User Stories Archives | bulb

Coppell ISD Encourages Authentic Learning with bulb

Rachel Wood — Tue, 22 Nov 2022 20:01:39 +0000

Coppell ISD Encourages Authentic Learning with bulb

bulb Digital Portfolios recently partnered with Coppell Independent School District in northern Texas to provide their students with a platform to encourage authentic learning. bulb’s interactive portfolio construct and template features allows an easy way for teachers to seamlessly integrate bulb portfolios into lesson plans. The team at bulb is eager to see the growth in engagement put forward by the leaders at Coppell ISD.

Coppell isd

Coppell ISD is a leading public school district in north Texas that serves 13,000 students across 18 campuses. The independent school district caters to students from Pre K to Grade 12 and includes eleven elementary schools, three middle schools, two high schools, one ninth grade campus, and an alternative campus. With a 15 to 1 teacher to student ratio, Coppell ISD is able to create profound learning experiences for each student to directly correlate with the district’s mission statement.

Goal

Coppell ISD’s mission and values are based on working together to positively impact the lives of their students and the world around them. They believe collective engagement and great teaching is key to deep learning and want to utilize the necessary resources to help achieve their values. To continue alignment with their values, Coppell’s goal was to develop an authentic way to collect information throughout a lesson that could easily be reflected on later and incorporate engagement inside and outside of school.

A digital portfolio provides a personalized, living collection of artifacts that empowers all [Coppell ISD] learners to curate, document, and communicate beyond the classroom the progression of their authentic learning and passions through evidence of experiences, reflections, and actionable goals.

Solution

For Coppell Independent School District, bulb Digital Portfolios has been a key player for authentic learning. The partnership that Coppell ISD has established with bulb has provided support for Digital Learning Coaches and the district’s educators in understanding and leveraging the importance that portfolios play in a learner’s academic experience.

The professional and digital learning team recognized that many of the district’s initiatives, including small group instruction, fit perfectly with the use of portfolios. Schools within the district continue to use bulb as a space to capture artifacts of learning and reflection throughout the learning process.

With a focus on reflective practices, Amanda Mask, Coordinator of Digital Learning and Nancy Garvey, Director of Professional Learning, led a professional learning experience with principals where they modeled the use of digital portfolios as a part of the learning process.

outcome

Principals used a group to access and easily copy a template to guide and reflect on the learning experience. They participated in various physical activities such as a Table Top Tweet, Window Pane Reflection, and more while having the opportunity to collect evidence through the learning process, experiencing the many dynamic tools and rich media options available in bulb to capture and reflect on their learning. We explored how digital portfolios could be used during small group instruction to capture evidence of understanding in the moment and document this growth over a period of time. This hands-on learning experience resonated with principals and many decided to take this same experience back to their educators to model the role digital portfolios play in the learning process.

bulb is an award-winning digital portfolio & resume platform

bulb is used by students and educators to create, curate and showcase their passions, growth and best school work. bulb Digital Portfolios started as a tool for students to show they’re more than a test score. As the product has grown, it has turned into a global hub where students, professionals, and individuals showcase their skills through beautiful, multimedia content on an incredibly easy-to-use platform.

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DMIMS Documents Professional Growth with bulb

Rachel Wood — Fri, 04 Nov 2022 15:37:51 +0000

DMIMS Documents Professional Growth in the Medical Field with bulb

bulb Digital Portfolios recently partnered with The Datta Meghe Institute of Medical Sciences in Wardha, India to provide students with a space to document professional and personal growth in the medical field. bulb’s various upload and share features create excellent opportunities for students to display, share, and receive comments on their posts.

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Viewpoint STEM Scholars Program Showcases Student Projects with bulb

Rachel Wood — Tue, 18 Oct 2022 17:02:40 +0000

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HAN University College of Education Partners with bulb

Rachel Wood — Fri, 14 Oct 2022 16:45:37 +0000

HAN University College of Education Partners with bulb

HAN University and bulb Digital Portfolio established a partnership to provide a space to support students in the School of Education, with a way to record experiences, assignments, and resources in a more organized fashion.

