Digital Leading and Learning · Education · EPortfolios · Technology in Education

Potential Outline for Learning ePortfolio Implementation

Outline for Learning ePortfolio Implementation

End of school year 2016

  • Give Rich/Ryan/Dawn proposal and plan to pilot it in 12th grade CP classes
  • Schedule time in the summer to plan and write curriculum for 16-17 FLEX hours

2016-2017 Pilot Year with CP English 12

  • August PD- Introduce to department and try to get other teachers to buy in
  • Early September: Have IT department  discuss online behaviors, digital footprint, etiquette, etc. with all CP 12 classes.
  • (A)September: All CP 12 students will create an account (or log in to the account we have created for them) and choose their “theme”
  • (B)September-October: Fridays will be designated “ePortofolio days” where students will design their site, and  upload and reflect on past English assignments. This takes the place of independent reading time, so no extra time in the curriculum is needed.  
  • October PD- Check in with department and provide exemplars/samples of student work
  • (C)November- students will start to do weekly or monthly blog posts pertaining to current events (this takes the place of our current event unit, so no extra time in the curriculum is needed)
  • January-June- students begin to blog about their learning outside of the English classroom. We can have them do a required weekly or bi-weekly post, and a minimum of 2-4 comments on others’ posts.
  • (D)May-June- Every Friday, students will work towards final organizational tasks in their ePortfolio. They will adjust its design to work for them post high school.
  • January PD (Wednesday)- Meet with department heads to ask them to help generate interest
  • May PD (Wednesday) – open session for interested teachers from different departments (at least 2 from each core subject)
  • Summer 2017 – mapping out, professional development, and curriculum writing for 17-18 FLEX hours

2017-2018 School Year

  • Teachers from different departments begin implementing the ePortfolio in at least one of their courses
  • Teachers will follow guidelines and feedback from 2016-2017 year in their classes- follow steps A-D for timeline.
  • October PD- All ePortfolio teachers check in with their departments and provide exemplars/samples
  • November- Request school board approval for new course for the 2018-2019 school year- provide previous year’s exemplars, research models, and student feedback to seek approval.
  • January PD (Wednesday)- EPortfolio check in for teachers who have implemented them
  • March – Finalize teacher schedules/class sections- Who will be teaching the course, how many students will be in each class, etc.
  • May PD (Wednesday)- EPortfolio check in for teachers who have implemented them
  • Summer 2018 – final curriculum development and plan for freshman class of 2022 in the new ePorfolio course.

2018-2019 School Year

  • Course runs for the first time with all freshmen
  • September: students design their ePortfolio
  • In the ePortfolio course, students will:
  • Categorize their learning
  • Upload written assignments from all classes to their ePortfolios
  • Comment, edit, provide feedback on each other’s’ written assignments
  • Reflect on and revise assignments in ePortfolio
  • Learn to make connections through interdisciplinary discussions
  • Personalize their ePortfolios
  • Make connections between their personal, social, and academic worlds

2019-2020 School Year

  • Students who were already in the course (who are now sophomores) will continue to build in their ePOrtfolios as time goes on. This will most likely happen during their English class curriculum.
  • Incoming freshmen take their first ePortfolio course.


  • Students continue with ePortfolios as juniors
  • Incoming freshmen take their first ePortfolio course


  • Capstone course-
    • Seniors who were part of the initial course as freshmen will take a capstone course
    • Course will be structured/scheduled just as the freshman course is
    • Students will reflect on all of high school learning experiences
    • Students will create resumes and cover letters
    • Students will prepare their portfolios for post high school use
    • Students will prepare portfolios for college use, applications, and interviews



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