18115 Campus Way NE
A former public school principal, Dr. Portin has spent the last decade focusing on current roles of school principals, teacher leaders and how roles are changing to meet learning needs for all students. In addition, he has been co-principal investigator for two Wallace Foundation-funded studies and co-authored a number of monographs including Making Sense of Leading Schools: A Study of the Principalship (2003, Portin, DeArmond, Gundlach, and Schneider), Roles, Responsibilities, and Authority of School Leaders: Patterns in Current Research, Theory, and Practice (2006, Portin, Knapp, Alejano, and Marzolf, 2006), and Leading, Learning, and Leadership Support (2006, Knapp, Copland, Plecki, Portin, and Colleagues). Dr. Portin maintains extensive links with researchers internationally in their efforts to expand preparation, support, and research for school leaders. Dr. Portin is on the editorial board for the journal, Educational Assessment, Evaluation and Accountability and has held visiting professorships in Norway, England, and the United Arab Emirates.
Dr. Portin also holds appointments as an Adjunct Professor for the UW Seattle College of Education, and as an Interdisciplinary Faculty member for the UW Seattle Museology Program.
Curriculum and Program Development
Dr. Portin most recently participated as faculty member in design and implementation of new three-year, cohort-based doctoral program in school district and systems-level leadership called the Leadership for Learning Program in the College of Education, University of Washington, Seattle.
From 1995-2009, Dr. Portin participated in the School District Leadership Program at UW Seattle for the preparation of school district leaders (e.g. superintendents and assistant superintendents).
From 1995-1999 he also participated as a faculty member in the Danforth Educational Leadership Program, at the UW Seattle College of Education. (The Danforth Educational Leadership Program prepares experienced teachers, school counselors, etc., to become future leaders in the K-12 school system for Principal and Program Administrator certification.)
Recent Courses Taught
EDLPS 502-504 Leadership (Instructional module for Danforth Educational Leadership Program)
EDLPS 502-504 Supervision for Instructional Improvement (Instructional module for Danforth Educational Leadership Program)
EDLPS 544 Comparative Methods of Educational Research
EDLPS 561 Educational Policies and Leadership in Political Context
EDLPS 565 Power and Politics in Organizational Leadership and Decision Making
EDLPS 570 Critical Views on Educational Leadership
EDLPS 601 Field Based Studies: Conflict Management in Educational Organizations (Instructional module for School District Leadership Program).
EDPSY 586/587 Qualitative Methods of Educational Research (teaching team)
EDLPS 546 Leadership Inquiry I: The design of research on Local Problems of Practice
EDLPS 547 Leadership Inquiry II: Developing Useful Quantitative and Qualitative Evidence
EDLPS 548 Leadership Inquiry III: Refining the Design and Analysis of Research that Informs
2009-Washington Association of Colleges of Teacher Education
2006-National Society for the Study of Education
2005-Association for Supervision and Curriculum Development
2002-International Congress for School Effectiveness and Improvement
1996-University Council for Educational Administration
1995-Politics of Education Association; AERA Division L
1994-American Educational Research Association; Division A
1987-Phi Delta Kappa
Honors and Awards
2007 Visiting Professor, University of Oslo and University of Tromsø, Norway
2006-07 Visiting Professor, Zayed University, United Arab Emirates
2003-04 Visiting Scholar, Cambridge University Faculty of Education, United Kingdom
2003-04 Visiting Fellow, Hughes Hall, Cambridge University, United Kingdom
2003-04 Research Associate, National College of School Leadership, Nottingham, United Kingdom
1993-95 Overseas Research Award. Scholarship awarded by Committee of Vice-Chancellors and Principals, United Kingdom
1995 Doctor of Philosophy, Educational Studies
University of Oxford
Department of Educational Studies
Thesis: Primary headship in a time of systemic change: Conceptions of leadership. Case studies of three Oxfordshire primary headteachers
1987 Master of Education, School Administration
Seattle Pacific University
Thesis: Comparison of role perceptions of elementary school principals as perceived by principals, teachers and parents
1978 Bachelor of Arts, Business Education & Elementary Education
University of Washington
BOOKS AND CHAPTERS
Portin, B., & Knapp, M. (2008). Supporting leadership for learning in schools and districts. Chapter in Leadership for Learning: International Perspectives. Editors: Professor John MacBeath (University of Cambridge), Professor Yin Cheong Cheng (Hong Kong Institute of Education). Rotterdam: Sense.
Portin, B., & Shen, J. (2005). The changing principalship. In, J. Shen, (Ed.), School Principals. New York: Peter Lang.
Portin, B., Beck, L., Knapp, M., & Murphy, J. (Eds.). (2003). Self-reflective renewal in schools: Local lessons from a national initiative. Westport, CT: Greenwood.
Murphy, J., Beck, L., Knapp, M., & Portin, B. (2003). KEYS and the Larger School Reform Movement in the United States. In, B. Portin, L. Beck, M. Knapp, & J. Murphy (Eds.), Self-reflective renewal in schools: Local lessons from a national initiative. Westport, CT: Greenwood.
Portin, B., & Knapp, M. (2003). Finding Meaning in the Mirror: Self-Reflective Improvement in Two Washington State Schools. In, B. Portin, L. Beck, M. Knapp, & J. Murphy (Eds.), Self-reflective renewal in schools: Local lessons from a national initiative. Westport, CT: Greenwood.
Portin, B., Beck, L., Knapp, M., & Murphy, J. (2003). The School and Self-Reflective Renewal: Taking Stock and Moving On. In, B. Portin, L. Beck, M. Knapp, & J. Murphy (Eds.), Self-reflective renewal in schools: Local lessons from a national initiative. Westport, CT: Greenwood.
