Most significantly, we learned to write reflective essays that showed what we had learned. I kept just enough of these materials to show how the students and I had done our work. My portfolio is valuable beyond how it will improve teaching and learning in my classroom because what I have learned from my study will be used both formally in district wide professional development activities and informally in the conversations I have with my colleagues in Memorial Middle School and on the region wide Portfolio Committee. Teachers and administrators at Pomperaug High School have told us that their portfolios enabled them to work together to improve instruction and student performance. Many teachers commented on the impact the portfolio had in improving teaming and instruction.
Collaboration is the key.
In many cases, teachers work as equal partners on the construction of the portfolio. In other cases, one teacher is the primary researcher, and his or her colleagues act as a support system, offering technical help or suggestions. Districts must provide time for such collaborations. Goals 2000 funding supported the last three years of our work. All teachers and administrators who have been involved in developing a portfolio do it for the powerful professional development experience it provides.