portfolio evaluation guidelines

8/2/2019 Portfolio Evaluation Guidelines

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The New Teacher Project (TNTP) strives to end the injustice of educational inequality

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Table of ContentsIntroduction: Achieving Desired Results Through Teaching for Results ... 5

Teaching for Results Portfolio Evaluation ... 7

How to Use the Teaching for Results Portfolio Evaluation Guidelines .. 8

Descriptions of the Seven Teaching for Results Portfolio Components .. 9

Component 1: Setting the Stage: Teaching Context and the Local Achievement

Gap .. 10

Component 2: Exploring and Developing Content Area Knowledge and Skills .. 12

Component 3: Diagnosing Student Readiness 14

Component 4: Setting Goals for Student Achievement and Professional

Development .

16

Component 5: Creating and Implementing an Instructional Plan ... 18

Component 6: Monitoring for Success and Making Course Corrections ... 20

Component 7: Celebrating Progress and Developing a Professional Development

Action Plan 23
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Introduction:Achieving Desired Results Through Teaching forResultsEffective teachers measure their success by student outcomesthe results they see students

produceand not simply by what they teach or because they have taught. One of the

assumptions that is sometimes taken for granted in our profession is that because a teacher

teaches, students learn. However, effective teachers, those who close achievement gaps, knowthat this isnt always the case. They constantly ask themselves, Are my students learning? How

do I know? The inputsthe various elements of a teachers craft that build the foundation for

effective teaching and student learningare important, but they are not sufficient indicators of

whether students are making the progress necessary to meet or exceed performance

expectations in order to close persistent achievement gaps. The Teaching for Results seminars

provide beginning teachers with both the tools to gain proficiency in developing robust and

refined inputs and the opportunities to demonstrate and reflect on outcomes measured bystudent growth toward content area mastery of skills and concepts. All participants enrolled in

Teaching for Results seminars are expected to assemble and submit a complete portfolio of work

that demonstrates their ability to help students meet and exceed content area standards and

goals.

Your goal in preparing the portfolio is to demonstrate your growth as a professional, effective

teacher by providing evidence of your proficiency in the three Teaching for Results competency

areas of content, assessment, and instruction. Below is a graphic illustrating the three

competencies and the indicators of proficiency that correlate to each. The Teaching for Results
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CompetencyOverarching area of

expertise for an

effective teacher

Related Indicators of ProficiencySpecific indicators of proficiency for a particular competency

Content Participants know content area and understand its unique

structure.

Participants set specific learning goals and milestones for content

mastery.

Participants use their content knowledge to make informed

decisions about using available resources to teach content

standards.

Assessment Participants analyze data to track students progress towardlearning goals.

Participants use assessment results (e.g., diagnostic, formative, and

summative) to adjust instruction.

Participants share assessment results with students and key

stakeholders to inform and celebrate progress.

Instruction Participants use content specific instructional choices to help

students achieve learning goals.

Participants differentiate instruction based on student readiness.

Participants evaluate effectiveness of instructional choices.
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Teaching for Results Portfolio EvaluationIt is important that you know how you will be evaluated on this portfolio. The Teaching for

Results competencies are explained in your course manual and also, briefly, in the graphic

above. These competencies form the foundation of what the Program believes effective teaching

looks like, as it will most successfully translate to increased student achievement. As also noted

above, the competencies each have indicators of proficiency, i.e., more specific illustrations of

the competency. From those indicators, performance descriptors were derived. The

performance descriptors are the most granular and specific level of behavioral detail of whateach competency looks like in practice. The performance descriptors are what Teaching for

Results Seminar Leaders will use to evaluate portfolios and the assessment projects participants

submit at various points throughout the year. All Teaching for Results seminar participants are

also provided a copy of the performance descriptors. In this way, participants are fully aware of

the criteria they need to meet in order to successfully complete the assessments and portfolio

before they begin them. Making the expectations for success clear from the beginning allows

participants the opportunity to engage with the expectations and develop proficiency with themover the duration of the seminar before the final summative assessment. This is a practice that

effective teachers regularly employ. It is critical to keep in mind that you will be evaluated

based on the competencies through the lens of the descriptors: As you complete the items for

your portfolio, refer to the language of the descriptors often, paying special attention to the

Skillful and Proficient categories for each indicator, as these are the passing level. The

language will help guide you as you endeavor to assemble the evidence for your own successful

demonstration of the competencies.
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How to Use the Teaching for Results PortfolioEvaluation GuidelinesThe purpose of the portfolio is to communicate your progress toward and successful attainment

of proficiency in the three Teaching for Results competencies of content, assessment, and

instruction. To facilitate your organization of this evidence, the portfolio is composed of seven

components. Each component follows the same basic structure and is intended to help you tell

the story of your teaching experiences by focusing on a particular aspect of the competencies,

generally through the lens of the inquiry process (with which you will become very familiar

during your Teaching for Results seminar coursework).

As you read through the required elements for submission of each component,

keep the following in mind:

You are ultimately evaluated on your demonstration of the

competencies. See page 29 for more details.

Every component asks for two types of evidence: (1) a statement or

reflection piecea narrative account of the teaching and student

learning; (2) the classroom-related documents such as student work, a

letter to parents, an excerpted unit plan. Your course experiences and

the course assignments you complete will often help you put together

your evidence. Each component description below includes a callout boxthat notes related assignments from TfR coursework.

Each component description also lists other resources in a section titled
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Descriptions of the Seven Teaching for ResultsPortfolio ComponentsListed below are the seven components of the Teaching for Results portfolio.

1. Setting the Stage: Teaching Context and the Local Achievement Gap

2. Exploring and Developing Content Area Knowledge and Skills

3. Diagnosing Student Readiness

4. Setting Goals for Student Achievement and Professional Development

5. Creating and Implementing an Instructional Plan

6. Monitoring for Success and Making Course Corrections

7. Celebrating Progress and Developing a Professional Action Plan

In the following pages, each component will be explored individually in more depth and the

evidence guidelines explained.
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Component #1

Setting the Stage: Teaching Context and the LocalAchievement Gap

Impacting the achievement of students within the four walls of their classroom is a teacher's

core responsibility. However, the educational attainment of students and the echoes of inequity

that play out in the classroom are deeply rooted in the local context as well. As professionals,

teachers must be constantly aware of the environment in which they are operating.

