Teaching Portfolio

1
Effective Teaching Standards and Indicators
Curriculum, Planning, and Assessment Teaching All Students Family and Community Engagement Professional Culture
A. Curriculum Planning Indicator 1. Professional Knowledge 2. Child Adolescent 3. Development Plan 4. Well-Structured Lessons B. Assessment Indicator 1. Variety of Assessment Methods 2. Adjustments to Practice C. Analysis Indicator 1. Analysis Conclusions 2. Sharing Conclusions with Colleagues 3. Sharing Conclusions with Students Families A. Instruction Indicator 1. Quality of Effort Work 2. Student Engagement 3. Meeting Diverse Needs B. Learning Environment Indicator 1. Safe Learning Environment 2. Collaborative Learning Environment 3. Student Motivation C. Cultural Proficiency Indicator 1. Respects Differences 2. Maintains Respectful Environment D. Expectations Indicator 1. Clear Expectations 2. High Expectations 3. Access to Knowledge A. Engagement Indicator 1. Parent/Family Engagement B. Collaboration Indicator 1. Learning Expectations 2. Curriculum Support C. Communication Indicator 1. Two-Way Communication 2. Culturally Proficient Communication A. Reflection Indicator 1. Reflective Practice 2. Goal Setting B. Professional Growth Indicator 1. Professional Learning and Growth C. Collaboration Indicator 1. Professional Collaboration D. Decision-Making Indicator 1. Decision-making E. Shared Responsibility Indicator 1. Shared Responsibility F. Professional Responsibilities Indicator 1. Judgment 2. Reliability Responsibility
Let's make a portfolio!
Teaching Portfolio Clinton Middle School
Feel free to read through the following slides to
help you get started with your evidence binder.
If you want a copy printed in color (divider
slides 7-11) I would be happy to do that for
you!? On slide 5 I gave evidence examples for
standard 1to get you startedyou might come up
with better ones! The best way is to read the
rubric and then decide what forms of evidence
might be used for what you teach. Once you get
started it really is easyand a great way for you
to self-reflect. Good Luck! ? Donna Beck
2

• Artifacts should be a sample that
• demonstrates educator performance and impact.
• Evidence should be clearly tied to educator
• goals, Standards, or Indicators.
• Provide everyone with a clear idea of what,
• how, and when to share products of practice.
• Link to Full Rubric
• http//www.doe.mass.edu/edeval/model/partiii_appxc
  .pdf

3
Other Forms of Evidence

• There are many forms of evidence that can be
  included in portfolios. Types of evidence
  frequently used in portfolios include
• Lesson plans/units
• Student work
• Observation reports from the Instructional
  Consultant, mentor, Principal, or other
  administrator
• Letters of recommendation
• Assessments
• Copies from plan books
• Individual Education Plans (identifying
  information removed)
• Teacher handbooks
• Newsletters
• Newspaper clippings
• Letters from colleagues, parents, or students
• Pictures (must be supported by a written
  description of the pictures relevance to the
  indicator or sub-indicator)
• Transcripts
• Certification of completion of workshops,
  seminars, professional development, etc.
• Homework assignments
• Copies of programs or flyers from student
  events/performances
• Personal Reflections

4
(No Transcript)
5
Curriculum, Planning, and Assessment

• A) Knows subject matter and designs effective
  instruction
• B) Uses assessments to measure student learning
  and inform instruction
• C) Analyzes assessment data effectively

