and weaknesses as well as empowering you to identifywoc1cthat was of valueand importance to you" (Interview, TeachcrC, DecemberIS, 1996).

One teacher was not convinced ofthe validity of the portfoliosin evaluation. 1bere was some confusion as towhetherthe results andfindings producedin theponfolios were being evaluated.inaddition totheteacher's performanceinthe classroom. This teacherwasreassured. that the contents

32

intheteacher's portfolios would contribute tothe whole evaluation process. Portfoliosallowteachers toevaluatetheirown performance as well as eontnbute data that are helpful tothe principal duringthefonnative evaluationprocess. Thisteacher feltthattheendproduct of teaching., dissemination oflcnowledgeandlearning bythe teacber was not presented in theportfolios.Shefelt that classobservationwasamorecred!ble diagnosis of a teacher's performance.

Another teacher agreedthatthecootentsina portfolio reflected a teacher'sbestwork; shewascoocemedthatthiscouldcreateartificial expectations ofaclassroom observation by the principal. She hoped that the principal wouldrealizethatplans and activitiesoften change duringthe acrual classroom presentation.

Allthreeteachers agreed thattheportfolio wouldbea valuable tool and resourceinthe area of career choices and job interviews. The portfolios represent an individual teacher's work. philosophy ofeducation.teaching experiences, letters of reference, docwnentation of prev;ous professional

33

development and any other information submitted by ea<:b individual. They recognized!hatOIICCa .eaclJercompleted a portfolio foc evaluationpurposes.

i.couldbeused as apersonalfilefoc gadleriDg additionalteachingmaterials aodpersonalandprofessionalinformation.

Question2:What issues emerged from the useof portfoliosasDOtedby the teachersinvolved?

Considerabletimecommiuncot. the question of whatwas actually being assessed and the need for anorganizedframework were the issues noted by the teachers involved inthis study. They alsorecognized that there was an improvementin commwtication between the principaland the teachers being evaluated. Selfreflection byeach individual participant increased in qualityandduration.

The teachers claimed that completing the portfolios required a considerable timeCommibnCDt. However,the researcher was aware that

34

this concern may havebeenaUeviatedifclearer direction regarding the portfolio contents had been given atthestart ofthestudy.Uponrevisiting theintemsbipproposalit becameclearthatanorganizationalframeworkin thebase portfolio would haveassisted theparticipantsin determiningwhat to includeintheir portfolios and subsequently reduce thetimecommitment.

Astheteacher's work developed tomeetthe needsofthisstudy, specificneeds for an organiz<dframeworkfor the portfolios was identified byaUthreeteachers as essentialfor6naIcompletion oftheportfolios.

The teachers realized that an organizedframeworkis necessary to create a portfolio that will identify and displaytheprofessional practicesand growthof a teacher. They indicatedthatasuccessfulportfolio sbould consist of a varied collection of data.Severalsuggestions bytheteachers included:

samples of a teacher's work such as lesson plans and thematicunits.

performance and professional documents. observationsmadebythe principal during classroom observations. wrinen progressrep.ms.samples of wrinen communications to parents and students, records of parent teacher

35

conferences, letters of appreciationfromparents,andrecords of special career events.

The teachers feltthatthe portfolio should be a gathering tool of materials and infonnatioo. Their coocemwasthatthe contents oftbe portfolio would be evaluatedinaddition to their teaching practices.

They were reassuredbythe principal thattheirprofessional preseDtation andteachingskillsin theclassroom would bethe mainfocus ofthe fonnative evaluation process.

One teacher felt that the portfoliowasan intrusion, an invasion of privacy. She felt uncomfortablewith.as she put it, "tooting yourO'Nllhom"

(Interview. Teacher B, December 16, 1996). Shestatedthat submitting what is considered an individual's best work: would not suitthe personality of all teachers.Asan itinerant teacher she feared the lack of feedback communication from parenls and outside agencies, as well as the lack of students' work samples could not indicale an endpnxIuet.TheoIber two teachers felt that the ponfolios made a leacher more aware oftheirteaching

36

strategies strengths and wcakDesscs.Suchawareoess empowered ateacher to reflect00hislber preparationandpresemation of teaching techniques and plans.

Question 3: How did the princ:ipal view theuseofteacher portfolios?

Theprincipal felt that the use of teacher portfolios enabled the teachers to identify their strengths andplacesuchevidenceintheir portfolios.

This assisted the individual teacher todeterminetheir professional goalsand objectives. Individual weaknesses were also identifiedintheportfolios therebypennittingthe teacher tobecourageousinidentifYingneedsfor professional growth. The initiation of a conversatioo with the administrator created apowerfulbasefromwhich towork00areas where a teacher lacked cenain skills. This presented the administratortheoppommity to become a collegial role model and offer suggestions and provide suppon to the teacher. The principal felt that the portfolio approach was much more

37

collegial forbothadministrator and teacher thus providing moreopen comDnmication.

Followingaclassroomobservation.thepost-eonference was more productivedue tothe previous reading oftheportfolio entries.The principal also felt that the portfolio methodreducedpossible intimidation of the teacherbytheadministrator.

Upon examiningtheportfoliosfor cooteDtandwrittenreflection.the principalfeltshewas able to assessthelevel of professiooal growth.She acknowledged evidence ofan increase of professionalgrowtheven during this short space oftimc particularlyin thearea of classroom management.

The principal noticed thattheuse of portfolios encouragedandempowered the teachers involved in this stUdy to workwithother teachers, seeking advice and new teaching strategies. The principal felt that shewasable to monitor teaching performance more closely than in previouslyusedevaluation procedures. Shealso noted that the use of portfolios enabled teachers to develop a non-threatming form of communicationwithadministrators and

38

od>er colleagues. TheprincipaliDdi<aleddlatthetea<:bcrstbcmsehe>cbo5e tomaIcepositiv<cbaDgosintheirpractices. Theywould seekadvicefromhet"

andotbcrcolleaguesifweaknesseswereideotilicdduring theevaJuatioo process.TheprincipalodvocatedsuchcbaDgosfeeling thatthiscouldonly enhance a teacher's performance.

Theprincipalrecommended as a result ofthis study, the inclusion ofa curriculwnvitaeinthe introductory section oftbe portfolio. This curriculum vitae would include materialsidentifYing a teacher's previous experience, what ateachersees as bisIberstrengthsand wcakDcsses, teae:bcr's philosophy of education, professional development experiences.personaland educatiooaldata,anda descriptioo of a particularteachingexperiencedlat may haveaffected hisIber teachingcareer.

The principalfekthatthe strength of the portfolioswasdlatthey provided,notonlythedatabase for evaluation. but also theopportunityto observethe principles of teaching exhibited by the teachers. the opportunity forguidedpracticebythe principal. and the incubation of ideas and new

39

strategies byallinvolved..During the process, the principal communicated suggestions,ideasandstrategies to the teachers as a result of observing, reading andsharinginformation inthe ponfolios.Forher,theportfolios became the meansof recording data,thusdocumenting the professional growth oftheteachers. Itsgreatest signifieanc:e wasthecommunication baseitprovided. for the principal.

40

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

Conclusion

Thecooclusions providedin thisreportarebasedprimarily on findings resultingfrom thisr.seardtiIltomsbip.Thereaderis cautioned, however.thatbased011asmallsamplesizeaDdshorttimeframeany possible geoeralizarions arelimited.

Thepurpose of this internshipwastodeterminethreeteachers' and a principal's perceptions of the use of an alternate means of evaluation that would enhance and improvethequality ofteae:ber performanceand professionalgrowth.The teacherportfoliowasthereforedesignedto assist the teachersand principal increatinga foundatioo forfurtherprofessiooal growth. Portfolios in evaluation were able to assist teachers to acquire teaching skills. to review acquired knowledge of professional issues or subjects, and to consider areas wherefurtherprofessiooal growth wouldbe

41

useful. "Portfolios canbe opportunities for teacherstodemoostratethe complexities oftheirprofession.a meansto developandDurtw'eexcellencein education..,anda selfempoweringvoice forteachersduringassessmentaDd evaluabOll"(Fisher, 1994, p. 20).

This studyCOIlCludedthat forthethree~andtheprincipaLthe useof teacher portfolios presentedanopportunity toimprovethe process of teacher evaluation. However, despitethis, oneteacherinparticular cautioned againsttheuse of portfolios as an alternatemcIbodinformativeevaluation.

Thisbappeucdcventhoughshewas an activepanicipaol intheprocessof utilizing portfolios andbadworkedcol1abontivelywiththe principalina situation conducive to developingandenhancingcommunication.Ibis research process identified the portfolio, "a folder ofpersonaldata00an individual"(PetkinsandGolfer, 1993, p.23S), asthetea<:ber's penooal file, one which can become an activepanof a teacher's career.