In addition to the performance of the students a teacher directly serves, school, district, and

state trends in student achievement within a teacher's content area have implications for and

can be a major driver of a teachers work, especially if students have been consistently

underperforming. It is essential that teachers understand how the environment outside of their

classroom informs the work they do and how the work they do impacts the larger environment

outside of the classroom. This knowledge provides the foundation for all of the work thatoccurs throughout the year and prepares a teacher to effectively work toward closing the

achievement gap.

Suggested Time Line for Collection of Evidence

Sessions 13

Related Coursework

Discussion in Orientation Session about the achievement gap in your local context
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Component #1

Setting the Stage: Teaching Context and the Local Achievement Gap

Evidence for Submission

Component 1: The Setting the Stage report is a space for you to describe your specific teachingcontext. Submit a two- to three-page statement explaining what the achievement gap looks likein your local context and how the achievement gap manifests itself in your students and yourclassroom each day. Describe what a typical day looks like in your teaching setting. If youchange teaching assignments during the year, you should note that in this section.

Include the following when you write your statement:

Relevant state-, district-, and school-level data on student demographics andperformance in your content area, if available, and in other content areas, if not.Providing this information longitudinally will give greater context.

Your specific teaching context: number of students served, student demographics[student age range, number of students receiving free/reduced lunch, students specialeducation designations (if applicable), students English language learning designations

(if applicable)], content areas taught, special settings or teaching situations (e.g.,collaborative team teaching, pull-out ESL, etc.)

Maximum number of artifacts: Five

Additional Resources:

National Assessment of Educational Progress (NAEP)http://nces.ed.gov/nationsreportcard/

The National Center for Educational Statisticshttp://nces.ed.gov/datatools/index.asp?DataToolSectionID=5

Check the websites of your state department of education and your district for state and
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Component #2

Exploring and Developing Content Area Knowledge andSkills

The very premise of closing the achievement gap necessitates working in an accelerated manner

to obtain more than one years worth of growth to catch students up. Students who are

performing behind their grade-level peers and who attain just one years growth will still not

meet, and certainly will not exceed, the goals necessary to close the gap. Effective teachers knowthis and feel a sense of urgency about maximizing the time they have with students. One of the

primary tools they have in their arsenals is a deep and flexible command of their content area

knowledge and a readiness to continue to grow professionally to develop the pedagogical

muscle required to communicate that knowledge to students in order to make tangible

differences in their levels of content mastery.

Effective teachers fluently speak the vocabulary of their content area and can articulate how thedifferent strands of the subject fit together in the content domain. They use this knowledge to

make smart decisions about how to filter and prioritize standards and how to group them

together; in doing so they help their students access domain knowledge. They clearly

communicate to students the vocabulary and concepts that will lead to mastery. Effective

teachers are also critical consumers of the curricular tools given to them. They know that no one

curriculum on its own is responsible for ensuring that students learn: only an effective teacher

can do that. Using their knowledge of the content domain and standards, they can evaluate thecurriculum, assess it for potential gaps in content domain or standards coverage, and

supplement their instruction to ensure that students are as prepared as possible for the next


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Component #2

Exploring and Developing Content Area Knowledge and Skills

Evidence for SubmissionSubmit a four- to five-page statement, along with relevant documentation, of your experienceswith the content and with content pedagogy, as well as your ability to communicate to studentsknowledge of all subjects within the certification area addressed in your Teaching for Resultsseminar. Consider the following as you develop your statement:

Discuss how you have communicated to students the way your content area is

organized.

Discuss the challenges you have encountered when teaching particular strands and/orconcepts of the content domain. To what are these challenges attributable, and howhave you addressed them?

What are your strengths and areas of growth in terms of your content knowledge, asmeasured by the content domain and standards? How has this affected your approachto your instruction and assessment of student learning?

Also, be sure to think about the documentation you will provide to support your statement.Which pieces from your teaching practice will best support your narrative evidence? Submitthree to five artifacts to support your statement.



Review the national professional organizations teaching standards for the content

area(s) you teach. Self-assess your content knowledge and pedagogical confidence (may have been

discussed in TfRseminar).


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Component #3

Diagnosing Student Readiness

Teachers, both beginning and veteran, often start with the natural question, What do I teach?

Two questions that effective teachers know to ask naturally after this are Where are my

students currently performing in relation to what I want to teach? and Whats holding them

back from being even more successful at mastering that content? Diagnosing student readiness

to learn content material is a key component to effective teaching and a starting point for a cycle

of inquiry that teachers engage in continually to improve those results and to teach for

improved student achievement. Having a precise understanding of the knowledge gaps in their

classrooms enables teachers to set appropriate lesson, unit, and long-term goals for students.

As a result, they are able to make sure that each minute in the classroom counts: They can

prioritize content effectively and focus on areas where they see the greatest opportunities for

growth. Diagnosing student readiness builds from Component 2, knowing ones content area

deeply and ensuring that students are given the tools to appropriate that knowledge.

Diagnosing student readiness in turn provides the foundation for Component 4, setting goals

for student achievement.


Align to Diagnose, Set Goals, Plan Instruction, and Teach steps of the inquiry process

*For participants in TfRSeminars with more than one diagnostic, you may use any course diagnostic that

you administer to students at least twice and that requires a teaching plan and a respond plan.

