Portfolio Development Group Portfolio Development Centre Belleville, Ontario Contact: Rose Marie Reid

Portfolio Development Centre Group The Portfolio Development Centre in Belleville Ontario supports a group of candidates in the Quinte region to complete portfolios for submission to Athabasca University Bachelor of Professional Arts – Human Services degree program through the Gateways project. 5 Hastings County employees – employer sponsored 15 community members

Background Began November 2004 to April 2005 (employer sponsored) and to June 2005 (remainder of group) The group is a mix of ECE and SSW grads along with candidates with no formal post-secondary education but many years experience from a variety of backgrounds related to human services (Nursing, employment counselling, administration in human services, post-secondary education) Some group members are trained PLA Practitioners

Group Process Group meets periodically to discuss competencies, review each others’ drafts and provide feedback and support Once the task, competencies and PLA process were understood, the individual work (writing) began The large group split into smaller working groups with similar backgrounds i.e. ECE group, Career Counsellor group, Hastings County employee group. Some candidates chose to work independently

Group Process - Challenges The mixed background of the group was a challenge because members initially could not relate to each others’ work experience Scheduling meetings with 20 busy people is a challenge

Group Process - Benefits Working together as a group helped members to identify learning they would not otherwise have been aware of or seen relevant to the HSRV Skill set Much learning occurred from seeing human services from a variety of perspectives

Gateways PLAR Process Benefits The reflection required to prepare the portfolio was empowering and increased candidates’ self esteem and confidence Transferable skills and previously unconscious skills were identified

Gateways PLAR Process Barriers and Challenges Practitioners have difficulty seeing “what I do” as relevant to academic learning; they tend to devalue learning from work experience and describe it in practice language Academic language in the skill set is difficult for learners who have gained learning from experience to relate to Time; the writing requires blocks of time to work on which are difficult for many to find

Barriers and Challenges Continued Seasoned practitioners who applied without a College Diploma were hurt/disappointed when their initial transcript assessment phase resulted in the necessity of using PLAR for entrance requirements. This put them at a disadvantage compared to candidates with a College Diploma but less field-related experience and learning. Fear of submitting the portfolio-there is a tendency to want to continue to add to and improve it Timeline: issues that arose during the process included death, illness, family issues, job loss, family member illness, workplace stress

Rewards of PLAR Group Process A strengthened network of practitioners who know more about the services each offers A professional/personal support network has formed Increased understanding of the power of PLAR in unleashing potential Increased commitment to PLAR as a social justice tool to increase access of non-traditional adult learners to post secondary education

Rewards Continued Self-esteem of candidates has been built – some are changing career goals as a result of increased awareness of skills, knowledge and opportunities Increased skill and confidence in academic work Renewed enthusiasm/commitment to excellence in human service work as a result of reflection and discussion of the skills and competencies along with the connectedness of the network

Recommendations Emerging recommendations from the group include: Athabasca review and revise the initial transcript assessment phase to enable candidates with no formal credential but upper level competency to be treated equally Athabasca University recognize Portfolio development as significant and upper level University learning through an upper level portfolio development course

Recommendations Continued An Autobiography be included in the Portfolio as an exercise that assists the candidate to become conscious of their total learning and to assist the assessor to view learning holistically The skill set descriptions be clarified and level descriptions more concrete Sample portfolios be provided Opportunity be provided for the group to take courses together with instructor/tutor support