1. Let's make a portfolio! Teaching Portfolio Clinton Middle School
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 1—to get you started—you 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 easy—and 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

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 picture’s 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
In addition to the evidence for each indicator or sub-indicator, teachers should write a one-page personal reflection piece for each of the main standards. Reflections are not necessary for each indicator. Each personal reflection should be included at the beginning of the relevant standard’s section in the portfolio.
The personal reflection pieces should first touch upon the teacher’s thoughts as he/she started teaching and then the changes and growth within the standard area that have occurred over the teacher’s time in the classroom. Finally, the reflection should address how the teacher hopes to grow in this standard area in the future.
Notes from Scott Connery portfolio workshop: Evidence to include proving that you are meeting the standards. Copy of any recent master degrees
Standard 1-A-1: copy of teaching license, PDP’s, unit lesson plans
Standard 1-B-1: more than one type of assessment, chapter test, unit test, quiz
1-B-2: differentiation- how are you testing your students
Standard 1-C-1: Reflection statement about assessments, too easy or too hard, print out assignment and grade
Standard ll-A-2: grading rubric, dip sticking (thumbs up/down)
Standard II-A-3: inclusion workshops, ELL course, modification and accommodations
Standard II-B-2: group change
Standard ll-B-2: Poster of classroom rules, absentee folders with work
Standard II-C-1: SEI Class
Standard II-D-1 rubric for work product, behavior consequences worksheet
Standard II-D-2 mastering ability, one step at a time
Standard II-D-2 use of technology for student learning activities
Standard III-A-1: s to parents, phone log, meeting invitation for IEP meeting.
Standard III-B-1 copy of your IEP notes for IEP meeting (teacher summary of student performance)
Standard III-B-2 parent teacher conferences

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
PDP’s, 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 you’ve 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)
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
/notes to parents about their child
Examples of feedback to students
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 work—pictures
Posted objectives (picture)
Group project completed in your inclusion /ELL class
Sample inter-disciplinary lessons

6. Name___________________ Teaching Portfolio Clinton Middle School
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
Evidence
Binder

7. Standard I Curriculum, 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 II Teaching 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 III Family & 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 IV Professional 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. Donna Beck Teaching Portfolio Clinton Middle School
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 child’s 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 child’s 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 child’s 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