Professional Advancement Portfolio

The Professional Advancement Portfolio for Speech Pathologists is a writeable PDF document intended to be used by speech pathologists and their managers.

The portfolio consists of a manual and three components. The manual consists of the portfolio’s design, development and information on how to use it. It also contains information on personality and learning styles. The portfolio also has a case study example of to use it appropriately. The three individual components are as follows:

  1. Self-Efficacy Evaluation Checklist: To determine how confidently clinicians may undertake various clinical tasks.
  2. Competency and Grade Level Matrix: To assess speech pathology grade abilities across various areas of clinical practice.
  3. Staff Professional Development Plan: To enable clinicians to plan for professional development by highlighting areas of strengths and weaknesses as identified after completing the previous two components

The development of the Professional Advancement Portfolio addresses two main aims:

  1. To assist managers to hire the most appropriately matched staff: 
    Job candidates should complete the Competency and Grade Level Matrix and the Self-Efficacy Evaluation Checklist components of the portfolio. It is also suggested that a personality or learning styles test may also assist employers to select the most appropriate staff. The Staff Professional Development Plan should be completed by employees in conjunction with a manager or supervisor.
  2. To assist speech pathologists to track and improve their professional development:
    All three components should be completed in order to attain a holistic view of a clinician’s strengths and areas for improvement. As professional development occurs over time, each of the components should be updated and reviewed regularly to monitor progress.

Downloads

For any further information please contact a group member on t.iannazzo@hotmail.com

This project has been developed as a 4th Year Speech Pathology Project at La Trobe University by by Ian Hooper, Smaroula Vareloglou, Lauren Constable and Tara Iannazzo, under the supervision of CaraJane Millar.