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The Uruguayan American School Uses bulb to Showcase Student Work in Innovation Fair

Rachel Wood — Tue, 11 Oct 2022 17:16:20 +0000

The Uruguayan American School Uses bulb to Showcase Student Work in Innovation Fair

The Uruguayan American School in Montevideo, Uruguay is partnering with bulb Digital Portfolios to provide their students with a platform to display and share their work across a multitude of subjects. bulb’s easily editable portfolio layout and extensive support of embedded media offers an unmatched opportunity for students at UAS to document, organize, and creatively show their work. The team at bulb is excited to see how the students and faculty utilize bulb to enrich their educational experience.

The Uruguayan American School

The Uruguayan American School is an international, private American school in Carrasco, Montevideo founded by Uruguayan and U.S. citizens. As a way to promote an intercultural understanding between Uruguay and the United States, UAS includes programs from both countries and also uses the International Baccalaureate program in grades 11 & 12. The Pre-K – Grade 12 school has over 35 nationalities represented in the student body and is continuing to expand each year.

Goal

The Uruguayan American School is aiming to improve their students’ ability to collect and display information for projects. Students at UAS require the ability to upload multimedia content–such as audio and video–while still exhibiting the information in a neat structure. Their goal was to find a well-rounded, easy to use platform that allowed students of all ages to document their multi-subject school work while also integrating project interaction.

Solution

Where other platforms fell short, bulb is able to provide all of the necessary requirements for UAS and has been a beneficial platform to support cross-curricular projects. Students can add clarity and structure to their projects by adding audio and video using bulb’s simple editor.

When presenting their work, UAS students attach QR codes to their bulb pages that can be scanned in order to access relevant content. Parents and peers observing the student presentations can easily scan the QR code to interact with the documentation. This method is utilized for students at UAS presenting multiple subjects as well as students of all ages within the Art Department to achieve an immersive experience.

The Uruguayan American School’s partnership with bulb continues to flourish as their usage of the platform expands to a number of subjects across many grades. To support younger students using bulb at UAS, older students and teachers who are familiar with bulb collect and create the content for the younger students so that they have a tangible end product to show their parents and keep forever.

outcome

In the last academic year, bulb housed the Innovation Fair content. Many UAS students participated and it was an impressive opportunity where students wrote up their experiences and enjoyed being able to add audio, video, and other multimedia content that other platforms had not allowed as easily. The Art Department at UAS also participated in the creation of an Art Show that featured multiple student artists and explored different ideas. bulb usage throughout UAS has expanded to more students in multiple grades, and UAS is excited that their students’ portfolios will grow and go with their students as they journey through the rest of school.

bulb is an award-winning digital portfolio & resume platform

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The Peddie School Engages in Social Emotional Growth with bulb

Rachel Wood — Tue, 27 Sep 2022 19:34:35 +0000

The Peddie School Engages in Social Emotional Growth with bulb

bulb Digital Portfolios recently partnered with the renowned Peddie School in N.J. to provide a platform to support the social emotional growth of their students. bulb’s digital portfolio construct and template features offer an excellent opportunity for students to document and share their academic and personal reflections. The bulb team is thrilled to be working with the esteemed faculty and students of Peddie.

The Peddie school

Founded in 1864, The Peddie School is a private, independent, coeducational boarding and day school for grades 9-12 and postgraduate located in Highstown, N.J. Peddie is one of the most highly regarded private schools in the nation, receiving regular acclimation from online publications. Students participate in robust academics, arts, and athletics programs designed to cultivate personal growth and independent-mindedness. Countless alumni have gone on to attend prestigious universities and pursue meaningful careers, a testament to the excellence of a Peddie School education.

Goal

Peddie was in search of a unique way for students to reflect on personal experiences and educational moments that would otherwise go unrecognized in student records. Their goal was to develop a safe-space that would help students develop strong reflection skills in a way that allowed students to be unencumbered by grades but also wouldn’t add any unfair burdens to the teachers or alter the structure of the schools set curriculum.

