documenting student growth: portfolios i can explain the student growth evidence collection...
TRANSCRIPT
DOCUMENTING STUDENTGROWTH: PORTFOLIOS
I can explain the student growth evidence collection process.
The Proof is in the Performance
“This portfolio process has pushed me to think more carefully about how I understand student growth and what I can do to enhance learning in my classroom.”
-SCS World Language Teacher
“This process has been the most arduous I have ever undertaken. It is valuable, and having to be transparent about student growth from start to finish has helped me grow as well.
-SCS World Language Teacher
Norms
• Be present and engaged.• Be respectful of differences in perspective
while challenging each other productively and respectively.
• Monitor “air time.”• Make the most of the time we have.• Stay focused on students.
KUDOSsKnow: The trajectory of learning manifests in the world
language classroom via proficiency.
Understand: Need for and purpose of performance & proficiency targets and how the curriculum leads to
successful achievement at or beyond the target
Be able to Do: Develop assessment strategies designed to collect evidence of student growth across
the communicative modes that demonstrate the successful achievement at or beyond the performance
targets.
A Multiple Measures Example
Achievement Measure
15%
Growth Measure
35%
Qualitative50%
Qualitative includes: Observations in
planning, environment, and instruction
Professionalism rubric
Quantitative includes: Growth measure
World Languages Portfolio Model score
Achievement measure Goal set by teacher and
evaluator
Student Growth Portfolio with Peer Review
• 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.
*Data is unscored, but included for reference.
How does the portfolio work?
• The portfolio will look slightly different depending on the language taught.
• All evidence collections must show evidence of purposeful sampling.
• Evidence collected must be representative of teacher’s course load.
• All evidence is uploaded to the GLADiS evidence collection website.
• All evidence is self-rated and then evaluated by a peer.
Modern Languages
Perform: Interpersonal Listening and
Speaking
Perform: Interpretive Listening or
Reading
Perform: Presentational Speaking or
Writing
Reflect: Both students and teachers
reflecting
Data*:Common assessment scores*Not scored, but is used as a
reference point
Classical Languages
Perform: Interpretive Reading
Perform: Interpretive Translation
Perform: Presentational Writing
Reflect: Both students and teachers
reflecting
Data*:Lesson plans, assessment
scores, etc.*Not scored, but is used as a
reference point
Purposeful Sampling
Your Students
Students in Your Representative Sample
Purposeful Sampling
• Since we expect growth for all students, the portfolio should show how the teacher impacts the learning of children from varying populations.
• As such, every evidence collection must include pre- and post- evidence from one student approaching expectations, one student meeting expectations, and one student exceeding expectations.
PORTFOLIO COMPOSITION
17
The Scoring Guide
Expected Growth
scsworldlanguages.weebly.com
Portfolio
Development Tools
Timeline• GLADiS Logins – distributed ASAP to new teachers
• Pre-Assessment Complete by end of September
• Post-Assessment complete by Spring Break
• Portfolio Upload window: April 6-11, 2016
Portfolio Due April 11, 2016
Questions?
Reflection: One minute paper on post-it
• Jot down your “Take-Aways” • Consider what you need to know and be able to
do to successfully implement what you have learned in this session.–What is still unclear?–What professional development or additional
resources do you need?