Related Coursework

Seminar Assignment


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Component #3Diagnosing Student Readiness

Evidence for SubmissionFor Component 3, submit evidence that clearly demonstrates your ability to determine howstudents are performing relative to the content domain. The following must be submitted:

A description of the diagnostic used, including its purpose and measurement objectives

A description of the context in which the diagnostic was administered, including

number of students diagnostic was administered to

over what period of time

any other relevant contextual details

Evidence of student performance on the diagnostic

An analysis of student performance on the diagnostic and implications for performancein the content domain

A one- to two-page reflection on the benefits and challenges you experienced with thediagnostic and how using diagnostic assessments has impacted your teaching practice

Consider in your reflection:

How does other data play a role in your assessment of student performance?

How well did your approach to the diagnostic process work? What would you do

differently, and why, if you had the opportunity to implement the diagnosticprocess with these students again?



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Component #4

Setting Goals for Student Achievement and ProfessionalDevelopment

Given the urgency of closing the achievement gap, it is critical that teachers set goalsthe right

goalsfor students and themselves. These goals must be ambitious yet feasible, and they must

push students and teachers to grow swiftly. At the student level, it is important that the teacher

think of both groups and individuals and set short-term and long-term goals that are SMART:Specific, Measurable, Aligned to standards, Realistic, and are expected to be completed within a

particular Time frame. These goals must be clearly communicated to students, and the teacher

must be able to present a compelling vision of what success will look like for students.

This goal-setting process for students aligns closely with the goal-setting process teachers use

for themselves as they plan for their own professional development. As with students, the

teacher must gather data on their own performance, reflect thoughtfully, and prioritize areas for

growth accordingly. A teacher who commits to strong professional development goals isshowing their commitment to their students.


Sessions 16 for Setting Goals for Students

Ongoing for Professional Goal Setting

Related Coursework

Seminar Discussion

Professional Development Goals


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Component #4

Setting Goals for Student Achievement and Professional

Development

Evidence for SubmissionSubmit the following, and for each piece of documentation you provide, explain your practice inthe corresponding summary statement.

Evidence of goal setting for students

Summary statement on student goal setting: Briefly describe the process you followed,and explain how content area knowledge and diagnostic assessment were involved.

How did you use diagnostic data to set goals?

Evidence of professional goal setting

Summary statement on setting professional goals: Briefly describe the process you usedto set professional goals and the efforts you undertook to make progress toward thosegoals.

A two- to three-page synthesis statement describing the interplay between the studentgoal-setting process and your professional goal-setting process

Consider the following as you develop your response:

What similarities and differences have you found between the two processes?

How have both processes impacted your teaching practice?



Classroom artifacts such as student goal sheetswhere students keep track of theird t l f th


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Component #5

Creating and Implementing an Instructional Plan

Many teachers teach the way they were taught and teach what is comfortable and familiar to

them. There isnt anything inherently misguided about this starting point, so long as it is driven

by the goal of ensuring that students learn. Students learning may seem like a foregone

conclusion when the teacher teaches, but the quality of the instruction and the content

standards in which the instruction is rooted matter tremendously.

Teaching for Results endeavors to impart the habits of effective teachersyou must first

strategically design your instruction around the larger, enduring goals that you want students

to achieve: goals that will ultimately help them succeed and excel by mastering grade-level and

content standards, not goals that will simply get them to the end of the next period, even if in an

engaging manner. The inquiry process is meant to be a mental racetrack around which any

teacher can follow the path of great teachers, including following the way they think about their

instructional design and delivery. Effective teachers start with the big goalsmastering the

contentthen move to thinking about assessment in a multifaceted way: Where are my

students currently performing in relation to what I want them to know (diagnostic)? How will

students demonstrate they have learned what I taught them (summative)? What interim

measures will I put in place to determine whether they are making adequate progress toward

the big goals (formative)? What other measures exist that are the gatekeepers to theiradvancement to future achievement (high-stakes, or external, assessment such as SATs)? Then,

an effective teacher begins to think about the hows of teaching. He or she will thoughtfully and

carefully select appropriate instructional strategies that align both to the content to be taught


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Align to Plan Instruction and Teach steps of the inquiry process in your Teaching for Resultsseminar

Related Coursework

Participants Manual Assignment Handouts

Create a Teaching Plan

Instructional Strategy Planning and Implementation assignments

Instructional Strategy Reflection and Group Debrief assignments How is the Content Domain Addressed in Instruction?Assessment Projects

Diagnosing Student Readiness, Setting Achievement Goals, and Monitoring Progress, Parts 1and 2

Aligning Strategies to Content Requirements and Student Needs

Component #5

Creating and Implementing an Instructional PlanEvidence for SubmissionFor your evidence, provide

Instructional planning documents

Select five artifacts that demonstrate your ability to design instruction

Three to five student work samples that support your instructional planning

documentation A two- to three-page explanation of the artifacts you choose to include:

Discuss any discrepancies between the student work and your stated goals andobjectives


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Component #6

Monitoring for Success and Making Course Corrections

In many ways, this component identifies where the most gains are to be made in closing the

achievement gap. When teachers pause, evaluate their own teaching as measured by student

success or failure, and make the decision to continue to work with those students who did not

demonstrate enough growth through reteaching and the use of specific interventions to narrow

the gap, we start to see the results we mean when we talk about teaching for results. While it

is sometimes appropriate to move on to another topic or course of study, so often the students

who most need help to catch up to their grade-level peers, whether due to a learning disability

or years of falling behind in school, are left even further behind at this crucial juncture. Teachers

matter. The decision to respond, evaluate new data, and then intervene again if necessary is a

hallmark of effective teaching. Effective teachers integrate the use of data into ongoing

instructional planning and revise their instructional choices to make them even more effective.

If students arent making accelerated progress, then the achievement gap will continue in

perpetuity, and those are not the kinds of game-changing results effective teachers are seeking.

