DEVELOPING
A PROFESSIONAL LEARNING
PORTFOLIO
Engaging the Profession
Guidelines for Users and Tutors of
ePortfolios
A metaphor
‘How to make an American Quilt’ (Pillsbury,
Sanford, & Moorhouse, 1995)
You have to choose your combination carefully.
The right choices will enhance your quilt; the
wrong choices will dull the colours, and hide
their original beauty.
There are no rules you can follow, you have to go
by instinct, and you have to be brave.
2
A VISION FOR PORTFOLIOS
• Highlight authentic learning experiences and
achievement
• Demonstrate an individual’s contribution,
growth and competencies
• Stimulate reflection and professional
dialogue
• A vehicle for constructing and shaping an
individual’s professional identity
3
PURPOSES FOR PORTFOLIOS
FORMATIVE
SUMMATIVE
MARKETING
Professional development
Planning
University admission
Job application
Recording continual
professional development
Meeting course
requirements
“Cold calling”
Celebration of
achievements
Performance and review
Promotion
Organisational capability
Professional certification
and registration
A PORTFOLIO FRAMEWORK






Introduction / Orientation
Career Map
Professional Beliefs and Values
Achievements/Professional Learning
Reflection on the Journey
Goals for Future Professional Practice
5
ASSESSMENT CRITERIA






Goals, Beliefs and Values - Educational
Philosophy
Quality of Evidence
Scope and Complexity
Scholarship
Impact on Professional Learning - Self and
Others
Future Actions
6
DEVELOPING
A PERSONAL ARCHIVE
Disorganised collection
of evidence of teacher’s
work
EVIDENCE
Documents
Videotapes
Photographs
Audio-tapes
Reflective writing
PERSONAL
ARCHIVE
an organised
collection
Portfolios for
various purposes
PORTFOLIO 1
PORTFOLIO 2
STEPS TO DEVELOP A
PROFESSIONAL PORTFOLIO
1. Establish a Personal Archive
2. Clarify and Articulate Values and Vision
3. Identify Purposes and Contexts
4. List the Elements that form the Framework
5. Select Evidence from the Personal Archive
6. Develop a Concept Map
7. Write a Caption for each Artefact used to support the
framework adopted in step 4
8. Reflect on each element considering the scope, complexity
and impact on Self and others
9. Reflect on the whole process considering the principles
derived and what future actions to be taken
8
INTRODUCING JENNIFER
Dear members of the Interview Panel,
I have just finished the Bachelor of Teaching (Secondary)
at ---------------- campus and can teach French, Italian,
Spanish and Japanese … I have always had a fascination
for languages and have been brought up in a bilingual
family … I have a great desire to share my knowledge
with others. I have extensive experience overseas and
recently was awarded a medal for outstanding
contribution to the community by the local Council. I
also have been recognised by my supervising teacher to
be outstanding in the classroom and have developed
excellent rapport with my students and colleagues in the
staffroom …
9
CURRICULUM VITAE: JENNIFER
 Personal Details
 Academic Qualifications
 Teaching Experience
 Personal Qualities
 Planning
 Curriculum
Development
 Teaching Strategies
 Classroom Management
 Leadership
 Communication
 Evaluation
10
ARTEFACTS: JENNIFER




