Profiling Induction

ABSTRACT

In this paper, I examine links between the induction of newly qualified teachers and the growth of portfolios and profiles for recording their progress and competence and propose operational definitions of portfolios and profiles. After a brief review of some of the relevant publications, I look at the concept of adult development and link it to ideas of teacher development. I then examine how profiling in the Induction year can become part of continuous professional development for teachers. I look briefly at the role of mentors or professional tutors as managers of induction and evaluate the benefits for them in doing so. The paper then goes on to look at some of the ways in which Local Education Authorities (LEAs) have used portfolios and profiles in induction of NQTs and discusses their relative success with particular reference to the Essex Professional Development Portfolio.

In the latter part of the paper, I examine some key practical concerns about portfolios. I suggest necessary conditions for portfolios to be effective and list some of the purposes they might serve. In conclusion, I propose possible contents and make some suggestions about the criteria for designing a portfolio.