Emergent Bilingual ePortfolio Implementation Outline
Below is the current tentative plan for ePortfolio implementation for the emergent bilingual sheltered 7th-grade science classroom at Albright Middle School.ePortfolios will allow students to reflect on learning actively, monitor their progress, and support students in analyzing their learning in secondary science. The outline shows the extensive timeline necessary to implement this within the course with a goal for full secondary education implementation by the 2026-2027 school year.
I . PHASE 1: RESEARCH AND PREPARATION (Months 0-6)
a. Provide campus administration and ESL departments with guidelines to inform and support the implementation of ePortfolios.
i. Share proposal letter and reasoning for innovation
ii. Present promotional video
iii. Share literature review and research supporting ePortfolios
b. Technology Support
i. Issue Chromebooks 1:1 with a protective case and charger
ii. Student devices - ALIEF BYOD policy
iii. iPads - 3-4 in science classrooms
iv. Computer labs
v. Charging ports for all classrooms
vi. Reliable Wifi connection
vii. Google accounts and passwords for students
c. Funding/Resources
i. No additional funds needed
ii. No additional technology requirements are necessary
iii. ESL Department - headphones/microphones
d. Address Concerns/ Questions
Implementation Outline
​II. PHASE 2: PARTIAL IMPLEMENTATION (Months 7-17)
a. 7th Grade, Mrs.Olison
i.Sheltered Emergent Bilingual
ii. Science class
iii. Advisory period
b. Engage
i. Ask students to share one picture that reminds them of their home country and explain why they chose that photo.
ii. Show students the teacher’s ePortfolio.
iii. Show an exemplar student ePortfolio.
c. Explore
i. Have the students look at the student exemplar model and pose the small group discussion questions:
1. What country is this student from?
2. What hobbies do they have?
3. What are some things you like about their ePortfolio? Dislike?
ii. Have the students discuss how they would create their ePortfolio to express and showcase their personality and goals.
d. Explain
i. Explain and discuss the meaning of ePortfolio
1. Show a video explaining an ePortfolio and how it will be used in the science classroom Digital Portfolio.
2. Compare with traditional paper-based portfolios
3. Examine the benefits of ePortfolios
ii. COVA -Choice, Ownership, and Voice Through Authentic Learning Opportunities
1. What do I know, and what do I want to know?
2. Where can I find out what I need to know?
3. What do you want people to know about you?
iii. Growth Mindset
1. What strategy or new skill would you like to learn?
2. Have you considered a time you felt proud of your hard work?
3. How can your ePortfolio reflect the growth mindset?
e. Elaborate
i. Student Development
1. Students will create a website. Allow time for creativity and development.
2. Scaffold and model the creation of the website.
3. Students will create their introductory page.
4. Students share links and get feedback from teachers and peers
ii. Continued Development
1. Students will post one piece of evidence of learning at the end of each unit lesson.
2. We will use one advisory day per week for development.
3. Advocate and push students to work on it at home.
f. Evaluate
i. Assess the Student ePortfolios
1. Were students able to take ownership of their work?
2. Was the experience significant and worthwhile?
3. Have the reflections, connections, and learning been demonstrated?
ii. Have students share their thoughts.
III. PHASE 3: Feedback (Month 18-24)
a. Present Student ePortfolios
i. Administration
ii. Teachers
iii. Parents
b. Share the results of the pre-implementation
c. Ask for feedback and suggestions
IV. PHASE 4: IMPLEMENTATION (Month 25-36)
a. ePortfolio Student Platform
i. Google Sites
b. Devices
i. 1:1 Chromebooks
ii. 3-4 iPads
iii. Computer lab with desktop computers
iv. Personal devices for use away from school
c. Designing and facilitating PD for participant teachers
i. Explain what an ePortfolio means for classroom engagement.
ii. Shows how ePortfolios can be implemented.
iii. Explore the teaching, learning, and assessment approaches.
iv. Provide recommendations and guidelines on ePortfolio implementation.
d. Inform students, parents, teachers, and administration of the plan. Post the promotional video and information on the Schoology class pages.
e. Partial Implementation
i. Khelia Olison, the lead teacher, plans to create ePortfolios with her new EB class and assist other 7th-grade EB content teachers in helping their students develop ePortfolios.
ii. 8th-grade students from Mrs.Olison’s class will continue ePortfolio development.
iii. Other 7th-grade content EB teachers participate:
1. Attend professional development.
2. Create a teacher ePortfolio model as an exemplar.
3. Implement an ePortfolio with students in class.
4. Provide ongoing training and support for students.
iv. Students will post one piece of evidence of learning at the end of each unit.
v. We will use one advisory day per week for development.
vi. Continue to share collected data and garner feedback
vii. Consider establishing the ePortfolio as a district-wide initiative in all sheltered classrooms
1. Continuing professional development for participating teachers
2. Support participating teachers during the implementation phase with in-person and online support (via Zoom).
f. Full Implementation
i. Design & facilitate continuing professional development for participating teachers on the instructional aspects of ePortfolios in education and the technological aspects of the platform being used.
ii. Use trainers/mentors to support participating teachers during the implementation phase with support.
iii. Collect data from participating schools to address questions.
iv. Sheltered middle schools and high schools in the district
1. Middle School (grades 7-8): Encourage development and creativity at school and home. Post to the ePortfolio regularly to reflect on learning and share authentic in-class experiences. Showcase to parents during open house. The advisory class will be used for ePortfolio development at least once per week. Teachers and ESL administrative staff will monitor and assess current student content to help evaluate and plan students' next ESL placement level.
2. Language Institute for Newcomers (LINC): Encourage development and creativity at school and home. Post to the ePortfolio regularly to reflect on learning and share authentic in-class experiences. The ePortfolio will showcase work that prepares them to participate successfully when placed on their home campus in the English as a Second Language program. LINC students can use this as a cumulative project toward their graduation.
3. High School (grades 9-12): Encourage development and creativity at school and home. Post to the ePortfolio regularly to reflect on learning and share authentic in-class experiences. The ePortfolio will showcase work while participating in their home campus's English as a Second Language program. High school ESL students ca can use this as a cumulative project toward graduation.
V. PHASE 5: Final Outcome
a. Teachers view ePortfolios to see students’ prior knowledge from their home country and establish connections to previous learning and linguistic skills.
b. Teachers and ESL administrative staff will monitor and assess current student content to help evaluate and plan students' next ESL placement level.
c. Continue facilitating comprehensive professional development for participant teachers.
d. Collect feedback for improvements that were not considered in the early stages.
e. Continue scaffolding ePortfolio training to students before and during the ePortfolio implementation process.
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