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3. Professional Learning Portfolio

The purpose of this type of portfolio is to provide evidence of the principals professional learning
journey. The process of putting a portfolio together - collecting evidence of learning - is to give a
structure to the self-reflection (analysis) of the principal’s professional growth and development. Such
a portfolio may be structured in a number of different ways, depending on the principal’s chosen
pathway to learning. Such evidence might include:
 Evidence supporting attainment of learning (Certificates, Awards, Diplomas, etc).

 Items that reveal personalised understanding of teaching and learning (journals, essays, com-
mentaries, emails to mentors, minutes from meetings, etc).
 Artifacts such as still photographs, archival materials, demographic data, video clips with voice
over, music, etc.
 Publications, including collaborative writing and reports.
Another useful way of putting together a professional learning portfolio, is to use the four Gateways to
Learning (Walker & Quong, 2005). In this process the principal would gather evidence in their portfolio
with regards to:
1. What I believe is important

What is important is about clarifying and articulating values and beliefs, identifying dilemmas, ways of
operating, relationships with others and, importantly, how to maintain a balance between work and
life.
2. What others think about me

The importance of collecting information, perspectives and evidence about leadership from members
of the school community, collecting and analyses of the opinions of others such as through 360-
degree scans and parent surveys.

3. What I am dealing with now
Identifying issues which are currently active in the school, for example evidence collected through
performance management systems and coaching, or the identification of fears, needs and concerns
within the school community. Examples of evidence includes artifacts from Strategic Planning
sessions.

4. What ideas are out there
Evidence that the principal has been scanning the literature, what’s happening in other schools, ideas
held by colleagues, fellow principals and others to trigger professional curiosity and ‘better ways to do
things’ in your school. Examples of this sort of evidence includes artifacts from mentoring systems and
peer action learning programmes.

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