This study analyzed the responses of K–8 human resource directors and
principals to teacher education students’ electronic portfolios used for hiring.
From the focus groups several themes emerged. First, because the principals do
not have much time to examine portfolios of any kind, the ideal electronic
portfolio would include only a few clearly organized, rel-evant, and concise
elements. Two artifacts may make the hiring portfolio more compelling: evidence
of K–8 student achievement as a result of the applicant’s teaching and a video
clip of the applicant engaging children in learning. Principals found the video
clips helpful in distinguishing among the candidates, but noted that a poor
video could eliminate the applicant. The extent to which teacher education
faculty should assist students in construction of artifacts was discussed.