1-A Curriculum Planning 1-B Assessment 1-C Analysis
1A1 Subject Matter Knowledge Demonstrate expertise in subject matter and pedagogy by engaging all students in learning, synthesize complex knowledge, model this Ed. License PDPs, cert. of completion of workshops Resume Practicum experience Research Papers Philosophy of Education 1B1 Variety of Assessment Methods Uses integrated comprehensive system of informal and formal assessments, common interim assessments to measure student learning, growth and progress Assessments liked to learning goals/standards chapter test, unit test rubrics Formative/Summative assessments Examples of how you modify assessments for students with special learning needs 1C1 Analysis and Conclusions Individually/with colleagues, draw conclusions thought analysis of assessment date to improve short and long term instructional decisions model this MCAS Scores content team meetings Reflection statements about assessments, Print out assignments/grade Chart student progress Example of feedback to students Student examples (white out name)
1A2 Child/Adolescent Development Demonstrates expert knowledge developmental levels of students to differentiate and expand learning experiences all students make progress meeting outcomes and model this Sample lesson plans variety of learners/age groups Plans for thoughtful grouping Descriptions of curricular modifications youve tried and the outcomes 1B2 Adjustments to Practice Organizes and analyzes results to determine progress toward intended outcomes. Implement appropriate differentiated interventions for modifications Spreadsheets of grades/analysis Journal notes how you re-taught or modified lesson Various assessments to show differentiation 1C2 Sharing Conclusions with Colleagues Establishes and implements a schedule and plan for sharing with colleagues conclusions insights about student progress. Applies feedback model this MCAS Scores--content team meetings Vertical team meetings (notes) Chart student progress Student examples (white out name)
1A3 Rigorous Standards-Based Unit Design Design integrated units of instruction. with measurable, accessible outcomes and challenging tasks requiring higher-order thinking skills to learn/apply the knowledge defined in state standards model this Lesson/Unit plans Curriculum maps Alignment with curriculum standards Evidence of Vertical alignment Examples of how you make curriculum challenging for gifted 1C3 Sharing Conclusions with Students Establishes early, constructive feedback with students and families that create a dialogue about performance, progress and improvement model this Student Samples Email/notes to parents about their child Chart student progress Examples of feedback to students Student examples (white out name)
1A4 Well-Structured Lessons Develop engaging lessons with challenging measurable objectives student engagement strategies, pacing, materials, resources technologies grouping to attend to every student pacing guides Sample student workpictures Posted objectives (picture) Group project completed in your inclusion /ELL class Sample inter-disciplinary lessons
6
Effective Teaching Standards and Indicators
Curriculum, Planning, and Assessment Teaching All Students Family and Community Engagement Professional Culture
A. Curriculum Planning Indicator 1. Professional Knowledge 2. Child Adolescent 3. Development Plan 4. Well-Structured Lessons B. Assessment Indicator 1. Variety of Assessment Methods 2. Adjustments to Practice C. Analysis Indicator 1. Analysis Conclusions 2. Sharing Conclusions with Colleagues 3. Sharing Conclusions with Students Families A. Instruction Indicator 1. Quality of Effort Work 2. Student Engagement 3. Meeting Diverse Needs B. Learning Environment Indicator 1. Safe Learning Environment 2. Collaborative Learning Environment 3. Student Motivation C. Cultural Proficiency Indicator 1. Respects Differences 2. Maintains Respectful Environment D. Expectations Indicator 1. Clear Expectations 2. High Expectations 3. Access to Knowledge A. Engagement Indicator 1. Parent/Family Engagement B. Collaboration Indicator 1. Learning Expectations 2. Curriculum Support C. Communication Indicator 1. Two-Way Communication 2. Culturally Proficient Communication A. Reflection Indicator 1. Reflective Practice 2. Goal Setting B. Professional Growth Indicator 1. Professional Learning and Growth C. Collaboration Indicator 1. Professional Collaboration D. Decision-Making Indicator 1. Decision-making E. Shared Responsibility Indicator 1. Shared Responsibility F. Professional Responsibilities Indicator 1. Judgment 2. Reliability Responsibility
Name___________________ Teaching
Portfolio Clinton Middle School
7
Standard ICurriculum, Planning, and Assessment

• A. Curriculum Planning Indicator
• Subject Matter Knowledge
• Child and Adolescent Development
• Rigorous Standards-Based Unit Design
• Well-Structured Lessons
• B. Assessment Indicator
• Variety of Assessment Methods
• Adjustments to Practice
• C. Analysis Indicator
• Analysis Conclusions
• Sharing Conclusions With Colleagues
• Sharing Conclusions With Students

8
Standard IITeaching All Students

• A. Instruction Indicator
• Quality of Effort and Work
• Student Engagement
• Meeting Diverse Needs
• B. Learning Environment Indicator
• Safe Learning Environment
• Collaborative Learning Environment
• Student Motivation
• C. Cultural Proficiency Indicator
• Respects Differences
• Maintains Respectful Environment
• D. Expectations Indicator
• Clear Expectations
• High Expectations
• Access to Knowledge

9
Standard IIIFamily Community Engagement

• A. Engagement Indicator
• Parent/Family Engagement
• B. Collaboration Indicator
• Learning Expectations
• Curriculum Support
• C. Communication Indicator
• Two-Way Communication
• Culturally Proficient Communication

