<p> Self-evaluation is a learning process</p><p>BRDO conference 24 – 28 September 2003</p><p>Workshop 3.2: Friday morning</p><p>Self-evaluation at group level: Themes, departments, projects</p><p>Meta BUDNAR National Education Institute of the Republic of Slovenia Nives POČKAR Secondary School Centre Ljubljana SLOVENIA</p><p>Theme – “THE PRINCIPAL PORTFOLIO”</p><p>The Principal's portfolio is an instrument which has been developed to contribute to the more successful change and development of leadership skills and practices, analysis and self-reflection of one's own work, including research, cooperation, more competent decision making and facing new challenges. The workshop will present the development of Principal's portfolio and it's use in Slovene schools.</p><p>WHAT </p><p>THE PRINCIPAL PORTFOLIO IS A COLLECTION OF THOUGHTFULY SELECTED EXHIBITS OR ARTIFACTS AND REFLECTIONS INDICATIVE OF INDIVIDUAL`S EXPERIENCES AND ABILITY TO LEAD; AND OF THE INDIVIDUAL`S PROGRESS TOWARD AND – OR ATTAINMENT OF ESTABLIHED GOALS OR CRITERIA.</p><p>1 PORTFOLIO USE: 1. FOR PROFESSIONAL GROWTH</p><p>2. FOR SUMATIVE EVALUATION</p><p>3. FOR CAREER ADVACEMENT</p><p>Portfolio development involves:</p><p> selection of relevant artifacts (carefully selected documents that </p><p> reflect attainment for progress towards established criteria),</p><p> writing of a reflection that describes, analyzes, and assesses </p><p> leadership experiences illustrated by artifacts (self-assessment and </p><p> self-reflection),</p><p> a written plan for future actions based on assessment and analysis.</p><p>WHY</p><p>1. FOR PROFESIONAL GROWTH</p><p>• TO ENCOURAGE PROFESIONAL GROWTH, TO EMPHASIZE SELF- ASSESSMENT AND ANALYSIS OF BEHAVIORS AS THEY RELATE TO THE PRINCIPAL`S PERFORMANCE </p><p>(As a “check point” not only for assessing progress but also for determining whether goals should be reconsidered or modified; although the principal`s progress towards established goals may be reviewed by others, as a in a peer coaching or formative evaluation situation.)</p><p>• TO REFINE LEADERSHIP PRACTICES AND TO INCREASE SCHOOL EFFECTIVENESS.</p><p>The professional growth portfolio serves as a catalyst for valuable self-reflection, providing direction for improvement in such areas as problem solving, collegial and community interactions, resource management and student progress.</p><p>2 2. FOR SUMATIVE EVALUATION</p><p> AN EXTERNAL JUDGMENT OF EFFECTIVENESS OF THE PRINCIPAL`S LEADESHIP IS MADE ON THE ARTIFACTS AND REFLECTIONS INCLUDED IN THE PORTFOLIO. </p><p>• THE PORTFOLIO IS A POWERFUL EVALUATION TOOL THATPROVIDES A POSITIVE, PERSONAL, AND INDIVIDUALIZED APPROACH TO EVALUATION. Permitting both formative and summative evaluation, the portfolio provides comprehensive and authentic documentation typically not used in the principal`s evaluation. It presents a more realistic picture of principal`s priorities and practices and offers valid insights into their leadership abilities.</p><p>3. FOR CAREER ADVANCEMENT</p><p>• PORTFOLIO IS AN INNOVATIVE TOOL FOR PURSUING, LEADERSHIP POSITIONS, SEEKING PROMOTIONS, AND ASSESSING APLICANTS, THE ARTIFACTS AND ACCOMPANYNG REFLECTIONS PRESENT STRENGTHS AND ACCOMPLISHMENTS OF CANDIDATE THAT MIGHT NOT BE APPERENT IN THE TYPICAL RESUME, APLICATON FORM, OR INTERVIEW.</p><p>• The carreer advancement portfolio assists prospective employers assessing principal’s credentials, accomplishments, and potential. </p><p>WHAT</p><p>WHAT - THE COMPONENTS</p><p>1. INTRODUCTION 2. RESUME 3. LEADERSHIP FRAMEWORK</p><p>3 4. FIVE YEARS’ GOALS 5. EXAMPLES AND SELF REFLECTION 6. SUMMARY</p><p>LEADERSHIP FRAMEWORK</p><p>1. PHILOSOPHY OF EDUCATION</p><p>2. PHILOSOPHY OF LEADERSHIP</p><p>3. VISION FOR LEARNERS</p><p>4. VISION FOR TEACHERS </p><p>5. VISION FOR THE ORGANISATION </p><p>6. VISION FOR PROFESSIONAL GROWTH</p><p>7. METHOD OF VISION ATTAINMENT</p><p>4</p>