Action Research on Memory Techniques
Range of Resources for teaching French, Italian,
Spanish and Japanese
Multimedia project for non-native speakers of Italian
First Aid Certificate
11
A PROFESSIONAL BIOGRAPHY
TASK 1
Please outline your reasons for
becoming a teacher.
PROFESSIONAL BELIEFS, VALUES
AND VISION
TASK 2
Identify key words that underpin your beliefs and values
about education.
Write a brief statement that captures the essence of
your educational philosophy.
Write a slogan or ‘catch phrase’ that captures your
vision as an educator.
13
SEVEN NATIONAL PROFESSIONAL
TEACHING STANDARDS
1. Know students and how they learn
2. Know the content and how to teach it
3. Plan for and implement effective teaching and
learning
4. Create and maintain supportive and safe learning
environments
5. Assess, provide feedback and report on student
learning
6. Engage in professional learning
7. Engage professionally with colleagues,
parents/caregivers and the community
14
EVIDENCE TO SUPPORT YOUR
READINESS TO TEACH
TASK 3
Use the fishbone diagram to list the evidence
you will use to support your claims that you
are ready to teach. The standards for each
domain in the diagram express one way for
organising evidence to support your
readiness to teach.
15
DOMAIN:
PROFESSIONAL KNOWLEDGE
Standard 1
DOMAIN:
PROFESSIONAL KNOWLEDGE
Standard 2
DOMAIN:
PROFESSIONAL PRACTICE
Standard 3
Teachers plan and implement
effective teaching and learning,
Graduate Standard 3
3.1 Set learning goals that provide achievable, challenges for students of
varying abilities and characteristics
3.2 Plan lesson sequences using knowledge of student learning, content and
effective teaching strategies
3.3 Include a range of teaching strategies
3.4 Demonstrate knowledge of a range of resources, including ICT, that
engage students in their learning
3.5 Demonstrate a range of verbal and non-verbal communication
3.6 Demonstrate broad knowledge of strategies that can be used to evaluate
teaching programs
3.7 Describe a broad range of strategies for involving parents and carers in the
educative process
19
DOMAIN:
PROFESSIONAL PRACTICE
Standard 4
DOMAIN:
PROFESSIONAL PRACTICE
Standard 5
DOMAIN:
PROFESSIONAL ENGAGEMENT
Standard 6
DOMAIN:
PROFESSIONAL ENGAGEMENT
Standard 7
REFLECTING ON INDIVIDUAL
ARTEFACTS
TASK 4
Use the following reflective questions to
write a brief explanation or caption on one or
more individual artefacts that address each
key element. This represents the scope and
complexity of your professional learning
24
ELEMENTS OF REFLECTION






Why did I choose this evidence?
What was I trying to achieve? Why? What was
my goal? How successful was I in achieving this
goal?
How does this fit with values and beliefs about
education?
What were the critical factors helping or
hindering achievement?
What have I learnt? What would I do differently
next time?
What are the implications of what I have
learned for me, my job, and the teaching
profession?
25
12 Tips for Tutors of ePortfolios
1. Before implementing an ePortfolio and e-tutoring check whether this
is the best method to meet the proposed goals and whether it fits
with the overall curriculum. Do not blindly follow trends at
international conferences or in literature
2. Do not expect from electronic tutoring what could be expected from
face-to-face guidance
3. Decide in advance who will be tutor
4. Create realistic expectations about the time investment involved in
ePortfolio tutoring
5. Allow at least 1 year of preparation between the decision to set up
ePortfolio tutoring and the actual start of it
6. Train tutors in specific aspects of the ePortfolio tutoring
26
12 Tips ...
7. Discuss and clarify the goal and contents of electronic
feedback. Allow tutors to express the purpose of their feedback
interventions and have them discuss this with one another
8. Consider the intensity of portfolio assignments: balance
continuity with a sufficient number of time intervals in
between assignments
9. Link pressure and support
10. Be aware of the implementation dip; changes need time
11. Provide tutors with direct feedback from students
12. Have tutors reflect on the added value e-tutorship can have
for them
27
RESOURCES

Burke, K. (1996). Professional Portfolios for change. Melbourne: Hawker
Brownlow Education

Deketelaere, Ann. (2010). Learning with a portfolio in clinical
workplaces. Practices, pitfalls and perspectives. Antwerpen/Apeldorn.
Garant

Hartnell-Young, E. & Morriss, M. (1999). Digital Professional Portfolios
for Change. Melbourne: Hawker Brownlow Education

Retallick, J. & Groundwater-Smith, S. (1996). The Advancement of
Teacher Workplace Learning. Wagga Wagga: Charles Sturt University
28