Portfolios are used by learners to document their progress and achievements. The evidence contained in a learner’s portfolio provides the resources for identifying outcomes or competencies that have been achieved.

Portfolio Defined

Portfolio is defined by MacIsaac and Jackson as a collection of materials that represents a learner’s work.

“… a portfolio is defined as the structured documented history of a carefully selected assembly of coached or mentored accomplishments substantiated by materials (artifacts and attestations) that represent a learner’s work. These materials are accompanied by descriptive explanations and commentaries in which the learner defines, describes, and reflects on the accomplishments represented in the portfolio” (Assessment Processes and Outcomes: Portfolio Construction by Doug MacIsaac and Lewis Jackson, pp.63-72 in Experiential Learning: A New Approach, Jackson, Lewis and Caffarella, Rosemary S. eds. San Francisco: Jossey-Bass, Number 62, Summer 1994, p. 64).

Artifacts and attestations in a portfolio are materials created by the learners or verified by others.  Examples of artifacts are:

* written correspondence,

* anecdotal records,

* workshop and seminar notes,

*  observation reports,

* summaries,

* memos,

* term and research papers,

* video/audio tapes of teaching and preaching,

* journal and book reviews,

* published articles and books,

* reports,

* test results,

* lesson plans,

* meeting agendas and minutes,

* budgets,

* job descriptions,

* strategic planning reports.

Examples of attestations are:

*letters of recommendation,

*job performance evaluations,

*peer critiques,

*newspaper and other media accounts,

*honors and awards,

*certificates,

*diplomas,

*transcripts,

* membership in professional organizations,

* records of employment,

*membership in professional organizations.

A Portfolio is representative in nature. It is used to demonstrate the accomplishment of learning outcomes and competencies. The Portfolio provides documentation for having accomplished personal learning goals, for meeting ministry requirements (e.g., such as the requirements for becoming a Commissioned Leader or Commissioned Pastor in the Reformed Church of America), and may be useful in applying for ministry positions.

The Role of the Learner in Portfolio Development 

*Portfolio   development is the responsibility of the learner. It is done by the learner, not for the learner or to the learner.  It is an expression of learner activities, values, reflection, and self- initiative.

* Portfolio development is strategic for the planning of a learner’s program. Learning group offerings and other learning opportunities are pursued in accordance with ones learning goals. It is the role of the learner to seek advice and follow through on this advice for his or her program planning.

* Portfolio development is for the purpose of communicating what has been learned to a designated audience.

Steps in Presentation Portfolio Development

Portfolio materials are to be saved in two ways. First, as hard copy: these documents may be organized in a three-ring binder or in file folders. This is a back-up measure in the event of Internet failure. Use a three-ring binder with index tabbed sheets for the different sections. Second, in an electronic portfolio that is similar to the hard copy version.  It is to be saved in the learners account with the Church Education Network.

Portfolios contain the following parts:

* Preface with an autobiography, philosophy of ministry, statement of professional goals.

* Main section divided into categories according to outcome goals and competencies. At the beginning of each category there should be a statement that summarizes the documents that are to follow and explains what was selected and why it was selected as evidence.

* Conclusion in which the primary characteristics of the portfolio are summarized.

When to Begin Developing Your Portfolio

Now!  Portfolio development is an on-going process.  As you participate in learning activities, include descriptive information about them in your portfolio.

Main Sections of Your Portfolio

The main sections of a Portfolio are developed to provide evidence that learning goals have been accomplished.  The categories listed below are arranged according to the headings of General Competencies, Specific Competencies, Knowledge Competencies, Character Competencies, and Service Competencies. You should develop your portfolio with a folder for each of these five areas of competency. As you develop documentation that gives evidence to the accomplishment of competencies, Upload files into appropriate folders.

1. General Competencies

a. Able to influence – ability to move others to act in a desired way.

b. Building Relationships – ability to develop and maintain links with believers, team members, peers, the unchurched, marketplace leaders, the needy, and pastors.

c. Bias for Action – ability to initiate with a tendency to act rather than react.

d. Problem Solving – ability to consider and resolve problems ranging from small to large, relational and organizational, identifying and addressing root causes that could involve logical as well as conceptual thinking.

e. Serving Others – ability to meet the needs of others. This competency could range from kindness, dignity, and patience to providing relational, tangible, or spiritual solutions with their best interest at heart.

f. Creating Accountability – ability to establish accountability in others and enforce it through effective communication and monitoring.

g. Effective Communication – ability to meaningfully communicate in a variety of settings: one-on-one, small groups, larger groups; committee/board meetings, as well as in written form.

h. Personal Management – ability to prioritize work, schedules, and communications to expedite responsibilities in a timely fashion, while striving to improve performance through self-development.

2. Specific Competencies

a. Planning and Budgeting – ability to effectively discern and develop short and long term plans, then, to budget and manage resources toward the accomplishment of planned objectives.

b. Conflict Resolution/Peacemaking – ability to objectively assess the situations and perspectives of others in the midst of conflict, then moving them toward understanding and resolution. This is done to benefit the mission and vision of the local church or Christian organization to reach the Harvest.

c. Group Dynamics/Meeting Facilitation – ability to effectively plan and execute an agenda and facilitate the forward movement of the group toward the fulfillment of their stated mission.

d. Presentation Skills – ability to gather, evaluate and meaningfully present appropriate information to an audience so that they understand the key points and are inspired to personal and / or group action.

e. Beyond these kinds of competencies, the Coach and Accountability Team will create the criteria and list of any additional competencies they deem necessary for the candidates success.

3. Knowledge Competencies (know) 

a. Affirmation of Call

1) God calls us to ministry. For the one being called this is clear and unavoidable.

