5389- PL Strategy

Implementing ePortfolios in 3rd, 4th, and 5th grade classrooms
Campus: Kriewald Road School of the Arts
Implementation Lead: Carl Dickerson
Implementation Leadership/Support Team: Campus VP, academic coach, Technology teacher
Implementation Team: 4th and 5th grade teachers
Implementation Date: Phase I- August 2023 through January 2024

In an effort to implement ePortfolios in our classrooms, we as teachers must understand every aspect of the tool we will be utilizing. The implementation will develop through a series of phases, beginning with our 3rd, 4th and 5th grade teachers, then progressing with the addition of lower grade levels, and culminating in the entire campus utilizing ePortfolios. To ensure a successful implementation, we must also shift from our traditional PL to a more engaging, and interactive learning opportunity (Go and Show/Alt PL presentation). Following the 5 Principles of Effective PD, we will support each other in this new and exciting journey. In designing the outline for this PL, I used a 3 Column Table I adopted from L. Dee Fink’s book, Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses (Fink, 2003). The PL Phase I will consist of 6 sessions throughout a 6 month, 1 semester timeframe, with teacher support intertwined within. The Implementation Leadership team will be the “experts” available to the 4th/5th teacher cohort and additional smaller sessions will be added if needed, depending on the needs of the group. Support will also be available during after school mini-support sessions or during scheduled conference time sessions.

This PL Strategy was influenced by the 5 key principles of effective PL. Following these principles when planning this PL will ensure the most effective outcome and best use of our time.

Principle I: Duration of professional development must be significant and ongoing.
Principle II: Support for teachers during implementation stage.
Principle III: Exposure to concepts should not be passive, but engage through varied approaches.
Principle IV: Modeling highly effective in helping teachers understand a new practice.
Principle V: Content not generic, but specific to discipline.

We will utilize our district PL days and grade level PLG times for these sessions. In an effort to foster collaboration, we will setup our PL with pods where grade level teams sit together for discussions, planning and exploring within their specific discipline. There will also be chances for whole group discussions that can lead into smaller vertical grade level collaboration. Creating PLG times where we can all come together at the same time will also foster a sense of teamwork and working towards our goal. We will be using Google Classroom to share ideas, showcase work and question and answer where we can all support each other. Sessions will be led by me, with the rest of the leadership team assigned to a pod and rotating every session to open up their support resources and comfort level throughout our support team. After every session, we will review homework to work on for the following session. Teachers will be asked to self-direct their learning to complete tasks towards their completed ePortfolios. The Google Classroom will provide several resources, examples and support that will help drive our teachers’ self directed learning. Leadership team members will meet after every session to reflect, adjust, and plan and review for the next session. Ongoing support throughout the Phase will be what we concentrate on, providing many opportunities for teachers to get the help needed to succeed.

Included below is the Phase I implementation outline and 3 Column Table Design for our 3rd, 4th and 5th grade teacher cohort.

Resources for PL Phase I-Session I:

Introduction to ePortfolios: https://docs.google.com/presentation/d/1Arl7vtVbWRT5bsClH6T7JwGJq9xYHQN263Mc5VHITD8/edit?usp=sharing


Fink, L. D. (2003) Creating significant learning experiences: an integrated approach to designing college courses. San Francisco: Jossey-Bass

Gulamhussein, A. (2013). Teaching the teachers effective professional development in an era of high stakes accountability. Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf

Harapnuik, D. (2021, April 17). EDLD 5389 introduction [Video]. YouTube. https://www.youtube.com/watch?v=K4Zr3u6D3OU

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