PLAR Portfolio Components

A PLAR Portfolio has several key components.

Cover letter

A description of the major educational milestones achieved in both formal (college, university credits) and informal (on the job, through work related training or other educational or training opportunities) after graduation from high school or after the age of 17.

Depending on where the portfolio is presented one or more of the following may be required. (Points - 4 – 6)

Preparation of a three page paper (single spaced) that identifies what learning resulted from the major experiences in your life

Preparation of a four to six page paper (double spaced) that identifies personal:
- values,
- skills,
- and knowledge.
The educational narrative differs from a biography because information is selected that is most relevant to current plans for education and future advancement. Identification of learning is drawn from work and life experiences in order to provide a direction for the development of the portfolio.
- E.g., How did you come to be a human services’ practitioner?
- E.g., What range positions in the human services sector have you held - social services, education, health care, and counseling?

Preparation of a six to fifteen page (double spaced) paper that identifies an analysis and integration of learnings from:
- formal education,
- informal education,
- employment,
- volunteer work, and
- other life experiences including challenges.
The learning narrative identifies and synthesizes the critical values, skill, and knowledge gained through non-credentialed learning to integrate this learning with the Human Services skill set under each of the 6 categories of learning (Learning Areas) listed in the15 criteria in the skill set.
The learning narrative demonstrates the extent and breadth of the PLAR candidate’s values, skills and knowledge.

Goals help to set the direction of the portfolio.
Relevant goals include further education, career advancement, professional development and personal self-development.
Identification of goals will help PLAR candidates address the learning outcomes that the human services program requires graduates to have.

Clear identification of how the outcomes for each of the 5 levels for each of the 15 criteria within each of the 6 Learning Areas have been met.

Support from external sources such as supervisors, instructors, professors, performance evaluations, documented research, or examples to validate the authenticity of your values, skills and knowledge.