What is the ePortfolio?
There are three basic types of ePortfolios:
Your ePortfolio will be a hybrid of all three types of ePortfolios.
The Context for the ePortfolio
The ePortfolio is designed to be an individualized representation of you and your achievements in the VIU Education program. Many students use the ePortfolio as part of their resume; as a place to house resources and ideas for easy retrieval; as a class Web site; as a lesson plan and unit organizer; and much more.
Your ePortfolio is designed to highlight your professional qualities, background knowledge, capacity to plan and capacity to teach -- abilities that constitute a competent beginning teacher. These aspects were drawn from the BC Teacher Regulation Branch (BC TRB) Standards for the educational competence and professional conduct of educators in BC. Collectively, these competencies present accurate directives of what professional educators should know and be able to do. They serve as a tribute to teachers – highlighting the important and skillful work of our proud and learned profession.
Your ePortfolio highlights evidence (projects, lesson plans, reflections, workshops you have provided...) of your competencies in reference to these aspects and includes self-reflections on your personal context for learning. Teaching is a profession, governed by a certifying body. Your e-portfolio clearly identifies your strengths and your capacity to teach and learn as a professional educator.
The ePortfolio is one of the VIU Faculty of Education requirements for graduation. You will be utilizing your ePortfolio in your final year Interview/Presentation. One of the key elements of the presentation will be your ePortfolio section on the TRB standards and your Credo (Frame of Reference).
Content of the ePortfolio
Right now, part of your purpose is to complete the various assignments required by your instructors during the program. As you progress, the content will become less about requirements and more about your personal goals for the ePortfolio (other than the TRB Standards).
Part of the content of your ePortfolio includes a program requirement to provide evidence and reflections on the 8 TRB Standards. You will need two pieces of evidence for each standard and an accompanying reflection for each piece of evidence. This is something to work on as you progress throughout the program. You will want to have about two thirds of this TRB Standard work completed before Year Five if you are a B Ed student, and by the end of Semester Two if you are a PB student.
The other program requirement is that you include your Credo (Frame of Reference).
To Think About
As you progress in the program, think about how you might make use of the ePortfolio... what will you include in the ePortfolio and how might you utilize it beyond program requirements.
Once you have a sense of your goals, you may wish to prioritize your goals so that you can ensure your site design best implements your purpose. It is common for your goals to develop as your ePortfolio develops, making re-design a continuous process. Sometimes your goals will determine how you handle the navigation and content of your site.
Example: The ePortfolio has been utilized by some as a tool to help acquire a teaching position. Imagine that you have decided to mention your ePortfolio in a job interview, and you even have relevant pages ready to show the interviewing administrator... perhaps an assessment strategy you used in practicum.
Later, an administrator is trying to decide between you and another person. She asked questions in the interview about assessment, but does not feel she has the full measure of any of the candidates around this ever important area. She remembers you showing her a portion of your ePortfolio and decides to see if your ePortfolio has anything she can use to help her make a decision.
For Avi, one of your ePortfolio instructors, in his time as an administrator interviewing teachers, he was looking for evidence of:
That is a pretty comprehensive list and I don’t have much to add.
The only thing I might add is based on John Hattie’s research: The ability to give formative feedback is the number one driver of student success, and that makes sense to me. I would also add the ability to accelerate or remediate the instruction based on the student’s needs. In addition, the ability to make data-driven decisions that guide instruction.
And once you have started designing, continuously ask yourself:
Questions and thoughts for you to consider:
Want more on the what and why of ePortfolios?
Three ePortfolio Styles: https://sites.google.com/site/eportfolioapps/overview/levels
More ePortfolio Styles: http://academic.regis.edu/LAAP/eportfolio/basics_types.htm
More on portfolios: http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm
Student Examples (post-secondary)
Interviews with students and examples: http://eportresource.weebly.com/examples.html
More examples: https://www.clemson.edu/academics/programs/eportfolio/gallery.html
More examples: https://www.uleth.ca/education/resources/eportfolios/sample-portfolios
More examples: http://wp.auburn.edu/writing/eportfolio-project/eportfolio-examples/