Develop a portfolio to demonstrate school leadership and management competence. A module of the Advanced Certificate: Education (School Management and Leadership). Each component of the program consists of a number of modules as summarized in the table below.
THE PORTFOLIO
Introduction
The use of the portfolio as a formal assessment tool reflects many of the fundamental changes brought about by the introduction of the. It will also motivate the value of the portfolio as a flexible, outcome-based assessment tool that promotes integrated assessment of the exit-level outcomes of the CIS.
- What is a Portfolio?
- The portfolio in outcomes-based assessment (OBA)
- The portfolio as a flexible assessment instrument
- The portfolio as an integrated assessment instrument
- How can we develop a portfolio?
- What are other uses of the portfolio?
- Conclusion
The evidence you include in the portfolio must be directly linked to the unit benchmark results in the ACE qualification. Portfolio evaluation should be conducted in accordance with the principles and processes of outcome-based evaluation.
PLANNING THE PORTFOLIO
Introduction
You already understand that the purpose of this portfolio is to reflect your management and leadership skills in relation to the ACE qualification. The rest of this unit will guide you through the process of planning and preparing to put together your portfolio, so we move in this unit from theory to practice.
- What are the assessment requirements of the ACE qualification?
- How can we collect “evidence”?
- What is evidence?
- Types of evidence
- The rules of evidence
- Sources of relevant evidence for the portfolio
- The process of collecting and selecting evidence
- Main steps in collecting and selecting evidence
- How can we plan to develop the portfolio?
- The importance of planning your portfolio
- The content and format of the plan
- How to go about drawing up the plan
- Preparing to compile the portfolio
- Characteristics of a well-organised portfolio
- The format of the portfolio
- The contents of the portfolio
- Conclusion
Selecting evidence relevant to the criteria used to assess your competence in the end-level outcomes of the ACE qualification. You will be required to demonstrate competency in relation to the core outcomes of the ACE: i.e.
COMPILING THE PORTFOLIO
Introduction
Now we can finally get really involved in the actual process of building the portfolio. We hope that at this stage you are not faced with the same chaotic situation as the man in the cartoon above. However, you don't have the run or burn option, as your goal is to achieve the ACE qualification.
You should have already labeled and ordered all the evidence you have produced so far in the ACE program. If you haven't started doing this yet, now is the time to really get started.
Collect and organise the evidence
- How can I deal with difficulties in compiling my portfolio?
- Why is it important to include explanations and links between evidence and outcomes?
We have already indicated that the quality of the content of your portfolio is of the utmost importance. Remember that the portfolio is a representative collection of your work and achievements, but must provide evidence that you have achieved the outcomes of the program (refer to Text 5 in your Reading Bundle). You need to assess what you did from the beginning of the portfolio to the end.
The ACE program assessor will most likely directly observe some of your performance. It is important not to assume that the assessor will make the correct connection between a document in your portfolio and the ACE requirements.
Reflective commentary
- What should you be reflecting upon?
- Involving others in reflection
- Writing and recording reflective commentaries
This plan describes what you will do in relation to the development areas identified during the CIS programme. At the end of the program you should review all the reflective comments you recorded and use them as a basis for writing your Personal and Organizational Development Plan. You should also be able to use your reflective comments for your assessment in terms of the GGBS.
Surely you are aware that you cannot achieve the desired changes in your school by yourself. It is a good idea to record your reflective comments in a 'learning journal'. perhaps part of the learning file or folder suggested in the core module Language for Leadership and Management) throughout the ACE programme.
Personal and Organisational Growth Plan
The development actions in your plan should similarly cover personal development as well as measures to improve the functioning of your school. When you create your template, we also suggest that you make notes in it throughout the program. You will then be able to use these notes at the end of the program in a final consolidated plan that you insert at the end of your portfolio.
You should also use this development plan to guide your continued personal and professional development after completing the program. It will serve as a valuable reference for monitoring and tracking the implementation of your recommendations.
Conclusion
McFarlane, J, 2003: "Proposed preparation program for school leaders project of the Delta Foundation" (unpublished working paper). Guidelines for preparing professional development portfolios – a resource for school-based educators, part 2: educators beyond level 3. The reader contains a variety of texts which were referred to in the Learning Guide and which provide a basis for activities or extensions of the discussion in the main text.
