Planning the Alternative PL
Discover how e-Portfolio's can help change the way students learn and take accountability for their learning. All while creating their e-Portfolio, they are gaining creativity and accountability as they are learning
e-Portfolio's in the Classroom
During the school year, especially in tested subjects, educators often find it challenging to effectively review content at the end of the year. Typically, the more difficult units are taught early in the year to allow time for spiraling and review later on. However, students frequently forget previously taught material and struggle to retain knowledge over time. This is where e-Portfolios can make a significant impact. By creating e-Portfolios, students take ownership of their learning and hold themselves accountable for their progress. Using the COVA model—Choice, Ownership, Voice, and Authenticity (Harapnuik, 2018) students design and curate their own e-Portfolios, which not only reinforces content retention but also fosters creativity and engagement throughout the school year.
In my innovation plan and literature review, I identified both the benefits and effective strategies for incorporating e-Portfolios into the classroom. By allowing the COVA model—Choice, Ownership, Voice, and Authenticity—to drive the creation of e-Portfolios, this approach has the potential to transform the use of technology in education (Harapnuik, 2018). e-Portfolios empower students to take control of their learning by reflecting on their progress and showcasing their best work. This not only improves student engagement but also helps teachers assess learning more holistically. Over time, e-Portfolios can serve as a personalized archive of growth, demonstrating how students have developed both academically and creatively. According to Basken (2008), ePortfolios “are a way to generate learning as well as document learning" (Basken, 2008).
​
​
Five Key Principles of Effective Professional Learning
1. Duration – Professional learning should be ongoing and embedded in daily practice.
Each staff member will be assigned to a group led by a team leader who will ensure effective implementation. These groups will also provide support with technology challenges, address staff hesitancy, and offer mentorship throughout the first three years of implementation.
2. Support - Assistance during the implementation stage
Team leads will conduct weekly check-ins with their groups to monitor progress and address any concerns. If issues arise, team leads will report them to the Professional Learning (PL) team for clarification and support in finding effective solutions. These check-ins will promote clarity, provide timely answers to questions, and ensure a smooth implementation process for all staff. They will also help build trust and open communication among team members. Over time, this consistent support will contribute to stronger professional growth and collaboration across the school.
3. Active Engagement - Hands - on collaboration
The training will incorporate active, engaging methods that move away from the traditional "sit-and-listen" model. During professional learning sessions, educators will learn how to effectively communicate and create e-Portfolios by actively building one themselves. This hands-on approach will encourage open discussion and interactive activities, helping participants become more comfortable and confident with the e-Portfolio process.
4. Modeling - Demonstrate effective use of the innovation plan.
Training sessions will include modeling various ways e-Portfolios can be embedded into classroom instruction. Through these demonstrations, educators will have the opportunity to observe and practice how to effectively incorporate e-Portfolios into their teaching. This hands-on experience will help educators feel more confident in adapting the tool to fit their students' needs. Additionally, it will encourage the use of e-Portfolios as a means of promoting student reflection, ownership, and growth over time.
5. Role-Specific Training - Customization of role positions
Professional learning (PL) experiences will be customized based on specific job roles. During PL sessions, team leads will come together to collaborate and role-play scenarios that may arise throughout the school year. These sessions will provide opportunities to identify potential misconceptions and develop practical solutions as a team. Team leads will then take what they've learned back to their respective groups to model effective collaboration and problem-solving. Ongoing reflection and feedback will be encouraged to continuously improve both the PL sessions and the overall implementation of strategies.
​
Collaboration
To encourage collaboration, I will partner with the team leads from each assigned group. By working closely with each team lead, they can effectively support their group by facilitating collaborative planning sessions and addressing any misconceptions. These sessions will promote teamwork, provide opportunities for role-playing scenarios related to the innovation plan, and foster a shared understanding. Ultimately, this approach will strengthen group cohesion and enhance collaboration on the e-Portfolio innovation plan. This collaborative process will also empower team members to take ownership of their roles and contribute meaningfully to the plan’s success. "To succeed you need to collaborate with others. And collaboration is not about knowing facts; it is a way of thinking, a skill critical to your success" (Wharton Interactive 2020).
Leadership
I will continue to work with teachers, as well as with Melissa Jensen and Jesse Cantu, our CTE Department Coordinators at Galena Park ISD, to explore strategies that prepare both teachers and mentors to foster increased collaboration and team building within the school. These efforts will support the development of school-wide events and mentorship opportunities designed to strengthen collaboration across all departments.
Audience
The initial audience for the innovation plan will be the two Anatomy and Physiology teachers. Once the first phase is successfully implemented, we will move into the second phase, which involves expanding the plan to include all science teachers within the department. After fully integrating the science department, we will extend the implementation schoolwide, introducing e-Portfolios to all departments. This phased approach will support increased collaboration and foster greater accountability among all high school students. As more teachers adopt the e-Portfolio system, we will provide ongoing support and training to ensure consistency and effectiveness. This gradual rollout will also allow us to gather feedback and make necessary adjustments along the way.
Instructional Design
I will use my BHAG (Big Hairy Audacious Goal) and Fink’s Three-Column Table design to help structure the professional development outline. This framework will guide teachers and team leads in designing effective lessons and integrating e-Portfolios into the classroom, allowing them to track and reflect on student growth over time. The alignment of learning goals, activities, and assessments will ensure that instruction remains purposeful and impactful. Additionally, this structure will support consistent implementation across departments, promoting collaboration and shared accountability.
​
​
BHAG (Big Hairy Audacious Goal)
Learners will be encouraged to take ownership of their learning, fostering accountability and creativity as they develop their e-Portfolio.
3 Column Chart
Time-Line
​
June 2025 - July 2025 (Planning)
Curriculum development was completed in collaboration with all Anatomy and Physiology teachers under the guidance of the CTE Department. The curriculum has been finalized and is ready for implementation.
​
August 2025 - The first official in-person training with the Anatomy and Physiology teachers will take place during a dedicated professional learning (PL) day. During this session, teachers will receive hands-on guidance on how to effectively integrate e-Portfolios into their classrooms.
September 2025 - December 2025 -Meet monthly for one hour after school check-ins will be held with the Anatomy and Physiology teachers to assess what aspects of the innovation plan are working and which areas need improvement. These meetings will also provide opportunities for peer support and collaboration, ensuring that teachers who are struggling receive the guidance and assistance they need.
​
January 2026 - During PL sessions, we will come together to reflect on what can be improved and identify changes that will support greater student growth. These sessions will also provide an opportunity to offer targeted assistance to those who need support as we prepare to kick off the new semester.
​
February - May 2026 - Monthly check-ins will continue to identify any ongoing misconceptions and provide support as needed throughout the remainder of the school year.
​
May 2026 - At the final PL session, all Anatomy and Physiology teachers will come together to review and reflect on the first year of the innovation plan. They will identify what worked well and what needs improvement. Based on this feedback, curriculum revisions will be made and used to guide planning for the following school year.
​
June 2026 - July 2026 - Review the curriculum revisions discussed during the last meeting, along with all collected notes, to help inform planning for the next PL session in August.
Resources​
GPISD Internet/Wifi
Class Set of Chromebooks
Google Drive/Google Sites
