CHAPTER 20
THE CHANGE AGENT PORTFOLIO
20.1
INTRODUCTION
There is substantial literature on the portfolio, its many purposes, benefits and
shortcomings. This literature deals mainly with student and teacher portfolios,
there are no models of change agent portfolios to draw from.
In professional fields such as art, architecture and modelling, people have long
been used to presenting samples of their best work in a portfolio to showcase
their achievements. The portfolio served as a recommendation to potential clients
and employees. In the field of education, student portfolios have been used for
more than ten years in the U.S.A., starting with Project Zero at the Harvard
Graduate School of Education in 1994, which focused on helping individual
schools adopt portfolio assessment as part of a statewide school reform effort,
and brought together practitioners, policy makers, and researchers to explore
how portfolios can be implemented to provide effective assessment of students.
As an educational instrument, the portfolio has been used mainly as an
alternative form of assessment to support individual learning. From the United
States, student portfolio has spread to some European countries, where it is
widely used especially in Finland. It is also popular in Israel and Australia.
The concept of teacher portfolio is relatively new (e.g. Anson 1994, Richards &
Lockhart, 1994, Smith & Tilema, 1998, Andrejko, 1999, Sentočnik, 2002) and it
meshes well with the concept of a teacher as a reflective practitioner (Schon
1987).
Portfolio use and its purposes
Student portfolios can be used as a tool for documenting the process of
learning, as
well as a tool for exhibiting individual achievements. By encouraging students to
self-assess, plan their own development, and self-regulate the quality of their
learning with the help of continuous feedback, the portfolio can empower
students to assume an active role and responsibility for their own learning (Gold,
1992, Wolf, 1989, Wiggins, 1998). Because failure is not featured, but rather
there is the opportunity for a student to present his strengths, the portfolio can
improve students’ self-esteem and strengthen their disposition to life-long
learning (Sentočnik 2004c). Portfolios can thus serve to motivate students and
Chapter 20: The change agent portfolio
1
promote student self-assessment and self-understanding (Frazier & Paulson,
1992).
In addition to the above, student portfolios provide teachers with a wealth of
information upon which they can base instructional decisions and evaluate
student progress (Seidel, 1993, Campbell & Ruptic, 1994). They can be an
effective means of communicating a student’s developmental status to parents in
certain areas related to instructional goals. Teachers can use their record of
observations and the variety of evidence gathered in student portfolio to support
the conclusions they draw when reporting to parents (Rolheiser et al 2000).
Teacher portfolios can be used for documenting a teacher’s learning about
curriculum, instruction, and assessment over time. Teachers can compile
ongoing evidence of their work and use their portfolio as the primary means to
communicate with colleagues and supervisors. The teacher portfolio is a
meaningful collection of teachers’ work that serves as evidence of individual
teachers’ growth and achievement. The process in which teachers identify their
areas of growth, plan improvements, collect evidence of their evolving practice,
self-evaluate, and reflect on the implementation of changes, as well as receive
feedback from their critical friends, provides them with information to guide
future self-improvement and professional development (Smith & Tillema, 1998,
Melograno, 1994, Sentočnik, 2002). Teachers set their own goals within the
framework of school’s vision and mission statement, as well as their own
professional career, and progress is evaluated by the teachers themselves, by
colleagues and by the head teacher. This makes portfolio assessment the basis for
a growth-oriented model of supervision which can complement the traditional
summative method of teacher evaluation (Andrejko, 1999).
The portfolio process
Because portfolios are collected over time, they can serve as a record of
individual growth and progress. Because they require reflection to be embedded
in instruction, they can show the degree to which students are building positive
