Innovation Plan Outline

ePortfolio Innovation Plan Outline

Our job as educators is to prepare our students to be successful, independent individuals in their post-secondary life.  We need to give our students the tools and teach them the skills, in order to achieve this goal. The original implementation plan outlined the tentative schedule of the use of ePortfolios, during the 2020-2021 school year. After creating my action research documents, I thought that it should extend after my tentative plan.

Phase 1: Planning and Preparation

January 2019

  • Share the Innovation Proposal with Dr. Earley.
  • Provide an ePortfolio survey to teachers via Canvas.
    • Ask teachers how ePortfolios can benefit students, in the classroom.
    • Ask teachers how ePortfolios can benefit the curriculum.
    • Ask teachers how they would incorporate an ePortfolio into the classroom.
  • Provide an ePortfolio survey to students via Canvas.
    • Ask students how they think ePortfolios can be used in the classroom.
    • Ask students how they think ePortfolios can be used in the future.
    • Have students give reasons why creating and developing an ePortfolio is important and how it can benefit them.
    • Have students think of a personal goal for creating and developing their ePortfolios.

 February 2019

  • Review the information from the surveys, completed by the teachers and students.
  • After reviewing, relay findings to administration, in the form of a presentation. During this presentation include the Literature Review , as a reference.
  • Share the Innovation Plan Outline with Dr. Earley.

 March 2019

  • Host a weekly get together to answer questions, discuss any information related to ePortfolios, discuss the survey results.
    • What is an ePortfolio?
    • What is the purpose of an ePortfolio?
    • Prior to meeting, what did teachers think about ePortfolios?  What did students think?
    • What evidence is there to support the use of ePortfolios?
    • Uses for the ePortfolio in the classroom.
    • What are the goals?
    • Who is interested in being a part of piloting program?

 April 2019

  • Select teachers, from a range of courses and grade level, to take part in the piloting program for the 2019-2020.
  • Have the initial meeting with the piloting teachers.
    • Enforce that key guidelines: ePortfolios should be student lead and student centered, reflection is a required part of the process.
    • Share personal ePortfolio, as a reference.

 May 2019

  • Identity and get administrative approval of ePortfolio platform.
    • Determine the budget, from the school, for the purchase of the ePortfolio platform.
    • Look at the licensing policies per platform.  Then determine how many licenses would be needed for the school.  
    • Analyze different ePortfolio programs, while keeping interests in mind.
    • Determine which platform can meet the needs, interests and budget limit.
    • Narrow from that list to the top two ePortfolio platforms.

 June-August 2019

  • Share the ePortfolio platform with the piloting teachers.
  • Teachers will create their own ePortfolio.  (If teachers are asking students to create an ePortfolio, they should be doing it themselves as well.)
  • Hold office hours for any teachers in need of assistance.

Phase 2: Piloting Year

August 2019

  • Pilot teachers will hold a classroom discussion with their class.
    • They will discuss what they can use it for and why they are using an ePortfolio.
    • The pilot teachers will emphasize the learning and reflection process and the role it has in the ePortfolio.
    • As a visual, the pilot teachers will show their ePortfolio.
    • They will discuss the acceptable use of ePortfolios.
  • Pilot the use ePortfolios in the selected classrooms.
    • Get signed permission from parents, for students to create accounts.
    • Send home an acceptable use policy for both parents and students to agree and sign.
    • Send home information on discounted internet, for low-income families.

September 2019

  • Share goals and expectations with students.  Have students share their personal goals.
  • Students will create their ePortfolio.
  • Students will be asked to create an “About Me” section on their ePortfolio.
  • Pilot teachers will teach the reflection process.
  • Pilot teachers will allot time at the end of each week to allow students to add any evidence of learning and reflect.
  • Students will be required to reflect on their learning once a week.
  • Pilot teachers will monitor that the reflection of learning is taking place.
  • Pilot teachers will arrange for administration observations, to get feedback and concerns about the use of ePortfolios in the classroom.  This should take place at least once per marking period.

 October-November 2019

  • Students will continue to add evidence of learning and reflections to their ePortfolio.
  • Pilot teachers will continue to monitor the students’ progress.
  • Pilot teachers will incorporate peer reviews.  Students will meet in groups and provide feedback and offer advice on each other’s ePortfolios.

