Implementation Outline

A Brief Introduction to the Problem

Students cannot live without their digital devices. Yes, this is an overly dramatic statement, but walk into any high school classroom, and look around. If the phone is not blatantly sitting out on a desk wrestling for space with the textbook and notebook, rest assured, it is within arm’s reach. To be a student without a cellphone today is akin to being an outsider – a foreigner in unexplored territory.

Our digital natives are comfortable with technology yet education seems to be decades behind. Fourteen years into my career, I recognize an urgent need for change. My students are more engrossed in their technology and digital selves than what I have to offer. Why not tap into this fascination that seems to steal their attention? ePortfolios have the potential to increase student engagement, teach them digital literacies, and prepare them for their next chapter. This is not something that can happen overnight, nor will this be an easy fix-all solution. Fifty-five sophomores, and seventeen creative writing students are currently serving as the focus group to this project. During the 2018-2019 school year, I would like to see our district take an important first step in the absolutely necessary education revolution. Most of us (not just our students) can no longer live without a cellphone, a tablet, or a computer; what sense does it make to leave education in the dark as the rest of the world advances? Our students need change, and we need to be the ones to bring it.

An Innovator's Guide

2017-2018 School Year: Planning & Piloting

Need Analysis: Our Students Need Change
1. Working in coordination with other ELA teachers:
  1. Why are we making this shift?
  2. Develop goals and learning outcomes
Explore Platform Options
1. Google Sites
2. WordPress.com
Student Access
1. Chromebooks
2. ELA Writing Lab
3. Personal devices
Designing Learning Activities
1. Connect back to learning outcomes
2. What does this look like
  1. Student choice for ePortfolio platform (Google sites or WordPress due to blocked content)
  2. Guidelines for what to include, but freedom for students to go beyond
Pilot Group(s): My students will serve as the pilot group in order to see possibilities beyond simply showcasing work. These will also provide models for staff and students.
1. 55 sophomores (honors level)
2. 17 Creative Writing (elective)
Improving & Evaluating
1. Student surveys
  1. What did students think of the process?
  2. What benefits do students recognize with the process?
  3. What else would they like to see?
VII.Sharing with ELA Department Members
1. Explain the research – The “Why?”
2. Share exemplars

Summer 2018 Expanding to Other ELA Teachers

(District allots 20 available hours of PD for ELA members to decide area of work)

Request Area of Focus
Review Student Surveys
Review Student ePortfolios
Revisit Initial Goals & Learning Outcomes
Interested Members Create Own “Mentor” Pieces
1. Goal: all 10th grade ELA teachers on board

2018-2019 School Year: Expansion and Focused Professional Learning

Professional Development (detailed plan for first year)
1. Key component to success
2. PLCs will meet monthly
3. “PD Thursdays” – introduce idea to other areas of study
  1. Can this be cross-curricular?
Shared Google Team Drive
Reflect, Enrich, Reflect, Improve
1. Always room to grow and adapt
2. Student surveys serve as guide
Year End Summary

Summer 2019 Roll-out to All ELA Teachers

Continue work from the school year and last summer

2020-2021 School Year: All ELA Students

Sophomore Cohort
1. All juniors will have started ePortfolios last year and continue to build this year
  1. What do these look like?
Juniors & Seniors as Peer Facilitators
1. Some students will have been in the pilot group. These students will be able to help not only their peers but also their teachers.
Survey Analysis for Further Development
1. Staff share exemplar models to see what facilitates the most evidence of student learning.