This year at Peddie, ninth graders are participating in a reflection portfolio project, utilizing bulb as the platform. These digital portfolios of reflections, both spontaneous and assigned, hope to capture significant experiential and educational moments that occur throughout our community.

-Emily Miller, Director of Academic Technology

Solution

The Peddie School partnered with bulb Digital Portfolios and recently initiated a 9th Grade Portfolio Project. This project encourages incoming freshmen to collect and organize experiences throughout their first year at the school. bulb provides a space that students can capture and store written, visual, and auditory reflections of their freshman year.

Key members of leadership were selected to create resource collections of journal prompts that students would be able to access through a publicly shared bulb Portfolio and copy into their own accounts using bulb’s template feature. This library of prompts was designed as a model to guide the creation of collections, naming conventions, and page organization within the student’s writing portfolios. The team at bulb coordinated with those key leaders to provide guidance and support to ensure this approach was successful.

To support the teachers involved with the project, Peddie set up structured advisory periods so that teachers would not be required to set aside class time to allow students the opportunity to journal about their 9th grade experiences in bulb. While the teachers will take on the important role of monitoring and guiding students during their reflection time, they are not charged with collecting or grading any of the completed prompts.

Within the areas of Athletics, Community Life, Arts Foundations, Humanities, and Residential Life, freshmen will capture and store written, visual and auditory reflections of their year. In addition, they are encouraged to create their own reflections on activities and experiences they find meaningful and potentially memorable. We hope that students will be able to permanently capture and reflect on the many ways that they demonstrate growth outside of the classroom, as grades serve to capture what happens inside the classroom.

-Leigh Wood, Advisory Coordinator

outcome

Peddie’s 9th grade portfolio project is underway, providing students and educators with a dynamic framework for academic and personal reflection. Additionally, teachers at the Peddie school were provided personal bulb accounts that can be used to develop activities, create learning opportunities, and showcase their own skills and growth as educators. Administrators and leaders continue to lend their support in monitoring and creating prompts. The ongoing 9th Grade Portfolio Project at The Peddie School serves as an example of the amazing opportunities afforded to students when leadership, classroom educators, and technology partners share responsibility and work together toward a collective goal to support student needs.

We arrived at bulb as a platform because among other features, bulb’s easy to use web-based interface and permission structure make us confident that students have a safe, feature-rich space to capture and reflect upon their experiences.

-Leigh Wood and Emily Miller

bulb is an award-winning digital portfolio & resume platform

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How To: A District-Wide Rollout of Digital Portfolios with Coppell ISD

stevemiller — Thu, 08 Oct 2020 21:37:27 +0000

How To: A District-Wide Rollout of Digital Portfolios with Coppell ISD

Classroom Tips, Professional Development, The Portfolio Difference, User Stories

Published October 8, 2020

Photo by Daniel Halseth on Unsplash.

Coppell ISD, a district with 17 campuses and 13,000 learners, models how to successfully roll out a digital portfolio program that captures the vertical growth of each student, district-wide (K-12).

Behind Coppell ISD’s success with implementing digital portfolios are thousands of dedicated educators, and Nancy Garvey, the Director of Digital Learning at Coppell ISD. Because of her passion for digital learning and instructional technology, she was charged with the task to create the framework to carry out a digital portfolio program district-wide, K-12. This is her story of how she did it.

How it began

Coppell’s digital portfolio journey started in 2011, when they realized they needed a system to communicate and showcase the learning between students and educators. They also wanted a system that would track the growth of each individual, and the district as a whole. After hearing about digital portfolios, Coppell decided to look into them. At this point they were still figuring out what exactly a digital portfolio could do, and how it would impact learning at Coppell.

Over time, they uncovered additional reasons why they needed digital portfolios.

