2013-2014 School Year

Working Portfolio Guidance Document

2013-14 Working Portfolio Guidance Document

Table of Contents

Introduction................................................................................................................................................................ 2

Indicators..................................................................................................................................................................... 2

Performance Levels and Scoring..........................................................................................................3

Quality Evidence..........................................................................................................................................3

Process and Requirements.................................................................................................................................. 4

Progress Check Conference (Optional).............................................................................................5

Working Portfolio Responsibilities.....................................................................................................6

Appendix...................................................................................................................................................................... 7

Beginning Conference Questions in PDE3........................................................................................7

Fields for Administrator Completion............................................................................................................. 7

Fields for NCT Completion.................................................................................................................................. 7

Teacher Evidence Submission Form..................................................................................................8

Ending Conference Summary in PDE3...............................................................................................8

Fields for Administrator Completion............................................................................................................. 8

Fields for Teacher Completion.......................................................................................................................... 8

2013-14 Working Portfolio Guidance Document The most updated version of this document can be found at

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IntroductionThis document provides information about completing the working portfolio process for administrators and non-classroom teachers (NCTs). Working portfolios are a measure of teacher practice that replace classroom observations for Bargaining Unit 5 employees classified as school or non-school level NCTs under the new Educator Effectiveness System (EES). The information and resources contained in this document supersede the working portfolio section on pages 14-16 of the 2013-14 school year Hawaii Educator Effectiveness System Manual for Evaluators and Participants.

As described in the teacher classification section on pages 2-3 of the EES manual, administrators decide whether classroom observations or working portfolios will be used in a teacher’s evaluation. Working portfolios should only be used when classroom observations are not possible because a teacher’s primary job responsibilities do not involve the delivery of instruction. In cases where the applicability of classroom observations is unclear, administrators should review whether the pre-observation questions for the classroom observation process make sense for the teacher in question. Pre-observation questions can be found on the classroom observation tab in PDE3 or on page 173 of the 2007 edition of Enhancing Professional Practice: A Framework for Teaching.

IndicatorsAs with classroom observations, working portfolios focus on five components from the Hawaii Adapted Framework for Teaching. Rubrics adapted from Charlotte Danielson’s frameworks for school counselors, library/media specialists, and instructional specialists guide evidence collection and evaluation of these components. The following table shows which specific components and rubrics apply to working portfolios for different NCT job functions. Rubrics for each role can be downloaded for printing on legal size paper on the EES website.

Non-Classroom Teacher Role Components Danielson 2007 Framework Type

Counselor 2a, 2b, 3a, 3b, 3d School CounselorsCurriculum Coordinator 2a, 2b, 3a, 3b, 3c Instructional SpecialistsDepartment Head/Grade Level Chair

2a, 2b, 3a, 3c, 3e Instructional Specialists

Librarian 2b, 2c, 3b, 3c, 3d Library/Media SpecialistsLiteracy/Math Coach 2a, 2b, 3a, 3b, 3c Instructional SpecialistsRegistrar 2a, 2b, 2c, 3e, 4b School CounselorsResource Teacher 2a, 2c, 2d, 3c, 3e Instructional SpecialistsStudent Activities Coordinator 2a, 2b, 2d, 2e, 3e Instructional SpecialistsStudent Services Coordinator 2b, 2c, 3a, 3d, 3e School CounselorsTechnology Coordinator 2a, 2b, 3a, 3c, 3e Instructional Specialists

* NCTs whose role is not listed on the table above shall be assigned the most appropriate rubric and components that best meet their job expectations by their administrator.

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Performance Levels and ScoringThe levels of performance described by the Framework for Teaching rubrics are:

Within the EES, all measures based on the Hawaii Adapted Framework for Teaching evaluate teachers at the component level. After levels of performance are determined using the appropriate component rubrics, the results for each teacher will be quantified using the following point values:

Distinguished: 4 Points Proficient: 3 Points Basic: 2 Points Unsatisfactory: 0 Points

During the ending conference, the administrator assigns a final performance level rating for each of the applicable Framework for Teaching components incorporated into the working portfolio. Next, the individual component ratings will be quantified using the performance level scoring scale described above. The final working portfolio rating will be a number from 0 to 4 that is produced by averaging the scores from all five component ratings.

Quality EvidenceWorking portfolios are vehicles for purposefully collecting and presenting evidence of meeting performance expectations articulated by the Framework for Teaching components assigned to each NCT. Working portfolios are not collections of miscellaneous pieces of information. All evidence included in a working portfolio should clearly align to relevant Framework for Teaching component rubrics. Evidence included in a working portfolio may be artifacts or observations and compiled in physical or electronic formats as agreed to by each NCT’s administrator. NCTs and administrators collaborate to submit documentation of evidence in PDE3 for evaluative purposes.

During the beginning conference, administrators should set clear expectations for the types and sources of evidence that will be considered high quality. Potential pieces of evidence may take many different forms. The quality of the evidence is determined by if it relates to the job of the NCT and provides clear proof that the NCT’s performance aligns with the specific component within the rubric. Working portfolios should emphasize quality over quantity and provide evidence of performance over the course of the year and not just in an isolated instance. NCTs may receive a lower rating on a working portfolio component even if the evidence they provide ostensibly aligns with a higher rating, if their administrator deems the evidence of low quality. Careful planning and clear communication will help avoid surprises at the end of the working portfolio process.

