Evidence of Accomplished Practice Through ePortfolio Components
What the ePortfolio asks
Each entry is an evidence argument, not a teaching diary. Component 2 uses student work to show how you diagnose and respond to differences; Component 3 uses video to show teaching moves and the learning environment they create; Component 4 uses artifacts and a professional profile to show contributions and impact beyond your own classroom. Every entry has a prompt and a rubric, and raters score what you wrote, not what you intended.
Core rules
- Build claims on evidence: a quoted student sentence, a timestamped exchange, a scored artifact.
- Analyze rather than narrate. "At 0:42 I asked why the graph was steeper" is description; "the student counted intervals instead of comparing rates, so I asked for a table to make rate visible" is analysis.
- Tie each claim to a named standard or proposition.
- Show baseline, response, and change when claiming differentiation or impact.
- Respect permissions, confidentiality, and word limits; an identifying detail can invalidate an otherwise strong entry.
Worked example
A clip shows two students comparing y = 2x + 1 and y = 3x. One says, "3x is steeper because 3 is bigger." You ask for a table of values at x = 0, 1, 2; the student sees the gaps grow by 1 each step and revises the explanation to "each x adds 3, not 2." A strong analysis states the misconception (comparing coefficients as magnitudes), the move (table as a representation of rate), the evidence of change (the student's revised sentence), and the reflection (next time, start with a context that makes rate per unit explicit).
Traps that cost marks
Chronological retelling; "students were engaged" with no evidence; claiming differentiation without a baseline; missing the rubric's language; reflection that only praises the lesson rather than naming a specific revision.