I am proposing an ePortfolio innovation plan that empowers learners in grades 5-12 (and beyond) to take ownership of their learning as they reflect, connect, and learn through the use of ePortfolios. I would like to share this professional learning opportunity with teachers at Mitchell Intermediate. The use of ePortfolios (electronic portfolios) gives students the opportunity to take ownership of their learning with greater depth and complexity. It provides the opportunity for teachers to use technology in a more focused way to facilitate learning and for assessment. The ePortfolio will connect students, teachers, administration, and families throughout the district and beyond. Through ePortfolios, Mitchell Intermediate can empower learners to reflect, connect, and learn.
The ePortfolio has numerous benefits for students, and my goal is to have as many students as possible using technology to create authentic displays of their learning. Starting with fifth grade on our campus, the ePortfolio could be carried by the student through high school graduation. In a wider view across the district, the goals at each grade level could be:
- Elementary School (grades K-4): Practice self-reflection and making connections to learning. Save or take pictures of several student work samples.
- Middle School (grades 5-6): Develop an ePortfolio using Google Sites. Post to the ePortfolio regularly (at least after each major unit of study to give students practice). Connect teachers, classmates, families. Encourage development at home. The ePortfolio can be used to assess content mastery.
- Junior High (grades 7-8): Continue ePortfolio development. Post to the ePortfolio regularly (at least weekly would be ideal for practice). Connect teachers, classmates, families. Encourage development at home. The ePortfolio can be used to monitor student progress for admittance into courses (acts as a prerequisite) and for content mastery.
- High School (grades 9-12): Continue ePortfolio development. Post to the ePortfolio regularly. Connect teachers, classmates, families. Encourage development at home. The ePortfolio can be used to monitor student progress for admittance into courses (acts as a prerequisite) and for content mastery. The ePortfolio is shared with colleges as part of the application/interview process and acts as a high school graduation project.
The ePortfolio pilot team at Mitchell consists of 10 teachers that will be implementing the EP over time in their classrooms. As this EP Team meets and learns collaboratively throughout this year building their own ePortfolios, they are creating the best model for their students. The goal is to create a learning environment that follows standards and is based on effective principles of Professional Learning. As such, they would earn 6 hours of GT credit while working to build ePortfolios.
In order for the ePortfolio implementation to be successful, teachers must receive proper training that includes collaboration, modeling, and application. This must be done over a period of time to allow for deeper learning and must be provided in a way that is relevant to their grade level and content. Over the course of collaborative professional learning, teachers will become familiar with ePortfolios and their possibilities, create their own ePortfolios and learn how to use them as a tool with their students to assist students in creating their own ePortfolios. Classroom implementation has already begun in the PL Facilitator’s classroom and will continue in this sixth-grade classroom as well as in the classrooms of the teachers on this pilot EP Team. The ePortfolios will be online and shared with parents and other community members at the end of this school year at our EP Expo.
If you would like to view the full outline click HERE. Below you can see the expected outcomes of this proposed professional learning.
Resources related to the topics proposed in this professional learning.
Fink, L. D. (2005). A self-directed guide to designing courses for significant learning. Retrieved from: https://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf