World Languages Portfolio

Student Growth Portfolio with Peer Review

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THE GOAL: A holistic and meaningful picture of the value a teacher adds to students, using the work that is already happening in the classroom.

THE SOLUTION: A flexible but rigorous portfolio of student work samples that demonstrate growth across the standards-based domains.

Process

Teachers collect

evidence

Teachers provide context

Portfolio is blind

reviewed by peer with content

expertise

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Teachers self- score & submit

evidence

How does the portfolio work?

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The portfolio will look slightly different depending on the language taught.• For Modern Languages, it will contain SIX evidence

collections.– Modern Languages: Spanish, French, Italian, German, Chinese,

etc.

• For Classical Languages, it will only contain FIVE evidence collections.

– Classical Languages: Latin and Greek

Each collection must show evidence of p u rpo s e f u l s a m p l i n g.

All evidence is uploaded to the GLADiS evidence collection website.

All evidence is self-rated and then evaluated by a peer.

Modern Languages

Perform:Writing

Perform:Interpersonal Speaking

Perform:Presentation Skills

Connect:To native language, target

language, community, and other subjects

Reflect:Both students and teachers reflecting

Data*:Lesson plans,

assessment scores, etc.*Not scored, but is used as

a reference point

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Classical Languages

Perform:Writing

Perform:Presentation Skills

Connect:To native language, target

language, community, and other subjects

Reflect:Both students and teachers reflecting

Data*:Lesson plans,

assessment scores, etc.*Not scored, but is used as

a reference point

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Purposeful Sampling

Your Students

Students in Your Representative Sample

Purposeful Sampling cont.

Since we expect growth for a l l students, the portfolio should show how the teacher impacts the learning of children from varying populations.• Ex. Emerging, proficient, and advanced students.

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The Scoring Framework

Student Work (PRE)

Student Work (POST)

Teacher Effectiveness

Student Growth

Student Achievement as Defined by the

Scoring GuideAnd Professional

Judgment

Portfolio Scoring: Theoretical to Practical

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We expect that our students will grow approximately one level each year.

Level 1: Significantly Below Expectations- No/limited student growth Level 2: Below Expectations- On average, less than one level of student growth.Level 3: Meets Expectations- On average, one level of student growth. Level 4: Above Expectations- On average, approximately two levels of students growth.

Level 5: Significantly Above Expectations- Two levels of student growth, AND demonstration of: meta-cognitive processes; knowledge and skills; risk taking, imagination and voice; and a range of abilities with technique, problem-solving and ideation.

Proficiency Targets

A level of student growth is defined by the following proficiency targets:

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The Scoring Guide

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Pilot Data

Teachers’ Growth Scores(N=25)7

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5

4

3

2

1

01 2 3

4 5 Based on a equal score scoring protocol in which the

ranges are as follows:• 1- 1.79= 1, 1.8 – 2.59= 2, 2.6 – 3.40= 3, 3.41 – 4.12= 4,

4.21 – 5= 513

Benefits of the Model

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Authentic, individualized growth scores for an additional group of teachers

Growth model evaluates and contributes to professional learning and development for teachers

Builds meaningful opportunity for collaboration and professional learning communities across the state

Provides career opportunities for teachers

Increases credibility of district human capital efforts

Key Stakeholders and Needs

• District Administrators

• Principals• Peer Evaluators• Teachers

• Training• Support• Increased Capacity (Knowledge, skill, and

time)• Technology• Compensation• Feedback

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District-Level Support

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• Have district-level representative attend training

• Hold principal training roll out session to inform about process.

• Help build communication trees/planning materials to ensure dissemination of information.

• Make sure principals recognize the contribution this process adds to the qualitative components of evaluation (i.e. Professionalism).

• Communicate with building-level instructional facilitators and technology staff so they can assist in supporting the process.

FAQs

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Can individual teachers opt out of participating?• No. If your district opts in, all of the teachers must participate.

This is to maintain the rigor of the model, as the teachers who would opt in are most likely already self-reflective individuals who strive to enhance their practice.

Can I choose to take my school-wide score if I don’t have time to finish my portfolio?• No. Unless there is a documented medical emergency, all

teachers who start this process, must finish it and take their individual growth score.