Collaboration was apparentthroughout this study. The principal, in particular. felt thai she and the panicipant teachers experienced increased

42

opportunity for coUegial inleractioo. Itwas the implementatiOD of teacher portfolios thatmadethe coUaborative, collegialmodelof formative evaluation bothmanageable to followdueprocessfor theteaebersand the principal.

RWithplanning,implemem.ation, and evaluation ofportfolioentries,theview of teacbingshiftsfromthatof a technical disseminator oCknowtedge tothat ofan educational professional" (Fisher,1994,p.20).

Forall participants, the evaluation process was truly a fonnative processto befuUy documentedintheportfolioaDdtobetbe sourceof evidenceforcoDtinuingprofessiooalgrowth. Theportfolio of eacb teacher hasthepotential to provide evidence.Dotonly to the evaluator. but tothe teacher, of the professional growth being experienced.Thevoices ofthe teachers involved anested to the professional growth oCtheir teaching skills and self~confidence throughout thisstudy. The level oftcachersupport for this model indicates that the use of portfolios is relevant and necessary to the professionalgrowthof teachers.

43

Recommendations

ThefoUowing are four recommendations forfurther research on the use of teacher portfoliosinteacher evaluation.

1. Fwther research ought tobetmdertaken 10 determine teachers' and principal'sresponses to the use of portfolios. Thelimitedwork of theinternshipbasonly suggestedthe acedfor full-scale research on the views of teachers and principals.

2. There was some confusiooduringthisstudysurroundingthe actual contents of a portfolio. Further investigationis necessary into the use and development of portfolios and the selection of contents for the purpose of teacber evaluation.

3. Research ought tobeWldenakentodeterminetheextent to which the use of teacher portfolios can lead toimpro~t in teaching and professional growth of teachers. This internship has not measured this imponantaspect of fonnative evaluation;

however in order for ponfolios10have significance as an alternative

44

methodofteacherevaluation,then:mustbe reasonable documentation of their potential for teacher professiooaldevelopmenL

4. Research ought tobeundertaken to determinethe extent to whichtheuse of teacher portfoliosinteacher evaluation can enhance theprofessiooalgrowthof a principal.

45

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Bryant, M. and Currin, D. (1995). Views of teacher evaluation from novice and expert evaluators. Jpurnal gfC"rdc"lum and S"ncNsjpD to(3), 250·261.

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Longman Pub. Co.

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Corey, S.M. (1953).Actionrc:;carcbto i!'ll!l'JlYCSCbool pneticc;s New York:: College Columbia University.

Danielson.C. (1996).Enrbantiogrmfcssiemalpgtetic;c:'AftamcworKfor

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Hannay, L. (1986). The meaning ofactiooresearch:Anoverview.

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Hickman, GA(1988). Teacher.vaIuation; Bridgingth. gap between theory and practice. The Morning Watcb 16(1-2),6-15.

Kimbrough, R.B. and Burkett, C.W. (1990). The princjpalShjp cQDceprs and

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LeCompte. M.D. and Preissle,J.(1993). EtbpgprapbyandQualitative designincducatiopalregarcbSanDiego, CA: AcademicPress Inc.

Levin.B.(1979). Teacher evaluation - areviewofrcsearch.~

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Mclaughlin. M.W. (1986). Teacher evaluation and school improvement.

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Medley, OM., Coker, H.,aDdSear, R-S. (1984). M"9"""""'t-hased tcacbc:rcva1uarjoo M1 empiricaliIIl$I'JNIGbNew York. NY: Longman Inc.

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Mokhari,K.,Yellin, D., Bull, K.,andMoo'gomcry, D., (1996). Portfolio assessmentinteacher education:Impacton preserviu teachers' knowledge and attitudes. froGal ofTrachcrEducatioQ47 (4), 245- 252.

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49

Posner,GJ. (1985). Fjeldexpcricncc a g"ide:toRftectDreta;bjng New YorIc. NY: LoogmanInc.

Searfoss,L.W.andEnz,B.l. (1996).Canteacher evaluation reflectholistic instruction? EducatjgnaJ I eadersbjp53(6),38-41.