attitudes and habits with respect to a certain area of learning. Because they are
supposed to help determine a student’s development level in relation to
standards, teachers are encouraged to set standards and involve students in the
process of doing it in order to familiarise them with the expectations. An
important dimension of portfolio assessment is that it should actively involve
students in the process of assessment: self-assessment and self-reflection, as well
as the reflective dialogues with peers and teachers, are the key elements of
portfolio process (Sentočnik, 2004a).
Portfolios can consist of a wide variety of materials: teacher notes, teachercompleted checklists, student self-reflections, reading logs, written summaries,
audiotapes, videotapes of group projects, etc. (Valencia, 1990). But the real value
of a portfolio does not lie in its physical appearance, location, or organisation;
rather, it is in the mindset it instils in students and teachers (ibid.1990). What
makes a portfolio a portfolio is therefore not its form, but the reflective process
2
Spirals of change
of learning in which a portfolio developer engages while producing, collecting,
selecting and assessing, as well as presenting, his or her work to others.
20.2
THEORETICAL BACKGROUND
The theoretical background for portfolios as a learning and assessment tool is the
socio-constructivist view of learning whereby knowledge is individually
constructed, and learning is a product of a learner’s own actions, based on his or
her prior knowledge, skills, experience and interest. In order to become
meaningful for the learner, learning should be anchored in authentic, real-life
situations representative of those in which students will have to use their
knowledge and skills outside school (Wiggins, 1998). Since real life often
requires co-operation and teamwork, social interaction is the key characteristic of
effective learning.
Effective and meaningful learning takes place when it is goal-oriented and selfregulated, and when its ultimate goal is acquiring understanding by a learner.
Focusing students’ attention on how they learn in addition to what they learn is
an important paradigm shift which is based on the belief that each student is a
competent individual who can be a successful learner (Sentočnik, 2004b). Selfassessment and reflection on the quality of one’s work and learning aim at
developing self-awareness, and gradually lead to a conscious self-regulation
which requires good learning strategies and metacognitive strategies: using
metacognitive strategies like e.g., predicting outcomes, noting failures,
explaining to oneself in order to verify understanding, helps make students’
thinking visible to themselves, their peers, and their teachers (Bransford, 2000).
20.3
PHILOSOPHY BEHIND PORTFOLIO
Portfolios represent a philosophy that honours both the process and product of
learning. The portfolio developer actively participates in his or her own
evaluation and growth: In this process he does not compare his performance with
that of his peers, but rather assesses how his own performance has improved
throughout a certain period of time against the criteria and standards set in
advance. The new assessment paradigm is based on the supposition that the Jcurve gives a far more accurate picture of the growth of knowledge and skills
than the traditional view which claimed that the evaluation of knowledge and
learning should happen on a bell-shaped curve (Zessoules & Gardner, 1991,
Seidel, 1993, Sentočnik, 1999). According to the traditional view, it was
impossible to expect that all students would succeed, because some had to fail,
most of them were expected to be average, and only a few could be really
successful. The J-curve, however, suggests that individual knowledge grows all
the time. Each individual starts on a certain level, and then, year by year, builds
on this knowledge so that his/her foundation of knowledge is enhanced,
expanded, and deepened as s/he grows more mature.
Chapter 20: The change agent portfolio
3
20.4
CHANGE AGENT PORTFOLIOS
Drawing from the literature of student and teacher portfolios, we can define
change agent portfolio as a purposeful collection of various aspects of a change
agent’s work that tell the story of the change agent’s efforts to develop his
knowledge, skills and attitudes related to change management in schools, as well
as his achievements and contributions to his/her end users, colleagues,
