1. Portfolios A tool to share my personal & professional development with others

2. Pause for thought... What do I hope to gain from working through this presentation? What will this learning allow me to do? How could I evaluate the impact of this learning on my practice? Suggest that it would be helpful to make a note of the answers to these questions – to review at the end of the presentation.

3. WHAT IS A PORTFOLIO?

4. A portfolio is... a set of data (information & evidence) collated by an individual to show: -who they are -what their practice is like -how they/their practice has developed over time

5. WHY DO I NEED TO KEEP A PORTFOLIO? Pause for thought....

6. Who is driving my portfolio development? Personally fulfillingLoss of ownership Risk of burn-outRisk of de-motivation ME SOMEONE ELSE LOOKING FOR ALIGNMENT

7. Potential uses of a portfolio To track (& celebrate!) personal/career development over time To demonstrate the added value of practice: to employers, service users, service planners & commissioners To support applications for employment, courses & funding To meet regulatory requirements & employers’ expectations

8. Portfolios in practice Records of formal learning e.g course notes, project reports, assignments, certificates feedback from service users, peers & mentors Reflective accounts, critical evaluation of practice Portfolio for presentation Evidence taken from my box to showcase me/specific aspects of my practice My box of ‘stuff’ Information & evidence I’ve collected/created over time that describes me & my practice)

9. What’s the box of ‘stuff’ like? Personal – owned by you; unique to you & your practice Dynamic – content added/updated regularly Contains a variety of data/evidence that relates to you/your practice over time Structured & organised – to make data/evidence easy to find Format is fit for purpose – for you; the sort of data/evidence you want to collate; the demands of potential audiences A space you want to visit

10. What can go in my box of ‘stuff’? Information & evidence about you/your practice – for example: Applications for bursaries/study-leave/project funding Case studies (take care to ensure anonymity & confidentiality) Certificates of attendance/achievement Critical appraisal/reviews of evidence you’ve prepared Curriculum vitae, job descriptions, appraisal documentation Feedback on your performance; from service user, mentor, peer Notes taken during a conference/course/seminar/workshop etc Plans, preparation & feedback on presentations/teaching Project documentation – from initiation to final report Reflective accounts & self-evaluation of practice

11. What can go in my box of ‘stuff’? Information & evidence about you/your practice – for example: Applications for bursaries/study-leave/project funding Case studies (take care to ensure anonymity & confidentiality) Certificates of attendance/achievement Critical appraisal/reviews of evidence you’ve prepared Curriculum vitae, job descriptions, appraisal documentation Feedback on your performance; from service user, mentor, peer Notes taken during a conference/course/seminar/workshop etc Plans, preparation & feedback on presentations/teaching Project documentation – from initiation to final report Reflective accounts & self-evaluation of practice this is not an exhaustive list. You will think of other things relevant to your practice. It would be helpful (if you haven’t already) to make a list, or index of what’s in your box of stuff.

12. Possible structure for an index What it isFormat & where it’s stored Author(s)Date producedSignificance Plans, preparation, presentation & feedback on a teaching session Multi-media – text, ppt, video In CSP ePortfolio – tagged ‘helping others learn & develop’ Me, my colleague Dan, 3 rd year physiotherapy students May 2012Deepening understanding of theory on x/y/z; application of b/k/s for ‘helping others learn & develop’ Reflective pieceText Hard copy - in learning & teaching file MeAug 2012Critique of who I am as a learner-teacher

13. Possible structure for an index What it isFormat & where it’s stored Author(s)Date producedSignificance Plans, preparation, presentation & feedback on a teaching session Multi-media – text, ppt, video In CSP ePortfolio – tagged ‘helping others learn & develop’ Me, my colleague Dan, 3 rd year physiotherapy students May 2012Deepening understanding of theory on x/y/z; application of b/k/s for ‘helping others learn & develop’ Reflective pieceText Hard copy - in learning & teaching file MeAug 2012Critique of who I am as a learner-teacher Please visit ‘my learning space’ on the CPD resources gateway to find a digital copy of this form (available to download as an MS Word doc)

14. HOW SHOULD I STORE MY BOX OF ‘STUFF’ Paper-based... Digital... Online...?

15. Some thoughts on options for storing portfolio evidence PaperDigital (e.g. PC/USB stick)Online (e.g. ePortfolio) Low-tech – immediate access Requires computer accessRequires internet access Limited formats - text & visual (still) imagery Variety of formats – text, visual imagery (still & moving), audio Large physical storage space Minimal physical storage space Limited portabilityPortable Potential to link/cross- reference information with colour or careful indexing Potential to link/cross-reference information through tagging or hyperlinks – which also allows links to be made to sources that sit outside portfolio itself Recycling materials for different audiences may be resource-intensive (e.g. photocopying, re-drafting) Copying & editing materials to present to different audiences is easier

16. Choice will be informed by... Personal preference for recording information Working practices (e.g. geographic location & mobility) Type of evidence I want to collect & demonstrate Availability of resources (e.g. internet access, physical space) Demands of potential audience(s) For information about what the CSP’s ePortfolio system feels like/can do please read ‘A personal space’ Frontline 18.12.12 or have a browse through the video tutorials on CSP’s website‘A personal space’ video tutorials on CSP’s website

17. WHAT GOES IN A PORTFOLIO FOR PRESENTATION?

18. It depends on... Purpose – why am I sharing my portfolio? Audience – who am I sharing my portfolio with? Function - what do I want my portfolio to do? Timeframe – when do I want to share it?... knowing that will help me think critically about what to include & how to present my portfolio

19. Thinking critically about portfolio content What is the case I want to make? - does my evidence support that case? - do I have enough evidence? - what is the quality of that evidence? What criteria will be used to evaluate my portfolio? - does my evidence match the criteria? More guidance about using evidence in practice is available as a set of Frontline CPD series pieces – starting with ‘What we need is evidence’ (18.10.11)What we need is evidence

20. PORTFOLIOS IN PRACTICE.... Some examples

21. Portfolio for HCPC purposes Evidence should: be recorded in an accessible format; demonstrate a range of activities; relate to your role/work (current &/or future); demonstrate improvement in the quality of your work. Guidance & sample profiles available from HCPC’s website at http://www.hcpc-uk.org/registrants/cpd/http://www.hcpc-uk.org/registrants/cpd/

22. Portfolio for job application Evidence should: Demonstrate how your experience to date fulfil the behaviours, knowledge, skills listed in the person specification Align with the content of the cv/personal statement submitted with the job application Please visit ‘my learning space’ on the CPD resources gateway for examples of portfolios created for different purposes (including CPD Syd’s HCPC profile)

23. NEXT STEPS...

24. Some suggestions Collect all the evidence you have that demonstrates what your practice is like & bring it into one space Look at each piece of evidence critically. Label each piece with a note of what it demonstrates & it was originally created. Use this process to create an index (slide 12). Store your index & labelled evidence safely Map your evidence against the behaviours, knowledge, & skills listed in the physiotherapy framework (or any other competencies relevant to your current/future practice) Use your mapping to develop an action plan to create evidence to fill any evidence gaps

25. Pause for thought & evaluation What did I learn from this presentation? Does this match the learning needs I listed at the beginning? What am I going to do with my learning? How will I evaluate the impact of this learning on my practice? When will I conduct that evaluation? How could I meet any unmet learning needs?