Portfolio Scoring Jan 2015

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Reach Institute BTSA Induction Portfolio Scoring Jan 2015

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Portfolio Scoring Training:

2014-2015 Portfolio Scoring Training

Outcomes:

Know what should be included in portfolios. Know how to score portfolios Outcomes

What should be included:

Mid-Year Reflection/Review doc (see list, p. 3) Folder 1 ( obs notes, 2 Continuum self-assessments, Mid-Year Reflection/Review) Folder 2 (Inquiry Project 1) Folder 3 (Inquiry Project 2) Remember- make sure teachers have listed evidence they are including! What should be included

Desired Outcomes for Teachers:

Candidates identify and plan to address areas for growth in pursuit of equitable student outcomes. Candidates articulate measures of success they will examine to determine effectiveness. Candidates execute plans with increasing emphasis on equitable student outcomes. Candidates analyze their teaching practice, with a focus on how their practice is affecting learning outcomes for specific groups of students. In collaboration with a coach, candidates assess their teaching’s strengths and areas for growth within a shared model of instruction. Candidates can reflect upon the various next steps available to them after a teaching event and determine which, based on student outcomes and their own skill and knowledge, would be best to pursue. CTC- Candidates make progress on the CSTP. Desired Outcomes for Teachers

Scoring:

Holistic, looking over multiple pieces of evidence. No “one way” to do things. Use professional judgment + rubric. Take out “ MidYear Rubric Jan 2015,” look over. Save it as: “ FirstInitialLastName Jan2015” (example: VFolks Jan 2015) Scoring

Comments:

There is space at the end of the document to provide written feedback. As you read through, please feel free to make notes in this section. Comments

Step 1: Check for Completion:

Open each folder. Check off items in folders on rubric. If not, make a note on rubric. Step 1: Check for Completion

Step 2: Domain-Level Continuum:

Open the link in the email you were sent. Take out the Domain-Level Continuum for September. Fill in the information. Do the same for the Domain-Level Continuum for January. Step 2: Domain-Level Continuum

Step 3: Inquiry Projects:

First, skim through Inquiry Projects 1 & 2 to get an idea of the projects as a whole. Then, keep both Pre-Post documents open to holistically assess the questions across both projects. If one project is significantly better than the other, use the second project’s work, and note this in the comments. Step 3: Inquiry Projects

Step 3: Inquiry Projects:

Read through Pre-Project Questions 1-4 responses (from BOTH projects) Highlight where you see the teacher’s responses on the rubric (holistic). Read through both Pre-Project Questions 5 & 6. Highlight where you see the teacher’s responses. Look over evidence of both projects, read both Post-Project Question 1. Highlight where you see the teacher’s responses. Step 3: Inquiry Projects

Step 4: Mid-Year Review/Reflection:

Read through the Mid-Year Review and Reflection. Highlight where you see teacher’s responses. Step 4: Mid-Year Review/Reflection

Comments:

Make sure to fill out the comments section! At least one area of strength you noticed One (not more, not less) area for consideration/growth. Comments

Comments: Example/Exemplar:

Your first project shows how well you are considering the growth of students in an individualized way. It is particularly impressive how you see the next steps of coordinating with first grade to backwards plan for such differentiation and see ways to tweak your system to provide more individualized pacing. It is clear you are trying to get to know students well as a precursor to such differentiation, which is a great stance as a teacher. One area for growth might be considering how the question you are trying to focus on initially is connected to your ultimate inquiry and measures of success. It seems in both inquiry projects you had strong ideas about the issue you wanted to focus on (individual pacing and spreading practices schoolwide ), yet diverged from them as the project took shape. That is fine, but it is important to notice, and consider how you take on goals that are reflective of what the next steps really are for your context. Comments: Example/Exemplar

Finishing Up:

Send completed rubrics to vfolks@reachinst.org If it’s not 6:30 yet, do another one! We will send out a mid-year survey to coaches and teachers. Please complete it, ask your teachers to as well. Finishing Up

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