Portfolio Assessment as a Means of Professional Development

Abstract

Pivotal to the implementation of the Special Education 2000 policy are 750 Resource Teachers: Learning and Behaviour (RTLB). A mandatory requirement for those taking up these positions is that they undertake a professional development programme consisting of four graduate or postgraduate papers. This article outlines the rationale for including a professional practice portfolio as the final paper in this programme. The requirements of this portfolio and the teaching programme put in place to support the RTLB in the development of their portfolios are outlined. Some early findings about the process, from both RTLB and faculty perspectives, are then discussed. Findings indicate some of the factors that may help or hinder portfolio development, and also identify how portfolio development enhances professional practice.