Research has shown that effective teachers are critically important to student learning:


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Align to the Evaluate and Respond cycle of the inquiry process

Related CourseworkCourse Assignments

Readministering the diagnostic assessmentParticipants Manual Assignment Handouts

Creating a Respond Plan Tracking Student Achievement Data Analyzing Student Achievement DataAssessment Projects

Diagnosing Student Readiness, Setting Achievement Goals, and Monitoring Progress, Part 2

Component #6

Monitoring for Success and Making Course Corrections

Evidence for SubmissionThe following must be submitted: Evidence of a second administration of a diagnostic assessment

A context report: A description of the context in which the diagnostic wasadministered, including

number of students diagnostic was administered to

time period over which the diagnostic was administered

any other relevant contextual details

Analysis of the second administration of the diagnostic assessment A plan documenting your instructional response to the results of the data analysis

Include three pieces of student work produced as a result of implementing theinstructional respond plan


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An intervention plan (if applicable in your TfRSeminar)

Classroom artifacts that help students monitor their growth toward set goals

Notes from parent/guardian conferences on student progress

A modified lesson plan, annotated to show why the modifications were made andsubmitted with student work to show how students benefitted from the changes

Lessons for small groups of students, focusing on a targeted skill (includeannotations on skill covered, and diagnostic data that led to this response)

Additional diagnostic information monitored for new categories you created to further

determine skill areas to work on with students


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Component #7

Celebrating Progress and Developing a ProfessionalDevelopment Action Plan

As stated in Component 6, effective teachers are constantly engaged in a process of evaluating

themselves and their students, and they use this evaluation to drive strategic thinking about

content knowledge and pedagogy, assessment systems, and selecting and implementing solid

instructional practices. Effective teachers also realize that while the teacher is potentially thesingle greatest factor in increasing the achievement of students, garnering support from

students themselves and investing other stakeholders can only serve to bolster their efforts. In

the race to do the urgent yet realistic work of resolving educational inequities, teachers often

forget to stop and celebrate the progress that is made, however incremental it may seem at

times. Along with celebrating progress, effective teachers proactively work on plans to invest

students themselves in the work ahead and ensure that they have the tools necessary to

continue meeting and exceeding goals in other classrooms, disciplines, and grades when theteacher is not there to support them. Other relevant stakeholders in student success, such as

parents and guardians, school administrators, other teachers, and support personnel, should

also be considered key stakeholders.

Sometimes, after evaluating their own practices and student learning, even the most effective

teachers will find themselves in a situation in which there is more work to be done and a

student or group of students needs more intensive support to meet goals. An effective teachercan recognize ongoing areas of weakness in the classroom and see opportunities for growth. It

is incumbent upon the teacher to celebrate progress within the classroom and also be up front


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Ongoing throughout the seminar

Related Coursework

Seminar Discussion

Professional Development GoalsParticipants Manual Assignment Handouts

Professional Goals

All handouts in Session 15Assessment Projects

Analyzing Content, Standards, and Resources

Diagnosing Student Readiness, Setting Achievement Goals, and Monitoring Progress, Parts 1 and2

Aligning Strategies to Content Requirements and Student Needs

Creating a Professional Development Plan

Component #7

Celebrating Progress and Developing a Professional Development

Action Plan

Evidence for Submission

The final component asks that you present evidence student and stakeholder communicationand investment plans, as well as discuss professional development goals for next year. This isan opportunity for you to discuss how you involve students in the learning process, specificallyin the areas of content, assessment, and instruction writ large. This is also an opportunity foryou to put a capstone on your professional experiences this year and discuss where you havelanded with respect to your professional goals and how your goals may intersect with the T hi f R lt k ld lik t f d ll th i t t


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what goals would you set to help you do so next year?

Submit relevant handouts from Session 15 as evidence.

Consider the following in a one- to two-page statement as you think about your professionalnext steps and your attempts to implement a communication plan.

How will working with students, parents/guardians, and the school community intersectwith your own professional goals around content, assessment, and instruction?

Maximum number of artifacts: Seven


Be sure that any resources you choose to use as artifacts are relevant to supporting studentachievement goals. Consider the following artifacts:

Classroom newsletters to parents/guardians

Description of a communication system with stakeholders Logs of communications with students about their progress toward goals

TfRseminar notes on professional goals


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Teaching for Results Portfolio Evaluation System:Submission Deadlines and RequirementsDatesThe Teaching for Results Portfolio is due 10 calendar days after Session 15. This due date allows

participants to finish their inquiry processes and synthesize their experiences. However, the

expectation is that work on the portfolio is an ongoing process that occurs throughout the year.

As you may have noted above, significant portions of the portfolio rely on course assignmentsand assessments for completion. Pay particular attention to due dates for your coursework, as

this will help you pace the assembly of your portfolio.

RequirementsAcademic Integrity

The portfolio is a requirement for successful program completion. As such, it is vital that

participants employ clear, professional, and edited writing in all parts of the portfolio.

Participants should also monitor when assignments are due and should submit them on time .

In addition, participants are expected to demonstrate academic integrity. They must note and

acknowledge information derived from others and take credit only for their own ideas and

work. Academic dishonesty is a serious violation of the professional values of this program.

Program staff and TfR Seminar Leaders reserve the right to use all appropriate and available

resources to verify the originality and authenticity of all submitted coursework. A participantwho is found to have plagiarized or falsified work in their TfR assignments, assessments, or any

work included in the TfR Portfolio will be dismissed from the program.


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Portfolio Grading

The TfR Portfolio is graded as pass/fail. You will receive notification through an End-of-Year

Evaluation about your score, as well as the overall ratings you received at the Competencylevel.

Each Competency has a set of indicators, and those indicators are comprised of a set of

performance descriptors. Performance descriptors are the most discrete level of

feedback. Seminar Leaders rate those descriptors based on the evidence you provide

in the portfolio. There are four levels: ineffective, developing, proficient, and skillful.

Each descriptor rating rolls up to an overall rating for the Competency.

Holistic Scoring: A participant must have a majority of indicators in the proficient and/or

skillful categories in order to meet proficiency standards and pass a competency.

This is called a holisticrating, meaning that it is possible to have some areas of

development (i.e., ineffective or developing ratings), but when viewed holistically, there

are a majority of ratings in the proficient and skillful categories, thus resulting in a

passing score for that competency.