In 2015, Coppell started using 1:1 devices, each learner was loaned an iPad for the school year. When each learners’ work turned digital, and they weren’t going home with worksheets, or projects with comments written in red pen, a new challenge surfaced. How can parents and guardians see what their child is learning? Coppell needed to find a way to encourage community-based communication, so parents and other teachers could see the students’ learning.

"We really wanted to make sure that it was everybody's voice, not just the tech savvy or the not tech savvy. We got together and researched digital portfolios, then make educated decisions."

Nancy Garvey

The decision process

Between 2011 and 2017 Coppell determined one thing: digital portfolios would play a major part of achieving their goals, but how would they decide as a district what digital portfolio tool they were going to use? This wasn’t an easy decision. It took Coppell a while to decide on which platform to use, since they wanted to be sure the digital portfolio met all of their stakeholders’ needs, and the tool could be used by everyone to help meet their individual goals. For a major decision like this, Nancy wanted to involve and elevate everyone’s voices, so she created Coppell’s Digital Portfolio Committee.

The Digital Portfolio Committee is a group of educators from all different grade levels and content areas across Coppell ISD. Elementary, middle, and high school educators from core subject areas, extracurriculars, and beyond, came together to make the best decision for the district.

Their first task as a committee was to research digital portfolios to answer questions like:
Why are they important?
What could they help us accomplish?
As a district, what are our specific goals in using digital portfolios?

After becoming clear about what they could achieve by using a digital portfolio, their next step was to create a purpose statement that resonated with all learners across all subject areas.

CISD Digital Portfolio Purpose Statement

A digital portfolio provides a personalized, living collection of artifacts that empowers all CISD learners to curate, document, and communicate beyond the classroom the progression of their authentic learning and passions through evidence of experiences, reflections, and actionable goals.

The purpose statement became the center of the entire initiative. Each of the reps took it to their campuses and used it to explain the why behind deciding to use digital portfolios.

After outlining their goals and defining their purpose, their next step was to select a specific digital portfolio.

During these discussions, educators throughout the district were using different EdTech tools to document their students’ learning—Google Sites, Seesaw, or bulb. One of Coppell’s goals was to have the district use one platform, with students using the same digital portfolio from K-12 to document their vertical growth.

Knowing everyone uses their digital portfolio in a different way to meet different needs, the Digital Portfolio Committee created their checklist of needs. This was the list they used to compare their options. Which platform would ultimately check off the most boxes?

Engaging with parents
Easy for kindergarteners to navigate
Documents growth
Educators can provide feedback

They compared six digital portfolio tools with this checklist. The district identified the top three and started having conversations with each of the companies. In the end, bulb Digital Portfolios checked off the most boxes.

"What is best for all of our kids?. Not just kindergarteners, not just high schoolers, but everybody."

Nancy Garvey

Once a tool is selected, what’s next?

Selecting the platform was only a third of their work. Now they needed to train everyone. They identified the most natural place for digital portfolio training to start was during their back-to-school trainings. Dr. Angie Applegate, Assistant Superintendent for Curriculum & Instruction, provides dynamic PD for all Coppell’s educators at the beginning of each year.

During these trainings, here are some of the ways Coppell used the time to train their district to use digital portfolios:

Train the trainer model – This was a 3-day learning experience with over 1,000 educators. The training spanned multiple days to ensure everyone was heard, and understood the why behind the initiative. Teachers, Librarians, and Digital Learning Coaches worked alongside other educators to train each other each day.

Group discussions – They formed groups by grade level and subject areas to talk about what the digital portfolios meant to each group. Getting the right people together to have these conversations was key to Coppell’s success.

Pre-built templates – They built templates for each grade level to help facilitate the learning and encourage the adoption of bulb. This was a way to get educators started with the digital portfolios right away and to easily distribute the information to their learners. Getting the educators and learners into the app from Day 1 is another reason Coppell believes they were successful in the district-wide adoption.

Measurement of success

After Year 1, what steps did Coppell install to measure success?

