Requirements for the Development of a Human Services Portfolio What is a Portfolio? A portfolio is: a collection of materials that identifies learning1 obtained from a variety of sources such as work, workshops, conferences, research, professional development, and personal readings; a self-reflection and self-evaluation to demonstrate understanding of learning; an analysis of your learning to demonstrate understanding of and competency as related to the Human Services skill set; an identification and synthesis of the knowledge, skills, and values related to the learning outcomes of the Human Services major; evidence of documented research to support learning, and validation of learning from reputable external sources.
What is the Process to Develop a Portfolio? The process has five steps: 1. Read the Human Services skill set several times. 2. Collect materials such as reference letters, photographs and other audio visual material supported by explanations that interpret the image, detailed job descriptions, performance evaluations, certificates, newsletters, planning documents, documented research, or any other information to support the outcomes listed under each of 5 levels of the 15 criteria in the 6 Learning Areas in the skill set. Each of the criteria describes one or more learning outcomes that are required in human services portfolios. 3. Analyze critically each of the outcomes in the skill set and document learning to support the items in the skill set. Describe where, when and under what circumstances each outcome was demonstrated. 4. Identify and synthesize critical knowledge, skills, and values gained through a variety of learning opportunities. 5. Organize material to support documentation of learning. 6. Request additional documentation to validate learning. 7. Present four copies of the portfolio to be evaluated.
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Learning in this Manual can also be read in the plural in each instance. Learning often refers to multiple learnings that can be applied in a variety of contexts and in different combinations as well as for different purposes. Some times learnings are referred to collectively as learning, and at other times use of the plural will be more appropriate. Candidates may use either or both to refer to what they know, value and can do.
What are the Components of a Portfolio? 1. Cover letter A letter that clearly indicates the credit applied for: o Summarize the credentials earned - when, and from what post-secondary education institution, o Identify transfer credit received from Athabasca University as the result of evaluation of transcripts, and o Identify post-secondary learning that did not receive transfer credit to Athabasca University, if any.
2. Resume (No more than 2 - 3 pages single or double spaced) Current resume that supports claims in the portfolio. o The objective of this resume is to obtain additional academic credit for formal and informal learning that has not already been counted toward degree completion o Highlight 2-3 of the professional qualities drawn from the 6 Learning Areas that best describe individual strengths and abilities.
3. Chronological Record A description of the major educational milestones achieved in both formal (college, university credits) and informal (on the job, through work related training or other educational or training opportunities) contexts after graduation from high school or after the age of 18.
4. Educational Narrative Preparation of a four to six page paper (double spaced) that identifies personal: o knowledge o skills, and o values. The educational narrative differs from a biography because information is selected that is most relevant to current plans for education and future advancement. Identification of learning is drawn from work and life experiences in order to provide a direction for the development of the portfolio.
E.g., How did you come to be a human services’ practitioner? E.g., What range positions in the human services sector have you held social services, education, health care, and counseling? 5. Learning Narrative Preparation of a six to fifteen page (double spaced) paper that identifies an analysis and integration of learning from: o formal education, o informal education, o employment, o volunteer activities, and o other life experiences including those challenges that individuals feel comfortable in disclosing. The learning narrative identifies and synthesizes the critical knowledge, skills, and values gained through non-credentialed learning to integrate this learning with the Human Services skill set under each of the 6 categories of learning (Learning Areas) listed in the15 criteria in the skill set. The learning narrative demonstrates the extent and breadth of the PLAR candidate’s knowledge, skills and values.
6. Setting Goals Goals help to set the direction of the portfolio. Relevant goals include further education, career advancement, professional development and personal self-development. Identification of goals will help to address the learning outcomes that the human services program has been designed to cultivate in its graduates.
7. Documentation of Skill Set Outcomes Clear identification of how the outcomes for each of the 5 levels for each of the 15 criteria within each of the 6 Learning Areas have been met.
8. Validation Support from external sources such as supervisors, instructors, professors, performance evaluations, documented research, or examples to validate the authenticity of your values, skills and knowledge.
What Does a Portfolio Look Like? A portfolio is usually presented in a binder with easily identifiable tabbed sections that correlate to the skill set and components of the portfolio. Although individual styles of portfolios will be quite different, there are some distinct similarities. These include: skill set format – three column form that indicates the specific outcome that is being addressed, the documentation of learning for that outcome and the location of any support documentation; cross referencing sections of support materials; and overall organization of the portfolio into a cohesive unit.
Portfolio presentations area accepted in a variety of formats: print based; audio; visual; or electronic formats.