Technology Center

SPED ePortfolio Resources

Special Education ePortfolio Overview

“A teaching portfolio is an organized collection of evidence of a teacher’s best work that is selective, reflective and collaborative. The items in the portfolio are selected to demonstrate a teacher’s accomplishments over time and to document the variety of contexts in which these accomplishments occur.” (Scriven, 1996 as cited in Gelfer, Xu, & Perkins, 2004) Your teaching portfolio will describe your full range of abilities and provide documentation related to Washington State certification and requirements of the special education program. This portfolio will document your journey in becoming a teacher by sharing selected artifacts including your teaching philosophy, lesson plans, data collection tools, and feedback from your supervisor and cooperating teacher. Additionally, portfolios are dynamic and interactive resumes you can use when looking for employment. TEP Framework

Portfolio Contents Your portfolio will answer the following questions through various artifacts. Required content aligns with the PESB Competencies and the UW TEP Framework.

Question Suggested Evidence or Artifact Courses Competencies Met
My Role as a Teacher
    • Introduction
    • Educational philosophy
EDSPE 501 6.1.1
Teaching and Learning
    • Lesson plans
    • Behavior Intervention Plan
    • Functional Behavior Assessment
    • Transition Plan
    • Redacted IEP
EDSPE 524, EDSPE 540, EDSPE 532, EDSPE 563 6.2.4, 6.2.6, 6.2.7, 6.3.4, 6.3.6, 6.3.7, 6.3.10. 6.4.1, 6.4.2, 6.4.3, 6.4.5 -6.4.9, 6.4.11-14, 6.4.15 – 6.4.19, 6.5.1,6.5.2, 6.5.3
Progress Monitoring
    • Data sheets
    • Activity matrix
    • Comprehensive Child Study
    • EDSPE 532 Project
EDSPE 527, EDSPE 513, EDSPE 532 6.2.4, 6.3.1, 6.3.2, 6.3.3, 6.3.4, 6.3.5, 6.3.6, 6.3.7, 6.4.5, 6.4.10, 6.4.11, 6.4.13
    • 563 Coaching project
EDSPE 563 6.5.5, 6.4.11, 6.4.7, 6.4.11, 6.4.16, 6.4.17
    • Examples of newsletters
    • Resources for families
    • Community Learning Activities
    • Program Observations
    • Families as Mentors reflection (ECSE only)
Fieldwork 6.1.4, 6.1.5, 6.6.3
Professional Learning
    • Professional Growth Plan
    • Presentations from conferences or in-services
    • Membership in Professional Organizations (CEC, DADD, DEC, WAEYC, etc.)
Fieldwork 6.6.2, 6.6.3

Each section will have an introduction describing the entry, its significance, and why this is an exemplary example of your teaching practice.  In these introductions consider:

  • How does this entry align with evidence based practices, the DEC Recommended Practices, or CEC’s High Leverage Practices?
  • Why did you choose to use a specific teaching strategy, practice, modification, accommodation, etc.?
  • What did you learn or gain from this artifact, or how did it change your teaching/beliefs?
  • How did this artifact result in increased student or family learning, access, or participation?
  • How did this artifact enable and empower the adults on your team to provide high quality instruction?

Required Entries

  • Personal Philosophy Statement
  • Lesson Plans (group and individual)
  • Data Sheets
  • Behavior Intervention Plan
  • Functional Behavior Assessment
  • Redacted IEP you wrote
  • Community Learning Activities
  • Program Observations
  • Families as Mentors Project (ECSE Only)

Feedback & Assessment Faculty Advisors and practicum supervisors will review your portfolio at the end of each quarter. Successful completion of the E-Portfolio is required for certification and graduation.  You should continue to revise entries and artifacts throughout your program, ensuring you final portfolio is an exemplary example of your teaching and learning.