A convenient step-by-step guide to the development of a portfolio is provided by Barrett (2000) as based on a framework provided by Danielson & Abrutyn (1997):
Step 1. Collection:
Collect the materials to be included in the portfolio. The purpose of the portfolio, its audience, and the potential future use of the artifacts will determine what is collected.
Step 2. Selection:
Keeping in mind the objectives to be achieved by the portfolio and the current audience - some items are moved to a display portfolio.
Step 3. Reflection:
At this stage, the faculty member articulates his/her thinking about each piece in the portfolio. It is recommended that reflections be included on every piece in addition to an overall reflection on the entire portfolio.
Step 4. Projection:
At this stage, the developer reviews the observations which have resulted from the reflective stage. Patterns in one's work may emerge. This stage gives the faculty member the opportunity to look ahead and set goals for the future. At this point, portfolio development becomes professional development.
Step 5. Connection:
(Barrett only) In the final stage, added by Barrett to the Danielson & Abrutyn framework, the portfolio is presented to an appropriate audience and is discussed in the context of a conversation about teaching and learning. This stage is particularly relevant to peer evaluation and mentoring activities. Connection can occur before Projection, after Projection, or both.