No one particular part of the portfolio is weighted more than another; an effective

teacher must be proficient in all three competencies of content, assessment, and

instruction. Every participant must meet proficiency standards in everycompetency in

order to receive a passing score on the TfRPortfolio.

mpe


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Resubmission Policy

Participants who submit their TfR portfolios on time but who receive a failing score will have anopportunity to resubmit the entire portfolio. Their case will be assigned to a site-level staff

member, who will follow up to ensure that the participant is informed of the new resubmission

time line and is notified of any applicable program fees. The staff member will evaluate the

resubmitted portfolio or the portfolio may be evaluated by a trained assessor, at the programs

discretion. Participants who do not receive a passing score on the resubmitted portfolio will not

be eligible for another resubmission.


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Teaching for Results Portfolio Evaluation System:Additional ResourcesPerformance Descriptors andCourse Assessment ProjectsIn addition to this guidelines document, there are other documents that form a comprehensive

system to help you complete the portfolio successfully. The performance descriptors (see

Appendix A) are used by assessors to evaluate the portfolio. Throughout the year you should

assess your growing portfolio against the performance descriptors rubric to help you obtain anaccurate sense of your own performance and seek out resources for areas in which you may be

struggling. See sections above for more information on how the performance descriptors are

used to evaluate the evidence in the portfolio.

Additionally, the assessment projects completed in TfR seminars are valuable tools that will

help you think about your performance in the competencies, as they are both aligned to the

competencies and assessed against them.

Teaching for ResultsAssessment Projects: Supporting Your Growth

and Development in the Teaching for ResultsCompetencies

Each of the five course assessment projects aligns to the TfR competencies, meaning that the

work you engage with and produce to successfully complete each one will help you gain

practice and skill in the competenciesin particular the behaviors outlined in the performancedescriptors.


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The assessment projects are evaluated against the performance descriptors, as is the portfolio.

Because the assessment projects are aligned to the TfR competencies, they are measured by

them. Receiving evaluations on the descriptors through your work with the assessment projectswill provide a benchmark for you as you collect evidence for your portfolio and identify areas

of skill and development.

*Only those performance descriptors in which participants have had an opportunity to develop

proficiency will be used to evaluate their performance on the course assessments. Please refer to

the Program Handbook for further grading information on the course assessment projects.


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Teaching for Result sPort foli o Evaluat ion Guidelines TNTP 2011

31

Appendix A: Teaching for Resu lts Portfolio Evaluation System Indicators and DescriptorsCompetency: Content

Key message:It is your responsibility to understand deeplythe content you teach in order to make learningmeaningful to all students.

Indicators:C1: Know content area and understand its unique structure.

C2: Set specific learning goals and milestones for content mastery.

C3: Use content knowledge to make informed decisions about using availableresources to teach content standards.

Indicator C1: Know content area and understand its unique structure.

DescriptorReference

Ineffective Developing Proficient Skillful

C1.1 Confident incontent material

C1.1a Participant is notconfident in content-areamaterial; does not identify

steps to develop areas ofimprovement.

C1.1b Participant is notconfident in aspects of content-area material but outlines steps

to develop areas ofimprovement.

C1.1c Participant demonstratescontinued investment in andconfidence about own

understanding of content-areamaterial; may also identify areasof improvement and concretedevelopment plans.

C1.1d Participant incorporatescurrent research into content-areateaching practice; is comfortable

identifying areas of developmentand addresses them within a cycleof practice.

C1.2 Understandsstructure andvocabulary ofdomain

C1.2a Participant does notunderstand the uniquestructure and vocabulary ofthe content domain or theirimpact on instructionalplanning and delivery.

C1.2b Participant articulateshow understanding the uniquestructure and vocabulary of thecontent domain is importantfor their own teaching practicebut does not share theseconcepts with their students.

C1.2c Participant articulates theimportance of understanding theunique structure and vocabularyof the content domain and thevalue of communicating theseconcepts to their students.Participant is able to makeconnections within areas of the

content domain.

C1.2d Participant consistentlyrefers to the unique structure andvocabulary of the content domain,shares that structure with students,and demonstrates how to helpstudents make connections withinand among content areas.

C1.3 Takes ownlearning andstudent experiencesinto account whenplanning

C1.3a Participant'sunderstanding of content-area learning and planning isnot informed by their ownlearning experience or that oftheir students.

C1.3b Participant does notinstinctively take own learningexperiences into account;however, at times theparticipant examines their ownlearning process in an attemptto inform content-area learningand planning.

C1.3c Participant takes ownlearning experiences into accountwhen planning instruction, butmay have trouble thinking abouttheir students' learning processeswith regard to content-areainstruction.

C1.3d Participant consistentlyevaluates and takes their own andtheir students' experiences intoaccount when planninginstruction. Participant is able toarticulate what they would dodifferently as a result ofconsidering student learningprocesses.


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32

C1.4 Analyzescontent standardsand articulatesvalue to students

C1.4a Participant does notarticulate value in analyzingstandards to prioritize themfor student mastery.

C1.4b Participant analyzescontent-area standards, butdoes not consistently articulatevalue in following a process toprioritize content for studentmastery. Participant sometimes

struggles to recognize value inevaluating standards forthemselves if local curricularagencies have also done so.

C1.4c Participant analyzescontent-area standards andarticulates value in prioritizingcontent for student mastery.Participant makes connectionsbetween different topics of

content area, though may notconsistently make connectionstransparent to students.

C1.4d Participant analyzes content-area standards and shares withstudents the value in prioritizingcontent for student mastery.Participant demonstrates ability tocluster content within and across

content areas to help studentsmake generalizations and accessother domains of knowledge.

Indicator C2: Set specific learning goals and milestones for content mastery.

DescriptorReference


C2.1 Articulatesgoals aligned tostandards

C2.1a Participant is unable toarticulate lesson or unit goals.