10
Standard IVProfessional Culture

• A. Reflection Indicator
• Reflective Practice
• Goal Setting
• B. Professional Growth Indicator
• Professional Learning and Growth
• C. Collaboration Indicator
• Professional Collaboration
• Consultation
• D. Decision-Making Indicator
• Decision-making
• E. Shared Responsibility Indicator
• Shared Responsibility
• F. Professional Responsibilities Indicator
• Judgment
• Reliability and Responsibility

11
Effective Teaching Standards and Indicators
Curriculum, Planning, Assessment Teaching All Students Family and Community Engagement Professional Culture
A. Curriculum Planning Indicator 1. Professional Knowledge 2. Child Adolescent 3. Development Plan 4. Well-Structured Lessons B. Assessment Indicator 1. Variety of Assessment Methods 2. Adjustments to Practice C. Analysis Indicator 1. Analysis Conclusions 2. Sharing Conclusions with Colleagues 3. Sharing Conclusions with Students Families A. Instruction Indicator 1. Quality of Effort Work 2. Student Engagement 3. Meeting Diverse Needs B. Learning Environment Indicator 1. Safe Learning Environment 2. Collaborative Learning Environment 3. Student Motivation C. Cultural Proficiency Indicator 1. Respects Differences 2. Maintains Respectful Environment D. Expectations Indicator 1. Clear Expectations 2. High Expectations 3. Access to Knowledge A. Engagement Indicator 1. Parent/Family Engagement B. Collaboration Indicator 1. Learning Expectations 2. Curriculum Support C. Communication Indicator 1. Two-Way Communication 2. Culturally Proficient Communication A. Reflection Indicator 1. Reflective Practice 2. Goal Setting B. Professional Growth Indicator 1. Professional Learning and Growth C. Collaboration Indicator 1. Professional Collaboration D. Decision-Making Indicator 1. Decision-making E. Shared Responsibility Indicator 1. Shared Responsibility F. Professional Responsibilities Indicator 1. Judgment 2. Reliability Responsibility
I have this taped to my desk so that I can refer
to it..
12
Effective Teaching Standards and Indicators
Curriculum, Planning, and Assessment Teaching All Students Family and Community Engagement Professional Culture
A) Knows subject matter and designs effective instruction B) Uses assessments to measure student learning and inform instruction C) Analyzes assessment data effectively A) Uses instructional practices that reflect high expectations and engage all students B) Creates a safe and collaborative learning environment C) Creates an environment that respects students diversity D) Implements lessons that set high expectations and are accessible to all students A) Encourages every family to participate in childs education B) Collaborates with families to support student learning C) Engages in effective communication with families about student learning A) Reflects on own practice B) Pursues professional activities C) Collaborates with colleagues D) Is active in school-wide decision making E) Shares responsibility for students school-wide F) Is ethical and reliable
Donna Beck Teaching Portfolio Clinton Middle
School
13
Effective Teaching Standards and Indicators
Curriculum, Planning, and Assessment Teaching All Students Family and Community Engagement Professional Culture
A) Knows subject matter and designs effective instruction B) Uses assessments to measure student learning and inform instruction C) Analyzes assessment data effectively A) Uses instructional practices that reflect high expectations and engage all students B) Creates a safe and collaborative learning environment C) Creates an environment that respects students diversity D) Implements lessons that set high expectations and are accessible to all students A) Encourages every family to participate in childs education B) Collaborates with families to support student learning C) Engages in effective communication with families about student learning A) Reflects on own practice B) Pursues professional activities C) Collaborates with colleagues D) Is active in school-wide decision making E) Shares responsibility for students school-wide F) Is ethical and reliable
Effective Teaching Standards and Indicators
Curriculum, Planning, and Assessment Teaching All Students Family and Community Engagement Professional Culture
A) Knows subject matter and designs effective instruction B) Uses assessments to measure student learning and inform instruction C) Analyzes assessment data effectively A) Uses instructional practices that reflect high expectations and engage all students B) Creates a safe and collaborative learning environment C) Creates an environment that respects students diversity D) Implements lessons that set high expectations and are accessible to all students A) Encourages every family to participate in childs education B) Collaborates with families to support student learning C) Engages in effective communication with families about student learning A) Reflects on own practice B) Pursues professional activities C) Collaborates with colleagues D) Is active in school-wide decision making E) Shares responsibility for students school-wide F) Is ethical and reliable