Influencer strategy
My Desired Results:
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1. What results do I want to achieve? ​​
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Enhanced student preparedness
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Increased engagement and critical thinking
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Improved future opportunities for students
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Growth of educators​
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Community and family involvement​
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2. What measures will I use to track my progress? ​
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Completion of e-portfolios
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Professional development for counselors and teachers​
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Student engagement and feedback
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College and job application success​
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Community and family involvement
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3. Who are my organizational influencers? ​
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Grade-level counselors and college counselors
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Technology department
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Elective course teachers
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Region 4 professional development providers​
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School leadership and administration
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Identifying Vital Behaviors
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1. Engaging Teachers in Professional Development and E-Portfolio Creation
2. Encouraging Student Participation in E-Portfolio Development
3. Providing Continuous Support and Feedback for E-Portfolio Development
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sources of influence
Engaging Teachers in Professional Development and E-Portfolio Creation:
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Desire to enhance professional skills and contribute to student success.
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Motivation to build a meaningful e-portfolio for future opportunities.
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Sense of accomplishment in creating a comprehensive professional development portfolio.
Encouraging Student Participation in E-Portfolio Development:
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Internal drive to create something valuable and showcase personal learning growth.
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Motivation to reflect on progress and celebrate achievements.
Providing Continuous Support and Feedback for E-Portfolio Development:
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Motivation from peer recognition and professional feedback.
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Desire for feedback to improve teaching practices or student outcomes.
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Motivation to engage in ongoing learning for portfolio improvement.
Encouraging Student Participation in E-Portfolio Development:
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Motivation from external rewards like grades or recognition.
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Peer support to drive participation.
Engaging Teachers in Professional Development and E-Portfolio Creation:
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Opportunities for collaboration with colleagues, administrators, and experts to create professional portfolios.
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Access to workshops, tech tools, and resources to build a portfolio.
Providing Continuous Support and Feedback for E-Portfolio Development:
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Access to support and continuous feedback from peers or mentors.
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Tools and platforms available for easy portfolio updates.
Encouraging Student Participation in E-Portfolio Development:
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Collaborative learning and peer feedback to improve student participation.
Engaging Teachers in Professional Development and E-Portfolio Creation:
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Motivation to overcome challenges in learning to use new tools for e-portfolio creation.
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Desire to master the skills needed to develop a high-quality portfolio.
Encouraging Student Participation in E-Portfolio Development:
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Motivation to overcome challenges in designing and reflecting on e-portfolios.
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Desire to improve digital and reflective skills.
Providing Continuous Support and Feedback for E-Portfolio Development:
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Need to understand feedback and make improvements on portfolios.
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Ability to meet professional expectations and standards with continuous support.
Encouraging Student Participation in E-Portfolio Development:
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Ability to incorporate feedback into the portfolio design and development.
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Ability to refine portfolios through structured feedback.
Engaging Teachers in Professional Development and E-Portfolio Creation: -
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Ability to navigate platforms for building e-portfolios.
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Mastery of tools and platforms to create effective portfolios.
Providing Continuous Support and Feedback for E-Portfolio Development:
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Ability to incorporate feedback effectively into the portfolio creation process.
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Skills to use technology to continuously update and refine e-portfolios.
Encouraging Student Participation in E-Portfolio Development:
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Ability to engage students in creating portfolios with available tools.
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Skills to assist students in designing and refining portfolios.
my influences explained
When it comes to creating e-portfolios, students’ personal motivation plays a huge role. If students see the e-portfolio as a valuable tool to showcase what they’ve learned and how they’ve grown, they’re much more likely to engage with it. The drive to reflect on their learning and show off what they’ve mastered can really push them to put in the effort. It helps them feel like they own their work, making it more meaningful instead of just a box to check. When students reflect on their learning journey, it can deepen their connection to the material and give them a sense of pride in their progress.
Social motivation also plays a big part in encouraging students to get involved in their e-portfolios. When students get feedback from their peers or teachers, they feel like their work is being noticed and valued. This feedback keeps them motivated to improve their portfolios and put in extra effort. Allowing students to share their work with others, or even do peer reviews, can make them more engaged. It’s natural to want recognition from classmates or teachers, and knowing that their work could be shared or celebrated publicly encourages them to do their best. Social interactions can also help students see how their peers are progressing, which can spark a friendly competition or encourage them to collaborate more.
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Structural motivation, like tying e-portfolios to grades or giving students some kind of reward, can also make a big difference in how involved they get. When students know that creating a portfolio will count toward their grade or could even lead to a certificate or recognition, they’re more likely to take it seriously. Setting up a way for students to showcase their portfolios, like an online gallery or a portfolio review also adds value to the work they’re doing. For students who may not be as naturally motivated, having that external incentive can be the extra push they need to give it their best effort (Biswas, 2024).
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Lastly, social and structural ability factors are crucial for making sure students have the tools and support they need to succeed. Without the right platforms or technologies, students might struggle with the process. Tools like Canva or Wix make it easier for students to build and update their portfolios (Robinson, 2017). Teachers can help guide students on how to organize their work, set goals, and present their achievements effectively. With the right resources and support, students can feel more confident and capable, making the process of creating and maintaining an e-portfolio a lot more achievable.
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Resources:
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Biswas, S. (2024, December 4). Using the power of E-portfolios to enhance student engagement. Faculty Focus | Higher Ed Teaching & Learning. https://www.facultyfocus.com/articles/online-education/online-student-engagement/using-the-power-of-e-portfolios-to-enhance-student-engagement/
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Robinson, A. (2017, November 13). 3 tools for creating digital portfolios. Edutopia. https://www.edutopia.org/article/3-tools-creating-digital-portfolios/
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