With the increasing emphasis on continuing professional development for teachers and all educational practitioners, the use of portfolios to plan, chart, and review professional development is now widespread. Drawing directly from their experience of developing portfolios and portfolio-based assessment, and from current research, this book enables the reader to design and plan a portfolio, chart and analyze relevant professional experiences, reflect critically on practice, assess performance against standards and competences frameworks, present evidence of practice and achievements, and plan their continuing professional development. There are also chapter objectives, key questions and tasks in every chapter, which adds to the practical focus of the book.
A portfolio is a means of structuring, demonstrating and reflecting on your development as a professional. At the heart of portfolio development is your learning. As a starting point in this chapter we consider the idea of ‘professional learning. We will explore the question of what professional learning looks like and how you can begin to think about making claims about your development which can then be shaped for your professional portfolio.
- What it means to be a professional
- Defining professional learning
- Definitions of professional learning in policy
- Models of professional learning and development
- Using models to evaluate and plan learning
Being a Professional
In this chapter we consider what is meant by ‘professional learning’ and look at a range of strategies you might adopt. We begin by ...