The Capstone Institute, spring 2026

• • • composing a Philosophy of ENL Teaching Statement; 

    • providing Evidence of their Impact on Student Learning; and

    • creating a Professional Learning Plan for their continued growth as a new ENL teacher.

Fall 2026, The ePortfolio Institute

• Module 1: Assignment--Complete the eportfolio pre-survey; group discussion--ENL license addition template Notice & Wonder 
• Module 5: Assignment--Create a Wix eportfolio account (using personal not IU email), download the ENL license addition template, change the name and email on the template to your own.
• Module 8: Assignment--Add content to the Home page and the L403 Assessment page. Use the instructor's ENL eportfolio as a guide (with changes to be made noted in red text).
• Module 12: Assignment--Add more content to the L403 Assessment page. Learn how to add PDF apps in order to display rough drafts of the group unit revision work (scrollable PDF) and the EL student interview (flip book PDF), each with reflections about learning and skills developed.
• Module 14: Assignment--Add the final content for your group's revised unit plan, EL student interview, and reflections on your learning and professional identity. Complete the eportfolio post-survey.

Journaling About My Role as Primary Investigator and Reflections on the Experience

September 2026: As the PI for ENL eportfolio program integration, my goal is to expand upon what I have learned in the Capstone and eportfolio Institutes, and weave a thread of eportfolios as dynamic documentation that showcases their growth, reflection and professional identity into EACH course in the ENL program. I usually teach the first, fourth and fifth courses (EDUC-L441, EDUC-L403, and EDUC-M470, with an adjunct ENL coach) and the co-PI, Dr. Michelle Greene, usually teaches the second and third courses (EDUC-L421 and EDUC-L436). So, during the 2026-27 academic year, we will both work with IES faculty and staff to accomplish this task.

October 2026: One major AHA for me while attending the eportfolio communities of practice workshops and studying the eportfolio HIP taxonomy rubric is that all this time (since 2018) I have only been asking students to build eportfolios as static repositories of evidence documenting their learning on key summative assessments that are used for our program accreditation. However, as I read research about and analyzed the taxonomy rubric, I wanted to strive to achieve eportfolio integration into the ENL license addition program at least at the "high impact" level.  As I focused on the redesign of EDUC-L403 to infuse eportfolio work, I was able to achieve some of the "high impact" level descriptors in attributes 1, 2, and 3. The eportfolio in an integral part of one course, one learning outcome is mapped to eportfolio documentation, and periodic in-class experiences with eportfolio exploration and skill building are sprinkled intentionally throughout the course and in these experiences, the students reflect recursively on learning experiences, processes and outcomes. I am still thinking about ways to implement attribute 4, where eportfolio assessment is holistic...

November 2026: With Debbie's mentorship, I first focused on my own learning about build eportfolios and troubleshooting issues in both Google Sites (for this eportfolio documentation of my own professional growth and learning) and Wix (for the eportfolio platform we will use with students in the ENL License Addition program)! For example, I needed to learn basic skills, such as how to edit tabs and subtabs, add or remove pages, and upload pictures. One specific hurdle I encountered this month was learning how to upload a PDF into Wix. Debbie taught me how to add a PDF reader app. However, when we were browsing through the PDF apps, we noticed one that was a PDF flipbook, and I was interested in using that one too to have students document their English Learner Interview, which was sort of like a book. But as we began adding the app and opening it, we found out that the app was not free....wah, wah, wah. So, Debbie said she would search for a flip book PDF app that is free. Hopefully, she will find one. 

Also in November, I submitted an application to IEL to Re-HIP my work on the capstone course, EDUC-M470 during spring 2027. I would like to collaborate with the same adjunct instructor, Dr. Kelly Royster. Our Re-HIP goals will be to move from the 'high impact' to the 'higher impact' descriptor in attributes #3 (Students reflect on personal growth and professional development), #4 (Students produce a tangible deliverable that required a significant investment of time and effort), and #5 (Students share their tangible deliverables with stakeholders). 

• Regarding #3 and #4: We will more intentionally scaffold capstone work and reflections on their student teaching learning in an eportfolio throughout the semester. Students will articulate connections between their curricular and co-curricular (student teaching in an ENL classroom) learning, the capstone experience, and impact on their professional and personal growth. 

• Regarding #5: The last time we implemented the capstone in spring 2026, we invited the students' mentor teachers informally and at the last minute. This time we will be more formal with an invitation throughout the semester. This way, the students will showcase their product to not only faculty, but also to ENL teachers in the field. 

• We will again focus on 3 NACE career readiness competencies--career and self-development, communication, and professionalism. This time, we will intentionally loop their ENL mentor teachers into the conversation about the importance of these competencies in the work of ENL teaching and giving feedback on the student teachers' professional growth in these competencies during the semester.

December 2026: XXX 

February 2027: XXX 

March 2027: .....Hopefully....presented our scaled program-wide ENL eportfolio work at the 2027 Plater-Moore Symposium.

April 2027: XXX 

May 2026: XXX 

[NOTE: Some questions to consider: What did you learn during this experience? What do you think your students learned? How did this influence your ideas of ePortfolios as a pedagogy? ePortfolios as a tool for reflection? Did you improve on any current skills you have? What can you take with you from this experience? Is there anything you learned that can be applied to other areas of your academic or professional life? If you would like, you can share artifacts below. These might be assignments, rubrics, samples, classroom photos, survey results, your own ePortfolio, and more.]

As you finalize your Faculty Annual Review, you are welcome to link to your Participant Page on the ePortfolio Institute website as verification of your involvement and integration of ePortfolios into your course.

You can list work you completed with ePortfolios in one area on Elements -or- you can divide your IEL experiences to cover the scope of your work in a more detailed/accurate way. 

As part of the ePortfolio Institute you can document that:

• AWARDED FUNDING: As a finalist/participant in the "When Done Well" ePortfolio Institute: You responded to a CPF [75% acceptance rate] and were awarded funding for integration of ePortfolios into your course

• PROFESSIONAL DEVELOPMENT: You participated in professional development as part of the "When Done Well" High-Impact Curricular Engagement workshop series

• PROFESSIONAL DEVELOPMENT: You participated in the ePortfolio Community of Practice

• PROFESSIONAL DEVELOPMENT: You participated in the ePortfolio Faculty Learning Community

• SCHOLARSHIP OF TEACHING AND LEARNING [SOTL]: You supported opportunities for your students to participate in a multi-year, ePortfolio study of student perceptions of ePortfolio curriculum and the benefits of ePortfolio integration into the curriculum 

• INVITED PRESENTATION: As an invited presenter, you presented your ePortfolio work in an IUI, Institute for Engaged Learning, COP: Zoom webinar

• OPEN-SOURCE, COHORT PUBLICATION: You had the option to publish your work in an open-source ePortfolio pedagogy website which includes details of your ePortfolio integration experiences, samples of students' work, and reflection

You received an email verifying your completion of the Institute. If you need this for your annual review, a copy of this email is available on your Participant page.

If you need other information, documentation, or support related to your IEL Institute as you finish your annual review, feel free to email me.