They set aside time in their administration meetings to showcase and have conversations around bulb exemplars across the district.
Educators documented what was happening in their classrooms with the bulb pages to show principals the meaningful and inspiring results.
They identified exemplar users throughout the district to join their conversation about how to approach digital portfolios, new ways to use the tool, and to help with communication across the district.
During site visits, they took notes and observed if the portfolios were being used in the classroom, and what conversations were happening around digital portfolios on the campuses.
They treated every and any “ah-ha” moment as an indicator of success. As long as they’re on the trajectory and feel good about where they’re headed, it all comes together.

And with each success, they threw parties to celebrate their progress.

Every Principal, Director, and Educator is on their own journey. It's okay if it takes them more time than others to figure out how to use a digital portfolio, as long as they see the shared value of how it impacts everyone.

Helpful tips & tricks

Throughout this implementation process, Coppell found the following five initiatives to be extremely helpful:

Getting the principals engaged in all of the training. Principals selected a specific grade level, and joined those educators to learn about digital portfolios.
Continuing to have the conversations about bulb in their meetings, checking on progress, wins, challenges, and sharing advice with each other
Showcasing the learner’s portfolios mid-year to the administrators and teachers throughout the district
Curriculum Directors, Principals, and Admin turned in their yearly professional development goals with bulb. Being in the app made them understand the hiccups, and built empathy and a model for learners.
Remembering every Principal, Director, and Educator is on their own journey. It’s okay if it takes them more time than others to figure out how to use a digital portfolio, as long as they see the shared value of how it impacts everyone

Two pieces of advice

If you talk with Nancy about this experience she’ll leave you with two pieces of advice:

Focusing on the why is way more important than focusing on the how. Yes, you’ll need to learn how to use a new EdTech tool, but success happens when educators and everyone understand why.
Make sure you’re talking to educators about how digital portfolios can lead to learner growth, showcase processes, and ensure best instructional practices, not solely what the final product is. It’s not only about putting something into a digital portfolio, it’s about the why, and having fun with it. Having conversations about their experiences, and sharing ideas and creativity is key

Looking ahead

Coppell is finishing up their second year of using bulb. As they figure out what their new learning environment looks like for 2020-21, due to COVID, they’re brainstorming ways to further the use of digital portfolios in their district.

Since the templates were extremely helpful for the educators, they want to create more templates and amplify them by adding help videos, along with other resources. As they continue to use digital portfolios, they will continue to use them for reflection. One way Coppell will encourage more reflection in the upcoming year is through exit ticket templates. They will also have parents and guardians create their own account to see their child’s learning.

Coppell has big plans with digital portfolios. And we’re excited to see what they continue to do to maximize the benefits with parents, teachers, and the community.

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PTECH | HVPA: Preparing Students to be Workforce Ready After Graduation

rosilynnyoon — Fri, 21 Aug 2020 15:01:34 +0000

PTECH | HVPA: Preparing Students to be Workforce Ready After Graduation

College & Career Readiness, CTE, Equity & Access, Jobs & Employment, User Stories

Published August 21, 2020

Preparing Students to be Workforce Ready After Graduation

PTECH: Hudson Valley Pathways Academy prepares students with workforce readiness skills after graduation with specialized curricula and bulb Digital Portfolios.

Pathways and Technology Early College High School (PTECH): Hudson Valley Pathways Academy (HVPA) provides students with incredible opportunities to be workforce ready after graduation. Students are invited to apply to attend HVPA. Once accepted into the program, they start a 6-year learning journey; 4 years of High School and 2 years of College. Upon completion, they leave with a high school diploma and an associate degree without cost to themselves or their family.

PTECH: HVPA is located in New York’s Hudson Valley, one mile away from the Hudson River. It’s a small town. Some students have dreams of moving away after graduation, and others want to stay and continue their legacy at home. PTECH is mindful about these feelings and adjusts their curricula to prepare students for any path they decide to take.