2) Learner Goal: God does not call us in isolation. The learner will know their call is validated when it is affirmed by the Church, and they prove to be an effective leader.

b. Bible Content Exam

1) As a leader in God’s Kingdom the candidate will want to be growing in his or her proficiency of the Bible. The Bible is our only rule of faith and practice, our authority in all matters of faith and rule. We take seriously our responsibility to continually learn how God speaks to us through His Word.

2) Learner Goal: To be a life long learner of the content and message of God’s Word.

c. Old/New Testament Overview

1) The Bible has a single story to tell by many people in different ways. Spiritual leaders need to know and understand the “Big” picture. Old and New Testament survey studies reveal this incredible story of God’s salvation and help the candidate make sense out of the whole of the Bible and each book of the Bible.

2) Learner Goal: To know with confidence the Biblical story accurately in their own words.

d. Discipleship Essentials

1) Jesus makes it clear in Matthew 28:16-20, that the role of the disciple is to make disciples. We are in the discipleship multiplication business.

2) Learner Goal: It is expected that leaders be trained to be disciples so that they, in turn, will train other disciples. The completion of Discipleship Essentials (1998) book study with others will begin the process. The candidate will then be expected to successfully disciple others before they are considered a Commissioned Leader.

4. Character Competencies (be)

a. A Coach, the accountability team and/or the Board of Elders, need to determine whether a learner meets the 1Timothy 3, Titus 1, and Acts 6 qualifications.

b. A Coach may have a thorough knowledge of character matters because he or she knows the candidate. To more accurately understand a candidate’s true character, the Coach should go beyond the observations and interactions of just the candidate and dialogue with the spouse, close friends, and those with whom they serve.

c. The personality profile (D-I-S-C Profile) will be helpful. At the same time, it might be beneficial for the candidate to have a professional conduct an assessment.

5. Service Competencies (do) 

Only a Coach, along with the Accountability Team, can determine the competencies listed here. It is most important to determine the area(s) of deficiency and give the candidate adequate training for greater competence. Experiences should be designed in the areas of need that will give the candidate opportunity to learn and demonstrate her or his passions and gifts.

a. Every leader should:

1) Serve 4-5 hours per week of supervision for 6 months within the candidate’s chosen field of ministry.

2) Develop in writing a six-month ministry plan.

3) Attend one major seminar or conference in the area of his/her ministry focus.

4) Develop in writing a work rhythm that demonstrates a healthy balance between work, rest, worship, and play, and working one’s plan.

b. Leaders should also participate in minimum training experiences and competencies within their specialized areas of ministry. A Coach and/or Accountability Team may have other exercises they believe are helpful, keeping in mind what is best for the candidate. Following are suggested examples for a few ministry areas.

1) Youth Leader

(a) Up-front leadership experience in youth ministry

(b) Plan and execute a youth retreat and/or outreach event

(c) Has led 1 or 2 people to faith in Jesus, and discipled them toward maturity.

2) Spiritual Formation/Discipleship

(a) Demonstrate leadership, show effective communication skills, and disciple other teachers/leaders.

(b) Write and test a curriculum and/or study guide for a targeted class or group.

(c) Demonstrate the ability to share Christ with children, youth, adults (especially their target ministry age), and can name at least one or two persons who have come to faith in Christ.

3) Women’s/Men’s Ministry Leader

(a) Give specific leadership assignments, be up-front with groups, showing growing communication skills.

(b) Prepares and executes two of the following:

A retreat

An outreach event

A special holiday event

A six week Bible study for one of the groups

A plan that shows how to appeal to and recruit men/women for ministry.

4) Worship Leader

(a) Plan and execute the Sunday music ministry for a 2 month period with guidance from the Worship Leader. This includes rehearsals and leading Sunday worship, and is to be monitored as a means of team building skills.

(b) Ask the candidate to take an actual relational conflict within the music department and demonstrate his/her ability toward conflict resolution.

(c) Give the candidate opportunities with his/her ministry team(s) to demonstrate spiritual disciplines – prayer, Bible Study, testimony, etc.

Other Ministry Positions: Create any similar or appropriate assignments in whatever area of ministry focus the candidate is being led to pursue.

Bible Knowledge

Synopsis of the Bible: The course is a brief introduction to the Bible. In a programmed format, it begins with a 25 question diagnostic test. The topics that follow are Old Testament, New Testament, Dates and Maps, and Message of the Bible. Each of these topics end with a 5 question quiz. This brief course concludes with a section on Frequently Asked Questions and another entitled Daily Encounter. The entire course can be completed in less than an hour. It is a free course that is made available by Miami International Seminary (MINTS). http://miamiinternationalseminary.com/file.php/25/Synopsis/index.htm 

Ministry Competencies

CEU is a term that is in the public domain. The generally accepted definition of one CEU is ten hours of participation in a recognized continuing education program with qualified instruction and sponsorship.

Church Education Network uses criteria established by the International Association for Continuing Education and Training as a guideline for assigning CEU values, though it is not a member of this association.

A Learning Activity is any intentional learning program, experinece, course, workshop, seminar, or conference that has been planned to cause learning. The term Learning Activity may refer to a learning assignment or experinece that is as small as one hour in length (or one tenth of a CEU) or may occur in a variety of time frames such as one day (.5-1.0 CEU), one week (2.5-4.0 CEUs), or during other configurations of hours, days, weeks, or months.

In many cases, the number of CEUs attributed to a Learning Activity is identified in advance by Church Education Network in its catalog. In other cases, learners may request a number of CEUs based upon their investment in the Learning Activity(ies) and documentation that provides supportive evidence of learning outcomes.