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50

APPENDICES

51

Appendix A

InterviewScbcdule:

FocusGroupScssioo .. . . September 20, 19%

First Interviewwith Principal Octobcr4, 1996 SecondInterviewwithPrincipal November 7, 1996

Class Observations ," November 4-7,1996

Teacher Interviews. . _..December 13-19,1996

Third InterviewwithPrincipal Dccember 30, 19%

CoUectioo of Portfolios .December 20, 1996

52

Appendix B

Consent Forms:

1. Teachers' CODSellt Form 2. Individual Teachers' Consent Form 3.Principals'Consent FOIlD 4. SchoolBoardConsent Fonn

53

LETTER OF COlIfSDfT

_ _ _ _ _ _ _ _ _ _ _ _ approached the three teachers who were to be evaluated durinq this school ,.e.r of1996-1997a::d aslted each one to VOLI1lI'7'ARILY PARTICIPATE in this stud,.. Each one aqreed to do so and cCIIllPlete a teacher portfolio as an alternate _ans of assessment in their evaluation. Their siqnatures below is an indication of their understandinq of this ag:reement and their consent to participate in this study.

Thank 'lou, Ina~earl.J'

'l"eachers Siqnatures

1. _

2. _

3. _

TUCKER COlfSD7 PORM D.ar Coll.a;ue.

I am a graduate student itl the Pacult]' of Education at Memorial Oniversity of Ne"founc:Uand and under the supervision of Dr. Alice Collins. As part ofZD]'inte:-nship research cOlDpone:l.t. I "ill be researching thelUeo~

teacher portfolios as an alternl.te lIlaans of assessment i:1 teacher evaluation. I amrequeStiD; your pertrlission to have ]'ou participate in this stud]'.

tour participation will require ]'ou to create. alongw:.th this researche:-. a teacher portfolio. This portfolio may include samplel ;)~ye:-ur cla•• work. lesson plans.

communicatior.: :'=o:n administrators. teachers. parents and students. curriculum plans. educational training recorels.

teacher perforlDilDce documents. andanyotber material that reflects ]'our work.

Ialso request that you participate in a semi-atruetur.d interview with this reseHeher. At this interview I w:':l ask four opinions amir~fIectionswith re;-ard toth~three questions presented int.f,es~udypre-posal. These ir.:.erview-s will take place durin; the wuk of December 9th - :3th.19!i.o and last apfroxirr.ately30minutes. Thue interview will be tape-recorded fOI the purpose of data celleetion. however.

following analrses of H.t-data collected or. the-15:e tilpes they will be destrofed. Howeveri f]'ou are uncomfortable wi th tbe

u..

of a tape-recorder. OQe wi11 Dot be used duringtheintervie...

I also request that your~rmitmeto attend one c::aES observatio:1 se!siot> along wi tb the principal. Tbe p'iol:".,ose is to observe the prir.eipa!·s eva!u.. tior. process as it relates to tbe use of teioet.er portfolios.

All inforrnatio:, gathered ir. this study is strictly CC:l!':~~I:r;tia:6:.= a:t r.ot;;';:.~ 10:',1i::.=i\'id,n:. bei=e:-.~ified.

Pe:Ucip;~ioIJ ~nth:'l: slue)· is VO,l;1ltio:y ilf;WE-!, as yeur U15:'< of a tead.':":" ..,"rt~~~i,;,1:. U::,:eval\.i<,t~c::l prOC'H~. ! askn.i".: you.:~~ ur.::-::~~o:-.':! ·hli.~i-..;.~i:-:....~i,.:. i:. t~.if;

stud)' is r.ot ..:e'i\.ii:~;.!rat".: c.f 1"-=~·.·li.l'.:&":.:'"r,re... :J:...:t is volu:,taly for ".:~.".l';,;:;.oo!oe e-f ttoi.s f;tuC"i as~t''i....t-!''.:",J b~·

thisreseard.~:,Ir,a ?:".arl"!:;·. ?leill!:t- ur.der!:.al.dtt.i.~"iC'\!

rna)' wiU.dralO from U.is stu~iat any tin,e.71,1:rl:!:.ll~s of this study will be aVllihblt! to you uponreque~t.

I fJOU .re ia .gr. . . .nt with p.rUei...tiDI in tid• • tudJ pl •••e .ilD belovo I~JOU ba•• UJ pe.Uou or cOQ.cerns please do Dot Ile.i tate to contact . . at· . • IfJOU wiah to ••e.k with a resource .er.e:t. at."_orial OnivenitJ ple••e cont.ct Dr. Patricia CanniDg. h.oci.t.DeAnof

•••••rchudGradu.t. Prolr.-es. P.cultJ of Education.

