A study was performed to develop procedures for assisting women who aspire to vocational administration posts but who do not have required work experience outside of education. The project (1) surveyed attitudes, barriers, and the employment picture in Kansas and (2) determined the effectiveness of a portfolio guide for describing unpaid work experiences where administrative competencies were acquired. Questionnaires were sent to a random sample of vocational education personnel. Results were used to design a support-personal-growth workshop to reduce stereotypes and to design the experiential portfolio guide. Women vocational education teachers volunteered to develop portfolios of their administrative skills. The portfolios were analyzed and rated by vocational education administrators on competency dimensions as well as on overall qualifications. Six portfolio authors attended an assessment session and completed criterion measures for a study of the portfolio validity. Reliability was calculated on ratings and criterion. Survey results showed a few annual openings and few differences between women aspirants and administrators on attitudes, etc. Portfolio ratings had a median reliability of .60. Adequate validity was found for portfolio dimensions, given the small, self-selected sample. (Author/CSS)