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This	  paper	  reports	  on	  the	  creation	  and	  use	  of	  an	  Engineering	  Design	  Teaching	  Portfolio	  system created	  for	  the	  NSF-­‐funded	  DRK-­‐12	  project	  Engineering	  for	  All	  (EfA).	  In	  this	  project	  two	  middle school	  engineering	  design-­‐based	  instructional	  units	  were	  developed.	  The	  instructional	  units	  were designed	  to	  depict	  engineering	  as	  a	  social	  good.	  One	  EfA	  unit	  is	  focused	  on	  urban	  vertical hydroponic	  farming	  and	  the	  other	  on	  providing	  safe	  drinking	  water	  through	  water	  purification.	  The research	  portion	  of	  this	  project	  included	  the	  development	  of	  Design	  Teaching	  Standards	  (DTS)	  and guidelines	  for	  teachers	  to	  create	  their	  own	  Design	  Teaching	  Portfolios	  (DTP).	  	  Data	  from	  the portfolios	  would	  be	  used	  to	  describe	  teachers’	  pedagogical	  content	  knowledge	  (PCK)	  when	  using design	  activities	  with	  students.	  	  Review	  of	  the	  teaching	  portfolios	  in	  light	  of	  a	  set	  of	  Design	  Teaching Standards	  provided	  information	  on	  teachers’	  pedagogical	  content	  knowledge.	  The	  developed portfolio	  system	  (i.e.,	  teaching	  standards,	  portfolio	  guidelines	  and	  evaluation	  rubrics)	  can	  be	  used both	  for	  teacher	  evaluation	  and	  for	  teachers’	  self-­‐assessment.

Using Engineering Design Teaching Portfolios to Gauge Design Teacher Performance and Infer Design Pedagogical Content Knowledge