institution, academic discipline, and community (adapted from Brown and
Wolfe-Quintero, 1997, 28). Like in the case of student and teacher portfolio, the
change agent portfolio is not a random collection of pieces of work produced by
a potential change agent, but rather a systematic collection of a variety of
evidence of his planned growth. By engaging in the portfolio process, change
agents present themselves as life-long learners and reflective practitioners.
It has already been mentioned that the compilation of a portfolio is an
evolutionary and situational process. The purpose and function of a portfolio
may vary, but defining these is an important initial decision since they ultimately
determine the form that the portfolio will take. Portfolios can be developed in a
formal and directed process (the portfolio developer is told what to include and
annotate) or in a self-directed and informal process (the portfolio developer
identifies the kinds of work that s/he thinks should be included and reflects on
the work as the opportunity arises).
When we begin using portfolios, it is advisable to structure them tightly in order
to assist the developers of portfolios as much as possible, particularly if they
have not had an experience with either student or teacher portfolios before. An
example of such a structured process of portfolio compilation is presented in the
Course-Related Change Agent Portfolio Structure in the attached CD ROM,
which defines the outcomes that influence the framework, the kind of artefacts
that the participants can include in a portfolio, and the reflective activities that
they can be invited to engage in. Over time when the developers get used to the
process and are ready to share control, portfolios can become more loosely
structured. Experienced portfolio developers can specify themselves what
outcomes they want to achieve, create their specific portfolio framework, and
decide upon the evidence that they would like to include in their portfolio.
20.5
TYPES OF CHANGE AGENT PORTFOLIO
20.5.1
Showcase portfolio
The showcase portfolio serves to exhibit individual achievement and
accomplishments, and is the collection of samples of one’s best work. The
purpose of this type of portfolio is to showcase a portfolio developer’s finest
accomplishments, stressing the person’s strengths and interests. As such, it can
be used as a key to the door into further education or when seeking employment
or promotion.
4
Spirals of change
20.5.2
Growth portfolio
The process of creating this type of portfolio encourages developers to identify
their strengths and areas of growth, plan their development, and reflect on their
growth. Since the important aim of the BASICS project was the professional
development of change agents, the change agent portfolio guidelines were
prepared so that they follow the philosophy of a growth portfolio as a tool to
encourage and support change agents’ continuous process of reflective learning.
The guidelines direct them towards the selection of the representative samples
which then serve as evidence of the growing quality of a change agent’s
performance. The samples are accompanied by clear, yet reflective explanations
of their meaning for the developer.
To assist change agents in defining and studying their growing professional
expertise, we can direct them to centre their portfolios around the following areas
which in fact summarise their roles:
1
2
3
4
5
6
Change agent as a learner
Change agent as a researcher
Change agent as a professional developer
Change agent as a critical friend
Change agent as a supervisor
Etc.
20.6
STEPS IN THE PORTFOLIO PROCESS
20.6.1
Defining the framework of reference
Defining the framework of reference is the first step which clarifies for the
portfolio developer and to the others his/her understanding of the concepts of
change and management of change, as well as the concept of learning
organization. The search for understanding starts with the analysis of subjective
belief systems, and concludes with the systemic conception as shared by the
community of change agents developed through collaborative exchange of ideas
and confrontation with the current theoretical background.
If time permits, vision and mission building can be encouraged at this initial
stage, which are then written in the portfolio. The process of vision building
starts as an individual reflection:


