The
D2L ePortfolio
for
Teacher Candidates
an introduction
EDUC 200 / Rev. Jan 2015
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The SOE Portfolio is a requirement for teacher certification in WI. It demonstrates a candidate’s
development to proficiency for each InTASC Model Core Teaching Standard.
Students begin this process in EDUC 200.
Prior to the student teaching semester, each standard must be evidenced by a minimum of one
artifact with accompanying reflection.
D2L ePortfolio
An important reference when working in the D2L ePortfolio environment is the documentation
provided on your D2L Homepage:
This is your ‘go to place’ for
understanding the D2L eP
environment.
Preparing/Collecting/Saving Artifacts
Providing evidence of your learning, growth, and proficiency is an ongoing process throughout your
preparation program.
Some artifacts will be the direct result of course assignments and/or signature assessments.
Course-based Assessments and/or Signature Assessments that demonstrate your ability to
engage students in learning and develop content understanding are included in the portfolio as
guided by course instructors. You will be required to compose your reflection at the time you
introduce this artifact into your portfolio. Course instructors will provide specific guidelines for the
reflection and give feedback to you.
In addition to these, you may self-select appropriate evidence for your portfolio. Discussions
about appropriate artifacts take place in EDUC 200.
You are strongly encouraged to maintain all important documents in your
myFiles.uwsp.edu/(your name)/(H:)drive.
Organize early!
Update regularly!
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Guidance:
All artifacts that you intend to add to your eP must first be uploaded to your ‘My Items’ in the D2L eP.
You will likely need to change the file name before uploading it in order to clearly communicate the
nature of the artifact. Remember – your audience will need to be able to ‘de-code’ this!
Do not use course numbers. Use appropriate capitalization. Include the (Month/Year) the artifact
was created.
Appropriate file names would be:
Book Project (April 2014)
Interactive Whiteboard Activities (March 2014)
My Cultural Exploration (October 2012)
Save all items as PDFs. Note: some files (jpeg, video) may not be able to be accommodated in this format.
Upload a ‘clean’ copy of the artifact. If your assignment had guiding feedback and corrections
suggested, make these changes before uploading.
After the artifact has been uploaded to ‘My Items,’ edit the item to include the title, date, and a
single sentence descriptor, i.e. this could be the course for which the artifact was created.
Notice:
Document as PDF
Descriptive Title
Descriptive sentence of origin.
Only when your artifacts have been moved into D2L My Items, will you be able to upload them into
your portfolio (‘presentation’).
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Reflection
In EDUC 200, you learn that ‘reflection is the key component in portfolio development’ (Bullock &
Hawk, 20101).
Each artifact selected to evidence a standard must be accompanied by a reflection.
Remember: the audience for the portfolio consists of course instructors and university supervisors.
Each reflection must include:
1. A brief description. This provides the reader the context for the artifact. It provides the
foundation for the rest of the reflection. [Consider these: who, what, when, where?]
[Typically 3-4 sentences]
2. An analysis. This is where you debrief significant learning, or discusses the experience of
implementation and what was learned. This is also where direct connection to the
standard is made. Implications for growth/proficiency specific to this standard must be
evident. This connection must be explicit, not implied. [Typically 4-7 sentences]
3. A discussion of future impact. This is where you write about how this experience will
influence you as a future teacher. Discuss future teaching plans based on this reflection.
It must be personal and specific; it must not be generic in nature. [Typically 4-7 sentences]
Guidance:
Before writing a reflection, consider audience, and use of clear and appropriate academic language,
voice, and bias. Acceptable reflections are
 written in a 3-paragraph format.
 written in the first person.
 free of grammatical or spelling errors.
 an accurate and in-depth analysis of the artifact. Strengths and weaknesses are both
important components of reflection.
Reflections are much more than simply what is in the artifact. Remember: the reader can open the
artifact to learn more about it.
Reflections are added to the Standard pages using the ‘Text area’ component
Do NOT use the Reflection component
Re-read Reflections to correct for syntax.
Acceptable format for reference to standards:
Standard #1
Standard 1
InTASC Standard #1
InTASC Standard 1
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Bullock, A. A. & Hawk, P. P. (2010). Developing a teaching portfolio (3rd ed). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
EDUC 200 / Rev. Jan 2015
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Creating Your Presentation
In D2L eP, your portfolio is referred to as a ‘Presentation.’
During EDUC 200 the SOE ePortfolio Template is pushed to your D2l eP.
It is within this framework that you build your portfolio. Guidance is provided on each page in the
template. These guiding statements (typically shown in red) should be removed in your final
product.
To Do:
 Rename the template: First Name Last Name SOE ePortfolio
 On ‘Properties’ tab, check the Comments/Assessments box as shown here:
‘Inside’ access to the presentation begins here
EDUC 200 / Rev. Jan 2015
The typical page work environment looks like this:
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Sharing Your Portfolio

To facilitate access for the course instructor, you may be instructed to upload into a D2L Dropbox:
In ‘comments’ included with the
upload, you might direct the
instructor’s attention to the
page of interest.

You can also share your portfolio URL link with individuals that ask (like your student teaching
supervisor):
First…
In the dropdown menu next to your
presentation, click on the ‘Share’ icon
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Then…
You must put a check in the ‘Anyone
with the URL below can access this
item’ box.
Now…
Anyone you share your URL with will be able to open and view your portfolio.
Note: once you share your URL with someone, you CANNOT change it! So…be mindful of who has
access to it.
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Layout of a Standard Page in the SOE eP
Standard 1: Learner Development
Each page must contain
the standard statement.
The teacher understands how learners grow and develop, recog…
(cont.)
Artifact Title [Date created (Month/year)]
One/two sentence describing origin of the artifact
Reflection on [Artifact Title] [Date written (Month/Year)]
Brief description No need to repeat what is stated above. Set the context for
the reader. Enough that the reader can put what comes next into context.
Should be 3-5 sentences.
Analysis Critically discuss (relative to the nature of the artifact): what you
learned/how things went/what you observed/etc. Also, explicitly make a direct
connection to why you are using this artifact to evidence this standard.
Note: there is no need to fully restate the standard here. You can refer simply to
[Standard #]. Remember, the standard statement is above. The analysis will
typically be 5-7 sentences long.
Titles should be descriptive.
Do not use course numbers.
Include a 1-2 sentence
description.
Add Component as
DO NOT use the ‘Reflection
Tool’ to add your reflection.
Add another component to
the page using the Text
area
Future Impact Share how what you presented in the analysis will influence you
as a teacher in a classroom. Make this personal. Consider addressing: what you
learned about yourself; how you will bring this to life in your classroom; share
specific examples. Stay away from generalizations. The future impact discussion
will typically be 5-7 sentences long.
Artifact Title [Date created (Month/year)]
One/two sentence describing origin of the artifact
Inserting the line improves
the readability of your page.
You will find the ‘Line’
already included in the
template.
Reflection on [Artifact Title] [Date written (Month/Year)]
Brief description see above
Analysis see above
Future Impact
see above
Things to watch for:
 Appropriate use of capital
letters in titles and narratives
 Spelling/grammar
 Word use and sentence
structure
 Succinctness
Proofread your submissions
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A sample Standard Page in the SOE eP
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Guidelines for Assessment of SOE eP
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For future reference, keep track of important stylistic and content information here.
Theme:
Colors:
Font/Size/Color:
Notes:
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