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Working Portfolios

Working Portfolios. For Non Classroom Teachers. Agenda. Determine Working Portfolio rubric Understand the performance levels and scoring Brainstorm possible evidence Understand process and requirements Resources available. Who does a Working Portfolio?.

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Working Portfolios

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  1. Working Portfolios For Non Classroom Teachers

  2. Agenda • Determine Working Portfolio rubric • Understand the performance levels and scoring • Brainstorm possible evidence • Understand process and requirements • Resources available

  3. Who does a Working Portfolio? • Bargaining Unit 5 employees classified as school or non-school level NCT (non-classroom teacher) • Administrator decides whether classroom observation or working portfolio will be used • Usually observation are not possible because a teacher’s primary job responsibilities do not involve the delivery of instruction. Will you be doing a Working Portfolio?

  4. What are working portfolios? • A measure of teacher practice that replace classroom observations for BU5 employees • A vehicle for purposefully collecting and presenting evidence of meeting performance expectations. • Consist of 5 components (Hawaii Adapted Framework for Teaching) clearly aligned to rubrics • A purposeful, ongoing collection of evidence (artifacts and observations) that shows progress or achievement • Compiled in physical or electronic formats • Collaborative and reflective under the guidance of your administrator

  5. What working portfolio are NOT: • Collections of miscellaneous pieces of information

  6. Components and Rubrics? Will focus on different components and use different Framework rubrics depending on your individual role Page 2 of Guidance Document • Danielson book pages • School counselor-pages • Instructional Specialist-pages • Library/Media Specialist-pages Which component and rubric will you be using?

  7. Resources • Components • Rubrics • Guidance Document • Evidence Submission Form

  8. Evaluated at the component level (5) • Unsatisfactory 0 points • Basic 2 points • Proficient 3 points • Distinguished 4 points Final rating is produced by averaging the scores from all five component ratings ACTIVITY-

  9. Process • Beginning Conference (20-30 minutes) NOW-January 31st • Evidence Collection-NOW-End of March • Progress Check Conference Optional (20-30 minutes) February-March • Ending Conference (April and May) • Finalize in May Share responsibility for compiling and documenting evidence

  10. Beginning Conference • Administrators should set clear expectations for the types and sources of evidence that will be considered high quality • Quality of the evidence is determined by if it relates to the NCT job responsibility and clearly aligns with a specific component within the rubric • QUALITY over QUANTITY • Evidence of performance over the course of the year (not isolation) • Collaboratively work with your administrator to avoid surprises at the end of the process

  11. Possible Evidence • Can be gathered through structured observations (24 hours notice*) of performance as opposed to collecting artifacts • Verbatim scripting of teacher or student comments • statements of observed teacher or student behavior • Numeric information • Description of the environment *offer pre-observation questions to provide context for the observation-Admin provided feedback within 2 weeks Levels of performance will not be assigned for a single observation or piece of evidence….determined as a whole of all evidence at the end of the year

  12. PDE3 • Working portfolio tab will/can house all the evidence

  13. Progress Check Conference • OPTIONAL • Usually if work priorities and responsibilities change significantly after beginning conferences • Teachers are responsible for scheduling with administrator • Mimics the process of beginning conference • Talk through the 5 components with administrator • Possible to retain some evidence already collected • Enter in new responses below previous responses in PDE3

  14. Ending Conference • Present the working portfolio to the administrator and participate in analyzing all evidence against the component level rubrics. • Discuss areas of strength and weakness for each component • Administrator assigns a final performance level rating for each component

  15. Finalization • Complete the Ending Conference Summary form in PDE3 within a few days of the ending conference • Administrator reviews the summary form and provides comments as needed

  16. PDE3 site • Administrator completes • Beginning conference date/time • Progress check date/time (optional) • NCT role (drop down box) • Comments for each NCT field questions • Ending conference date/time

  17. NCT in PDE3 • What are your most critical roles and responsibilities? • What is the population that your work impacts directly? • How do you plan to collect multiple types of sources of evidence aligned to (1st,2nd,3rd,4th,5th ) working portfolio component? • What, if anything, would you like your administrator to specifically observe or collect evidence on throughout the year?

  18. Teacher reflection in PDE3 • What strengths have the working portfolio process helped you identify? • What areas for growth have the working portfolio process helped you identify? • Reflecting on what you’ve learned, what are some changes in practice that would improve the work you perform?

  19. Evidence Submission Form • Used for each artifact collected (not observation) • Email form to principal prior to the ending conference (actual artifacts do not have to be emailed or uploaded in PDE3)

  20. Questions • Mahalo

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