C2.1b Participant articulateslesson or unit goals but not in away that makes it apparent that

the goals are based on ananalysis of the content domainand/or relevant contentstandards. Rather, the goals arefocused within the context of aself-contained lesson or set oflessons.

C2.1c Participant articulateslesson or unit goals that arealigned to the content domain

and/or relevant contentstandards; however theparticipant is at times unable tocommunicate a vision of successfor students beyond theimmediate goals of the lesson orunit.

C2.1d Participant articulateslesson and/or unit goals that arealigned to the content domainand/or relevant content standardsand describes a compelling visionof what educational goals shouldbe for their students. Participantcommunicates to students a modelof what success looks like in theshort term and the long term.

C2.2 Developsgoals from largervision of studentoutcomes

C2.2a Participant's processfor setting specific learninggoals is not influenced bylarger content-area studentoutcomes; participant

struggles to see beyondimmediate context of settingshort-term goals or masteryof a content milestone.

C2.2b Participant makes aneffort to develop specificlearning goals that lead tolarger content-area studentoutcomes, but instructional

strategies do not consistentlymove students toward thosegoals.

C2.2c Participant developsspecific learning goals from avision of larger content-areastudent outcomes. Participantdevelops instructional strategies

to move students toward thoselarger goals, but may not alwayssucceed in helping studentsprogress.

C2.2d Participant's process forinstructional planning and settingspecific learning goals isconsistently informed by a visionof larger content-area student

outcomes. Instructional strategiesconsistently and strategically movestudents toward content masterymilestones.


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33

Indicator C3: Use content knowledge to make informed decisions about using available resources to teach content standards.

DescriptorReference


C3.1 Assess

potential gapsbetween localresources andstandards to helpstudents meetgoals

C3.1a Participant

acknowledges teachingcontext but is not able tomove beyond challenges thatmay arise and addressstudent needs.

C3.1b Participant considers

local teaching context and issometimes able to identify anyalignment gaps between thelocal curriculum, contentstandards, and contentknowledge. Participant maystill struggle to move beyondchallenges in a productivemanner.

C3.1c Participant considers their

teaching context, assesses localcurricular resources as comparedto content standards and contentknowledge, and providessupplemental resources to ensurestudents meet goals.

C3.1d Participant consistently

evaluates local context andassesses local curricular resources.Participant identifies curriculargaps, provides supplementalresources to ensure students meetgoals, and advocates for curricularadaptations with key stakeholders.

C3.2 Considerslarger issuesimpacting

studentperformance

C3.2a Participant does notconsider the impact of largerissues and current researchon their classroom, and tendsto see students' abilitieswithin the content area asmore or less fixed.

C3.2b Participant sometimeslooks beyond the immediateand daily details of classroomevents and considers largerissues that may impactstudents' performance incontent area; however, theparticipant still struggles toidentify those issues.

C3.2c Participant frequentlyconsiders larger issues impactingstudent performance in thecontent area and begins toidentify solutions to addressthem within practice.

C3.2d Participant frequentlyidentifies and considers researchabout issues impacting studentperformance in the content area;participant articulates anddemonstrates how these issues willpositively inform their practice.


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34

Competency: Assessment

Key message:Assessment is a key component to closing

the achievement gap. Teachers need to useongoing assessments to be highly effectivein the classroom.

Indicators:A1: Analyze data to track students progress toward learning goals.

A2: Use assessment results from multiple measures (e.g., diagnostic, formative, and

summative) to adjust instruction.A3: Share assessment results with students and key stakeholders to inform and

celebrate progress.

Indicator A1: Analyze data to track students progress toward learning goals.

DescriptorReference


A1.1 Usesformativeassessment totrack progress

toward goals

A1.1a Participant does notassess and track learningthroughout the instructionalprocess.

A1.1b Participant describesvalue of using formativeassessments and may attemptto do so sporadically, but these

attempts do not lead toconsistent tracking of studentprogress.

A1.1c Participant uses formativeassessments to gauge studentunderstanding and trackprogress toward goals.

Participant articulates the valueof this process.

A1.1d Participant regularly usesformative assessments to checkstudent progress toward goals.Participant also evaluates own

system of data collection andtracking and seeks efficiency aswell as efficacy.

A1.2 Selectsappropriateassessments tomeasure learning

A1.2a Participant does notprovide adequate evidence ofmeasuring learning goals andobjectives throughassessment.

A1.2b Participant attempts tomeasure through assessmentwhether learning goals andobjectives were met, butfrequently assessment selectionis not appropriate or analysis isinaccurate.

A1.2c Participant accuratelymeasures learning goals andobjectives through appropriateselection of assessments, thoughparticipant may still needassistance at times to do this withautomaticity.

A1.2d Participant regularly selectsassessments that accuratelymeasure learning goals andobjectives, and participantanalyzes the data accurately.

A1.3 Is familiarwith external

exams anddiagnosticassessments

A1.3a Participant is notfamiliar with the knowledge

and skills tested on externalassessments (e.g. high-stakesstandardized tests), or thegateway skills and conceptsthat may help studentsachieve proficiency in thecontent area.

A1.3b Participant is making aneffort to educate self about the

knowledge and skills coveredon external assessments, aswell as the skills tested at adiagnostic assessment levelthat support overall content-area achievement.

A1.3c Participant understandsand is familiar with knowledge

and skills addressed on externalassessments as well as ondiagnostic assessments that mayserve as proxies for achievementwithin a content area. Participantfrequently is able to use theknowledge of the content of theseassessments to adjust instructionfor groups of students to increasealignment between content goalsand external requirements.

A1.3d Participant consistently usesa thorough understanding of the

knowledge and skills tested onexternal and diagnosticassessments to adjust instructionfor individual students and groupsof students as needed to ensurealignment of instruction to contentgoals and external requirements.


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Teaching for Result sPort foli o Evaluat ion Guidelines TNTP 2011 35

A2: Use assessment results from multiple measures to adjust instruction.

DescriptorReference


A2.1 Usesassessment data

to move studentstoward goals

A2.1a Participant does not

use formative assessment

data to make instructionaldecisions.