 December 2019-January 2020

  • Students will continue to add evidence of learning and reflections to their ePortfolio.
  • Pilot teachers will continue to monitor the students’ progress.
  • Pilot teachers will continue to participate peer reviews.
  • Students will be required to have a total of four pieces of evidence per marking period, as well as weekly reflections.
  • Ask students in piloting classrooms to complete a survey about the ePortfolios.

 February-April 2020

  • Piloting classrooms will continue to use ePortfolios.
  • Review findings of the effectiveness of ePortfolios in the classroom, after a  period of piloting, with administration.
  • After administration approval, review my ePortfolio piloting journey with staff.  This can be done during a faculty meeting.
  • Present and reviewing my findings at the school board meeting, for approval to continue with the implementation plan.

May-June 2020

  • Prepare staff for the implementation of ePortfolios, for the following school year.  
    • Provide all staff with a username and login for the ePortfolio platform.
    • Set up “office hours” for any staff that may need assistance when exploring and using the platform.
    • Determine and share the plan/goals for ePortfolio use, for the 2020-2021 school year.

July-Beginning of August 2020

  • Continue to support staff.  
    • Communicate to teachers, that assistance will be available over the summer, for any ePortfolio needs.

Phase 3: School-Wide ePortfolio Use

End of August 2020

  • Meet with students, during beginning of the year meetings, to review the relevance and incorporation of ePortfolios in the classroom.
    • Share the reason for the use of ePortfolios, in the classroom.  Also share the plan for the year and goals for incorporating this platform.
  • Teachers will hold a classroom discussion with their class.
    • They will discuss what they can use it for and why they are using an ePortfolio.
    • The teachers will emphasize the learning and reflection process and the role it has in the ePortfolio.
    • As a visual, the teachers will show their ePortfolio.
    • They will discuss the acceptable use of ePortfolios
  • All students will receive permission forms and acceptable use policy forms.
  • Students, from low-income families, will be given discounted internet forms.

September 2020

  •  Students will create their ePortfolio.
  • Students will be asked to create an “About Me” section on their ePortfolio.
  • Teachers will teach the reflection process.
  • Teachers will allot time at the end of each week to allow students to add any evidence of learning and reflect.
  • Students will be required to reflect on their learning once a week.
  • Teachers will monitor that the reflection of learning is taking place.
  • Teachers will get observed once per marking period. This should take place at least once per marking period.
  • “Office hours” will be available all year, for ePortfolio needs.

October-November 2020

  • Students will continue to add evidence of learning and reflections to their ePortfolio.
  • Teachers will continue to monitor the students’ progress.
  • Teachers will incorporate peer reviews.  Students will meet in groups and provide feedback and offer advice on each other’s ePortfolios.
  • Request for feedback from teachers sent out each marking period.

December 2020-April 2021

  • Students will continue to add evidence of learning and reflections to their ePortfolio.
  • Teachers will continue to monitor the students’ progress.
  • Teachers will continue to participate peer reviews.
  • Students will be required to have a total of four pieces of evidence per marking period, as well as weekly reflections.
  • Teachers will get observed once per marking period. This should take place at least once per marking period.
  • “Office hours” will be available all year, for ePortfolio needs.
  • Request for feedback from teachers sent out each marking period.

May-June 2021

  • ePortfolios will continue to be used in the classroom.
  • Get feedback from students and teachers.

Phase 4: Action Research Plan Developed and Shared

  • Results from the the 2020-2021 school year will be shared with teachers, guidance counselors and administrators.
  • The results will then be shared with students and their parents.
  • A plan for this next school year will be formulated.
  • All classrooms will continue to implement ePortfolios into their classroom.

 

 

2 thoughts on “Innovation Plan Outline

  1. Peer Review #1

    I really like that you included “office hours” for helping your colleagues with their implementation. Support structures are vital for new programs like this. Ask me how I know. 8^)

    Like

  2. Peer Review #1

    What platform do you have in mind? I believe your school may be able to offer what platforms are acceptable. Second, like Lara’s outline, you should incorporate a lesson you created to implement the ePortfolio and use that as a entry-way to showcase your ePortfolio and show students how you are using it.

    Like

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