What do I personally want to change in the school(s) /institution(s) that I
work with?
What are my beliefs in connection with educational change?
The process then continues with the exchange and discussion of individual
values and beliefs about change in education until a consensus is reached and
until a vision statement is created, which is then written down and rewritten in
Chapter 20: The change agent portfolio
5
the process. The purpose of vision forging is to engender a commitment towards
a shared vision which then acts as a guide for everyone as they work towards
common goals.
The process of defining common goals can be aided by the following questions:




What development do we want to encourage as change agents in schools/
with the teachers that we (intend to) work with?
What is the ideal school/teacher?
What are the main guidelines for our work?
What are our common values and beliefs regarding our work?
Building mission fits naturally in the above process since it helps to define the
purpose and aim of individual/group existence and performance. The following
questions can help guide the group process of reflection:



Why are we here?
What added value do we represent for schools?
In what ways are we unique? What sets us apart from other groups like us?
And the individual reflection:




Why do I see myself as a change agent?
What qualities do I have?
What experience do I have?
What added value can I bring to the schools/teachers/head teachers that I
(am going to) work with?
From the general framework the focus thus shifts to the personal one in which
the portfolio developer thinks about the purpose of his/her activities, as well as
about his/her own readiness in terms of his competences. After defining his/her
concrete goals (What do I want to achieve? What will be different?), s/he then
thinks about the strategies s/he will choose to reach these goals (How am I
going to facilitate change? What are the specific tasks that I plan to do to meet
my objectives? How am I going to incorporate them in my work? What changes
do I plan to make in my own work?).
At this stage it is advisable to be as concrete as possible and describe the change
that you are planning to implement in the portfolio: First the existent state should
be described with its characteristics and the problems that you see, which should
be presented from a broader perspective, e.g., after you have gathered data by
means of triangulation. Then the change has to be described as concretely as
possible, defining what exactly has to change, why it has to change, and what it
will look and feel like to you and to those that will be affected by the change.
In order to enable a potential change agent to determine his/her individual
readiness, it is essential to encourage self-assessment of his/her own
competences which should then be written down in his/her portfolio. Identifying
6
Spirals of change
his/her own areas of strength and the areas s/he needs to develop helps him/her
to get a clearer view of him/herself and his/her aspirations. An effective way of
starting such a process is by encouraging brainstorming of change agent
competences in a group of prospective change agents. If we define competences
as the combination of knowledge, skills and attitudes (Weinert, 2001), the
brainstorming session can be organised around these categories.
CHANGE AGENT COMPETENCES
ATTITUDES
SKILLS
KNOWLEDGE
Example of change agent competences as prepared by the BASICS project
group
ATTITUDES
reflective, collaborative
flexible, systemic
thinking,
encouraging,
enjoying the success of
others, empathetic, open
to learning, team player,
seeking new knowledge,
persuasive
SKILLS
coaching, active
listening and inquiry,
defining objectives,
people skills, group
dynamics, reflection,
organisational skills,
leadership, dealing with
complexity, learning
from mistakes, giving
and receiving feedback,
use of change tools,
leadership skills, dealing
with resistance,
intervention skills,
facilitation skills,
training skills, dealing
with complexity,
problem solving, selforganisation, application
of ICT
Chapter 20: The change agent portfolio
KNOWLEDGE
basic human psychology,
adult learning,
learning process
(relevant research in the
area), history of
education innovation in
own country, as well as
global overview,
understanding of change
process, research on the
context of educational
change, well-read,
logistics in schools,
organisational frames,
leadership styles, selfknowledge, the role and
use of ICT, learning
organisations, chaos
theory, systems thinking,
whole systems change,
communication theory
7
The expectation that any one person is capable of mastering all of the above
competences may well cause frustration in the potential change agents and
should thus be initially discredited. While it would be somewhat naïve to
presume that all of the above competences could be united in one person, we can
realistically expect that a group of individuals, working together as a team over a
period of time, could complement each other’s weaknesses and strengths and
thus, as a group, posses the majority of the above. This fact speaks in favour of
the establishment of leadership teams that would work with schools on a
continuous basis, in which individuals with different strengths would make it
possible for each other to perform to their fullest.
Once the categories are described through group consensus, the participants are
invited to assess their own competences against the criteria as specified by the
group, and write the description into their portfolio. This activity helps each
individual identify his/her strong areas and areas of growth, which is the basis
for preparing an individual personal development plan in which each portfolio
developer sets his/her development goals, decides about personal priorities, and
thinks about the appropriate strategies to reach the goals. The personal
development plan is an essential element of a growth portfolio.
Defining the framework of reference sets the context for change agents’
activities and makes their learning goal-oriented and purposeful: They start to
think about their work within the framework that they set in a team (general) and
for themselves (personal). Portfolio framework of reference continuously
encourages reflection about the following issues: What is happening? Why is it
happening? How does it relate to defined objectives and standards? Is what I am
doing supporting our common vision? How can I improve my work to make our
vision reality? Is my own vision closely connected to our common vision? Am I
realising our mission /my own mission? How does my performance reflect the
competences that I have? How does it reflect the competences that I am
developing? How am I doing? How are we doing as a group?
A well defined framework of reference narrows the scope of possible portfolio
evidence, i.e. the artefacts change agents collect and then select for their
portfolios.
20.6.2
Collecting evidence
Collecting the artefacts that represent valid examples of change agents’ efforts
about their own development in accordance with individual development plans is
a conscious process which has to be planned in advance. Evidence in portfolio
provides answers to the following questions:



8
How do I know that I am really working towards the goals that I specified in
my development plan?
How do I know that I am developing?
How do I know that I am performing to the set standards?
Spirals of change


How else do I know that I am successful?
Where is the evidence to prove all of the above?
In order to make sure that suitable evidence is collected, it is recommended that
change agents think in advance about the possible evidence for their portfolio
when planning, implementing and assessing their work. Evidence for the
portfolio can be produced and gathered in the process of professional
development activities, supervision process, action research process, etc. Some
examples of proactive thinking as regards evidence collection are:



while planning a workshop, a change agent prepares the questions related to
specific outcomes of his/her workshop and to the particular changes he/she
wants to implement so as to gather informative feedback from the
participants;
s/he makes necessary arrangements to videotape/take photos of the activity
that she/he facilitates;
s/he arranges that a conference in which she/he discusses her/his work with
a critical friend is videotaped.
Care should be taken that each artefact is dated before it is saved, and furnished
with a description of the context in which it was produced. While preparing such
a description, a change agent can make sure once again that the gathered
artefacts are consistent with her/his planned activities and their specified
outcomes. Some possible items that might be included in portfolio are: workshop
materials with the change agent’s notes, research materials, samples of her/his
work, like, e.g., videotaped coaching conversation and supervision session,
written or taped feedback from teachers, school, critical friends, etc.
20.6.3
Selecting evidence
It is not necessary that everything a change agent has collected is actually
included in the portfolio. Taking time to organise the portfolio is an opportunity
for reflection which helps change agents analyse their actions and compare their
actual impact with the intended one. We recommend that this is done once a
month. Examining the quality of their work encourages change agents to reflect
on their strengths and weaknesses, their habits and attitudes. This is the
opportunity for self-regulated learning, as well as the opportunity to feel proud of
one’s accomplishments.
It is important to make sure that portfolio developers understand the philosophy
behind the portfolio process. Although certain artefacts may seem to be out of
place once a change agent has improved her/his performance, it is important to
keep them intact in the portfolio, rather than taking them out as improved
versions with comments are added This will make it possible for a change agent
and his critical friend to revisit them during conferencing, and thus engage in
reflective learning.
Chapter 20: The change agent portfolio
9
20.6.4
Reflecting one’s development and growth
Reflection is essential to the change agents’ capacity to make sense of their
experience and learn from it. The use of reflection as a strategy in portfolio has
the purpose of developing more thoughtful and effective change agents.
Writing down reflections in the portfolio is required in the following cases:
1
A change agent is required to write a reflection of each piece she/he selects
for her/his portfolio, explaining why a certain item is included in portfolio
and how it represents the attainment of certain objectives. The following
questions can scaffold the reflection of evidence for portfolio:






2
Why did I select this particular item for my portfolio?
What does it show?
How satisfied am I with my achievement?
How does it show my objectives/my development?
What do I need to improve?
What am I going to do differently next time?
Change agents are also invited to write their reflections immediately after
they perform their planned activities. For the sake of chronological
organisation of portfolio, it is important that they are always dated. The
following guidelines can be helpful for writing these reflections:












How do I feel about what I have accomplished?
What discoveries have I made (about myself, about the planned change,
etc)?
What did I learn?
How do I learn best?
How am I growing?
How have I improved?
Where do I stand now?
Where do I need to improve?
What is my next step?
How can I help myself?
Who else can help me?
How?
These reflections allow change agents to examine their strengths, identify
challenges and plan for improvements. Due to their personal nature, reflections
may be written on post-it notes so that a portfolio developer can take them out in
case s/he does not want to share them with others when presenting her/his
portfolio.
At the end of the portfolio process, change agents are encouraged to write a
reflective letter, which they prepare in such a way that they look through their
10
Spirals of change
portfolio and describe their progress, starting from what they originally wanted
to achieve, and proceeding with what they have done in the process, what they
are particularly proud of, and what evidence they have to prove that they have
done what they planned. They conclude the letter by describing what they still
want to improve. The reflective letter supports them when they present their
portfolio to others because it helps them rethink the entire process they went
through, and deepens their self-awareness. As an overview of the reflective
process of learning and its results, the reflective letter represents a basis for a
new portfolio.
1
The portfolio process would lose its potential if it was not shared with
significant others. The purpose of sharing portfolio with others is to
discuss individual development process and the results of that process with a
critical friend who offers another lens or a fresh perspective, and in this way
helps the portfolio developer gain deeper understand of his own
development. The act of presenting one’s story of success to someone that
we trust and appreciate improves the person’s self-perception and empowers
him/her to take charge and ownership of his/her own development. The role
of the critical friend is to scaffold the presentation by means of questions
and prompts which help the presenter reconsider the quality of his/her
performance and achievement, and gain better understanding of his/her own
process of learning and its results. The examples of questions that the critical
friend can use are:







Why is this item important for you?
How did you feel at the beginning/middle/end of this activity?
How has this achievement changed your thinking/your attitude?
What did you learn from this experience?
How do you know?
Please explain how you made the decision in this task.
Compare your present point of view on this topic with the point of view
you presented in your portfolio.
Although self-assessment has an important role in the portfolio process, it is not
the goal. The ultimate goal is self- adjustment which can only take place if the
presenter is able to accept feedback and respond to it by planning and
implementing his/her own improvement.
20.7
LITERATURE
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