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Introduction to Working Portfolios

Introduction to Working Portfolios. Educator Effectiveness System Training. Objectives for Today. Multiple Measures. Observation / Working Portfolio. Hawaii Growth Model. Educator Effectiveness Data. Improved Student Outcomes. Working Portfolio.

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Introduction to Working Portfolios

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  1. Introduction to Working Portfolios Educator Effectiveness System Training

  2. Objectives for Today

  3. Multiple Measures Observation / Working Portfolio Hawaii Growth Model • Educator Effectiveness Data • Improved Student Outcomes

  4. Working Portfolio The Working Portfolio is a purposeful, ongoing collection of evidence that shows progress or achievement for Non-Classroom Teachers (NCTs).

  5. Observation or Working Portfolio • NCTs, in collaboration with their administrator, will have the option to complete a working portfolio or a formal observation • Working portfolio may be more appropriate when the primary job function can’t typically be observed.

  6. Choice of Standards Hawaii Teacher Performance Standards (Adapted from InTASC Model Core Teaching Standards) Based on either Framework for Teaching components or HTSB standards, teacher and administrator collaborate to determine the most appropriate standards that will be used.

  7. Selecting Components 2013-14 SY: Each NCT group were assigned a set of five components regardless of their role and responsibilities. 2014-15 SY: NCTs and administrators will collaborate to identify components that best aligns to the NCT’s role and responsibilities.

  8. Framework for Teaching or HTSB Directions: In pairs, review 2 Framework for Teaching components and cross-walk it with HTSB. Write the standard next to the appropriate Framework for Teaching component.

  9. Working Portfolio Process Ongoing collaboration between NCTs and Administrators/Evaluators

  10. Beginning Conference • Confirm job expectations for the year • Identify the five components that will be used to measure the level of performance • Librarians and counselors may choose between the Framework for Teaching OR Hawaii Teacher Standards Board Approved Standards • Determine evidence that will be collected throughout the year

  11. Evidence Collection • Criteria and Expectations • Rating is based on the five predetermined components established during the beginning conference • Evidence focuses on quality not quantity • School administrators and teachers have a conversation to clarify expectation specific to their school context • Evidence is collected throughout the course of the year

  12. Evidence Collection Form • One form per component listing all evidence for that component.

  13. Rubrics

  14. Progress Check (Optional) • Determine if job expectations established during the beginning conference are still appropriate and establish new ones if necessary • Discuss progress towards the performance standards set during the beginning conference • Collaborate to modify or develop original expectations • Discuss new evidence if necessary

  15. Ending Conference • Discuss progress towards the performance standards and evidence to support the rating for each component • Determine performance rating for each component • Discuss areas of improvement required to reach higher performance levels

  16. Working Portfolios on PDE3

  17. Rating Calculation & Final Performance Level • Distinguished = 4 • Proficient = 3 • Basic = 2 • Unsatisfactory = 0

  18. Resources for Teachers • Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson • The Framework for Teaching Rubric • EES Intranet Portal: https://intranet.hawaiipublicschools.org/sixstrategies/ees

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