Thank You.

Yours SincerelJ.

In. Ke.rl.J

I agueto particip.te in the

re.earcb atudy aa de5cribed abo••. I a:ader5taDd th.t .a::-tic:ipaUon i5 entirely voluata::"J aDd that I ...,withdraw per-ai.uion. tanJt i _ . All inforsaUa ia strict.l:r confiduti.lanc!co individual vill beidentifi.c!.

Date SiiD.ture

PRIlteI.&:. COIISEft roD Dear 'rindpal.

I ama graduate student in the F.cult": of Educ.tion . t Memori.l OniY.r.itr of ••wfOUtldlaDel aDel UIldar tbe supervision of Dr. Alic. CoIl ina.Asp.rt of Iftr intern.hip re.e.rch COlQonent. I willber ••••rchiD; tbe use of . te.cher »ortfoU.os •• aD .1 t.rnate . . .D. of ••••••III.Dt in te.ch.r .valuation. I . .requestiD; four »endssion to bave fOU p.rtidp.t. iD this studf.

tour participation Ifill r..,nr. fOU to .val u.te three te.char. of four .taff br th. use af teacher port-folies.

rbeae porUaU::. " r include .ample. of their class work, le.soD pl&lls, ~:nl'lllunicatioDSfre. .dmiDiatrator., te.chers.

pareDtaand.tudeDta. curdcuh_ pIau. educ.tional traiDiDg recorda. teacher perfOnlaDCe docUftlel:lt., aDd&111 otber . .terial th.t reflects their work.

All infor1ll&.tion gathered illo this studrisstrictlr confidenti.l .nd At no time will individuals be id.ntified.

ParUd,atioD in this studrisvolunlarr and you . .y witbdraw from this study at&II)'tilDe. rhe rlUulta of tbia research will be .vail.ble to )'ou upon request.

If)'ou are in a;reeJllent with p.rticipating in this study ,l.as. sign below. I fyou h.ve.ny question... or concerns pl •••• do Dot h ••it.te to contact . . a t ' . If10U

"iah to .p.ak. with. resource penon at Memorial Oniversit)' pleue contact Dr. Alice Collins • •acultl of Education, Onduate Studies.

Thank tau.

Youra Sincerely, Ina It.arley

I a;=~eto ,artidpate in the

research st'lOdy as de.loe:ibt: .bc..·~. I u:.d~r£:'a:.dH.st particip.tion isentir~iyvoluntary and that IIlla~ withdaw permission at any timE. A:I informiltion is strictly confider.ti.l and no individlolal will be ider.ti!ied.

Dille

SCHOOL 10AJU) COIISElfTFOItK D••r .

I lUll • gr.du.t. studentiDthe '.eul tr ·of Education at Memorial Oniveui t;r of lIewfoundl.nd and UDder the supervision of Dr. Alie. Collins. Aspart of myinterns~ip rluearch component, I willber ••••rehing the use of 'leach.r portfolios .s.1'1..l'lernate . .ans of .ssess....Dt in teacher .v.luation. I am re,uestin; Jour permasion for.~

to. complete this r ••e.rch stud! . t

The .chool'. participation lI'ill include th. participation of the principa' and three teachers. These individua:. and this r ••••ret,~~';fill form an action research teu and d.v.lop t.ache: portfolios a. an alternal. lIle.ns to ass.ssin; t.acher. durin; tb. proc••• of te.cher evaluaUon. '!'bi. studyb hoped to d.lItOnstrat. that tbe use of t.acher portfolios canbeused to .valuate tbe professional ;rowth demonstrated by all involv.d as documented by his/her portfolio.

All information "ather.d intbi. stuclris strictI]' confidential and atDOtime will ind=.viduals be identified.

Partic:pat:...on in tbis studyi .volWl.tarr and tbe individ.uals m&y withdraw from this study at any tillle. The res loll ts of this study IIi 11 be avai table to]'OU UfC:.

reiue.t.

I f101.1 are in a;reement witb the scbool·s participation ':'1'1.

this study pha$t: si9n b.lov.I fyou h.ve an7 que.Uo"s or concerns pleue do not hesitate to contact me a t ' . Ifyou wish to spe.k with a resource person at Memorial D:llversity please- contact Dr.Alice Collins, Faculty of Education, Graduate Studie!..

Yours Sincere!'1.

Ina Itearley

.1 agr••toba...__ , , participate iDth. r ••••rch .tad, as d••eribed

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