introduction to working portfolios educator effectiveness system training

Introduction to Working Portfolios

Educator Effectiveness System Training

Educator Effectiveness System Training

Objectives for Today

Multiple Measures

Educator Effectiveness Data

Hawaii Growth Model

Observation / Working Portfolio

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.

Choice of 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.

Selecting Components • 2013-14 SY: Each NCT group was assigned a

set of five components from the Framework for Teaching regardless of their role and responsibilities.

• 2014-15 SY: NCTs and administrators will collaborate to identify components and five components that best aligns to that NCT’s role and responsibilities.

Framework for Teaching or HTSBDirections: In pairs, review 2 Framework for Teaching components and cross-walk it with those from the Hawaii Teacher Standards Board (HTSB). Write the standard next to the appropriate Framework for Teaching component.

Working Portfolio Process• Ongoing collaboration between NCTs

and Administrators/Evaluators

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

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

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

component.

Rubrics

12

Component Unsatisfactory Basic Proficient Distinguished3b:Engaging colleagues in learning new instructional skills.

Colleagues decline opportunities to engage in professional learning,

Coordinator’s efforts to engage colleagues in professional learning are partially successful, with some participating.

All colleagues engage in acquiring new instructional skills.

Colleagues are highly engaged in acquiring new instructional skills and take initiative in suggesting new areas for growth.

Critical Attributes

Colleagues turn down offerings by the Coordinator for professional learning opportunities

Some participants are intellectually engaged in the professional learning

Engagement with the content is largely passive, the learning consisting primarily of facts or procedures

The pacing of the professional development is uneven – suitable in parts but rushed or dragging in others

Most participants are intellectually engaged in the professional development

Materials and resources require intellectual engagement, as appropriate

The pacing of the professional development provides for the time needed to be intellectually engaged

Virtually all participants are intellectually engaged in the professional development

Colleagues take initiative to improve the professional learning by (1) modifying a learning task to make it more meaningful or relevant to their needs, (2) suggesting modifications to the grouping patterns used, and/or (3) suggesting modifications or additions to the materials being used

Participants have an opportunity for reflection and closure on the professional learning to consolidate their understanding and future next steps

Possible Examples of Evidence

Observation Implemented strategies to gain understanding of colleagues needs. Provided opportunities and participation in professional learning activities. Provided participant’s reflection on in-service training/support, including next steps for improving professional practice. Based on materials/in-service provided by Coordinator, colleagues implemented professional inquiry.

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

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

Working Portfolios on PDE3

Rating Calculation & Final Performance Level

Distinguished = 4

Proficient = 3

Basic = 2

Unsatisfactory = 0

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

Growth Model

3-2-1 Reflection• 3 things I learned about Working Portfolios

today• 2 questions I still have or things I’d like to

learn more about relating to Working Portfolios • 1 action I am going to take following today’s

session to prepare for using Working Portfolios as a part of improving my practice