Are electronic portfolios used in the hiring process of special educators?

Accountability and assessment in education systems from the k-12 to post-secondary levels have driven reforms in ensuring teacher quality. Past practice and research have confirmed the validity and reliability of portfolio assessments for ensuring quality teacher preparation programs in institutions of higher education. The use of these portfolios, however, has not transferred to the hiring practices of k-12 administrators. This study narrows the body of current research to focus on electronic portfolios as a means to address the specific needs of administrators hiring special educators. The administrators in one state’s education system were sent electronic surveys in attempts to answer the following questions: (a) are some administrators more likely to use the portfolio in the hiring process for special educators and, if so, why; (b) what aspects of the job interview process for potential special education teachers can be aided by the use of an electronic portfolio; and (c) what should be included in a job interview portfolio for special education teaching positions? Although there was no demographic indicator to establish which administrators use electronic portfolios to hire special educators, preferences and deterrents were identified. The findings provide direction for potential uses of electronic portfolios in the hiring practices for special education teachers. In addition, how many and what type of documents should be included in electronic portfolios for special educators, and what should be included in the descriptive captions for each of the documents are identified. Implications for practice and recommendations for future research are also discussed