Connecting and Communicating the ideas
Professional learning (PL) should inspire, empower, and directly support teachers in their classroom practice, not drain their energy or feel disconnected from their daily work. As the new 504/ESL Coordinator at Crosby High School, I’ve seen firsthand how traditional PD often falls short. Teachers attend sessions out of obligation, sit through hours of compliance-driven content, and walk away with few takeaways that truly improve instruction. This strategy is designed to change that narrative by grounding our work in the Five Key Principles of Effective PL (Gulamhussein, 2013) and centering our efforts around collaborative, relevant, and sustainable learning experiences.
This strategy focuses specifically on the use of e-portfolios as a tool for both professional growth and student empowerment. By leveraging this approach, we aim to create a more reflective, collaborative culture on our campus, one where teachers model what they want students to experience.
This strategy began with a clear call to action: to challenge the status quo of professional learning. Too often, teachers are asked to sit through sessions that feel disconnected from their needs or that fail to inspire change. Our goal is to turn PD into something teachers look forward to, something that empowers them to lead, create, and grow. As outlined in the Call to Action, this plan invites teachers to take ownership of their learning and model that same ownership for their students.
The focus of our PL strategy is the use of e-portfolios, not only for students but for teachers themselves. These digital portfolios serve as platforms for reflection, evidence of learning, and professional growth. Over the course of the year, teachers will participate in hands-on training to build their own e-portfolios using tools like Google Sites or Canva. These portfolios will showcase classroom strategies, student work, and reflections on instructional practices.
Our professional learning sessions will be delivered in blended formats some in-person, some self-paced online, to meet teachers where they are. This flexibility reflects the principle of self-directed learning and supports our goal of personalized professional growth (Gray, 2013).
​Teachers need PL that respects their time and expertise. By offering flexible, self-paced modules alongside live collaboration, we give them choice and voice.
Administrators need evidence of implementation and impact. Through teacher e-portfolios and feedback loops, we provide tangible data that demonstrates progress (Papay et al., 2023).
Students benefit from teachers who model reflection, self-assessment, and ownership. As teachers build and share their own portfolios, they create a culture that encourages students to do the same.
​Peer video reviews where teachers watch and reflect on classroom practices.
Walk & Talk PD sessions that blend movement with meaningful conversation.
Small group projects where teachers co-create lessons or share tech tools.
Research shows that collaboration enhances professional growth and student achievement when embedded into ongoing learning (Papay et al., 2023).
The COVA model: Choice, Ownership, Voice, and Authenticity, guides our self-directed learning approach. Teachers choose which sessions to attend, how to design their e-portfolios, and which strategies to document.
Each session includes reflective prompts, digital badges for progress, and time to apply new skills in real classroom contexts (Harapnuik, 2021). We’re not just telling teachers to be lifelong learners, we’re giving them space and tools to practice it.
The Instructional Technology Coach will lead platform training
The Digital Learning Coordinator will facilitate blended learning modules
Teacher Leaders will model practices and guide peer feedback
The PL Facilitator will host reflection sessions and coach groups
The Counselor or CTE Lead will support integration of teacher voice
Our Big Hairy Audacious Goal (BHAG) is bold yet achievable: (3-Column table)
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“To design professional learning that equips and empowers teachers to confidently implement and integrate e-portfolios into their classrooms through hands-on experiences, sustained support, collaboration, and modeled best practices".
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This goal keeps us focused and inspires collective movement forward. It also allows us to measure our progress along the way.
Year 1: Foundation & Exploration
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October 1–31: Troubleshooting & Mid-Term Reflection​
August 1–15: Introduction & Platform Training
August 16–31: Begin Teacher E-Portfolio Creation
September 1–30: Collaboration & Continued Creation
November 1–30: Finalize E-Portfolios & Collect Feedback
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Year 2: Integration & Evaluation
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February 1–28: Content Integration & Student Work Showcase
March 1–31: Mid-Year Evaluation & Feedback Collection
April 1–30: Final Evaluation & Data Analysis​
May 1–31: Planning for Future PD & Scaling the Program​
Technology Resources: Devices & Software Tools (Google Slides, Canva, Wix, Google Drive or cloud storage)
Tech Support: A dedicated team to troubleshoot issues with software or devices and provide guidance during e-portfolio setup (Eutopia, 2017)
Curricular and Instructional: Sample E-Portfolios, templates and guides, discipline-specific guidelines)
Human Resources: Facilitators/Trainers, curriculum and instruction specialist, experienced teachers, tech staff, IT specialist (Plotinsky, 2022).
Professional Development: Research Articles & Studies: Research-backed materials, such as studies on the effectiveness of e-portfolios, The Mirage (TNTP), and Learning Forward’s PD standards, to reinforce the rationale behind the e-portfolio initiative.
By grounding our work in these 5 principles, we can shift from passive compliance to intentional learning and meaningful application.
Final Thoughts: A Connected Strategy
This professional learning strategy is not a collection of disconnected sessions, it is a carefully designed system that models the very practices we hope to instill in our classrooms: reflection, collaboration, ownership, and authenticity. As educators grow in their use of e-portfolios, they’ll not only strengthen their own instructional practices but also prepare students for success in a world where digital literacy and self-directed learning are essential.
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By bringing this strategy to life, we’re not just changing how we do professional learning. We’re changing what it means to learn together.
References
Daniels, K. (2013). Flip your PD: Creating change that lasts. TEDxWhiteBearLake. https://www.youtube.com/watch?v=GHkw2Z2jdg8
Gray, P. (2013). Self-directed learning fundamentals. TEDx. https://www.youtube.com/watch?v=YoE480mzrk0
Gulamhussein, A. (2013). Teaching the teachers: Effective professional development in an era of high stakes accountability. Center for Public Education. https://www.nsba.org/-/media/NSBA/File/cpe-teaching-the-teachers.pdf
Harapnuik, D. (2021). The COVA learning approach. https://www.harapnuik.org/?page_id=7481
Papay, J. P., Kraft, M. A., Bloom, B., & Kraft, C. (2023). Collaborative professional development and teacher growth. Educational Researcher, 52(2), 84–94.
TNTP. (2015). The Mirage: Confronting the hard truth about our quest for teacher development. https://tntp.org/assets/documents/TNTP-Mirage_2015.pdf