What Your Portfolio Might Contain

Personal details such as:

• name
• address
• telephone/fax numbers
• e-mail address
• DfES number
• National Insurance number
• GTC(W) reference number
• qualifications
• teaching experience
• other work experience

Significant school or service milestones (recent and relevant):

• a list of current SDP priorities
• key inspection issues
• whole school contextual data – FSM %/ SEN %/ benchmarking information/any other significant issues, e.g. gender/attendance/mobility factor

You might then organise your development experiences into the following sections:

Portfolio Section	Possible Sources of Evidence
Knowledge and Understanding Have a thorough and up-to-date knowledge of the teaching of your subject(s) and take account of wider curriculum developments which are relevant to your work.	Knowledge and Understanding Monitoring data (planning records, lesson observations) Appraisal evidence External evidence – Estyn/LEA Discussions with team leaders, senior staff Schemes of work linked to the SDP, e.g. showing use of ICT CPD records including evaluation forms
Teaching and Assessment consistently and effectively plan lessons to meet pupils' learning needs consistently and effectively use a range of appropriate strategies for teaching and classroom management consistently and effectively use information about prior attainment to set well-grounded expectations for students and monitor progress, giving clear and constructive feedback	Teaching and Assessment Monitoring data (including lesson observations) Appraisal evidence External evidence - Estyn/LEA Planning records showing appropriate support/extension/use of IEPs Discussions with team leaders, senior staff CPD records
Pupil Progress Evidence of pupil progress - performance of own pupils in national tests, examinations, or school based assessment (evidence should refer to progress made relative to the pupils' prior attainment, making progress as good or better than similar pupils nationally. This should be shown in marks or grades in any relevant national tests or examinations, or school based assessment where national tests or examinations are not taken)	Pupil Progress School performance data Class performance data, teacher assessments LEA analyses of data Pupil reports, pupil profiles Mobility rates, attendance Feedback from lesson observations Appraisal evidence Baseline assessment
Wider Professional Effectiveness Outcomes of professional development undertaken in terms of improved teaching or pupils learning Contributions to the policies and aspirations of the school Managerial responsibilities	Wider Professional Effectiveness CPD records Personal research/use of professional bursaries School-based and external INSET, minutes of staff meetings Notes of coaching/mentoring Lesson observations (including model lessons) Use of national and local initiatives (in. e.g. literacy, numeracy, lCT etc) Work shadowing Appraisal evidence Contribution to curricular and extra-curricular activities (e.g. parents' evenings, working parties, school visits) SDP, action plans, SSE documents
Professional Characteristics Inspire trust and confidence Building team commitment Engaging and motivating pupils Analytical thinking Taking positive steps to improve pupils' learning	Professional Characteristics Monitoring data (including lesson observations) Appraisal evidence External evidence – Estyn/LEA Lesson plans Discussions with staff, pupils and parents CPD records

Each section might have a summary cover sheet that refers to a series of evaluation sheets or other evidence.

Continue: Recording Achievements - Sources of Evidence