A Systematic Sampling of Illinois School Administrators’ Use and Value of Professional Teaching Portfolios
Abstract: As many colleges and universities have incorporated professional teaching portfolios into their teacher education programs, it is necessary to look at the school administrators’ perceptions of portfolios, both use and value. Teacher education programs are being required to use the Teacher Performance Assessment (TPA) portfolio. The new mandate specifies that preservice teachers must complete a professional teaching portfolio during their student teaching experience. This study sought to identify principals’ use and perceived value of professional teaching portfolios through a regional systematic sampling in Central Illinois. School administrators’ found value with the contents of professional teaching portfolios and considered them beneficial for identifying the professional development of educators.