The qualification
The ability to lead by example and be a model of the school's values and vision. A commitment to follow the vision and mission in detailed planning for the daily life of the school and its future direction. Commitment to collaborative school governance and parent, student and community involvement.
Manage the school's financial resources (subjects/learning areas/phases) in a transparent and accountable manner. Options should be selected that are valid for assessing different types of outcomes in ACE (School Management and Leadership) - personal qualities, knowledge and skills.
Unit standard
Plan and prepare to develop a portfolio to reflect own management and leadership competencies in terms of the ACE (School Management and Leadership) end-level outcomes. Demonstrate an understanding of the end-level outcomes for the ACE (School. Management Leadership) in the context of current understanding of management and leadership. Compile a portfolio to reflect one's own management and leadership competencies in terms of the final results of the ACE (School Management and Leadership).
Organize portfolio content in a user-friendly way with relevant links, explanations and reflective comments. Build a portfolio that reflects your leadership and management skills in terms of ACE (School Administration and Leadership) Exit Level results.
Analytic rubric for assessing the portfolio module
Cover only briefly and vaguely concepts or the issues regarding the demonstration of understanding of the portfolio as a flexible assessment. Provide facts related to the main issues involved in demonstrating understanding of the portfolio as a flexible assessment. Little evidence of the necessary techniques (CVs, SWOT analysis, historical content, self-reflective diary, examples of course activities, interviews, observations and reports and situational analysis) to ensure effective.
The student includes many of the necessary techniques (CVs, SWOT analysis, historical content, self-reflective journaling, samples of course activities, interviews, observations and reports, and situational analysis) for. The student includes most of the necessary techniques (CVs, SWOT analysis, historical content, self-reflective journal, samples of course activities, interviews, observations and reports and situational analysis) to ensure effective.
Readers – Assessment outcomes-based education
Outcomes are the focal point of the outcomes-based system, which means that the learning process, teaching materials, and especially assessment, should focus on what the learner should be able to do. Examples: The description of the assessment process is clear, transparent and available to all students. Before the task, everyone is made aware of the criteria on which the performance should be evaluated; and.
The assessment is designed to award credits and/or certificates to learners for successful completion of the learning. Other (You can insert other instruments that you think may be useful for the assessment of the CIS programme.).
Portfolio assessment matrix
Understand and be able to apply relevant content knowledge in policy leadership and management, planning, school development and governance. Develop the professional skills of yourself, groups and individuals to improve your performance and the school's performance. Establish, implement, maintain and evaluate organizational systems for the school, where possible, using appropriate ICT information and communication technology.
Understand and be able to apply relevant substantive knowledge and skills in the management of organizational systems and physical and financial resources. Understand and be able to apply relevant substantive knowledge in the design, implementation and evaluation of teaching and learning and the organization of the school environment.
Examples of portfolio evidence in the IQMS
Example of the content of a portfolio
NOTE TO PARTICIPANTS: Here you must submit all the evidence you produced during the various classroom and work assignments completed during the program. Also include any documents you produced, before or during the program, that are directly related to the outcomes outlined in the curriculum.
Template - Plan for developing a portfolio
Planning Strategy: (Note: This is where you will describe the actions you will take to obtain/develop the evidence. This will include aspects such as what you will do, people you will consult, actions to overcome obstacles you anticipate , how you will fit this into your school schedule, etc.). Notes/Comments: (Note: Use this row for additional comments, eg to list tasks for the module, to provide cross-references to other outcomes, to record progress, to describe follow-up actions required, queries to be resolved or persons to be contacted to assist in obtaining or presenting the evidence).
Template - Professional and Organisational Growth Plan
Glossary
For example, multiple-choice questions are not appropriate for testing the student's insight, and a written test does not adequately measure that student's ability to apply something in the real world of work. Formative assessment is usually carried out by the person facilitating the learning, which could be a teacher or lecturer in an educational institution or a coach or line manager in the workplace. Integrated assessment is not a form of assessment, but a way of doing assessment to enable the learner to demonstrate applied competence.
It contains a collection of evidence from various sources, which is brought together and cross-referenced with the results in the unit standards or qualification. The evidence in the portfolio should include a variety of items to demonstrate consistency in the individual's performance over time.