A2.1b Participant uses

formative assessment data to

make instructional decisions,but the revisions don't alwayslead to students makingprogress toward goals.

A2.1c Participant uses formative

assessment data to make

instructional decisions and candemonstrate how the revisedinstructional choices often lead tostudent progress toward goals.

A2.1d Participant accurately

analyzes formative assessment

data for groups of students as wellas individuals, and consistentlydesigns instruction that leadsstudents to meet goals.

A2.2 Usesmultipleassessmentmeasures toinforminstruction

A2.2a Participant does notuse assessment data to informinstructional practice.

A2.2b Participant relies onassessment data from onesource, which frequentlyresults in inefficientinstructional decisions.

A2.2c Participant uses multipleassessment measures andincorporates data from differentpoints to make instructionaldecisions.

A2.2d Participant regularly usesmultiple assessment measures andincorporates data to makeappropriate instructionaldecisions.

A2.3 Accuratelyanalyze data and

provide rationalefor instructionalchoices

A2.3a Participant's analysis ofdata is flawed and does not

lead to accurate findings.Participant is not able to

provide a compellingrationale for the instructionalchoices made, regardless ofwhether the findings wereaccurate.

A2.3b Participant's analysis ofdata is sometimes flawed, but

based on findings cited,participant is able to develop a

compelling instructional planthat leads students towardlarger goals.

A2.3c Participant can accuratelyanalyze the data, develop a

compelling instructional planand provide rationale for the

instructional choices made,whether or not students meet thegoals.

A2.3d Participant gathers datafrom multiple sources to inform

analysis of student performance.Participant consistently uses data

as a springboard to developinstructional plans that leadstudents toward goals, andprovides aligned rationale forinstructional choices.

A3: Shares assessment results with students and key stakeholders to inform and celebrate progress.

DescriptorReference


A3.1 Sharesassessmentresults withstudents and keystakeholders toinform andcelebrate progress

A3.1a Participant does notarticulate plans to share

assessment data withstudents and keystakeholders.

A3.1b Participant indicatesinterest in sharing assessment

data with students and keystakeholders and may do so attimes, but not consistently.Participant either describes aplan to invest key stakeholdersbut omits student achievementfrom the plan, or participantdoes not describe a plan tocultivate allies at all.

A3.1c Participant regularlyshares assessment data with

students and key stakeholders.Participant articulates theimportance of cultivating alliesand partnerships with keystakeholders in the schoolcommunity to support studentachievement but is able to do soonly in isolated instances.

A3.1d Participant establishes astrategic plan to share assessment

results with and invest studentsand key stakeholders in the successof his or her students. Participantconsistently cultivates allies in theschool community to supportstudent achievement goals anddemonstrates how theserelationships impact studentprogress toward those goals.


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A3.2 Usesassessmentresults to keepstudents focusedon goals

A3.2a Participant does notuse assessments that providefeedback on student progressand does not articulate this asa goal.

A3.2b Participant usesassessments that providefeedback on student progress,but does not articulate howthey will communicatefeedback to students.

A3.2c Participant usesassessments that providefeedback on student progressand communicates this feedbackto students in a way that keepsthem focused on and headed

toward instructional goals.

A3.2d Participant consistently usesassessments both for instructionand evaluation, and usesassessments effectively to investstudents in staying on tracktoward goals.


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Competency: Instruction

Key message:Teachers must choose instructional

strategies carefully to maximize theirimpact on student achievement.

Indicators:I1: Use content specific instructional choices to help students achieve learning goals.

I2: Differentiate instruction based on student readiness.

I3: Evaluate effectiveness of instructional choices.

I4: Reframe and re-teach concepts using different instructional choices.

Indicator I1: Use content specific instructional choices to help students achieve learning goals.

DescriptorReference


I1.1Instructionalchoices arealigned tocontent domain

I1.1a Participant does not

consider content domain andstandards in instructionalchoices; selects instructionalstrategies based on criteriawithin lesson or other criteria

not aligned to larger contentpriorities.

I1.1b Participant attempts to

make instructional choices thatare aligned to the contentdomain and prioritized contentstandards; however, someinstructional strategies are still

selected based on unalignedcriteria.

I1.1c Participant makes

instructional choices that reflectmajor aspects of the contentdomain and standardsprioritization. These choicesfrequently move students toward

learning goals.

I1.1d Participant consistently

makes instructional choices thatare aligned to the content domainand reflect standards prioritizationand that move students towardlearning goals.

I1.2 Investsself andstudents inlesson design

I1.2a Participant's lesson designand delivery does not investstudents in their own learning.Students rarely move towardor meet learning goals.

I1.2b Participant demonstratesan understanding of the needto make learning meaningful tostudents in lesson design anddelivery, but is not always ableto do so. Participants' choices inlesson design and deliverysometimes results in movingstudents toward or meetinggoals.

I1.2c Participant's lesson designand implementation reflectsconfidence with subject matterand students are invested in thecontent-specific instructionalchoices made to help them meetgoals. Lesson design anddelivery frequently movesstudents toward meeting goals.

I1.2d Participant's lesson designand implementation is rooted indeep but flexible knowledge of thesubject matter. It is evident that therationale for instructional choicesmade has been shared withstudents and they understand howtheir instruction will help themmeet goals.


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Indicator I2: Differentiate instruction based on student readiness.

DescriptorReference


I2.1 Uses

knowledge ofstudent behaviorand motivation toincrease studentperformance

I2.1a Participant makes little

or no effort to understandstudent behaviors andmotivation and how theymay impact content-arealearning.

I2.1b Participant makes an

effort to understand howstudents' behavior andmotivation impact individualstudent performance in thecontent area, but has done littleresearch to understand thewhys for certain students.

I2.1c Participant investigates

common student behaviors anddemonstrates an understandingof how student motivationimpacts content-area learning,specifically. Participant maygeneralize some of thisunderstanding and engage somestudents in one-on-one or small-group settings to address.