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Unsatisfactory Basic Proficient Distinguished

Evidence toward some component rubrics is best gathered through structured observations of performance. As with observations of classroom teachers, types of evidence administrators collect can include verbatim scripting of teacher or student comments, statements of observed teacher or student behavior, numeric information, and/or descriptions of the environment. If administrators opt to use observations as a form of evidence collection, they are required to provide 24 hours of notice prior to the observation. While the pre-observation conference routine used for classroom teachers may not apply, teachers should still be given an opportunity to provide context for the observation. Similarly, administrators should provide feedback on observations within two weeks. Feedback on the observation should be logged in PDE3. The standard post-observation conference used for classroom observations is not required. Levels of performance will not be assigned for a single observation or piece of evidence. Administrators determine levels of performance for the working portfolio as a whole by looking at the preponderance of all evidence at the end of the year.

Administrators must provide documentation of all evidence they collect in PDE3 within two weeks of collection. All working portfolio evidence, including evidence collected through observations, should be recorded in the Working Portfolio tab for each NTC. The Classroom Observations tab should not be used for NTC observations.

Process and RequirementsThroughout the working portfolio process, NCTs and administrators share responsibility for compiling and documenting evidence. The following diagram outlines recommendations for each part of the portfolio process. Implementation timelines may vary depending on when beginning conferences actually occur; however, administrators and teachers are required to complete the beginning conferences by the end of January.

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Progress Check Conference (Optional)Progress check conferences are required when NCT work priorities and responsibilities change significantly after beginning conferences have been completed. NCTs are responsible for scheduling this conference with their administrators when needed. This conference will mimic the process for the beginning conference. Administrators and NCTs should talk through which five components will be incorporated into the final working portfolio evaluation and what evidence will be considered appropriate. Administrators should specifically address what previously collected evidence makes sense to retain. New responses to beginning conference questions in PDE3 should be entered below previously entered responses.

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Working Portfolio Responsibilities

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Administrator: Work with the teacher to select a date for the beginning conference. Record the date in PDE3. Notify teacher of any additional questions they should address with the beginning conference questions in PDE3.

Teacher: Review rubrics applicable to NCT role. Think of possible sources of evidence (artifact or observation)for each component. Address the beginning conference questions in PDE3 and attach materials to provide the administrator with additional context as necessary.

Beginning Conference Preparation

Administrator: Review the beginning conference materials submitted by the teacher. Use applicable rubrics to guide the teacher to collect high quality evidence. Share what other sources of evidence will be collected to supplement the evidence collected by the teacher, including whether an observation will be conducted.

Teacher: Share plan for evidence collection and justify how selected evidence sources provide high quality information about performance towards the Framework components applicable to NCT role.

Beginning Conference

Administrator: Document and align objective evidence (artifacts) of teacher performance in PDE3 within two weeks of collection. Complete any planned observations in PDE3. Schedule ending conference with the teacher. Record date in PDE3.

Teacher: Collect and compile evidence as planned. Complete a Component Evidence Submission form for each artifact. Compile all Component Evidence Submission forms and email to administrator just before the ending conference.

Evidence Collection

Administrator: Facilitate an evidence-based discussion rooted in the Hawaii Adapted Framework for Teaching. Discuss areas of strength and weakeness and the performance level demonstrated for each component. Record the main points of the collaborative analysis in PDE3. Assign a final performance level rating for each component.

Teacher: Participate in analyzing all evidence against the component level rubrics.

Ending Conference

Administrator: Review the Ending Conference Summary form after the teacher completes it in PDE3 and provide comments as needed. Finalize working portfolio ratings in PDE3.

Teacher: Complete the Ending Conference Summary form in PDE3 within a few days of the ending conerence.

Working Portfolio

Finalization

Appendix

Beginning Conference Questions in PDE3

Fields for Administrator Completion Beginning Conference Date Beginning Conference Time Progress Check Date (Optional) Progress Check Time (Optional) NTC Role, Components, Danielson 2007 Framework Type (drop-down)

o Counselor 2a, 2b, 3a, 3b, 3do Curriculum Coordinator 2a, 2b, 3a, 3b, 3co Department Head/Grade Level Chair 2a, 2b, 3a, 3c, 3eo Librarian 2b, 2c, 3b, 3c, 3do Literacy/Math Coach 2a, 2b, 3a, 3b, 3co Registrar 2a, 2b, 2c, 3e, 4bo Resource Teacher 2a, 2c, 2d, 3c, 3eo Student Activities Coordinator 2a, 2b, 2d, 2e, 3eo Student Services Coordinator 2b, 2c, 3a, 3d, 3eo Technology Coordinator 2a, 2b, 3a, 3c, 3e

Comments for each NCT field below

Fields for NCT Completion1. What are your most critical roles and responsibilities?2. What is the population that your work impacts directly?3. How do you plan to collect multiple types and sources of evidence aligned to your

first working portfolio component?4. How do you plan to collect multiple types and sources of evidence aligned to your

second working portfolio component?5. How do you plan to collect multiple types and sources of evidence aligned to your

third working portfolio component?6. How do you plan to collect multiple types and sources of evidence aligned to your

fourth working portfolio component?7. How do you plan to collect multiple types and sources of evidence aligned to your

fifth working portfolio component?8. What, if anything, would you like your administrator to specifically observe or

collect evidence on throughout the year?

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Teacher Evidence Submission FormThis form is used for each artifact collected throughout the year as evidence for the working portfolio. The form is not used when observations are conducted. This form should be emailed to the principal prior to the ending conference. The actual artifacts do not have to be emailed to the principal or uploaded in PDE3.

Ending Conference Summary in PDE3

Fields for Administrator Completion Ending Conference Date Ending Conference Time

Fields for Teacher Completion1. What strengths have the working portfolio process helped you identify?2. What areas for growth have the working portfolio process helped you identify?3. Reflecting on what you’ve learned, what are some changes in practice that would

improve the work you perform?

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