02919cam a22003732u 4500001000800000005001700008007001400025008004100039035002000080037001900100040002700119091000800146100002200154245011500176260005600291300001000347500014800357520145400505530007901959533008102038650003602119650003202155650003002187650003102217650002702248650002902275650003302304650003102337653002902368655003302397655003602430856003702466984004202503560771320181018170112.0he u||024||||080220s1996 xxu ||| bt ||| | eng d 9(ericd)ED409602 aED409602bERIC aericdbengcericddMvI amfm1 aMilstein, Mike M.10aPortfoliosh[microform] :bPotentials and Problems for Preparation of Educational Leaders /cMike M. Milstein. a[S.l.] :bDistributed by ERIC Clearinghouse,c1996. a11 p. aERIC Note: Paper presented at the Annual Meeting of the American Association of School Administrators (San Diego, CA, March 8-11, 1996).5ericd aAlthough portfolios have gained acceptance in K-12 education, they have only recently been explored for inclusion in administrator-preparation programs. This paper describes the use of portfolios in the leadership-preparation programs at the University of New Mexico (UNM). The Ed.D program, which has been significantly modified to accommodate to the needs of experienced educational leaders, has been reconceptualized around the use of portfolios as an instructional element as well as an assessment device that replaces the traditional dissertation requirement. The paper also explores important issues of faculty support, assessment needs, and policy implications. The newly revised doctoral program in educational administration at UNM was launched during the summer of 1993. Some faculty resisted self-guided learning because it challenged their long-held beliefs and practices. Because portfolio assessment requires maintaining a continuous and meaningful focus, the department also grappled with developing genuine, relevant processes and structures. Portfolios are also not yet widely accepted by the university community and the College of Education. The paper concludes that portfolios are a major cornerstone of leadership-preparation programs because they promote reflection, transformational leadership, and syntheses of meaning. Portfolios provide an alternative to traditional programs that often fall short of such objectives. (LMI) aMay also be available online. Address as at 14/8/18:uhttps://eric.ed.gov/ aMicrofiche.b[Washington D.C.]:cERIC Clearinghouseemicrofiches : positive.17aAdministrator Education.2ericd17aDegree Requirements.2ericd07aDoctoral Programs.2ericd17aEvaluation Methods.2ericd07aGraduate Study.2ericd07aHigher Education.2ericd17aPortfolio Assessment.2ericd07aStudent Evaluation.2ericd1 aUniversity of New Mexico 7aReports, Descriptive.2ericd 7aSpeeches/Meeting Papers.2ericd41uhttps://eric.ed.gov/?id=ED409602 aANLcmc 2253 ED409602d77000000412257