The young people who live in this geographic region are at risk for being in low-pay, high-turnover positions. They lack access to CTE courses or advance college opportunities, and often do not graduate from high school. HVPA provides them with the education to learn skills for middle income career opportunities to create a more fulfilling life within the comforts of their hometown, and beyond. Their curricula is heavily career focused. Students must display their work to show employers and recruiters the skills they learned. This is why they started using bulb school-wide. Students showcase their projects, certifications, and real-life learnings within their digital portfolios.

About PTECH: HVPA

The Kingston City School District received a grant to found HVPA 7 years ago. They worked alongside Ulster Community College and the Council of Industry of the Greater Hudson Valley to establish a triad partnership. Together, their goal was to understand and establish the skills students need to be employable after graduation.

Part of their regular process is working with industry partners to identify job opportunities. Then, they create curricula to teach the students the skills they need to meet those job requirements. Throughout the school year, HVPA continues to work with local partners, organizations, and the community college to move their students along one of three pathways: Manufacturing, Network Administration, Health Informatics

Principal Peter Harris

HPVA’s current Principal is Peter Harris. Peter has 26 years of experience in education; 15 years as an English teacher and 11 years in administration. In his current role, he creates programs for young people who live in the region and do not normally have access to CTE courses or advance college opportunities. He initiated a digital portfolio program. His students needed a way to document their work for a few reasons:

To track progress and celebrate growth
To demonstrate to potential employers their skills
To give educators and industry professionals a way to provide students with direct feedback
To create and fortify the school’s industry partnerships, giving more opportunities for students to have real work experience and opportunities for employment
To encourage continual learning for each student

bulb was the answer.

Hands-on learning

Students learn workforce ready skills at HVPA through skills-based and project-based learning. They learn how to accomplish work and workflow in a tactical way.

One of the first projects incoming freshmen complete is LEAN manufacturing training—creating an efficient workflow by streamlining and organizing each step of a process. Students are challenged to build a clock. Through a series of iterative feedback, they reach the most efficient workflow possible, usually by the 4th simulation. This process shifts the students’ thinking and creates a solid foundation of understanding on how to execute projects throughout their career.

The portfolio difference

One of the biggest challenges for Principal Harris was finding a quality way to highlight the achievements of his students to HVPA’s industry partners. Along with finding a platform where students document each step of their projects and present their work, they wanted their industry partners to be able to give the students direct feedback.

“Feedback from industry partners, people who are capable of critiquing based on product mastery, is essential to what we do,” says Principal Harris. “Our goal is to provide all learners the skills to articulate and curate their work in a clean, clear way to a public audience. bulb allows students to do this.”

bulb met all of Principal Harris’ needs for the type of platform he was looking for. It allows the students to dynamically showcase a project from launch to reflection. Curation, ideation, critique, it’s all done in bulb now so students can:

Access their portfolio from any device, so they can address feedback and make direct edits in their portfolios at any time.
Capture all of their learning from different projects in one place to see their growth. This also helps students identify what concepts make them excited, so they can fulfill a role with the skills they like to learn.

Even during school closures due to COVID-19, bulb enabled the school to keep the learning going. At the end of each year, graduating students give Chapter Presentations where they are given 7 minutes to present their entire learning journey to HVPA faculty. Usually this event is held in person, but this year it was done online with students using their bulb digital portfolios to walk through their learnings.

"bulb is another partnership we can leverage to accentuate the success of our kids. During a professional meeting, I can pull out my phone and in a few clicks show dynamic student work."

Principal Harris

After Introducing bulb

PTECH: HVPA enhanced positive outcomes for each student. With their portfolios, they’re able to prove themselves, to educators, and potential employers that they are workforce ready and have the skills to be successful. Their portfolios show the world that they’re able to take a concept and complete a task; they use creativity; they have multiple technological fluencies; they are self-disciplined; and they are global citizens ready to be led and to lead.

bulb For K-12

bulb For Higher Ed

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How an Instructional Coach Uses bulb to Chronicle Teacher Progress

chelseakasen — Fri, 07 Aug 2020 18:31:18 +0000

How an Instructional Coach Uses bulb to Chronicle Teacher Progress

Learn how Brandon uses bulb Digital Portfolios to archive his own work & how he chronicles teacher progress.