I2.1d Participant articulates how

they have proactively gatheredinformation on specific studentbehavior and involves students inconversations about theirexperiences with content-arealearning. The participant islearning to discriminate betweenissues of general motivation andchallenges with content-specificmotivation.

I2.2 Takesindividual

learning needsinto account andmakes necessaryaccommodations

I2.2a Participant makes littleor no effort to identifyindividual students' needs

and does not makeaccommodations in his or herinstruction for those needs.

I2.2b Participant is aware of thevalue of identifying individualstudents' needs and making

accommodations for thoseneeds; however, frequently heor she is either unsure about

what accommodations to makeor defaults to one strategywithout considering itsappropriateness.

I2.2c Participant frequently takesindividual students' learningneeds--as identified through data

and student profiles--intoaccount in instructional planningby making appropriate

accommodations. The participantmay still struggle to do this forall students, but is aware that thisis a goal.

I2.2d Participant consistently andaccurately identifies individualstudents' needs and addresses

those needs by adaptinginstruction through appropriateaccommodations and engaging

those students in developingscaffolds.

I2.3 Focuses onthe needs of bothindividuals andthe group

I2.3a Participant framesdifferentiation as a challengeand does not make manyefforts to try differentstrategies to reach more

students.

I2.3b Participant generallyfocuses on the needs of largeclusters of students; there arecertain students outside of thisclustertoward whom the

participant does notdemonstrate accountability.

I2.3c Participant focuses on theneeds of large clusters ofstudents; however, he or she isable to describe instructionalplans for students in the margins

as well.

I2.3d Participant has a variedsystem of managing fordifferentiation and is able todescribe and demonstrateaccountability measures for all

students.


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Indicator I3: Evaluate effectiveness of instructional choices.

DescriptorReference


I3.1 Revisitsunsuccessfulinstructionalideas and revisesthem

I3.1a Participant does notattempt to developappropriate solutions whenan instructional idea fails.Participant may expressfrustration that ultimatelygets in the way of problemsolving.

I3.1b Participant attempts todevelop appropriate solutionswhen an instructional ideafails; however, solutionspresented do not always workfor the context, or theparticipant does not followthrough and implement them.

I3.1c Participant frequentlyrevisits instructional ideas thatwere unsuccessful and revisesthem. The participant is generallynot frustrated by these instances,but sees them as an opportunityto continue to develop solutions.

I3.1d Participant consistentlyrevisits instructional ideas thatwere initially unsuccessful.Sometimes the participant revisesthem or, when appropriate, maymove in an alternate direction. Theparticipant sees these asopportunities to continue todevelop professionally.

I3.2 Usesassessment datato evaluate

instructionalchoices

I3.2a Participant does not

consider assessment resultswhen selecting and

evaluating instructionalchoices.

I3.2b Participant considers

assessment results whenselecting and evaluating

instructional choices, but thealignment between theassessment data and theinstructional choice is flawed.

I3.2c Participant uses assessment

data to make and evaluateinstructional choices; the

instructional choices are clearlyaligned to and supported by thedata.

I3.2d Participant integrates the use

of assessment data into ongoinginstructional planning and makes

instructional choices that areclearly supported by the data.Participant articulates how data isused to evaluate the instructionalchoices as well as to inform future,related instructional planning.

I3.3 Integratesclassroommanagementconsiderationsinto instructionalplanning

I3.3a Participant views

instructional design anddelivery and classroommanagement and culture asseparate means to separategoals; may describe

classroom events from anunbalanced or inaccurateperspective as a result.

I3.3b Participant attempts to

consider how to manage aninstructional process tomaximize instructional time,but only occasionally or whenprompted.

I3.3c Participant understands the

importance of classroommanagement and classroomculture in instructional planningas demonstrated throughpurposefully using these

elements to maximizeinstructional time. Participantdescribes plans to attend to bothprocesses when planning forstudent success.

I3.3d Participant consistently

manages for success byconsidering classroommanagement and classroomculture in their instructionalplanning. Furthermore, the

participant demonstrates this as adaily practice.


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Indicator I4: Reframe and re-teach concepts using different instructional choices.

DescriptorReference


I4.1 Describesthe processesbehind studentthinking

I4.1a Participant makes littleor no effort to examine andunderstand students' thoughtprocesses. Instead,participant responds basedsolely on his or her ownthinking.

I4.1b Participant pays someattention to the ways in whichstudents think, but stillprivileges his or her ownthought process and answers.The participants' response andpotential reframing issomewhat influenced bystudent processes.

I4.1c Participant describes thewhys behind student thinking--the process through whichstudents develop theirunderstanding of contentmaterial--as well as the productsand answers at which theyarrive.

I4.1d Participant describes thewhys behind student thinking andthe products at which studentsarrive. Participant begins teachingto students' potential--what theyare capable of thinking--instead offocusing exclusively on where theycurrently are.

I4.2 Describes

teachingmoments from avariety ofperspectives

I4.2a Participant viewsteaching events from a singleperspective and is unable tosee beyond their immediateexperience. Participant doesnot articulate how theywould modify their teachingpractice to help students meetgoals.

I4.2b Participant sometimesdescribes teaching momentsfrom more than oneperspective, though sometimesreturns to the sameinterpretation of events.Participant sometimesdescribes how they wouldmodify their teaching practiceto help students meet goals.

I4.2c Participant describesteaching moments from a varietyof perspectives and is beginningto analyze how these individualmoments impact larger studentachievement goals. Participantdescribes how they wouldmodify their teaching practice tohelp students meet goals.

I4.2d Participant consistentlydescribes teaching moments from avariety of perspectives and is ableto provide multiple interpretationsand describe potential outcomesfor singular events as they mayrelate to larger studentachievement goals. Rather thanbeing overwhelmed by the bigpicture, the participant seesopportunity for growth in themultiple outcomes. Participantconsistently articulates a detailedaccount of how they would modify

their teaching practice to helpstudents meet goals.

portfolio evaluation guidelines

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