JOURNAL ARTICLES, MONOGRAPHS, INVITED ARTICLES
(* indicates peer reviewed publication)
Johnson, Greer Cavallaro, Møller, Jorunn, and Portin, Bradley S. (2009). Editorial: An orientation to researching ledership for learning. International Journal of Leadership in Education: Theory and Practice, 12 (3), 217-222.
Portin, Bradley S. (2009). Cross-national professional learning for school leaders. International Journal of Leadership in Education: Theory and Practice, 12 (3), 239-252.
* Portin, B. S. (2006). Cultivating leadership in schools: Connecting people, purpose, and practice (2nd Edition) [Book review]. Teachers College Record.
Portin, B. S., Knapp, M. S., Alejano, C. R., Marzolf, E. (2006). Roles, responsibilities, and authority of school leaders: Patterns in current research, theory, and practice. State of the field monograph published by the University of Washington Center for Teaching and Policy and The Wallace Foundation.
Knapp, M. S., Portin, B. S., & Feldman, S. (2006). Assessment of leadership performance and results. State of the field monograph published by the University of Washington Center for Teaching and Policy and The Wallace Foundation.
Knapp, M. S., Copland, M. A., Plecki, M., Portin, B., & Colleagues. (2006). Leading, learning, and leadership support. Monograph published by the University of Washington Center for Teaching and Policy and The Wallace Foundation.
* Portin, B. (2005). School-based leadership in the US in an age of reform: What does it take? Educational Research and Perspectives, 32(2), 1-23.
Portin, B. (2004). The role that principals play. Educational Leadership, 61(4), 14-18.
Portin, B. S., DeArmond, M., Gundlach, L., & Schneider, P. (2003). Making sense of leading schools: A national study of the principalship. Center on Reinventing Public Education, University of Washington, Seattle.
* Portin, B., & Knapp, M. S. (2001). Finding Meaning in the Mirror: A Self-Reflective Improvement Process in Two Washington Schools. The International Journal of Educational Policy Research and Practice, 2(2), 103-125.
* Portin, B. (2000). The changing urban principalship. Education and Urban Society, 32(4), 492-505.
Portin, B. (2000). "Nurturing the soul "of leadership [Review of the book In the shadow of excellence]. Multicultural Education, 8(1), 45.
Portin, B. S. (1999, January). What shapes my leadership? Primary Practice, (18), 4-6.
Gehrke, N., & Portin, B. (1999). Teacher leadership and collaboration in preservice professional preparation (NCATE technical report). Seattle, WA: University of Washington, College of Education.
* Portin, B. S. (1998). Compounding roles: A study of Washington's principals. International Journal of Educational Research, 29(4), 335-346.
* Portin, B. S. (1998). From change and challenge to new directions for school leadership. International Journal of Educational Research, 29(4), 381-391.
* Portin, B. S. (1998). International challenges and transitions in school leadership. International Journal of Educational Research, 29(4), 295-298.
* Portin, B. S., & Shen, J. (1998). The changing principalship: Its current status, variability, and impact. Journal of Leadership Studies, 5(3), 93-113.
* Portin, B. S. (1998). Developing a critical eye. [Review of the book Research on educational innovations (2nd ed.)]. Kappa Delta Pi Record, 34(3), 119.
Portin, B. S., Shen, J., & Williams, R. C. (1998). The changing principalship and its impact: Voices from principals. NASSP Bulletin, 82(602), 1-8.
Portin, B. S. (1997). New conceptions of leadership for headteachers. The Jesus College Record. Jesus College, University of Oxford, Oxford, England.
Portin, B. S., Halverson, T., & Williams, R. C. (1997). What others can teach us about reform. The Principal News, 24(3), 6-7.
Portin, B. S., & Williams, R. C. (1997). Challenges to leadership: The changing role of the principal in Washington state (Research Report). Olympia, WA: Association of Washington School Principal.
Portin, B. S., & Williams, R. C. (1996). Perspectives from new administrators. The Principal News, 24(2), 12-13.
Portin, B. S., & Williams, R. C. (1996). Changes and challenges: The role of the principal. The Principal News, 24(1), 2-3.
Co-investigator and member of management team. Developing and Strengthening Leadership in Schools, Districts, and States: Developing and Managing a Program of Research in Relation to Six National Issue Groups. Funded at $2.6 million). The Wallace Foundation, New York, Michael S. Knapp, Principal Investigator and Project Director, 2005-08.
Co-investigator. Carpe Vitam: Leadership for learning Project. International research project aimed at examining middle school leadership and student learning connections based at the University of Cambridge, UK. 2002-2005.
Investigator and project leader. An analysis of the changing roles of principals and superintendents. Funded at $804,000) One of five projects in the study, Supplying leaders for America's Schools. $2.3 million grant from the Dewitt Wallace Reader's Digest Fund, Paul T. Hill, Principal Investigator. 2000-2003.
Co-investigator with Margaret Plecki, Lynn Beck, & Ann Elfers. K-8 teacher leadership at the Washington State School Grant level. Research conducted through a gift to support research from The Bill and Melinda Gates Foundation. 2000-2002.
Co-Investigator with M. S. Knapp. KEYS Study. National Education Association. 1997-2000
Principal Investigator. Study of leadership in school-based development through the Northwest Initiative for Teaching and Learning. Supported by the Northwest Initiative for Teaching and Learning. 1997-
Co-Principal Investigator with R. C. Williams. Study of the changing role of the principal in Washington State. Supported by the Association for Washington School Principals. 1995-1996.
Principal Investigator. Longitudinal case study research of headteacher leadership in UK primary schools. Oxfordshire, England. 1995-1999.