With bulb, Brandon…

reflects on his own strengths & weaknesses as an instructional coach, chronicling his growth in his work
chronicles the growth of the teachers he works with, keeping track of work & progress made on each campus
documents the success & failures of specific lessons, reflecting on how to improve or duplicate results
collects & archives evidences through pictures, video, audio & text; providing teachers with specific examples of what they’re working on & how they’re improving
reflects on next steps, solutions, & what he can do better with his team
sends feedback to teachers & principal in bulb, documenting conversations & action plans

bulb is the perfect platform for teachers to chronicle their progress so they can reflect upon, analyze, and improve their performance, in the classroom and out of the classroom.

How an Instructional Coach Uses bulb to Chronicle Teacher Progress

Professional Development, User Stories

Published August 7, 2020

Photo by MChe Lee on Unsplash.

Learn how Brandon uses bulb Digital Portfolios to archive his own work & how he chronicles teacher progress.

reflects on his own strengths & weaknesses as an instructional coach, chronicling his growth in his work
chronicles the growth of the teachers he works with, keeping track of work & progress made on each campus
documents the success & failures of specific lessons, reflecting on how to improve or duplicate results

collects & archives evidences through pictures, video, audio & text; providing teachers with specific examples of what they’re working on & how they’re improving
reflects on next steps, solutions, & what he can do better with his team
sends feedback to teachers & principal in bulb, documenting conversations & action plans

Want to learn more about how you can use bulb for yourself and for your students?

bulb Home

bulb for K-12

bulb for Higher Ed

Would you to create your own bulb account?

Sign-up

The post How an Instructional Coach Uses bulb to Chronicle Teacher Progress appeared first on bulb.

Using bulb to Help Educators Measure & Demonstrate Their Impact

chelseakasen — Fri, 07 Aug 2020 18:15:27 +0000

Using bulb to Help Educators Measure & Demonstrate Their Impact

Learn how Dr. Rogers implemented a coaching program using bulb Digital Portfolios with her teacher coaches Houston ISD to measure & demonstrate how they’ve grown as a team.

With bulb, Dr. Rogers…

has her teacher coaching team document learning & growth throughout the school year
measures teacher effectiveness & changes on each campus throughout Houston ISD
documents her team’s impact by teacher & school
uses bulb as reflective practice model, helping her coaches & teachers be thoughtful about their professional development
grows coaches, which impacts the growth of teachers, which helps develop students in dynamic ways
keeps her team & teachers accountable by documenting their work & problem solving in bulb
document visions, goals & evidence for end of year reviews & evaluations
gives direct, immediate feedback to teacher coaches through bulb’s in-line commenting feature

bulb is the perfect platform for teachers to measure their impact so they can reflect upon, analyze, and improve their performance, in the classroom and out of the classroom.

Using bulb to Help Educators Measure & Demonstrate Their Impact

Professional Development, User Stories

Published August 7, 2020

Photo by Sam Balye on Unsplash.

Learn how Dr. Rogers implemented a coaching program using bulb Digital Portfolios with her teacher coaches Houston ISD to measure & demonstrate how they’ve grown as a team.

has her teacher coaching team document learning & growth throughout the school year
measures teacher effectiveness & changes on each campus throughout Houston ISD
documents her team’s impact by teacher & school
uses bulb as reflective practice model, helping her coaches & teachers be thoughtful about their professional development

grows coaches, which impacts the growth of teachers, which helps develop students in dynamic ways
keeps her team & teachers accountable by documenting their work & problem solving in bulb
document visions, goals & evidence for end of year reviews & evaluations
gives direct, immediate feedback to teacher coaches through bulb’s in-line commenting feature

Want to learn more about how you can use bulb for yourself and for your students?

bulb Home

bulb for K-12

bulb for Higher Ed

Would you to create your own bulb account?

Sign-up

The post Using bulb to Help Educators Measure & Demonstrate Their Impact appeared first on bulb.